Price $f.50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOXLbc VLnivei5itv of Gbicago ©teesVoTTTiNO. 8. PUBLISHED EVERY FRIDAY AT 3 P.M. MAY 22, 1896*CONTENTS.Entered in the postoffice Chicago, Illinois, as second-class matter.atrtrresses ants papers*The Relation of Play to Education.*By George Herbert Head. " Interpretation or Amos 3 : 1-8, by W. K.Harper."The Origins of the Parliament ofParis," by James Westfall Thompson.IV. The University Extension Division 154-155V. The University Affiliations - - 156*VI. Current Events ... - 157-159*VII. The Calendar 160fo, Illinois, as second-class matter.ants papers*>lay to Education.*lerbert Head.I. Addresses and Papers - 140-145" The Relation of Play to Education,"by George Herbert Mead.II. Official Actions, Notices, and Reports - 145-149III, The University 150-153Instruction; Music; Religious;Libraries, Laboratories, and Museums.Literary :'' The Transition from Epistemology toMetaphysics," by Geo. A. Coe.There are three general types of human activity,work, art, and play. We may define work as anendeavor, in which a definite end is set up, and themeans are chosen solely with reference to that end.In art the control of the activity is not a sharplydefined end which governs the selection of the means,but the harmony of the means in their relation toeach other. A true work of art arouses pleasurebecause of the perfection of the construction and consequent truth of the representation. But it would bea false psychological analysis to assume that this endis in the consciousness of the artist, consequentlyguiding his selection of the means at his disposal. Inthe successful activity of the artist the thought of thepublic as pleased or bored by his production would be* Address delivered at the Chicago Commons, May 1, 1896. only so much hindrance. He has nothing to dependupon but the feeling of appropriateness and consistency in the means which he uses for the expressionof his idea. The expression of the idea is the impulseto his activity but it is not an end in the sense of a,consciously defined ideal object which in itself determines all the means used. The expression of theartist's idea can be clearly defined in his own mind onlywhen the product is practically accomplished. Inart then we may say that the attention is fixed uponmeans and their relations, in other words upon thetechnique. Play finally distinguishes itself from bothwork and art in its absolute spontaneity and in itslack of consciousness of an end in view, of the meansused to accomplish an end, or finally of the perfection142 UNIVERSITY RECORDof the movements and postures, that is of thetechnique. Of course an end is accomplished byplay, but the health and grace of movement the socialease and general development that follow from playunder favorable circumstances can never occupy theattention of the children, nor yet can they select theirplays nor the instruments which they use in themwith a view to such ends. The whole spontaneityand with it the fascination and value of play would belost if such elements were brought to the child'sconsciousness.This is not saying that these typical activities do notoverlap each other. There are points in all endeavorwhen either work or art becomes play for the timebeing. It is an unfortunate workman who is in nosense an artist, and a sorry artist who never works.Finally it is possible to conceive abstractly of conditions in which all endeavor should have the spontaneity of play, should be accompanied by the artist'sconsciousness of the harmonious interrelation of allthe activities that go to bring about the result, andyet all have the rational consequence of a piece ofwell considered and adequately planned work. Butthis overlapping and conceivable coincidence of thesedifferent phases does not blur the distinctions betweenthem as we watch them in the lives of others and ourselves.Now our education, at least beyond the primarygrade and before it reaches the laboratory or theexperimental method, depends solely upon the workphase of human activity for the development of thechild. I refer here to consciously directed educationand to the general drift of our methods and schools.There are notable* exceptions to be found here andthere, but they remain exceptions. There is asindicated a great deal of wholesome common sensewhich recognizes, without formulating it, the tremendous value that accrues to children from play and is-willing ungrudgingly to sacrifice often the supposedadvantages of regulated work in the school room forthe freedom of development and generosity of interestwhich comes with an out of door life under favorablecircumstances. I know personally a professor inColumbia University whose mother kept him out ofschool till he was twelve years old and left him withhis interests in insects and flowers, in tools and playthings, and withal not very much directed. Similarinstances are familiar, I presume, to many of us, butthey are still but exceptions to the general principlesthat guide our education. It is the purpose of thispaper to criticise the basing, especially of the earlier.education of our children, upon this work phase of.our activity. Two classes of labor from time immemorial havebeen recognized, the free and the slave labor. Slavelabor is no longer recognized in the statute-booksof any civilized nation, but in the most highly civilizedlands the labor-agitators are never weary of assertingthat in character labor remains essentially slavish.What is the fundamental distinction between freeand slave labor ?We certainly do not mean by free labor that theworkman is to be left free to follow any whim whichchances to root itself in his mind. The labor is to bedirected as really under a system of free labor as underone of slave labor. The distinction does not lie in thepresence or absence of determining direction, but inthe nature of the means by which that direction isenforced. The motive of wages, with the consequentsupport of the laborer and his family and the possibility of rising by accumulations and increased skill,are the means used, instead of the whip. It is, however, evident that the motive power is still outside theactivity of the laborer. Hunger or even hope ofadvancement in life represents still a vis a tergo, so faras the particular piece of work is concerned. So longas intelligent interest in the product to be attained isnot the immediate motive power in holding thelaborer to his work, it is slave labor, according to thedefinition that Aristotle gave of it. The only distinction lies in the fact that Aristotle supposed that those,whose intelligent interest could not be aroused in thework, must be politically subject to those who directedthem.Although this may not be recognized in so manywords, the great advantage which branches oflabor have, that involve high mechanical or someartistic power, lies in this interest of the laborer inthe work itself. Labor troubles are comparativelyabsent from these callings, and the relation ofemployers and employed is much more satisfactoryand intimate than in the callings in which theemployer can depend only upon the bread and butterearning character of the wage to hold the workman tohis task. Profit-sharing means a similar invasion ofthis field of essentially slave labor, and where it canbe successfully undertaken the added zest of theworkmen speak eloquently for the opening up of newand more natural motive power.It is then impossible to get beyond this incomplete and unnatural character of work until thewhole man responds immediately to the productupon which he is working, and is not required toseek for impetus in his labor from an interestthat lies completely outside his shop or factoryand its activities. This does not mean, of course,UNIVERSITY RECORD 143that the workman is to lose all thought of thosethat are dependent upon him, and all that flowsto him and them from his ultimate success, but thatthere should be no break between the two sources ofinterest, any more than there should be in the life ofthe successful business and professional man, thoughhere the chasm is by no means completely bridged.In other words, in an ideal condition the interestwhich directs any separate activity should be but anexpression of the whole interest in life and carry themomentum with it of this whole. Until this isattained labor cannot become entirely free.We are not, of course, interested at present in theprobability or the improbability of the coming of sucha millennium. The advantage for us of the recognitionof the different sorts of labor lies in the possibility ofdiscussing the legitimacy of the application of theprinciple of work to education. We are not able toreconstruct our whole industrial system so that thelabor shall be always an expression of the whole man,but we are able to banish this slavish, dwarfingmethod from our school rooms.The unfortunate character of the method comesout most clearly when we consider it from thestandpoint of the physiology of the nervous system.As we know now, the cells in the brain at birthare practically all complete, but the connectionsbetween the cells — the so-called coordinations --have yet to be established, at least in large measure.Indeed this process goes on at least till the ageof twenty-five, and perhaps much later. It is theformation