Price $f*50 Pei* Year Single Copies 5 Ce&tsniversity RecordCHICAGOUhc University of Chicago pteseVOL I., NO. 29. PUBLISHED EVERY FRIDAY AT 3 P. OCTOBER 16, 1896.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. The Cook County Teachers' Institute for 1896 - 393-395II. University Extension Class-study Day - - - 395-396III. " The Psalms of the Pharisees," by Rush Rhees 396IV. u The Evolution of The Novel," by Sherwin Cody 397V. "Preventive Measures, Social, Educational," byC. R. Henderson 397-398YI. Official Notices 398VII. Official Reports - 399VIII. Physical Culture in the Summer Quarter - 399IX. Religious - 400X. The Calendar 400The Oook County Teachers' Institute for 1896.To the many " University Firsts " may now be addedthe first Teachers' Institute, that of Cook County,which met daily during the week August 31 to September 4. County Superintendent Orville T. Bright,who was in charge, had provided a programme of rareinterest and value. The special features of the institute were the lectures at 9:00 a.m. daily, by representatives of The University, and at 2:00 p.m. daily, byProfessor Albert Perry Brigham of Colgate University, who treated the subject of Physical Geographyand Geology. At these periods the Institute met asone body in Kent Theater. The first period on Monday was devoted to organization. Bean Harry PrattJudson, on behalf of The University, welcomed theInstitute to the quadrangles, and spoke of the relation of The University to the schools. To this welcome Superintendent Bright made an appreciativeresponse. On Tuesday, at 9:00 a.m., Associate Professor Frederick Starr addressed the Institute on"The Teacher and the Boys." Professor Starr said: The teachers of my boyhood were numerous, but today I canremember but few of them, and the incidents which imprintedthemselves upon my memory in connection with them aremostly trivial or unpleasant. No one of them made a strong-impression upon me for weal or woe. My subject considers theboy and the teacher. The boy is only comprehensible in thelight of the biological law of recapitulation. Every livingcreature summarizes the developmental life history of the race.This is as true of human beings as of frogs. The boy passesthrough the culture history of mankind. He is at first a savage,then a barbarian, and lastly, when fortunate, he becomescivilized. The real task of the teacher is to direct this evolution happily. To be successful he must recognize its actualityand must in view of this deal with his child-material. Thesavagery of the boy may be illustrated in a thousand ways.A few may call for special consideration : (1) The boy delightsin wild out-of-door life ; he is restless, unrestrainable. He oughtto be so. The boy builds his fires in the wood, cooks his frogs'legs over the flame, bakes the potatoes in the coals in playbecause his wild ancestors did the same in earnest. (2) Theboy is callous to suffering in others. (3) The boy is investigative, facing nature like his savage ancestor, with all thingsto learn. He pries into all things ; must know, touch, experience all. He cannot learn by others' experience. (4) The boyis sly and false. Reasons for child lies are numerous. Much ofthe boy's slyness and falsity is due to his being repulsed anddriven in upon himself. Professor Earl Barnes' study of childideas of sex and obscenity illustrate the child's savage fondnessfor investigation and his sly and false secretiveness. (5) Theboy has the clannishness of the savage. (6) Holds inconsistentideas with complete satisfaction. These are but suggestive ofthe savagery of childhood. In true education the savage childmust be normally led through barbarism to civilization. Noshort cut or jump will do.The teacher in his dealing with the boy savage should cultivate complete freedom of confidence. He should be " partial ' 'as boys have varied inheritance and dissimilar environments.He should require genuine obedience and recognition ofmutual rights and duties ; no one thing contributes so muchto the awful rising tide of insanity and crime as the foolishnotion that children must not be trained but allowed to394 UNIVERSITY RECORDdo what they please. The teacher must set an example oftruly civilized living. He ought lastly to aim to impress himself upon the child. If you reply that this can not bedone byyou — well and good. The world is large, there are plenty ofother occupations : a choice lies before you.On Wednesday, the morning address was by Associate Professor Julia E. Bulkley, who described thework of The University Primary School :The summer vacation school began July 6 and closed August14, holding daily sessions from 8 : 30 to 11 : 30 a.m. There wereenrolled six children from five to ten years of age, of varyinggrades of capacity and preparation. The work was observed bythe class in General Pedagogy, and frequent reports were made,which were the basis of discussions concerning devices andprinciples of teaching. The following questions were considered: (1) How