ice $1*50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOXTbe TUnivecsftg of Gbfcaao pressVoITl., NO. 6. PUBLISHED EVERY FRIDAY AT 3 P.M. MAY 8, 1896.CONTENTS*I. Addresses and Papers - 109-112"Being and Seeing," by Eri BakerHulbert.II. Educational 113-115" The Pedagogical Side of the Writingsof Horace Mann," by Ella F. Young.III. Official Actions, Notices, and Reports - 115-116There is a living bond between our moral and intellectual natures, between the will and the understanding. There is a real ligament of connection betweenintegrity of moral purpose and clearness of mentalperception, between right moral desires and correctintellectual apprehensions, between full inward earnestness of moral endeavor and a full assurance of theunderstanding in matters of moral inquiry. There isa vital relation between conformity to what is rightand discernment of what is true, between a clear conscience and a clear intellect, between righteousnessand truth, between being and seeing.I conceive this to be a principle of immense importance and hope to succeed in some measure in lifting it out of obscurity into the clear light of distinctapprehension.Let me begin by saying that God has provided forthe human mind a wide diversity, an almost infinite*An address delivered before The University. IV. The University 117-119Instruction; Music; Religious;Libraries, Laboratories, and Museums.Student Organizations, Publications andExhibitions; Literary.V. The University Extension Division - 120-122VI. Current Events - 122-123VII. The Calendar - 124variety of truths. Turn which way we will we enterat once a distinct department. These departmentsmay touch each other externally perhaps, but theylie apart and the line of separation can be easily anddistinctly drawn. A chemical truth and an ethicaltruth are unlike each other in their very essence— unlike in hind itself; so are mathematical and metaphysical truths* aesthetic and scientific, logical and intuitional, motiiiand historical, mechanical and spiritual.They differ from each other in their very nature.Let me say further that these different kinds oftruth differ in degrees of importance. They are notall on the same level in point of value. We should beglad to know them all (for we have aspiring souls), butif we must be ignorant of some, we appreciate the factthat there is room for choice. These spheres of truthare of different orders and of various magnitudes.We may be ignorant of some, we must be educated inEntered in the postoffice Chicago, Illinois, as second-class matter.Etrtrresses antr papers.Being and Seeing.*By Eri Baker Hulbert.110 UNIVERSITY RECORDothers. Some of these truths vitally touch us, concern and benefit us, elevate and ennoble us, as othersdo not and cannot. They minister to higher necessities, they feed higher appetencies, they reach out tohigher interests and destinies.Now, of all the truths which God has provided forthe human mind, of all which can possibly engage theattention of his finite subjects, the moral, the religious, the spiritual, the divine, are superlatively themost vital and momentous. Goethe says they are " themost special, the unparalleled, the deepest in thehistory of the world and of mankind, and those towhich all others are subordinate." As intellectualbeings our minds can expatiate in no higher ranges offinite thought. They are foremost and uppermost —absolutely the most worthy, elevating, majestic, andsublime. Their study is the most exalted employmentof the human intellect, and the chief proof of its divine origin and dignity. Acquirements in these truthsare most of all to be coveted. They minister to themost urgent wants of our mental and moral being.Poverty in them is most of all to be lamented. It isSatan's chief deficiency and that which makes himSatan. Our souls are dwarfed, God's image is destroyed, we are monsters and not men.In virtue, therefore, of their very nature, their immense influence, their momentous issues, these moraland spiritual truths subordinate all others, stand inthe first order, occupy the central and commandingeminence.Bearing in mind now that God has given us varioustruths which differ in kind and worth, is it not evidentthat each must be understood according to its ownspecific nature. Every distinct species of truth hasits own proper standards in the use of which it mustbe measured ; its own peculiar laws in harmony withwhich it must be judged. Each kind occupies its ownspecial sphere, and we must search for its proofs, itsvindications, within its own special circle. The lawsof mathematics avail to explain the truths of mathematics. Mathematical propositions can be mathematically demonstrated. Scientific truths must beverified by scientific experiments. Historical truthscan be made certain to us in historical ways. Intellectual truths are intellectually apprehended. Moraltruths are morally appreciated. Spiritual truths arespiritually discerned.This being so, it stands to reason, it accords withthe nature of things, that the proofs which are everyway ample and conclusive in one department ofinquiry are absolutely valueless when transferred tosome distant and different department. What possible service can be rendered by scientific proofs in the realm of the intuitions? Of what possibleavail are the proofs of mechanics in the domain ofmetaphysics ? How evident it is that each independent grade and species must force itself upon ourrecognition and acceptance by an appeal to thosekinds of proof which spring out of its own intrinsicnature.And yet how prone is the human mind utterly todiscard this most manifestly rational and self -consistent principle the moment moral subjects are approached. Men see clearly enough, in general, thattruth is attained only by strict obedience to the lawsof truth ; that scientific conclusions must be reachedby scientific processes ; that the employment of anyother method would be childish and vain. But whenthe moral realm is entered, not content to work outspiritual truth by spiritual processes, men are foundwasting their strength in a vain attempt to securedivine knowledge by natural operations ; to pry openmoral questions by mechanical appliances. No otherspecies of truth will yield its contents to like inconsistent manipulations, neither will the ethical and thedivine. Morality will not bow down to mathematics.Religion will not be made the slave of nature. Spiritual insight will not surrender to induction andratiocination. In science we rest upon scientific reasoning. In history we require historic testimony. Inmechanics we are content with mechanical evidence.In physics we look for physical proofs. Even so inthe moral world we shall be consistent if we demand,not a physical or mathematical or scientific, but amoral demonstration. Divine doctrine is not a speciesof mechanical philosophy, and therefore cannot beeduced by mathematical calculation. It is susceptible of proof, but it stands in the nature of thingsthat the proof must be internal, a truth addressed tothe believing heart and not to the speculating intellect. Natural truths can be proven to the senses,.since the senses can weigh, measure, and understandthem, but supernatural truths can be proven only tothe spirit, since only the spirit can recognize andverify them. Since the natural understanding is thatfaculty which deals only with sensible existences andtheir relations, concerning itself with measure andweight, the multiplication table and cold mechanicallaws, it follows that if the truths which are