of these coordinations that represents onthe side of the nervous system the process of education. The question at once suggests itself, how canthey be set up ? Is the brain an empty country intowhich the educator can go, like the manager of a telegraph company, and put wires where he will ? Is itpossible for him to break through paths in the brainat any point that suits his fancy, or, if you like, hispedagogical sense ? Is it possible to force a paththrough by pure force of drilling along lines to whichthe child shows no capacity ? Or is it a question ofwhat the Germans call Anlage, or a natural capacity ?Or, to put the question in still a different form, isthere an essential difference in the development of thebody after and before birth ? The surroundingmother form affords before birth the appropriate conditions and stimuli for the development of the embryo.Does society do more than to receive the child intofavorable conditions and afford the appropriate stimuli for the development of the still imperfect childform ? So far as we know the mother form providessimply favorable conditions for development, plus the stimulus of a highly organized food medium. Cansociety legitimately attempt to do more than themother form in principle ? And yet when societyemploys the method of work as the method of education it is taking a completely different course fromthat which is1 pursued by nature before birth.To comprehend this we must remember that thebrain coordinations are as really organs of the body asthe lungs or the heart, that they have their essentialvalue in the development of the whole organism asreally as the liver or the intestines. Now so far as weunderstand the development of the embryo the stimulus is at first food, and not until the organ is comparatively highly developed does the stimulus of usecome in. This comes out very clearly in the evolution of such functions as those of walking after birth.There is a steady development of the coordinations inthe brain which call forth this activity, but theprocess itself is not called into action until the coordination is practically formed. Take a child seven oreight months old and hold its feet on a smooth tableand he will move them rhythmically, showing that thecoordination is already largely broken through. Butnature does not at once place the necessity of walkingupon the child in order to insure the skill of the olderchild in walking. She lets him kick his legs as muchas he will. That is, she allows him to play, and out ofthis play arises all of the exercise that is needed.What needs to be noticed here is that this playdoes not direct the child's attention to any end tobe accomplished by the use of the limbs. Inother words the stimulus of use does not ariseunder normal circumstances until the organ isso far developed that its use becomes a natural andessential part of the activity of the whole body.Nowhere in the development befoie birth and immediately afterwards, nor anywhere, where our instructiondoes not come in, is an organ used simply with a viewto a function that is to come later. Or, to put it in termsthat we used earlier, nature never compels work withreference to an end which has not direct interest, whilethe young form is developing. She accomplishes herpart of the task by spontaneous activity, in otherwords by play, wThile we feel it necessary to arouse thestimulus of use before the organ is capable of beingused in the only sense in which an organ should beused. When an organ is properly used, when it isfully and normally developed, any exercise of it shouldbe one of the entire organism through it, that is thewhole interest that is involved in the entire life process should come to expression in that one function.Play is the application of this principle 10 development.144 UNIVERSITY RECORDUndoubtedly in play, an exercise is given to as yetimperfectly developed organs, but it never involves adirecting end or purpose which lies in it's full expression beyond the capacity of the organism in its present state of development. For example a kitten playing with a spool undoubtedly represents an exercise ofthe functions of mouse catching, which is of greatvalue to the full developed animal; but the point isthat nature neither makes the kitten dependent uponthe use of its yet imperfect capacity in order to stimulate it to higher development, nor yet does she in anyway test the success of any separate part of the act bythe criterion of adult mouse catching. The playing withthe spool stands upon the same plane of developmentas the kitten, and there is no control exercised over itby the completed act of mouse catching, except in thesense that the spool calls out spontaneously all themouse- catching capacity of the kitten at her presentstage of advancement.As fast as these coordinations begin to ripen thereis abundance of nerve force to keep them exercised.It is the most evident characteristic of childhood thatthere is a superabundance of energy, required for noimmediate purpose, that brings to expression each newcapacity of the infant-form as soon as it is consistentwith the entire life-process of the organism. In otherwords under normal conditions the child's life should beperfectly homogeneous ; either it is made up of the pursuit of ends which are perfectly comprehensible to thechild and of native interest to him, or else of spontaneous outbursts of activities that represent newly formedcoordinations, whose meaning is not yet fully evidentand will not perhaps become so till the form has becomeadult. So far as the immediate life of the child isconcerned and its consciousness, they have no valueexcept as escape valves for the surplus energy. Theyare purely spontaneous. From the standpoint of thefinal development of the child they mean the takingpossession of and making itself at home in new-woncoordinations, that are later to be of the highest valueto the man.It is evident that nature, then, never uses theprinciple of work as that upon which to forwarddevelopment. I am referring of course to as yetundifferentiated functions. What the child comprehends and-'can do, it will do with a native interest thatrequires no continuous spurring. But this occupiesbut a small part of the child's life. Nature dependsupon the presence simply of the right stimuli to callout spontaneous use of new coordinations as fast asformed. And this is, in principle, play. As a part ofthe supporting and developing social form for the yetdependent child, it is our duty to see that the requisite nourishment and protection for the continued growthof the child is present, and then that those stimuli arenot lacking which answer to the developing coordinations of the central nervous system, and which willcall out spontaneously the exercise of these functions.In a word the whole education of a child should beupon the principle of teaching him to walk. We donot put him through a carefully controlled series ofleg motions from birth on that he may have the necessary facility later. We simply see that there are anabundance of chairs and other objects by which he canpull himself up, a floor adapted to stimulating the solesof the feet and things that he wants at a distance.There is nothing else to be done in teaching the use ofnumber or any other branch so far as the principle isconcerned.The matter is simple enough so far as thewalking is concerned, for these means are right athand. The problem becomes much more complicatedwhen we reach higher stages of development. A moving object is all that is necessary for the education ofa kitten. But the life of the man is indefinitely complicated in comparison wTith that of the cat, and theseries of stimuli that are needed for his education areproportionately more numerous and complex. I thinkthat it is fair to say that in an ideally constructedsociety these stimuli would be as naturally present, asare those which bring about the education in walking.But it is just the characteristics of our society that itis not perfect and that it is the child par excellence^that forces upon us the recognition of this lack of perfection, and makes us, with reference to him, try to provide a miniature society which shall be as near perfection as possible. The environment of the child, asproviding the appropriate stimuli to call out the exercise of all the functions of the child in succession asthey appear, would represent, in miniature, at least thenormal environments, physical and social, of the man,The problem of educating the child is almost as largeas that of accomplishing the full development of society, representing an earlier stage in the accomplishment of the latter. It is still true that "a little childshall lead them."As far as system is concerned it is a great deal easierto simply drill a child a year on all the combinationsof numbers up to five, than it is to find out how andwhen he naturally begins to recognize the numericaldistinctions, and to provide the natural stimuli towhich these coordinations will respond. Miss Allyndid it, for example in Mrs. Quincy-Shaw's school, someyears ago, by the use of coins. Upon them as stimulithe child responded gradually with a whole series ofcombinations* It was not for the purpose of actuallyUNIVERSITY RECORD 145buying and selling. It was simply playing at buyingand