Price $1*50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOZbc TUnivetsftB ot Cbfcago J>ressVOL. I., NO. 9. PUBLISHED EVERY FRIDAY AT 3 P.M. MAY 29, 1896.I. Addresses and Papers -"Horace Mann, The Educator Statesman," by Charles H. Thurber. CONTENTS*- 161-165165-168II. EducationalChild Study Congress.The Seventh Educational Conference of theHigh Schools and Academies.III. Official Actions, Notices, and Reports - 169-170IV. The University 170-174Instruction; Music; Religious;Libraries, Laboratories, and Museums. Literary :''The Nature-sense in Literature andArt," by Camillo von Klenze."Germanic Law in the Heliand," byHermann B. Almstedt."Vowel Harmony in the Elis Saga," byJessie Louise Jones." The Quadratic One to Two Transformation Between Two Planes," by BuzzM Walker.' On Binary CubicOskar Bolza. Involutions," byV. The AlumniVI. Current EventsVII. The Calendar 175175176Entered in the postoffice Chicago, Illinois, as second-class matter.Eirtrresses attfc papers,Horace Mann, The Educator Statesman.*By Charles H. Thurber.So foreign to the Anglo-Saxon mind is the conceptof a teacher as a professional man and of educationas either a science or an art that pedagogy and itsadherents have not yet developed any terminology ofgeneral currency. Teacher, educator, educationist,educationalist — one man in his time plays all theseparts, often at the same time, and generally neither henor the public knows which part he is playing. Eventhose fountain heads of all exact knowledge, the dictionaries, the latest and the best, are widely atvariance and entirely at sea in defining these terms,some attempting to make a distinction, and afterefforts that excite our admiration and almost moveour pity finally winding up with the statement thatthey are all exactly synonymous ; others frankly abandoning the task as hopeless and simply giving them all as synonyms at the start. Yet there is need, greatneed, of a careful definition of these several terms.A teacher may be an educator and may not be ; aneducator may be a teacher, frequently is not; aneducationist is perhaps a sort of mugwump, neitherone nor the other and a part of both. A man whosimply imparts instruction is a teacher ; in so far as heunderstands the ethical and psychological principlesupon which that instruction is based, he is an educator;if in addition to the psychological and ethical basis heis a master of organization and possessed of executiveability he belongs to another class, to which I thinkthe word educationalist ought to be applied. If inaddition to these qualities he is a master of the sociological relations of education and has an original andcreative mind, with the power of originating new* A paper read at the celebration of the centennial anniversary of the birth of Horace Mann by the Pedagogical Club of TheUniversity of Chicago,' May 4, 1896.162 UNIVERSITY RECORDmovements, of planning and consummating new combinations, this rare soul, lonely in every century,belongs to a class by himself. One such soul makesany era rich. Gifted with all these powers was HoraceMann, and I can think of no better term to designatehim than that of the Educator Statesman.Humbly born, reared in poverty, bearing in youth ayoke of incessant labor which through all his life henever for a moment shook off, his very opportunitieswere self-made. Brilliant of intellect, resolute ofendeavor, he gained early in life, in law and politics, aleader's position. He was indeed a born leader. Inthe flush of his professional success there came thecall to his life work, a call which this time consistedin the opportunity, and his own interest, enthusiasmand conscious power and adaptability for the work tobe done. Well might he answer like Saul of Tarsus"I was not disobedient unto the heavenly vision."It took a heroic quality of moral courage and aninfinite capacity for self-sacrifice to obey the call. Onthe one hand lay wealth, honor, political preferment,all the world and the things thereof ; on the otherhand he had, not to meet a need alone, but to createit ; not to administer a system, but to build it up ; notto float with the current, but to fight against the tide.That he would do a work of lasting value, a work thatwould mould the destinies of a continent he could notdream. He would be misunderstood, maligned, slandered. His good would be evil spoken of. Enemieswould be thick about him. The battle would surelybe long ; the result was as likely to be disastrous as tobe successful. But the fact was that there was a workto be done ; he was called to do it, and with a devotionthat is rarely paralleled, and has perhaps never beenexcelled, giving up everything for which he had up tothat time been striving, he gave himself to hisduties as Secretary of the Massachusetts Board ofEducation. Today there is scarcely a more honoredposition in educational work. Massachusetts hasleavened New England and New England has leavenedthis whole great Republic. Only recently has anyonedared to think that anything but good could come outof Massachusetts ; few have been so bold as to suppose that anything really good could come from anywhere else. When we think of Horace Mann as calledto the secretaryship of the Board of Education ofMassachusetts, our first thought is, what a splendidposition it was to which he was appointed ! We cannot realize what a gulf there is between the Massachusetts of today and the Massachusetts of daybefore yesterday. In 1837 Massachusetts was alreadystill a leader, but it was largely a case of the blindleading the blind. In education as in statemanship this country had not outgrown the eighteenth century. Yet the economic and sociological developmentthat has made this century so marvelous had begunEducation was then, as it usually has been, at least inthe past, a little if not a good deal behind the timesThere was already, it is true, a vigorous educational life in Massachusetts, many educational forcesin play, many movements, but all lacking concentration, coordination, all often working at cross-purposes. A great organizing mind was needed toharness these forces, to put the bits in their mouthsif necessary the whip across their flanks, and set themto pulling together.What means did Horace Mann employ ?In a word, every means that is employed today.What he did not originate he perfected. He availedhimself of teachers' institutes for kindling some sparkof professional ambition and spirit in the minds ofthe teachers. He lectured wherever he could tointerest and arouse the public ; he founded an educational journal " The Common School Journal," whichwas run not simply that the editor might have freepasses, free books, and possibly a little surplus in hispocket, while he incidentally tickled the self-esteemof his readers and furnished cheap devices for lazypedagogues, but which was rather a tremendousinstrument for inculcating sound pedagogical principles, and spreading the propaganda of better teachersand better schools. Best of all, perhaps, he realizedfor the first time the possibility of the Annual Report,which has since become in the hands of school officials of all grades one of the most powerful, if notaltogether the most powerful, means of keeping thepublic informed about education in all its branches.His reports have been characterized as the mostremarkable ever produced by a single man. In ourcountry there is certainly nothing to be comparedwith them unless it be the memorable series publishedby the present Commissioner of Education when hewas superintendent of schools in St. Louis. Thesetwo sets of reports are educational classics. In hisreports Horace Mann discussed broadly and philosophically the fundamental principles of education,with a breadth of insight and a strength of graspthat are magnificent. He had courage too. He dared,rash man that he was, to say, after a visit to Prussia,that there were features in which the Prussianschools were superior to the schools of Massachusetts,and for saying that he brought down upon his unluckyhead the wrath of thirty-one Boston schoolmasters.He certainly could not count among his friends themany private schools which could not but be jealous ofthe ^development of the public school system. Un-UNIVERSITY RECORD 163sectarian education was by no means as universallyaccepted then as it is now. Today wise men are toiling to collect a few scattered fragments of theScriptures that will not offend anybody, in the hopethat perhaps some day these scriptural scraps may befed to the children in the public schools. At thattime the church still felt that it had the strongestclaim on the training of the young and watched withjealous eye the encroachment of unsectarian schools.Incompetent