Price $1*50 Pe* Year Single Copies 5 CentsUniversity RecordCHICAGO<Xbe TUniversfts ot Gbicago J>ressVOL I., NO. 11, PUBLISHED EVERY FRIDAY AT 3 P.M. JUNE 12, 1896.CONTENTS.I. Educational 193-197Keport of the Seventh Semi -AnnualConference.II. Official Actions, Notices, and Reports ------ 198-201III. The University - - - - - 201-204Instruction ; Music ; Religious ;Libraries, Laboratories, and Museums.Literary:"The Lateral Line of Batrachus Tau,"by Cornelia M. Clapp. "A Contribution to the Morphology ofDero Vaga," by H. S. Brode." Notes on the Nervous System of Aeolo-soma Tenebrarum," by Edith M.Brace.IV. The University Extension Division - 204-205V. The Alumni ----- 205VI. The University Affiliations - - - 206-207VII. Current Events - 207VIII. The Calendar ----- 208Entered in the postoffice Chicago, Illinois, as second-class matter.3BtrucatumaLReport of the Seventh Semi=Annual Educational Conference. *The Conference was called to order by PresidentHarper who spoke briefly of the apparent change inthe plan of the Conference and stated that there wasno intention of narrowing the plan and membershipof the Conferences.The Secretary then read an abstract of the minutesof the sixth Conference.Principal C. W. French of Hyde Park then read apaper on " What is the Necessary Minimum Equipment for a College Preparatory School."Peinctpal Feench said in part :The indispensable requirements of a college preparatoryschool may be grouped under three heads: (1) The materialequipment. (2) The course of study. (3) The teaching force.No school can maintain a good standing unless it recognizesthe necessity of good books and apparatus, and provides for itjudiciously. No school should be accorded college preparatorystanding unless it possesses a comprehensive reference library, and at least one adequately furnished laboratory. To encyclopedias and dictionaries should be added as large a collection aspossible of general books in literature, history, and science.The library should be open at all hours of the day, and shouldbe in charge of a competent teacher who knows the books andwho can guide the pupils in their research.Nearly every college requires preparation in at least onescience. It will be generally admitted that the most fruitfulscience for school work is physics. Where but one laboratorycan be secured, it should be a laboratory for physical research.This laboratory should be fully equipped with such apparatus,in quantity and kind, as will enable the student to investigateand test the great principles of physical science.The question of course of study is complicated by the different demands of different colleges. By common consent, however, a course of study must contain a full four years' course inLatin. This language has been selected as the basis of elementary linguistic study, and is thought to furnish the developmentfound necessary for preparation for life or further study. It isa question whether a college ought to demand absolutely morethan one foreign language. To require a school to spend from?The Conference of High Schools and Colleges, in affiliation or cooperation with The University of Chicago, is held semiannually, in June and November. The seventh Conference was held June 6, 1896, at Cobb Hall, The University of Chicago.194 UNIVERSITY BE COBBone-half to one-third of its time in teaching two or three foreignlanguages, when it must thereby neglect other studies whichhave equal culture value and far greater knowledge content,shows an improper if not 'an immoral correlation of requirements.In Mathematics such a school cannot offer less than twoyears' work,— one in Algebra and one in Plane Geometry, with areview in both these subjects near the end of the four years' work.In History it must offer at least one year's work in Greek andRoman history, and it would be desirable to add another, whichshall cover mediaeval and modern times. This would certainlybe a much more valuable and rational line of work than thepartial acquisition of a second or third foreign language.The ordinary college requirements in English may be met,after a fashion, by the ordinary student, in a year or less. Tosecure a proper command of the language and a fair knowledgeof the literature, a full four years' course of not less than threerecitations per week is imperative. I do not think a schoolwhich offers much less than this should be accorded collegepreparatory rank.In Science, one year's work ought to be' sufficient. This workshould be in Physics. It is possible that in the future, Physiography will take the place of Physics, but just now its definitionis too vague, and its methods too uncertain to permit the substitution. In Physics the laboratory and text-book methodshould be combined. The ordinary high school student is tooimmature to be turned loose in the laboratory without a textbook.In conclusion, the course of study should include not lessthan four years of full, regular work. Colleges need not onlyknowledge, but maturity and power in their students, and thesecannot be developed . by any cramming process. No schoolwhich includes only three years of work, ought to be ranked asa college preparatory school.Of course it is impossible to establish any uniform standardas to acquirements and fitness of teachers which would begenerally recognized and enforced; but there is one whichshould be recognized everywhere, and that is that every teacherin a college preparatory school should be himself a collegegraduate. While many teachers without a college educationare superior to some who have attained a degree, it is certainthat an advanced education adds materially to the effectivenessof any teacher. To the special knowledge which a high schoolteacher must have should be added the general knowledge andpower which a college course confers. But most of all theteacher needs to be a college graduate in order to possess and toinspire the true college spirit. This spirit does not yield toanalysis, but is an inspiration that will be communicated to thepupils of such a teacher.To sum up : — No school should be accorded college preparatory rank which does not possess, in addition to the ordinaryequipment, a good library and physical laboratory, whosecourse of study covers less than four years of Latin, two ofMathematics, one of History, one of Science, and four years ofEnglish, including a course in technical Grammar and Rhetoric,and which is not provided with competent teachers, preferably,if not necessarily, college graduates.Associate Professor Blackburn thought that fouryears was not an absolute requirement for fitting forcollege. With first-class teachers, good work in lowerschools, and necessity of doing it in less time, threeyears would suffice.Principal Westcott thought that occasions were rarewhen pupils could prepare for college in three years. He considered two years too short a time for theMathematics. The course in Mathematics should, inaddition to Algebra and Plane Geometry, includeSolid Geometry, Higher Algebra and Plane Trigonometry. College professors of Mathematics rush students into Advanced Mathematics too soon to admitof such meager preparation in that subject as Principal French suggested.Principal Armstrong took exceptions to the verysmall requirements in science. At least two years ofscience should be required. The sciences should beselected, not on account of facts contained, but onaccount of training involved.Head Professor Ohamberlin called attention to theconditions existing in many of our small cities andvillages where a four years' course could not be maintained. Many of our very best pupils come from suchschools. Many such schools cannot and ought not totry to carry four years of Latin. In many cases fouryears of some other study ought to be accepted as asubstitute for four years of Latin. Four years ofstrong work in any line ought to be a sufficient prepa-tion for college.Principal E. G. Cooley, of La Grange, then read apaper on "What is the Acceptable Minimum Recitation Period ?" »Everything pertaining to the recitation is of vital importance. There the teacher's mind comes especially into contactwith that of the pupil, and there he lays in them for good orfor evil the foundation of their mental habits.A recitation is not a homogeneous block of talk that can becut off anywhere and resumed at any time without special loss,but is an organic whole. A recitation must prepare pupils forthe presentation of new matter by