selling. It was a purely spontaneous activity, butone that was essential for the child, if he was to takepossession, so to speak, of these new brain coordinations, just as a smooth floor and objects by which topull himself up are essential to the child if he is towalk. No one can tell him how to use his limbs,but one can put chairs in his way and hold out tohim an apple at a little distance. If he have no stimuli he will never walk, but the stimuli do nothingmore than enable him to do what he is all ready to do.The problem is to find the appropriate stimuluswhich naturally calls out the activity as far as it isthen developed, not to get hold of motives which willforce the child to work where he has and can have nointerest. The final solution of the problem is surrounding the child with the life process in such a formthat it will appeal to him. In Sloyd work or the simple use of carpenters' tools, in molding objects fromthe history of the race, in the presentation of industrial processes, in the watching and care for insects andanimals, there lies an abundance of stimuli for all thedeveloping child's powers, not presented in a helter-skelter fashion but arranged and united in such a waythat the child responds to their values for life, as hegradually awakes to them. For, to continue our terminology, a child is forming, in the central nervoussystem, not only simple coordinations but coordinations of coordinations, and there must be the stimulifor these latter as much as for the former. The problem is by no means a simple one, but this is no excusefor continuing the old method of giving him his wholetechnique of life in advance, before he can have anyobjects on which to use them.For this is our method at present. We aim to giveThe Board of University Affiliations:Voted, that the following schools be accepted as"Approved Schools" in addition to the lists given inUniversity Record 1, p. 26, and 5, p. 95, the nameof the counselor for each school following in parentheses : a child methods while his interest is all in objects. Hewants the natural stimuli, and we insist on forcingthrough coordinations of our own making. Thismethod is of course subject to a fundamental psychological fallacy. We try to fix the child's attentionupon the problem we set him, and really we are fixingit upon the external motives which are to keep him atwork. The result is that he loses, frequently, the powerof real concentration. How many of us can add along column without making a number of errors? Weare unable practically to keep the attention upon sosimple a process continually, while in something thathas our whole interest from the start, which we havelearned under the influence of this interest, there maybe no break in the process from beginning to end. Iam sure that this very common disability comes fromthe constant break that must take place in the child'sstudy of arithmetic as it is usually taught. He mustbe continually jumping back from the study that hasno interest for him to the discipline of the school thatkeeps him at work. We are setting up coordinationshere but, instead of their being between the differentsteps of the problem, they lie from one step to theteacher's eye or the fear of staying after school andback again. Those we set up are making constantbreaks in the coordinations we wish to form.In referring to play, then, as the principle uporrwhich education should be conducted we do not meanthat the child should be left to the chance influenceof what may be about him, but that we should soarrange these stimuli that they will answer to the natural growth of the child's organism, both as respectsthe objects he becomes successively interested in andthe relations which they have to each other in the lifeprocess that he will have to carry out.Indianapolis Industrial Training School (ProfessorSalisbury). (April 18.)Rock Island High School (Associate ProfessorCutting).Dubuque, la., High School (Associate ProfessorCutting). (May 16.)©flKcial actions, Notices, attfj Mt$oxtB*OFFICIAL ACTIONS.146 UNIVERSITY RECORDOFFICIAL NOTICES.Meetings of Faculties and Boards.Faculty Room, Haskell Museum.May 23. The following are the regular meetings :The Administrative Board of Libraries, Laboratories, and Museums, at 8: 30 a.m.The Faculties of the Graduate Schools and theUniversity Extension Faculty will not meet onthat day.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 HeetingOf the Junior College students to consider businesswhich will be presented by the Junior College Student Council, Wednesday, May 27, at 12:30 p.m.,Chapel, Cobb Lecture Hall.Attendance is required.Lectures to the Senior Colleges.Head Professor Chamberlin will lecture on Wednesday, May 27, on " Theories of the Origin of Life."Candidates for Higher Degrees,The names of all students intending to take higherdegrees July 1, 1896, must be handed to the Presidentby June 1st. No names will be accepted after thatdate.Final Examinations.The following dates have been assigned for theexamination of candidates for higher degrees :For the Degree of Ph.D.Simon Fraser MaoLennan, Friday, June 19, at8:30 a.m., Room C 14, Cobb Lecture HallPrincipal Subject — " Philosophy."Secondary Subject— "Pedagogy."Thesis — " A Theory of the Impersonal Judgment."Committee— Head Professor Dewey, Assistant Professor Mead and Head Professor Burton. Clyde Weber Votaw, Monday, June 15, at 2:00 p.m.,Boom 28, Haskell Oriental Museum.Principal Subject — "New Testament Greek."Secondary Subject — "Hebrew."Thesis— "The Use of the Infinitive in BiblicalGreek."Committee — Head Professors Burton and Harper,and Associate Professor Foster.Bernhard Conrad Hesse, Monday, June 22, at 2:00p.m., Boom 20, Kent Chemical Laboratory.Principal Subject—" Chemistry."Secondary Subject — "Physics."Thesis — " On Malono-nitrite."Committee — Assistant Professor Smith, Head Professor Michelson, and Professor Iddings.Samuel Steen Maxwell, Tuesday, June 16, at 2:00p.m., Boom 35, Byerson Physical Laboratory.Principal Subject — " Physiology."Secondary Subject — " Neurology."Thesis — "A Contribution to the Nerve-Physiologyof Annelids."Committee — Associate Professor Loeb, Dr. Lingleand Head Professor Chamberlin.For the Degree of Ph.M.Maud Lavenia Radford, Tuesday, June 16, at8: 30 a.m., Boom D 4, Cobb Lecture Hall.Principal Subject — "English."Thesis — " Gothicism in Eighteenth Century Liter-erature."Committee — Associate Professor McClintock, Assistant Professor Crow, and Professor Terry.For the Degree of A.M.Chauncey Peter Colgrove, Saturday, June 20, at3:00 p.m., Boom C 14, Cobb Lecture Hall.Principal Subject — " Pedagogy."Secondary Subject — " Psychology."Thesis- -" Habit and Adaptation."Committee — Head Professor Dewey, Assistant Professor Mead, and Assistant Professor Freund.Laura Churchill Grant, Monday, June 15, at 3: 00p.m., Boom C 5, Cobb Lecture Hall.Principal Subject — "Political Economy."Thesis— "The Theory of Value."Committee — Head Professor Laughlin, AssociateProfessor Blackburn, and Mr. Hill.John Birdsey Curtis, Friday, June 19, at 3: 00 p.m.,Boom C 1, Cobb Lecture Hall.Principal Subject — "Political Science."UNIVERSITY RECORD 147Secondary Subject — "History."Thesis — "County and Township Government inIllinois."Committee — Head Professor Judson, ProfessorTerry, and Assistant Professor C. H. Moore.Charles O. Parish, Thursday, June 18, at 3:00 p.m.Boom C 1, Cobb Lecture Hall.Principal Subject — "Political Science."Secondary Subject — "Political Economy."Thesis — " The Government of Iowa."Committee — Head Professor Judson, Head ProfessorLaughlin, and Professor Tarbell.Harry Levy Stern, Wednesday, June 17, at 3:00p.m., Boom C 1, Cobb Lecture Hall.Principal Subject — "Political Science."Secondary Subject — "History."Thesis—" Civil Office in Missouri."Committee — Head Professor Judson, Dr. Schwill,and Associate Professor Henderson. For the Degree of 5.M.Isabelle Stone, Monday, June 15, at 11:00 a.m.,Boom 35, Byerson Physical Laboratory.Principal Subject — "Physics."Thesis — "Experimental Determination of Verdet'sConstant."Committee — Head Professor Michelson, AssistantProfessor Lengfeld, and Dr. Boyd.For the Degree of D.B.William Nelson Mebane, Friday, June 19, at 9:30,Booin 21, Haskell Oriental Museum.Principal Subject — "Hebrew."Secondary Subject— "Assyrian."Thesis — " A Comparison of the Cuneiform and Biblical Account of the Deluge."Committee — Head Professor Harper, Associate Professor Price, and Professor Johnson.Admission and Junior College Groups.The following Conspectus of Admission and Junior College Groups wTas established by the Faculty of theJunior Colleges, April 23, 1896, and supersedes the Conspectus of the same groups previously published inthe Circular of Information.LatinGreekMathematicsEnglishHistory -PhysicsFrench or GenuaElective For the 1 Degree of A.B.lDMISSION. JUNIOR colleges. TOTALS.4 units (8 College Majors* ) 3 Majors 11 Majors- 3 " (6 " " ) 3 a 9 a2 " (4 a " ) 2 6 a- 1 " (2 a u 3 a 5 "1 " (2 u u 2 a- 1 " (2 a u 2 a1 " (2 a " ) 3 u 5 a_ 4 a 4 (C13 26 18 44The required subjects in this group are to be taken as far as possible, in the following order : First year,Latin, two Majors ; Greek, two Majors ; Mathematics, two Majors ; English, two Majors. The other six Majorsshould be taken in the second year.For the Degree of Ph.B.ADMISSIONLatin ... 