far can the methods used in this school beadapted to the practice of our large public schools f Whatwould be the continuation of this course ? (2) Is a single book,poem, or story the best possible basis for work in primarygrades ? If so, is Hiawatha the best selection possible ? (3) Theproper treatment of defective or badly-trained children; is itbest to put them with others or to give th^m special treatment ?That the methods used can be adapted to large classes inpublic schools, with the group system, was conceded. Hiawathawas here chosen as a center of correlation. While a singlepoem, book, or story, suited to the locality, and the teachermay serve as a correlating center of the whole wide range ofscience, the opinion was given that defective or badly- trainedchildren should not be isolated. Anthropologically the childmay be a savage and a barbarian, but pedagogically we havea broader and more hopeful outlook. Anthropologically, thechild has inherited tendencies. Pedagogically, he has both aninnate and an acquired disposition. The germs are in the childfor the expression of generosity, of nobility, of sympatheticinterest in others, or the opposite characteristics may appear.The child represents an unfolding life. Leave the good undeveloped at the time when standards are forming and the placewill be filled by evil, not particularly because it is evil, butbecause the child needs employment for his unused activities.Street life, particularly in the long vacation, may lead to viciouscompanionship and dormant powers of evil may be awakened.Then the savage and barbarian comes to the front, and theanthropological view is justified. If the child reproduces inhis life the history of the race, and passes through the stages ofsavage and barbarian, the office of teachers and of parents isclearly to shorten this period and as soon as possible to lead thechild into the grade of civilization in which he is born, ora better.On Thursday, Dean Harry Pratt Judson occupiedthe general morning period with an address on " Citizenship and the Teacher." On Friday the addresswas on "Sociology and the Teacher," by ProfessorEdward A. Ross :Sociology cannot show the teacher how to attain logicalresults. It can, however, indicate the task that society requiresof them. Its light cannot be dispensed with in consideringeducational aims. The number and the aims of the teacher arenot prescribed by sociology. They are for the sake of the individual and not for the sake of society. Such are mental discipline,imparting a knowledge of reality, the giving of useful information and conferring of culture that is the power to appreciateand enjoy. Now, in addition to these ends there are certainother tasks set by sociology. First, moral discipline ; our public schools are termed "godless;" this is nothing against them,but it is against them that they make little or no effort todevelop in pupils those regards, admirations and self-restraintsthat make up moral character. Our education must be morethan intellectual, it must fit youth for society, not by employingreligion bat by employing ideals. Communication of ideals isone of the greatest functions of the teacher. For this purpose,biography is ten times more valuable than ethics.To our public schools we must look for the influences thatshall reduce to the American type, the descendants of our vastimmigration. Moreover, tendencies of classes to split apartmust be overcome by instilling certain ideas of values and feelings that are distinctly American. The scale upon which wearrange various goods of life must be somewhat the samethroughout our nation. The tests by which we esteem othermen must have certain resemblances if we are to have democratic civilization. These together with such feelings ashumaneness, respect for women, self-reliance, etc., should beimportant during the school years and largely in the schools.Finally, character should be looked after by the teacher.The excessive tendencies of people to imitate each other is theparent of mobs, fads, crazes. We should overcome this evil bybuilding up firm, stanch and vigorous individuals. In this theteacher can assist in various ways. For instance, the vastmass of valuable old things may be shown and the excessivefaith in the new and the latest reform or fancy may becombated.The afternoon lectures of Professor Brigham constituted a connected course, intended to be of practical service to the teachers of geography.The first lecture discussed the meaning and scope of physicalgeography, emphasized the dependence of geography upon geology and gave in outline the class of facts which geographydraws from the other sciences. The new geography views thiswide range of facts as related historically, organic developmentculminating in man and physical history in his environment.Thus issues a principle of unity which wins for geography aplace among the sciences. Such a subject furnishes full scopefor the training of observation, imagination and reason, andconveys