Price $1.50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOGbe TUniversit^ of Gbica^o ©tes5VOL I., NO. 7. PUBLISHED EVERY FRIDAY AT 3 P.M. MAY 15, 1896.CONTENTS.I. Addresses and Papers - 125-130"The Study of the Bible in ChristianSchools," by Ernest D. Burton.II. Educational 130-131"The Spring Session of the ChicagoCommons School of Social Economics," by John P. Gavit.III. Official Actions, Notices, and Reports - 132-133IV. The University 133-136Instruction; Music; Religious;Libraries, Laboratories, and Museums. Literary :" Some Notes on the Peregrinatio of SanctaSilvia," by Frank F. Abbott."A Recent Trip to Guatemala and SouthernMexico," by Frederick Starr."Medieval Trade Gilds," by James West-fall Thompson.'The Dramatic Synchoregia at Athens,"by Edward Capps.V. The University Extension Division - 137VI. The Alumni. 138VII. Current Events - 138-139VIII. The Calendar 140Entered in the postoffice Chicago, Illinois, as second-class matter.gUfttegge* an* papers.The Study of the Bible in Christian Schools.*By Ernest D. Burton.The term Christian Schools is understood in this cussion that any study that claims a place in thediscussion to mean Academies and Colleges under dis- required curriculum of the college must vindicatetinctly Christian influences. The purpose for whichsuch schools exist is conceived to be the symmetricaldevelopment of young men and women in the directionof the truest manhood and womanhood and thetraining of them for the highest usefulness in life,and this, chiefly at least, without specific relation tothe particular profession or occupation which theyare to follow. As respects the much debatedquestion when specialization in the direction ofprofessional study ought to begin discussion is waived,it being assumed for the purposes of the present dis- that claim by showing that it is adapted to contribute to the symmetrical development of the studentand to his general preparation for life-work withoutspecific refereDce to any particular profession, and thatany study that claims a place among the electives ofthe college course must show that it belongs to thosewhich are preparatory to professional study ratherthan in themselves specifically professional.From this point of view there are five differentdepartments of Bible study which may put forth atleast a specious claim to a place among the prescribed* Delivered at the Second Annual Conference of the Presidents' Union of Baptist Colleges of the Northwest.126 UNIVERSITY RECORDor elective studies in the curriculum of a Christianschool as already defined: (1) linguistic ; (2) historical,;(3) literary; (4) exegetical; (5) didactic, or doctrinal.To the linguistic department belongs the study ofHebrew and of New Testament Greek. The historicaldepartment includes the historical in .the narrowersense— in this case the history of the Hebrew nation,and of the rise of Christianity — and the biographicalin which the life of Jesus holds the place of firstimportance, and the life of Paul the second.The term literary as I have used it to designate oneof the departments of biblical study is intended todenote the study of the books of the Bible distinctlyfrom the point of view of literature ; in other words,to the study of literary form as illustrated in thebooks of the sacred collection. The books of theBible belong to the literature of the world, and thattoo in the highest sense of the word literature. Notall of them can lay equal claim to a place among thegreat literary productions of humanity, but takentogether they form a most important part of theworld's literature. For their antiquity, for their intrinsic beauty, for the variety of the literary formsillustrated by them, and possibly most of all for theirinfluence on the literature of the world they deservestudy in the history of literature. The literary studyof the Bible is unquestionably a legitimate and important department of the study of literature. Its place inthe college curriculum may be discussed a little later.By exegetical study is meant the study of the booksof the Bible, to ascertain the thought intended to beexpressed by the author. A hard and fast linebetween literary study and exegetical study can hardlybe drawn. Each, broadly defined, would overlaplargely upon the other, if not actually include theother; and even if the lines be sharply drawn thefield will of course be common, and each kind ofstudy will involve some employment of the other asinstrumental to itself. The distinction I mean to drawbetween the two departments of study is a distinctionof immediate purpose. In exegetical study theeffort is to follow the course of the author's thought,the literary form coming into account only as a meansto the recovery of the thought. It is conceivable thatthe product of the exegetical study of an apocalypseshould be substantially identical with that yielded bythe exegetical study of a letter or a narrative, despitethe great difference of form. In literary study on theother hand — taking the term in the narrower sensein which I have employed it here — one is concernedchiefly with literary form, and seeks for thought notindeed as valueless in itself, but as for the time beingthe means to the end, the study of literary form. Exegetical study is perhaps usually thought of asthe minute study of the text, and as having to dowith words and sentences rather than with paragraphsand whole books. There is no reason however whythe word should be taken thus narrowly. I have inmind indeed, in using the term, most prominently thestudy of a whole book as such, with reference to thespecific purpose, course of thought, and logicalstructure of the work as a whole. This kind ofexegetical study is not the peculiar function of theprofessional theologian or exegetical specialist. Itcan be prosecuted on the basis of a good translationalmost as - well as with the original text, in somerespects even better; it need not be pressed intominute technicalities of scholarship; it is for thematuring mind one of the best possible exercises forthe cultivation of the power of thought.The last type of Bible study which I mentioned assuitable for prosecution by college students was thedidactic or doctrinal. Let it be remembered thatwe are speaking of the study of the Bible, not ofthe study of systematic or speculative theology.When, therefore, we speak of doctrinal or didacticstudy we mean simply the study of the teachingof the Bible. It is obvious to suggest that if suchstudy be pursued in college it should not covertoo wide a range nor involve decisions or assumptions on too many problems with which the studenthas not grappled and with which he is not preparedto grapple. The most desirable form for such study—if not indeed the only desirable form for the collegestudent — is the study of the teachings of a singlebook, or of a small group of books which aremanifestly closely related to one another ; for examplethe teachings of Jesus in the synoptic gospels;the teachings of Paul in the epistles to the Corinthians*The difference between this form of study and theone last named is that in the former, one seeks to recoverthe writer's thought in the form and order in which hepresented it, tracing it as one traces a stream fromsource to mouth ; in the present study on the otherhand, one is concerned to ascertain what the writer orteacher held and taught on certain specific topics thereferences to which may be found in various parts ofthe book.I said at the beginning that all these five departments of Bible study may speciously claim a place inthe college curriculum, either as prescribed or electivestudies. I venture now to affirm that this claim isnot only specious but good and valid. Not, however,in the sense that every college ought to include allthese studies in its curriculum even as elective. Thetime-table imposes some limitations, to say nothing:UNIVERSITY RECORD 127of those which the treasury imposes. These five linesof study belong to the college curriculum in the sensethat they are intrinsically adapted to the purposes ofan undergraduate course. It would express about myown thought to say that every Christian school oughtto offer