Price $f*50 Per Year Single Copies 5 CentsUniversity RecordCHICAGO&be mnipetsfts of Cbfcago ff>res0^[TsTnoTIT PUBLISHED EVERY FRIDAY AT 3 P.M. APRIL 24, 1896.CONTENTS,I. Addresses and Papers - - - 69-72" Critical and Creative Moods," by MarthaFoote Crow.II. Educational 72-77" The Ethics of School Management," byCharles R. Henderson.III. Official Actions, Notices, and Reports - 77-81IV. The University 81-85Instruction; Music; Religions;Libraries, Laboratories, and Museums.By MarthaBetween the critical and the creative moods ofmind there seems to be fixed an impassable gulf. Thetwo impulses hold sway in turn; they are like twoqueens that assert their right to the same kingdom,neither of whom will brook the claims of the other,each demanding absolute loyalty ; or like two spirits,we will not say that one is a good spirit and the othercolored ill, but like two of differing natures, thatcannot live in the house together without fighting tothe death, or until one spirit drives the other out andhas the place to herself. Of course to feel this difference is one thing and to put into crude words what thepsychological conditions are that lie at the foundationof the difference is quite another. The attempt is nothere being made to decipher the spirit's sign-boardthat points out the two variant pathways, but onlyto call attention to the fact that we must take accountof a division so decisive that many poets have losttheir way at this finger-post and have bewailed theirloss in heart-stirring strains. The hierarchy of poets,however, is not the only circle from which testimony Literary :" The Russian Poet Pushkin," by Prince SergeWolkonsky."Literary Criticism in England, 1700-1750,"by B. A. Heydrick." The Composition of Acts," by ShailerMathews.V. The Alumni 85VI. Current Events 86-87VII. The Calendar 88comes. Since every man is a poet, since every humansoul possesses some share at least of the poetic faculty,every man can from his own experience testify to theconflict within ; at any rate he can do this if he has.given the poetic impulse the least chance to breathe,,so that its existence and life in the arcanum of his.being has made itself in any degree felt.That these two pathways may sometimes cross eachother is, of course, not to be denied. The analytic andsynthetic powers may be possessed by one and thesame mind; there are criticisms resulting in creations and creations resulting in criticism; thereare creative critics and there are critical creators;,but every man of them all knows that when he is.in the critical mood he cannot create, and when inthe creative mood he cannot criticise. The two moods*are not, cannot be contemporaneous. 4^d those thatlove the surprises of the creative mood best, regret:the hours that must be spent in criticism, while thosethat love the examinations and classifications ofcriticism best, hate the hours that they have to give;Critical and Creative Moods.*Foote Crow.* An address delivered before The University.70 UNIVERSITY RECORDto the forcing processes of creation. But it would bewell if where the two pathways cross each other, they 'should for a while run side by side, so that the flowersthat set their roots beneath the one might pour outfragrance to happify the other. If this were more so,the world would sooner come to the point where everyman could be his own poet and when the millenniumwould be at the door. Each mood may be,should be,useful to the other. The creative temper is fed by the experiences that are the result of the critical, the criticalshould be inspired by the certainty and swiftness ofthe creator's energy. What a joy that must have beenwhen the human mind first put two and two togetherand found that it made four, the first four ever thoughtof ; and that joy was equaled by the second effort thatbrought the same result, thus establishing an eternalprinciple which all the stars, shooting madly fromtheir spheres, could not disorder or controvert. Allscientific work which is its own end is a failure andworse than rotting idleness, but the longest, mosttedious and difficult via dolorosa of fact-collection andanalysis, richly pays if it leads to a new thought, ora new collocation of thoughts that shall showerblessings on mankind. On the other hand, poeticcreators may avail themselves of the enlarged scopeprovided in the fact-collectors' widening cosmos, inorder that they may live the full life, and that themiraculous fountain of inspiration may not cease tospring in their scallop shell.All people are encouraged nowadays to be fact-collectors, but who is encouraged to be a poet ? Why,in Elizabeth's time, the masters of grammar schoolscomposed masques and pageants for the boys to act,law-students enlivened their holiday-hours with representations of dramatic works of their own creation,students of the universities composed plays withwhich to entertain Queen Bess when on her notinfrequent royal progresses, courtiers had theirpockets stuffed full of scraps of verses which theyread to each other at the ordinary, gallants were notacceptable unless they brought a daily installment ofpoems in praise of love and beauty, and servants hadit stated in their letters of recommendation that theycould improvise to the accompaniment of the lute.No wonder that it was a poetic age ! But now alas,we are fallen on evil times, and the trailing glory ofthat long past era is about the only glory we have. If.a poet is born, he is promptly drafted into the ranks ofthe analyzers. He calls himself a scientist, and so theworld and the student are hoodwinked. And as to thecultivation of the power to realize a poetic conception,and make the inspiration into a joy forever, nearlyeverything in our education is against it. In all our schools the teachers are taking divine poetic compositions, cutting them up with a scalpel, dividingthem out into pigeon holes, labeling the various partswith their proper unpronounceable names. They say"This is beautiful, this is more beautiful, this isbeautiful to the wth power; next scholar recite."Snip snap ! We hear the very ticking of the machine.But beauty is too shy and coy a guest to come on anysuch haphazard invitation. The aesthetic sense mustspring in the heart beneath those folds on folds of stupidity, and one must wait until like the bubble that bysome inner propulsion starts from the slime beneaththe dark water and forces its tremulous way upward,it comes at last to the light and joy above. I know ofa student, I regret to say that it was an Americanstudent, that being on a sort of intellectual tour inEurope, burst into the lecture hall of one of the mostdistinguished professors at Paris. He put his eyeglasses on the bridge of his nose and looking around,blandly remarked, " Ah, this is the lecture room ofProfessor Charcot," and then withdrew. He wentaway and told abroad that he had attended at thelecture-hall of the great professor. It is in about thisway that the people intrude upon the poet's hours.They dash in, stay for an irreverent moment, and thenfly off and declare that they have read the ParadiseLost, the Divina Commedia, and the plays of Sophoclesand Shakespeare all through and that they entertaina motley mixture of critical opinions upon the art ofthose masters. But have they ever stood still until thevery heart could be heard beating and listened withScot's Rabbie to the burnies galloping down the hill ?Or have they ever waited by the side of Arnold whilethe stars whispered to him their immortal lesson ofpeace in confusion, of rest in action." Wouldst thou be as these are, live as they.Unaffrighted by the silence round themUndistracted by the sights they see ;These demand not that the things about themYield them love, amusement, sympathy."Or have they ever taken the hand of GeorgeMeredith and with him followed the flight of Luciferas the fallen spirit arose from his " dark dominion,"passed through sphere on sphere of ever "widerzones," until he came to a "middle height," and thereupon "the stars which are the brain of heaven, helooked and sank" ; for there he saw, marching "rankon rank, the army of unalterable law." Or have theybeen overswept by our human insignificance as thegreatest poet of all, in words, which are, outside theBible, the very culmination of all poetry, both as toform and spirit, has recorded his vision of the " insubstantial pageant " of life, with its pathetic comment,UNIVERSITY RECORD 71" We are such stuffAs dreams are made on ; and our little lifeIs rounded with a sleep."I trow not. They have not had time for this. Theycould not wait. To wait ! Ah, that is the word ! Onemust wait in reverent stillness, until the impressionsinks deeper and deeper into the mind and finallyreaches the place where joy abides. And, believe me,unless it reaches that place, poetry is all no betterthan a tinkling cymbal. It may flow past the ear untilthe crack of doom but it might as well be the river ofoblivion itself. Only when the poet within springsto meet the poet without, does poetry become thepromised opiate of sorrow, uplifter of the spirit,and inspirer of heroism.To nourish this sensibility, to bring the sources ofaesthetic pleasure nearer to the surface, to make thebeauty-nerve more keen and quick, what do the schoolsin the main do ? Instead of nourishing, they seem totake the utmost pains to asphyxiate. The universityabove all, should it not be the friend and nurse ofpoets ? But alas, it also fails in this part of its mission. The atmosphere in most of those centers ofhigher learning is full of ozone for the worker thatwill trundle up his daily load of facts, and thentrundle his barrow back again two hundred timesa year for from four to seven years, but it is deadlypoison to the faint early breathings of those betweenwhose lips truth should sing, and singing win men'shearts.And this is why the soul of the student should beawake to the need for something that the educatorsfrom A, B, C, to Ph.D., almost unanimously refuse togive. If our eyes were but open to see it we shouldrealize that there are times when it is absolutely necessary for the soul's health to " sit on a green bank andfly our thoughts at will." I am not speaking of thehour of dull protoplasmic inertness, nor yet of the hourof frolic ; my plea is rather for the hour of insight.It is in the hour of insight, of free unshackled activitythat the soul most truly lives, knows itself best, has itsclearest vision. There are cavillers about nowadays telling us that the poet must be classed among the degenerates. If any one tells you that, do not believe him ; onyour life, do not ! If they marshal whole battle-lines ofstatistics drawn from insane asylums, prisons, andalmshouses, we will also show by vastly more convincing