Price $L50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOGbe TUniversftE of Gbtcago pressY0lTT., NO. 26. ~PUBLISHED EVERY FRIDAY AT 3 P.M. SEPTEMBER 25, 1896.CONTENTS.I. Educational 361-363 Literary:"Pedagogy as a University Discipline, ..The psaims Qf the Pharisees" byII," by John Dewey. „ , ,.,Rush Rhees.II. Official Actions, Notices, and Reports 363-364III. The University 365-367 IV. Current Events 367Instruction ; Music ; Religious ;Libraries, Laboratories, and Museums ; I V. The Calendar - - - - 368Entered in the post office Chicago, Illinois, as second-class matter.lEtrucatumaLPedagogy as a University Discipline.By John Dewey.IXA complete organization of the discipline of pedagogy is still lacking. There is no German universityin which the subject is presented in a way at oncedetailed and systematic. So far as can be determinedin advance of trial, such an organization of the subject for university purposes would include four mainlines of discussion and research, all correlated andfocused in a laboratory of a school of practice, experiment and demonstration.Of these four lines, two are mainly concerned withthe administrative, two with the scholastic side ofeducation.From one point of view the school must be regardedas a social and political institution, having its ownspecial relationships to other institutions within someparticular state, and having its own internal organization and administrative machinery. From this pointof view arise those phases of pedagogical sciencewhich deal both with the history and the theory of school systems. Historically, we must know howevery people that has made a contribution to civilization has administered its educational forces; whatpractical ideals it has held in view and how it hasshaped its means to realize these ideals. Hebrew,Egyptian, Greek, Roman, each has had a certain type ofcharacter in mind, a certain sort of social and politicalservice to be rendered; partly by instinct, partly byconscious design, each nation has adapted its systemto satisfy these requirements. The school system hasalways been a function of the prevailing type of organization of social life.Just as the contemporaneous systems are of chiefimportance, so the study of these systems, English,French, German, and American, connects most closelywith the other phase of this institutional study — thetheory of the best attainable organization and administration in our own country under existing conditions.3B2 UNIVERSITY RECORDSuch a theoretical study includes such topics as thefollowing : The relation of the general government toeducation ; the various state systems and their relation to county and township direction ; study of theconditions of supervision and control in both the ruraldistricts and the larger cities, with the various problems thus presented, to the relation of the schoolsystem to the other parts of our political machinery ;the various methods for the training of the teachers ;special questions of school superintendency and super-visorship. Another type of questions, falling under thissame general head, is that connected with the schoolbuilding as the practical center of school work. Hereare involved problems of economics, of financial control, of the proper division of labor between the scholastic and the business side of the school system ; ofsanitation and hygiene with relation to site, plumbing,seats, blackboards, etc.; of aesthetics in architectureand internal arrangement and decoration ; questionsof laboratories, museums, libraries and the entireworking equipment of the school.Those who are skeptical as to claims of pedagogy toa position in the sisterhood of university studies overlook both the vast amount of positive knowledge athand here and the necessities of having this knowledge collected and organized. It is not a matter ofcrude speculation nor of doling out arbitrary empiricdevices, but of getting together a definite sphere ofhistorical, sociological and economic facts; and ofcombining these facts with others drawn from physiology, hygiene and medicine, etc., and of effecting aworking synthesis of this great range of scientific data.When we turn from the administrative to the