abovenature are ever reached it must be through other faculties and functions in man, and from higher sourcesof perception and conviction. It follows that sincethe understanding is not the only guide and avenueto truth, we must be assured of those higher orderswhich are not discoverable by analysis and deductionand computation, assured of these, I say, by a Kind ofUNIVERSITY RECORD 111demonstration which lays hold on the moral natureof man and carries conviction to his moral judgments.It is not a proof which forces the consent of theymder standing, but a proof of inward persuasion towhich the conscience and the will surrender.This moral demonstration is as conclusive as themathematical. The man who feels its force is as certain of its reality. Any course of reasoning addressedto his intellect cannot be more trustworthy than theirresistible impression grounded in internal conviction and experience. He is sure that three and fourmake seven, and he is sure that God exists, the oneconviction springing out of the understanding andthe other out of the soul ; the one certain to him in amathematical way, the other equally certain in amoral way.If our minds could clearly recognize this distinctionwe should never again be found seeking a mathematical basis for moral truth. We should see that as itis inconsistent to ask moral certainty in the realm ofmathematics, so is it equally inconsistent to askmathematical certainty in the realm of morals.We should clearly discern the justice of that sayingby Ullmann, namely : "All religious truths, in general all highest truths, those which impart nourishment to our inner life, give peace and elevation, havein common one characteristic, and this indeed is theirpeculiar excellence — they do not force themselves uponour minds with the indubitable certainty of sensibleobjects, or with the incontrovertible evidence of logical proof. We are called upon to give our confidenceto the reality and truth of the highest ideas, and yetwe have no certain conviction of them such as mathematics afford, no certain proofs such as altogetherexclude the conceivability of their opposites." Nothing is plainer than that they cannot be absolutelylegitimated by scientific and logical reasoning. Youcan methodize the heavens with an unerring calculus,but not in the same way and by the use of the sametables, can you methodize the moral heavens. Youcan so demonstrate a geometrical proposition that theunderstanding of another is obliged to accept it, butif you would gain the free choice of his will to thehigher truths of the soul, you must frame a demonstration which shall so impinge upon his spiritualmanhood as to make him willing to accept.The various proofs of the existence of God, the immortality of the soul, the divinity of Jesus Christ, thetruth of Christianity, taken by themselves separatelyrest on arguments which are not irresistible. No oneof these lines of argument is impregnable to criticism.Each proof is strong but not' irrefragable, andaltogether amount to only a moral demonstration. The various proofs resting on and complementing eachother are strong enough to carry conviction to everyopen mind, but not strong enough to force the conviction of an unwilling mind. God has provided thatthe free intelligence shall not be irresistibly overborne. These truths are both hidden and revealed,.so hidden that the haughty intellect shall miss them,so revealed that the trusting heart shall find them.It being true that moral truths in their very naturewill not admit of mathematical demonstration and donot follow with logical necessity from incontrovertiblepremises, it follows that there is always left room todoubt if the heart is so disposed. Since these mostpressing and vital truths are only morally certain,since belief in them is rooted in our spiritual nature,not in the intellect alone, nor in the aesthetic sentiments merely, it follows that the acceptance of thesetruths can not be forced upon any man by mere reasoning, least of all upon the man who has not the willto accept them, and who is not disposed to inquireearnestly after them. Since God does not act on themind mechanically but morally, does not compel beliefby absolute certitude, but persuades belief by fairprobability, making his truth reasonably certain toreasonable minds, but not absolutely certain to captious and contentious minds, it follows that room isalways left for reasons and excuses which the manwho is disposed to cavil, can lay hold upon; thatwhile there is light enough for those who are disposedto see, there is darkness enough for those of an opposite disposition.We have seen thus far that God has provided forthe human mind various kinds of truth, that thesediffer in degrees of importance, that the religious aresuperlatively the most vital and momentous, thatevery distinct species of truth has its own properstandards in the use of which it must be measured, itsown peculiar laws in harmony with which it must bejudged, that this principle holds in the moral realmas well as in every other, though men are prone todisregard it when these moral subjects are approached,and that because of the peculiar nature of moraltruth and of the proofs upon which it rests, the humanmind is able, if so disposed, to evade the force of itsdemonstrations.We are prepared now to advance one step furtherand say that whatever is the domain of truth in whichwe are pushing our investigations, in that specialdomain there must be special training and acquiredaptness and facility, in order to appreciate the forceof the demonstrations. Some knowledge of chemistryis needful to understand the analysis of the chemist*"He may tell his most precious secrets to a carpenter112 UNIVERSITY RECORDand he shall be never the wiser." If a bridge builderdeclares that a certain arrangement of the timberswill add strength to the structure, you must have someknowledge of mechanical laws to verify his declaration. If an astronomer tells you that at a certaintime a star will appear in a certain part of the heavens,you must take his word for it unless you know enoughof astronomy to follow out his train of reasoning. Soit is in every field of inquiry. A scientific work mustbe understood by a scientific mind. The conclusions ofthe historian must approve themselves to your ownhistoric information. The appreciation of poetryrequires a poetic nature. A clown would be a poorreader of Paradise Lost, and a volume of Shakespeare might as well have been written in Sanscritunless you have something of the spirit of Shakespeare with which to read those glowing pages. Thesimple truth is, we see that we have been educated tosee and are blind to all else. No man can see that hehas not preparation for seeing however near to hiseyes may be the object.Now precisely this same principle, which holds soclearly in all other departments of inquiry, holds alsoin the moral and spiritual departments. There is hereno exception to the rule, nothing arbitrary and nothing out of the usual order. To appreciate moral truththere must be moral training; to feel the life and forceof spiritual disclosures there must be spiritual preparation. In this there is nothing exceptional. Werun the principle through all other domains of truth,and then we are called by the same voice to run itthrough this domain likewise. In the natural worldonly natural preparations are required, but in thespiritual world a moral preparation,— an inwarduprightness, is demanded. As defective senses willget erroneous or inadequate information, so