recalling to the pupil's mindolder related ideas. A recitation should discover and correctmisconceptions in the pupil's mind. A recitation should present a well blocked out portion of knowledge that can be easilyrelated to the pupil's previous knowledge. A recitation shouldtest the result and outcome of this presentation by requiring itsapplication in some practical way. By this we may make thepurpose of the instruction stand out clearly, and bind the oldand the new together — may secure unity in the recitation.The amount of time this will take is not a fixed quantity, butvaries with the subject, the teacher, etc. We must considermaturity of pupils, size of class and many other details. Inevery case the interest of the pupils must govern the length ofthe recitation period. A recitation must not run until it runsdown, if we expect to awaken a permanent interest in our work.Forty-five minutes is a very common recitation period insecondary schools, and, if allowance of double time is made forlaboratory work and for subjects permitting both physical andmental exercise, this will be fairly satisfactory. Any attemptto fix an absolute recitation period must, it seems to me, fail.The best we can do is to keep in mind and observe in practicesome of the considerations that may limit, in an indefinite way,our recitation period.Director Carman thought one hour a minimum recitation period, though some might be two hours long.UNIVEBSITY BECOBB 195Principal Pringle thought "killing time" was acommon thing in the latter part of recitations. Thepupil was to do the work, the teacher to guide anddirect. He favored rather short recitations.Mr. Boyer favored longer recitation periods to enable the teacher to see the pupil's work.Principal Barts thought short recitation periodscompelled teachers to boil down what they had to say,and that they were not incompatible with good work.He favored utilizing the latter portion of the recitationperiod in preparing for the next recitation.President Harper emphasized the last point, andurged its importance in linguistic study.Mrs. Sewall described the method employed inIndianapolis of using the afternoon study hour. Itgave an opportunity for individual work with pupils.Associate Professor Blackburn thought one couldget along with less than an hour, and suggested excusing bright pupils who seemed to have gotten all therewas in the lesson before the close of the hour, andusing the remainder in aiding the weaker pupils.Principal Armstrong then read a paper on "Howcan Students be best encouraged to go onto College?"Among the influences most potent in my own experience, theone which I believe sends more boys and girls to college thanany other one influence is the spirit and attitude of the teacher.The teacher who is a constant student cannot fail to awaken adesire to be noble, to be useful, to be master of one's self.Next to the spirit and attitude of the teacher I would placehis training. With the college trained teacher, with the truespirit of the perpetual learner, we shall insure the college everincreasing numbers of students.By making the transition from secondary schools as easy andnatural as possible we shall increase the number of students whogo to college. The varying standards of colleges as to admission, and the various ways of applying these standards are anobstacle at the present time.By creating and maintaining a school spirit we shall increaseour college representation. Loyalty to the school, interest inschoolmates, makes school life pleasant, and makes it easy toadvise and encourage pupils to pass on to college. They willreadily respond to the attractions of college life. The college isbut the larger high school. Among the influences that go tomake a school spirit I must place athletics among the most important.Reducing the expenses of a college course will swell the number who go. Free scholarships, when wisely assigned, are excellent, and might be multiplied. Permitting students to attendany three terms of the four, as in The University of Chicago, makesit possible for many to attend who would otherwise be excluded.Raising the standards of admission to professional schools isanother important factor. So long as medical, theological andDEPARTMENTALThe Latin and Greek Conference was in charge ofAssistant Professor F. J. Miller. Five papers wereread on the topic, "How to set an examination inLatin or Greek," of which the following are summaries: law schools require only a grammar school preparation for admission, so long will a large portion of our young men and womenbegin a professional career without a college education.Lastly, we may increase the number who go to college bycreating and strengthening a desire for culture. Extensionlectures, Chautauqua Circles, reading clubs, and public libraries,are doing much in this line, and our great daily papers are alsodoing their share.Mr. Boyer thought better high school courseswould draw students toward college. The ideal courseis yet to be provided.Head Professor Small said it was a mistake to consider the high school as a preparation for college. Itought to be a preparation for the activities of humanlife. Increase the sense of the utility of the collegecourse as a preparation for the professions, and passthe word along that the college course is the best preparation for life in general.Head Professor Shorey urged the point that thecourses for those who go to college should be different from that for those who go no further than thehigh school. If one has eight years to do a thing, hewill not set about it in precisely the same way hewould if had only four years. Education is not only adirect preparation for life, but also aims at acquiringa certain amount of disinterested culture.Principal Armstrong and Superintendent Nightingale thought a great waste of effort resulted fromthe small latitude allowed pupils in preparing forcollege. Any boy who has done four years of goodhigh school ought to be able to enter any college inthe country.Assistant Professor Fellows then spoke briefly uponthe subject of specialization of the work of teachersin the high school, The narrow specialist has noplace in the high school. The specialist must be abroad specialist, one who knows thoroughly relatedsubjects. This was one reason why only college menshould be employed in high schools.Assistant Professor Miller moved that PrincipalHufford's subject be one of the main topics discussedat the next conference. The motion was carriedunanimously.Professor Miller then addressed the conference on :" the System of Cooperation of The University of Chicago and the High Schools."After a few announcements the general conferenceadjourned.CONFERENCES.Me. Geo. H. Rockwood, West Division High School :An examination is set in a secondary school for its educational value, and the same test in character and scope that marksthe fitness of the youth for the honors of the High School willalso determine his fitness for admission to College. Such an examination in Vergil will test : (1) the care and accuracy with196 UNIVERSITY RECORDwhich the author has been studied, (2) the power to read and appreciate Latin poetry similar in character to Vergil. The examination will be twofold : (1) a prepared passage to be translated,(2) sight translation of a less difficult passage. The questions setshould test : (1) the structure of the hexameter verse, (2) poeticconstructions, (3) literary appreciation of the poet. Purelygrammatical questions have little place upon a Vergil paper.Me. Edwaed L. Milx.ee, Englewood High School :The connection between the work done in class and the examination is close and should never be lost sight of. Questionsshould be synthetic rather than analytic. The pupil is to be inspired by the interest, not by the ease, of the questions. Finally,and chiefly, it is to be remembered that the ultimate good of thepupil is the one great end to which to all other ends must besubordinated, and all other ideals, however cherished, unhesitatingly sacrificed.Miss Elizabeth C. Geimshaw, of South Chicago HighSchool :The translation of Latin at sight is of first importance.Translation of English into Latin is not so good a test, becausemore difficult. Questions on syntax, etc., belong with the passageof Latin previously read. There should be questions on thesubject-matter and on historical and mythological allusions.Miss Eva Mooee, Dubuque High School :The teacher will wish to know