large stores of important information. It thus haseducational value comparable to any other subject taught inthe schools. The appreciation of nature based upon a goodknowledge of its facts and laws, has both intellectual and moralvalue, and to the larger mass of the youth such appreciationmust be conveyed by the teacher in the public schools, if itcomes at all. This task requires well equipped teachers, but iswholly practicable ; for the interest of young minds is rarewhen teachers explain common things.The second lecture dealt in outline with the evolution ofgeographic forms, or " land sculpture." The origin of the primitive land surfaces was briefly sketched, their dissection byriver, atmospheric and glacial agencies reviewed, and the doctrine of the base-level emphasized, as the central tenet of thenew geography. In harmony with the definition of geographyas the result of historical operations of a physical and organicsort, we have new, mature and old land surfaces, with sure signsby which they may be identified. New cycles of developmentare introduced by massive uplifts and depressions which areever in progress. Thus always uppermost in rational geographyis the dynamic, vital element of which later studies have beentaking account. The origin of topographic forms is various andcomposite, but the same types of process and result are worldwide and may often be seen to perfection in miniature. Thesedimentary cycle is the greatest geographic fact.Another lecture was devoted to the physical geography of theUNIVERSITY RECORD 395United States, an outline of their areal and topographic development, and an analysis of the topographic regions of ourcountry. This analysis proceeds on the basis of history, as proposed and outlined by Professor J. W. Powell, and districts areselected as units according to the manner of their origin.The relations of geography to American history were alsoreviewed. Man is no exception to the law of environment, andwhile the subject is still undeveloped and the literature fragmentary, it is not difficult to see broadly, and often specifically,the topographic control of historical movements. Sample factsare, the influence of the oceanic winds and currents, and of theshore lines upon the first discoveries and settlements, the guidance of topography, climate and soil in the development of theAmerican colonies, and the geographic control of militaryoperations in the wars of the Revolution and the Rebellion.The reflection of geography upon the social and industrial life isaltogether exact and sure in interpretation, whether we consider the commerce, manufactures or agriculture of our people.These lines of control were illustrated at considerable length.The closing lecture dealt with the teaching of geography.The material for teaching is abundant, and out of door study,for the teacher in large measure, and for the pupil to somedegree, is absolutely essential. Mere text-book work is unworthyof modern teachers of geography. Hints were given to teachersas to how they should learn the art of field observation, andthe fruitfulness for study emphasized, of the most commonexposures of rock and soil. The literature of rational geographyis now fairly plentiful, and the technical studies of the pastfifteen years are rapidly coming into popular form. Maps, pictures, and museum materials of many kinds can be had bycollection, donation, or by purchase at small cost, by any alertteacher. Fundamental to all is personal equipment and interest, without which no method can avail, with which, methodneed be matter of small concern. First-hand knowledge toillumine the textbook, with class excursions and simple formsof laboratory work, are the needful things in geographicteaching.The attendance at the general meetings usuallyfilled Kent Theater. Some five hundred teacherswere in attendance— a large institute. They wereapparently pleased with The University, and certainlytheir presence, activity and interest will be remembered as a pleasant feature of the summer quarter.University Extension Glass-study Day.In future programmes of the Autumn Convocationweek the first Saturday in October will appear asUniversity Extension Class-study Day. This is thefirst time in the history of education that a universityhas given such recognition to its non-resident students. It is the first time, indeed, that a universityhas had a body of non-resident students sufficientlylarge to deserve such recognition. The purpose of theday is to stimulate the interest in non-resident classwork, to broaden and deepen it, to encourage continuous study, and to develop among non-resident students the university spirit. The day is also to markthe opening of Evening and Saturday class work.This new day in The University calendar was observed for the first time Saturday, October 3. Owingto the uncertainty in regard to the number of students who would present themselves, an elaborateprogramme was not prepared. It was announced onlythat during the