evidence how myriad were the delicacies oftunefulness Shakespeare's ear was able to take cognizance of, how minutely and accurately normal theglance and gaze of his eye, how regular his heart-beat,how certain his touch, his taste ; and as to his brain -tracts, the response of universal humanity to the swift certainty of his intuitions is enough. The poet is thehuman being with the best voice, the best ears, thebest head and heart of all, the sanest, completestbeing, the being most in possession of his own faculties, most at home with himself, most in touch withnature, the world, all men and God, and with thepower to bring the central truths of his multifariousbeing to expression. Not that we dare claim that thecomplete and perfect poet has ever yet lived; but the onethat came nearest to this ideal of a perfect poet, whatever his name may have been, was the greatest poet theworld has known. And the hour when a humbleindividual comes nearest to the realization of thisexalted state is the hour when the best creations ofwhich he is capable will unfold themselves like beatificvisions, like revelations as they truly are of the mindof God, before his surprised and exalted spirit. Tohave caught one such glimpse, to have expressed onefragment of such truth is to have lived! But he thatwould see the seer's vision, the glories of earth andheaven, must keep the motes out of his eyes. Theblood must flow swiftly and purely in his veins, andlife, full life, must thrill through all his physical,mental, and spiritual being.Nevertheless it does not take any great inflationof self-conceit, to relate one's humble self to the fulllife of the poet. For as every life is different fromevery other life, so is every life valuable, yes, necessaryto the world. The expression of the inner truth ofevery life is therefore a boon to all collective life. Aspoetry is the best expression of the highest truth, sothe passion for poetry is the passion for truth. Hethat possesses the passion for truth is in the verynature of things an ardent lover of poetry. "Song isnot truth," said William Watson only yesterday," Song is not Truth, nor Wisdom, but the roseUpon Truth's lips, the light in Wisdom's eyes."Shall we love Truth and not love the rose upon herlips ? Shall we love Wisdom and not be enrapturedby the light in her eyes ? And the converse is alsotrue, providing one has ever seen, really seen with themind's true seeing, any real poetry. And he thatpossesses the passion to express the real and finaltruth of his own inner being is, in proportion as hepossesses it, the poet. When the time comes when allthings shall be related to each other in perfect musicalrightness, and philosophy has been lifted into itsproper place as our one sole study, then all people willbe poets at a bound ; for philosophy itself, as ourlamented Walter Pater said, is but the sympatheticappreciation of a kind of music in the very nature ofthings. And every human being that perfectly72 UNIVERSITY RECORDexpresses the whole of truth that his deepest life iscapable of illustrating, brings that happy day nearer*It would be better for science, for art, for handicrafts,for philanthropy, for all the world, if there were morepoets.It is then plainly the duty of the student — if nothis, then whose in all the world! — to give the poetwithin a chance to breathe. He should study theform, for that is the golden jewel-case in which thetreasure is passed from hand to hand, from age to age ;the more perfect the obedience to law, the more sanethe balance and unity, the more organic the interfu sion of tone-color, the more permanent and helpfulwill be the great thought expressed. If then any highthought comes singing into the student's mind, heshould entertain it, give it air, seek to express it. Ifany beauteous image is reflected against his sky, heshould lose no curve of its wavy motion. If any divineinspiration flits across his vision, he should be standing alert, ready to catch it before it wings its wayback to the heart of God.Finally, let us hope that this University, at least,will prove to be the tenderest of Alma Maters towardthe genius-gifted young spirits entrusted to her care.IBtrucatiotiaLThe Ethics of School Management. *By Charles R. Henderson.Your committee has assigned me a pretentious andoverwhelming subject; I must content myself withfragmentary maxims. But nature knows how to carrythe elements of food to form various tissues, and wiseteachers know how to assimilate any crumb of suggestion that may have nourishment for the soul.1. The school, we are told, is only one of many socialinstruments of education. Human life is shaped bynature and by the entire community. " The influenceexerted on the human character by climate and geographical position, by arts, laws, governments andmodes of social life, constitute a very interestingdepartment of sociology, and have their place thereand nowhere else." (Bain, Education as a Science, p.5.) "The family, the state, the industrial system, thefree associations all contribute to the process of forming character." (Rosenkranz, Philosophy of Education, p. 21.) This limitation of the school has important practical consequences.The teacher cannot go far beyond the ethical condition of the social environment ; first, because he ishimself a product of that environment, and, secondly,because the public will which creates the school insistson its moral code. There is a general agreement onsome virtues and duties which the community wills tobe communicated and transmitted.But the community is not agreed on all subjects,and the attempts to insist on the theory of a smallminority would simply wreck the public school. Theprogressive teacher must fight his battle in publicdebate, for he cannot do anything slily and secretly.Thus the very limitations of the school become a new* A paper read at the Northern Illinois Teachers' Association, power. For the teacher is a citizen to whom the newspaper, family life, neighborhood gossip and churchmeetings may become spheres and organs of influence.Emerson rightly insists that when the woodman liftshis axe it falls with the weight of the entire planet tohelp his stroke. And when the teacher is thwarted inhis school room he is compelled to turn social reformer.2. The school is the only specialized instrument ofsociety for the conscious and purposeful educationalprocess, for "the efforts of set purpose, to train men ina particular way, the efforts of the grown-up part ofthe community to inform the intellect and mould thecharacter of the young."3. Under the term " management " we may emphasize the conscious efforts to "mould character" ratherthan to "inform the intellect," but the two processesmust move with organic unity and are separated onlyfor purposes of clear analysis.There is already a vast body of professional literature on the details of organization and discipline.We have been told by teachers of high degree of skillthe essential conditions favorable to the process oflearning and moral development, so far as organizationcan assist. We have minute directions in respect tothe physical conditions of bodily health, the removalof distracting objects, the care for the comfort andconvenience of the pupils, the arrangement of thematerial appliances of the school room, the order oflife, the selection and supervision of the teachingforce, the programme of work.Nor do we lack instruction in respect to means andmotives for developing social qualities and habits inOttawa, 111.UNIVERSITY RECORD 73the children. It is not my purpose to transcribe suchvf ise maxims nor to seek to add from a narrow personalexperience any novei devices. The emphasis will beplaced on the word " ethical " rather than on the word"management," and the discussion will look to kindling a glorious sense of comradeship in the sublimetask in which we are partners.4. The nature of man is a seed-plot of ethical powers.There is so much truth in Rousseau's plea for naturaldevelopment, though it needs the corrective of Spencerand perhaps of Augustine and Calvin. But the idealof man is in man. Latent or perverted it may be, butit is there for the believer. We are not concernedwith theological implications. The best theology saidof the prodigal son that it was when he repented thathe "came to himself." The true self was there evenwhen dressed in rags and put to feeding swine. Thesculptor's task is to free the angel from the rude block.The teacher's task is higher, it is to help free beingsto the realization of their freedom. We cannot createfaculty, but we can assist self -discovery.Shakespeare is not out of the reach of dull pupils.There is no finality for man, he is never finished. Theend of life is a purpose that grows, not a wall thathems. "True moral principles cannot be learnedfrom experience, but on the contrary a comprehensionof experiences is modified by the mind with whicheach individual meets them." (Herbart, Science ofEducation, p. 251). Observation and experimentawaken powers but do not originate them. The educational process arouses but does not create. Withinus "broods a radiance vast, to be elicited ray by ray."' ' Within us is a universe ;Hence the praiseworthy custom of nations,That each one calls the best he knowsHis Grod; gives over to Him heaven and earth.Fears Him and, when possible, loves Him."" Wilt thou live in the whole ? Then must thou schoolthyself to see the whole in the least object."Our own Whittier sings of Puritan ancestors :" With that deep insight which detectsAll great things in the small,And knows how each man's life affectsThe spiritual life of all."This must be our prophetic gift, to discern theinvisible, the real real, and so believe in it that weshall toil in hope.5. Wise men have made abstract statements of theethical ends of education. The only absolute goodwe know is the good will. Error in judgment andfailure of strength may mar the fairest plan. Ourown bodies are not entirely subject to ourselves. Butit is in our own power to will the good, to have a rightdisposition. Hence the end of discipline is to form the will and bring it under the sway of love. List nto some of the abstract formulas of the philosophers :" The spirit of education, always watching over thewhole, is nothing more than an endeavor to liberate,by means of a free man, the ideal human being whichlies concealed in every child." (Richter, Levana.)"The self-realization of the individual . . . . .rational freedom, or the power to choose and live inthe highest good." (Arnold Tompkins.)" The educator should so educate his pupil that hisfuture personality will be in keeping with the idealhuman personality. The ethical culture of the willmust be regarded as the highest