about his pupil whether hehas learned facts and whether he can use them ; about himself,whether he has adapted his teaching to his class and has concentrated his teaching on the right points. And he will wish hispupil to know his own strength and weakness.An examination should include 1) a test of vocabulary ; 2) ofinflections ; 3) of government of case and mood ; 4) translationof easy English into idiomatic Latin ; 5) translation of Latin atsight (the most important test) ; 6) translation of passages inthe text previously read ; 7) historical points, etc. : 8) principlesof the Roman method of pronunciation.Miss May Bestoe, East Aurora High School :The thing aimed at in the study of a language is the powerto read that language ; and this, rather than the memory ofrules should be tested by the examination. So far as rules aretested it should be wholly by application. Details should bedisregarded, and the examination be general, not specific.Historical and mythological allusions, though interesting in theclass room, have no place in the examination. The passagechosen for translation should be in the style of the author read.interesting, and complete in itself.Mr. Samuel Leland, the Harvard School, read apaper on "How to Read and Grade an ExaminationPaper." The following are the main points of his paper :1. As a rule, a paper can be more satisfactorily marked bythe teacher of the class, than by some other reader.2. It is preferable to mark a paper minutely, going carefullyinto details, rather than to base the mark upon the generalimpression obtained from a rapid reading of the paper as awhole.3. The reader should endeavor to be perfectly just. All corrections and comments should be made neatly and carefully, insuch a way as to leave the pupil with a clear idea of where hismistakes are, and what they are.Assistant Professor Clifford H. Moore, TheUniversity of Chicago, read a paper on "How andHow Not to Translate." A student has two distinct operations to perform : (1) findingout what a Latin sentence means ; (2) translating it. Translating is setting over Latin into English, not word for word, butidea for idea. Good translating is of the greatest assistance informing a good English style ; bad translating ruins it. Not allthe causes for the badness of translation lie beyond the reach ofthe Latin teacher. Too often he permits the use of non-Englishexpressions, mistaking them for literal translations, or allowsset phrases to become fixed, or disregards bad habits at first,thinking they can be corrected later. The reading of classicaltranslations to the class will do much to stimulate them 'tobetter work.The Departmental Conference in German washeld in B 8, Cobb Lecture Hall, at 2:00 p.m.Assistant Professor Camillo v. Klenze, examinerof the German Department, presiding. Miss LuannaRobertson, Instructor in German in Morgan ParkAcademy, opened the session by discussing the question: "How much attention can be given to conversation in preparing students for entrance examinations in German ? " Then followed a paper by MissHeinrichs, Instructor in the Harvard School on therequirements of German 1. The Conference was wellattended and its members discussed enthusiasticallythe subject of required German for admission to TheUniversity. The meeting adjourned at 4:00 p.m.Miss Heineichs said: (1) Dichtung und Wahrheit is toodifficult for a preparatory school, (2) the ideal way of teachingGerman is that pupils should be given much easy prose, fortranslation, for composition, and for conversation. Such compositions will at first be full of errors, but four to five correctlyremembered sentences to a page will greatly benefit the pupil.Grammar and syntax should be given in every recitation,conversational idioms practiced. (3) The examination in German for admission to The University should require the Germanscript. (4) The examination in June comes at a time when thepupil has a hard year's work behind him, and is tired. Coulda more satisfactory arrangement be made tMiss Luanna Robeetson said:Great diversity of opinion exists among German teachersregarding the use of conversation in the class-room.Insistance upon the exclusive use of German in the classroom, from the beginning, necessitates the use of text-bookswith this end in view, and leads at once into the so-called" natural " method of teaching.While not disputing the merits of such a system, it seems tome that it is not adapted to fitting the pupil for the entranceexamination in the short time allotted to us for that purpose ;and so the exclusive use of German from the beginning seemsimpracticable. I once heard a German teacher insist that one'sability to put English into German should be exactly parallel tohis ability to put German into English ; that the one is a necessary corollary to the other ; that one should be able to speak asmuch German as he can read. " It's a consummation devoutlyto be wished for," but few of us have found it to be true eitherin learning a language ourselves, or in teaching others. Whatdoes the mind have to do in speaking a language that it doesnot have to do in reading it ? In doing the one, the mind is in areceptive, in doing the other, in a productive attitude, andwhile, in translating from English into German, the pupilapplies, perhaps slowly, what he has previously acquired, con-UNIVERSITY BEOOBB 197versation requires that such application be immediate andinstantaneous. And so, with a grown person, whose mind worksalong lines other than those of imitation, the reading of German, the putting of English into German, then the spokenlanguage, would be the proper sequence.But much can be done in the use of German in the class roomeven under the pressure brought to bear upon us by the entrancerequirements : For example, questions on the Grammar, putmany times during each recitation, should be asked and theiranswers required in German ; so with short questions concerningthe text read, etc. In this way, the pupil naturally and easilyacquires an unconscious use of the language ; and later on, hemay be required to give in German a review of what has beenread on the previous day, reviewing an act, for example, by giving in German the substance of the various scenes.And so, while, as a final end or aim, no conversation can betaught in preparing for the entrance examinations, much maybe done, incidentally, and the pupil's ear may be so trained that,at the end of three years, he will understand any German bearing on the course he has had, and will have acquired somefacility in expressing himself in German.The French Section of the conference met at2:00 p.m., in B 10, Cobb Lecture Hall, with AssistantProfessor Bruner in the chair. The number inattendance was rather small, and it was deemed bestto limit the discussion of the afternoon to the singlequestion as to how much conversation should beattempted in the first year's course in French.Professor Bruner, in his opening remarks, spoke of the different methods employed by different teachers. He thought thatthose who employ given methods are in danger of becomingextremists and of condemning other methods as worthless. Thefuture will probably involve a happy compromise that will beclearly the most effective in the majority of cases. While in TheUniversity the conversational method is not very largelyemployed in the French classes, there is no desire to be dogmatical and forbid its use where it is thought to offer advantages.There are several difficulties— some of them quite serious— to bemet in the employment of this method of instruction in collegeand university classes.In the first place classes are often t©o large. Only a smallnumber of the students receive proper attention. Again, theteacher is usually inclined to talk too much himself, insteadof making the students talk. The pupils are sometimes shyand have to be urged to take part in the conversation. Theyeven become "rattled" when they hear themselves speak in aforeign tongue. They should not be laughed at, but ratherreceive careful patient attention from the teacher. In manycases the vocabulary of the student is neglected. New subjectsof conversation are introduced for which he has not beenpreviously prepared by the instructor. Much care should begiven to the acquiring of a vocabulary and constant repetitionshould not be forgotten. Lastly, the teacher is too often incompetent. He lacks vim, energy, snap, enthusiasm. He is lazy andallows the lesson to