morning hours the Secretary of theClass-study Department would be in the office of theUniversity Extension Division to give information inregard to classes to those who might desire it, andthat in the afternoon at three o'clock a meeting wouldbe held in Kent Theater. The Secretary and severalassistants were kept busy answering inquiries and themeeting was well attended.The first speaker at the afternoon meeting was President Harper, who welcomed the students and assuredthem that they are members of The University, andthat so far as practicable all its privileges are open tothem. The University, he declared, does not look uponnon-resident class work simply with friendly interestand sympathy, but it regards it as a part of its ownactivity for the success or failure of which it muststand responsible. The most earnest efforts of TheUniversity will, therefore, be exerted to make thiswork systematic and permanent. Students may, andought, to begin their work with the expectation ofcontinuing it from year to year and of completing adefinite course previously laid out and consistentlyadhered to. To such persons The University willgrant appropriate recognition.At the conclusion of President Harper's speech,Professor James made a brief address in which hespoke of the general movement in favor of populareducation and the importance of University Extension as an agency in this movement. University Extension, he declared, includes everything The University can do to help the outside world. From thispoint of view the importance of non-resident classwork is easily recognized. In it is the helpfulelement of personal supervision. The whole movement of University Extension is primarily a missionary work. Its aim is to make people desire thethings it can offer, to make people long for improvement. Each one in the class work, therefore, shouldhelp others to take an interest in the movement as awhole. Cooperation is asked in our plan; and notonly cooperation, but suggestions as to further plans,or improvements in those already being carried out.The plan and aims of non-resident class work, itssuccess and its prospects were set forth by the concluding speaker, Mr. I. W. Howerth. From his presentation, the growth of the work has been highlyencouraging. Beginning in 1892-3 with elevenclasses and 129 students, it increased during the nextyear to 29 classes and 192 students. In 1894-5 there336 UNIVERSITY RECORDwere 81 classes with 961 students, and last year thefigures rose to 111 and 1142. For the coming year 132classes have been already announced. Ninety coursesare offered by fifty instructors, ten of whom hold professorial rank. There is therefore a promise of anincrease over the work done last year. The speakeralso announced that important changes in the plan ofthe work have been made by which it is hoped theincentive to continuous study will be strengthened.Students completing an annual course will be granteda Course Certificate. On the presentation of fourCourse Certificates on each of two subjects, the student will be granted a University Certificate signedby the President. These improvements in the plan ofwork together with the attendance and the interestmanifested during the day promise the fulfilment ofthe prophecy made by the President of The Universitythat this Class-study Day is destined to become oneof the most important days of the year.The Psalms of the Pharisees.*VI. The Original Language of These Psalms.The text which we possess is characterized by many obscurities of expression and construction which have led to somediversity of opinion as to the original language of these lyrics.Hilgenfeld has strenuously maintained that it was Greek. Onthis hypothesis he ventured many conjectural emendations ofthe text, some of which have approved themselves to laterinvestigators or have been Confirmed by the recovery of additional manuscripts. But more successful attempts to explainthe peculiarities and amend the obscurities of the present texthave been made by Geiger, Wellhausen, and Ryle and Jamesonthe supposition that the original language of the psalms wasHebrew, and that peculiar idioms are often due to the influenceof the original on the translator's style, while many of theobscurities are due to a misreading or mistranslation of theoriginal. So successful have been these efforts that they havepractically proved that the psalms were originally in Hebrew.The translation may have been made early in the first centuryA. D., and it is interesting to note that many forms of expressionwhich are familiar in the New Testament writers seem to begaining their currency as they meet us in this psalter. Speciallynotable is the description of Israel as God's "son, firstborn,only begotten" (18:4).VII. Relation to Other Types of Jewish Literature.After the captivity four tendencies of thought becamemanifest among the Jews. (1) The scholastic or scribal issuingin the work of the Rabbis. (2) Wisdom, as found in Ecclesias-ticus and Wisdom of