teachers did not like to be disturbed.Methods that were the homeless orphans of forgottencenturies had found an asylum in the schools, andwho could bear the thought of turning them adriftagain into an unfriendly world? Then there wasschool architecture to be considered. The little redschoolhouse is as dear to our memory as the thrashings we got in it, but we would not like today to stableour horses in one of them, much less our bicycles.School funds must be regularly provided, schoollibraries developed, the feeble minded and the juvenileoffenders who were not fitted for the regular schoolsshould no longer be left free to go their direct roadto the poorhouse and the devil. Society must betaught to do its duty by them and to give them suchtraining as they could receive. These were some ofthe problems and difficulties Horace Mann had to meet.His two most notable achievements were the establishment and development of normal schools for the professional training of teachers and the passing of the firstcompulsory education law of the state. Teachers mustbe trained ; children must be trained. The greatdefect was that the training of the teacher was notmade as compulsory as was that of the children.In many things it seems to me that his careerparallels that of the greatest statesman of moderntimes, Bismarck. The work of both was constructive.Each served a great idea: each served at the outset asmall state. Bismarck was misunderstood, maligned,hated, detested, because he dared not explain ; toexplain would have been fatal to his end. Mann wasmisunderstood, opposed, thwarted, because he couldnot explain on account of lack of sympathy and understanding on the part of the people. Bismarck createdthe German empire; and when his purpose stoodforth fully revealed he became at once the idol of hispeople. Mann shaped the school system of Massachusetts and through it, by the example given, has perhaps more than any other person moulded the education of the United States. Today all over this land agrateful people and a lofty profession are offeringtribute to his greatness. Bismarck was a statesman;Mann an educator-statesman.We can hardly suppose that it would be his wish that we should allow such an occasion as this to befilled only with eulogy of his name. If his life hasany lessons to teach us, they should be this dayenforced. His life work has been a great directing-influence in the education of the nineteenth centuryin the United States. That century and its workare nearly done. The work of the twentieth centurywill be, we are sure, something different. In thatwork some of us will be called to share. It will haveits own problems, its own difficulties ; educationalmethods and organization must be made to fit theenlarged life of that century. What has answeredthus far will soon be inadequate. We are too liable tothink that everything has been done, because so muchhas been done ; but the twentieth century will standin greater need of educational leadership than have-any of its predecessors. Conditions change, but thesame problems, largely, remain. New means andmethods must be found, but the spirit that animatedHorace Mann must animate other leaders of the newtime. We cannot forecast in full what the needs ofthis new day will be, but a few of the questions thatour twentieth century educator-statesman must facecan be clearly foreseen.First: Horace Mann labored to introduce the professional training of teachers. Largely through hisefforts normal schools were built up. Is this workdone ? Are there no further steps to be taken in theprofessional training of teachers ? Has the final wordbeen said? To ask the question is to answer it.What has been done has but served to disclose itsown inadequacy. The enormous majority of teachers.are still without anything that can properly be calledprofessional training. Indeed, just what this professional training shall be is by no means clear. Inour higher institutions of learning there is too oftena lack of sympathy with this work and an unwillingness to recognize responsibility for it. While the workthat Horace Mann and his colleagues started throughthe normal schools is bearing fruit richly among ourprimary and grammar teachers, it must be the workof the twentieth century to recognize the necessity ofprofessional training for teachers in higher schools?even in universities, and to put the work of theteacher on a real professional basis.Second : But are the normal schools themselves perfect ? Is their function clearly -defined ? Are theyfully performing all the duties that devolve uponthem ? As is well known, only a very small proportionof teachers have a normal school training. There arenot normal schools enough to train one-fourth of theteachers that we must have. A teacher in one of thebest normal schools in the United States wrote me164 UNIVERSITY RECORDonly a short time since that they really had there acomplete college course. He thought this was to theircredit. In my judgment such a course ought to besuppressed by law and the school made to do that forwhich it was erected and for which it is supported bythe state. From my experience in another state Iknow that a great many young people go to the normal schools for an academic education and for preparation for college. The normal schools really encourage this kind of attendance, though they give generallya poor college preparation, and so accomplish a doublewrong, first, in turning aside from their work of training teachers for which the state supports them, and,second, in giving many students who do not intend tobe teachers an education which poorly fits them for^college. The normal schools in this country are todayyielding to the temptation to which many other schoolshave yielded, and still yield, namely, to do somethingdifferent from what they ought to do and what theycan do. The normal schools are solely for the purposeof training teachers for the public school work. Theremust be enough of them to do this and they must notbe allowed to do anything else. The Universities,some of them at least, must give that higher trainingwhich will supply teachers for the secondary schoolsand the colleges, and for the normal schools themselves.Third: Have we fully solved the problem of theorganization of state school systems, a problem towhich Horace Mann gave so much of his life, so thatthe best men shall be in control and the best resultsshall be obtained ? When the best men are in control,we congratulate ourselves. It is a matter of nationalcomment when a strong educator is placed at the headof a state school system. But four years ago theschool machinery of one of our greatest states wasplaced in the hands of a politician of unsavory record,as a reward for political services, at the instance of aboss of the most offensive type. The one distinct-feature of his administration was a bitter and relentless warfare upon secondary and higher education,which were fortunately in that state not under his control but managed by a man of splendid ability and^magnificent fighting qualities, with a greater political" pull " than the superintendent, so that the cause ofrighteousness was able to triumph gloriously. Shallthe twentieth century repeat the spectacle of the besteducation in the state fighting for its life against thestate superintendent ?Fourth : A new problem has arisen in our day¦Which was hardly a problem at all in the days of Horace Mann. This is the organization and control ofcity school systems. So far these are largely a growth ofchance and circumstance. In many cities the system-is splendid as a beginning. In our greatest city of all,New York, it is a by- word and a reproach, unworthy ofa country village* The problems of civilization mustbe solved in the great cities ; of these perhaps thegreatest is the problem of education. The greatadministrative problem of the twentieth century inschool work will be set in the cities. To its solutionmust needs be brought such ability, such consecration,such unswerving persistency, as characterized thework of him whom we honor to-night.Fifth : The education of the twentieth century willbe more distinctly a sociological problem than it hasever been before. Life is infinitely richer and morecomplex now (and it will be still more so in the twentiethcentury) than at the beginning of this century. Youthmust be trained to meet the new conditions. Education must be correlated with all new developments,with all progress, with all new influences. Educationmust be continuously readjusting itself to life. Theproblems of education like the problems of philosophyare always in the process of settlement. Who canoverestimate the difficulties