instruction in some of these lines, and that afully equipped college, ought, if not every year, yet ina short cycle of years, to provide courses in all ofthem.The courses in biblical languages cannot, I think,vindicate a claim to a place as prescribed studies. TheBible is for substance so easily accessible to theEnglish readers in excellent translations, that neitherfrom the point of view of culture nor of religion can itbe maintained that every educated man needs to beable to read his Bible in the original. The study of thebiblical languages is a professional, or at least a semi-professional study, and should not be required. It is,however, distinctly a preparatory professional study,furnishing an instrument for such study rather thanincluded in the professional study itself strictly so-called. If specialization for professional study is tobegin in the college course, and elective studies are tobe offered with this in view, Hebrew and biblicalGreek should certainly have a place among theseelectives.Possibly a course in biblical Greek should be offeredin any case for those who, expecting to be teachers ofthe Bible, though not professionally so, desire specialfamiliarity with New Testament Greek ; nor do I seeany reason why a student of Greek as such might notbe allowed to elect a course in the New Testament aswell as a course in Plato or Aristotle or Plutarch.It ought not to be necessary to say that in that casethe work would be done with the same scientificaccuracy, and the same rigid requirement of real workon the student's part that prevails in any other course.A little Monday morning reading of New TestamentGreek which can be done without preparation on thepart of student or instructor is worse than nothing.But when we have recognized the semi-professionalcharacter of the purely linguistic study of the Bible,it may be fairly claimed for the other departments ofBible study which have been named that any one ofthem would be legitimately included in a collegecurriculum as a non-professional study, and that someone or more of them ought to be included in the courseof study of every Christian school, however limited itsresources. Without now entering into the discussionof the special claims or advantages of these severaldepartments of biblical study, consider some reasonswhich apply in general to them all and which supportthe opinion that all of them may be, and some one or more of them ought to be, included in an academyand college course.Let us remind ourselves that the purpose of a,Christian school is the symmetrical training of thewhole man, having in view at the same time the development of the individual in the direction of the highestideal of personal character and his highest usefulnessin the world — a training adapted not to prepare thestudent for a particular profession, but for noble anduseful living whatever his profession or occupation is.To this end there must be the development in thestudent of high ideals of life, the acquisition of agood degree of knowledge of himself, broad outlookon the world and on life as it really is, training in powerto think and to will. To the college these means tothe great end of education become of necessity subordinate ends in themselves to be definitely soughtand attained. But they cannot be severally parceledout to particular courses, and sought each in isolationfrom the others. They must rather enter as constituent elements in various proportions into all partsof the curriculum, and give form to the course as awhole. If these are the proximate aims or among theproximate aims of an academy and college coursethey ought to affect the choice of instructors, theselection of subjects of study, the determination oftext-books to be used and methods to be employed.And if these are the proximate aims of academy andcollege instruction, is it not certain that the study ofthe Bible in some one or more of the general methodsalready described ought to find a place in the curriculum? If history is to be studied in order to give thestudent broad and just views of the world and of thefactors that enter into its life, surely the history ofthat nation through which more than through anyother the world has gained true ideas of righteousnessand high ideals of religion is entitled to a place insuch a study. If literature is to be studied, is thereany literature, which will do more to kindle theimagination, to elevate thought, to cultivate a pureand forceful style, to create and cherish high idealsthan the lyrics and epics and orations of the OldTestament, and the gospels of the New Testament.If the power to think clearly is to be cultivated bypractice in the analysis of what other men havewritten, — and I for my part know of no better methodof developing that power — are there any better workson which to exercise it than the prophecies of theOld Testament and the letters of the New Testament?If lessons in the art of interpretation in the broadsense of that term find a legitimate place in thecollege curriculum — and if I mistake not, nothinghas a more legitimate place] there, because ho128 UNIVERSITY RECORDintellectual discipline is more calculated to fit menand women to fill well their place in life whatevertheir occupation is to be, because whether a man bephysician, lawyer, preacher, teacher, chemist orastronomer, interpretation will form no small partand no unimportant part of his work — if, I say, interpretation is a legitimate college study, why shouldnot some lessons in the art be learned in the study ofthe noble literature of the Bible ? If the highest aimafter all in education is to make the noblest kind ofmen and women, and if men and women become whatthey are to be very largely by the influence exertedupon them through association rather than by directinstruction, why should not the powerful influenceof association so far as it is exerted through booksbe thrown on the side of the good, the pure, and thebeautiful by bringing the mind of the student for alittle time at least into close contact with the literatureof the Bible ? In the preface to his recently published book on " Literary Study of the Bible," Professor Moultoh says: ''It is one of the curiosities ofour civilization that we are content to go for ourliberal education to literatures which morally are at anopposite pole from ourselves : literatures in which themost exalted tone is an apotheosis of the sensuous,which degrade divinity, not only to the human level,but to the lowest level of humanity. Our hardestsocial problem being temperance, we study in Greekthe glorification of intoxication ; while in mature lifewe are occupied in tracing law to the remotest cornerof the universe, we go to school for literary impulseto the poetry that dramatizes the burden of hopelessfate. Our highest politics aim at conserving the artsof peace ; our first poetic lessons are in an Iliad thatcannot be appreciated without a bloodthirsty joy inthe killing of men. We seek to form a character inwhich delicacy and reserve shall be supreme, and atthe same time are training our tastes in literatures,which if published as English books would be seizedby the police. I recall these paradoxes not to makeobjection, but to suggest the reasonableness of theclaim that the one side of our liberal education shouldhave another side to balance it. Prudish fears maybe unwise, but there is no need to put an embargoupon decency. It is surely good that our youth, during the formative period, should have displayed tothem, in a literary dress as brilliant as that of Greekliterature — in lyrics which Pindar cannot surpass,in rhetoric as forcible as that of Demosthenes, contemplative prose not inferior to Plato's — a peopledominated by an utter passion for righteousness, apeople whom ideas of purity, of infinite good, ofuniversal order, of faith in the irresistible downfall of all moral evil, moved to poetic passion as fervid andspeech as musical, as when Sappho sung of love orJEschylus thundered his deep notes of destiny. Whenit is added that the familiarity of the English Biblerenders all this possible without the demand upon thetime-table that would be involved