Solomon. (3) Apocalyptic, which is met inthe Book of Daniel and its successors. (4) The more simplyreligious thought perpetuating the ideas and hopes of olderprophecy. The last two tendencies have much in common,though in method they are utterly distinct. These psalms?Abstract of fourth and fifth lectures delivered at TheUniversity by Professor Rush Rhees, August 4 and 11.See also University Record No. 17, pp. 276-77, and No.36, pp. 366-7, give evidence that there was a more or less large company in Israel that kept alive the religion of the fathers, freealike from the deadening scholasticism of the scribes, the moreworldly conceptions of the wise men, and the fantastictranscendentalism of the apocalypses. The Book of Baruch isprobably a production from this same religious tendency. Infact in its present form it is dependent on our psalter for one ofits chapters (c/. Ps. Sol. 11 with Baruch 5).In the New Testament the hymns in the first two chapters ofLuke possess many of the characteristics of our psalter, andexpress the sentiments of the same religious party. They usemany of the same Old Testament phrases ; they show the sametrust in the covenant God, and expectation of the heir to David'skingdom. But the Messianic hope is more dominant in theLucan hymns than in any of our psalms except the 17th. Thespirit moreover is calmer, as if God's people had passed out ofthe period of stress into one of more quiet waiting for Hisredemption. The spirit of the later hymns is as purely Jewishas that of the psalms, and the likeness of style and thoughtforms an important argument for the early date of the materialin the first chapters of Luke.VIII. The Authorship of These Psalms.If it be true that the collection comes from the period of thecivil war (80-40 B.C.), the question remains: Whence did itreceive Solomon's name ?That the name refers to David's son is obvious. The reason forthis ascription may be the fact that in 1 Kings 4 : 32 it is statedthat King Solomon wrote " a thousand and five songs," while inthe canonical Old Testament only the Song of Songs and twopsalms are attributed to him.That in the Pistis Sophia still other uncanonical lyrics arequoted as belonging to Solomon, with the same confidence withwhich canonical psalms are ascribed to David, shows that menin the early Christian centuries naturally looked for some extra-canonical remains of Solomon' s poetic activity. It is noteworthythat nearly all of the extant manuscripts of our psalter give it aplace among so-called Solomonic books, such as Proverbs,Ecclesiastes, Wisdom of Solomon, etc.The name of the great king may have been attached to theselyrics by their author, or authors, in order to win for them awider currency and influence, as was the case with the apocalypses which bear the name of Enoch, and the Wisdom ofSolomon.Against this, however, is the fact that Solomon appears onlyin the titles, while the psalms themselves present the thoughts ofoppressed and poor souls— -not of a glorious king. It is probablethat the psalms being issued at first anonymously, were laterascribed to Solomon by an editor who took them for some ofthe traditional " one thousand and five " songs.Of the actual authorship little can be said. Probably morethan one author is represented in the collection. The unity offeeling and style, however, shows that the writers must havebeen closely associated in experience and belief.IX. Conclusion.This collection of psalms pictures for us the religious conditions and feelings and thought of the first century B.C.,proving the existence of a deep earnestness of life and hope.They are Pharisaic in the large sense of the term as opposed tothe worldly carelessness of the Sadducean priests. More strictlythey show us a group more earnest than the scholastic rabbis,more spiritual than the sages, less visionary than the apocalyp-tists : the great middle party which doubtless furnished most ofJohn the Baptist's dtisciples and later most of the faithfulfollowers of the Prophet of Nazareth.UNIVERSITY RECORD 397The Evolution of the Novel.A lecture on "The Evolution of the Novel" wasgiven Monday evening, October 12, before the EnglishClub by Mr. Sherwin Cody. The following paragraphs embody the conclusions of the speaker :The fact that the novel has not yet reached its final evolutionhas made our examination of it extremely cursory. We have^attempted to take a, general survey of the ground. We haveseen that the English novel has been an evolution of characterstudy, that the French novel has chiefly evolved ideas, sociological and emotional principles, and that in Poe, the stagedrama, and the American character we have the elementswhich should give the novel its true form. We speak of theadaptation of the American character to form, because it is inAmerica that we have any reason for hoping at this momentthat the novel will receive what it now alone lacks, construction,form, embodiment. Form is the last thing in any developmentto be achieved. It is