4. units (8 College Majors*)Mathematics - 2 " (4English -HistoryPhysics -French or German - 1 "- 2 "1 "- 3 " (2(4(2(6Elective JUNIOR COLLEGES3 Majors) 2) 3 " 5) 2 " 6) Science | 2 4) 3 93 " 3TOTALS11 Majors613 26 18 44* A unit of preparatory work is considered equivalent to two majors of college work.t This " science" must include Physics to the extent of two majors in case the candidate did not offer Physics at admission.148 UNIVERSITY RECORDFor the Degree of S.B.Latin - 4 (or 2)Mathematics 2English - - 1History 1German or French - 3Science J - 2 (or 4)Elective - - ADMISSION4 (or 2) units (8 [or 4] College Majors*(4(2(2(6(4 [or 8] " JUNIOR COLLEGES TOTALS0 (or 3) Majors 8 (or 7) Majors3 "7 "3 "52 "3 "96 (or 3) " 10 (or 11) "3 313 26 18*A unit of preparatory work is considered equivalent to two majors of college work.$The following sciences are required for the S.B. certificate, and if any of them have not been offered on entrance they mustbe taken in The University : Physics, at least two majors ; Chemistry, at least two majors ; ZoClogy and Botany, at least two majors ;Physiography and Geology, at least two majors.All other statements in the Circular of Information inconsistent with the above conspectus are to beannulled or altered to harmonize with it.OFFICIAL REPORTS.Report on a Recent Trip to Guatemala and Southern Mexico.By Associate Professor Frederick Starr.Leaving Chicago December 18th our first stoppingplace was Guadalajara in the State of Jalisco, wherewe arrived on the 23d of December and from which atrip was made to Lake Chapala. No work could bedone there at digging out the little potteries for whichthe locality is well known on account of high water.Information was secured regarding a burial place ofancient date and enough excavation was done to ascertain the mode of burial and the character of theobjects buried with the dead. The popular play ofThe Pastores, celebrated widely through Mexico inChristmas week was witnessed here and the textsecured. At Guadalajara the text of the old play of theTastoanes, partly Indian, partly Spanish, which waswitnessed last July was secured. No confirmatoryevidence regarding pygmies reported by an Indian lastsummer could be found. It was clearly learned thatCretins live in the Barrancas near Guadalajara. Themost interesting human type represented in Mexicanpottery comes from this district. The pottery figuresare characterized by a physiognomy, wherein a remarkably large and eagle-beaked nose is the moststriking feature. That this characteristic is not entirely due to the fancy of the ancient artist was demonstrated by the finding of occasional individuals stillliving, who reproduce the type quite exactly.The cities of Mexico and Vera Cruz were visiteden route to Oaxaca and a brief stop made at Tlaxcalaand at Puebla. At Tlaxcala (or Santa Ana) thecurious ceremony of " blessing the animals " on the day of San Antonio Abad was seen. Near Puebla abrief visit was made to the interesting Aztec town ofCuauhtlantzinco. Here Bandelier made some studiesyears since and here is preserved the curious Mapade Cuauhtlantzinco which he calls the Codice Camposand which he declares of the highest importance forthe history of the Conquest of Mexico. This curiouscollection of paintings was photographed by us in apreceding visit. The pictures and their accompanyingtext have been offered The University for publication.At Oaxaca preparations were made for an overlandjourney to the city of Guatemala. The route pursuedwas through a mountainous country, in large partquite off the ordinary line of travel, among Indianpopulations seldom visited by white men. The journey involved some eleven hundred miles of horsebackriding. The ruins of Mitla were visited. The Saint'sDay was being celebrated. Curious standards werecarried in the procession and part of the music wasgiven with instruments of ancient types. Some dayswere spent then in the country of the Mixes. TheseIndians are but little known to science. They areshort, dark, with broad faces, thick lips and greatprognathism. They are great carriers. Their dresspresents little that is peculiar, being European for themost part. Their towns are perched on the very summits of high ridges or mountains. The architecturevaries notably with situation, but is surprisingly substantial and decent. At some towns rude weaving isexecuted and at Tamasalapa a black, unglazed potteryUNIVERSITY RECORD 149is made in quite ancient and primitive forms. TheMixes formerly had the reputation of cannibals andeven within thirty -five years some towns, as Michistlan,have been accused of the practice. It is even hintedthat a case of human flesh eating occurred as recentlyas three years since. Though nominally Catholic, theMixes are known to retain much of their pagan worship. There are still shrines in secret places neartowns, where ancient idols are given offerings. Onsome mountain peaks turkeys are sacrificed and incense is burned to the spirits of the place. In a number of towns, a fowl is sacrificed at corn planting tothe earth deity. At Juquila the popular danzas ofthe Conquista and of San Marco were witnessed.Some linguistic material was gathered. The Mixelanguage is harsh, and abounds in broad and gutteralsounds. More than a century and a half ago it wasstudied with some care by the priests and some religious books were printed in it. We learned that thelanguage has changed so greatly that these ancienttexts do not well represent it now. There is also muchdifference in the present spoken language of widelyseparated Mixe towns.In the country of the Zapotecs, lying beyond theMixes, the native dress only was found in use. Thisis true of female dress. That of the men has beenaffected by European influence. The Zapotecs aretaller, of finer form and better feature, and notablylighter than the Mixes. Tehuantepec a town of someconsequence is the chief city of the Southern Zapotecs.There are important ruins near the city. The marketplace is always gay with the brilliant costumes of theIndian women. Their "hiupils," or waists are usuallyworn as headdresses and remind one of great birdcrests. The women of Tehuantepec are world famedfor beauty, fine forms and graceful movements.Money saved is put into gold coin and worn on theperson. Sometimes a woman may be seen with several hundred dollars in gold, worn as necklaces, earornaments, and bracelets. The Zapotecs here quitefrequently are born with short third toes, a factattributed to the malign influence of the moon ineclipse. Another curious and common malformationis seen in the incomplete development of the thumbnail. A plan of future work and study among thesepeople was laid out.From Tehuantepec nearly a week was required to goto Tuxtla Gutierrez, the capital of Chiapas. This stateis of the greatest ethnographic interest. Tuxtla Gutierrez is itself a Zoque town. Here for the first timepintos were seen in abundance. The disease of pintoor Una is quite characteristic of Mexico. The diseaseshows itself in the form of colored spots over the hands, face and body. There are three forms — thewhite, red, and purple. The etiology of the disease issomewhat obscure. There are towns where fully75-90 per cent, of the inhabitants are affected. Thespots are permanent. Considerable study was madeof this curious malady. The pottery of this region ispeculiar and worthy of study. At Chiapa, not far beyond Tuxtla, a study was made of the curious andbeautiful lacquer work made there and traded to allparts of the republic. The medium to which theluster is due is derived from an insect by a curiousprocess. Chiapa is one of three towns where theancient Chiapanec is supposed to be spoken. Few,however, there can even supply words for a vocabulary.From here on goitre became notable both in degreeand abundance. Here, as elsewhere, it is curiouslyrelated to deaf-mutism and imbecility. That is,children of goitrous parents are apt to be deaf-mutesor idiotic or cretins. Beyond the Sierra towns ofGuatemala not much of this disease was seen. Ofparticular interest was the Tzotzil town of SanBartolo. Here native dress was worn by both sexes,ancient weaving was a living industry, the doublemunicipality (town officers of Indians for the Indianpopulation, of mixed bloods for the mixed) was fully developed. The same three facts may be stated of mostof the Guatemala towns visited. Comitan, the last Mexican town of importance, uses the Chanabal language.The Guatemala part of the journey led throughNenton, Huehuetenango, Ahuacatlan, Nibaj, Sacap-ulas, Quiche, Totonicapa, S0I0I&, Mixco, to the capitalcity of Guatemala. At least seven distinct linguisticforms were encountered. Particularly notable wasthe great variety, interest and beauty of the nativecostume. Nearly every town has its peculiar ancientdress. The most curious mixture of Catholicism andold superstition was found everywhere. The town ofNibaj is one of three Ixil towns. The people are extremely conservative and reserved. Interest attachesto every detail of their life and habits. A definite andlargely unworked ethnographic field is presented inthe Ixil towns Nibaj, Chajul, and Cozal. In them arefound some curious wall paintings in the houses. Feware left at Nibaj, but we made such photographs ofthem as our facilities would permit. At Huehuetenango, Malacatan, Nibaj, Sa,capulas, Quiche, etc., etc.,ruins were seen and examined with more or less care.The trip was largely one of reconnaissance and ofplanning work for the future. It was on the wholepreeminently successful. No collections were made,but a dozen problems were brought into clear view.These problems — somatological and ethnographic —we hope to attack in a trip to be made in the fall.150 UNIVERSITY RECORDEi)e ©ntbersitg.INSTRUCTION.Departmental Instruction.Ill AND IV. POLITICAL SCIENCE AND HISTORY.The Club of Political Science and History meetsin Faculty Boom, Haskell Oriental Museum, Wednesday, May 27, at 8:00 p.m.Mr. J. Rufus Mosely on "Recent Attempts todetermine When and How the United States becamea Nation."Assistant Professor Ernst Fretjnd is giving acourse in The Law of Torts, meeting twice a week.VIII. SEMITIC LANGUAGES AND LITERATURES.The Semitic Club meets at the Residence of President Harper, Tuesday evening, May 26.Mr. Charles C. Sherman on: D. H. Mtiller's "DiePropheten in ihrer ursprtinglichen Form."Members will please bring copies of English andHebrew Bibles. XIV. GERMAN.The Germanic Club and Seminar meets in B 119Cobb Lecture Hall, Monday, May 25, at 3:00 p.m.Mr. Hermann Benjamin Almstedt on : " Das ger-manische Recht im Heliand" von Emil Lagenpusch,Breslau, 1894.