if thespirit is defective, its vision will be blurred, and itsdefects will reappear in the results at which it arrives.As we must bring something with us when we standon the threshold of any material truth, so we mustbring something with us when we stand on thethreshold of the temple of divine truth. Everything depends upon the principle, the education, thepeculiar training the man brings with him; for thismoral disposition will fashion his whole thought anddetermine all his conclusions. Only when he himselfis in harmony with the laws and spirit of the divinekingdom is he in condition to understand the thingsof that kingdom. This inward moral condition mustprepare the way, since there must be truth of life ifthere is to be clearness of preception. Since in spirit ual concerns nothing becomes of true value to us tillthe consent of the will bestows importance upon it, itfollows that these high things to be found must besought, and to be sought, they must be willed, and t£>be willed they must be loved, and to be loved theremust be a moral preparation in us. As Pascal says :"It has pleased God that divine verities shall not enterthe heart through the understanding, but the under-^standing through the heart ; for human things mustbe known to be loved, but divine things must be lovedto be known." These divine truths are written out ina manuscript in which only the consonants are madeto appear. We ourselves must furnish the vowels, ifwe would make the writing intelligible. There are noopen questions in mathematics, and so the mostdepraved can read their truth; but in morals the questions are purposely left of God just open enough toput the moral quality of the man to full proof. Theirmoral demonstration requires a moral preparation toappreciate its force. Hence Socrates prayed, " Grantthat I may be inwardly pure ! " Hence Augustineprayed, " God grant that my heart may desire thee, andthat desiring it may seek thee, and that seeking it mayfind, and that finding it may love, and that loving itmay be redeemed from all evil." Hence our -Saviourdeclares — and I hope this brief discussion has preparedus to see the profound wisdom and the true philosophyof his saying — that a man must be sincerely willingto do the will of God, if he would ever come into aknowledge of the truth of God. To apprehend it, hemust be in moral harmony, in spiritual affinity, with it.Only the true soul can know the truth. Christ is notcalling us to the bare performance of God's outwardcommands. His thought hinges not on any outwardperformance, but on the inward volition. Not whatare the works of the hand, but what is the temper ofthe will. The point is not the doing, but the willingness to do. Has the man a serious, tractable spirit ?Has he a single-minded and intense desire to obey thedivine behests ? Does he stand face to face with thewill of his God in simplicity, integrity, humility?Well, if he is indeed a man of this description, Christdeclares he shall know of the teaching. "He shallnot walk in darkness, but shall have the light of life."His sincere willingness to do God's will shall positivelyinsure to him a knowledge of God's truth. If his eyeis single, his whole body shall be full of light. If hecommits his works unto the Lord, his thoughts shallbe established. If his is indeed the path of the just,it shall be as a shining light, which shine th more andmore unto the perfect day.UNIVERSITY RECORD 113The Pedagogical Side of theBy Ella IEducational writers easily divide into two classes :first, those who after years of thinking along philosophical lines, have written on that most interesting, q uestion, the education of man ; second, those who,by intuition, know the prevailing theory and itspractice to be founded on false principles and sohave waged open and unceasing warfare on thePhilistine and his method. The first class inspiretheir disciples to found new systems of education ;the second do heroic work, offer themselves as a sacrifice to the good of the children, but they arereformers rather than prophets and founders. Thenumber enrolled in either class is very small. HoraceMann's name appears in the second class ; it is writtenHorace Mann, Educational Reformer.It goes without saying, that a man does not devotehis life to correcting the abuses of his time, unless heis far in advance of those whose habits and customsneed correction. How much nearer he may be toTruth can be determined only after centuries havepassed, if his name still live. In 1844 the conflictknown as the Mann Controversy was at its height.From that time the Secretary published no newideas on education. His later reports were expositionsof principles and theories, contained in his earlierwritings, but which, through1 wilfulness or stupidity,had been misunderstood and often maliciously misrepresented by his opponents. So we stand thisevening at the half -century post from the time ofthe enunciation of his pedagogical theories. A comparison of his theories with those of the philosophersand the reformers of today, will give him and hiswork a more definite position in the educational fieldof thought in which we live, than would a merediscussion of his theories by themselves.Horace Mann's strictly pedagogical writings arebased upon a few general principles. He does notformally state them, neither does he refer to them asif they were generalized truths even in his own mind.All this is because of his being an educator throughintuition rather than through philosophical training.His crowning glory was in the establishment ofNormal Schools in Massachusetts, but his writings onthis subject, in the nature of the case, discuss a necessary instrument in a system of education, not education itself. His arguments and appeals for properly* Read at the celebration of the centennial anniversary of tlState Board of Education, by the Pedagogical Club of The Unive Writings of Horace Hann.*f. Young.warmed and ventilated school houses appear and reappear in his reports, but, interesting as these maybe, they simply call attention to the influence of thephysical environment on the child. His lectures oftenillustrate his ardent love of country, as he describesthe close connection between the education of itscitizens, and the length of the life of a Republic.Interesting as are these topics they cannot be considered under the head of strictly pedagogical subjects.Having cleared the field of important topics, notproperly considered under the subject to be discussed, the first general principle to be brought intocomparison with the principles or theories of todaypertains to the subject of Interest.During the last few years at least one of the sessions of the annual meeting of the National Educational Association and of the National Superintendents' Association has been devoted to a discussion,in some form, of this question of Interest. For twoyears the leading speculative philosopher of America,as leader of the Kantian forces, has been writinginstructive articles almost monthly in reply to theassertions of the Herbartians regarding the functionof Interest. The University of Chicago, within a fewmonths, has entered the arena and presented a paperon Interest and its Relation to the Will. Thesmoke of battle is lifting from the field, light is breaking through, and as the critics are saying that onegreat good which will come out of the discussion willbe the greater effort made to arouse the interest ofthe children in their lessons, it is somewhat amusingto find Horace Mann saying, a