the final combination of all the elementsinto one whole.Just what this lacking element of form is we may judge fromthe case of English poetry. First came Wordsworth, Shelley,Keats, Byron, Browning— who were originators of ideas, surveyors of untrodden fields, each overloading his work withsuperfluous detail, uninteresting and devoid of significance.After them came Tennyson, the poet of form, who never originated anything, and devoted his whole energy merely to expression in words, drawing his materials largely from the poets whohad just preceded him, but recasting their thoughts and combining them in such a way that they seem to be his own. To theaverage man Tennyson has made the study of the earlier andmore original poets superfluous. They wrote poetry for poets toread; Tennyson wrote poetry for the people to read. So thenovelist of form will express the emotional side of the nineteenthcentury in much the same way that Shakespeare expressed theemotional side of the sixteenth century. At certain periods inthe world's development a great formulator must appear whowill gather all the threads into one web, and weave the patternthat shall remain for the practical use of the succeeding era.The novel is the form which the mass of nineteenth centurythought and feeling is bound to take, in spite of the fact that ithas been much despised. Only the other day I heard anintelligent lady remark : " You know that the novel is not considered literature in the proper sense of that word." I took upCraik's History of English Literature and read almost thevery same words, written, when the fame of Dickens andThackeray was at its height.But if fiction is not recognized as the greatest of arts, it is onlybecause its work is not yet completed and hence it has not beenregistered in the quotations of the world's great literary and artistic exchange. We may call it the poetry of history. It combinesthe pure beauty of the lyric, the soundness and accuracy of thetrue philosophy of human life, and the effectiveness of dramaticconstruction. Fiction goes simply and directly to the humanheart ; it speaks in the most universal language, and its vocabulary is the largest that is possible to any form of literature, andmost in accord with the vital and sympathetic sources of ourmother tongue ; it seeks to create a world of its own which shallrival the actual world of everyday, and it adjusts its manner toevery phase of life; it describes in the gentle and pervasivemanner of the essay ; like the orator it becomes eloquent on thegreat needs of human existence ; like the drama it moves us bythe development of great actions ; it may have the rhythm andsweetness of poetry, or the hard, bitter, matter-of-fact style ofhistory; and finally, by a gift of its own, it may enter sym pathetically into the closet and become our confessor, soothingus in our secret troubles, admonishing us against sins we hadnot admitted even to ourselves. Fiction seeks to create a wholeworld, complete in every particular, which shall reveal thehidden philosophy of life, the laws of emotion and humanaction, the secret of the divinity in man. The possibilities offiction seem limitless— as limitless as the possibility of expression in words, comprehending and outstretching every otherform of literature.The world of current fiction seems indeed a barren and drearywaste, in which the only permanent factor is a capricious public,which like a great beast picks out the morsels it likes andpushes the remainder aside. And yet we who believe in theheart of nature know that neither nature nor human nature isgoverned by caprice. The note of the leader's voice is quicklydetected and quickly responded to. The bondage of commercialstandards (always " safe" but never original) , the petty tyrannyof personal taste by which editors and critics seek, though forthe most part in vain, to control opinion, are easily thrown offwhen the ring of a great voice is heard in the land. For a dayat least the public will rise into a noble enthusiasm, and in thatday, elevated for a moment into the clouds by his fellow beings,the great novelist we look for will catch a glimpse of the wholerange of modern thought and feeling, and in that moment hewill fuse the diverse capabilities of the novel into one great bodyof prose that shall rank with poetry, and indisputably place thenovel on the throne beside the greatest literature of the ages.Preventive Measures, Social, Educational*Pestalozzi's life principle: reform of individual and community by education.1. Development of Thesis.