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. Prizes .will 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.MUSIC.Voluntary Courses in Music.Wardner Williams, Ph.D. Lnstructor 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 Husica! Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday afternoons at 5:00 o'clock,throughout the year.An Orchestral Recital was given on Wednesdayafternoon, May 20, by the Jacobson Orchestral Clubof the Chicago Conservatory. The following was theprogramme :1. March— "Festival"2. Overture — ' ' Domino N oir ' '3. Flute Solo—" Ungarische Fantasie ':Me. Fred. I. Kent. Mendelssohn.Auber.Buchner4. a Slumber Song Hoffman.b Minuet PaderewsM.5. Violin Solo — " Gypsy Dances " Sarasate.Miss Berenice Long.6. Waltz— " My Dream " Waldteufel. Violoncello SoloMr. Walter Ferner.American Patrol Meacham.The Woman's Glee and Mandolin Clubs gave theirfirst annual concert at the Theater, Kent ChemicalLaboratory, Monday evening, May 18. The followingwas the programme.1. Estudiantina Lacome.Glee Club.2. The Directorate Sousa.Mandolin Club.3. a The Night has a Thousand Eyes, Nevin.Arranged for Glee Club by Frank Atkinson.Williams.Brag a.Kamman.b Boat SongGlee Club.4. Serenade (Cello Obligato)Miss Paddock.5. Dance of the BrowniesMandolin Club.6. a Love's Old Sweet SongArranged for Glee Club by Ed. Wooley.b Song of Springtime — Words by C. S. Pike.Glee Club.7. a Kamennoi-Oestrow Rubinstein.b Novellette in E Schumann.Miss Cook.8. Gypsy Life Schumann.Glee Club.UNIVERSITY RECORD 151A Piano Recital will be given Wednesday afternoon,May 27, by Mr. Robert Goldbeck. The following isthe programme :1. Moonlight Sonata Beethoven.2. a Arabeske Schumann.b At the fountain Schumann.3. Prelude and Fugue (D-minor) Bach.4. Ballade No. 1 Brahms.5. a Berceuse Chopin.b Etude in C-minor Chopin.6. a On Wings of Song Mendelssohn.b Eighth Rhapsody Liszt.7. The Cricket. 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.RELIGIOUS.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 23, toSaturday, May 30, will be Assistant ProfessorMartha Foote Crow.By vote of the University Council the chapel exercise on Thursdays will be conducted during the SpringQuarter by students under the auspices of the Committee on Public Worship of the Christian Union.The Chapel exercise on Thursday, May 28, will be incharge of Miss Clara A. Tilton, of the YoungWomen's Christian Association.Miss Susan F. Swift, Major in the Salvation Armyof Chicago, will address The University at VesperService in the Theater, Kent Chemical Laboratory,Sunday, May 24, at 4:00 p.m. Subject of address:"The Social Work of the Salvation Army."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. Rubinkam, Ph.D., Pastor*Preaching Services at 11 : 00 a.m. and 7 : 30 p.m. Sabbath Schooland Bible Classes at 9 : 45 a.m. ; Junior Young People's Society ofChristian Endeavor at 3 : 30 p.m. ; Senior Young People's Societyof Christian Endeavor at 6 : 30 p.m. ; Wednesday Devotional Hourat 8 :00 p.m.Hyde 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's.Society 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 the-eleven 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 19, 1896, there hasbeen added to the Library of The University a totalnumber of 226 books from the following sources :Books added by purchase, 181 vols. Distributed as follows :General Library, 5 vols. ; Philosophy, 7 vols.; Pedagogy, lvol.; Political Economy, 19 vols.; PoliticalScience, 4 vols.; History, 25 vols.; Archaeology,,152 UNIVERSITY RECORD8 vols.; Sociology, 4 vols.; Sociology, DivinitySchool, 1 vol.; Sociology, Folk-psychology, 6 vols.;Comparative Religion, 1 vol.; Semitic, 15 vols.;New Testament, 1 vol.; Comparative Philology,3 vols.; Greek, 1 vol.; Latin, 3 vols.; English, 29vols.; Mathematics, 1 vol.; Physics, 4 vols.; Chemistry, 1 vol.; Geology, 26 vols.; Zoology, 2 vols.;Systematic Theology, 7 vols.; Homiletics, 6 vols.;Music, 1 vol.The Philolexian Society meets in Cobb LectureHall, Saturday, May 23, at 7:30 p.m.The Forum and The Philolexian Literary Societies meet in a joint session on Monday, May 25,at 7 :30 p.m., in the Assembly Hall; Haskell OrientalMuseum.Programme.Paper, G. A. Dudley (Philolexian).Oration, J. F. Haget (Forum).Paper, A. E. McKinley (Forum).The Transition from Epistemology to Metaphysics.*The essay was an attempt to show that the standpoint ofepistemology or criticism implies an idealistic metaphysics.The necessity of assuming this standpoint, namely, that thegeneral nature of objects is to be determined by analyzingknowledge, was illustrated by the application of the laws ofthought to facts antedating human thought, and by the conservation of mass and energy, which is a presupposition as wellas product of investigation. That this standpoint is metaphysical is shown by the function of general ideas. These havetheir meaning only in the particulars. Now, if we can find atrue unit, something at which thought must halt, somethingthat thought cannot dissolve, we shall have the truly real. Buta truly unitary object cannot be found in either external natureor content of consciousness. The meaning of a general idea,then, cannot be drawn solely from the objects included under it.For this meaning we must look to the nature of knowledge assuch. 1. The judgment, though it posits difference, transcendsit. The objects compared are objects to a single mind. 2. Thejudgment of memory asserts that the subject of the presentstate was also subject of a past state. Here is unity in diversity. Knowledge implies the true unity of its subject — notunity apart from multiplicity, however. The subject cannot bedefined, it can only assert itself as subject. 3. Knowledgeimplies the validity of thoughts, i. e., correspondence with astandard, and hence possible comparison with it. 4. Theassertion of validity is the assertion that this comparison isactually made. Hence our thoughts and all objects of knowledge are present to a single mind. This explains how historicaljudgments and judgments concerning our own states can be* Read before the Philosophical Club, May 6, by ProfessorGeo. A. Coe of Northwestern University, Evanston, 111. Books added by gift, 25 vols.Distributed as follows :General Library, 14 vols.; Pedagogy, 2 vols.; Political Economy, 1 vol.; Sociology, 4 vols.; Geology,2 vols.; Botany, 1 vol.; Homiletics, 1 vol.Books added by exchange for University Publications,20 vols.Distributed as follows :Political Economy, 10 vols.; Geology, 10 vols.Debate— Shall the city of Chicago own and operateher city railways.Affirmative NegativeW. H. Allen, 1 M. P. Frutchey, "|S. C. Mosser, [.(Forum) O.J.Arnold, j~ (Philolexian)J. E. Nelson, j H. R. Jordan. JCritique: W. A. Payne (Philolexian).Mr. S. H. Clark will give a reading in Theater,Kent Chemical Laboratory, Thursday, May 28, at 8:00p.m. for the benefit of the Oratorical Association.Tickets twenty-five cents.either true or false. Thus knowledge implies two true imitsand hence realities. The distinction between subject of knowledge and thinking substance makes the false assumption thatsubject and substance have distinctly different connotations.The conclusion is that our consciousness is somehow includedin an universal consciousness. That we can commit error showsthat we are really other than the universal mind ; that we cancorrect our errors shows that we are nevertheless orie with it.With all this agrees the fact that no one ever actualizes as hispeculiar own that which he yet insists is his true self.3 Interpretation of Amos 3 : l-8.f:. The Prophet's first message concerning Israel's future, con-s tained in chapters 1 and 2, has been delivered. The peoples refused to credit his statements. Jehovah is not likely in their& opinion to desert his own nation. Disaster is far removed fromt their thoughts. The leaders are blind to the actual situation.It is the Prophet's desire to warn them of the real facts in thet case. The ordinary view which makes this passage an expla-e nation of the Prophet's mission upon the ground that he is com-e pelled by Jehovah's power to speak although against his will,a does not bear close examination. The thought of the passagee may be summarized as follows :s Verses 1-3. A message against the nation which Jehovah'.