half-century ago :There is one rule which, in all places and in all forms ofeducation should be held as primary, paramount, and, as far aspossible, exclusive. Acquirement and pleasure should go handin hand. They should never part company. . . . Nature hasimplanted a feeling of curiosity in the breast of every child, asif to make herself certain of his activity and progress. . . .Men sit with folded arms while they are surrounded by objectsof which they know nothing. Who ever saw that done by achild? But we cloy, disgust, half-extirpate this appetite forknowledge, and then deny its existence. . . . Indeed, ourMaker created us in blank ignorance for the very purpose ofgiving us the boundless, endless pleasure of learning newthings. . . . This is the philosophy of children's hatingstudy. We insulate them by fear ; we touch them with nonconductors ; and then, because they emit no spark, we gravelyaver that they are non-electric bodies. If possible, pleasureshould be made to flow like a sweet atmosphere around thee birth of Horace Maim, First Secretary of the Massachusetts•sity of Chicago, May 4, 1896.114 UNIVERSITY RECORDearly learner, and pain be kept beyond the association of ideas.You cannot open blossoms with a northeast storm. The buds ofthe hardiest plants will wait for the genial influences of the sun,though they perish while waiting. — Lecture on Means andObjects of Common-School Education, 1837.Let us turn to a second pedagogical idea of HoraceMann's. During the last few years the physiologicalpsychologists have been busily investigating the territory in which James says : " The first breaker of groundwas Fechner in 1860." The different types of imaginations have been carefully studied. Some teachersare making sensible and persistent efforts to developthe different forms. They have exercises in visualization; exercises is ear-training; exercises in developinga finer tactual sense. They endeavor to know whetherwhat is termed a slow child is strongly of the visual,the auditory, the tactual, or the motor type, and thento see that if of the motor type all appeals shall not bemade through the ear only. It may be well to say thatthis number of teachers is very small. In HoraceMann's day physiological psychology was not. Dr.Wm. B. Carpenter's Mental Physiology had notappeared. Scientists were hovering in the border-landof the subject. The mind was still spoken of as consisting of the mental faculties. Mr. Mann did not discover these various types of imagination, but he didobserve, that characteristic of every poor teacher, afondness for making the ear the only means by whichknowledge is obtained in the school room and thenconnecting these sounds with the organs of articulation. He says:Nine-tenths — may I not say ninety-nine hundredths— of allour common school instruction are conveyed through the ear ;or, — which is the same thing — through the medium of writteninstead of spoken words, where the eye has been taught to dothe work of the ear.— (Ibid.)That last distinction is very keen — I have never seenit stated by any other writer. He makes a strong pleafor the eye, and for simple apparatus.There is another point where, as it seems to me, a unitedeffort among the friends of education would, in certain branchesof instruction, increase tenfold the efficiency of the commonschools. I mean, the use of some simple apparatus, so as toemploy the eye more than the ear in the acquisition of knowledge. After the earliest years of childhood, the superiority ofthe eye over the other senses, in quickness, in precision, in thevastness of its field of operations, and in its power of penetrating, like a flash, into any interstices, where light can go andcome, is almost infinite . . . The mind often acquires, by aglance of the eye, what volumes of books and months of studycould not reveal so livingly through the ear. — (Ibid.)Finally, he introduces one of those metaphors inwhich his writings abound :To use the ear instead of the eye, in any case where the latteris available, is as preposterous, as it would be for our migratorybirds, in their overland passage, to walk rather than to fly.— (Ibid.) Although Horace Mann did not reach the discoveryof the different types of imagination, he clearly distinguished between the two marked types of childrenfound in every school room : the one, loving books, ,;and the other, spurning them. In his presentation ofthese types he ventures the farthest into the realm oflater-day psychology that he ever permits himself togo, excepting when considering the demand for wholesin reading. Here is his best writing on types and ideas ?Other things being equal, the pleasure which a child enjoys,in studying or contemplating, is proportioned to the livelinessof his perceptions and ideas. A child who spurns books, will beattracted and delighted by visible objects of well-defined formsand striking colors. In the one case he sees things through ahaze; in the other by sunlight. A contemplative child whosemind gets as vivid images from reading as from gazing, alwaysprefers reading. Although it is undoubtedly true, that tasteand predilection, in regard to any subject will give brightnessand distinctness to ideas, yet it is also true that bright anddistinct ideas will greatly modify tastes and predilections.Now the eye may be employed much more extensively than itever has been, in giving what I may venture to call the geography of ideas, that is, a perception where one idea bounds onanother ; where the province of one idea ends, and that of theadjacent ideas begin. Could children be habituated to fixingthese lines of demarcation, to seeing and feeling ideas as distinctly as if they were geometrical solids, they would thenexperience an insupportable uneasiness whenever they were lostin Fog-land and among the Isles of Mist ; and this uneasinesswould enforce investigation, survey, and perpetual outlook, andin after-life, a power would exist of applying luminous and exactthought to extensive combinations of facts and principles.(Ibid.)If his utterances about pleasure, or interest, seemto fail in any degree to demand the self -activity of thechild, certainly in his geography of ideas there isenough of self -activity and self-expression to satisfythe most ardent apostles of the new terminology.Of all the blows struck by Horace Mann, none weremore effectual than those dealt on the subject ofReading. Not a point in detail escaped his keen eye,from the first step in teaching a child to read, to thehighest form of reading ; or as he expresses it, " The intellectual part, which consists in seeing, with the mind'seye, the whole subject, broad, ample, unshadowed."He successfully met the attacks of the thirty-oneBoston Masters on the substitution of the wordmethod for the alphabet method ; he demonstratedthe weakness of the oral spelling method, as well asthat of the method of assigning lists of disconnected,and, to the children, meaningless words, to learn tospell ; he argued that " No rules in regard to reading,can supply a defect in understanding what is read ;"he argued that as " Merely a habit of mind in a childof seeking for well-connected, well-proportioned viewswould give the surest augury of a great man," so in areading-book made up on the "scrap-book " plan " allUNIVERSITY RECORD 115consecutiveness of thought is dispersed." His everydemonstration, and his every argument has for itscentral thought, the necessity of the presentation of awhole. Or as he puts it :Error becomes the consequence of seeing only parts of truth.. . . Children should not only be taught, but habituated, asfar as possible, to compass the subject of enquiry, to explore itsless obvious parts, and, if I may so speak, to circumnavigate it ;so that their minds will be impatient of a want of completeness^nd thoroughness, and will resent one-sided views and half -presentations.