of this adjustment fiftyyears from now ? How can we magnify its importance?Sixth : It will remain, furthermore, for the twentieth century to establish in this country a system ofeducation which shall be truly national. The beginnings have already been made. It will be a peculiarlydifficult problem in our land on account of our systemof local self-government. One hundred years ago itwas a comparatively unimportant problem ; but today,our country with its magnificent distances, is after allsmall. Chicago is nearer New York than Trenton usedto be. Migrations from one state to another are everyday affairs. We cannot consent very long to have ourchildren lose one or two years of their lives becausethey are transplanted from one state to another wherethe school systems are radically different. We willsuffer this iniquity for a time, because we are patientand long-suffering, but the end must come. It is aproblem worthy of the highest intellects. It must besolved, it will be solved, but it will be at a cost ofmuch discussion and agitation, of much labor and trial.These, as you will see, are all administrative questions, such as were met by Horace Mann in the earlypart of this century. They are not questions that concern directly the teacher in the schools but questionswhich concern the organization and administration of* Since this was written an educational reform has been begun in New York from which much good may be expected.UNIVERSITY RECORD 165school systems. They are questions, however, whichwill determine the efficiency of the teacher's work and,as they are successfully solved, will elevate that workin public opinion to its true dignity and importance.To grapple with these problems we need and musthave teachers who can impart information, educatorswho can base methods of instruction upon sound psychology and direct them by true ethical principles andtoward ethical aims. We need and must have educa-The Third Annual Congress of the Illinois Societyfor Child Study met at The University on Thursday,May li, at 2 o'clock, under the auspices of the Department of Pedagogy of The University of Chicago. HeadProfessor Dewey, who presided, in opening the meeting, welcomed the Congress to The University, andstated that the programme of the afternoon, whichwould be presented by members of Associate ProfessorThurber's class in Child Study, was composed almostentirely of the results of the work done in that classsince January 1. Assistant Professor J. R. Angell hadaided greatly in planning the system of sense testsupon which a report would be presented.Mr. Yoder reported upon his " Investigations inPubescence " illustrating by means of charts of curves.He said "There are two essential processes which concern the life of the individual and the species, —nourishment and reproduction. In the life of a givenindividual the maintenance of its own existence comesfirst. After that has been fairly well provided for bygrowth in size and power, provision for the maintenance of the species is cared for by the establishmentof the reproductive function. This function can beestablished only after a minimum requirement of theindividual has been met. Pubescence is the period ofthis change. In many lower forms the male elementripens before the female, which is the opposite of theorder among higher animals and in man." Mr. Yoderis makiog a study of white rats and has found thatthey pass through a period of pubescence at aboutseventy days of age; that the female gains morerapidly for a few days at this time than the male,though weighing less ; and that there are certainphysical signs of the change.By curves based upon statistics he showed thatthere is always a break in the curve corresponding tothis period — the break occurring about a year later for tionalists who shall be at the head of organized education, men of administrative power and capacity forplanning. Above all, we need for the twentieth century in order to meet and solve the greater problemswhich confront the political and sociological development of the nation, educational statesmenof whom we have fortunately— and rich we are inhis possession — a high type and example in HoraceMann.boys than for girls. A curve showing the ages ofchildren in our Sunday schools rose to highest pointat twelve years of age, then fell rapidly to fourteenyears, rising again for girls after pubescence. Anothercurve showing ages of children in reform schoolsreached its height at thirteen years. Other curvesbased upon various investigations showed the samegeneral feature.The next paper by Mr. H. C. Henderson, was on " AStudy of Children's Reading." A syllabus was prepared by the Department of Pedagogy in February onthis subject and many hundreds of copies have beendistributed. The syllabus, after certain explanationsand directions, asked teachers to obtain from theirpupils answers to the following questions : (1) whatbooks have you read since school opened last September ; (2) which one of these did you like best ; (3) whydid you like that one ; (4) what book have you everread that you liked better ; (5) what book have youever read that you did not like ; (6) why did you notlike it ; (7) if you were given money to buy a book youhad not read what book would you buy ?Between four and five thousand papers have beenreceived in reply, three thousand of which had beentabulated by the class in Child Study, with resultswhich Mr. Henderson reported. A large chart wasused to depict these results graphically. The totalnumber of books represented in the tabulation wassixteen thousand. The following table shows the totalnumber of books read, and the percentage of the different classes of literature for boys and girls :Boys, Pee cent. Girls, Per cent.Fiction, 4514 55.8 7062 81.5History, 1298 16.0 576 6.6Adventure, 1069 13.2 152 1.7Biography, 558 6.9 317 3.6Travel, 228 2.8 135 1.5Science, 208 2.6 130 1.5Poetry, 2048079 2.6 2888660 3.3tEftueatumal.Child Study Congress.166 UNIVERSITY RECORDThe total preference expressed by 1227 boys and 1211girls are classified as follows :Boys, Per cent. Girls, Per cent.Fiction, 575 46.8 933 77.0History, 267 21.7 116 9.6Adventure, 168 13.8 21 1.7Biography, 124 10.3 71 6.3Travel, 41 3.3 22 1.8Poetry, 30 2.4 38 3.1Science, 221227 1.8 101211 .8A list of the Best Hundred Books according to thechildren's own preferences was also prepared. Thefollowing are the first twenty -five in order of choice:Little Women, Uncle Tom's Cabin, RobinsonCrusoe, Boys of '76, Life of Washington, Black Beauty,Grimm's Fairy Tales, Little Men, Little Red Riding-hood, Under the Lilacs, Little Lord Fauntleroy, Lifeof Lincoln, Evangeline, Two Little Pilgrims' Progress,Fiske's History of the United States, Seven LittleSisters, The Bible, Story of Our Country, Alice inWonderland, Longfellow's Poems, Building of theNation, Jack and the Bean Stalk, Sweet William,Cuore, Cinderella, Arabian Nights.The next paper was by Mr. Frederick Eby on" Suggestions for work to be done by Teachers." Hesaid :" The development of child study largely dependsupon the sympathies of the primary teachers. Somespecialists have held that only the psychologist canobserve the child, and as for experiment there isneeded still more the trained man with the theory.Professor Sully admits "that some part of this inquiryinto the minds of school children may very well beundertaken by an intelligent teacher." The reasonthat teachers up to the present have not participatedmore in child study is the lack of a simple methodcapable of producing scientific results in the hands ofunskilled workmen. The task is to elaborate a methodwhich shall successfully adjust the relation of theteacher to the theorist and the theorist to the teacher.Such a method we have in the use of syllabi speciallyprepared by careful scholars and then put into operation by the teachers. Two phases of the syllabi orstatistical method have been employed successfully :First, a list of direct questions which the teacherplaces before the children and bids them answer,a method illustrated in the syllabi, distributed thisafternoon, prepared in the seminar in child study,the topics being Child ^Esthetics, Children's Interestsin the Studies of the Curriculum, and The SecretLanguage of Children ; (This was the methodfollowed in the study of Children's Reading, theresults of which have just been presented.) Second,the method most employed by Professor Barnes in California in which a simple story is related whichis then used as a basis of discovery. Hitherto thespecialist has only intrusted the teacher to employ thesyllabus and then return all the answers to somecentral place for tabulation. This entails an enormousamount of toil upon