- brought up out of Egypt : you were chosen for a special work ; but,1 you have forsaken Jehovah, therefore you shall be banished fore your iniquities, for there must be an agreement between a nationand its God.rf Read before the Semitic Club, May 12, by President Harper*LITERARY.Abstracts of Addresses and Papers.UNIVERSITY RECORD 153Verses 4 and 5. The roar of the enemy may even now be heard.Israel, however, unconscious of the fact, is already within thetoils.Verses 6 and 7. The calamity comes from Jehovah, but Jehovah always warns. WThy, then, do not the people tremble ?Verse 8. The enemy having manifested his presence, leteveryone fear. Jehovah having spoken, let everyone recognizethe coming calamity.The following was suggested as an arrangement of thematerial in strophes, each line consisting of five measures :Str. 1. Hear the word that Jehovah hath spoken against you,Against the whole family which I brought up from theland of Egypt.Str. 2. You only have I known of all the families of the earth ;(But you have forsaken Jehovah your God) ,Therefore, I will punish you for all your iniquities ;Can two walk together, if they be not agreed?Str. 3. Does a lion roar in the forest when there is no prey forhim?Does a young lion cry out of his den, if he have takennothing?Does a bird fall upon the ground, if there is no hunter?Does a snare fly up without catching anything?Str. 4. Does a trumpet sound in a city and the people nottremble?Does calamity happen in a city, and Jehovah not havecaused it?But Jehovah God does nothing,Except he reveal his purpose unto his servants, theprophets.Str. 5. The lion having roared, who is there that does notfear?The Lord Jehovah having spoken, who is there thatcannot prophesy?The Origins of the Parliament of Paris.*The judicial faculty in any rude society, as that of the feudalages is always the most energetic. The history of the development of the French monarchy is the history of the developmentof the royal judiciary and the growth of the royal judiciary isthe history of the origins of the Parliament of Paris. This wasan outgrowth of the feudal assembly of the French kings, convoked for legislative and judicial purposes, and had no connection with or relation to those primitive Germanic assemblies,which had lost their identity in the progress of feudal forces.The court was a truly royal body and not simply the ducalcourt of the duke of Francia, magnified to suit the newsuzerainty, i.e., kingship. Hugh Capet' s kingship was more thana high suzerainty differing from other seigneurial authority onlyin extent of application. Although predominantly feudal, theFrench monarchy had a double character. In theory and in factas far as practicable — it was royal ; it differed in kind, not indegree merely from the feudal lordships surrounding it. In theeleventh and twelfth centuries the fact outweighed the theory,but the theory still remained with the monarchy and gave the<jrown a basis of legality when it did become strong enough tomodify the feudal regime.*Read before the Club of Political Science and History, May13, by James Westf all Thompson. In this early excess of feudal elements lay a secret sourceof strength for the crown. Ordinarily the great barons were tooindifferent regarding the king, to come to court. The kingswere quick to take advantage of this fact ; the theory and thefact began gradually to coincide. This establishment of theessentially royal character of the king's court is (1) the first stepin the contraction of the prmiscuous feudal assemblage into thestrictly limited and distinctly royal body to be known as theParliament of Paris. (2) The rise of a lawyer class and the growing influence of the spirit of the pandects. "The growing importance of the royal advisers ; the greater difficulty and numer-ousness of the cases consequent upon the extending of jurisdiction of the court ; the necessity which was increasingly felt forthe advice of those more learned in the law and custom than thefighting barons possibly could be— a necessity which relianceupon oral and documentary evidence, rather than the duel rendered yearly more evident — made the feudal element of thecuria regis of decreasing importance." (3) The rise of the Peers.Fortunately for the monarchy, whatever the origin of the institution of the peers, they did not arise until the king was strongenough never to allow them to menace the crown. Thus limited,this growth of a distinction in the membership of the courtitself, increased the competency of the court without controllingits policy, which always remained in the hands of the king. (4)The principle of appellate jurisdiction, first enunciated by LouisVI., expanded by Philip Augustus and St. Louis. (5) The establishment of the court as a fixed body at Paris.The term par liament is first applied to a judicial session ofthe king's court in 1239. From the reign of Louis IX. the sessionssucceed with relative regularity. This king in order to meetthe growing business of the court, increased the original twelvepeers to twenty-four, of whom three were great barons, threebishops and eighteen knights, but as a counterpoise to thisexpansion thirty-seven others were added, seventeen in ordersand twenty bred to the bar.By the fourteenth century the Parliament had become thesupreme judicial tribunal in France, either consolidating orsubordinating local (feudal) authorities, Philip V. made theParliament a closed body. From 1344 the parliamentary counsellors began to be appointed for life and gradually a newnobility of the robe made its appearance.Each session of the Parliament lasted from three to fivemonths. The day fixed for the opening of the next one wasannounced at the end of the preceding session and the time ofthe body was divided among the different provinces whose caseswere to be considered. But the volume of business at lastbecame so great that local parliaments, erected out of nativeprovincial elements, were created. Hence the parliaments ofToulouse, Grenoble, Bordeaux, Dijon, Rouen, Aix, Rennes, Pau,Metz, Besangon, Nancy and Trevoux. They were of subordinateauthority.As the monarchy grew in power, the Parliament grew jealousof the royal authority. Hence the conflicts of the Parliamentand the king over the registration of laws. In origin, registration had been a precautionary measure and one of convenience : the act of the Parliament had no creative force whatsoever. But the tradition was cherished until in the mind of thepeople it had the force of law, yet it never was more than aform, a privilege. The king was the incarnate expression of thewill of the state— he was and not the Parliament— the state fromthe day of Louis XIV's famous aphorism until the day ofupheaval in 1789 which brought the ruin of the crown and parliament alike.154 UNIVERSITY RECORDCi)e ffittiiberssitg ^xtzmion Bibtsiott-Reports for the Winter Quarter, 1896.HI. The Correspondence-Study Department.Oliver J. Thatcher, Secretary.Statement of the Work.THE ACADEMY.Roman History to the Death of Augustus .Greek History to the Death of Alexander . .Greek Primer for Beginners Xenophon's Memorabilia Xenophon's Anabasis, (II.-III.) Homer's Iliad (1.) Latin Primer for Beginners Latin Primer for Beginners Csesar, Book I Csssar, Book II Cicero Vergil, Book I Vergil, Books II.-III Vergil, Books III .-VI Latin Prose Composition. Ceesar Advanced French , Plane Geometry Solid Geometry COURSE. INSTRUCTOR. ENROLLMENT.MM F. J.Miller Frances Pellett 22MMMMMMM1st MM F. M. Bronson Frances Pellett F. M. Bronson W. B. Owen Frances Pellett 111112d MMMMM Frances Pellett Frances Pellett Frances Pellett 211MMMM Frances Pellett Frances Pellett 13MM Frances Pellett 1MM Frances Pellett 2Frances Pellett 2MMM Rene de Poyen-Bellisle 13M 1~~27THE JUNIOR COLLEGES.The. History of Europe from the Invasion of the Barbarians tothe Death of Charlemagne The History of Europe from 800 to 1500 Cicero, De Senectute Livy, Selections Odes of Horace Latin Prose Composition, Cicero Latin Prose Composition, Livy French for Beginners German for Beginners German for Beginners Rhetoric and English Composition Advanced English Composition Masterpieces of English Literature Studies in Tennyson - Studies in Browning Modern Realistic Fiction College Algebra Plane Trigonometry MMMMMMMMMMMMMMMMMMMMMMMMMMMM O. J. Thatcher and Miss Knox.O. J. Thatcher and Miss Knox. .Frances Pellett F. J. Miller F. J. Miller F.J. Miller F.J. Miller T. L. Neff P. O. Kern Alice Robson R. M. Lovett R. M. Lovett W. D. McClintock O. L. Triggs O. L. Triggs O. L. Triggs William Hoover William Hoover 12757212511471610427THE SENIOR COLLEGES.Psychology Logic Greek and Mediseval Philosophy History of Education Child Study The Principles of Political Economy Advanced Political Economy The Period of Discovery and Exploration in America . ^|The Colonial Period and the War of the Revolution 1The Political History of the Confederation |The Political History of the United States, 1789-1815. JDifferential Equations Analytic Geometry Calculus MMMMMMMMMMMMMMMMMMMMMM A. E. Tanner J. H. Tufts