— Second Annual Report, 1838.Were Horace Mann living, with what zest would histrenchant pen send forth arguments, and sometimesPhilippics on Concentration, Correlation, and Co-ordination of Studies ; subjects over which the educational camps of today are expending much thoughtas well as many words.To omit reference to the part which character-building fills in a teacher's theory of education, howevercursory be the presentation of that theory, would beunpardonable and, in truth, impossible.One of our foremost writers on education and thehigher life concludes an essay on self-culture withthis sentence : "As the painter takes pallet and brush,the musician his instrument, each to perfect himselfin his art, so he who desires to learn how to think,should take the pen and, day by day, write somethingof the truth and love, the hope and faith, which makehim a living man."How to combine thoughtfulness and tenderness forothers, with a love of truth, how to build charactersthat shall rest on principles, not maxims, is the problem that as yet, has scarcely presented itself to themultitude. The large proportion slipping away from the Beautiful, the True, and the Good testify to thelow ideals presented to the young. All teachers aimto make their pupils good, but most of the ideals arefar below that which would make the boy, or girl, atruthful, loving, hopeful, faithful child.Horace Mann approached this subject from variouspoints of view. How clearly he holds up to view theabsurdity of wholesale punishment. Hear him :Where all share the same odious fortune, disgrace attaches tonone. Like the inhabitants of Botany Bay, all being rogues,nobody loses caste. Shame never belongs to multitudes.Lecture, School Punishments, 1840.The last report made by the Secretary deals atlength with a question that today has been forced tothe front in Chicago, the use of the Bible in the publicschools. It is up to date in its treatment of the wholematter.Here is his creed regarding character-building :A lofty and enduring character cannot be formed by ignorance and chance. ... No skill or power of man can everlay the imperishable foundations of virtue, by using the lowmotives of fear, and the pride of superiority, and the love ofworldly applause or worldly wealth, any more than they canrear a material edifice, storm-proof and fire-proof, from bambooand canebrake ! —Lecture, The Work of Education, 1840.The last decade has been fruitful in careful, profound, and far-seeing thought on education. Theuniversity and college professors have brought theirtheories to the elementary school leaders for discussion. New vistas are opening before those who areworking for the children, because they love them.And yet, as we look back over his theories, where butin the foremost rank of the reformers of today shallwe write the name of Horace Mann?OMcial actions, Notices, attir Ut$oxt8.OFFICIAL ACTIONS.The Council:Voted, that June 12 be set apart as a holiday forthe colleges to be known as Junior College Day, itbeing further understood that the libraries and laboratories shall be opened on that day and that exercises incourses intended for graduate and divinity students and in courses intended for graduate students open toSenior College students be not omitted. (April 30.)Voted, to grant the Thursday chapel service for aspecial students' service during the remainder of thequarter. (April 30.)The Faculties of the Graduate Schools.Voted, that the passage in the Circular of Information relating to the date for receiving applications forfellowships and the date for making announcementsof the assignment of fellowships be changed so as to read as follows : The annual assignment of fellowships takes place April 1, and applications must bemade on or before March 1.(April 25.)116 UNIVERSITY RECORDOFFICIAL NOTICES.Meetings of Faculties and Boards.Faculty Room, Haskell Museum.May 9. The following are the regular meetings :The Administrative Board of The University Press,at 8:30 a.m.The Faculty of the Junior Colleges, at 10: 00 a.m.The University Senate, at 11: 30 a.m.May 14 (Thursday). Special meeting of The University Extension Faculty, at 4:00 p.m.Official Copies of the University Record.Official copies of the University Record for theuse of students may be found in the corridors andhalls 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.ilonthly neeting.The Students of the Graduate Schools will holdtheir monthly meeting with the Faculties of the Graduate Schools on Wednesday, May 13, at 12:30 p.m.,Chapel, Cobb Lecture Hall.Address by Mr. Albert G. Lane, Superintendentof Schools, Chicago.Kelly House.Organization. — Head of House, Associate ProfessorMarion Talbot ;. Counselor, Head Professor J. Laurence Laughlin; House Committee, Misses Kennedy,Ramsey, Tanner, Mc Williams, Darling, Capps ; Secretary, Miss Cary.Members (resident). — Misses Allin, Avery, Brecken-ridge, E. Butler, Capps, Carpenter, Cary, Chandler,Darling, Farrington, Goldsmith, E. Harris, J. Harris,Mrs. Hersman, Misses Hefti, Hull, Kane, Keen, Kennedy, Langley, McClintock, McLean, Mc Williams, E. Lecturer to the Senior Colleges.Head Professor Thomas Chrowder Chamber:lin, Lecturer to the Senior Colleges, Divisions 2-6, forthe present Quarter, will lecture on " First Forms ofLife," Wednesday, May 13, at 12:30 p.m., LectureRoom, Cobb Lecture Hall.Attendance is required.Candidates for Higher Degrees.The following students have been accepted for candidacy for the higher degrees, April 25, 1896.Howard S. Erode (Zoology) - - - Ph.D.George L. Brown (Mathematics) - - Ph.D.Cornelia M. Clapp (Zoology) - - - Ph.D.Leonard E. Dickson (Mathematics) - - Ph.D.Alice B. Gould (Mathematics) - - Ph.D.Samuel S. Maxwell (Physiology) - - Ph.D.Harriet Gertrude Blaine (Archasology) - A.M.Edith M. Brace (Zoology) - - - S.M.Lisi C. Cipriani (Romance) - - - A.M.John C. Hammond (Mathematics) - S.M.Elmer D. Grant (Mathematics) - - - S.M.Pardee, M. Pardee, Peirce, Reichmann, Rice, Robertson, Rumsey, Searles, Stanton, Stone, Talbot, Tanner,Tunnell, Winter.Members (non-resident). — Misses Barnard, D. Butler,Mrs. Clark, Misses Diver, Ely, Fitzgerald, Hubbard,Johann, Lathe, MacDougall, Mrs. Mallory, MissesMessick, A. McWilliams, Payne, Pellett, Perkins, Pet-tigrew, Mrs. Prescott, Misses Runyon, Spray, Mrs.Stagg, Misses Start, Woodward.Chief Events.— Receptions on January 13, February9, and March 8.OFFICIAL REPORTS.UNIVERSITY RECORD 117Qfyt ©ttibersttg-INSTRUCTION.Departmental Announcements.III. AND IV. POLITICAL SCIENCE AND HISTORY.The Club of Political Science and History meets inFaculty Room, Haskell Museum, Wednesday, May 13,at8:00P.M.Dr. James Westfall Thompson, on " The Origin ofthe French Parliament." President Harper, on "A New Interpretation ofAmos, 3:1-8."