purpose of education." (Rein, p. 75.)Psychology and ethics will help to deliver a teacherfrom the benumbing thought that it is her life workto teach subjects. Professoj Olney declared thatteaching is not monotonous, and that he did notteach algebra or geometry but he taught students.The subject is repeated until it becomes a mechanicalthing, but the human pupils change every year andeach one is a new continent.6. These ideals are the product of a historic process.They are social and not merely individual. We findthem in books, but the authors found them in the race,where each one of us can rediscover them and verifythem. They do not rest on bare assertions of eminentmen. They have issued from myriads of conflicts.They are the survivals of countless controversies andexperiments. There has been an age-long strife forexistence and domination, and the loftiest ideals havesurvived. When an instructed idealist speaks hevoices humanity. The despairing groans of thelibertine who cries, "All is vanity," witness along withthe triumphal confessions of faith of Socrates, Plato,Latimer, Pestalozzi, Horace Mann, William ElleryChanning, Browning and Emerson. The ethical idealis a social product because it was immanent in manfrom the first, and it confirms its authority by thetestimony of millions of witnesses.The literature and the art that were built on otherfoundations perished. The individuals who shapedtheir careers by other maxims were ground to powder.The races that refused to believe have no heirs.But such ideals were born with sore travail. Wethink it a commonplace to say that every human childhas a right to education. Aristotle never dreamedthat such a thought could be regarded by sane men.Even our Supreme Court a few years ago exerted itsawful authority to punish as a malefactor any citizenwho should seek to act upon that idea. We have noteven in Illinois carried out the accepted principle,74 UNIVERSITY RECORDand still permit ignorant parents to deny their childrenthis right, or we neglect the necessary means of carrying out the spirit of the law. Thus we still feel thedistress and beating of the conflict which forges idealsand at last compels the community to add new articlesto its confession of faith.Such conflict seems to some an indication that moralideals are all at sea. It is not true that all is in doubt.The man who has never been tempted has not attainedcharacter ; he may be negatively innocent, but he isnot sure. The truth which has not been questioneddoes not belong to us. If we enjoy the Canaan of amoral confidence we must take it from the Philistineswith sword and bow; then we shall keep it andtreasure it.7. We must be careful about evolving our rules andmaxims of organization and discipline from mere formulas. Methods as well as ideals are social and notmerely individual products. The better way has beenfound and followed because the angels of experiencedrove us from the wrong paths with flaming swords.The wrong methods have been tried, and they have'cast out upon the world dwarfed, crippled, near sighted,bloodless youth. Good methods have prepared robustand pure manhood for life's duties. Some of the leading men of the new social movement of Englandreceived their impulse from Dr. Arnold, of Rugby.There is no smooth path of deductive logic whichleads us to the right methods.Aristotle came byway of "general principles" to theconclusion that there can be nothing outside of ourcircle of worlds, and if the world had trusted himthere would be no astronomy. In the same way hebecame certain that the left side of the body is colderthan the right. If we followed his authority weshould deem it sacrilege to apply a thermometer.There are some subtile writers so skillful in hatching ideas that they can tell from an a priori conception of the universe what is the proper height of aseat in a kindergarten, the length of a recess, the toneof paper for a text book, the color of a blackboard, themethod of sharpening a pencil, and the most suitableattitude for applying the rod.Carefully inspect this deductive process and youwill discover that entire sections of inductive materialshave been surreptitiously slipped in by the developer.The wizard of the platform exhibition apparentlydraws out of the same glass bottle fire, water, paper,ribbons, eggs, wine and copper coins. But he deceivesonly our senses, not our reason.The problems of organization and discipline will notbe determined by legerdemain. The physical condition of health and cerebral action will be determined by the physiologists and not by logicians. What weknow about seating, ventilation, posture and exercisecomes from millions of experiments, many of them themost painful processes of vivisection without anaesthetics. The psychical conditions of school government and discipline are not deduced from the abstractidea of " rational freedom " or " ethical perfection." Ifany writer has seemed to evolve his maxims from suchbrief Delphic oracle you may be sure that it was atrick of legerdemain. If he was wise it was becausehe had learned much from experience or from theworld's experience.Our reasoning on school management must be a process in which deduction and induction constantlycorrect each other. Induction from experience without a theory is blind and aimless. Deduction withoutverification is revolution in an empty circle, and itsproduct is mental dizziness, staggering counsels.The proof of the need of induction lies in the factthat a young teacher with the grandest and clearestideal of rational freedom could not, without help ofexperience or of an experienced leader, construct aprogramme for the first day's work in a village school.The pure idea without results of practice is purenothing. Hypothesis without verification is neitherscience nor art. Experimentation without hypothesisis cruelty and waste. We need the unity of an underlying principle, but we also need materials to unify.A bell clapper in an exhausted receiver is the parableof a logical process without professional training.8. Literature and life must be among the resourcesof the teacher. The physiological psychologists arebusy interpreting the laws of mental life and growthfrom physical motions and conditions. They do well.The field is broad and promising. But man putshis soul objectively and visibly into literature andlaws, governments, cities, statutes and audibly intosongs, anthems, oratorios, operas and eloquence.Whatever man does or makes reveals his nature andend.There must be aesthetic construction of life as wellas keen analysis. There must be a wealth of suchconstructions. The teacher having many pupils, eachwith a distinct nature, place, task, duty, must havea room full of models or ideals. It were mean to offerone poor self as pattern for all." Not he (the teacher) but the whole power of whathumanity has felt, experienced and thought, is the trueand right education, to which the boy is entitled, andthe teacher is given him merely that he may help himby intelligent interpretation and elevating companionship. Thus to present the whole treasure of accumulated research in concentrated form to the youthfulUNIVERSITY RECORD 75generation, is the highest service which mankind atany period of its existence can render to its successors,be it as teaching or as warning." (Herbart, Science ofEducation, p. 81.)" The teacher must represent the future man in theboy .... he must prepare beforehand an inwardfacility for attaining the aims which the pupil will asan adult place before himself. Since human aims aremanifold, the teacher's cares must be manifold also."(Ibid., p. 109.)In various museums of Europe we come uponpreliminary sketches made by Raphael, Correggio,Da Vinci and Titian. They are studies of faces andforms of every type. Great artists have kept themselves busy giving definite form to the pictures whichhaunted them, when they were not yet absorbed insupreme creative work. With chalk or pencil theyfixed the fleeting images which might enrich theircompositions. Thus when one of them would paint athought of heaven he made an altar piece which gavea sky full of cherubs and seraphs, in the center theChrist. The essential elements of ethical ideals arefound in a series of distinguished personalities. Thereare so many ways of being good. It requires all typesto reflect the divine beauty. We must become tolerantof all harmonies.Go through Shakespeare's gallery of the good.There is wise Prospero, armed with science, ruler ofnature and men, master of himself. His daughterMiranda is so bred and taught that she discerns thekingly mien in her lover without knowing his pedigreeor antecedents. Wise and persistent Portia, sweetand beautiful Desdemona, victim of all demons.What men and what women are here. You are looking up at the sky and there is a "shower of falling stars."Hardly less helpful is the presentation of moralugliness and imperfection in rude Caliban, with hisarrested development ; rash Othello ; mean Iago ;ambitious Macbeth, so painted that you hate a manwithout pity all the more for seeing him. And thereare throngs of others.Goethe will conduct you along another path. Hermann and Dorothea will reveal the sweetness of loveand home, the haven of domestic bliss even when theland is laid waste by war. And following Faust fromthe proud isolation of the scholar's cell, along theselfish path of lust, the works of glory, the pursuits ofscience, you will discover him chastened at the last,exclaiming at the fairness of the vision that comes toa servant of his fellows, and then he is received upinto endless joy.Thus Homer, and Vergil, and Dante, and Miltonand Browning — there are not many necessary — fix before us the essentials of life so that we recognize,appreciate and are inspired to labor at reproducingthe beautiful and the good while we teach the true.I do not deny but affirm the value of the formulasof abstract philosophy. It is in that rarefied and loftyatmosphere that we should fix our telescopes. If weare to follow the counsel of our sage,- and " hitch ourwagon to a star, "then we must first discover our starby the aid of such exaltation as ethical philosophycan give us.But I also insist, that a sentence of Pestalozzi orFrcebel or Channing must mean far more to one whosesoul is a chamber of glorious literary images than toa starved gossip who knows nothing but lean textbooks. The pupils feel the difference. Well waterbegins to taste foul before the well is quite empty.As you get close to the dregs the signs of exhaustionare manifest. Literature and life must be constantlylaid under tribute for a supply of clothing for threadbare definitions and oracles.Ziller rightly insists that for us there is no personality so