J. H. Tufts CH. Thurber C.H.Thurber I. W. Howerth I. W. Howerth F. W. Shepardson F. W. Shepardson F. W. Shepardson F. W. Shepardson J. H. Boyd and William Hoover .William Hoover William Hoover 1111162224124836UNIVERSITY RECORD 155Statement of the Work— continued,THE GRADUATE AND DIVINITY SCHOOLS.Principles of Pure Political Science Comparative Constitutional Law United States Territorial Growth Sociology Terence and Tacitus , Latin Prose Composition Advanced Latin Prose Composition History of Religion Hebrew for Beginners Intermediate Hebrew Exodus and Hebrew Grammar Haggai, Zechariah, and Malachi, with HebreV Syntax .Arabic for Beginners Assyrian for Beginners Beginning New Testament Greek Intermediate New Testament Greek The Acts of the Apostles Sanskrit for Beginners Romance Languages and Literatures The Nibelungenlied Goethe's Lyrical Poetry Schiller's Wallenstein and Ballads German Prose Composition Faust.Studies in Shakespeare Beginnings of the English Romantic Movement English Romantic Poetry, 1750-1830 Old English Old Testament History — Samuel, Saul, David, and Solomon.The Life of Christ in connection with the Gospel of Luke —The Gospel of John The Founding of the Apostolic Church Advanced Mathematics Advanced Conic Sections Geology — COURSEMMMMMMMMMMiMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM INSTRUCTOR.W.C.Wilcox W.C.Wilcox F. W. Shepardson. ..C. R. Henderson F.J. Miller C.H. Moore F.J. Miller E. Buckley... C. E. Crandall C.E. Crandall......C.E. Crandall C. E. Crandall F. K. Sanders George R. Berry0. W. Votaw C. W. Votaw C. W. Votaw CD. Buck J. D. Bruner C. von Klenze C. von Klenze C. von Klenze C. von Klenze S. WT. Cutting W. D. McClintock .W. D. McClintock..W. D. McClintock.F. A. Blackburn H. L. Willett J. S. Tanner J. S. Tanner J. S. Tanner E. H.Moore William Hoover .T. C. Chamberlin... ENROLLMENT.112113120121593118162341111262213161General Summary.Academy Academic Colleges University Colleges Graduate and Divinity Schools .Total NUMBER COURSESIN PROGRESS1818143585 ENROLLMENT279636173332156 UNIVERSITY RECORDCije mutbetsitg affiliations.Report for the Winter Quarter, 1896.The South Side Academy.Chicago.Edward O. Sisson, Dean.List of Instructors with Number and Character of Departments :Courses.Goodspeed, E. J. 1DM (Caesar), 1DM (Cicero).Owen, W. B. 1DM (Vergil).Sisson, E . O. 1DM (Homer), 1DM (Greek Lessons),1DM (Latin Lessons), 1DM (Advanced Algebra).Price, O. J. 1DM (Solid Geometry), 2M (English).Whaley, W. E. 1DM (U. S. History), 1DM (Elementary Algebra).Batt, Max. 2DM (German). No. of Courses.History: 2 (1DM).Greek: 4 (2DM).Latin: 8 (4DM).German: 4 (2DM).English : 2 (2M).Mathematics : 6 (3DM).Total enrollment No. of Students.121644283058Wayland Academy.Beaver Dam, Wis.Herbert M. Burchard, Dean.List of Instructors, with Number and Character^Courses :Brownell, C. T. 1MM (History), 1DM (EnglishLiterature), 2DM (German).Burchard, H. M. 1DM (Anabasis), 1DM (BeginningGreek), 1M (Logic), 1M (Evidences of Christianity).Gillette, E. A. 1DM (American History).Moore, C. S. 1M (Physical Geography), 1DM(Chemistry), 1DM (Physics), 1DM (Geology),1M (Botany).Richardson, M. L. 1DM (French), 2DM (Algebra),1DM (Geometry).Staley, J. 1DM (Beginning Latin), 1DM (Caesar),1DM (Cicero), 1DM (Vergil).Departments :No. of Courses.Logic : 1 (1M).Evidences of Christianity :History: 4 (2DM). No. of Students.41 (1M). 462 Greek: 4 (2DM). 15Latin: 8 (4DM). 41French: 2 (1DM). 6German: 4 (2DM). 11English : 6 (2DM ; 2M). 51Mathematics : 6 (3DM). 47Physics: 2 (1DM). 4Chemistry: 2 (1DM). 6Geology: 2 (1DM). 4Botany: 1 (1M). 3Physical Geography : 1 (1M). 21j and Countries from which Students havecome:Wisconsin, 98 ; New ¦ York, 1 ; Illinois, 8 ; Iowa1 ; Washington, 1 ; England, 1 ; Canada, 1.Number of Students :Enrolled during Winter Quarter, 111.Discontinuing at end of Winter Quarter, 15.Entering at beginning of Spring Quarter, 1.Attendance for current Quarter, 97.UNIVERSITY RECORD 157<Ktttrettt IBbotts,A dinner was given April 18 at the Hotel del Pradoby the Denison Club of The University of Chicago inhonor of President D. B. Purinton of Denison.President Harper, in speaking for The University,stated that in the past four years no less than fifty-three men who had been at Denison as students orprofessors, have been connected with The Universityof Chicago. Of these, five have been in the Facultyof Denison; ten have taken undergraduate work atDenison but have not completed it there ; and thirty-eight are alumni of Denison, having received theirbachelor's degree there. Of these alumni eight haveoccupied positions on the faculties of The Universityof Chicago; five have held University fellowships;eight have been students in the Graduate Schools ; andtwenty-one in the Graduate Divinity School.Addresses were also made by President Purinton,and by Dr. N. S. Burton, for many years pastor of theGranville Baptist Church, one of the founders ofShepardson College and for a time President ofDenison University. Professor John W. Moncriefacted as toastmaster.There were present President D. B. Purinton,President and Mrs. W. R. Harper, Dr. N. S. Burton,Mrs. E. D. Burton, Professor and Mrs. CharlesChandler, Professor and Mrs. F. J. Miller, Deanand Mrs. T. C. Roney of Armour Institute, Professor C. F. Castle, Professor and Mrs. J. W.Moncrief, Dr. and Mrs. L. D. Rogers, Charles A.Marsh, Mrs. Wm. Burns, Miss Laura Thresher ofDayton, Ohio, Mrs. C. J. Baldwin of GranvilleOhio, Professor and Mrs. George B. Foster, MissLouise Hulbert of Morgan Park, Mr. and Mrs. Ewart,Charles TB. Goodspeed, Rev. Bruce Kinney andothers.At the meeting of the National Educational Association to be held at Buffalo, N. Y., beginning July 7,Head Professor John M. Coulter is to speak upon"The Function of Nature Study in the Culture of theIntellectual Powers," and Head Professor A. W. Smallon " The Relation of Sociology to Education."Professor Edmund J. James was recently electedFourth Vice-President of the National MunicipalLeague at its Meeting in Baltimore, May 7.Head Professor H. P. Judson addressed the SouthernBaptist Convention which held its annual session atChattanooga, Tenn., May 7—10. President Harper has accepted the Chairmanship ofthe Central Educational Committee of the CivicFederation of Chicago.Head Professor Dewey is to give the commencementaddress at Rockf ord College, June 17.Head Professor Albion W. Small addressed TheUniversity at the Vesper Service, May 17, upon thesubject "The Christian View of the World."Head Professor Albion W. Small addressed thestudents of Des Moines College, Wednesday evening,May 20, upon the subject "Present Opportunities tomake a Career."Professor Benjamin S. Terry delivered an addressbefore the History and Literature Section of theChicago^High School Teachers' Association on "TheStudy of History," May 21.Professor John Henry Barrows, Haskell and BarrowsLecturer in Comparative Religion, delivered an addressbefore a distinguished assembly of French scholars inthe Hall of the Learned Societies (la salle desSocietes savantes), Paris, April 25. M. Leroy-Beaulieupresided and among those present were the vicomtede Meaux, MM. Frederic Passy. Bonet-Maury, La-visse, Buisson, Georges Picot, Theodore Reinach,C. Wagner and Fabbe Charbonnel. Dr. Barrowsspoke in French upon the subject "Religion and theBrotherhood of Man." The^Conference was held inthe interest of the project to organize a "Congress ofReligions" in 1900. The speaker was received withfavor and his address was heartily applauded. Dr.Barrows was "received" by the French Academy onMay 2.President T. G. Brownson of McMinnville College,Oregon, a graduate of the Morgan Park TheologicalSeminary, class of 1883, has been elected President ofthe California Baptist* College, Oakland, California.Berkeley Brandt, of Chicago, A.B. of The University of Chicago, April 1895, passed his examination inApril last for admission to L'Ecole des beaux Arts,Paris. Out of three hundred and sixty-five applicants158 UNIVERSITY RECORDof whom sixty were Americans, Mr. Brandt stoodfourth. His rank in mathematics was the highest ofany American. The examinations this year are saidto have been the most searching ever held and therequirements for admission the highest ever imposedby the school.The Journal of Geology, April-May, has appeared from the University Press. A brief analysisof the contents is as follows :The Magmatic Alteration of Hornblende andBiotite, by Henry S. Washington. It is well knownto petrographers that these minerals under some conditions tend to alter into a granular mass of augiteand magnetite. The causes of this alteration are herediscussed. After reviewing current theories, including that of Zirkel, the author proceeds to develop hisown views. He finds that this alteration is mostcommon in the intermediate group of volcanic rocks.He finds it rare in the plutonic rocks. From thelatter fact he infers that conditions of slight pressureand moderately slow cooling are favorable to thechange. The theory proposed is that hornblende andbiotite crystals are formed at an early (intratelluric)stage of eruption under conditions of great pressureand probably in presence of mineralizers. As theyapproach the surface in the course of an eruption thepressure diminishes leaving the temperature still highuntil a point is reached where the