— (1) The science of education is abody of accepted principles, verified by experience. Examples :a. The end of education is development of personal characterin social beings ; &. Normal physical health a condition of soulgrowth ; c. Education must direct its methods to the preparation of the individual for his entire environment of nature andspirit; d. The soul is naturally active ; education directs butdoes not create faculty or desire. (2) Sociology confirms theseprinciples by showing their evolution through race experience.The existence of a race or community depends upon advancingculture. (3) Delinquents are members of the social body. Thealternatives of treatment of anti-social persons are extermination, segregation, and education. A policy of exterminationbelongs to savage culture; segregation loads society withmaintenance ; education, so far as it is practicable, removes theburden and furthers race welfare.2. Objections Considered. — (1) Social defense is primary.(2) Prisons must show economic management. (3) Hereditycounteracts culture ; persons of the criminal class or type aremoral monsters and not educable. (4) Literary instruction hasmeager moral value. Answer to objections may be found in alarger definition and deeper understanding of education; itmust be a discipline of the whole man, must train for socialrelations, and must aim at the best life of the entire community.3. Practical Inferences.— (1) The selection and training of aprison staff should be influenced by the educational purposeand method, as well as by considerations of social defense andfinancial success. (2) The prison systems of all countries revealdefects in the general scheme of culture. The organs andmethods of the social system of education must include* Syllabus of an address by Associate Professor Hendersonbefore the National Prison Congress at Milwaukee, Sept.* 28, 1896, read at the Sociology Club, October 14, 1896.398 UNIVERSITY RECORDthe special needs of perverted and endangered members : a. Alarge element of moral and industrial training is demanded bydischarged prisoners ; b. Morally imperiled children and youthrequire specialized care ; prohibition of child labor in factories ;compulsory education; moral and industrial training, withexperiments in agriculture and horticulture; special schoolsadapted to the development of feeble, defective, and pervertedchildren. (3) The educational forces of . state, church, schoolsand social settlements must be concentrated upon the homesof children in peril. The lesson of Pestalozzi's Leonard andGertrude. Sociology fixes the place of the family as fundamental in the transmission of culture. Practical reformersshould more deeply appreciate this truth. Education is theagency of social efforts at progress and race improvement.Official Notices.The weekly lectures to the Divisions in the JuniorColleges will be held as follows :Division I.— Associate Professor McClintock, Tuesdays, 4:00p.m., A 6, Cobb Hall.Division II. — Associate Professor McClintock, Tuesdays, 4 : 00P.M., A 6, Cobb Hall.Division III.— Associate Professor Thatcher, Mondays, 4 : 00p.m.. C 9, Cobb Hall.Division IV.— Assistant Professor F. J. Miller, Mondays, 4 : 00p.m., B 2, Cobb Hall.Division V.— Assistant Professor Tolman, Mondays, 4:00p.m., B 8, Cobb Hall.Division VI.— President Harper, Thursdays, 12 : 30, FacultyRoom, Haskell.The regular meetings of Boards and Faculties, to beheld Saturday, October 17, in the Faculty Room,Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of the University Affiliations.10:00 a.m.— The Faculty of the Senior Colleges.11:30 a.m.— The Faculty of the Divinity School.The monthly meeting of the Faculty and Students of the Senior Colleges will be held in theChapel, Cobb Lecture Hall, Wednesday, October 21,at 12:30 p.m.The Courses in Music are voluntary. They are heldin 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.Musical Lectures and Recitals. — Wednesday,5:00 p.m.University Choir. — Monday-Frid ay, 8 : 00 a.m.A Pianoforte Recital will be given Wednesday,October 21, by Miss May Pershing.The lecture before the Divisions of the SeniorColleges will be given weekly on Mondays in CobbLecture Hall, at 4:00 p.m. by Head Professor Coulter.The Philological Society will meet this evening,at 8:00 p.m., in B8, Cobb Lecture Hall. HeaqL Professor W. G. Hale will speak on " The AmericanSchool at Rome."A public lecture will be delivered by Mr. H. Dhar-mapala, Secretary of the Buddhist Maha-BodhiSociety of Ceylon, under the direction of the Comparative Religion Club, on Thursday, October 22, at8:00 p.m., in Haskell Assembly Room.The Mathematical Club will meet in RyersonPhysical Laboratory, Room 35, Friday, October 23,at 7:00 p.m. Head Professor Moore will read "Concerning n linearly independent Points in Space ofn — 2 Dimensions," and Dr. Hancock on " The Factorization of Polynomials with integral Coefficients."The next lecture in the series of the Political Economy Club will be given by Head Professor Laughlin,in Kent Hall, Thursday, October 22, at 8:00 p.m., on" Causes of Agricultural Unrest."The Greek Reading Club will resume its regularweekly meetings Friday, October 16, at 4:00 p.m., inB 1, Cobb Lecture Hall, under the direction of Associate Professor Capps. The subject for the year willbe Euripides, and all of the extant plays will beread in chronological order. The club is especiallyintended for graduate students, though