helpful to the teacher as the Founder ofChristianity. The cool logician Mill, bred unbelieverof set purpose, declared that Christianity was fortunate in its choice of a leader. Mr. Huxley, great as ateacher, has said of the study of the Bible : " By thestudy of what other book could children be so humanized, and made to feel that each figure in that vasthistorical procession fills, like themselves, but amomentary space in the interval between two eternities; and earns the blessings or the curses of alltime, according to its effort to do good and hate evil,even as they also are earning their payment for theirworks?" (Con. Rev. Dec, 1870, quoted by Rogers,Superhuman Origin of the Bible, p. 340.) They mayvote the great book out of the schools, but so long asteachers incarnate its truths and breathe its spirit weshall have the Bible in the public schools.While the world waits for a better ideal than Godin Christ we must really act as if he were our best.Diderot, though a skeptic, could not lift his soul onhigh without a prayer to the idea of God. " Someaffirm Thee, others deny Thee, but the idea of Godshould neverthless inspire my conduct. God ! Myactions shall be as if Thou wert looking into my soul ;I shall live as though in Thy presence." (Fouillee,Education from a National Standpoint, p. 320.)I may be pardoned for speaking a word for sociologyas of value to the teacher in the construction of an idealand in the forming of a plan of discipline and government. A real danger lurks in the constant use of theformula that the end of education is the realization ofrational freedom or the culture of the true self. Human76 UNIVERSITY RECORDbeings are only too prone to identify individualitywith selfishness. We need to have it distinctly understood that no human being is perfect in isolation.Perfectly regular, splendidly null may he be who iscut apart from all living relations of love and justicefrom other members of the race.Now the tendency of the study of sociology is toreveal our grander selves in society. The students ofsociology could not express their purpose better thanin the words of the great German who has done somuch to make all science possible. The aim of allthought and action is :" Uns vom Halben zu entwOhnenUm im G-anzen, Guten, SchoenenResolut zu leben."Psychology reveals the powers of the individualmind and catches glimpses of the outflowing andincoming currents of sympathy, admiration, hope,and love which witness to the social bond.Ethical philosophy inquires into "the nature of thegood, the intrinsically preferable and desirable, thetrue end of action, and the true rules of conduct."Sociology takes us out into that same real worldwhich life reveals in fragments, which literaturedepicts as aesthetic unities, and sets before us theorder and progressive unfolding of the forms andforces of community life. Sociology shows the place,the relation, and the dignity of special social sciencesand arts, as economics, ethics, politics, and pedagogics.Now it is in this social order that each child hasalready begun to live, and in which he must find hislife work and field of service. We ought not to sendhim on his journey without some day taking him upto a height and showing him the general direction hemust travel and the outline of the regions he willtraverse.The institutions of society, as well as literature,science, art, and philosophy, reveal and express whatis in man, and they react upon character to assist ormar. In the organic conception of society no humanbeing is regarded as a mere means to some end out ofhim, but as a voluntary and moral member of a community in which each person is served by all andowes duties to all. Thus sociology fortifies and' interprets ethical philosophy, and gives a more exactaccount of those human relations which determineduties in particular circumstances. The teacher is apilot and should know something of that ocean overwhich he directs the child. The Pied Piper of Hame-lin town lured with his music the village children faraway, and no one ever discovered whither he ledthem. We must not be Pied Pipers to the children.The school room is a microcosm, but no teacher can interpret the world outside without knowing it. Assoon as we escape from bare formulas we entersociety A good will is good for something and doesgood to some one, if it be only a dog. A good manwill be a good neighbor. There is not much to belearned from Robinson Crusoe ethics. The pictureof his isolation has been overworked. The naturalman is a savage and the isolated man goes insane.The actual man always lived in society. It is wasteof time to study the psychology or ethics of a manconsidered apart from his kind.Sociology does not attempt to construct society,but first of all to understand it. It marries the ethical dream to the vital social fact where alone it canbe realized. Sociology counts up the powers andmaterials available, and renders a verdict as to thepracticability of an asserted duty. The impracticablecan never be the morally imperative.The world surges to the doors of the school room,and its roar comes in at all windows. Sociology helpsto interpret the mystical language of that roar, whichis composed^of billions of minute explosions along thereef. It helps us select the significant in literatureand life, brings ethical hypotheses to the verifyingtest of ^reality, at the same moment showing how ethical ideals may most rapidly transfigure the actual.Righteousness is more than a personal quality. Itimplies obligations to others. It asks for specific elements of good — the material necessities, sound physical conditions, eagerness of curiosity and hunger toknow, complacent appreciation of beautiful sights andsounds, insight into the ideal of truth, beauty, andgoodness. These goods a complete man will wish forhimself, and therefore will wish to have all enjoythem. But only through social cooperation can thesegoods be secured and diffused.10. Society has a right to ethical results fromschools and teachers. If management has been whatit should be, spite of perversity and obstruction, weshall see augmented the virtues which hold the worldtogether : politeness, order, truthfulness, industry,justice, altruism, reverence. And if there be any virtue or thing praiseworthy it will spring out of thisgarden sown lavishly with seeds of better things.Concrete hints of devices for developing these qualities may be formed from actual experiments. Theschool penny savings bank turns Poor Richard's counsels into personal habits and local customs. Manualtraining, for town or country, transforms criminalimpetuosity into regular social service. Public spiritgrows when a group of boys form a Village Improvement society to plant flowers and trees, adorn thecemetery, furnish entertainment for the village festival.UNIVERSITY RECORD 77Reverence and sympathy are awakened and directedwhen toys and pictures are gathered for the child'shospital, when crutches are purchased for cripples.A visit to a poor old man at the county farm (never toa criminal in the jail) may awaken a philanthropistunder the vest of a rude boy. Patriotism growsrapidly when the star spangled banner waves, andwhen praise of Washington and Lincoln is said orsung. Action must embody advice.We need to lay heavy duties on our hearts. Teachers are asking higher pay. It is well. The statewhich starves its teachers dwarfs its children. Theywho rob the teacher smite posterity. But right restson duty. To make the profession of teaching lucrative we must make it useful. We must be mercilessto all laziness and incompetency among us. The bestof the mediaeval guilds refused to admit to their advantages one who could not prove his desert by making a master-piece. The true social function of tradesunions is to punish bad workmen, exclude the incompetent and insist on sound work. The doctrine ofminimum wages must rest on guaranty of honestgoods. Teachers' associations are becoming powerfultrades unions.. They will some day ask for pensions,since Germany pensions its teachers. But before wecome to that we must have the German probation andpreparation, and teaching must become a life calling.We cannot gather plums until we have grown the tree.We are not to wait to be disciplined and regimentedinto efficiency. The most competent critics andreformers of schools are teachers. We must erectthe standards ; the people are at our mercy. With aworthy conception of man and duty we shall notregard anything as vexatious. Genius is the art of taking pains. Milton's soul was " like a star and dweltapart", and yet "he traveled on life's common way incheerful godliness ", and " lowliest duties on himselfdid lay ".Michael Angelo said that perfection was made up oftrifles, but perfection is no trifle.The Parsee and Hebrew rituals were very exactingbecause they were sacred. If the priest fell into errorhe must repeat it all from the beginning, for an imperfect service was not acceptable to God. All trueartists have tried to do their best every time.*' In the elder days of art.Builders wrought with utmost careEach minute and unseen part,For the gods see everywhere."We are giving our heart's best blood to our pupils,but we live life over in their careers. If they slavishlycopy us, we are undone. If they rise in freedom toattain their own life, we have our reward. They forgetheir swords at our anvils but have their own battlesto fight. Life is passing upward into higher forms.There will be better men on earth than we are if wedo our duty.We make Herder's inspiring words our own : " Byno other means on earth than by chosen and greatermen does God work. Religion and language, arts andsciences and even governments can never adorn themselves with more beautiful coronets than this palm-branch of moral development of human souls. Ourbodies will moulder in the grave, and our reputationis but an earthly shadow; only as embodied in thevoice of God, that is, in education and tradition, canwe actively live on with a nameless power in the soulsof our kind."Official Returns, Notices, atrtr Sports,OFFICIAL ACTIONS.The Faculty of the Junior Colleges:Voted, that the following grades of warning forstudents doing unsatisfactory work or guilty of unsatisfactory conduct be established : (1) a warning bythe division officer, (2) a warning by the Dean, (3)a warning by the President of The University. If after three weeks there is no change for the better inthe matter for which warning has been given, the student shall be suspended.Voted, that unclassified students shall choose twocounselors who shall sit in the student council.78 UNIVERSITY RECORDOFFICIAL NOTICES.Meetings of Faculties and Boards.Faculty Room, Haskell Museum.April 25. The following