drag. Lack of enthusiasm on the part ofthe teacher is the greatest difficulty to be met in the use of theconversational method.Miss Holmes, of Chicago, seemed rather inclined tochampion the cause of conversation, though she wasquite willing to grant that the reading might be thebest for The University. For young pupils, especially, conversation should be one of the important objects;as, in the early months of study, a very large proportion of the work must be done by the teacher in class.Pupils should be able to understand when they meetpeople who use the French language. One who beginsthe study young should be able to speak the languageat the age of twenty years. Conversation is the greatelement of enthusiasm and therefore leads to theacquisition of a much greater amount of work in agiven length of time. A knowledge of the conversationis essential also to a fine appreciation of dramaticliterature.Professor Liebard, of the Harvard School, spokebriefly. Their school was only to prepare for University courses, and they therefore had no time to giveto conversation. However, he believed in the moderate use of the conversational system and employed itin private instruction.Mr. Theo. L. Neff, Associate in Romance Languages,spoke in favor of the conversational method for veryyoung pupils who had years to devote to the preparatory work ; but was decidedly in favor of the readingmethod for preparatory work proper, as being thequickest way to reach the end in view in most cases.Some time was then devoted to general discussion,questions and answers, after which Professor Bruneroutlined the subjects to be discussed at future conferences. For the Autumn meeting, 1896, he proposedthe two questions : 1. How much grammar should betaught in the first year's French course ? 2. Howmuch composition 9 For the Spring of 1897. 1. Howmuch reading $ 2. What texts should be used?After that the subject should be " The second year'scourse."The Physics Section of the Conference met in theByerson Physical Laboratory at 2:30 p.m. Therewere nearly one hundred attentive listeners to thevery instructive lecture of Head Professor Michelsonon "The Light Wave as used in Measurements ofLength."The lecturer first explained, by means of diagrams upon theblackboard, the principles involved in the exceedingly delicatemeasurements made by the apparatus designed and constructedin the University laboratory. Then, by means of the apparatus,he projected upon the screen the " dissected "light ray, and withit made visible to the eye, the torsion produced in a heavy steelrod, by scarcely more than the weight of the finger.At the close of the lecture the members of the Conference were invited to make personal inspection ofthe apparatus, and many availed themselves of theopportunity.[Reports of remaining departmental conferences will begiven in the next issue.]198 UNIVEBSITY BECOBBOfficial Ectttms, Notices, anirlUportg,OFFICIAL ACTIONS.The Senate:Voted, that the following minute in the form of astatute be adopted and recommended to the Board ofTrustees:The following described academic costume is adopted, to be worn upon all appropriate University occasions by the Trustees, members of the Faculties ofThe University of Chicago, and candidates for degrees.I. GOWNS.1. Pattern — Those commonly worn, with pointedsleeves for the Bachelor's degree, with long closedsleeves for the Master's degree, and with round opensleeves for the Doctor's degree.2. Material — Worsted stuff or silk for the Bachelor's,Master's and Doctor's gowns.3. Color — The color shall be black.4. Trimmings — For the Bachelor's and Master'sdegrees the gowns are to be untrimmed. For theDoctor's degree the gown is to be faced down the frontwith black velvet, with bars of the same across thesleeves [or the facings and cross bars may be of velvetof the same color as the binding or edging of the hood,being distinctive of the Faculty to which the degreepertains].II. HOODS.1. Pattern — The pattern shall be that usually followed by Colleges and Universities with modifications.2. Material — The material shall be the same as thatof the gown,3. Color — The color shall be black.4. Length — The length and form of the hood willindicate the degree, as follows : For the Bachelor'sdegree, the length shall be three-fourths that for theMaster's degree. The Master's hood shall be of thecustomary length, not exceeding four feet, and theDoctor's hood shall be of the same length but havepanels at the sides.5. Linings — The hoods shall be lined with maroon.6. Trimmings — The binding or edging, not morethan six inches in width, shall be of silk, satin orvelvet, the color to be distinctive of the Faculty towhich the degree pertains, thus :Faculty of Arts, Literature, and Science — White,Dark Blue, or Yellow. (See note 6.)Faculty of Theology— Scarlet.Faculty of Law — Purple.Faculty of Medicine — Green.III. CAPS.1. The caps shall be of the material and formgenerally called mortar-board caps. The color shallbe black. The doctor's cap may be of velvet. Eachcap shall be ornamented with a long tassel attached tothe middle point at the top. The tassel of the doctor'scap may be, in whole or in part, of gold thread. iv. special regulations.1. Members of the Trustees shall be entitled, duringtheir term of office, to wear the gown of highestdignity — that of the doctor's degree — and, if possessed of an academic degree, the hood appropriate tosuch degree. If possessed of no academic degree, thebachelor's hood may be worn.2. Members of the Faculties and any person officiallyconnected with The University who have been recipients of academic honors from other universities orcolleges in good standing, may assume the academiccostume corresponding to their degree, as described inthe foregoing section, provided, that such rights shallterminate if such persons shall cease to be connectedwith The University.3. The President and Deans of Faculties may adoptdistinctive badges, not inconsistent with the costumeherein before described.v. notes.1. The foregoing statute is identical with the statuterecently adopted by several of the leading Americanuniversities. The object is to provide a uniformscheme by which the academic costume shall indicate(1) the degree held by the wearer ; (2) the universityfrom which the degree has been received; (3) thefaculty to which the degree pertains. The first ofthese points is made clear by the length and shape ofthe hood; the second by the use of the universitycolors in the lining of the hood ; and the third by thecolor of the edging. The colors assigned to the different faculties are uniform in all the statutes and are,so far as possible, the colors that have been historicallyidentified with the various faculties for many generations.2. Instructors who have received degrees from otheruniversities are at liberty to wear hoods lined with thecolors of the University conferring the degree, or withthe maroon of The University of Chicago.3. The hoods should be worn on convocation andon all public occasions of a formal character wheregowns are worn.4. The existing system of caps and gowns for undergraduates remains unchanged.5. The foregoing system shall apply to all bachelors,masters, and doctors who receive degrees at Convocation. They shall present themselves accordingly inthe gown and cap appropriate to their degree. TheUniversity shall present to each candidate for thedoctor's degree duly qualified the hood appropriateto the degree.6. The degree of A.B., A.M., requires white trimming ; Ph.B.,Ph.M., blue trimming; S.B., S.M., yellowtrimming. All degrees of Ph.D., given by any Faculty,require blue trimmings. June 8, 1896.UNIVERSITY RECORD 199OFFICIAL NOTICES.Programme of the Pinal Week.June 21, Sunday.3 : 30 p.m.