substance is nolonger stable. Here a molecular change is begunwhich induces a molar change, so that the chemicallyand physically homogeneous hornblende or biotitebecomes the heterogenous granular aggregate ofaugite and magnetite. The origin of the augite an-desites is then discussed in the light of this theory.On the Origin of the Chouteau Fauna, by HenryShaler Williams. In a former number of the Journalthe origin of this fauna was discussed by StuartWeller. In the present paper the author dissents fromtwo opinions therein expressed ; (1) that the Chouteaufauna was contemporaneous with the Chemung faunaof New York, and (2) that it arose by the mingling ofa fauna which in the Devonian was represented by theHamilton in New York and the general Devonianfauna of Europe represented by the Middle Devonianof Iowa and British America. Three reasons based onthe study of the faunas themselves are given for thinking the Chouteau was later than the Chemung. Froms, similar study the author concludes that there is notat hand sufficient evidence of the composite origin ofthe fauna in question.North American Graptolites, by R. R. Gurley.The present paper is a continuation of one in the Jan uary-February number of the Journal. The verticalrange of graptolites is quite fully discussed and tablesare given showing the horizon and geological range ofeach species, so far as the facts are known. The valueof these tables is much enhanced by references to theoriginal sources of information, in a large number ofcases. The author finds that graptolites may beclearly traced to the beginning of the Carboniferousperiod, and he thinks it likely that allied genera livedthrough the Palaeozoic.Deformation of Bocks, II. An Analysis of Folds,by C. R. Van Hise. Folds are divided into simple,composite and complex. The author compares a rockfold to a wave of the sea, each large wave havingsuperposed on it waves of the second order, these having waves of the third order, etc. Thus while theforces producing them are different, the complexity ofthe two are comparable. Various forms of folds arefigured and the relation between them clearly stated.Simple folds may be united to produce a great varietyof composite structures anticlinoria and synclinoria.These may be normal or abnormal and upright, inclinedor overturned. As to abnormal composite folds,several factors modify the result: 1. Readjustmentbetween the beds. 2. The great strength of theolder rocks. 3. Decreasing lateral stress with depth.4. The position of the fold in the group of rocksfolded. Complex folds are folds considered in threedimensions. This complexity may be due to differences in thickness and strength of beds in differentplaces, unequal thrust on different parts of the borderof an area, and to the fact that thrust may be in twoor more directions. A number of practical directionsare given for discovering and interpreting in the fieldthe structure of complex folds.C. R. Van Hise continues the "Summary of CurrentPre-Cambrian North American Literature. S. Wellercontributes a review of Williams " Geological Biology."A long list of publications recently received closes thenumber.The Commencement Exercises of the Dano-Nor-wegian Theological Seminary at Morgan Park tookplace from May 10-12.The purpose of this Seminary is to fit young men topreach the gospel to the Danes and Norwegians in thiscountry and in the home lands. According to thecensus of 1890 there were in the United States 213,036Danes and 596,131 Norwegians, together 809,167 Danesand Norwegians. They have been one of the important factors in building up the great Northwest,where, as is well known, they chiefly settled. Themissionary work among this people is very important.UNIVERSITY RECORD 159They need the gospel, and the evangelistic work amongthe immigrants is the best means to solve the impor*tant question of amalgamating the foreign elementsof our population. But there must be trained Danishand Norwegian ministers, who can preach to them intheir native language. The Dano-Norwegian Theological Seminary at Morgan Park is the only Baptist^Theological School for Danes and Norwegians in thiscountry, and there is no other for Norwegians in theworld,. This school year was the twelfth since the seminarywas organized. Twenty-six have attended the seminary during the year, six of them having matriculatedlast fall as new students. The year has passed successfully. Instructors as well as students have doneconscientious and energetic work, and the year hasbeen one of the best in the history of the seminary.May 8, the Literary Society of the Dano-Norwegian Theological Seminary had its last meeting inthe first Danish Baptist church in the city. Thechurch was filled with interested visitors. Writtenexaminations took place in the different classes onMay 11 and 12, and the school year was brought to itsclose May 12. On that evening the closing exercisestook place in the city at the first Danish BaptistChurch. Ten young men graduated this year fromthe seminary, and all of them have fields of labor;three will return to Norway where they have acceptedcalls as evangelistic workers. The commencementexercises passed off to the evident satisfaction of allpresent. Rev. C. Henningsen, pastor of the church,read the Scripture and offered prayer. Two graduating students read theses, evincing a thoroughgoingand solid preparation, one in the department ofSystematic Theology, and the other in that of ChurchPolity.It was a great encouragement that the Dean of theDivinity School, Dr. Hulbert, and the Secretary, Dr.Hewitt, were present. Dr. Hulbert spoke very impressively and tenderly to the outgoing brethren and Dr.Hewitt brought a message full of sympathy andencouragement. The meeting closed with some part ing words to the graduating class by the Dean of theSeminary, Professor H. Gundersen. Some remarksfollowed by the other teachers, Messrs. Olson andLawdahl. After the closing exercises refreshmentswere served by the church and the evening was spentin social conversation. H. Gundersen.Notes from Morgan Park Academy :A full Academy Scholarship has been awarded to Anna J.Le Fevre, Gibson City, in place of Edith Herbst, withdrawn,and a Walker half-scholarship to Alice M. Sandberg, MorganPark, in place of Raymond Ely, withdrawn.The Academy Faculty has voted to set aside Wednesday,June 10, after 9 :00 a.m., as a holiday for Academic Day. Thegraduating class will hold its exercises in the afternoon andevening of the same day.At the Concert by the Academy Chorus, given at Blake Hall,May 7, the following artists participated: Mr. Frank M. Bronson, Accompanist ; Miss Bertha M. Kaderly, Soprano ; Mr. AugustYunker, Violinist ; Mr. Alfred Williams, Bass ; Mr. WilhelmMiddelschulte, Pianist.Mrs. Anderson entertained the' members of her classes andthe Faculty at Anderson House on Saturday evening. MissBowen of The University gave a very interesting talk on studentlife in Oxford.The Columbian Literary Society held an open meeting onFriday, May 15. The entertainment of the evening consisted ofa piano recital by Miss Nellie Swartwout and vocal solos by Mr.Edward T. Clissold.The Philolexian Society will hold an open meeting on Friday,May 22. George Murphy will be tried before Judge Howard forsetting fire to Park Hall.The circular of the third summer quarter appeared onThursday, May 21. The special appointments for the quarterare Wm. H. Butts, A.M., Instructor in Mathematics; JohannesB. E. Jonas, A.M., Instructor in German ; Leon Li6bard, S.B.,Instructor in French; Alice N. Simpson, A.B., Instructor incharge of the Introductory Year ; William F. Tibbetts. A.M.,Instructor in Latin; Addison W. Moore, A.M., Instructor inEducational Psychology. The lecturers are Professor EarlBarnes, Associate Professor Julia E. Bulkley, Professor JamesE. Russell, Associate Professor Charles It. Henderson, AssociateProfessor A. Alonzo Stagg. The new features of importance arethe courses in Educational Psychology by Mr. Moore, in GeneralPedagogy by Dean Thurber and in Swedish Gymnastics by Mr.Payne.160 UNIVERSITY RECORD©f)e Calendar,Hay 23-30, 1896.Saturday, Hay 23.Administrative Board of Libraries, Laboratories,and Museums, 8:30 a.m.Philolexian Society, 7:30 p.m. (see p. 152).Sunday, flay 24.Vesper Service and Address by Miss Susan F.Swift, Kent Theater, 4:00 p.m. (see p. 151).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 25.Chapel.— 12:30 p.m. (see p. 151).Germanic Club, 3:00 p.m. (see p. 150).Forum and Philolexian Societies, 7:30 p.m. (see p.152).Tuesday, May 26.Chapel.— 12:30 p.m.Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6: 45 p.m.Semitic Club, 8:00 p.m. (see p. 150). Wednesday, Hay 27.Monthly Meeting of the Junior Colleges, Chapel,,Cobb Lecture Hall, 12:30 p.m. (see p. 146).Piano Recital, Kent Theater, 5: 00 p.m. (see p. 151) ..Club of Political Science and History, 8: 00 p.m..(see p. 150).Thursday, May 28.Chapel.— 12:30 p.m. (see p. 151).The Young Women's Christian Association, Lecture Room, Cobb Lecture Hall, 1:30 p.m.Friday, Hay 29.Chapel.— 12 : 30 p.m.The Young Men's Christian Association, Lecture Room, Cobb Lecture Hall, 7:00 p.m.Saturday, May 30.Decoration Day ; a holiday.Material for the TJNTVEKSITY KECOED must be sent to the Kecorder by WEDNESDAY, 12:00 M.^in order to be published in the issue of the same week.