are the regular meetings :The Administrative Board of Libraries, Laboratories, and Museums, at 8: 30 a.m.The Faculties of the Graduate Schools, at 10: 00 a.m.The University Extension Faculty, at 11: 30 a.m.Official Copies of the University Record.Official copies of the University Record for theuse of students may be found in the corridors and halls of the various buildings in the University quadrangles. Students are requested to make themselvesacquainted with the official actions and notices of TheUniversity, as published from week to week in theUniversity Record.nonthly Heeting.The Junior Colleges will hold their monthly meeting with the Faculty of the Junior Colleges on Wednesday, April 29, 12:30 p.m., Chapel, Cobb LectureHall. Attendance is required.President Harper will deliver the Address.The Student Council and Divisions.Senior College Council.Chairman, Henry Gordon Gale.Division 1 — J. E. Ray croft.Division 2 — Edith Foster.Division 3 — H. A. Peterson.Division 4 — G. A. Bliss.Division 5 Division 6 — P. B. Davis.Junior College Council.1-F. D. Nichols.2— M. B. Frutchey.3— J. F. Hagey.4 — Maurice Lee.5— M. G. Clarke.DivisionDivisionDivisionDivisionDivisionDivision 6 — J. C. Curtiss.Senior Colleges.DIVISION 1.Anderson, KateBaker, GeorgiaBreyfogle, CarolineChace, H. T.Cipriani, LisiClarke, H. T.Cook, AgnesDibell, C. D.Dudley, R. C.Earle, EdithFinch, C. A.Freeman, GraceFriedman, J. C.Furness, MaryGale, H. G.Goldberg, H. E. Hopkins, FrancesHulshart, JohnHurlbut, LilaIde, AdelaideJohnson, V. O.Jones, NellieKerr, Luella M.Klock, MarthaLipsky, H. A.Livingstone, KatharineLoeb, LudwigLogie, A. E.Maynard, MaryMcKinley, A. E.Mc Williams, Elizabeth Mitchell, W. C.Moffatt, W. E.Peabody, E. W.Raycroft, J. E.Sass, LouisStagg, StellaAdkinson, H. M.Bennett, LucyDougherty, H. R.Foster, EdithJohnson, R. H.Allen, W. H.Alschuler, LeonBachelle, C. V.Bachman, F. P.Bassett, W. W.Bliss, C. K.Browne, AgnesCampbell, J. T.Chollar, W. T.Drew, W. P.Frick, MayBarker, B. B.Barrett, C. R.Batt, MaxBell, GlenroseBliss, G. A.Bond, W. S.Breeden, W. Stewart, C. W.Stone, H. W.Thomas, Mary" S.Tolman, C. F., Jr.Wales, H. W.Willis, G. B.DIVISION 2.Kennedy JennetteMcNeal, E.H.Smith, K. G.Woolley, P. G.DIVISION 3.Garver, R. C.Jackson, CoraKennedy, JennetteLingle, B. C.Morgan, T. S.Peterson, H. A.Radford, MayRothschild, I. S.Wallace, S. EmmaWalling, W. E.Williams, C. B.DIVISION 4.Capps, EdithChapin, LillianCrandall, VinnieDarling, GraceDickerson, S. C.Dignan, F. W.Durand, H. C.UNIVERSITY RECORD 7&Freeman, MarillaGundlach, E. T.Hay, FannieLinn, J. W.McLean, IdaNorwood, J.Arbogast, W. H.Beach, C. S.Boomer, RoseCandee, FrancesCrafts, HelenDougherty, R. L.Evans, E. B.Fish, C. E.Fish, LeilaGwin, J. M.Kells, MabelBroek, H. J.Broughton, W. S.Burns, A. T.Bushnell, C. J.Capen, CharlotteDavis, P. B.Ford, MargaretAbbott, W. H.Anderson, EvaApps, S. E.Atwood, W. W.Baker, E. M.Beers, EthelBennett, EstherBranson, E. R.Butler, DemiaButler, SarahDornsife, S. S.Fesler, M.Geselbracht, F. H.Goodman, C. A.Greenbaum, J. C.Guthrie, EmilyHale, W. B.Hewitt, H. H.Hubbard, Mary L.Hulbert, ClaraHyman, I. B.Ickes, H. L.Jokisch, H. J. Osgood, EllaPeirce, AliceThompson, EmilyTrumbull, I). S.Wescott, F. H.Wiley, H. D.Yarzembski, V.DIVISION 5.Lackner, E. C.Mosser, S. C.Nelson, J. E.Norwood, J.Perkins, MaryPershing, W. B.Pienkowsky, A. T.Rand, P.Tefft, NellieThompson, HelenTooker, R. N.DIVISION 6.Gardner, EffieJackson, W. H.Loesch, AngieMeloy, R. B.Olmsted, CorneliaPiper, MargaretWinston, AliceJunior Colleges.DIVISION 1.Jordan H. R.Kane, T. B.Lederer, C.Lovejoy, MaryLovett, W. P.Macomber, C. C.McClintock, A. J.Messick, Eliz.Moore, RuthMoss, CarolynNeel, C. B.Nelson, JessieNichols, F. D.Osborne, SarahRunyon, LauraSampsell, M. E.Schwarz, EdithSimpson, B. J.Stevens, R. W.Stowell, R. G.White, G. L.Winston, C. S.Wright, Laura SEC. A.Anderson, S. B.Arnold, O. J.Atwood, H. F.Axelson, G. W.Ball, FlorenceBall, HelenBeers, A. E.Bishop, W. R.Brown, J. S.Campbell, H. B.Cosgrove, MarionCullen, C. E.Dickerson, MaryDumke, JuliaFelger, J. L.Flanders, K. F.Flint, N. W.Freeman, J. E.Frutchey, M. P.Gatzert, BlancheGoldsmith, LillianGraves, R. E.Griswold, H. H.Griswold, R. C.Hallingby, O.Harms, F. H.Harris, JulietHerschberger, C B.Hubbard, H. D.SEC. A.Abernethy, H. A.Anderson, N. K.Burkhalter, L.Burkhalter, R. P.Calhoun, F. H. H.Campbell, J. W.Cresap, E. B.Currier, EvelynDoolittle, ClaraEberhart, GraceEly, JessieFeilchenfeld, SaraFinney, JuliaFreeman, MabelGillespie, H.Graves, MaryHagey, J. F.Hannan, MaryHarding, SusanHibbard, H. V.SEC. B.Kern, W. C. DIVISION 2.Hurlburt, D. G.Hutchings, Josephine L.SEC. B.Jokisch, H. J.Lenington, A. BlancheMarkus, M. M.Martin, HelenMcGee, H. L.Mclntyre, M. D.Mentzer, J. P.Merrifield, F.Miller, EthelMinnick, A.Neal, EdithPaddock, CatherineRice, InezRichardson, W. D.Robinson, D. M.Rubel, M.Russell, L. M.Shaklee, A. O.Sincere, V. W.Spray, JessieVaughan, F. E.Walker, C. E.Waterbury, I. C.White, F. R.Winter, MaryWoolley, E. C.Zimmerman, J. F.DIVISION 3.Law, R.Matz, EvelynMcClenahan, H. S.Miller, ElsiePettet, NelettaReddy, MaryReed, R. M.Roby, C. F.Rugh, R. E.Sherman, MarySlimmer, M. D.Smith, A. W.Spiegel, M. J.Steigmeyer, F. F.Stocking, C. F.Teller, CharlotteTilton, ClaraVincent, F. C.Werkmeister, MarieWhite, F. R.Wildman, B. J.Wilson, W. T.so UNIVERSITY RECORDDIVISION 4Allin, JosephineAustrian, DeliaBackus, HelenBerger, M. I.Burkhalter, MaryBurroughs, C. L.CJahn, E. B.Chase, C. W.''Cleaves, Irene'Coleman, M. E.Congdon, G. E.Cooke, Marjorie B.DeCew, LouiesaDudley, G. A.Garrey, G. H.Gauss, J. H. P.Giles, F. M.'Geeenleaf, C. D.Hack, F. C.Hall, JennieHammond, LucieHarris, EdnaHolton, NinaHull, AnnaSEC. A.Anderson, W. F.Avery, ElizabethBanks, LillianBoruff, R. R.Brehl, HelenBrotherton, R. I.Brown, F. A.Clark, L.Clarke, M. G.•Olendening, T. C.Cohen, M.Cornell, W. B.Cutler, W. A.Dickey, H. W.Dowie, A. J. G.Eckhart, P. B.Faddis, Miriam»Goodfellow, W. E.SEC B.Hack, F. C.Harris, M.JHenning, A. S. Keen, EthelKlauber, C.Lederer, C.Lee, EllaLee, MauriceLester, IrwinLow, ClaraMandeville, P.McTaggart, EmmaMorgenthau, M.Munson, SarahNoll, ElizabethPardee, EthelPatterson, T. H.Peterson, AnnaReed, AnnieScrogin, E. A.Smith, B. B.Smith, GraceVaughan, R. T.Waugh, KatharineWilson, H. T.Wells, M. B.DIVISION 5.Hoy, C. L.Hoyne, T. T.Hunter, PearlJacobs, L. M.Johnson, RuthJones, A. T.Knight, AliceLeighton, H. G.Levy, CarrieLingle, ElizabethMacDonald, A. J.Maguire, OliveMergentheim, M. A.Mooney, ClaraNeahr, GraceOsborne, CorneliaPaddock, CarolPage, CecilPalmeter, J. F.Palmquist, E. A. E.Pardee, MaryPearce, V. S. SEC CRainey, AdaReichmann, CharlotteReid, MaryRumsey, MargaretSchaffner, W.Slye, MaudSteig, BerthaStitt, GraceSturges, EstherTabor, R. B.Tolman, F. L. Tryner, Ethel L.VanHook, MaryWalling, W. G.Walshe, FrancesWatson, G. B.Weber, C.Wells, RuthWhite, H. R.Wilbur, J. M.Wilson, MabelWoodruff, H. T.DIVISION 6.Bradley, E. L.Bullis, EdithChandler, GraceClissold, StellaCurtiss, J. C.Dennison, W. H.Doornheim, J. L.Dornsife, D. W.Duncan, F.Dunning, W. E.Eberhart, MaryEttleson, A. A.Field, VirginiaFulton, L. B.Gardner, Ida Harper, Helen D.Hollis, H. S.Johnson, A. C.Kennedy, D.Lyon, Florence•Mitchell, ClaraPorter, MabelPoulson, E. L.Roberts, M. AgnesRyan, E.Sawyer, C. H.Schwitzer, A. R.Thomas H. B.Walsh, J. J.Unclassified Students.DIVISION 1.SEC. A.Abells,H. D.Allen, L. W.Beardsley, AliceBentley, C. J.Blackburn, T. B.Brookings, L. W.Bruen, MaryButterworth, H.Cipriani, CharlotteComstock, LouiseCone, G. C.Conrath, MaryCooper, W. F.D'Ancona, C. P.Davis, AliceDonohue, E. T.Drew, C. V.Fair, N. M.Guthrie, B. F. Hales, E. C.Hef ti, FlorenceHill, A. E.Johnston, LucyKing, C. B.Loughlin, J. M.. SEC B.Magg, C. W.Mason, MaryMasslich, G. B.McClure, ElizabethMiller, MaryMoore, R. B.Morrison, ElsieMorse, AnnaOpitz, F. R.Pinkerton, GraceRiordan, E. J.Rosenthal, IrmaSawyer, G. H.UNIVERSITY RECORD 81Serailian, M. K.Shull, RenataSparks, C. H.Stanton, EdnaStevens, G. I.Storck, AdeleStratton, Lucy Swett, MaryTaylor, C. 0.Vesey, RenaWeston, H. M.,Wieland, O. E.Wilmarth, AnnaWilson, W. O.DIVISION 2.SEC A.Allen, CarrieAndrews, HelenAustrian, CeliaBardwell, EtteBarnes, MaudeBates, FannyBeardsley, CorneliaBlackburn, HarrietBraam, J. W.Brown, ClaraBuckingham, DonnaButler, Emma Campbell, AnnieChattle, EllaClark, AliceClark, RoseCrewdson, C. N.Crossman, HarrietCubbison, SedaliaDavis, JessieDunlap, MabelEllsworth, MaryFarrington, IsabelFlood, ElinorFulcomer, Anna Galvin, MargaretGibbs, CarolineGilchrist, MargaretGodfrey, SadieGoodhue, MaryGoodman, GraceGrant, NellieGrier, A. E.SEC B.Hanson, EllenHarding, BeatriceHardinge, MargaretHenderson, EmilyHigh, JessieHill, F. W.Holmes, KateJackson, W. T.Johnson, MaryKales, FrancesKellogg, EdnaKirtland, GraceKnott, SarahLoveland Zoe McBee, RoseMcClintock, LeilaMcKeen, J. J.Miller, M. P.Needels, AdaOrvis, EdithParr, KatherinePierce, FlorenceRew, HarrietRice, ElbridgeSchoenman, EmmaSimms, AnnaSmith, A. F.Stephens, LouiseStone, MandieStuart, MarySweet, OliveTryon, NettieVrooman, GraciaWatt, ClarenceWelch, KateWilliamson, E. V.Wollpert, MarieYoung, Ella F.&$z eatttbersits.INSTRUCTION.Departmental Announcements.Ill and IV. POLITICAL SCIENCE AND HISTORY.The regular meeting of The Club of Political Scienceand History will be held Wednesday, April 29, at 7:30p.m., in the Faculty Boom, Haskell Museum.Assistant Professor George Emory Fellows willread a paper on "Constitutionalism." VIII. SEMITICS.The Semitic Club meets at the residence of President Harper, Tuesday, April 28, at 8: 00 p.m.President Harper: "A New Interpretation ofAmos 3:1-8.The Philological Society.The Philological Society will meet Monday, April 27,at 8:00 p.m., in Boom B 8, Cobb Hall.Professor F. F. Abbott will read a paper :"Some Notes on the Perigrinatio of SanctaSilvia." The paper is a short one and brief communicationsfrom any of the members of the society will be welcome.The Graduate Club.A reception to the Active and Honorary Members ofthe Graduate Club will be held this (Friday) evening at eight o'clock at the home of Mr. and Mrs. CharlesR. Crane, 3736 Grand Boulevard.82 UNIVERSITY RECORDMUSIC.Organizations.University students are cordially invited toidentify themselves with some one of the followingmusical organizations :The University Chorus.The University Glee Club.The Women's Glee Club.The Mandolin Club.The Women's Mandolin Club.The flusical Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday Afternoons at 5:00 o'clock,throughout the year. A Piano Recital was given on Wednesday afternoon, April 22, by Mrs. J. Harry Wheeler, assisted byMiss Nettie R. Jones, Pianist, Miss Caroline Baenziger,Soprano, and Miss Gray, Accompanist.A Recital will be given on Wednesday afternoon,April 29, by a quartette from the Chicago Orchestra.Voluntary Courses