^ Baccalaureate Service. Address by the President. The"Hymn of Praise" (Mendelssohn), — The UniversityChorus. Kent Theater.June 12, Friday.Junior College Day.June 18, Thursday.8:00 p.m. Reception to the Candidates for Degrees. . _'. , „ t-t June 22, MondayPresidenfs House. J '_ , , _ _ . , „ TTTJune 19, Friday. Quadrangle Day. Exercises of 96, III.8:00 p.m. Senior College Finals. June 23, Tuesday.Kent Theater and Cobb Lecture Hall, — Chapel. Banquet of '96, III.Programme of the Quinquennial Convocation Week.June 30, Tuesday.9 : 00-4 : 00 p.m. Matriculation and Registration of Incoming Students.6 : 00 p.m. Annual Dinner of the Associated Alumni.Cobb Lecture Hall, — Chapel.July i, Wednesday.8:00 a.m. The Graduate Matutinal.8 : 30-3 : 00 p.m. Matriculation and Registration of Incoming Students.10 : 30 a.m. First Presentation of the Synagogue Service of the timesof Christ ; twenty men in Oriental costume using theHebrew Language and old Hebrew chants. (Admissiononly by special ticket) .Haskell Oriental Musetcm, — Assembly Room..12 : 30 p.m. University Luncheon to the Associated Alumni.Cobb Lecture Hall, — Chapel.1 :• 30 p.m. Convocation Chapel Service. Kent Theater.2: 00 p.m. Annual Business Meetings of the Associated Alumni.Divinity Alumni.Haskell Oriental Museum, — Assembly Room.Graduate Alumni.Cobb Lecture Hall, — Lecture Room.Collegiate Alumni. Kent Theater.3 : 00 p.m. The Fifteenth University Convocation.Procession.Address by the Rev. Professor George Adam Smith,D.D., Free Church College, Glasgow, Scotland.Conferring of Degrees.President's Quinquennial Statement.Convocation Tent.8 : 30 p.m. Second Presentation of the Synagogue Service.Convocation Tent.8 : 30-11 :oo p.m. The President's Reception. Presidenfs Houa.July 2, Thursday. Dedication of Haskell Oriental Museum.7 : 30 a.m. The Lectures and Recitations of the Summer Quarterbegin.9 : 00 A.M.-4 : 00 p.m. Matriculation and Registration of Incoming Students.9 : 00 a.m. Archaeological Conference. Address by ProfessorDavid G. Lyon, Ph.D., Harvard University.Haskell Oriental Museum, — Assembly Hall.11: 00 a.m. Comparative-Religion Conference. Address by Professor A. V. Williams Jackson, L.H.D., Ph.D.,Columbia University.Haskell Oriental Museum, — Assembly Hall.1 : 40 p.m. Chapel Service. Cobb Lecture Hall, — Chapel.2:00 P.M. Biblical Conference. Address by the Rev. ProfessorGeorge Adam Smith, D.D., Free Church College,Glasgow, Scotland.Haskell Oriental Museum, — Assembly Hall.4:00 P.M. Formal Presentation and Acceptance of Haskell Oriental Museum.Presentation, Associate Professor George S. Good-speed, Ph.D., The University of Chicago.Acceptance, the President of The University.Dedicatory Address, the Rev. Professor Emil G. Hirsch, Ph.D., The University of Chicago.Dedicatory Prayer, the Rev. William H. P.Faunce, D.D., New York City.Convocation Te?it.8:30-11:00 p.m. Formal Opening of Haskell Oriental Museum andReception to visiting Oriental Scholars.July 3., Friday. Laying of the Corner-Stones of the Hull BiologicalLaboratories.1 : 40 p.m. Chapel Service. Cobb Lecture Hall, Chapel.3:00 P.M. Address, — President David Starr Jordan, Ph.D.,LL.D., Leland Stanford Jr. University.Statement by the President of The University.Corner-Stone Address, Zoological Laboratory,Head Professor Charles 0. Whitman, Ph.D., TheUniversity of Chicago.Corner-Stone Address, Botanical Laboratory,Head Professor John M. Coulter, Ph.D., TheUniversity of Chicago.Corner-Stone Address, Physiological Laboratory,Associate Professor Jacques Loeb, M.D., TheUniversity of Chicago.Corner-Stone Address, Anatomical Laboratory,Head Professor Henry H. Donaldson, Ph.D.,The University of Chicago.Prayer, — Professor Charles R. Henderson, D.D., theChaplain of The University.8 : 00 p.m. Military Concert, the 1st Regiment. Band.Convocation Tent.July 4, Saturday. National Holiday.9 : 00 a.m. Religious Meeting. Addresses by the Rev. WilliamH. P. Faunce, D.D., New York City, and the Rev.Professor George Adam Smith, D.D., Glasgow,Scotland. Cobb Lecture Hall, — Chapel.11:00 a.m. Presentation to The University of the NationalColors by the First Infantry, Illinois National Guard.Address of Presentation by Col. H.L.Turner. Responseby the President of The University.11 : 30 a.m. Oration, " The Conditions and Prospects of Democracy," Professor Bernard Moses, Ph.D., The University of California. Convocation Tent.July 5, Sunday.11 : 00 a.m. Convocation Sermon. The Rev. Professor GeorgeAdam Smith, D.D., Glasgow, Scotland.Convocation Tent.4:00 p.m. Convocation Vespers. Address by the Rev. WilliamH. P. Faunce, D.D., New York City.Convocation Tent.Note. — A revised bulletin of the exercises of each day will be printedand circulated on the evening of the preceding day.200 UNIVEBSITT BECOBBMeetings of Faculties and Boards.Paculty Room , Haskell nuseum .June 13.The Administrative Board of the University Press,at 8:30 a.m.The Faculty of the Junior Colleges, at 10:00 a.m.The University Senate, at 11:30 a.m.Monthly MeetingOf the Junior College students to consider businesswhich will be presented by the Junior College StudentCouncil, Wednesday, June 17, at 12:30 p.m., Chapel,Cobb Lecture Hall, Attendance is required.Attendance on Weekly Heetings.By action of the Faculty of the Junior Colleges(May 20, 1896) attendance of Junior Sixth at theweekly meeting with the President, and of Junior Firstat the weekly meeting with the Dean, is required.Theses and Examinations.Students who are candidates for the higher degreesat the October Convocation, 1896, will note the following announcements :1. Students who are candidates for the Doctor'sDegree must submit their thesis, the subject ofwhich has already been approved, in written formto the Head or Acting Head of the Department, onor before Saturday, June 20, 1896.2. Students who are candidates for the Master'sDegree will submit their thesis in written form onor before Saturday, August 29, 1896.3. Students who are candidates for the degree of Bachelor of Divinity or Bachelor of Theology must submit their thesis on or before Saturday, June 20, 1896.4. In all cases the applicants will present in writingto the proper dean a statement indicating the dateat which they will be prepared to take the finalexamination.Pinal Examinations.For the Degree of Ph.D.The final examination of Bernhard Conrad Hesse,announced for June 22 (Record I, No. 8, p. 146) will beheld on June 18, at 9:00 a.m.Committee — Assistant Professor Smith, Head Professor Michelson and Professor Iddings.For the Degree of Ph.n.Carrie Eliza Silliman, Monday, June 15, at 2 : 00p.m. Room D 16, Cobb Lecture Hall. Principal Subject — " History."Thesis — "The Formulation of the FourteenthAmendment."Committee — Professor Terry, Assistant ProfessorFreund, Associate Professor Blackburn.Schedule of Examinations.Spring Quarter, 1896.The Quarterly examinations for the current SpringQuarter will be held Monday and Tuesday, June 22and 23. Two hours will be devoted to each exercise,in the order of the daily programme, as seen in thefollowing scheme :Exercises held at 8:30 a.m., Examination, Monday, 8:30-10:30." " 9:30 " " " 10:30-12:30." " 10:30 " " " 2:00-4:00." " 11:30 " " Tuesday, 8:30-10:30." 2:00 p.m., " " 10:30-12:30." " 3:00 " " " 2:00-4:00." " 7:30 A.M., " Monday, 4:00- 6:00." " 4:00p.m., " Tuesday, 4:00- 6:00.During the examinations, the usual lectures andrecitations will be suspended, except as indicatedbelow.Important Announcements.1. In accordance with the action of The UniversityCouncil, taken October 12, 1895, and in accordancewith University Statute 19, instructors not holdingexaminations at the end of the quarter are requestedto hold the regular class exercises on the two consecutive hours set for the examination instead of at theregular hour on both days.2. At a meeting of March 17, 1896, the Councilvoted that the requirement of a special fee for aspecial examination is to be understood as applying toquarterly examinations as well as entrance examinations.Action of The Council, October 12, 1895.In view of the statement of Statute 19, viz., " Eachresident instructor gives instruction thirty-six weeksin the year," and in view of the demoralization occasioned by irregularities on the part of instructors atthe close of the quarter ; and in view of the fact thatevery student is entitled to twelve full weeks ofinstruction each quarter ; and in view of the fact thatin many of the courses in the Graduate departmentsno examinations are conducted— the following requestis made of The University instructors :1) That class exercises and lectures be conductedaccording to the announcements, and that extraUNIVEBSIl'Y BECOBB 201hours in the early part of the quarter be not given inorder that the work may be finished before the officialclose of the quarter.2) That instructors fulfill their obligations of twelvefull weeks' residence during each quarter.3) That in courses in which no examinations aregiven, lectures continue through the full twelve weeks.4) That in all courses not designated as " Primarilyfor Graduates" instructors are requested to conductexaminations at the close of the quarter.Instructors' Reports for the Spring Quarter, 1896.All members