scholastic side, the needs are no less urgent and the material no less specific and no less open to scientificmethod. Parallel to the historical development of theschool as a social institution is the historic development of ideas concerning education. Just as thehistory of the institution correlates with the historyof other institutions, so this relates to the history ofreflective thought, of philosophy and of religion. It isan organic part of the record of the intellectual development of humanity, as the other is of its institutionaldevelopment. No reason can be given for neglectingthis that would not apply with equal, or greater force,to the history of science or philosophy. The theoretical study involves the generalization of this historic material, the various systems of pedagogy whichhave emerged, together with a thorough discussion ofpsychology and sociology in their bearings upon theselection, arrangement and sequence of the studies ofthe curriculum and the methods required to give themtheir full efficiency. If we call the corresponding study on the institutional side that of the educationalplant, the problem that meets us here is how to utilizethis plant, how to get the maximum of value forhuman life out of it.There is no more reason for limiting the range ofpedagogy to a part of the last problem mentioned —that of the methods required in teaching a subject —than there would be in limiting physiology to themost uncertain and empirical aspects of medicine.The question of subject-matter and method is indeedof supreme importance because it is the question ofhow the machinery of the institution is to touchhuman life, how it is to get its translation frommachinery into human activity. But backed and surrounded by the disciplines of history, sociology, political science, physiology and pyschology, such a studyis no more a dealing in certain devices for making certain studies palatable than the pharmacopeia of cod-liver oil exhausts scientific hygiene and medicine.The question of method is impossible of divorce fromthat of subject matter ; it is simply a question of therelation one subject bears to another and bears to thehuman mind. It is the subject-matter taken out ofthe abstractness forced upon it for purposes of its ownconvenient study and put into its concrete connectionswith the rest of the world of knowledge and cultureand with the life of man in society. There is opportunity and demand here for the most progressive psychology in determining the relation of studies to themind in its various stages of development. There isneed for a comprehensive philosophy in systematizingthe relations of sciences to one another, in determiningtheir correlations, and for widest knowledge of thesciences themselves in their details.So much for the lecture and book side of universityinstruction in pedagogy. But every university discipline now has its side of research, of investigation, ofaddition to the resources of the world. Its function isnot exhausted in gathering together, systematizingand perpetuating the accomplishments, theoretical andpractical, of the past. There remains the responsibility of testing the attainments of the past with reference to the needs of the present ; there is imposed theduty of positive contribution of new facts, newprinciples. The heart of university work residesmore and more in the laboratory and in the workingequipment of the seminary.Where is this equipment to be found in the case ofa department of pedagogy ? Clearly in a schoolwhich shall test and exhibit in actual working orderthe results of the theoretical work. Experience hasconfirmed what might have been expected a priori,that pedagogical instruction, whether in universitiesUNIVERSITY RECORD 363or normal schools, is effective in proportion as thetheory of the class room is accompanied by actualschool work. Only in this way can the student get thereal force of what is advanced in the lecture or textbook ; only in this way can there be assurance that theteaching of the class room is not vague and impracticable. Moreover, if there is a science of education it isan experimental science, not a purely deductive one.All well-ordered experiment presupposes