the tabulator. It is now proposedthat the work of tabulation be undertaken by theteachers themselves, and for this purpose the syllabidistributed this afternoon are provided on the reverseside with blank forms for tabulating the results.Through the kind assistance of the Principal of the RaySchool, to whom the thanks of the department isdue, it has been possible to test these syllabi beforeprinting. In this way errors have been checked in thequestions and careful tables have been drawn up forthe use of the teacher. The tests in the Study ofChild ^Esthetics show a vast majority preferring colorto form, indicating undoubtedly that drawing shouldbe begun with colored crayon and not with pencil.Out of forty children, thirty were employing or hademployed a secret language. The teacher is not merelyat the command of the specialist in this matter, hemust assist by finding new view-points for furtherstudy. The statistical method can never supersedethe careful investigation of trained scientists but it iscapable of wide employment."Mr. Fred W. Smedley gave a report on the sensoryand motor abilities of the pupils of the UniversityPrimary School as determined from tests andmeasurements made by Mr. A. A. Wood and himselfduring the latter half of the winter quarter."All our knowledge comes primarily through thesenses — the five gates to the city of Mansoul, asBunyan called them. A defect in any of these sensesnot only shuts the children from many of the pleasuresof this world but it tends to warp and dwarf their entiremental growth."These tests are especially important in revealingto parents and teachers the sensory defects ofthe children so that, as far as possible, they maybe corrected. A number of such defectives weredescribed in an impersonal way, showing the effects ofthe sense defect and what was being done to overcomeit. The teacher through these measurements mayknow each child's sensory and motor powers and soknow for what occupations the child is best fitted bynature.In comparing the results of the tests of the schoolchildren with the same measurements made on adultsthe children's senses showed the greater acuity.There is a direct benefit to the teacher who makesthese tests. They form a suitable beginning for ateacher who is to develop a thoroughly organized andUNIVERSITY RECORD 167assimilated knowledge of child psychology and becomea trained observer of children. Such a teacher, betterunderstanding the nature of children, will better knowtheir needs and be better able to provide forthem.Mr. Chauncey P. Colegrove then spoke on "TheDebt of Art to Childhood." No one who thinks canlook into the face of a little child and not ask Car-lyle's double question, "Whence, and Whither."Mr. Fiske states that civilization on its moral andaesthetic side has grown out of the prolongation ofthe infancy of the human being. The mother, then,was the first artist. Language grew out of the mostfundamental of human relations, — that betweenmother and' child. Her lullaby was the beginning ofmusic and poetry. Her efforts to please the eye andbusy the hand of her child paved the way for paintingand sculpture. Creative artistic power is the mother'sinstinctive love for the child "writ large." Hence themoral value of art.Creative art, founded on the mother instinct, hasfound in the beauty, simplicity, and possibilities ofchildhood its most inspiring and persistent ideal.Greek art gave us a perfect ideal of the physical child.Christian art infused into this physical art-child thespiritual element, — the element of the individualworth. The union of these two ideals — pagan andChristian, physical and spiritual — as we find it inRaphael's Madonna of the Goldfinch, or the Di SanSisto, gave to art its highest type of childhood.The artist has paid his debt to childhood by emphasizing the lovable and beautiful traits of children,thus stimulating parental love, by robbing schoolrooms of their gloom and adding beauty to text-books,by breaking down the theological and educationaldogmas of the total depravity of childhood, and byCreating for the child himself a world of beauty andenjoyment.In introducing the musical part of the programmeDr. Wardner Williams said "In teaching art we shouldendeavor, as early as possible, to bring the student toan art basis. Show that the idea in the music is fre quently indicated by its title. To make this practicalthen let the student present a list of original titles,which are suggestive of artistic thought. A list froma comparatively inexperienced student is 'Peace,' 'TheBrook,' 'The Wanderer,' 'Forsaken,' 'Expectation.'Among others I have received these titles : ' Night,'* Springtime,' * The Evening Star,' ' The Poet's Dream/' A Storm on the Lake,' ' Song of Builders,' * Whither,'* Flight and Pursuit.' The teacher can go over such alist with the pupil, discussing the sentiment of eachand suggesting the artistic form it might take. Gothrough the list, first drawing from the students theirthought on what they suppose to be original titles, andlast of all show them the works of the masters uponthese very subjects, or similar ones. The practicalbenefit of such study is to enable the student to discern readily artistic music as it comes to him from thehand of the composer. In these days we need to teachthe mind to clothe every effort with intelligence, andhow can this be done more effectively than to set themind at work as the dominant agency in every form ofdiscipline."Only once or twice before has the Theater of KentChemical Laboratory been so crowded as at this meeting. The attendance was between six and seven hundred. The other meetings of the Congress were heldat the Chicago Normal School. The Congress was thelargest and most important meeting of the kind everheld in the world.Among those present were President G. Stanley Hall,of Clark University; Hon. Chas. R. Skinner, StateSuperintendent of Public Instruction, New York;Hon. H. R. Pattengill, State Superintendent of PublicInstruction, Michigan ; Col. Francis W. Parker, Chicago Normal School ; Hon. Orville T. Bright, Superintendent of Schools, Cook County ; A. F. Nightingale,Superintendent of High Schools, Chicago ; PresidentJohn W. Cook, Illinois Normal University ; ProfessorM. V. O'Shea, University of Buffalo, Buffalo, N. Y.;Professor L. H. Galbreath, State Normal School,Winona, Minn.; Dr. C. C. Van Liew, Illinois NormalUniversity ; and Dr. W. S. Christopher.The Seventh Educational Conference of the High Schools and AcademiesAffiliating: or Co-operating with The University of Chicago. Saturday, June 6, 1896.Morning Session.Chapel, Cobb Lecture Hall.9:30 — Introductory Address, President W. R. Harper. Abstracts of the Minutes of the Sixth Conference.10:00— Short Papers and Open Discussion upon thefollowing topics : (1) " What is the necessary minimum equipment for a college preparatory school ? " PrincipalC. W. French, Hyde Park High School. (2) "To whatextent should the work of teachers be specialized ? "Principal George W. Huff ord, Indianapolis High School.(3) "What is the acceptable minimum recitationperiod?" Principal E. G. Cooley, Lyons TownshipHigh School. (4) "How can students be best encour-l-68r UNIVERSITY RECORDaged to go on to college ? " Principal James E. Armstrong, Englewood High School.11:45 — General Presentation of the System ofCooperation, Assistant Professor F. J. Miller, TheUniversity of Chicago.Afternoon Session.2 : 00 — Departmental Conferences.[While individual teachers have been requested to prepareand read short papers upon the topics mentioned below, it ishoped that all who expect to attend will give these subjects previous consideration, and be prepared to take part in the discussions.]Latin and Greek (Cobb Lecture Hall), AssistantProfessor Miller. — (1) "How to set an examination inLatin or Greek ; " Mr. Geo. K. Rockwood, W. Division High School ; Mr. Edwin L. Miller, EnglewoodHigh School; Miss Elizabeth C. Grimshaw, SouthChicago High School ; Miss Eva Moore, Dubuque,la.; Miss May Bestor, East Aurora High School. (2)"How to read and grade an examination paper;" Mr.Samuel Leland, Harvard School; Miss KatharineReynolds, West Aurora High School. (3) "How andhow not to translate;" Assistant Professor CliffordH. Moore, The University of Chicago.German (8B, Cobb Lecture Hall), Assistant Professor von Klenze, The University of Chicago. — (1)" The value of composition work ; " Mrs. Aeshleman,Chicago Academy. (2) "The work required for German ; " Mr. Max Batt, South Side Academy. (3) "Howmuch attention can be given to conversation in preparing students for the entrance examinations inGerman?" Miss Luanna Robertson, Morgan ParkAcademy.