in the learning ofanother language, it seems clear that our school andcollege curricula will not have shaken off theirmediaeval narrowness and renaissance paganism untilclassical and biblical literature stand side by side assources of our highest culture."Professor Moulton's characterization of the evileffect of classical literature may be unduly severe.But he certainly makes no extravagant claim forthe biblical literature. Nor would I do so. I amvery far from holding that the Bible is the only sourceof truth or of elevating influence. I believe that allthe world, and all history, be it sacred or secular, paganor Christian, reveals truth and God, and that everyscience may be so taught as to be intellectuallybroadening and morally elevating. But it cannot beclaimed that it is therefore a matter of indifferencewhat the student shall study or what the proportionof his various studies. Literatures differ ; some havea value that is lacking to others. Can any goodreason be given why biblical literature and biblicalhistory should be those which receive least attention inChristian colleges ?Thus far the claim of the Bible to a place in thecollege curriculum has been urged only on generaleducational grounds — on the same general groundson which the study of geometry or of Homer orpsychology might be defended. Allow me to add onereason which applies specially to the Bible. Thepresent day is peculiarly a day of Bible study — andespecially of critical Bible study. As a consequencethere have been raised in the minds both of theeducated and of the uneducated many new questionsconcerning the Bible. Some of these are comparatively unimportant, others are fundamental. Butthe two classes are not very sharply distinguished bythe public at large. Indeed to be able to distinguishthe superficial from the fundamental question itselfdemands no little knowledge of the subject. Now thestate of affairs created by the raising of these questions is fraught with possibilities for good and evil.If the questions thus raised are fairly met and truthfully answered the result will certainly be a great gain.If they are left unanswered or evaded or falselyanswered there will be incalculable loss for the causeof truth, morality, and religion. Whether thesequestions are answered rightly or wrongly, whetherthe result is a gain or a loss for the cause of truth,UNIVERSITY RECORD 129will depend in the end largely on the attitude ofthree classes of the community — the ministers, theeditors of the religious papers, and the educated menand women in the churches. The theological seminaries can do something for the first and second ofthese classes, but the colleges will determine largelythe conduct of the third class. Now this third classis the increasingly influential factor in the situation.It may not be as yet the determining factor, able tooverrule both the others. But it is perfectly safeto say that the practical problem will never berightly solved with the minister and editor onone side and the educated laymen on the other,and that it would be nothing less than a disasterif there should come about any such division ofthe educated elements of the church against oneanother.I am not advocating the propagation of any specialset of views in the colleges. I am only asking thatthe Christian colleges shall accept the responsibilitywhich providential circumstances are forcing uponthem as never before, of becoming teachers of theBible in order that their students may be prepared forthe responsibilities which will meet them, not asmembers of this profession or that, but as educatedmembers of the community and the church. Thepreeminently important thing is not that this viewbe taught or that, but that the college assumethe right attitude toward the whole question, and Iam unable to believe that if the study of the Bible isonce introduced into the college, that attitude will bepermanently wrong. The spirit of the college if it isthe right spirit for a college at all will take care ofthat matter in the end. Concerning the method andspirit of the college study of the Bible it is accordingly almost superfluous to speak. Yet as a caveatagainst misunderstanding, and as a suggestion forschools just introducing the study, a few truisms maynot be useless.1. College study of the Bible must be genuinestudy. It ought to involve genuine research on theteacher's part and demand hard work on the student'spart. Many students have been so accustomed tothink of Bible study as a thing involving no labor ontheir part — a sort of travesty on the word study, thatit may require some little effort to break down thistradition. But it ought to be broken down as soon aspossible. It should be impossible for the student to getthe Bible lesson in any less time than would bedemanded in any course in mathematics or Latin.The examination should be as severe as any in thecourse, and no man should be passed for anything elsethan first rate work. If it is necessary to err in either direction, let the course and its examination be theseverest in the curriculum.2. It goes naturally with this to say that the teaching and method of study must be scientific in the bestsense of the term. In other words it should be theaim of the teacher to find out the exact facts, as far aspossible to teach these and no others, and to set forththe whole material in just proportion and perspective.No teacher who cannot do this should be employed toteach the Bible in a Christian academy or college. Acourse in moral platitudes suggested by the bookprofessedly studied, a rehearsal of antique opinionssustained only by traditionalism, a setting forth ofnew views by a teacher who has no warrant for themexcept that they are the latest in the market — fromthese and the pestilence may a kind Providence deliverus. They cannot long abide in a school otherwisegood ; the truth loving spirit will drive them out. Theonly danger is that through a misapprehension ofwhat Bible study is, they may find a temporary lodgment. Even this ought to be avoided. There is noneed even of beginning wrong.3. The teaching of the Bible in a Christian schoolought to be done by a teacher who has genuine moralearnestness and spiritual insight. This is indeed onlya corollary of the statement but it ought to bescientific in the best sense of the term ; for withoutmoral earnestness and spiritual insight no one canever really understand the Bible, and so of course cannever teach it to others. You do not appoint to theprofessorship of poetry a man devoid of poetic taste.You do not choose a mathematician to teach Latin ora man devoid of moral sense to teach ethics. Theteacher must be adapted to his science. Good teaching of the Bible can be done only by a man who hasthe capacity to understand and to appreciate a literature permeated with the loftiest moral conceptionsand the profoundest religious ideas.4. As to the ultimate purpose of the teaching, thisis of course the same as that of the whole collegecourse, to make men and women of the truest andnoblest type. Doubtless it is preeminently importantthat this purpose should be kept in mind by theteacher of the Bible, since the usefulness of his workis more affected by it than in some other departmentsof study. Yet it is not necessary nor do I believe thatit is expedient that this end should be any moreopenly avowed in the teaching of the Bible than inother courses of instruction. A too constant emphasisupon the connection between the study of the Bibleand the results of such work in character tends todiminish the moral value of the study. Given ateacher of the right sort, a man or woman of moral130 UNIVERSITY RECORDearnestness, spiritual insight and of intellectualhonesty, this and the character of the biblicalliterature itself will of themselves make the studyof the Bible morally healthful in the highestdegree.The Spring Session of the Chicago Commons Schoolof Social Economics, just held at the Social SettlementResidence at North Union Street and Milwaukee Ave.,was in many respects the best session yet held.The " School " is an occasion rather than an institution, and may now be said to have become a permanentfeature