in Music.Wardner Williams, Ph.D. Instructor in Music.Elementary Vocal Music. — Tuesday, at 5:00 p.m.Harmony. — Monday and Tuesday, at 8:30 a.m.Theory of Music. — Tuesday and Friday, at 8:30 a.m..History of Music— Wednesday, at 8:30 a.m.RELIGIOUS.The University ChaplainThe University Chaplain, Associate Professor C. R.Henderson, can be found, during his office hours, from1:30 to 2:00 p.m. in C 2, Cobb Lecture Hall, Monday,Tuesday, Thursday, and Friday.Missionary Society,Winter Quarter Addresses.There have been five meetings held at which thefollowing addresses were made :" What is meant by Missions."Dean Hulbert. Jan. 9." Home Missions."Rev. J. B. Thomas. Jan. 23." The Neglected Continent."Rev. Alfred De Barrett, of Africa. Feb. 9." The Training School."Miss Burdette. March 5.Home Missionary Conference. Feb. 20.The meetings of the last quarter have been largelyattended.Announcements.The chaplain for the week : Saturday, April 25, toSaturday, May 2, will be Head Professor ThomasC. Chamberlin.Professor Emil G. Hirsch will address The University on Sunday, May 3 and 10, at 4:00 p.m. inKent Theater. His subject will be :" Dangers in Modern Life."2. "Educational." May 3.3. "Industrial." May 10. Special Religious Services.Mr. S. M. Sayford who has conducted Christian-work among the colleges of this country for the pastten years has consented to assist in some special services to be held at The University. He will be presentat the regular Y. M. C. A. meeting Friday night April24, to meet and address all men who are interestedin the work. Saturday, April 25 will be given over toconferences. A mass meeting for all the members ofThe University will be held in Kent Theater at fouro'clock, Sunday afternoon, April 26.Professor E. G. Hirsch has postponed his nextlecture for one week. In the evening there will be ameeting for men only in the Chapel, Cobb LectureHall, at seven o'clock.Mr. Sayford does not come under the auspices ofany association but at the request of the universityat large. He has recently finished a successful workat the University of Michigan and Brown Universityand is strongly recommended by President Angell andPresident Andrews.Christian Union Election.The annual meeting of the Christian Union for theelection of officers will be held Thursday, May 7, atthe chapel service. The following regulations fromthe constitution should be noted :1. The officers of the Christian Union shall be apresident chosen from the Faculties of The University,.a vice-president chosen from the student body, and asecretary-treasurer chosen at large.2. There shall be an executive committee consistingof the officers of the Christian Union, together with aUNIVERSITY RECORD 83member from each department of The University, and,ex-offlcio, the presidents of all religious organizationsrecognized by the committee.3. The elections shall be by ballot, and, with exception of the president and secretary-treasurer, from adouble list of nominees presented to the Union, oneweek before the annual meeting, by a nominating committee of five appointed by the president. In the caseof the president, there shall be only one name presented by the committee ; but ten or more persons mayunite in presenting (through the committee) anothername if they so desire. The secretary-treasurer shallbe chosen by the executive committee, subject to theapproval of the University Council.4. The executive committee shall direct the work ofthe Christian Union in all its departments, appointingits members chairmen of subcommittees, which theyshall have power to choose, for the purpose of conducting public worship, Bible study, work in philanthropy, and such other work as the Union may see fitto undertake. The presidents of the representedorganizations shall be chairmen of the committees intheir respective departments.^10. The officers of the Union shall hereafter beelected annually at a special meeting to be called forhat purpose by the president, within the first week ofMay ; and they shall take office at the first regularmeeting of the Autumn Quarter.The nominating committee which has been appointed by President Henderson is as follows : from theJunior Colleges, Mr. W. P. Lovett ; from the SeniorColleges, Mr. J. E. Raycroft, chairman; from theGraduate School, Mr. V. P. Squires ; from the DivinitySchool, Mr. W. E. Chalmers ; at large, Associate Professor Starr W. Cutting.Faculty and students of The University are considered members of the Union and all are invited andurged to vote at the election.Franklin D. Elmer, Sec'y.During the week ending April 21, 1896, there hasbeen added to the Library of The University a totalnumber of 566 books from the following sources :Boohs added by purchase, 72 vols.Distributed as follows :General Library, 7 vols.; Philosophy, 2 vols.; Political Economy, 4 vols.; Political Science, 5 vols.; History, 17 vols.; Latin, 21 vols.; German, 1 vol.;English, 4 vols ; Geology 11 vols. Church Services.Hyde Parle Baptist Church (Corner Woodlawn avenue and56th street) — Preaching services at 11 : 00 a.m. and 7 : 30 p.m„Bible School and Young Men's Bible Class, conducted by Professor Shailer Mathews, at 9:45 a.m. Week-day prayer meeting,Wednesday evening at 7 : 45.Hyde Park M, E. Church (corner Washington avenue and*54thstreet) — Rev. Me. Leonard, Pastor, will conduct services Sunday, at 11 : 00 a.m. and 7 : 30 p.m. ; General Class Meeting at 12 : 00m. ; Sunday School at 9 : 30 a.m. ; Epworth League at 6 : 30 p.m. \General Prayer Meeting, Wednesday, at 7 : 45 p.m.University Congregational Church (corner 56th street andMadison avenue)— Rev. Nathaniel I. Rubinkam, Ph.D., Pastor,Preaching Services at 11 : 00 a.m. and 7 : 30 p.m. Sabbath Schooland Bible Classes at 9 : 45 a.m. ; Junior Young People's Society ofChristian Endeavor at 3 : 30 p.m. ; Senior Young People's Societyof Christian Endeavor at 6 : 30 p.m. ; Wednesday Devotional Hourat 8: 00 p.m.Hyde Parle Presbyterian Church (corner Washington avenueand 53rd street)— Rev. Hubert C. Herring, Pastor. PublicChurch Services at 10 : 30 a.m., and 7 : 45 p.m. ; Sunday School at12 : 00 m. ; Junior Endeavor Society at 3 : 00 p.m. ; Young People'sSociety of Christian Endeavor at 6 : 45 p.m. ; Mid-week PrayerMeeting, Wednesday, at 7 : 45 p.m.Woodlawn Park Baptist Church (corner of Lexington avenueand 62d street;— W. R. Wood, Pastor. Bible School at 9 : 30 A.m. ;Worship and Sermon at 11 a.m.; Young People's DevotionalMeeting at 6 : 45 p.m ; Gospel Service with Sermon at 7 : 30 p.m. ;General Devotional Meeting, Wednesday evening, at 7:45. Allseats are free.Hyde Park Church of Christ (Masonic Hall, 57th street, eastof Washington avenue) — Services Sunday at 10 : 30 a.m. ; EveningService at 7 : 30. Sunday School 12 : 00 m. Preaching by Rev. H.L. Willett.St. PauVs Protestant Episcopal Church (Lake avenue, northof 50th street)— Rev. Charles H. Bixby, Rector. Holy Communion, 8 . 00 a.m. every Sunday, and 11 : 00 a.m. first Sunday ofeach month. Morning Prayer with Sermon, 11 : 00 a.m. ChoralEvening Prayer, 7 : 30 p.m. Men's Bible Class at the close of theeleven o'clock service. Sunday School, 3 : 00 p.m.Unitarian Services. Rev. W. W. Fenn, of the first UnitarianChurch, will speak every Sunday afternoon at 4 : 00 o'clock, atMasonic Hall, 276, 57th street. Students and friends are cordiallyinvited.Books added by gift, 485 vols.Distributed as follows :General Library, 12 vols.; Pedagogy, 471 vols.; Political Economy, 1 vol. ; English, 1 vol.Boohs added by exchange for University Publications,9 vols.Distributed as follows :General Library, 1 vol.; Anthropology, 1 vol.;Semit-ics, 2 vols.; New Testament, 4 vols.; SystematicTheology, 1 vol.LIBRARIES. LABORATORIES, AND MUSEUMS.84 UNIVERSITY RECORDLITERARY.The Forum Literary Society will hold its firstpublic session in the Assembly Hall, Haskell Museum,this (Friday) evening, at 8:00 p.m.The Philolexian Society will meet in Cobb Lecture Hall, Saturday, April 25, at 7:30 p.m.THe Review Club will meet at the residence ofMr. E. E. Sparks, 5741 Monroe avenue, Tuesday,The Russian Poet Alexander Pushkin.*Russian literature during the eighteenth century was composed under the influence of French and other foreign forms,and no one of the group of writers in the court of Empress Catherine the Great displayed conspicuous original or native genius.Pushkin, in the nineteenth century, was the first instance inRussia of a truly national poet. Under the impulse of thenational genius he at once rose to the summit of Russian song.His first considerable poem, entitled Buslan and Liudmila,appeared in 1820, and was greeted with enthusiasm by thosewho beheld in it the beginning of a new period of genuinenational art, and with indignation by those who recognized in ita revolt against the current classicism. He was African in appearance, with eyes like living coals. His poetic career continued for nineteen years. He was mortally wounded in a duelin 1837.Difficulty of interpretation arises from the degree and qualityof beauty in his works. Beauty to Pushkin was not an ornament or ingredient, but the substance. He had no programmeof opinions, no system of politics or morality. He was a poet, asothers are scientists or politicians, born for inspiration andmelody and prayer. He effected a fusion of the classical andromantic tendencies, of form and content, of reality and vision.Earthly beauty was part of universal beauty. He grasped lifewith the breadth of universality and the depth of individuality.His works embrace themes taken from Russian life and fromAncient Greece, the Orient, Spain, and mediaeval legend. Heportrayed the life of the people. He descended into his ownsoul and issued thence his most precious work. One of his chiefnovels in verse is Eugene Oneguin, a simple story of love andlife, to be compared with Byron's Don Juan in its externalforms, its movement, rapidity, digressions, and its power of personality, but differing from Byron's work in the sweetness of itstemper. While romantic the story is told with realistic vividness, and pictures of St. Petersburg, Moscow, and of countryscenes are presented with attention to detail. The poet is present in all that he describes. The reader is never left alone, butcompanioned to the end.His lyrical poems constitute his greatest work. He chose lifefor his theme, and presented all the passions incident to lifewithout preference. There is a harmony in his complexity. Hispoems have been characterized as " earth imbued with heaven."He is a sane and strong poet, a companion of youth; neverexhausting resources in ruthless struggle.His language has a magic fascination in its simplicity andmelody. He wrote the purest Russian among the modern poets.He is said to be the poet of humanity without specialnational value. But adaptability is a Russian trait. His universality is one element in his nationality. He combined allhuman qualities and wrote for every man.