- French (B 10, Cobb Lecture Hall), Assistant Professor Bruner, The University of Chicago. — "Whatshould be the first year's course in French ? (1) Howmuch conversation ? (2) How much grammar ? (3)How much prose composition ? (4) What texts shouldbe read?"English (Haskell Oriental Museum, first floor),Assistant Professor Lovett, The University of Chicago. — (1) "The teaching of literature in secondaryschools;" Mrs. May Wright Sewall, Classical Schoolfor Girls, Indianapolis. (2) "The teaching of language in secondary schools;" Associate Professor F. A.Blackburn, The University of Chicago.History (C8, Cobb Lecture Hall), Dr. Schwill, TheUniversity of Chicago. — (1) "The amount and kind ofknowledge indispensable to a teacher of history;"Mr. J. B. Roberts, Indianapolis High School. (2)"The Methods of using the library;" Mr. H. B.Learned, Armour Institute. (3) "Literature as anaid in teaching history ; " Miss Elliott.Mathematics (Room 36, Ryerson Physical Laboratory), Dr. Young, The University of Chicago. — Theteaching of algebra will be the general topic for consideration. Discussions will be opened by speakerson the following topics: (1) "Class-room methods."(2) "Written work." (3) "The individual method."(4) "Reviews." (5) "The third year (reviews)." (6)"Examinations."Physics (Ryerson Physical Laboratory, first floor),Associate Professor Stratton, The University of Chicago. — (1) Lecture (illustrated): " The light wave asused in measurements of length ; " Head ProfessorMichelson, The University of Chicago. (2) Papersand discussions on the following subjects : (a) " Whatthe course of elementary, physics should include ; a)as to class work, /3) as to laboratory work." (b) "Thecharacter of the examination or test required in laborratory work." (c) " The relation of the academic tothe college course in general physics."[Note. — The subject of chemistry will be emphasized at theAutumn Conference of 1896.]Botany (Walker Museum, third floor), Dr. Davis,The University of Chicago. — "Methods of teachingbotany in the secondary schools." Head ProfessorCoulter and others will speak.Physiography and Geology (Walker Museum, second floor), Head Professor Chamberlin, The University of Chicago. — "What can the university do forgeography, physiography, and geology in otherschools ?" Director Geo. C. Carman, Lewis Institute;Miss Zonia Baber, Chicago Normal School ; AssistantProfessor Robert H. Cornish, Morgan Park Academy.Between the morning and afternoon sessions TheUniversity will give an informal reception and luncheon in Haskell Oriental Museum to PreparatorySchool Teachers, as its guests.UNIVERSITY RECORD \m©ffitcial actions, Notices;, aitiri&eport*.OFFICIAL NOTICES.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 Divinity School students with the Faculty ofthe Divinity School, Wednesday, June 3, at 12:30 p.m.,Assembly Room, Haskell Oriental Museum.Lectures to the Senior Colleges.Head Professor Chamberlin will lecture on Wednesday, June 3.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.The following students have been accepted for candidacy for the higher degrees, May 21, 1896 :Joseph K. Arnold (Semitic) -Mary Bowen (English) - -Jeremiah W. Bray (English) -Charles J. Chamberlain (Botany)Agnes M. Claypole (Zoology) -Wilson D. Crabb (Romance) -Susan R. Cutler (Romance) -Otto K. O. Folin (Chemistry) -George P. Garrison (History)Nellie E. Goldthwaite (Chemistry) -B. C. Hesse (Chemistry) -Theodore L. Neff (Romance)Helen W. Searles (Sanskrit and Comparative Philology) - - . . -Samuel E. Swartz (Chemistry) - '-Clyde W. Votaw (New Testament Greek) Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Ph.D.Herbert E. Cobb (Mathematics) - - A.M.William B. Huff (Mathematics) - - A.M.Eva C. Durbin (History) - - . - Ph.M. Laura C. Grant (Political Economy)Robert E. Moritz (Mathematics)Maude L. Radford (English) -William B. Woods (English) -Edward B. Escott (Mathematics) -Mary M. Sturges (Zoology) Ph.M.Ph.M.Ph.M.Ph.M.S.M.S.M.Final Examinations.The following dates have been assigned for theexamination of candidates for higher degrees :For the Degree of Ph.D.Jeremiah Wesley Bray, Friday, June 12, at 2:00p.m., Boom D 4, Cobb Lecture Hall.Principal Subject— "English."Secondary Subject—" Philosophy."Thesis — " The History of English Critical Terms."Committee— Associate Professor McClintock, HeadProfessor Dewey and Head Professor Shorey.Mary Bowen, Monday, June 15, at 2:00 p.m., RoomD 4, Cobb Lecture Hall.Principal Subject — "English."Secondary Subject — "Romance."Thesis — "The Influence of Petrarch upon Elizabethan Sonnet Writing."Committee — Associate Professor McClintock, Assistant Professor Bruner, and Professor Terry.Leonard Eugene Dickson, Friday, June 19, at 9:00a.m., Room 36 Ryerson Physical Laboratory.Principal Subject— "Mathematics."Secondary Subject — " Physics."Thesis—" The Analytic Representation of Substitutions on a Power of a Prime Number of Letters witha Discussion of the Linear Group."Committee — Head Professor Moore, Head ProfessorMichelson, and Assistant Professor Smith.George E. Vincent, Thursday, June 18, at 9:00 a.m.,Room C 2t Cobb Lecture Hall.Principal Sub j ect — ' ' Sociology."Secondary Subject— "Pedagogy."Thesis—" Social Philosophy and the Integration ofStudies."Committee — Head Professor Small, Head ProfessorDewey, and Professor Hirsctu170 UNIVERSITY RECORDFor the Degree of Ph.M.William Brenton Woods, Saturday, June 13, at2:00 p.m., Room D 4, Cobb Lecture Hall.Principal Subject— "English."Thesis—" Shelley's Attitude toward Religion."Committee — Associate Professors McClintock,Blackburn, and Talbot.For the Degree of S.M.Edward Brind Escott, Wednesday, June 17, at3:00 p.m., Room 36, Ryerson Physical Laboratory.Principal Subject—" Mathematics."Thesis— "The Primitive Substitution Groups ofClasses, 5, 6 and 7."VI. SOCIOLOGY,Mr. C. S. Loch, Secretary of the Charity Organization Society of London, will address the students ofThe University on Monday, June 1, at 8:00 p.m., in Assembly Room, Haskell Museum.Subject: "London's Problem of Poverty."IX. BIBLICAL AND PATRISTIC GREEK.The New Testament Club meets at 5736 Wood-lawn avenue, Tuesday, June 2, at 8:00 p.m.Voluntary Courses in Music.Wardner Williams, instructor in MusicElementary 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 ilusical Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday afternoons at 5:00 o'clock,throughout the year, Committee— Head Prof essor Moore, Prof essor Bolza,and Associate Professor Stratton.For the English Theological Certificate.Tony Louis Ketman, Friday, June 19, at 9:30 a.m.Room 36, Haskell Oriental Museum.Committee— Associate Professor Foster, Head Professor Anderson, and Associate Professor Mathews.The Bastin Prize.June 20 is the last day for handing in papers in competition for the Bastin Prize to the Dean of GraduateWomen.Informal Review of Wright's "Synopsis of theGospels in Greek," by Head Professor Burton.Annual Election of Officers.XVII. MATHEMATICS.The Colloquium of Dr. Boyd meets in Room 36,Ryerson Physical Laboratory, Saturday, May 30, at9:30 a.m.Leader: Mr. Yarzembski— " Holditche's Theorem."A Piano Recital was given Wednesday afternoonMay 27, by Dr. Robert Goldbeck.A Lecture-Recital will be given Wednesday afternoon, June 3, by .Mr. Frederick Grant Gleason. Subject : " American Music."The University Chorus will render Mendelssohn's"Hymn of Praise" Tuesday evening, June 9, at 8:00o'clock in the Kent Theater.INSTRUCTION.Departmental Instruction.The Philological Society.The next regular meeting of the Philological Society Assistant Professor James D. Bruner will readwill be held on Friday, June 5, at 8:00 p.m., in Room a paper on "Some Old Tuscan Manuscripts. IsB 8, Cobb Lecture Hall. the Orthography phonetic ? "MUSIC.UNIVERSITY RECORD 171RELIGIOUS.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 : Monday, June 1, toFriday, June 5, will be Head Professor EliakimHastings Moore.By vote of the University Council the chapel exercise on Thursdays will be conducted during the Spring•Quarter by students under the auspices of the Committee on Public Worship of the Christian Union.Professor William C. Wilkinson will addressThe University at Vesper Service in the Theater,Kent Chemical Laboratory, Sunday, May 31, at 4:00p.m. Subject of address: "The Apostle Paul as aSlave." Associate Professor George B. Fosterwill conduct the Vesper Service preceding theaddress.On Sunday, June 14, the Rev. Ernest M. Stires, ofGrace Episcopal Church, will have charge of theVesper Service.Sifting of Character.