of the work of the Commons, beside being anunique manifestation of the Social Settlement Idea.Twice a year, under this plan, a week is givenup to the discussion of some topic of social interest,emphasis being laid upon the unifying and socializingfactors in modern life. The occasion is one of whichrepresentatives of many classes take advantage, including, for instance, ministers, to whom it serves thepurpose of a retreat from pastoral burdens, teachers,wearied with the routine of school life, and othersocial workers and students.The first session of the school was held in April,1895, when the notable speakers were Percy Alden, ofMansfield House, London, and Rev. A. Holden Byles,originator of the English Pleasant Sunday AfternoonMovement. In the last week of August, the secondsession called out an aggregate attendance approximating 1500, and Social Religion in many phases wasgiven a full and multilateral discussion by suchsocial workers as Professor George D. Herron of IowaCollege ; Robert Archey Woods, of Andover House,Boston ; Miss Jane Addams, of Hull House, Chicago ;Rev. Dr. Josiah Strong, Secretary of the EvangelicalAlliance, Rev. W. E. McLennan, of Berwyn, then ofEpworth House, Chicago; and Professor GrahamTaylor, of Chicago Theological Seminary, and residentwarden of the Commons.With this good start, the session this spring, justclosed, could not fail to be successful. The generaltopic was "The Social Function of Education," and thefact that the session was, purposely, held in the springvacation of the public schools, served to permit a To the end that our Christian schools may morefully realize their own high ideal, it is greatly to bedesired that the study of the Bible under the guidanceof competent teachers may soon be a part of the curriculum in them all.large attendance of school teachers. Two of theKindergarten Training Schools of the city, and thatof the Young Men's Christian Association, suspendedseveral sessions in order to permit the students toattend the school. The Congregational Ministers'Union, by invitation of the Commons, held theirregular Monday morning meeting in connection withthe opening session of the School.The first paper, that of Rev. J. B. Silcox, of theLeavitt street Congregational church, was on "TheRelation of Our Churches to the Schools." Mr.Silcox held that the function of the public school isessentially unreligious in the technical sense, that itis not its province to prepare for a life hereafter, butfor this life. The school is the people performingeducational functions, the church is the people performing spiritual functions. But although differentin function, they are coordinate in importance, andthe church should give the school all possible moralsupport, and should glorify the teacher's vocation asnearly if not quite the noblest open to man or woman.Assistant Superintendent Leslie Lewis, of theChicago schools, urged the claims of the public schoolsupon the people for moral backing on the ground thatthey have performed and are performing social serviceimpossible to any other social organ, whether church,or home or private schools. He claimed for the publicschool that it has helped inestimably to make generalthe use of the English language, has encouragedreligious toleration and the abolition of caste and theinculcation of obedience.Rev. W. E. McLennan, with a complete and detailedmap indicating the locations of parks, churches, andschools, forcibly exhibited the paucity of educationalfacilities in the wards of Chicago where they are mostneeded.President George A. Gates, of Iowa College, in twostrong papers declared for a theory of educationIStmcatumalThe Spring Session of the Chicago Commons School of Social Economics.*By John P. Gavit.* Report of the meeting held April 22 to 25, 1896.UNIVERSITY RECORD 131which chiefly should fit the human being for completecitizenship in the kingdom of God, and urgentlyclaimed the function of the teacher to be, first of all,that of a trainer for and guide to the completest socialservice. Some of his searching criticisms upon thepresent attitude of the church in the matter of education of the ministry aroused warm opposition andearnest discussion.Rev. D. M. Fisk, of Toledo, in three scholarlyaddresses on the philosophical aspects of the subject,pleaded, first, for the recognition of the whole natureas the material for education ; second for a method ofeducation which shall be first of all that of self-activity—education by doing, "by life"; third, that thegoal of culture shall be a complete life itself ; enforcing his last claim by a chart emphasizing the unity ofall existence, whether of things, or thought or soul oreternal love.Miss Josephine Locke, superintendent of art instruction in the Chicago Schools, strongly urged " the Needof Beauty" as fundamental in human kind, inveighingagainst so-called "practical" education as mostunpractical and as tending to deify the destructivethings and tendencies of modern competition and thematerialism which accompanies it.Col. Francis W. Parker, principal of the CookCounty Normal School, gave two inspiring lectures onthe Ideal School, almost too complete and vital forbrief summary. His contention was that life is education, and that the ideal school is the ideal community, self-regulatory, and that the ethical standards ofthe school, or of the community, should be such as tolead to brotherly love, to the highest social sacrifice•and service.Head Professor Albion W. Small, of the departmentof Sociology in The University of Chicago, dwelt uponthe relation of Sociology to Pedagogics, showing that atrue educational theory would make the school thecommunity in microcosm ; would make the preparatory training of youth simply one for the highest citizenship.Assistant Professor George H. Mead, of the department of Philosophy in The University of Chicagofound vital suggestions in embryonic development for a rational theory of education, and turned confidently to the tendencies of natural play-activity inthe child for a rational method. His paper will beprinted in full in the University Record, No. 8, May22,1896.Professor W. B. Chamberlain, of the Chicago Theological Seminary and Professor W. B. Tomlins, of Tom-lins' Musical Institute presented strong arguments forthe use of music as a socializing factor, the former pointing to the appeal of sacred music especially, to thegreat common aspirations and traits of mankind ; thelatter showing the relation of music to the highest lifeof man, and that all persons are to some degree susceptible to its influence.John P. Gavit, of the Chicago Commons, formerly indaily newspaper work, treated of the daily newspaperas a social educator, claiming that its true function is tohold the mirror up to life, a function which it wellperforms, and that by thus photographing dailyhumanity it has done more than any other one thingto educate the masses.Dr. H. H. Belfield, director of the Chicago ManualTraining School, urged the great value of industrialtraining and argued that this training in technicalschools, was preferable to that under the apprenticesystem in shops, for thoroughness of instruction andespecially for moral influence.Professor Graham Taylor, of the Chicago TheologicalSeminary and resident warden of Chicago Commons,brought the sessions to a close with a concludinglecture on "The Progress of a Practical Purpose inEducation." He traced, from' the earliest beginningsof theory, the trend of educational practice, and witha fund of illustration and historical note showed howmore and more vitally related to the realities and idealsof true life has become the purpose of education.The Autumn Session of the School is to be held, probably in the first week of September. The general topicis to be "Social Reconstruction, — Are the Principles ofthe Sermon on the Mount a Sufficient Basis?" Persons desiring further notice or details should sendnames and addresses to The Chicago Commons, 140North Union Street, Chicago, 111.132 UNIVERSITY RECORD©ffictal actions, Notices, att^ Reports*OFFICIAL ACTIONS.The Board of Trustees:Voted, that at the approaching annual meeting ofthe American