two things :a working hypothesis, an idea to be put to the test,and adequate facilities for making the test. Theremust be a continual union of theory and practice;of reaction of one into the other. The leadingidea must direct and clarify the work; the workmust serve to criticise, to modify, to build up thetheory.But just as the teaching side of pedagogical workin a university is differently directed and constitutedfrom that of the normal school, so also the accompanying laboratory. The former is a school of practicein the sense that in it the future teachers get suchpractical exercise in the weapons of the calling as toprepare them for the actual work of teaching. But"practice" in a university school of practice is a wordof enlarged sense. It refers not so much to individualpupils as to the principles which are tested anddemonstrated. Such a school is, in the strictest sense,a laboratory. Without it the instruction in pedagogyis in relatively as disorganized and crippled a conditionas chemistry and physics would be with only lecturesand books to depend upon.That this fact is hardly recognized nominally, andnext to not at all practically, simply indicates in howbackward a condition the whole scientific organizationof education is — how little society is as yet awakenedto the possibility of applying scientific methods of inquiry and organization to educational matters. Itis not over-sanguine to anticipate a transformation ineducation similar to that of chemistry when there isconsciousness of the possibilities in this direction, andmen are as willing to spend time and money in onedirection as in the other. The sole hindrance is theskepticism, latent rather than expressed, passive ratherthan active, as to whether education is capable ofintellectual organization, whether it really falls withinthe realm of scientific method and is subject to theintelligent application of law.Let this inertia of conviction once be shaken, andjust in proportion to the importance of education,and the extent to which it touches human life,will the response to the claims of pedagogy, asscientific theory of the practical organization of educational forces, be ready and ample. There is no doubtthat a laboratory of chemistry might be made self-supporting by devoting itself, say, to work in dyes ordrugs of direct commercial import. Whether theultimate utilitarian output, to say nothing of chemicaltruth, would be as great is quite another matter. Itis inconceivable that, in the long run, the needs of thetheory of education should be grasped in any lessgenerous and complete a fashion. In many respectsthe response of the American public to the needs ofthe highest education is the most striking fact of theday. There is no parallel in history to the lavishnesswith which means have been put at the disposal ofeducational interests in the last two decades. It isinconceivable that devotion to the problem of scientificinvestigation and organization of educational resourcesshould be less than that or different from that in themore direct and obvious phases of education. What isneeded is a sufficient beginning to exhibit the importance and the practicability of the work.©ffictal actions, Notices, attir Sports,OFFICIAL NOTICES.Meetings of Divisions and Division Officers.Cobb Lecture Hall, October i, 1896.Senior Colleges. Junior Colleges.10:30 a.m. Division Officers meet in C 7.11:00 a.m. Divisions meet as follows :I. with Dean Terry in C 7.II. with Assistant Professor Howland in C 8.III. with Associate Professor Castle in C 9.IV. with Associate Professor Blackburn in C 10.V. with Assistant Professor von Klenze in C 5.VI. with Mr. Catterall in C 11.11:30 a.m. Council of Senior Colleges meets in C 7, 10:30 a.m. Division Officers meet in B 7.11: 00 a.m. Divisions meet as follows :I. with Dean Capps in B 9.II. with Assistant Professor Miller in B 6.III. with Mr. Hill in B 8.IV. with Mr. Owen in B 2.V. with Dr. Boyd in B 11.VI. with Assistant Professor Smith in B 12.11: 30 a.m. Council of Junior Colleges meets in B 7,361 UNIVERSITY RECORDThe Sixteenth Quarterly Convocation.Programme of Convocation Week.September 30, Wednesday.q;oo a.m.