of the Faculties are requested toobserve that the reports of courses during the Spring Quarter are due at the Examiner's office (or theFaculty Exchange) not later than twelve o'clock m.,Friday, June 26. It is of the utmost importance thatevery course be reported fully and promptly. Blankswill be furnished through the Faculty Exchange notlater than June 18.R. D. Salisbury, University Examiner.The Bastin Prize.June 20 is the last day for handing in papers in competition for the Bastin Prize to the Dean of GraduateWomen.INSTRUCTION.I. AND XVII. PHILOSOPHY AND MATHEMATICS.A conference of the Mathematical and PhilosophicalClubs upon " The Origin of the Concept of Numberand its Bearings on the Teaching of Arithmetic " washeld Wednesday June 10, at 7:45 p.m., in C 11, CobbLecture Hall. Departmental Announcements.Mr. Charles C. Sherman on: "Mtiller, Die Pro-pheten in ihrer ursprtinglichen Form." (Concludingpaper.)VI. SOCIOLOGY.The Sociology Club meets Monday, June 15, at 8: 00p.m., in Faculty Room, Haskell Oriental Museum.Associate Professor C. R. Henderson and Mr.Herrick: " The Grand Rapids Conference of Charitiesand Correction."VIII. SEMITICS.The Semitic Club meets at the residence of President Harper, Wednesday, June 17, at 8:00 p.m. XXVIII. ELOCUTION.The final contest between the sections in RequiredElocution will occur Tuesday evening, June 16, at8:00 p.m., in Kent Theater. Mr. Clark has securedMiss Mary Blood, Professor Soper, and Mr. Phillippsto act as judges. The contestants are Miss Feilchen-feld, and Messrs. Anderson, Atwood, Barker, Hurl-burt, Meloy, Tabor, Walker, Wescott, and Zimmerman.Prizes will be awarded to the first, second and third.Music will be provided by some of the musical organizations of The University.MUSIC.Voluntary Courses in Music.Wardner Williams, Instructor in Music.Elementary Vocal Music. — Tuesday, at 5:00 p.m.Harmony. — Monday and Thursday, at 8:30 a.m.Theory of Music. — Tuesday and Friday, at 8:30 a.m.History of Music. — Wednesday, at 8:30 a.m.The University Choir.The University Choir for the Summer Quarter isas follows :Misses Emily Ray Gregory, Louise M. Hannan,Meddie Hamilton; Mrs. Marine Miller; Messrs. H. L. Hargrave ; T. J. Coffey, Harry R. Fling, S. E*Mosser.Concert.The University Chorus gave a concert in KentTheater, Tuesday evening, June 9, at 8:00 o'clock.The vocal work of the evening was Mendelssohn's" Hymn of Praise ".The flusical Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday afternoons at 5:00 o'clockthroughout the year.202 UNIVEB81TT BEGOBBA Pianoforte Recital will be given Wednesday afternoon, June 17, by Mr. Frederic Horace Clark, assistedby Charles H. Dixon and Mary David Dixon. Thefollowing is the programme :i. The Fantasia and the Moonlight Sonatas,Op. 27 (Anticipation and Loss of Love)Beethoven.2. a. The Wanderer Schubert.b. The Erl King Schubert. 3. Gigue in G Scarlatti.4. Perpetual Motion in C Weber.5. Vienna Carnival (First Part) Schumann.6. Four 6tudes :a. Summer Nightb. Revolutionc. Coquetted. Winter's Storm Chopin.7. Lucia Fantasia Liszt.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.Announ cements .The chaplain for the week : Monday, June 15, toFriday, June 19, will be Head Professor GalushaAnderson.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.Vesper Service in the Theater, Kent ChemicalLaboratory, Sunday, June 14, at 4:00 p.m., in chargeof the Rev. Ernest M. Stires, of Grace EpiscopalChurch.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 praj^er meetingWednesday evening at 7 : 45.Hyde Park M. E. Church (corner Washington avenue and 54thstreet) — Rev. Me. Leonard, Pastor, will conduct services Sunday, at 11 : 00 a.m. and 7 : 30 p.m. ; General Class Meeting at 12 : 00m.; Sunday School at 9:30 a.m.; Epworth League at 6: 30 p.m.;General Prayer Meeting, Wednesday, at 7 : 45 p.m. University Congregational Church (corner 56th street andMadison avenue)— Rev. Nathaniel I. Rtjbinkam, Ph.D., PastorPreaching 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 En'deavor at 6 : 30 p.m. ; Wednesday Devotional Hour ,at 8: 00 p.m.Hyde Park Presbyterian Church (corner Washington avenueand 53d street)— Rev. Hubert C. Heeeing, Pastor. PublicChurch Services at 10 : 30 a.m., and 7 : 45 p.m. ; Sunday School at12 : 00 m. ; Junior Endeavor Society at 3 : 00 p.m. ; Young People'sSociety of Christian Endeavor at 6:45 p.m. ;' Mid-week PrayerMeeting, Wednesday, at 7 : 45 p.m.Woodlawn Park Baptist Church (corner of Lexington avenueand 62d street)— W. R. Wood, Pastor. Bible School at 9 : 30 A.m. ;Worship and Sermon at 11 a.m.; Young People's DevotionalMeeting at 6 : 45 p. m; Gospel Service with Sermon at 7 :30 p.m..General Devotional Meeting, Wednesday evening, at 7:45. Allseats are free.Hyde Park Church of Christ (Masonic Hall, 57th street, eastof Washington avenue)— Services : Sunday at 11 : 00 a.m. ; EveningService at 7:30. Sunday School at 9:45 a.m. Young People'sSociety of Christian Endeavor at 6 : 45 p.m. Preaching by Rev.H. L. Willett, Ph.D.St. PauVs Protestant Episcopal Church (Lake avenue, northof 50th street)— Rev. Charles H. Bixby, Rector. Holy Communion, 8 . 00 a.m. every Sunday, and 11 : 00 A.m. first Sunday ofeach month. Morning Prayer with Sermon, 11 : 00 a.m. ChoralEvening Prayer. 7 : 30 p.m. Men's Bible Class at the close of theeleven o'clock service. Sunday School, 3 : 00 p.m.Unitarian Services. — Rev. W. W. Fenn, of the first UnitarianChurch, will speak, every Sunday afternoon at 4:00 o'clock, atMasonic Hall, 276, 57th street. Students and friends are cordiallyinvited.libraries, laboratories, and museums.History, 4 vols.; Homiletics, 2 vols.; Morgan ParkAcademy, 1 vol.Books added by gift, 41 vols.Distributed as follows :General Library, 39 vols.; Astronomy, 1 vol.; Geology, 1 vol.Books added by exchange for University Publications8 vols.Distributed as follows :Political Economy, 6 vols.; Comparative Religion, 2vols.During the weeli ending June 9, 1896, there hasbeen added to the Library of The University a totalnumber of 145 books from the following sources :Books added by purchase, 96 vols.Distributed as follows :General Library, 12 vols.; Philosophy, lvol.; Political Economy, 13 vols.; History, 33 vols.; Sociology, 2 vols.; Greek, 22 vols.; Latin, lvol.; English,2 vols.; Physics, 2 vols.; Zoology, 1 vol.; ChurchUNIVEBSITY BECOBB 203LITERARY.The Philolexian Society will hold a special meeting in Cobb Lecture Hall, Saturday, June 13, at 7:30 p.m.Abstracts of Theses.The Lateral Line of Batrachus Tau.*COENELIA M. CEAPP.The Toadfish Batrachus tau, is a teleost, belonging to thefamily Batrachidss.The material for this paper was obtained at Wood's Holl,Mass., and much of the investigation has been carried on at theMarine Biological Laboratory established there.The arrangement of the organs, and the mode of canal formation correspond in the main with the description of the lateralline system in Amia. In Batrachus, however, canals exist onlyon the head, the three body lines consisting of free organs protected by paired projections of the skin. The body is devoid ofscales, and the integument resembles that of the amphibia. Thepoints of especial interest are connected with the origin of thelateral line system and the innervation of the organs.(1) The sense organs — including the olfactory and auditoryorgans— arise as thickenings of the ectoderm at an early stage inthe development of the embryo. Soon after the formation of theauditory vesicle there may be observed a linear thickening witha greatly enlarged growing point on each side of the body. Thispoint seems to push its way from the region of the ear to theposterior end of the body. The cells composing this line gradually become transformed at certain intervals, so that there isthe appearance of organs originating along a cord of ,cells, by"local proliferation." The connecting portions disappear inmost fishes, but in Batrachus these cells persist and form a conspicuous structure in the adult. This so-called connecting strandhas been described as a " nerve thread" by some authors and asan "epithelial canal " by others. As this strand is derived fromthe ectoderm, it is not connective tissue, but it may be regardedas of the nature of the supporting tissue found in connectionwith sensory cells.