^ I. SOCIOLOGY.The Sociology Club meets in Faculty Room, Has-Jcell Museum, Tuesday, May 12, at 8:00 p.m.Alderman Kent of the 31st Ward will speak on" Some Phases of Practical Politics." XY. ENGLISH.The English Club meets in B 8, Cobb Lecture Hall?Tuesday, May 12, at 8:00 p.m.Assistant Professor Camillo von Klenze on11 The Nature-Sense in Art and Literature."VIII. SEMITIC.The Semitic Club meets at the Residence of President Harper, Tuesday, May 12, at 8:00 pm. XVII. MATHEMATICS.The Colloquium of Dr. Boyd meets in Room 36>Ryerson Physical Laboratory, Saturday, May 9, at9:30 a.m.Leaders: — Mr. Gale "Epicycloids,"Mr. Yarzembski, " Roulettes."The Departmental Clubs.The Club of Political Science and History.President — Assistant Professor Ernst Freund.Secretary — Sophonisba P. Breckenridge.Executive Committee — The President and Secretarytogether with Robert Lee Hughes, Regina K. Cran-dall, and William Rullkoetter.Papers read during the Winter Quarter :" The Homestead Law."Professor Benjamin S. Terry. Jan. 8."The Admiralty Case of the Sloop Active." Mr. E. E. Sparks. Jan. 22."The Second U.S. Bank."Mr. Ralph C. H. Catterall Feb. 5."The General Causes of the failure ofthe Free Constitution of Florence."Dr. Ferdinand Schwill. Feb. 19." Discussion of the recent CommonwealthConstitutions in New York, Kentucky,Utah, Mississippi, and South Carolina." March 4." A Critique on Bryce's American Commonwealth."Professor Edmund J. James. March 18.The Sociology Club.President — Paul Monroe.Vice-President — H. C. Thurston. Secretary and Treasurer — A. T. Freeman.Journal Committee — Head Professor A. W. Smalland C. H. Hastings.Meets fortnightly on Tuesdays at 7:30 p.m. in theFaculty Room.The purposes of the Sociology Club are : (1) Cooperation in the study of current sociological literatureespecially the periodicals of Europe and America: (2)exchange of information about books upon social science; (3) formation of acquaintance with workers inthe various kinds of social endeavor, whether theoretical or practical; (4) mutual assistance, through criticism of studies upon sociological subjects presentedby the members; and (5) support, whenever practicable, of social efforts organized either by membersof the University or by citizens of Chicago.Papers read during the Winter Quarter :" Scholarship and Social Agitation."Head Professor A. W. Small. Jan. 14." Social Functions of the Newspaper."Major H. P. Handy. Jan. 28." Sanitation and Sociology."Associate Professor Marion Talbot. Feb. 26."Legislation in Restraint of Trade."Mr. Charles F. Beach, Jr. March 24.118 UNIVERSITY RECORDThe Semitic Club.President — Professor Emil G. Hirsch.Vice President — Associate Professor Ira M. Price.Secretary — Charles C. Sherman.Meets fortnightly on Tuesdays at 7 : 30 p.m.The purpose of the club is to keep membersinformed of the current Semitic literature and to fur-Voluntary Courses in Music.Wardner Williams, Ph.D. Instructor in Music.Elementary Vocal Music. — Tuesday, at 5:00 p.m.Harmony. — Monday and Thursday, 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.The Husical Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday afternoons at 5:00 o'clock,throughout the year.The University Chaplain.The University Chaplain, Associate ProfessorC. R. Henderson can be found, during his office hours,from 1:30 to 2:00 p.m. in C 2, Cobb Lecture Hall,Monday, Tuesday, Thursday, and Friday.Announcements.The chaplain for the week : Saturday, May 9, toSaturday, May 16, will be Mr. C. W. Votaw.Head Professor Galusha Anderson will conductthe Vesper Service and deliver an address before themembers of The University, Sunday, May 10, at 4: 00p.m. in Theater, Kent Chemical Laboratory.Church Services.Hyde Park 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. Mr. 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. Rtjbinkam, Ph.D., Pastor, nish an opportunity for exchange of views uponvarious topics of interest in the Semitic field.Papers read during the Winter Quarter :" Assyro-Baby Ionian Common Nouns in theOld Testament." Mr. H. F. Mallory. Feb. 11." Assyro-Babylonian Proper Names in theOld Testament." Mr. H. E. Jones. March 3.A Piano and Song Recital was given on Wednesday afternoon, May 6, by Mr. Edward B. Scheve,Pianist, and Mrs. Edward B. Scheve, Soprano.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.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 Park Presbyterian Church (corner Washington avenueand 53d 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 11 : 00 A.M. ; EveningService at 7:30. Sunday School at 9:45 a.m. Young People'sSociety of Christian Endeavor at 6 : 45 p.m. Preaching by Rev.H. L. Willett, Ph.D.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.MUSIC.RELIGIOUS.UNIVERSITY RECORD 119LIBRARIES, LABORATORIES AND MUSEUMS.During the week ending May 5, 1896, there hasbeen added to the Library of The University a totalnumber of 365 books from the following sources :Books added by purchase, 254 vols.Distributed as follows :General Library, 4 vols. ; Philosophy, 19 vols.; Political Economy, 2 vols.; Political Science, 5 vols.; History, 7 vols.; Sociology, 6 vols.; Sociology (PolkPsychology), 4 vols.; Sociology in the DivinitySchool, 7 vols.; Comparative Religion, 1 vol.; Semitic, 16 vols.; New Testament, 6 vols.; Comparative Philology, 1 vol.; Greek, 1 vol.; Latin, 4 vols.;Latin and Greek, 7 vols.; German, 29 vols.; English,88 vols.; Mathematics, 1 vol.; Astronomy 1 vol.;Physics, 1 vol.; Geology, 5 vols.; Botany, 12 vols.;Church History, 2 vols.; Systematic Theology, 1 vol.; Homiletics, 1 vol.; Morgan Park Academy, 23vols.Books added by gift, 92 vols.Distributed as follows :General Library, 67 vols.; Political Economy, 10 vols.;Sociology, 2 vols.; Sociology in the Divinity School,6 vols.; English, 1 vol.; Chemistry, 1 vol.; MorganPark Academy, 5 vols.Books added by exchange for University Publications,19 vols.Distributed as follows :General Library, 6 vols.; Political Economy, 1 vol.;Sociology in Divinity School, 2 vols.; Semitic,1 vol.; New Testament, 8 vols.; Church History, 1vol.STUDENT ORGANIZATIONS, PUBLICATIONS, AND EXHIBITIONS.Regular meeting of Board of Student Organizations,Publications and Exhibitions will be held on the firstSaturday of the month, at 10:00 a.m.At the meeting of the Board of Student Organizations, Publications, and Exhibitions, held April 29,1896, the following house organizations were recognized:1. Beta Theta Pi House, 5537 Lexington Avenue.Counselor, Dr. Francis W. Shepardson; Executive Committee, Robert Meloy, E. E. Todd, Donald Trumbull; Representative for the Chapter, Henry L.Clarke.2. Phi Kappa Psi House, 5735 Monroe Avenue.Head, George Tunell.3. Alpha Delta Phi House, 5700 Monroe Avenue.Counselor, Associate Professor George S. Goodspeed ;Head, Dr. Ferdinand Schwill ; House Committee, J.E. Raycroft, J. S. Brown, N. W. Flint, C. V. BachellfrH. M. Adkinson.LITERARY.The Philolexian Society meets in Cobb LectureHall, Saturday, May 9, at 7:30 p.m.The Review Club meets Tuesday, May 12, at theresidence of Mr. E. E. Sparks, 5741 Monroe avenue,at 8:00 p.m. The following is the Programme :Review of RashdalPs " Universities in the MiddleAges." Mr. Harris.Revue des Questions Historiques.Mr. Wyckopf.Revue des Deux-Mondes.Miss Crandall.120 UNIVERSITY RECORDQlfyt Sittibersitg Extension ©ibtsion,Reports for the Winter Quarter, 1896.I. The Lecture-Study Department.Francis W. Shepardson, Secretary.Statement of the Work of the Winter Quarter, 1896.Austin Burlington . . : Chicago (Armour Inst.) . .Chicago (Free Kindergarten) Chicago (Columbia Sch'lof Oratory) Chicago (Columbia Sch'lof Oratory) Chicago (Cook CountyNormal School) . . •Chicago (Cook CountyNormal School) . . .Chicago, Englewood (Pil.Cong. Cburch)..Chicago, Englewood(Stewart Av.) . . .Chicago (Klio Associ't'n)Chicago (Millard Av.) ...Chicago (Oakland) Chicago (Steinway Hall) .Chicago (The University)Cincinnati Clinton Danville Davenport Dixon Evanston Freeport Ft. Madison