-4:oo p.m. Matriculation and Registration of IncomingStudents.October 1, Thursday.8: 00 a.m. The Graduate Matutinal.8:30 A.M.-i2:3o p.m. Matriculation and Registration of Incoming Students.io:ooa.m. Divinity Conference. Address: " Is the Prevalent Conception of the Work of the Minister the True One?"The Rev. Robert S. MacArthur, D.D., New York.Discussion will be led by the Rev. W. H. Geistweit,Galesburg, 111. Haskell Oriental Museum.12 : 30 p.m. The Anniversary Chapel Service. . Kent Theater.i:oop.m. Divinity Alumni Luncheon.Haskell Oriental Museum.2 : 00-3 : 00 p.m. Business Meeting of The Divinity Alumni Association.Haskell Orie7ital Museum.3 : 30 p.m. The Sixteenth University Convocation.Address : ". Modern Tendencies in Theological Thought."President Augustus H. Strong, D.D., LL.D., RochesterTheological Seminary. ,Conferring of Degrees.The President's Quarterly Statement.Graduate Quadrangle.8 : 00 p.m. Reception to Visiting Ministers and Divinity Alumni.Haskell Oriental Musetim.October 2, Friday.7 : 30 a.m. The Lectures and Recitations of the Autumn Quarterbegin. 12:30 P.M.3 : 00 p.m.3:00 P.M.9: 00 a.m.~4:oop.m. Matriculation and Registration of Incoming Students.9:30 A.M. Divinity Conference. Topic: "Modern Tendencies inTheological Thought." The Discussion will be "led byHead Professor George W. Northrup, D.D., LL.D.,Chicago, and by the Rev. Professor W. D, Mackenzie,D.D., Chicago. Haskell Oriental Museum.Chapel Service. Cobb Lecture H 'all ',-— Chapel.Divinity Conference. Topic: "Should a TheologicalSeminary Teach Men What to Believe or How toThink?" The Discussion will be led by President C.J. Little, D.D., Garrett Biblical Institute, Evanston, 111.,and the Rev. J. Q. A. Henry, D.D., Chicago.Haskell Oriental Museum.The Annual Meeting of the Board of Trustees of theTheological Union.Haskell Oriental Museum, — Faculty Room.8 : 00 p.m. The Annual Meeting of the Theological Union. Addressby the Rev. Robert S. MacArthur, D.D., New York.Report of the Secretary gf the Board.Immanuel Baptist Church.October 3, Saturday. University Extension Class -study Day.9: 00-12: 00 a.m. Consultation Hours.Cobb Lecture Hall,- - Secretary^ 's. Office.3 : 00 p.m. Class-study Conference. Addresses by President Harper,Director Edmund J. James, Professor Rollin DrSalisbury,Head Professor Dewey, and others. Kent Theater.October 4, Sunday.4:00 P.M. Convocation Vespers. Address by President AugustusH. Strong, D.D., LL.D., Rochester Theological Seminary. Quarterly Report of the Secretary of the ChristianUnion. Kent Theater.Office Hours.of Deans and Division Officers for Registration.School ok College ¦A.Hi< 83 HoursSept. 30, Oct. 1-2 School of College W a-00 HoursSept. 30, Oct. 1-2Graduate Divinity-SchoolDean Hulbert H 15 ( 9:30-12:30\ 2:00-4:00 (except Th.) Senior CollegesMen: Dean TerryWomen: DeanBulkley CC A4A2 ( 8:30-10:00( 2:00-3:00 (except Th.)( 9:30-12:30X 2:00-4:00 (except Th.)Junior CollegesMen: Dean CappsWomen: DeanBulkley CC A4A2Graduate Schools ofArts, Literature,and ScienceMen: Dean JudsonWomen : Dean Talbot CC A9A2 ( 9:30-12:30X 2:00-4:00 (except Th.)( 9:30-12:30X 2:00-4:00 (except Th.) ( 9:30-12:30X 2:00: 4:00 (except Th.)( 9:30-12:00X 2:00-4:00 (except Th.)Unclassified StudentsMen : Dean McClintockWomen : Dean Talbot CC A4A2 ( 9:30-12:30X 2:00-4:00 (except Th.)( 9:30-12:30X 2 : 00- 4 : 00 (except Th.)UNIVERSITY RECORD 365INSTRUCTION.Departmental Announcements.XLIV. SYSTEMATIC THEOLOGY. given in Haskell Oriental Museum, Room 31, willThe courses offered by Head Professor Northrup be given in Room 26 instead.and Associate Professor Foster announced to beMUSIC*{Kent Theater.)Elementary Vocal Music. — Tuesday, 5:00 p.m.University Chorus. — Tuesday, 7:15 p.m.Harmony.— Monday and Thursday, 8:30 a.m.Theory of Music. — Tuesday and Friday, 8:30 a.m.History of Music. — Wednesday, 8:30 a.m.