Baptist Education Society, PresidentHarper be a delegate to represent The University,Dean Hulbert to represent the Divinity School, andEdward Goodman to represent the Academy.Voted, that the price of the University periodicalsto students of The University be at the rate of fiftyper cent, of the current subscription price.OFFICIALMeetings of Faculties and Boards.Faculty Room, Haskell Museum.May 16. The following are the regular meetings :The Administrative Board of The University Affiliations, at 8:30 a.m.The Faculty of the Senior Colleges, at 10: 00 a.m.The Faculty of the Divinity School, at 11: 30 a.m.May 15 (Friday). Special meeting of The UniversitySenate, 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.flonthly fleetingOf the Senior College students to consider businesswhich will be presented by the Senior College Student Council, Wednesday, May 20, at 12:30 p.m.,Chapel, Cobb Lecture Hall,Attendance is required.Head Professor Chamberlin will not lecture onWednesday, May 20.Candidates for Higher Degrees,The names of all students intending to take higherdegrees July 1, 1896, must be handed to the President Voted, that in connection with the Haskell OrientalMuseum the following officers be appointed :Director — President William R. Harper.Assistant Director— Instructor Jas. H. Breasted.Curators — Associate Professor R. F. Harper.Assyriology.Instructor James H. Breasted.Egyptology.Associate Professor Shailer Mathews.Biblical Archaeology.Associate Professor George S. Goodspeed.Comparative Religion.NOTICES.by June 1st. No names will be accepted after thatdate.Final Examinations.The following examinations for higher degrees inthe Department of Zoology will be held in Room 22,Kent Chemical Laboratory:For the Degree of M.S.IT Mary M. Sturgis, Tuesday, May 19, at 2:00 p.m.Principal Subject — " Zoology."Secondary Subject — " Physiology."Thesis — "Description of Distomum patellare, n.sp.,with Notes on its Histology."Committee : Head Professor Whitman, AssistantProfessor Wheeler, and Dr. Lingle.Edith M. Brace, Friday, May 22, at 10:00 a.m.Principal Subject — "Zoology."Secondary Subject — " Neurology."Thesis — "Nervous System of an Annelid."Committee : Head Professor Whitman, and Assistant Professors Wheeler and Lengfeld.For the Degree of Ph.D.Cornelia M. Clapp, Wednesday, May 20, at2:00 p.m.Principal Subject — " Zoology."Secondary Subject — " Neurology."Thesis — "The Lateral Line System of BatrachusTau."Committee : Head Professor Whitman, AssociateProfessor Stratton, and Assistant Professor Wheeler.UNIVERSITY RECORD 133Howard S. Brode, Thursday, May 21, at 2 p.m.Principal Subject—" Zoology."Secondary Subject—" Physiology."Thesis — "A Contribution to the Morphology ofDero vaga."Committee : Head Professor Whitman, ProfessorIddings, and Associate Professor Loeb.DepartmentalI A. PHILOSOPHY.The Philosophical Club meets in C 13, Cobb LectureHall, Wednesday, May 20, at 8:00 p.m.Mr. H. L. Clarke, on "Organism and Environments."IX. BIBLICAL AND PATRISTIC GREEK.The New Testament Club meets Tuesday, May 19,7:30 p.m., at 437, 61st street.Mr. C. W. Votaw on " The Transition from Judaismto Christianity."XIII. ROMANCE.The Romance Club meets Tuesday, May 19, 8:00p.m., at the residence of Assistant Professor Bruner.Assistant Professor Bruner, on "The Orthog-graphy of certain Old Tuscan Manuscripts."XVII. MATHEMATICS.The Mathematical Club meets in Ryerson PhysicalLaboratory, Room 35, Friday, May 22, at 4:30 p.m.Professor Bolza, on "Binary Cubic Involutionsand their Various Geometrical Representations."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 flusical Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday afternoons at 5:00 o'clock,throughout the year. Agnes M. Claypole, Friday, May 22, at 2:00 p.m.Principal Subject — " Zoology."Secondary Subject — "Geology."Thesis — "The Embryology of Anurida maritimaGuen."Committee : Head Professors Whitman and Chamberlin, and Dr. Lingle.XXII. ZOOLOGY.The Biological Club meets in Kent Chemical Laboratory, Room 14, Wednesday May 20, at 4: 00 p.m.Dr. Chas. T. McClintock, of the University ofMichigan, on "The Need of the Biologist's assistancein the Study of Disease. "XXVIII. PUBLIC SPEAKING.Mr. Clark, in his classes in Elocution, is arrangingfor a series of intersectional contests, to be held duringthe month of May. Each section will hold a contestand the winners of first and second places will meet ina final contest to be held some time in June. Prizeswill be awarded to the first and second in the finals.The rules for the contest are:1. The selections must be chosen from the book of" Five Minute Declamations."2. No contestant shall be allowed to have coaching.3. The class will judge its own contests, but thepower to veto the decision will be left with Mr. Clark.A Recital will be given on Wednesday afternoon*May 20, by the Jacobson Orchestral Club of the Chicago Conservatory.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.INSTRUCTION.MUSIC.Announcements.134 UNIVERSITY RECORDRELIGIOUS.The University Chaplain. Church Services.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.Christian Union Election.At the annual meeting of the Christian Union thefollowing officers were elected for the year beginningOctober first :President — Professor John M. Coulter.Vice-President — W. H. Allen.Executive Committee — W. E. Garrison for the Divinity School ; C. E. Comstock for the Graduate Schools ;S. C. Mosser for the Senior Colleges ; Annie B. Reedfor the Junior Colleges.Franklin D. Elmer, Secretary.Announcements .The chaplain for the week : Saturday, May 16, toSaturday, May 23, will be Assistant Professor Clifford H. Moore.By vote of The University Council the chapel exercise on Thursdays will be conducted during this SpringQuarter by students under the auspices of the Committee on Public Worship of the Christian Union.Head Professor Albion W. Small will conductihe Vesper Service and deliver an address under theauspices of the Christian Union, Sunday, May 17,at 4: 00 p.m. in Theater, Kent Chemical Laboratory. 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)— Eev. 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. Rttbinkam, 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 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 at6:45p.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.LIBRARIES, LABORATORIES AND MUSEUMS.During the week ending May 12, 1896, there hasbeen added to the Library of The University a totalnumber of 153 books from the following sources :Books added by purchase, 73 vols.Distributed as follows :General Library, 7 vols. ; Philosophy, 2 vols.; Pedagogy, 1 vol.; Political Economy, 3 vols.; PoliticalScience, 1 vol.; Sociology, 10 vols.; ComparativeReligion, 2 vols.; New Testament, 2 vols.; Latin,1 vol.; English, 10 vols.; Mathematics, 1 vol.;Chemistry, 4 vols.; Geology, 7 vols,; Homiletics, 1 vol.; Morgan Park Academy, 10 vols.; HaskellMuseum collection, 1 vol.Books added by gift, 78 vols.Distributed as follows :General Library, 33 vols.; Pedagogy, 23 vols.; Political Economy, 1 vol.; Political Science, 1 vol.;Sociology, 1 vol.; Geology, 18 vols.; Physiology, 1vol.Books added by exchange for University Publications,2 vols.Distributed as follows :Political Economy, 1 vol.; Sociology, 1 vol.UNIVERSITY RECORD 135LITERARY.The Forum and The Philolexian Literary Societies meet in a joint session on Monday, May 18,at 7:30 p.m., in the Assembly Hall, Haskell OrientalMuseum.Programme.Paper, G. A. Dudley.Oration, J. F. Hagey.Paper, A. E. McKinley.Debate — Resolved, that Municipalities shouldown and operate their street railways.Some Notes on the " Peregrinatio " of Sancta Silvia*The MS. containing the Peregrinatio was discovered in 1884 in-the library at Arezzo in Italy and was published three yearslater by Gamurrini. The author was probably a member of a•Gallic sisterhood and the sister of Rufinus, who was consul in592 A.D. The book describes a series of journeys which theauthor made through the Holy Land sometime between 381 and388 A.D. To the Latinist the book is one of great value, becauseit offers perhaps the best specimen of the sermo cotidianus-which we possess.The