*Indicating his responsibility in accepting the invitation toaddress the friends of The University upon this day, the speakersaid that it impressed him as most valuable that instead ofcoming together because called by the state, they had made theday a matter of obligation because of a free moral impulse and onthis account he had chosen the subject of the sifting of character.It was, he said, an hour of great solemnity which the disciplesthemselves failed to realize when Christ warned Peter of thetemptations that were before him. And in this very circumstance there is a vivid suggestion of the experiences of all ourlives that we lived and passed through the great crises of our•experiences without realization of their presence or significance.The disciple was full of self-confidence, but there was beforehim a process absolutely necessary in order to fit him for theconditions by which he was to be surrounded in after life.The sifting process comes through two different methods ; byeducation and by temptation. The Bible itself is a history ofthe sifting processes of souls. A man by growing in grace underthe influence of the Holy Spirit receives a spiritual educationwhich leads him to disavow many of those associations whichwere at one time congenial to him. We can be sifted througheducation and we can be sifted through temptation. It is likethe child who becomes a woman and is surprised to find thather recollection of the places and people connected with herchildhood are altogether different from the facts themselves.Things look different ; they are not different but they appear tobe different and the change is because of a change in point of* Delivered in Kent Theater on the Day of Prayer for Collegesby the Reverend Wm. M. Lawrence, D.D. view. Other methods by which we are sifted are the commonplace ones of prosperity and adversity, of joy and sorrow, ofsuccess and defeat.But more than all else of the commonplace ones are we siftedby the people of our own grade. We are afraid of those aboveus and are on our guard. We feel a responsibility to those belowus and are careful to set examples, but the man of whom we arenot afraid is the man, after all, of whom we should be aware.The speaker applied this to the conditions of collegiate life.We are further sifted by the standard we accept. Pleasureor pain, truth and duty, which of these we follow indicate toour own heart and to the eye of man the condition of our soul.Now there are four elements which, by the blessing of God, willcarry a man through this period, and which also are cultivatedby it, viz., steadiness, simplicity, sincerity, spirituality. Steadiness that our faith fail not ; simplicity that all religious affectation be avoided; sincerity that we cultivate reality, and spirituality, a word so often used to cover evanescent emotion, spirituality that means the touch of the soul with God and the communion of the heart with Christ. The speaker enlarged uponeach of these points. And the purpose of all these sifting processes is not that we may achieve any victory or increase ourflattering estimation of ourselves, but in order that we maystrengthen our brethren, that the life we live as we come in contact with them may be to them a blessing and a power.Cultivation of the Spiritual Nature.fA few years ago the Minister of Public Instruction in France*in his annual report showed, by incontestable statistics, that inthose provinces of the Republic where knowledge was mostwidely diffused and where there was most learning and culture,there was also most crime. Thinking men everywhere werestartled by this state paper. The common notion is that learning, the general spread of knowledge, is the antidote for crime ;that general intelligence prevents it.But thoughtful observers, who looked beneath the surfacefound a ready and sufficient explanation of the phenomenonpresented by the French Minister. The children in those Frenchschools had received careful physical and intellectual training,while their moral and spiritual development had been woefullyneglected. To educate body and mind and to leave dormant,undeveloped, uncared for, the spiritual capacities and powersis but to sharpen the teeth and claws of the tiger.If one thing is more certainly settled in reference to manthan another it is that man has a religious nature. Whereverhe is found he worships ; if he does not worship God, he worships himself or the objects of the physical universe. Histemples, altars, sacrifices, rituals, found among all nations, arethe great outstanding evidences that man is by nature religious,and as a man is only half born until he is born again by theSpirit of God, so a man is only half educated until his moraland spiritual nature is unfolded and trained in devotion toGod and his worship.Good old Luther was a prodigious worker, but he said thathe could never do a full day's work unless he prayed two hoursin the morning. He did not consider worship as a time-waster,but a time-saver. So we ought to be grateful that we are permitted at mid-day to spend a half hour in worship, that by communion with God we may do something to develop within oursouls that which is highest and best, that which brings us intofellowship with God.f Delivered in The University Chapel by Head ProfessorAnderson.172 UNIVERSITY RECORDThe Young Women's Christian Association.Officers and Committees.The officers of the Young Women's Christian Association for the present year are the following :President, Clara A. Tilton ; Vice President, Cora Jackson ;Recording Secretary, Helen W. Backus ; Corresponding Secretary, Ethel Miller ; Treasurer, Carolyn L. Moss.Reception Committee:Lucy Johnston, Miss Castell, Mabel A. Kells, May F. Frick,Nellie B. Lenington.Membership Committee:Alice Clarke, Eugenia Radford, Mabel D. Freeman, Ada E.Rainey, Miss Shupe.Prayer Meeting Committee:Marietta Edmunds, Mary Boyd, Florence Pierce, Mrs. Stagg,Emma Wallace.Sub Committees:Music— Edith Earle, Ella Osgood, Helen W. Backus.Sunday Evening — Ruth Moore.Bible Study Committee:Ella M. Ellsworth, Caroline Breyf ogle, Carrie Allen, EfBeA. Gardner, Adelaide Frick.Finance Committee:Carolyn L. Moss, Asenath E. Grier, Ida G. MacLean, Alice"Vesey, Ella Osgood.Intercollegiate Relations Committee :Ethel Miller, Mary Thomas, Stella Clissold, S. A. Godfroy,Charlotte Coe.Missionary Committee :Mrs. Forest, Elsie Miller, Donna Buckingham, Anna Mc-Cracken, Adele I. Storck.Publication Committee:Kate I. Hutchinson, Cora Allen, Mabel Freeman, Lila C.Hurlbut, Julia Dumke.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 Profes sor Shailer Mathews, at 9:45 a.m. Week-day prayer meetingWednesday evening at 7 : 45.Hyde Park M. E. Church (corner Washington avenue and 54thstreet)— Rev. Mr. Leonard, Pastor, will conduct services Sunday, at 11 : 00 a.m. and 7 : 30 p.m. ; General Class Meeting at 12 : 00m. ; Sunday School at 9 : 30 a.m. ; Epworth League at 6 : 30 P.M. ;General Prayer Meeting, Wednesday, at 7 : 45 p.m.University Congregational Church (corner 56th street andMadison avenue)— Rev. Nathaniel I. Rtjbinkam, Ph.D., Pastor,Preaching Services at 11:00 a.m. and 7 :30 p.m. Sabbath Schooland Bible Classes at 9 : 45 a.m. ; Junior Young People's Society ofChristian Endeavor at 3:30 p.m. ; Senior Young People's Societyof Christian Endeavor at 6 : 30 p.m. ; Wednesday Devotional Hourat 8:00 P.M.Hyde Park Presbyterian Church (corner Washington avenueand 53d street)— Rev. Hubert C. Herring, Pastor. PublicChurch Services at 10 : 30 a.m., and 7 : 45 p.m. ; Sunday School at12 : 00 m. ; Junior Endeavor Society at 3 : 00 p.m. ; Young People'sSociety of Christian Endeavor at 6 : 45 p.m. ; Mid-week PrayerMeeting, Wednesday, at 7 : 45 p.m.Woodlawn Park Baptist Church (corner of Lexington avenueand 62d street)— W. R. Wood, Pastor. Bible School at 9 : 30 a.m. ;Worship and Sermon at 11 a.m.; Young People's DevotionalMeeting at 6 : 45 p.m ; Gospel Service with Sermon at 7 : 30 p.m. ;General Devotional Meeting, Wednesday evening, at 7 : 45. Allseats are free.Hyde Park Church of Christ (Masonic Hall, 57th street, eastof Washington avenue)— Services : Sunday at 11 : 00 a.m. ; EveningService at 7:30. Sunday School at 9:45 a.m. Young People'sSociety of Christian Endeavor at 6 : 45 p.m. Preaching by Rev.H. L. Willett, Ph.D.St. PauVs Protestant Episcopal Church (Lake avenue, northof 50th street)— Rev. Charles H. Bixbt, 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 26, 1896, there hasbeen added to the Library of The University a totalnumber of 152 books from the following sources :Books added by purchase, 118 vols.Distributed as follows :General Library, 2 vols. ; Philosophy, 2 vols.; Pedagogy, 1 vol.; Political Economy, 21 vols.; PoliticalScience, 4 vols.; Sociology, 16 vols.; Sociology,Divinity School, 2 vols.; Sociology. Folk-psychology, 1 vol.; Semitic, 3 vols.; New Testament, 2 vols.;Comparative Philology, 4 