Hammond Hammond Hinsdale Huntington Indianapolis Indianapolis Joliet Kalamazoo Keokuk LaCrosse LaPorte Minneapolis Minneapolis Minneapolis Moline Ottawa Rockford Springfield South Bend Streator Winona "Winona 111.Iowa.HI.HI.111.IU.111.IU.m.111.111.111.111.HI.111.OhioIowa.111.Iowa.IU.IU.111.Iowa.Ind.Ind.111.Ind.Ind.Ind.111.Mich.IowaWisInd.Minn.Minn.Minn.111.IU.IU.111.Ind.IU.Minn.Minn. LECTURER.John Dewey J. H. Breasted T.G-. Allen...........John Dewey Richard G. Moulton.Richard G. Moulton.R. D. Salisbury.. ...Richard G. Moulton.J. H. Breasted Charles Zeublin Richard G. MoultonRichard G. Moulton.W. D. McClintock..H. P. Judson F. W. Parker I. W. Howerth Charles Zeublin., J.H. Tufts Wm. D. McClintock.C. R. Henderson John Dewey Richard G. MoultonE. E. Sparks E. A. Moore E. A. Moore A.H.Cole E. A. Moore F. W. Shepardson. . . .F. W. Shepardson. . .Charles Zeublin Charles Zeublin E. E. Sparks Charles Zeublin F.W. Shepardson...,Richard G. MoultonRichard G. MoultonRichard G. MoultonH. L. WiUett I.W. Howerth A.H.Cole S. H. Clark Richard G. MoultonE. E. Sparks Charles Zeublin ,Richard G. Moulton Pedagogical Studies History and Civilization of Egypt Our Food Educational Psychology Shakespeare's Tempest, etc Stories as a Mode of Thinking Evolution of the American Continent Tragedies of Shakespeare History and Civilization of Egypt Social Reform in Fiction Shakespeare's Tragedies : Stories as a Mode of Thinking Special Course Some Topics of the Larger Politics Science and Art of Teaching Sociology Elements of Sociology Movements of Thought in the 19th CenturyLectures in Fiction Our Town Educational Psychology Stories as a Mode of Thinking Men Who Made the Nation English Literature General Course in Literature Plain Talks on Bacteria General Course in Literature American History American History Elements of Sociology Social Reform in Fiction Men who made the Nation Social Reform in Fiction American Statesmen Biblical Literature of Prophecy Biblical Literature of Prophecy Biblical Literature of Prophecy The Beginning of Christianity Introduction to Study of Sociology Plain Talks on Bacteria. Poetry as a Fine Art Shakespeare's Tragedies Character Studies in American History Social Reform in Fiction Studies in Biblical Literature ! *H d• g CD1 OQO US CD .~ ° ©® d f-i© S CDJan. 14, '96Mar. 2, '96Feb. 6, '96Mar. 10, '96Jan. 9, '96Feb. 20, '96Jan. 8, '96Feb. 19, '96Feb. 7, '96Jan. 19, '96Jan. 7, '96Jan. 10, '96Feb.3, '967, '96Feb,Jan.Jan.Jan.Feb. 4, '96Jan. 9, '96Jan. 16, '96Jan. 16, '96Jan. 7, '96Feb. 28, '96Jan. 6, '96Feb. 17, '96Jan. 16, '96Jan. 10; '96Jan. 10, '96Feb. 14, '96Feb. 19, '96Feb. 4, '96Feb. 20, '96Jan. 10, '96Jan. 21, '96Feb. 16, '96Feb. 17, '96Feb. 15, '96Jan. 13, '96Jan. 10, '96Jan. 14, '96Jan. 9, '96Jan. 6, '96Jan. 28, '96Jan. 4, '96Feb. 17, '96 1501261251251341341602002141291664015030070200 <!4026575322214235 7321410040150357010070137 113145 1357575100 7775 4065 3365 33400 141275 50190265 230153900100075190Note— Where the table is incomplete the local secretary has not yet sent the official report.General Summaries.CENTRES and courses.Number of Centres active during the Winter Quarter.Number of courses in progress 45UNIVERSITY RECORDNUMBER OF COURSES BY STATES.Illinois—In Chicago 13Outside of Chicago 12Indiana 7Michigan 1Iowa 5Minnesota 5Wisconsin 1Ohio 1Total 45NUMBER OF COURSES BY DEPARTMENTS.English Language and Literature 13Sociology and Anthropology 9Biblical Literature in English 5Philosophy 5History 6Biology 2Egyptology 2Political Science 1Geology 1Chemistry 1Total 45attendance — estimated.Average attendance at each lecture 215Average attendance at each class 89Total attendance at lectures 9,615List of Centres with Address of Secretaries.CENTRES IN CHICAGO.Armour Institute— Mr. T. G. Allen, 33d st. and Armour av.Chicago Free Kindergarten— Miss Eva B. Whitmore,33d st. and Armour ave.Columbia School of Oratory — Mrs. Ida M. Riley, Stein-way Hall, 17 Van Buren st.Cook County Normal School — Col. Francis W. Parker,Englewood.Englewood — (Pilgrim Congregational Church) MissJennie K. Thielens, 6711 Stewart ave.Englewood— (Stewart Avenue) Rev. R. A. White, 6550La Fayette ave.Klio Association — Mrs. Hettie Carpenter Morse, 1543Fulton st.Millard Ave.— Mrs. E. R. Burnham, 1172 Lawndaleav.Oakland Club — John R. Bensley, 325 Western UnionBuilding.Steinway Hall — Dr.F. W. Shepardson, The Universityof Chicago.University — Dr. F. W. Shepardson, The University ofChicago. CENTRES OUTSIDE OF CHICAGO.Austin (111.)— Mr. Newell D. Gilbert.Burlington (Iowa)— Miss M.E. Starr, 1032 N. Fifth st.Cincinnati (Ohio) — Mrs. N. S. Reeder, Francis Lane,Walnut Hills.Clinton (la.) — Mr. John H. Jones.Danville (111.)— Mrs. W. J. Moore.Davenport (la.) — Miss Jennie Cleaves.Dixon (111.) — Supt. Wm. Jenkins.Evanston (111.) — Supt. H. H. Kingsley.Freeport (111.)— Mr. H. S. Webster.Fort Madison (Iowa) — Mr. F. S. Kretsinger.Hammond (Ind.) — Supt. W. C. Belman.Hinsdale (111.) — Miss Georgia Blodgett.Huntington (Ind.) — Mrs. Ida May Davis.Indianapolis (Ind.) — Miss Harriet E. Jacobs, 601 N.Delaware st.Joliet (111.)— Mr. J. Stanley Brown.Kalamazoo (Mich.) — Supt. S. O. Hartwell.Keokuk (Iowa)— Mr. O. W. Weyer.La Crosse (Wis.)— Mr. J. J. Esch.La Porte (Ind.)— Miss F. M. Plumer.Minneapolis (Minn.)—Rev. W. P. McKee, 522, 12th av.S.E.122 UNIVERSITY RECORDMinneapolis (Minn.), Stanley Hall— Miss O. AdeleEvers.Moline (111.) — Mrs. Mary Stephens Huntoon.Ottawa (111.)— Mr. J. O. Leslie.Rockford (111.)— Mrs. Anna C. Vincent.atttrretttThe May number of The American Journal of Sociology completed the first volume of this new Reviewand contained a full index of contents for the year. TheJournal has already made itself a force among thinkersupon social questions. No American scientific periodical has been more widely quoted in the first year ofits existence. For various reasons the public doubtedthe feasibility of carrying out the programme whichthe Journal proposed. It was not apparent that therewas a distinct field for another magazine devoted tothe discussion of social problems. Doubts could beremoved only by experiment. The Journal hasapplied this test for one year, and each of the sixnumbers issued has tended to confirm the wisdom ofits projectors. It is already recognized by a constituency made up of representative thinkers in nearlyevery civilized country of the world, as a journalthat is discharging the neglected function of organizing hitherto independent and therefore chaoticinvestigations of social facts and forces.The American Journal of Sociology stands for theproposition that it is possible for men to understand theconditions of associated human life so well that theymay combine more intelligently and thus accelerateprogress toward richer and more generally distributedcomfort and happiness. The distinctive feature ofthis JournaVs platform is its assertion that socialimprovement will not proceed at the maximum rateuntil efforts at improvement are concerted by meansof common intelligence about the reciprocal relationsof different departments of social action. The Journalhas therefore no favorite forms of social amelioration.It tries to arrange the discoveries of specialists inevery department of social action so that their resultsand proposals will be seen in true perspective withthe whole system of social activities. The Journalholds that all departments of social science, socialphilosophy, and social art must develop side by side.The logic which keeps them permanently distinct istoo pedantic to permit progress. While apparentlycovering a field so wide that scientific cultivationwould seem hopeless, the Journal is actually a pioneerin the much needed work of systematizing fragmen- South Bend (Ind.)