writer was apparently a person without literary knowledge or experience, and in her Peregrinatio she sets down forher personal friends an account of her experiences in suchlanguage as she would have used in conversing with them. ThePeregrinatio was also written at a time when Latin was developing into the Romance languages, and many constructions andidioms peculiar to those languages may be found in its pages.In the way of word formation, certain forms very common incolloquial Latin of an earlier period, e. g., substantives in -torand -io are used sparingly. The writer shows a decidedpreference for verbs compounded with a preposition in placeof the corresponding simple verb, e.g., commanere and per-•venire have driven out manere and venire. The present tenseis used very freely instead of the future. This usage is probably due to the colloquial fondness for the present, to animitation of the same usage in the early Latin translations ofthe Bible, and to the fact that no distinction was made inpronunciation between many forms of the present and thecorresponding forms of the future. Instead of the present coepiwith the infinitive is frequently used. The idea of necessity orduty is commonly expressed by habeo, necesse habeo or necesseest with the infin. The construction with necesse habeo is firstfound in Latin comedy (in negative clauses), and sporadic cases¦of it occur, mainly in colloquial Latin, as late as the 6th centuryA.D. Habeo with the infin., according to Thielmann, appearsfirst in the writings of the elder Seneca, but it is not commonuntil the time of Tertullian. This last mentioned constructionis interesting as the future of the Romance languages developedout of it. In the cases which occur in the Peregrinatio thenecessity of the case is felt, but one can readily see howthe construction could take on a simple future meaning.Quia with a finite mood, usually the subjunctive, appearsseveral times instead of the infin. in the principal clause inindirect discourse. By analogy to its use in indirect discoursethe infin. is used in dependent clauses of various kinds. Thepresent participle has in a large degree driven out the temporalclause. The present participle is also used in a periphrasticway with the verb esse. The common auxiliaries used in the* Read before the Philological Society, April 27, by ProfessorFrank F. Abbott. Affirmative NegativeW. H. Allen, M. P. Feutchey,S. C. Mosser, O. J. Arnold,J. E. Nelson, H. R. Jordan.The Debating Society meets in Lecture Boom,Cobb Lecture Hall, Thursday, May 21, at 7:30 p.m.The Philolexian Society meets in Cobb LectureHall, Saturday, May 23, at 7:30 p.m.formation of the perfect tenses in the passive voice are notsum, eram, ero, etc. but fui, fueram, fuero, etc. This is acolloquial usage which dates back to the time of Plautus.There is a great variety of intensive adverbs, many of ,themunusual, e. g., bene satis, sane satis, satis quam. Satis and valdeare commonest. Ipse seems to be used as an intensive pronoun,as a demonstrative pronoun, and as a definite article. Ille isalso occasionally used as a definite article. Unus is used as anindefinite article with psalmus and hymnus. Facere is freelyused as a substitute for other verbs as elsewhere in colloquialLatin. The piling up of particles of the same meaning or ofsimilar meanings is marked, e. g., itaque ergo, nee non et, ac sicergo et.A Kecent Trip to Guatemala and Southern Mexico.!The object of the trip was to learn what field for study waspresented in Southern Mexico — especially in the States of Oaxacaand Chiapas — and to gain a glimpse of Guatemala as preparation to editing important ethnographic notes from that region,which may come into the hands of The University for publica^tion. On the way south side trips were made to Guadalajara,Lake Chapala and Vera Cruz. At Lake Chapala no examination could be made of the reported "Submerged City" on account of high water. From Vera Cruz, with companion, thespeaker journeyed south by railroad to Oaxaca, where horseswere secured and the journey made to Guatemala "overland."The route was through the mountain country and quite off theusual line of travel. The Mixes, in some respects among themost conservative of Mexican Indians, were visited. Until recently they have been cannibals ; although nominally Catholicthey retain many pagan practices and are known to stillworship idols in secret. Their towns, like towns of all MexicanIndians formerly, are situated on the very crests of high mountains. The Zapotecs, among whom the speaker next journeyed,are taller, clearer in color, of more progressive character. AtTehuantepec they are at their best. The women of that city arefamous for their beauty and graceful movements and for theirbrilliant and beautiful dress. The English artist, MortimerMempes, declares them far more picturesque and beautifulthan the women of Japan and Egypt. Southern Mexico presentsan unexcelled field for ethnographic study. In Oaxaca aloneOrozco names twenty different languages ; in Chiapas thirteen.These overlap somewhat in the two states. The differencein language indicates difference in tribe and often in customs.In Chiapas the Zoques, Chiapanecs, Tzotzils, Tzendals, wereseen. Native arts and art industries were investigated. Thegovernor of the state is a progressive man anxious to advancethe welfare of his people. He has built the best road in SouthernMexico. In most of the region traversed the only roads weref Read before the Sociology Club, April 28, by Associate Professor Starr.Abstracts of Addresses and Papers.136 UNIVERSITY RECORDnarrow trails or bridle paths. In many of the Indian towns,where there are a few half-breeds, there are two municipalitiesor town governments — one for and of Indians, the other, of andfor the mixed population. Through the last three or fourhundred miles all the baggage was carried on human backs.In Guatemala the mozo service is systematized. Any traveler isentitled to a carrier for his baggage at a nominal sum, from thepoint of hiring to the next point. These mozos are astonishingly active and quick, and of great endurance. The last onehired made a journey of thirty-one leagues (93 miles) with aload of seventy pounds, over a mountain road in twenty-sixhours. The speaker, owing to lack of time, referred but brieflyto the Guatemalan portion of the journey.Mediaeval Trade G-ilds.*The rise of the Craft Gilds was in the thirteenth century.Their appearance marked an industrial transition from thefamily system to that of the artisan or gild. In the Middle Ageseconomic activity was almost wholly limited to agriculture.Trade was slight, and manufacturing was confined to the familygroup. The substitution of values in exchange for values in usemerely, indicated economic expansion, with attendant social andpolitical breadth.In character the gild was a miniature democracy, in its class,with officers elected by its members, who were admitted onlyafter a term of apprenticeship. The raw material used by thegild-members, the regulation of their wages, the hours of laborand the like were under the direction of the governing body ofthe gild. Italy, where trade and industry touched the highestpoint of development, was a paradise of gilds. The earliest gildswere those of weavers, woolen and silk workers, and cloth merchants. All of the arts were finally represented and in Italy eventhe professions.The origin of the gilds was briefly alluded to, though fortunately for the purpose at hand, that portion of the subjectwas of slight importance. Three theories: (1) Associationof free craftsmen to stop deterioration of their condition,i. e., to protect themselves against feudal encroachments.