(2) The dorsal branches of the seventh and tenth cranialnerves supply the widely distributed lateral line organs of thehead and trunk. In accordance with the most recent views,these dorsal branches constitute the " lateral line component "which is present in fishes and amphibia. In the case of the tadpole, Strong has shown that these branches atrophy when thetadpole becomes a frog and the organs disappear. This factwould lead to the conclusion that the lateral line organs form adistinct and specialized system peculiar to fishes and amphibia.There is no doubt in regard to the common origin of these dorsal branches within the central nervous system, as the dorsalroot of the seventh and the anterior root of the tenth arise fromthe tuberculum acusticum. In Batrachus, as in some otherforms, the ninth cranial nerve takes no part in the innervationof sense organs. While the function of this system is as yetunknown, its close relationship to the auditory organ is conceded. The ear is without doubt a transformed organ of thelateral line system.* Presented to the Department of Zoology for the Degree ofDoctor of Philosophy, May, 1896. A Contribution to the Morphology of Dero vaga.fBy H. S. Beode.Dero vaga is a small Oligochsete belonging to the familyNaidomorpha. It was originally described by Joseph Leidy in1880 under the name Aulophorus vagus.The worm varies in length from 5 to 10 mm. and its greatestwidth is .25 mm. It is transparent and lives in a case, constructed of small leaves, etc., which it pulls about on the surface of the water.Sexual organs are developed in July. At other seasons ofthe year it multiplies rapidly by fission.The nervous system consists of a dorsal ganglion and anindefinite number of ventral ganglia. The dorsal ganglion liesin the first segment (prostomium) , and from it and the commissure are given off four nerves. Three of these nerves lie in thefirst segment and the fourth lies in the second segment. Theventral ganglia, although crowded together at the anterior andposterior ends of the animal, all present the same generalappearance, and from each is given off four pairs of lateralnerves. The posterior nerve in each case innervates the anteriorpart of the next following segment.A well developed sympathetic system covers the pharynxThe so-called "lateral line " is present. It has been found to bea part of the muscular system and is not a nervous structure.Sense organs are found in two bands on every segmentexcepting in the anterior segments where the two bands aremerged into one. The anterior band has eight organs, whilethe posterior band, which passes through the setee, has twelveorgans. The organs in these two bands form longitudinal rowswhich extend the entire length of the worm. Isolated sensecells are scattered irregularly over the entire body.Similar sense organs have been found in other Oligochsetes,Polychaetes, Leeches and Vertebrates.The facts presented in this thesis have a direct bearing onthe colonial theory of the origin of metamerism.Stated briefly, this theory proposes to account for the originof segmentation in animals, including vertebrates, by supposingthat they arose from unsegmented forms through the process ofmultiplication by fission. In such an event the segments wouldoriginally be homo-dynamous, and the indications are that thisis the case in Dero vaga. \.f Presented to the Department of Zoology for the Degree ofDoctor of Philosophy, May 1896.Notes on the Nervous System of AeolosomaTenebrarum. $By Edith M. Beace.Aeolosoma has held a unique position among worms, asbeing an Annelid whose nervous system consisted of a pair ofcephalic lobes only, without a ventral cord. Special methodst Presented to the Department of Zoology for the Degree ofMaster of Science.204 UNIVERSITY RECORDhave shown the presence of the ventral cord, and of the oesophageal commissure connecting it with the brain. The ventralcord is double, the two halves being some distance apart, andconnected by fibrous commissures, forming the ladder type ofnervous system. The longitudinal fibers are covered by a layerof cells irregularly disposed along the whole length of the cord,and these form a pair of ganglionic swellings in each segment,the limits of the consecutive ganglia becoming less definite in the posterior segments. The median nerve is well marked.Nerves given off laterally from the cord run in the epidermal.wall to the dorsal side of the body. The entire cord is imbeddedin the body wall under the muscle layer ; its component cellsclosely resemble the cells of the epidermis, but they may be distinguished by a difference in staining reactions. Nerves fromthe cephalic lobes and from the oesophageal commissure innervate the prostomium.£f)e Stttibersttg t&xUnsian HtbisiotuThe University of Chicago and Extension Teaching,Walter A. Payne.Much interest has been manifested in the Extensionwork of The University of Chicago from the beginning,primarily because it is the first educational institutionofficially to incorporate within itself the Extension ideaand make systematic provision for carrying it out. Hence the following statistical information with reference to the work, from the time of its inaugurationin 1892 to the present date, June 1, 1896, will no doubtbe examined with interest by the friends of UniversityExtension teaching.Tabulated Statement of the Work of the University Extension Division, 1892-96,The Lecture-Study Department.Table No. 1.*Quarter. No. ofCentres. No. of 'Courses. ' No. ofLecturers. AverageAttendanceat Lectures. AverageAttendanceat Class. Average No.of WeeklyPapers. No.Examined1892-3 Autumn 31522— 67f33359— 72f624810— 95f61414— 81f 38832— 12336449— 83655211— 12871454— 120 11202— 2117164— 1718173— 2324182— 30 10,07016,443215 26,7285,1297,0591,875 14,06311,9689,7242,065— — 23,75714,9809,615750 • 25,345 3,8388,21730 12,0852,8804,2241,305 8,4098,2258,1641,386— — 17,7757,8554,005500 ,360 2964151— 71212830996— 533Very fewcentresreported.Very fewcentresreported. 207Winter 2731Totals — 4811893-4 Autumn 889233Totals — 2131894-5 Autumn 0 © £ 0 ^•3 3 ® g 0g 0 0 > 0Totals 1895-6 Autumn £§"1°W* $Totals Table No. 2.*Year. Syllabipublished. No. of twelvelectureCourses. Centres active in 1895-6,showing yearorganized. Centres organized, but activeonly one season. Average No.of Lecturesper Centre. Coursestaken inChicago. Centresactive inChicago.1892-3 37171521— 90 0666- 18 1982529— 81 191031— 60 11.01 +6.92-8.01-8.89- 71372941— 178 241893-4 231894-5 191895-6. 23Totals — ¦ 45ft*In the above a course of six lectures is regarded as the unit, a twelve-lecture course being counted as two courses.Actual number of centres active during the year. tt Total number of centres organized in Chicago.UNIVEBSITY BEOOBB 205It will be observed that during the first year thenumber of courses given was 123, while during thesecond year there were but 83, and also that the average attendance at lectures in 1892-3 was 26,728, whilethe following year it fell to 14,063. It will be furtherobserved that quantitatively the Extension work ofThe University of Chicago reached high water markduring its first year. The remarkable falling off inattendance on the Extension lecture-study coursesduring the second year can be accounted for in thefollowing way : (1) Whatever interest may have beenmanifested and attendance secured because of thecharm attending the inauguration of a movement wasnow gone. (2) The financial panic of 1893 will nodoubt account for the inability of many organizedcentres to continue the work and likewise operatedagainst the organization of new centres. From thiseffect the Extension work is gradually recovering, asis indicated in the increased attendance from the year1893-4 to the present time. (3) The presence of theWorld's Columbian Exposition seriously affected thework of the year 1893-4. This is most clearly shownby a comparison of the number of courses taken inthe city of Chicago in 1892-3 and 1893-4. In the former year the 24 active centres within the city took71 courses, while in the latter the 23 active centrestook but 37 courses. While the regular ExtensionBachelors of Arts.Brown, Edwin Putnam, Beaver Dam, Wis. (Home address).Coolidge, Elizabeth Teasdale, Graduate Student,The University of Chicago, 6032 Monroe ave.Earle, Mabel, Graduate Student, The University ofChicago, 5810 Drexel ave.Fox, Andrew Noah, 1280 Wilcox ave., Chicago (Homeaddress).Higgins, William Addison, N. Indianapolis, Ind.