vols.; Latin and Greek,1 vol.; German, 1 vol.; German (Scand. Div.), 3vols.; English, 9 vols.; Mathematics, 3 vols.;Physics, 5 vols.; Geology, 1 vol.; Physiology, 16 vols.; Palaeontology, 2 vols.; Church History 1 vol.;Systematic Theology, 4 vols.; MorganPark Academy, 14 vols.Boohs added by gift, 18 vols.Distributed as follows :General Library, 7 vols.; Sociology, Divinity School,4 vols.; Latin, 1vol.; Mathematics, 5 vols.; Geology,lvol.Books added by exchange for University Publications,16 vols.Distributed as follows :Political Economy, 14 vols.; New Testament, 1 vol.Botany, 1 vol. UUNIVERSITY RECORD 173LITERARY.The Oxford Club of The University of Chicago haselected the following officers :President— Walter S. Davis.Vice-President— Edward C. Page.Secretary-Treasurer — Banks J. Wildman.Executive Committee— Theodore L. Neff, and F. L.Franklin.Dr. O. L. Triggs will address the Oxford Club onMonday, June 1, at 8:00 p.m., in Haskell Museum, on"The Oxford Movement ". This meeting is the SpringQuarter reception of the Oxford Club and all membersof The University are cordially invited.The Nature-sense in Literature and Art;*As nature is infinite and as she appeals differently to differentpeople according to their individualities, each person's nature-sense is a subtle exponent of his u Weltanschauung " and anexpression of his artistic instincts. A history of the nature-sense is therefore an important comment on the evolution ofcivilization. Simple and naive minds interpret nature in anobjective and a naive way. Their sensitiveness is not highlydeveloped, their range of feelings comparatively small ; hencemany finer phenomena escape them, but their attitude towardsnature is free from morbidity. Thus the popular poetry of allnations is simple and healthy. As civilization advances, sensitiveness grows, and with it a tendency to morbidity which maybecome dominant. Nature is then interpreted more delicatelyand more subjectively, human feelings are attributed to naturalobjects, nature is made to suffer or to rejoice with man, and manlongs for her serenity, away from his complex life. Theocritus,Petrarch, Rousseau, and many nineteenth century poets in allcountries are examples of this interpretation. The Greeks, whoseintellectual life grew more organically than that of any otherpeople, exhibit in their literature all phases of the nature-sensewith the exception of the almost wonderful sensitiveness of thelast two or three generations. In Homer, nature is often referredto, but only in similes and a few metaphors. Personifications anddescription he knows virtually nothing of. His power of observation is, however, remarkable. In the tragedy-writers and thelyrical poets, nature is interpreted more and more delicately,and more subjectively, while during the Hellenistic periodalmost modern refinement and some morbidity prevail. Theidyllic poetry of Theocritus presupposes not only highly developed culture, but hyper-culture. The Romans added nothingnew, but some of their great poets like Vergil and Ovid are verymodern in their love of even the details of nature. The whole"Weltanschauung" of the Middle Ages was hostile to an enjoyment of this life, hence the great Germanic epics, like the Beowulf and the Nibelungenlied contain almost no references tonature, only Dante, who is a forerunner of the Renaissance, showsunmistakable though undeveloped love of nature. The Renaissance insisted, as had done antiquity, on the importance ofthis world, and with it comes therefore a remarkable interestfor nature. Petrarch is superior to any of his predecessors insensitiveness . and in subjectivity. All Renaissance-literature*Read before the English Club, May 12, by Assistant Professor von Klenze. The Debating Society meets in Lecture BoomCobb Lecture Hall, Thursday, June 4, at 8:00 p.m.Programme.Debate— Besolved, That minorities should be entitledto proportional representation.Affirmative NegativeAlexander Cumming W. O. WilsonS. S. McClintock. J. T. Zimmerman.Extemporaneous Speeches :W.T.Wilson,Charles W. Stewart,Edward Baker.Parliamentary Practice.exhibits love of nature. Shakespeare shows it by skilfully usingher as a background (e. g., in "Romeo and Juliet," in "KingLear," in "Macbeth"). Idyllic poetry flourishes. This greatupheaval is stopped by the revulsion in the direction of artificiality which followed the Renaissance. The age of Rococoinvented those artificial parks which are symbolical of its wholeattitude towards life, and the eighteenth century had to passthrough many struggles before it could break down the barriersof an intolerable conventionality. Rousseau did more thananyone to formulate the longed-for protest. After him the watchword is "nature." Since about the middle of the last centurynature plays an immense part in art and in literature. Goetheand Wordsworth are the greatest modern interpreters of nature.Landscape-painting, which began during the latter part of theRenaissance, or even a little later, now betrays a sense of colorand sensitiveness which surpass anything known before. Sciencehelps to train the power of observation, and it is probable thatour accuracy of interpretation and our appreciation of even theminutest beauties of nature will continue increasing.Germanic Law in the HeliancLfThe review comprises the chief features of Germanic law asit appears in the Heliand, and more especially as it appears inthe trial of Christ (11. 5050-5712). The author, Emil Lagenpusch,divides his subject into (1) constitution of Germanic law, (2)procedure at law, (3) penalties. In the opening paragraphs hegives the names for law, right, judge, court, judgment, term,case, acquit, arraign.The constitution of army and law explains the constitutionof the state of the Old Germans. The day, i. e., when the sun wasvisible, was considered the time for judicial procedure. Trialswere held especially on Tuesday, publicly, at places pf worship,in the open air. Solemn ceremonies accompanied the openingand closing of the trial. The place of trial was hedged in,benches were placed, and emblems were raised. The duke commanded silence. He was presiding officer in the trial and satupon a chair, at his right and at his left were his associates andthe remaining people stood around these. The duke and hisadstantes suggested the sentence, but only by the auctoritas ofthe people could it be executed. In the H. the presiding officeris the heritogo (5251): Pilate, Herod, and in olden times thefRead before the. Germanic Club, May 25, by Mr. HermannB. Almstedt.Abstracts of Addresses and Papers.174 UNIVERSITY RECORDhigh-priest (&osago, 5081). He sits on a bench (5269). Pilatereceives the names heritogo, r&dgebho, folctogo, K&suresbodo,thegau, burgeswart (5407), werodes hirte (5549), irohtrron bodo(5125), bodo fan Rumuburg (5203). The judge was chosen by thecongregation (5345). The trial is held before the people (5051).They assembled and discussed the case (5062, 5173). The assembly in the H. consists of the Jews (thiod) and the other people(elelandige man, menigi, gimang). The judge must ask theopinion of the people (5179) and give his own (5234). Authorityand power rests with the congregation (5134) .The "procedure" is public and is characterized by strictadherence to formalities. Either the plaintiff would publiclyask the defendant to right the wrong, or he would go to thedefendant's home and before witnesses make his complaint.The latter case was an extra-judicial procedure. In H. : Christis bound and brought to trial (5266, 5299), etc., given over to thejudge (5133, 5481), to death (5145). Autfdhan expresses his reception at the hands of the judge (5142, 5490). The soldiers arewartose man (5132), wamscadhon (5143), helidhos (5260), erlos(5262) , lungra man, thegnos (5305) , wredhoman, etc. The executioners are banon (5306), wlgaudos, derbe man. The Jews (heri,scola, werod Judeono) make complaint (wrdgiari). Thecomplaint filed is, that Christ had called himself the son ofGod (5085), which was blasphemy (mtnsprak) ; he had causeduprisings (4477, 4844), he said that he could destroy and rebuildthe temple in three days (5073). A solemn affirmation accompanied the complaint (5189) , mid wdru giwit sfcep£=with truetestimony (5051). The defense could be made in three ways:(1) by admitting the guilt, (2) by denial, (3) by admission andmodifications. If the defendant denied answer he was considered guilty. Cf. H. 5089, -5078, 5088. After the answer of thedefendant, the plaintiff solemnly asked for judgment ; then followed the counsel of the adstantes, the king's proposition, andfinally the congregation's consent. Witnesses are not considereda necessary part of the trial. Cf. Heliand 5071, 5072, 5336, 5788,5100. Oath and judgment by God are forms of affirmation. Cf.1515, 5083. An oath as such does not occur in H. Clearness andconciseness characterize the speakers.Punishments or penalties in H. : Death (5105, 5237, 5107), deathby crucifixion (5329, 5347), imprisonment (2723, 4399), 4400),death by the executioner £5199) , death by throwing from a cliff(2674). Crucifixion was a punishment unknown to the Germans,so that we find many circumlocutions. Cf. 5537, 5589, 5693, 5373,etc. Excommunication was the penalty for the unlawful, whowould not hold his peace. He lost his property and was considered politically dead."Vowel Harmony in the Elis Saga.