(2) Gilds were called into being, not out of antagonismto existing conditions, but as new institutions, by whicha community was enabled to control its local industries,often in the interest of the consumer. (3) The middle view — a selfgoverning group of artisans, nominally under municipal control,practically independent.It is a common error to believe that the mediaeval gilds wereartisans organized in self-defense ; there is next to no proof thatthere was any antagonism between the gild-members and thewealthy classes. " Civic quarrels were not between Capitaland Labor, but between burgers and alien " in mediaeval times.The mediaeval gild was the representative of the three moderneconomic elements of Capital, Labor, and the Consumer Class.The cleavage of society in the Middle Ages was vertical, nothorizontal, as today. This accounts for the apparent incongruity that modern trade-unions have no organic connection withmedieeval trade organizations. Labor conflicts then were between rival gilds, not combinations of different artisans againstan employer class.By the fifteenth century the gilds as potent economic factorshad run their course. Gradually they tended to become exclusive, aristocratic organizations. Their power declined, orbecame a social preponderance merely. The causes were : — (1)* Read at the University Settlement, May 6, by Dr. JamesWestfall Thompson. Rise of money economy. (2) Growth of capital. (3) Rise of theCredit-System. (4) Expansion of commerce and continued differentiation of trade. (5) Increase of population. (6) Colonization.The eighteenth century saw the opening of the conflict of newcapital with the old methods: the introduction of machineryand the consequent degradation of the standard of living bymeans which at the same time tended to increase the productivity of labor. Wages did not increase as rapidly as profits ;high prices did not make high wages; the rich were gettingricher, the poor poorer, until modern governments discoveredthe means — in factory legislation — to restore the balance.The Dramatic Synchoregia at Athens.fThe inscriptional material was reexamined and combinedwith evidence from the contemporary literature, hitherto overlooked, with a view to the reconstruction of the history of thesynchoregia. By a new interpretation of Aristophanes, Ran. 404sqq., confirmation was found for the statement of the scholiastad loc, fixing the date of the passage of the synchoregic law in406-5 B. C, instead of 412-11, as Brinck, Oehmichen, and othershave maintained. This law applied only to the City Dionysia, notto the Lensea also, as is shown by the prevailing meaning ofra Aiovvcna and by Lysias 21, 4.The synchoregic inscription CIA III, 1280 gives ca. 399B. C. as a terminus post quern for the resumption of the old custom of single choregi for tragedy. At some time between 399 and389 the single choregia had been reestablished for tragedy, as isshown by Isaeus 5, 36. A more definite terminus ante quern,393-2 B. C. is furnished by Lysias 19, 29 and 42. As between 399and 393, the financial condition of Athens would favor a timenearer the latter date.For the return to the single choregia in comedy, CIA II,971<2, which KOhler dates ca. 370, is cited by Navarre as giving aterminus ante quern. This dating is wrong, for the victory ofthe comic poet Procleides, which is mentioned in this inscription, must be identical with the single victory accredited to thispoet in the list of victors C I A II, 977<7 . Both inscriptionsrefer to the City Dionysia. In this list Procleides comes betweenTimocles and Menander, Menander's first victory was won in321. The victory of Timocles could hardly have been more thana decade before. Therefore the date of the inscription must beca. 330. A terminus post quern is furnished by C I A III, 1285,dated by Kohler ca. 350. Brinck' s objection to the reference ofthis inscription to an Athenian victory springs from his beliefthat the comic choregia was abolished early in the fourth century,a view that is no longer tenable.The comic synchoregia, then, was given up between 350 and330. On the analogy of the measures proposed by Demostheneswhich exhibit similar tendencies, viz. on the symmorias and thetheoric fund, the abolition of the comic synchoregia may bedated approximately about the time of the battle of Chseronea.Probably at the same time the appointing power was transferredfrom the archon to the tribes, though the victory still belongedto the choregi, as is shown by the omission of the name of thetribe in choregic inscriptions of this period. This change in themethod of appointing choregi introduced a laxity in the administration of the choregia which was probably in a large degreeresponsible for some of the phenomena in the transformation ofthe Middle Comedy into the New Comedy, which seems to havegone forward with unusual rapidity at this time.fRead before the Classical Club, May 8, by AssociateProfessor Capps.UNIVERSITY RECORD 137W§z SEnibersttg ^Extension Dtbisum.Reports for the Winter Quarter, 1896.II. The Class=Study Department.I. W. Howerth, Secretary.Statement of the Work.Location of Class.Association Building Brighton School Chicago Academy Chicago Academy Chicago Academy Chicago Preparatory School Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Cobb Lecture Hall Columbia School of Oratory Cumberland Presbyterian Church, Englewood.5214 Hibbard Avenue Holden School Holden School Hull House Newberry Library . . . . : Newberry Library Oak Park, 111 Suite 6, Superior Block Western Union Building Western Union Building Western Union Building Western Union Building Western Union Building Walker Museum , Subject.Beginning Latin American History Beginning Latin Beginning Latin Elementary German ,Elementary French Modern German Prose English Literature Plane Geometry ,Beginning Latin Mediaeval History Elementary Greek „ ,Vergil Mediaeval History American Literature Algebra ,Rhetoric and English Composition.Solid Geometry Political Economy Parliamentary Law French English Literature Latin American History American History Viri Romse Beginning Latin English Literature English Constitutional History Romantic Tragedy Analytical Geometry Advanced Algebra English Literature Political Economy. Physical Geography Instructor.C. A. Orr Edward C. Page M. G. Derham M. G. Derham Paul O.Kern Rene de Poyen-Bellisle.Paul O.Kern W. B. Woods Herbert E. Cobb C. A. Orr E. A. Balch Grace Jackson Grace Jackson ,William Rullkoetter. . .Edward C. Page. . . Eric Doolittle E. H. Lewis Eric Doolittle G. O. Virtue Newman Miller Paul de Compigny Myra Reynolds CA. Orr Edward C. Page Edward C. Page C.A.Orr... C..A. Orr Ella Adams Moore H.N.Ogden Frank J. Miller Herbert E. Cobb Herbert E. Cobb W.B.Woods G. O. Virtue . ...R. D. Salisbury Enrollment.261476522431327242257448425189.223Total. 322Summary by Departments.Department No. Classes Enrollment Department No. Classes EnrollmentGerman 2 )1262 7239756 History 7825 87Latin. ; 88Greek ..... Political Economy 6English Literature Mathematics 21French 138 UNIVERSITY RECORDW$t Elumni.The following is a list of the class-division that graduated from the Senior Colleges of The University on July 1, 1895 with their present address, as far as can be ascertained:Packer, Anna Sophia, 5581, 55th st., Chicago.Bachelors of Arts.Adams, Annie Lewis, 846 Ashland ave., Chicago.Adams, Victoria Anna, Teacher of History, CalumetHigh School, Chicago, and Graduate Student inThe University of Chicago, 5762 Rosalie Court.Curtis, John Birdsey, Graduate Student, The University of Chicago, 7437 Kimbark ave.De Swarte, Lawrence James, Milwaukee, Wis. (Homeaddress.)Dougherty, Mabel, Peoria, 111. (Home address).Ebersole, Abram, Sterling, III. (Home address).Edmonson, Samuel Boone, 3702 Ellis ave., Chicago.Foye, Charlotte Henderson, 422, 34th st., Chicago.Hamilton, Aletheia, 4720 Madison ave., Chicago.Hancock, Arthur, " Ellerslie," Overton P. O., Va.Heil, John Henry, Teacher in Steinman Institute,Dixon, 111.Henderson, Hermann Charles, Graduate Student,The University of Chicago, 578, 60th st.Hill, Elizabeth Gertrude, Red Wing, Minn. (Homeaddress).Hughes, Robert Lee, Graduate Student, The University of Chicago, 6246 Madison ave.Hunt, Esther D., Oskaloosa, la. (Home address).Leiser, Joseph, Divinity Student, The University ofChicago, 52 Snell.Lewis, Mary Catherine, 5605 Madison ave., Chicago.Lewis, Susan Whipple, 5605 Madison ave., Chicago.Looney, Belle Eugene, Farmersville, Tex. (Homeaddress). Sherman, Franklyn Cole, Divinity Student, TheUniversity of Chicago, 3224 Ellis ave.Woods, Frank William, Divinity Student, The University of Chicago, 