* The Courses in Music are voluntary.Church Services. Cl12Hyde Park Baptist Church (Corner Woodlawn avenue and So56th street) — Rev. N. S. Burton, Acting Pastor. Preaching M(services at 11 : GO a.m. and 7 : 45 p.m. Bible School and YoungMen's Bible Class, at 9:30 a.m. Young People's Society ofChristian Endeavor Monday Evening, at 7:45. Week-day ^Prayer Meeting Wednesday evening at 8 : 00. TLHyde Park M. E. Church (corner Washington avenue and 54th Q.estreet)— Rev. Mr. Leonard, Pastor, will conduct services Sun- seiday, at 10:45 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. ofUniversity Congregational Church (corner 56th street and 7;Madison avenue)— Rev. Nathaniel I. Rubinkam, Ph.D., Pastor. °*Preaching Services at 11 : 00 a.m. No evening services during the wsummer. Sabbath School and Bible Classes at 9 : 45 a.m. ; JuniorYoung People's Society of Christian Endeavor at 3:30 p.m.; 0fSenior Young People's Society of Christian Endeavor at 6 : 45 p.m. ; miWednesday Devotional Hour, at 8 : 00 p.m. eaHyde Park Presbyterian Church (corner Washington avenue BiaDd 53d street)— Rev. Hubert C. Herring, Pastor. Public ScDuring the week ending September 22, 1896, therehas been added to the Library of The University atotal number of 170 books from the following sources :Boohs added by purchase, 145 vols.Distributed as follows :Philosophy, 3 vols.; Pedagogy, 8 vols.; PoliticalEconomy, 12 vols.; History, 23 vols.; Sociology,7 vols.; New Testament, 3 vols.; ComparativePhilology, 4 vols.; Greek, 2 vols.; Latin, 5 vols.;German, 2 vols.; English, 2 vols.; Geology, 5 vols.; Musical Lectures and Recitals. — Wednesday,5:00 p.m.University Choir. •— Monday, Tuesday, Thursday,and Friday, 8:00 a.m.Church Services at 10 : 45 a.m., and 7 : 30 p.m. ; Sunday School at12 : 00 M. ; Junior Endeavor Society at 3 : 00 p.m. ; Young People'sand Society of Christian Endeavor at 6:45 p.m.; Mid-week Prayerlng Meeting, Wednesday, at 7 : 45 p.m.0f Woodlawn Park Baptist Church (corner of Lexington avenue*rz and 62d street)— W. R. Wood, Pastor. Bible School at 9 : 30 a.m. ;y 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.,>4tn General Devotional Meeting, Wednesday evening, at 7 : 45. All)UJJT seats are free..m. ; Hyde Park Church of Christ (Masonic Hall, 57th street, eastof Washington avenue)— Services : Sunday at 11:00 a.m. andand 7:45 p.m.; Sunday School at 9:45 A.m. Young People's Societyf nr of Christian Endeavor at 6 : 45 p.m. Preaching by Rev. H. L.tJbe Willett, Ph.D.llor St. PauVs Protestant Episcopal Church (Lake avenue, north•M->* of 50th street) — Rev. Charles H. Bixby, Itector. Holy Com-•M«; munion,8.00 a.m. every Sunday, and 11 : 00 a.m. first Sunday ofeach month. Morning Prayer with Sermon, 11 : 00 a.m. Men'snue Bible Class at the close of the eleven o'clock service. Sundayblic School, 9:30 a.m.•e Zoology, 47 vols.; Physiology, 1 vol.; Botany, 2a vols.; Anatomy, 8 vols.; Neurology, 8 vols.; Biology,5 : 1 vol.; Systematic Theology, 1 vol.; Morgan ParkAcademy, I vol.Books added by gift, 25 vols.Distributed as follows:General Library, 3 vols.; Political Economy, 18 vols.;Political Science, 1 vol.; Physics, 2 vols.; Physiology, 1 vol.RELIGIOUS.LIBRARIES, LABORATORIES, AND MUSEUMS.366 UNIVERSITY RECORDLITERARY.Abstracts of Lectures.The Psalms of the Pharisees.*III. Contribution to our Knowledge of Jewish History.If these psalms are correctly assigned to the years immediately preceding and succeeding Pompey's conquest of Jerusalem(63 B.C.), they have some things to add to our knowledge of thatperiod.a. The priestly party is here accused of unspeakable corruption and oppression. After deducting so much of the charges asmay reasonably be attributed to partisan hatred the residuepictures a condition of official and influential life of which weshould otherwise be ignorant, though it was one into whichSemitic peoples most easily fell, and one sadly characteristicalso of the Greek and Roman life which set the cultivatedstandards for that day (cf . Romans 1 : 18 if.)b. We learn in the seventeenth of these psalms that the Has-monsean princes are accused of being usurpers of the throne ofDavid, since to his seed alone had God promised the kingdom.With this accusation comes a revival of the Davidic form of theMessianic hope, which had fallen out of use with the death ofZerubbabel and the passing of the prophets Haggai and Zecha-riah. In the New Testament the Messianic hope found its mostnatural expression in this Davidic form.c. The middle party which, according to Josephus (Ant. XIV,iii, 2), had asked of Pompey the restoration of the Theocracyrather