*The etymological distinction between i/e, u/o in unaccentedsyllables is not preserved in any of the Norse languages. Eachlanguage however has developed an independent system in theuse of these vowels. The Icelandic system employes e and othroughout until 1250, then i and u come in. The general rule forNorwegian MSS., is that i or e, uov o are used according to the*Read before the Germanic Club, May 4, by Miss JessieLouise Jones. quality of the vowel of the preceding syllable— a system technically known as Vowel Harmony.The Elis Saga deviates widely from the Norwegian system,since i predominates largely in cases where e would be expected,and there is a large proportion of e's where i would be regular..On the whole the resemblance is more close to the Icelandicsystem of this period, i.e., general use of i and u. The largenumber of exceptions may be more or less completely classifiedin certain categories where a particular word or ending favors.the vowel e. The dialect of the Elis Saga shows a system of w-Umlaut similar to the Icelandic also.The Quadratic One to Two Transformation BetweenTwo Planes.fThe quadratic one to two transformation between two planesII' and II defined by equations in canonical formx' : y' : z' = x% + yz : xz : xy.Fundamental points and curves. Transition-and double-curves.Related points in n connected by quadratic Cremona one to one-transformation.Three-dimensional setting of the transformation, n, II' aretwo different projections of the same quadric, first from pro-jectional center P on quadric and, second from* projectionalcenter P' not on quadric.Two-dimensional setting of the transformation. Fundamental plane in two aspects : first, plane n of points x : y : z ;second, plane IT of lines x' : y' : z' ; with the incidence condition xx' + yy' + zz' = 0.The transformation then makes every point correspond to itspolar line and every line to its two-pole points with respect tocubic #3 + Zxyz = 0.fRead before the Mathematical Club, May 8; by Mr. Buzz,M Walker.On Binary Cubic Involutions.?The following subjects were considered :1. Definitions of pencils of cubics and cubic involutions ?Double points and branchpoints. The affinity-equation (according to Weyr and Le Paige) .2. Linear transformation of pencils. The full system of com-binants. Canonical form.3. Sturm's interpretation on the twisted cubic. The conjugate involution. Singular involutions .4. Berzolari's biquadratics V and G, whose first polar involutions coincide with the given involution and its conjugate.5. Weyr's interpretation on the conic and on the three-cuspidal quartic.% Read before the Mathematical Club, May 22d, by ProfessorBolza.UNIVERSITY RECORD 175®i)e alumni.The following is a list of the class-division that graduated from the Senior Colleges of The University onOctober 1, 1895 with their present address, as far as can be ascertained :Bachelors of Arts. Cooley, Edwin Gilbert, Graduate Student, The University of Chicago, and Principal of Lyons Township High School, La Grange.Bernard, Harrison B., 510, 62d st., Englewood (Homeaddress).Beatty, Maria, 4404 Berkeley av., Chicago (Home ad- Hulbert, Ethelyn Louise, Morgan Park, 111.Payne, Walter A., Graduate Student, The Universityof Chicago, 5718 Kimbark ave.Yundt, Emery Roscoe, 5464 Ingleside av., Chicago.Bachelors of Science.Flint, Joseph Marshall, 275 East Huron st., Chicago.Hobart, Ralph Hastings, 5110 East End av., Chicago.(Home address).In order to keep a correct list of the addresses of the Alumni of The University, changes of residence shouldbe promptly reported to the Recorder of The University.Root, Martha Louise, Cambridgeboro, Pa. (Homeaddress).Bachelors of Philosophy.Carrol, Percy Peyton, Marion, Ind. (Home address).Clark, Faith Benita, Graduate Student, The University of Chicago, 5715 Rosalie ct.(twcxzxti 3Bbents-Professor Moulton concluded recently a course ofsix Lectures on "Prophecy" in Minneapolis whichhad been enthusiastically received. Audiences ofabout 1600 people were present at every lecture. Hehas been engaged to return in 1897.President Harper made an address at the annualmeeting of the American Baptist Home MissionSociety at Asbury Park, N. J., May 25, on the subject," America as a Missionary Field/' Associate ProfessorHenderson also spoke at the same gathering on "Howto Promote the Religious Life in College."Head Professor Coulter is to give commencementaddresses at Otterbein University, Detroit HighSchool, Michigan Military Academy, and the HighSchools of Elkhorn, Wis., and Streator, 111.The exercises connected with the commencement ofthe Swedish Theological Seminary at Morgan Parkwere as follows: On Tuesday, May 12, an examinationwas held in Walker Hall before the visitors appointedby the Swedish General Conference and also beforea large number of friends from Chicago and vicinity.Professor Lagergren examined the students inSystematic Theology and Mr. Peterson in the SwedishLanguage and Homiletics. All students took part inthese examinations except those that belonged to thegraduating class. On the following day the graduating students — Peter Lovene, C. E. Oberg and C. L. Wallman were given their final examination beforethe Faculty and the appointed visitors. The visitorsappointed by the Swedish General Conference werethese: Rev. O. J. Engstrand, E. Rosen and C. W. Anderson, Chicago, 111. ; Rev. J. W. Hjertstrom, Worcester, Mass., and Rev. O. Hogfelt, Grand Rapids,,Mich. At 6:00 p.m. the Lake View Swedish BaptistChurch entertained at supper the school and many ofits friends. At 8:00 p.m. the commencement exercisesbegan, Rev. O. J. Engstrand acting as chairman.Addresses were held by Dean Eri Baker Hulbert, Rev.Frank Peterson, Minneapolis, Rev. O. Hogfelt, DeanC. G. Lagergren and P. Lovene. The Students*Quartette at Morgan Park together with the ChurchChoir added to the enjoyment of the evening. Alarge audience had gathered from the several Swedishchurches in Chicago, and all took great interest in theproceedings.The Missionary Society of the Divinity School wasaddressed, Thursday evening, May 21, by Rev. C. B.Antisdel, a graduate of the Morgan Park TheologicalSeminary, and now a missionary at the Congo. Hissubject was: "Report of Missionary Work upon theCongo." His three points were taken from inscriptions on the graves of John and Charles Wesley andwere as follows: 1. " God with us." The success ofthe work. 2. " I look upon all the world as my parish."An appeal for more workers. 3. "God buries hisworkmen, but carries on the work."176 UNIVERSITY RECORD&f)e <ttalotirar*Hay 30-June 6, 1896.Saturday, Hay 30.Decoration Day ; a holiday.Colloquium of Dr. Boyd, 9: 30 a.m. (see p. 170).5imday, flay 31.Vesper Service and Address, Kent Theater, 4:00p.m. (see p. 171).Union Prayer Meeting of the Y. M. C. A. and Y.W. C. A., Lecture Boom, Cobb Lecture Hall,7:00 p.m.Monday, June 1.Chapel.— 12:30 p.m. (see p. 171).Address by C. S. Loch, 8:00 p.m. (see p. 170).Oxford Club, 8:00 p.m. (see p. 173).Tuesday, June 2.Chapel.— 12:30 p.m.Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6:45 p.m.New Testament Club, 8:00 p.m. (see p. 170).Wednesday, June 3.Monthly Meeting of the Divinity School, Assembly Hall, Haskell Oriental Museum, 12:30 p.m.(see p. 169). Lecture, Recital, Kent Theater, 5:00 p.m. (seep. 170).House Party for Members in Graduate Hall, 8:00P.M.Thursday, June 4.Chapel.— 12:30p.m. (seep. 171).The Young Women's Christian Association, Assembly Boom, Haskell Museum, 1: 30 p.m.Debating Society, 8: 00 p.m. (see p. 173).Friday, June 5.Chapel.— 12:30 p.m.The Young Men's Christian Association, 6:45 p.m.Graduate Section, Assembly Boom, HaskellOriental Museum.College Section, Snell Hall.Philological Society, 8: 00 p.m. (see p. 170).Saturday, June 6.Administrative Board of Physical Culture andAthletics, 8:30 a.m.Seventh Educational Conference of High Schoolsand Colleges, beginning at 9:30 a.m. (see pp.167-8).Material for the UNIVERSITY RECORD must be sent to the Recorder by WEDNESDAY, 12:00 M.,in order to be published in the issue of the same week.