^Delivered before the Graduate Schools, April 15, by PrinceSerge Wolkonsky. April 28, at 7:30 p.m. The following is the Programme :Willoughby's "Nature of the State."Mr. E. M. Heine.American Historical Review (April 189(5).Mr. W. S. Davis.Revue des Deux-Mondes.Miss Crandall.Literary Criticism in England, 1700-1750.*The aim of the paper was to ascertain the state of literarycriticism in England in the first half of the eighteenth centuryand to suggest causes therefor. Criticism of the period may bedivided into three groups : criticism of Shakespeare ; criticismin the periodicals ; criticism in various books and pamphlets.Criticism of Shakespeare includes prefaces by the editors,Rowe, Pope, etc., and the books of Rymer, Gildon, Upton, andothers. To sum up all this work, Shakespeare is judged from aclassical point of view ; his merits are undervalued ; the criticism is general in its nature ; the amount of criticism is comparatively small.Criticism in the Periodicals. Mercurius Librarius, Gentleman's Magazine and others gave mere lists of books, withoccasional abstracts or summaries, but no criticism whatever.Historia Litteraria and Monthly Review were chiefly advertisingorgans. The Spectator was notable for Addison's work ; with thisexception the periodical essays contained little applied criticism,much theorizing. The idea of habitually discussing new booksas they appeared was quite foreign to the eighteenth-century journalist.Criticism outside the Periodicals. The writers of thisdivision may be put into two classes, the first including men ofreputation and ability, like Pope and Hurd; the second, or"Dunciad" group, including Dennis, Cibber, Welsted, andothers. Writers in the first group left comparatively little criticism, some of it appreciative and just, some abusive and unfair.Writers in the "Dunciad" group did considerable work ; theylargely gave the tone to criticism. Their work abounds in personalities, deliberately ignores merits and magnifies faults, isflippant, malicious, or even false. This opinion is confirmed bycontemporary writers, Fielding, Swift, Johnson, Addison, andothers. Yet this was the character of the great mass of whatpassed for criticism.General Summary: The applied criticism of the first half ofthe eighteenth century includes a little that is good, a greatdeal that is unworthy the name of criticism.Causes for condition of criticism at that time. There was alack of good criticism because writers preferred to theorize onthe subject, because the reading public did not appreciate goodcriticism, and because as yet it was not an imperative necessity.Bad criticism prevailed because the critics were men of inferiorability, because the reading public relished disputes and personalities, and because the pamphlet form of publication gavescope for evil-minded critics.The character of this criticism being generally recognized, ithad little influence in determining popular judgment, so thatthe relation between author and reading public was perhapsmore immediate than before or since.*Read before the English Club, April 14, by Mr. B. A. Heyd-rick.Abstracts of Addresses and Papers.UNIVERSITY RECORD 85The Composition of Acts.*The problem to be answered is twofold. What were thesources of Acts, and how were they combined? Is the book amere compilation of independent materials or has it the unitythat evidences the work of an author rather than a compiler.The method used involves the tabulation of syntactical andother peculiarities of the elements. The conclusions alone aregiven here.I. The Elements of Chs. 1-12. If we designate the passagesthat group themselves respectively about Peter, the Seven, andSaul, as P D S it will appear that the order of these chapters isp D S, P D S, P S Are these elements topical or structural? The question of interpolations is waived.1. A comparison of the speech-material in P and D A studyof the diction and syntax of the two elements discloses the factthat the speech of Stephen in D more closely resembles both thespeeches and narrative of P than the narrative of D. It may,therefore, be treated as belonging to the same group of sources.It is noteworthy that the speeches of P resemble in content thespeech of Paul at Antioch. It may be concluded that Acts contains a logia element originating in the primitive church atJerusalem and representing its teaching. The kernel of theselogia was probably the incipient formulation of the facts of thelife of Jesus, which, combined with the use of Old Testamentprophecy, was intended for use in arguments with Jews. Theselogia the writer of Acts incorporates in the speeches of Peterand Paul. The origin of the speech of Stephen is less clear.2. The narrative in P. This is apparently composed of independent stories, edited and more or less fused by the writer ofActs. Certain of these stories are less clearly historical thanothers. They apparently sprang from a Hebraistic source.3. The narrative of D. This is more unified than that of PAfter giving an account of Stephen its keyword is Staa-Tretpca(7 :1, 4; 11 : 19). It probably embodies notes taken by the writerof Acts. This is apparent from style and vocabulary. 4. The element S. Nearly all of its contents are to be foundin the speeches of Paul. The additional matter in regard to Ananias would not be difficult to obtain.II. The Elements of Chs. 13-28. 1. Here can be detected threepossible sources. W1, or we-section proper ; W2, or that which isclosely associated with W1 both in time and place; W3, thatwhich is not so associated. W* gives the sole evidence of coming from an eyewitness.2. The distinction between the narrative element and speechelement is traceable, but most speech material is in W3 andassembles the narrative of that section in several importantparticulars. There is strong evidence of the author of W1 inboth W2 and W3.III. The Unity of the Book. 1. Traces of the style of Wi arealso to be found in P, D, and S.2. There is a striking unity in plan. The general scheme ofthe book found in 1 : 8 is also to be found in P, D, S.3. There is the purpose to draw a parallel between Peter'scareer and that of Paul as known to W*. This is the opposite ofthe Tubingen view, but highly probable since Wi is the germ ofthe entire book.4. The attitude towards Roman officials throughout the entirebook is the same as in W.5. The usage in address is constant, as well as in certainidioms and proper names. Yet here, as elsewhere, the influenceof sources is apparent.IV. Conclusion. 1. Acts is not a mere compilation, but agenuine history written by the author of W*.2. Its sources were rewritten with varying thoroughness andwere (a) the author's diary; (6) accounts derived frommembers of " We-party," presumably from Paul; (c) oralsources, as Philip; (d) the apostolic logia; (e) a group of Hebraistic stories probably written.*Read before the New Testament Club, April 7, by AssociateProfessor Shailer Mathews.Elutmii.The following is a list of the class-divisions that graduated from the Senior Colleges of The University on October 1, 1894, January 1 and April 1, 1895 with their present addresses, as far as can be ascertained:Bachelors of Arts. Castle, Mary, Cedar Rapids, la. (Home address.)Taylor, Thomas Jackson, St. Louis, Mo. (Home ad- Murphy, Henry Constance, Woodstock, 111. (Homedress-) address.)Hunter, John Franklin, Student in the Graduate R°G^S; MaY Josephine> 5657 Cottage Grove ave.,Divinity School, The University of Chicago. Chicago.^ Tanaka, Kiichi, Graduate Student in Philosophy,The University of Chicago.Brandt, Berkeley, Chicago, (Home address.)Hoebeke, Cornelius James, Kalamazoo, Mich.(Home address.)Oeschger, William, Student in the Graduate Divinity School, The University of Chicago.Bachelors of Philosophy. Jone, Hugo, Chicago. (Home address.)Kohlsaat, Philemon Bulkley, 231 Ashland Boule- Lambert, Lillian Vitalique, What Cheer, la. (Homevard, Chicago. address.)In order to keep a correct list of the addresses of the Alumni of The University, changes of residenceshould be promptly reported to the Recorder of The University.Moran, Thomas William, Chicago. (Home address.)Woods, William Brenton, Graduate Student, TheUniversity of Chicago.Bachelors of Science.Barnes, Samuel Denham, Chicago. (Home address.)86 UNIVERSITY RECORD(&uxxmtThe monthly meeting of the Graduate Schools ofThe University with the Graduate Faculties was heldin the University Chapel, Cobb Lecture Hall, April 15.The address was delivered by Prince Serge Wolkon-sky on " The Russian Poet Alexander Pushkin." (SeeP. 84.)The monthly meeting of the Senior Colleges of TheUniversity with the Faculty of the Students of theSenior Colleges was held in the University Chapel,Cobb Lecture Hall, April 22. The President of TheUniversity made the following statement :1. The purpose of the recently organized divisions in the Colleges is to secure closer acquaintanceship between instructorsand students and a closer supervision of the college work andcollege life of the student. The registration henceforth will bemade in consultation with the division officers as well as withthe dean. As a result of the division into sections the work ofthe student will be more carefully adjusted to the requirementsof the curriculum, the irregularities which have not infrequently existed being henceforth made impossible.2. Students who are not in residence will be assigned to theproper division, as well as those who are in residence. A studentwho has once become a member of a college will be considereda member of the college, either in residence or in non-residence,until he has graduated or given formal notification that hedesires to leave The University. An effort will be made to bringnon-resident members, during their absence, into closer touchwith The University by the various means which The Universityhas already provided for this purpose. At the usual time ofregistration the student is expected either to register for thefollowing quarter or to file with his division officer a statementindicating his purpose to be absent.3. The quarterly meeting at the beginning of each quarter, atwhich all students are required to be present, has for its primaryobject the election of a student counselor for the quarter.The penalty for absence, viz., the same penalty as for absencefrom an examination, may at first thought seem severe. Itshould be understood, however, that the meeting is intended alsoto secure promptness on the part of the student in taking uphis work at the beginning of the quarter, and at the same timeto serve as a check on the registration of the preceding quarter,since in many cases students register for work and for onereason or another are prevented from carrying out their plans.4. The student council, made up of six students, each representing a division, and a seventh selected by the six, has beenorganized to give to the student body an official representationin connection with the administration of the University. Thefaculty, from time to time, will refer to this body questions inreference to which it desires to know the opinion of the studentbody. The council will also serve as the executive committee ofthe students for the execution of any plans which the studentbody as a whole desires to carry through. The chairman of thiscouncil will be the presiding officer at all meetings of the SeniorCollege students. Other officers, such as secretary and treasurer and any committees which are desired, are to be selectedby the student body according to its own pleasure. For theproper direction of its affairs the student body should have aconstitution and by-laws. No action of the faculty is to beunderstood as inconsistent with the most perfect freedom on thepart of the students. 