than the recognition of either Aristobulus or Hyrcanus,is represented in these psalms as subjected to oppression byHyrcanus and his adherents after the Roman conquest, as wellas by Aristobulus and the Sadducean " sinners," before thatcatastrophe. Much as the humiliation of Jerusalem grievedthis middle party, it saw in that disaster the chastisement ofHyrcanus and his nominal Pharisaic associates as well as thepunishment of Aristobulus and his " godless" adherents.d. This psalter, which evidently comes from this middle theocratic party, gives the fullest picture we possess of the thoughtand hope and ideals of life which characterized those devoutsouls in Israel. It shows along with relentless hatred of the" godless" a bitter resentment against the Gentile foe who hadhumiliated Jerusalem, and in general such a feeling that theirinterests and God's were identical as found utterance inimprecations unmatched for fierceness by any in the canonicalpsalter.IV. The Religious Life Pictured in these Psalms.a. The party division between " the sinners " on the one handand "the righteous" on the other shows that the distinctionwas a religious more than a political or theological one. Thenames by which the theocrats designate themselves bear in themthe germ of self-satisfaction, thankful that it is " not as othermen are," but the germ seems as yet undeveloped, for these"righteous" ones are also penitent, and their name seemssynonymous not with "sinless" but with " devoutly conscientious." They look ever to God, find loving chastisement in theevils which come on their city and their personal lives, alwayspraise and justify God's judgments, are peacemakers and loversof mercy and truth.b. Their righteousness was one of ceremonies, but they usedthese devoutly and sincerely. The ceremoniousness which char-* Abstract of second and third lecture delivered at TheUniversity by Professor Rush Rhees, July 21 and 28.See also University Record No. 17, pp. 276-77. acterized the Pharisees in Jesus' time and Paul's, and whichappears in the Apocalypse of Baruch (c. 75-100 A.D.) had not yetdeveloped when these psalms were written.c. Trust in God stands out as a predominant characteristicof this devout life. The righteous man daily prays for and withhis household. In the fear and shock of the war pious soulsturned to God beseeching him : " Remove not thy habitation^fromus, O God." In time of famine the needy one looked to God, whofeeds the birds and the fishes of the sea. In poverty the soulsought to be kept from "murmuring and faintheartedness"and to be " satisfied with that Thou givest." God was so trustedbecause He had chosen Israel as His Son, and would deal withhim in a fatherly way. This trust concerns the individual as wellas the national life.d. The fundamental conviction of these quiet souls was " TheLord is King." The trouble which came to Jerusalem was of Hissending. The future was also in His keeping], This convictionmarks a deep national consciousness. All of Israel's past wasthe possession of the " devout" for encouragement and for instruction. The dependence of much of the expression in these psalmson the canonical scriptures indicates how much these men livedin their past and in the hopes which it taught them. Therevival of the longing for the coming of jthe "Son of David"already noted shows the dependence of the later thought on theearlier ideals.e. The hope which grew out of such study of Scripture, andsuch present trust in God was vivid, if inherited. It looked forthat return of the " dispersed " which the prophets had pictured,while conscious that the day was yet far off. God shall thencomplete Israel's redemption and fulfil all His promises./. All this life centers in a person — the Son of David whomGod will raise up to rule His people, in the room of the Has-monsean usurpers. He will be a righteous and rightful king,ruling by grace, not force, and will cleanse Jerusalem from alluncleanness.This king bears the title "Christ the Lord" (Ps. Sol. 17: 36).This is significant as indicating the rise of that common use ofthe term Christ, as applied to the Coming One, which we meet inthe New Testament. Messiah was not so used in the Old Testament.The