— Mrs. E. G. Kettring.Springfield (111.)— Mr. Edwin S. Walker.Streator (111.) — Miss Anna Baker.Winona (Minn.)— Mr. Fred S. Bell.tary labors in social science. It is showing that socialimprovements cannot be secured in any high degreeby unmethodical tinkering of social machinery.Direct efforts to improve society will be successful inproportion to the intelligence with which they arecoordinated with reference to improvement of the general type of social structure, and the entire system ofsocial processes. As the only systematic promulgatorof this philosophy in the United States The AmericanJournal of Sociology has an important mission, andrecognition of its fitness to accomplish the mission isalready assured.Head Professor Coulter is conducting an extensionclass this spring that is made up of teachers ofbiology in the high schools of Chicago and vicinity.This class is the outcome of several lectures whichDr. Coulter delivered to the Biological Round Table,a club composed of these teachers. They meet once aweek and are studying the morphology of the chiefgroups of plants.The Educational Conference of the Disciples ofChrist was held in Haskell Oriental Museum April 30and May 1. Representatives from several colleges ofthe Disciples and pastors of neighboring churcheswere present.The morning session of the first day was presidedover by Professor W. D. McClintock, president of theNational Board of Education. His opening addresswas one of welcome to the Conference and alsoemphasized the important work to be done by it. TheSecretary, Mrs. A. A. Forrest, read the report of theBoard of Education, reviewing the past year. " TheWork of the Board of Education" was the subject ofan address by Professor S. M. Jefferson of BethanyCollege, W. Va. Since this address dealt with theproblem of the proper function of the board, it wasperhaps the most important of the conference. Afterconsiderable discussion, the sense of those present wasembodied in a resolution defining the work of theboard to be that of gathering and disseminatingUNIVERSITY RECORD minformation concerning the best educational methodsand institutions ; and secondly, of establishing andadministering a Student Aid Fund.The afternoon session was occupied by papers anddiscussions on " Inter-Visitation of College Instructors" by Dr. H. L. Willett ; and the "Grading ofInstructors" by Professor R. E. Hieronymus ofEureka, 111. In the evening a reception to the Conference and Disciples of Chicago was given by theDisciples' Club of the University of Chicago.The forenoon of the second day was devoted to anaddress by Professor W. D. McClintock on "theRelation of the President to the Board of Trustees,"and a discussion of the Raising of Endowments forcolleges. One of the most practical topics of the conference was that relating to preparatory, auxiliary andprofessional schools, the discussion of which was ledby Professor O. T. Morgan of Drake University, Iowa.The opinion of the conference was that the preparatoryschool should be separate from the college in itsbuildings, teachers and management ; that auxiliaryschools such as commercial, art, musical, oratorical,etc., should be discontinued and, where advisable, theirwork conducted by special instructors; that themaintenance of schools of theology, medicine and lawshould be determined by the location of the institution and the demand for them.The evening of the last day was devoted to thefollowing recent educational movements among theDisciples of Christ : the Bible Chairs, Ann Arbor,Mich. ; the Disciples Divinity House of the University of Chicago ; the Bible College, Columbia, Mo. ;the Divinity School, Eugene, Ore.; the Annex,Berkeley, Cal. The principal address was given by J.H. Garrison, editor of The Christian Evangelist, St.Louis.Over seventy invitations were sent out by AlexanderCumming, '94 U. of M., to the students from Michiganwho are connected with the University, to a receptionin the parlors of Graduate Hall. A large number were present. Mr. Cumming was made chairman, acommittee was appointed to draw up a constitution,which was unanimously adopted, and the followingofficers elected:President — Professor Charles Chandler.Vice-President — Mr. Newman Miller.Secretary and Treasurer — Mr. Alexander Cumming.Short addresses were made by Professors Cham-berlin, Blackburn, Chandler and others. Mr. JiroOkabe, of Japan, appeared in his native costume,giving an exceedingly interesting description andexplanation of the Japanese tea ceremonial,and its great historical and moral significance.A telegram was received from President JamesB. Angell of the University of Michigan, expressing his sincere regrets at not being able to be present.Others sending their regrets were Professor andMrs. John Dewey, Messrs. F. A. Deane, H. C.Miller, A. C. Cole, Misses Boomer and Hancock. Mrs.F. A. Blackburn acted as hostess for the evening.Among those present were Professor T. C. Chamberlin,Professor and Mrs. F. A. Blackburn, Professor CharlesChandler, Miss Chandler, Dr. J. R. H. Latchaw, andMessrs. E. A. Balch, Newman Miller, Jiro Okabe, R.J. Janssen, Lewis Murbach, L. G. Whitehead, G. KLawton, E. B. Escott, S. Burnham, Alexander Cumming, and Misses Mary M. Sturges, Amy E. Tanner,Anna M. MacCracken, and Ella M. Hayes.Head Professor T. C. Chamberlin began his courseof Senior College Lectures on Wednesday, May 6.His subject was : "The History of the Earth."Mr. George P. Garrison, Professor of History in theUniversity of Texas, was examined ffor the degree ofDoctor of Philosophy before the [Departmental Faculties of History and Sociology, on May 1.The subject of his thesis was: "Federal Controlof Congressional Elections."124 UNIVERSITY RECORDW^z €aloOrar-flay 9=16, 1896.Saturday, flay 9.Administrative Board of the University Press8:30 a.m.Faculty of the Junior Colleges, 10:00 a.m.University Senate, 11:30 a.m.Colloquium of Dr. Boyd, 9:30 a.m. (see p. 117).Philolexian Society, 7:30 p.m. (see p. 119).Sunday, flay 10.Vesper Service and Address by Head ProfessorAnderson, Kent Theater, 4:00 p.m. (see p. 118).Union Prayer Meeting of the Y. M. C. A. and Y.W. C. A., Lecture Room, Cobb Lecture Hall,7:00 p.m.iVXonday, May 11.Chapel.— 12:30 p.m. (see p. 117).Tuesday, May 12.Chapel.— 12:30 p.m.First Term of Spring Quarter ends.Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6:45 p.m.Sociology Club, 8:00 p.m. (see p. 117).Semitic Club, 8:00 p.m. (see p. 117).English Club, 8:00 p.m. (see p. 117).Review Club, 8:00 p.m. (see p. 119). Wednesday, Hay 13.Second Term of Spring Quarter begins.Monthly Meeting of the Graduate Schools, Chapel,Cobb Lecture Hall, 12:30 p.m. (see p. 116).Club of Political Science and History, 8:00 p.m.(see p. 117).Thursday, May 14.Chapel.— 12:30 p.m.The Young Women's Christian Association, Lecture Room, Cobb Lecture Hall, 1:30 p.m.University Extension Faculty, 4:00 p.m. (seep. 116).Third Annual Congress of the Illinois Society forChild Study, Theater, Kent Chemical Labora*tory, 2:00 p.m.Friday, flay 15.Chapel.— 12:30 p.m.The Young Men's Christian Association, Lecture Room, Cobb Lecture Hall, 7:00 p.m.Saturday, May 16.Administrative Board of Affiliations, 8:30 a.m.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.Material for the" UNIVERSITY RECORD must be sent to the Recorder by WEDNESDAY, 12:00 M,in order to be published in the issue of the same week.