3Ebents.5. The division lecture system, which has been adopted bythe faculty, will go into effect at once. During the presentquarter, for various reasons, the plan can be only partially executed. The President, in accordance with the action of the faculty, will be the lecturer for Senior Division First. His workhas already commenced. For the present quarter it is proposedthat the other divisions unite and select an officer of The University, who will address them for a period of thirty minutes duringthe remaining Wednesdays of the quarter, except the Wednesday on which the monthly meeting of the colleges is held.Should any division prefer to select a lecturer for itself duringthe present quarter there can be, of course, no objection to theplan. Unless, however,. a division, through its division officer,report to the contrary on or before Monday, April 27, thatit desires to act independently, the divisions will meet in abody Wednesday, at 12:30 p.m., in the Lecture Hall to select alecturer for the present quarter. The student council is requested to make nominations.The lecture system is intended to counteract at least in somemeasure the serious dangers which grow out of too narrowspecialization, and to bring the students as a whole into contact with men of acknowledged ability who will present to themin the freshest possible form the living problems of the departments which they, the lecturers, represent. The plan will also,it is believed, contribute something toward the unification ofthe student spirit and toward the broadening of the studentsympathies.In these new steps which have been taken, in accordancewith the unanimous action of the faculty and after consultation with many members ©f the student body itself, the heartycooperation of the students is desired. Such modifications ofthe plan as may suggest themselves will be introduced, andwith the union of effort on the part'of students and facultiesimmediate results may be expected from the execution of thisplan.The Chapel services were under the direction ofDean E. B. Hulbert. On Thursday the address wasmade by the Reverend W. W. Landrum, D.D., ofRichmond, Va. His subject was " Prayer."The speaker illustrated the subject by an analogy drawn fromthe Government Postal System. Prayers like letters fail to reachtheir destination, because they do not conform to the regulationslaid down in the system, e. g., they are not properly stamped,contain unsuitable material, are wrongly addressed, or notplaced in the appointed receptacle. Sincere prayers for forgiveness and spiritual enlightenment, offered to God in Christ'sname, always reach their destination and are answered.The Second Annual Conference of the Presidents'Union of the Baptist Colleges of the Northwest was heldon Thursday and Friday, April 16 and 17. The firstsession was held Thursday evening at the house ofPresident Harper. After the usual business hadbeen transacted papers were presented by PresidentStott of Franklin College on "A Supreme Service ofthe Christian College " (an abstract of which will befound in next week's issue of the University Record),and by Head Professor Burton of The University ofUNIVERSITY RECORD 87Chicago on "The Study of the Bible in ChristianSchools" (to be printed in full in a later issue).An interesting discussion followed upon the themes ofthe papers.Friday forenoon was devoted to the discussion of apaper presented by Assistant Professor F. J. Miller ofThe University of Chicago, upon the subject of4( Admission to College." Many of the questions andproblems naturally suggested by this topic werecanvassed. In the afternoon session, at the suggestionof President Harper, several committees were appointed to canvass certain definite questions and report tothe conference at its next meeting. The work of thesecommittees was as follows: (1) to prepare a pamphletpresenting the facts with reference to the place ofthe Bible in the curriculum of our colleges ; (2) totabulate the entrance requirements of the variouscolleges of this Union, to be submitted with such otherinformation and recommendations as may seem bestto the committee ; (3) to consider the possibilities ofa psychological diagnosis of students in academiesand colleges, upon the basis of which required workmay be assigned ; (4) to consider the advisability ofthe establishment of circulating lectureships in thevarious institutions of this Union.The Thomas Memorial Lectureships was foundednine years ago at Richmond College, Richmond, Va.,in memory of a former resident of that city. It provides for a series of lectures annually on topics withinthe field of literature, art, science, or religion. Thetscope of the lectureship was this year enlarged by thedonors so as to include Sociology, and Head ProfessorAlbion W. Small of The University was invited todeliver the lectures. They were given to largeaudiences of students and citizens on the evenings ofApril 9, 10, 13 and 14. The subjects were :1. Our Unfinished World; 2. The Holy Alliance of Politicsand Religion; 3. The New Social Motive; 4. The Redemption of American cities.A Meeting was held Wednesday evening, April 15,in the Lecture Room, Cobb Lecture Hall, under theauspices of the Club of Political Science and History,with a view to organizing in The University a CivilService Reform Club, in alliance with the Nationaland Inter-Collegiate Civil Service Reform Leagues.Head Professor Judson, in a brief address, outlinedthe history of the reform movement, and after speaking of the corruption of our national and localpolitics, and of the possible influence of Universitymen on such public methods, urged the formation ofsuch a club. Assistant Professor Ernst Freund advocated theformation of such a club. He said that most of thedifficulties in the way of the reform movement hadbeen overcome. It is no longer ridiculed. Highadministrative officers favor it. There are still manyproblems to be solved in the adjustment of theprinciples underlying the reform to those of self-government. He believed that the results of thestudy of such a club might be most valuable.A committee was appointed to plan for a generalmeeting at which the organization will be perfected.The Dissertation of Frank Hamilton Fowler presented to the Faculty of Arts, Literature and Scienceof The University in candidacy for the degree of Ph.D.has just appeared from the University Press. It isentitled The Negatives of the Indo-European Languages. It fills an octavo pamphlet of forty pages.Mr. Fowler graduated from Lombard University in1890, was a student at the Johns Hopkins Universityduring the years 1890-2 and a fellow in Sanskrit andComparative Philology in The University of Chicago1892-5.The April number of Terrestrial Magnetism.Vol. I, No. 2, pp. 55-104, appeared during the last week.The Table of Contents is as follows :" Ueber Simultan-Beobachtungen Erdmagnetischer Varia-tionen." M. Eschenhagen."The Secular Variation of the Direction of a Freely Suspended Magnetic Needle at Callao, Valparaiso, Shanghai,Hongkong, and Sydney. G. W. Littlehales." Comparison of Magnetic Instruments." Report of the B.A. A. S. Committee." Logarithmen der Kugelfunctionen der Ersten Funf Ord-nungen von Filnf zu Funf Grad." Adolph Schmidt." On the Existence of Vertical Earth-Air Electric Currentsin the United Kingdom." A. W. Rucker.Letters to Editor— " Magnetic Declinations Observednear the Spitzbergen Islands in 1894, a Report" (O. B.French). Old Magnetic Declinations. "Ueber dieFrage, in welcher Form die Magnetischen ObservatorienIhre Ergebnisse ver5ffentlichen sollen" (M. Eschenhagen). Some Secular Variation Expressions of theMagnetic Declination" (G. W. Littlehales).Notes— General. The Construction of New MagneticCharts,Reviews— C. Chree's " Analysis of the Results of the KewObservations," by W. van Bemmelen. "Publicationsof the Potsdam Royal Magnetic Observatory," by L. A.Bauer. Van Rijckevorsel's "Magnetic Survey of theNetherlands," by M. Eschenhagen.Report on "Terrestrial Magnetism at the InternationalMeteorological Congress," Chicago, 1893.Publications.88 UNIVERSITY RECORDApril 25-riay 2, 1896.Saturday, April 25.Administrative Board of Libraries, Laboratories,and Museums, 8:30 a.m.Faculties of the Graduate Schools, 10:00 a.m.University Extension Faculty, 11: 30 a.m. (see p. 78).Philolexian Society, 7: 30 p.m. (see p. 84).Sunday, April 26.Address by Mr. S. M. Sayford, Kent Theater,4: 00 p.m. (seep. 82).Union Prayer Meeting of the Y. M. C. A. and Y.W. C. A., Lecture Room, Cobb Lecture Hall,7:00 p.m.Monday, April 27.Chapel.— 12:30 p.m. (see p. 82).Philological Society, 8:00 p.m. (see p. 81).Tuesday, April 28.Chapel.— 12:30 p.m.Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6: 45 p. m.Review Club, 7:30 p.m. (see p. 84).Semitic Club, 8: 00 p.m. (see p. 81). Wednesday, April 29.Monthly Meeting of the Junior Colleges, Chapel,Cobb Lecture Hall, 12:30 p.m. (see p. 78).Recital, Kent Theater, 5:00 p.m. (see p. 82).Club of Political Science and History, 7:30 p.m.(see p. 81).Thursday, April 30.Chapel.— 12:30 p.m.The Young Women's Christian Association, Lecture Room, Cobb Lecture Hall, 1:30 p .m.Friday, Hay 1.Chapel.— 12:30 p.m.The Young Men's Christian Association, Xec-ture Room, Cobb Lecture Hall, 7:00 p.m.Saturday, May 2.Administrative Board of Physical Culture andAthletics, 8:30 a.m.Morgan Park Academy Faculty, 10:00 a.m.University Council, 11: 30 a.m.Material for the UNIVERSITY RECORD must be sent to the Recorder by WEDNESDAY, 12:00 M.tin order to be published in the issue of the same week.