expression is so remarkable—finding a parallel only inLuke 2 : 11 — that some have held that it must have come from aChristian, either as author or as translator of a Hebrew original. But the idea of any Christian influence is now generallyabandoned. Others, assuming a Hebrew original, find a mistranslation like that which has occurred in the LXX at Lam. 4 : 20.They correct our text and read " the Lord's anointed " instead of"Christ the Lord." Still others, assuming a different Hebreworiginal, hold that "Lord" is not an equivalent of the nameJehovah, as is the case in Lamentations 4 : 20, but translatesanother Hebrew word meaning simply "lord," in the sense of"master" or " superior." In this sense the title is applied toPompey in Ps. Sol. 2:33, and our passage would mean, "thechosen ruler of God's people "— their " anointed lord."The parallel passage, Luke 2 : 11, gives much support to thislast interpretation.g. This religious life, if consciously dependent on the past,was none the less spontaneous and vigorous. To that the production of these psalms attests. They have all the originality ofintense personal conviction. And hot feeling never found morevigorous expression. In confession, tooj and hope, and trust,tTlTIVfiRSlTY RECORD 36?the words come from the heart with the ring of genuineness inthem.That this life, evidently that of the Pharisees of a centurybefore Christ, shows so little of the cold formalism and barrenhypocrisy which called out our Lord's denunciations, is a factfull of surprise. The germs of the later ceremonialism doappear in the Psalter. Perhaps the passing from their condition of oppression and persecution to the relative ease andwealth of the later generation of Pharisees may have encouragedthe development of those germs while drying up the springs oflife kept running in the earlier time by the sense of presenthelplessness apart from God.V. Religious Ideas.While lyrics such as these psalms must not be expected totreat theological questions, the religious conviction expressedin them is so strong as to be clear in its main lines and relations.Fundamental in its control of the life and confirmation of thehope of these " saints " was the idea of God's Covenant with Hispeople. This was conceived moreover in the prophetic sense ofa gracious promise of God to Abraham and his seed. God is, asa matter of course, the God of Abraham and of Israel, and He isconceived much as in the older literature, the Rabbinic and theAlexandrian transcendentalism being alike absent. God knowsand takes interest in all the thoughts and deeds of men, knewthem, in fact, before they came to pass. He allots to each man hisportion in life. He also sustains His servants and directs theirways. His righteousness appears in His chastisement of Hisservants and punishment of their foes and His. Moreover, Hismercy is His people's resource in trouble, and even embraces allthe earth. He is a forgiving God, His people's King, and Israelis His son, "first born, only begotten." Fatherhood, whileclearly hinted at, is not definitely predicated, as by Jesus. Theconception here is preparatory to that good doctrine, and isquite like the attitude found in other late Jewish literature,e. g., The Wisdom of Solomon and the Book of Baruch.A doctrine of Angels finds very little reflection in this collection—which perhaps as much as anything marks its distancefrom Apocalyptic thought. It is hardly to be supposed thatthese " saints " rejected the current belief— simply that for themit had no great significance. In fact, one passage (18:11-14)shows a familiarity with the notion that the stars are conscious,(CurrentA "University Sing" will be held at the eastentrance of Haskell Museum, Saturday evening,October 3, at 7:30. Every student and others interested are requested to be present.Professor John Henry Barrows, Barrows Lecturer on Comparative Religion, will arrive in Indiaabout December 1. Until November 15 communications will reach him in London care Thos. Cook & Son,Ludgate Circus. He will deliver courses of lecturesin Bombay, Lahore, Bangalore, Calcutta, Madras andother cities in India.Dr. Howard S. Brode, has been appointed Instructor in Biology and