(Home address).Johnson, Franklin, Jr., 222, 53d st.. Chicago (Homeaddress).Lewis, John Simon, Jr., Dubuque, la. (Home address). season opens October 1, but one course in Chicagobegan prior to the middle of November, and duringthe entire Autumn Quarter but 14 courses were inprogress.Another effect of the financial crisis from which theExtension work has not yet recovered is shown in theaverage number of lectures per centre. Starting in1892-3 with an average of 11.01 lectures to the centre,it fell during the following year to 6.92, and then roseto 8.01 in 1894-5 and to 8.89 in 1895-6.The total number of points at which lectures havebeen given is 169. Sixty of these centres, however, ifcentres they may be called, were active during butone season, and 56 of them took but one course. Alarge percentage of these were never organized asExtension centres, and many of them never expectedto take but the one selected course.Of the centres organized during the first season the19 yet active are : In Chicago — Stewart Avenue, HullHouse, Kenwood, Millard Avenue, Newberry Library,St. James, and The University ; outside of Chicago —Aurora, Austin, Flint (Mich.), Freeport, Joliet, LaFayette (Ind.), LaPorte (Ind.), Peoria, Rockford,Round Table (Kankakee), Springfield, and Sterling.Five of these — Aurora, Austin, LaPorte, MillardAvenue and Rockford — were inactive during oneseason.Porterfield, Cora Maud, Graduate Student, TheUniversity of Chicago, Foster Hall.Whyte, James Primrose, Graduate Student, TheUniversity of Chicago, 5721, Cottage Grove ave.Williston, Frances Greenwood, Elmhurst (Homeaddress).Bachelors of Philosophy.Gilpatrick, Rose Adelle, Hallowell, Me. (Home address).Bachelors of Science.Jegi, John I., Graduate Student, The University ofChicago, 455, 55th st.Lansingh, Van Rensselaer, 5109 Kimbark ave., Chicago (Home address).£t)e &lutmtt.The following is a list of the class-division that graduated from the Senior Colleges of The University onJanuary 1, 1896 with their present address, as far as can be ascertained :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.206 UNIVEBSITY BECOBB&§z g&tiibetsitg Affiliations*Report for the Winter Quarter, 1896.Kalamazoo College.Kalamazoo, Mich.A. Gaylord Slocum, President.List of Instructors with Number and Character ofCourses :Slocum, A. Gaylord. 1DM (Moral Philosophy), 1DM(Logic).Brooks, Samuel. 1DM (Livy), 1DM (Natural Theology).Axtell, Seth J. 1DM (Herodotus), 1DM (Euripidesand Aeschylus).Williams, Clarke B. 1DM (Algebra and Theory ofEquations), 1DM (Analytical Geometry and Differential Calculus).jenks, Stillman G. 1DM (Physics), 1DM (Qualitative Chemistry).Brink, Clark M. 1DM (English Literature), 1DM(Constitutional History of the U. S.), 1DM (History of Civilization).Wilkinson, Maud. 1DM (French A), 1DM (FrenchB). Haskell, Samuel. 1DM (Life of Christ).Swartout, Carolinne H. 1DM (German A), 1DM(German B).Johnson, Lucy. 1DM (History of England).Departments :No. op Courses. No. op Students.Philosophy: 6 (3DM). 34History: 6 (3DM). 44Greek: 4 (2DM). 23Latin : 2 (1DM). 17French : 4 (2DM). 21German: 4 (2DM). 18English: 2 (1DM). 13Life of Christ : 2 (1DM). 8Mathematics: 4 (2DM). 48Physics: 2 (1DM). 5Chemistry: 2 (1DM). 9The Maynard School.Duluth,Laura AmeliaList of Instructors, with Number and Character ofCourses :Ceytte, Aline. 5DM (French).Darling, G. L. 1DM (Chemistry), 1DM (Physiology),1DM (Physiography), 2DM (Physics).Eastman, M. R. 1DM (Academic Algebra), 1DM(University Algebra), 1DM (Plane Geometry).Marot, M. L. 1DM (Roman History), 1DM (CollegePreparatory English), 1DM (Mediaeval History),1DM (English Literature).Salter, M. J. 1DM (Cicero). In charge of Intermediate Department. Minn.Jones, Dean.Departments.No. op Courses. No, . op Students.History: 4 (2DM). 15Greek: 2 (1DM). 1Latin : 8 (4DM). 22German: 8 (4DM). 13French : 10 (5DM). 13English: 4 (2DM). 15Mathematics: 6 (3DM). 18Total enrollmentwhich I 3tu 30States and Countries from dents havecome:California, 1 ; Illinois, 1 ; Michigan, 3; Minnesota,20; Ohio, 1 ; Wisconsin, 4.Turcke, Therese. 4DM (German).Wright, E. E. 1DM (Beg. Latin), 1DM (Csesar),1DM (Vergil), 1DM (Beg. Greek). Number of Students :Enrolled during Winter Quarter, 30.Discontinuing at end of Winter Quarter, 2.Entering at beginning of Spring Quarter, 0.Attendance for Current Quarter, 30,UNIVEBSITY BEGOBB 207Rugby School.Kenil worth, 111.W. R. Trowbridge, Dean.List of Instructors, with Number and Character ofCourses :Trowbridge, W. R. 1DMM (Chemistry), 1DM (Biology), 2DM (Elementary English), 1DM (Arithmetic), 1DM (Mechanical Drawing).Cooke, F. King. 1DM (Advanced Algebra), 1DM(Elementary Algebra), 1DM (Geometry), 1DM(Beginners' Greek), 1DM (Beginners' Latin), 2DM(Arithmetic).Wilson, Mary Walter. 1DM (Elementary Latin),2DM (Csesar), 1DM (Sallust, Catiline), 1DM (Vergil), 1DM (Anabasis).Van Ruyper, Alice C. 1DM (Beginners' French)^1DM (2d year French), 1DM (Beginners' German),1DM (Modern History), 1DM (Greek History),1DM (English).The essay on Bryce's "American Commonwealth"read by Professor Edmund J. James before the Political Science Club in March last and printed in theAnnals of the American Academy of Political andSocial Science for May 1896 has been issued by theAcademy in a separate edition as Number 172 of thepublications of the Academy. It makes a pamphletof some thirty-five pages.Professor Edmund J. James delivered an address onTuesday evening, May 26, before the Men's Club ofthe Congregational Church, Fortieth Street andDrexel Boulevard, on " Have we a RepresentativeGovernment ?"Miss Katherine Hutchison, of the Department ofPhilosophy, delivered the address before one of the Departments :No. op Courses. No. of Students.English : 6 (3DM). 23Latin : 12 (6DM). 30Greek: 4(2DM). 5Mathematics : 12 (6DM). 38French: 4 (2DM). 11German : 2 (1DM). 4Science : 6 (1DMM, 1 DM). 7History: 4 (2DM). 13Mechanical Drawing : 2 (1DM). 6Number of Students :Enrolled Spring Quarter, 38.literary societies of Monmouth College, Friday, June5, on the subject : "The Social Influence of HigherEducation."Volume XII, Nos. 1 and 2 of The American Journal op Semitic Languages and Literatures (continuing " Hebraica "), has appeared from The University Press. The contents are as follows :" The Prophecies of Zechariah with special reference to theOrigin and Date of Chapters 9-14."George Livingstone Robinson." The Eaith of al-Islam." Professor Duncan B. McDonald." The Syriac Text of the Chinese Nestorian Tablet."Professor Isaac H. Hall." Semitic Bibliography." Professor Ira M. Price." Semitic and Old Testament Professors and Instructors inthe United States and Canada."Professor Ira M. Price.ICurrent iEbents-208 UNIVEBSITY BECOBBJune 13-20, 1896.Saturday, June 13.Administrative Board of the University Press.8:30 a.m.Faculty of the Junior Colleges, 10:00 a.m.University Senate, 11:30 a.m.Philolexian Society, 7: 30 p.m. (see p. 203).Sunday, June 14.Vesper Service, Kent Theater, 4:00 p.m. (see p.202).Union Prayer Meeting of the Y. M. C. A. and Y.W. C. A., Lecture Room, Cobb Lecture Hall,7:00 p.m.Monday, June 15.Chapel.— 12:30 p.m. (see p. 202).Sociology Club, 8:00 p.m. (see p. 201).Final Examination of :C.W.Votaw, 2:00 p.m.C.E.Silliman, 2:00 p.m.H.C.Grant, 3: 00 p.m.Tuesday, June 16.Chapel.— 12:30 p.m.Final Examination of :M. L. Radford, 8: 30 a.m.I. Stone, 11:00 a.m.S.S.Maxwell, 2:00 p.m.M. Bowen, 2:00 p.m.Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6:45 p.m.Final Contest in Required Elocution, 8:00 p.m.(see p. 201).Wednesday, June 17-Meeting of the Junior College Students, Chapel,Cobb Lecture Hall, 12:30 p.m (see p. 200). Recital, Kent Theater, 5:00 p.m. (see p. 202).Final Examination of :H.L. Stern, 3:00 p.m.E.B.Escott, 3:00 p.m.Semitic Club, 8:00 p.m. (see p. 201).Thursday, June 18.Chapel.— 12:30 p.m. (see p. 202).The Young Women's Christian Association, Assembly Room, Haskell Museum, 1: 30 p.m.Final Examination of :G. E. Vincent, 9:00 a.m.B.C. Hesse, 3:00 p.m.CO. Parish, 3:00 p.m.Reception to Candidates for Degrees, 8:00 p.m.(see p. 199).Friday, June 19.Chapel.— 12:30 p.m.Final Examination of :S. F. McLennan, 8:30 a.m.L. E. Dickson, 9: 00 a.m.W. N. Mebane, 9:30 a.m.T.L.Ketman, 9:30 a.m.J. B.Curtis, 3:00 p.m.The Young Men's Christian Association, 6:45 p.m.Graduate Section, Assembly Room, HaskellOriental Museum.College Section, Snell Hall.Senior College Finals, 8:00 p.m. (see p. 199).Saturday, June 20.Administrative Board of Affiliations, 8:30 a.m.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.Final Examination of C. P. Colgrove, 3:00 p.m.Material for the UNIVERSITY RECORD must be sent to the Recorder by WEDNESDAY, 12:00 M:in order to be published in the issue of the same week.