97 Div.Wyant, Adam Martin, Adrian, Pa. (Home address).Bachelors of Philosophy.Boomer, Jennie Kathryn, 353, E. 46th st., Chicago.Caraway, Henry Reat, Tuscola, 111. (Home address).Carpenter, Paul Fant, Cedar Rapids, la.Hay, Mary, 5711 Rosalie ct., Chicago.Howard, Harry Cooper, Law Student, Kalamazoo,.Mich.Noble, Jane Francis, Graduate Student, The University of Chicago, 5717 Monroe ave.Osgood, William Pleasants, Divinity Student, TheUniversity of Chicago, 134 Div.Pierce, Lucy Frances, 4847 Grand boul., Chicago.Robinson, Irene Elizabeth, Englewood, 111.Webster, Ralph Waldo, Medical Student, Chicago.Williams, John William, Graduate Student, TheUniversity of Chicago, Snell.Bachelors of Science.Fox, Herbert Wright, Detroit, Mich.Lamay, John, Graduate Student, The University ofChicago, Snell.SCHNELLE, FRIEDRICH OSCAR.In order to keep a correct list of the addresses of the Alumni of The University, changes of residence-should be promptly reported to the Recorder of The University.OTtirrent 3Sbmts-Mr. Albert G. Lane, Superintendent of the ChicagoCity Schools, addressed the Graduate Schools, Wednesday, May 12, on " The Development of the ChicagoPublic School System."The workingmen in the vicinity of the UniversitySettlement, under the direction of the Bureau ofCharities of the Civic Federation have just begun the study of the historical side of the labor question. OnWednesday evening, May 6, Dr. James WestiallThompson addressed them on the subject of " MediaevalTrade Gilds. " An abstract is found on page 136.Head Professor Galusha Anderson addressed The-University at the Vesper Service, Sunday, May 3, uponthe subject "The Indestructibleness of Memory."UNIVERSITY RECORD 139Head Professor Albert A. Michelson gave an addressat the Quadrangle Club, Tuesday evening, May 12,upon the "Roentgen Rays." Some interesting experiments illustrating the address were shown in whichAssociate Professor Stratton assisted. The theorysuggested by Mr. Michelson as partially explainingthe character of the Rays was that of " Vortices in theiEther."Under the Auspices of the Federation of Woman'sClubs was held on Saturday, May 9, a conferenceon the subject of Child Saving at the rooms of theWoman's Club, and a public meeting at the CentralMusic Hall.At the Music Hall meeting Head Professor AlbionW. Small made an address on the subject: "TheKind of Legislation needed in Illinois."This evening, Friday, May 15, Mr. E. E. Sparks,Instructor in American History, will deliver an addressbefore the Fellowship Club of Grand Haven, Mich.,on "An Unknown Virginia Gentleman." Saturdayevening he will deliver a University Extension addressin Muskegon, under the auspices of the Federation ofWoman's Clubs.Professor Edmund J. James, Director of the University Extension Division, left Thursday, May 14, forDayton, Ohio, where he is to deliver the followingaddresses: Friday evening, May 15, under the auspicesof the Present Day Club, "Reform in Railroad Passenger Fares ;" Saturday morning, May 16, under theauspices of the City Teachers' Association, "Economic and Social Aspects of Public Education;"Saturday afternoon, under the auspices of the Federation of Woman's Clubs, "Bismark." Saturday evening he will deliver an address on the subject of University Extension, and assist in the organization of alocal center. Sunday morning and Sunday evening hewill speak in the two principal churches of the city on"The Civic Church."The American Academy of Political and Social Science has issued as No. 168 in its series of separate publications a paper by Professor Edmund J. James, ofThe University, entitled "An Early Essay on Proportional Representation." This paper was first, printedin the "Annals of the American Academy " for January, 1896. It is an interesting contribution to the literature of proportional representation. It contains areprint of the earliest essay in English which has thus far been known proposing a practicable and simplescheme for representation of minorities. The essay waswritten by Mr. Thomas Gilpin of Philadelphia, andlike many other valuable contributions to sciencewhich are premature in their publication, it droppedout of sight for more than fifty years, and is nowresuscitated and made available for the first time toall persons interested in this important subject of politics. It is accompanied by an introduction in whichthe history of the pamphlet and its relations to* thepolitics and literature of the time are set forth. Theintroduction has also been reprinted in the Marchnumber of The Proportional Representation Review.The May number of The School Review, VolumeIV, Number 5 appeared from the University Press,May 7. The number is devoted to the complete reportof the First Annual Meeting of the North CentralAssociation of Colleges and Preparatory Schools heldat The University of Chicago, April 3d and 4th. Inorder to make room for the report the Review is enlarged twenty pages beyond its regular size. Theaddresses reported in full are those of President William R. Harper, President James B. Angell, PresidentEdward D. Eaton, Principal C. W. French, PresidentRichard H. Jesse, Principal E. W. Coy, PresidentAndrew S. Draper, Principal James W. Ford, President Charles A. Schaeffer, Professor B. A. Hinsdale,Professor David L. Kiehle, Head Professor Harry P.Judson, Assistant Professor Clifford H. Moore, Principal William A. Greeson, Superintendent Newton C.Dougherty, Principal Herbert J. Fisk, Principal JohnJ. Schobinger.Current Events in Morgan Park Academy are thefollowing :Avery successful year of the Academy Chorus under thedirection of Mr. Wardner Williams was concluded on Thursdayevening, May 7, by a concert in Blake Hall. The largest audience of the year was present. An excellent programme wasmost acceptably rendered.The first number of The Autocrat, published by the studentsof the Academy, appeared on Tuesday, May 5. Mr. Lewis Gustaf-son is Editor and Miss Carrie Gilman, Associate Editor. Mr.Benjamin Gr. Lee is Business Manager, assisted by Messrs. B.W.Hull and C. E. Carey. The paper contains sixteen pages, the*size of the University Record and has a neat cover.The Academy track team held a Field Day with ArmourInstitute on the Thirty-first street grounds, Friday, May 8, winning by a score of 82 points to 58 points of their opponents. L. L*Aitkin beat the university record for running broad jump, by ajump of 19 feet 2% inches. All the records were excellent.Head Professor A. W. Small lectured in Blake Chapel on theevening of May 8, on " The New Social Motive. "140 UNIVERSITY RECORDflay 16-23, 1896.Saturday, flay 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.Sunday, Hay 17.Vesper Service and Address by Head ProfessorSmall, Kent Theater, 4:00 p.m. (see p. 134).Union Prayer Meeting of the Y. M. C. A. and Y.W. C. A., Lecture Room, Cobb Lecture Hall,7:00 p.m.Monday, May 18.Chapel.— 12: 30 p.m. (see p. 134).Forum and Philolexian Societies, 7:30 p.m. (see p.L35).Tuesday, May 19.Chapel.— 12:30 p.m.Final Examination of Mary M. Sturgis (see p. 132).Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6:45 p.m.New Testament Club, 7:30 p.m. (see p. 133).Romance Club, 8:00 p.m. (see p. 133). Wednesday, flay 20.Monthly Meeting of the Senior Colleges, Chapel,Cobb Lecture Hall, 12:30 p.m. (see p. 132).Final Examination of Cornelia M. Clapp (see p. 132).Biological Club, 4:00 p.m. (see p. 133).Recital, Kent Theater, 5: 00 p.m. (see p. 133).Philosophical Club, 8:00 p.m. (see p. 133).Thursday, May 21.Chapel.— 12 :30 p.m.The Young Women's Christian Association, Lecture Room, Cobb Lecture Hall, 1: 30 p.m.Final Examination of H. S. Brode (see p. 133).Debating Society, 7:30 p.m. (see p. 135).Friday, flay 22.Chapel.— 12:30 p.m.Final Examination of Edith M. Brace and AgnesM. Claypole (see p. 133).Mathematical Club, 4:30 p.m. (see p. 133).The Young Men's Christian Association, iec-ture Room, Cobb Lecture Hall, 7:00 p.m.Saturday, May 23.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.Philolexian Society, 7:30 p.m. (see p. 135).Material for the IXNTVEKSITY EECOED must foe sent to the Becorder by WEDNESDAY, 12:00 M,in order to be published in the issue of the same week.