Physics in the Academy of BeloitCollege. angelic beings, which finds echo also in Jude 13 and is clearlyexpressed in Enoch 21 : 1-6.God's covenant mercy has for its object His people. But thefact that some of the people are apostates shows that the individual man shares the covenant blessings according to themeasure of his personal godliness. The individual is free andresponsible. He easily inclines to sin, and transgression is followed by chastisement meant to bring him back to God. Sin isfundamentally a falling away from God, a forgetting of God.Righteousness is the fear of God and obedience to His law.It is a righteousness of deeds, hence preparatory for the characteristic Pharisaism of the New Testament. But as yet it is pervaded by a devout spirit of godliness, trust in the covenant Godof Israel.Chastisement is one of the dominant themes of the psalter.Like the older prophets, these "saints" hold that prosperitymarks God's favor, and trouble His displeasure because of Hispeople's sins. The trouble which comes to "sinners" is theirpunishment. That which comes to the " devout " is the Lord'sfatherly chastening to bring them back to Himself. For thesethe suffering is not only a correction, it is also in a sense anatonement effecting cleansing from sin. The trouble whichcleanses or punishes is on the one hand conceived as sent byGod, on the other, man but earns his own doom.The evil fate of the gentile foe had a still other interpretation as God's vindication of the honor of His name which wasprofaned by the subjection of Jerusalem.Obviously the covenant fails in the present of its fulfillment, and a well-developed Eschatology is a matter of course forthese " saints." The future will bring to the " sinners " a recompense, eternal destruction from the presence of God. Therighteous shall find peace and eternal gladness. Israel shall begathered from all lands and crowned with glory in Jerusalem,which shall be purged from all that defiles. The time of that.good consummation is not yet in sight. But when the day ofGod's mercy comes, the righteous shall be raised to inheriteternal life and the treasure stored up by their deeds of righteousness.To the gentiles that day shall bring subjection to Israel andexclusion from his glory, except that the penitent among themmay find a humble share in the mercy of Israel's Messiah. InHim, as God's agent for redemption, all hope centered.3Bbents.J. T. Jegi, a recent A.B. graduate has accepted anappointment as instructor in Physiology at the StateNormal School, Milwaukee, Wis.Vol. I, No. 1, of The Calendar of the FrancesShimer Academy of The University op Chicagohas been published a few weeks ago in style andcontents agreeing as much as possible with the Morgan Park Academy Calendar. An erroneous idea hasarisen of late, that Assistant Professor F. J. Miller,the Principal of the Academy, would leave The University to take charge of the Academy. The truestatement of his relation to both The University andthe Academy are found on p. 13 of the Calendar.368 UNIVERSITY RECORDEije Calendar.Sept. 30 — Oct. 4, 1896.Wednesday, September 30.Matriculation and Registration of Incoming Students, 9:00 a.m.-4:00 p.m. (see p. 344).Thursday, October 1.Graduate Matutinal, 8:00 a.m. (see p. 364).Matriculation and Registration of Incoming Students, 8:30 a.m.-12:30 p.m.Divinity Conference, 10:00 a.m. (see p. 364).Meetings of Divisions and Division Officers, 10:30-11:30 a.m. (seep. 363).Chapel.— -12:30 p.m. (see p. 364).Business Meeting of Divinity Alumni Association,2:00-3:00 p.m.Sixteenth University Convocation, 3:00 p.m. (seep. 364).Reception to Visiting Ministers and DivinityAlumni, 8:00 p.m. Friday, October 2.Lectures and Recitations of Autumn Quarterbegin, 7:30 a.m.Matriculation and Registration of Incoming Students, 9:00 a.m.-4:00 p.m.Divinity Conference, 9:30 a.m. (see p. 364).Chapel.— 12:30 p.m.Annual Meeting of Board of Trustees of Theological Union, 3:00 p.m.Annual Meeting of the Theological Union, 8:00P.M.Saturday, October 3.University Extension Class-study Day (see p. 364).Class-study Conference, 3:00 p.m.Sunday, October 4.Convocation Vespers, 4:00 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.