undergraduates who read Greek readily will be admitted. OnFriday, the " Alcestis " will be read by Professor Capps.Professor Wilhelm Dorpfeld, Ph.D., LL.D., FirstSecretary of the German Archaeological Institute inAthens, will give three public lectures under theauspices of the Department of Archaeology, in theAssembly Room, Haskell Oriental Museum, October27, 28 and 30, at 8: 00 p.m. The subjects are as follows:1. Troy.2. Tiryns and Mycenae.3. Olympia.The lectures will be in German and will be illustrated by means of the stereopticon.A botanical club has been organized in connectionwith the Department of Botany. There will be meetings every Wednesday at 4: 00 p.m., continuing just anhour. The club is composed of the instructors andadvanced students, although all students of thedepartment and those interested in Botany are invited to attend. The programme will be made up ofreviews of recent work, reports of research, andspecial addresses by visiting botanists. No formalorganization exists further than the appointment ofDrs. Coulter and Davis as a programme committee.UNIVERSITY RECORD 399Official Reports.The Associate Librarian reports that during theweek ending October 13, 1896, there has been addedto the Library of The University a total number of291 books from the following sources :Books added by purchase, 252 vols., distributed asfollows:General Library, 4 vols.; Philosophy, 10 vols.: Pedagogy, 4 vols.; Political Economy, 9' vols.; History,33 vols.; Sociology, 4 vols.; Sociology (Folk-Psychology), 2 vols.; Sociology (Divinity), 1 vol.; Semitic, 8vols.; Comparative Philology, 5 vols.; Latin, 48 vols.;Latin and Greek, 1 vol.; Romance, 7 vols.; German, 15vols., English, 10 vols., Mathematics, 28 vols.; Physics,2 vols.; Chemistry, 1 vol.; Geology, 1 vol.; Zoology, 1vol.; Physiology, 18 vols., Anatomy, 1 vol.; ChurchHistory, 32 vols.; Morgan Park Academy, 2 vols.;Dano-Norwegian Seminary, 5 vols.Books added by gift, 34 vols., distributed as follows :General Library, 22 vols.; Political Economy, 3 vols.;Political Science, 1 vol.; Sociology, 1 vol.; Sociology(Divinity), 4 vols.; New Testament, 1 vol.; Geology,1 vol.; Homiletics, 1 vol.Books added by exchange for University Publications, 5 vols., distributed as follows :General Library, 1 vol.; Political Economy, 3 vols.;Sociology, 1 vol. *Report of the Division of Physical Culture for theSummer Quarter.During the Summer Quarter classes were organizedas usual, but students desiring to do other physicalwork were allowed to do so by registering at thegymnasium when such work was begun and againwhen it was ended. Although inconvenient for somenot belonging to the Tennis Association who playedtennis at Washington Park, the plan was very successful. 129 men were required to take the work ;more than 200 regularly availed themselves of theprivileges offered at the gymnasium and on thecampus ; and 50 to 75 made use of Washington Park.Baseball. — The University was not represented by asummer baseball team as in the past. Several of theregular nine joined the All University Team, a reportof which was given in University Record, No. 28.Handball. — A handball tournament runningthrough nine weeks was participated in by eightdouble teams, a total of twenty-seven matches beingplayed. H. D. Hubbard and Leon Alschuler wonwith the record of but one game lost. A tournamentin singles participated in by 26 players was won byH. D. Hubbard. Tennis. — In open tournament, first term, Moffattdefeated Adkinson in finals of singles. Moffatt andAdkinson beat Gilchrist and Ickes in finals of doubles.In handicap tournament, second term, Linn beatHussey in finals of singles ; Adkinson and Moffattbeat Linn and Gesler in finals of doubles.Carr B. Neel won The University championship;the championship of the West in singles, and withSam R. Neel led in doubles. Mr. Neel also won theinvitation tournament at the Chicago Club; wonsecond in western intercollegiate singles, and withBond won also in doubles ; he took part also in theNorwood Park invitation tournament. He reachedsemifinals at Newport, being defeated by the winnerof the championship, R. D. Wrenn. With Sam R. Neelhe defeated the eastern champions in doubles atNarragansett Pier, and later won the double championship of the United States at Newport. He also wonfor the second time the open tournament at Buffalo,and gained for the second time the internationalchampionship at Niagara-on-the-Lake. Mr. Neelrecently won the invitation tournament at the Wyandotte Club of Chicago.W. S. Bond won the singles of the western intercollegiate tournament on toss with Neel ; won doublesin the same tournament with Neel, and reached finalsin singles and doubles in the tournament at Omaha.H. M. MacQuiston and P. D. MacQuiston won thechampionship of The University in doubles. Theformer was winner of the west side championship,winner of consolation singles in western championshiptournament, and winner of Chicago Y. M. C. A. championship in singles. Miss Harriet Rew reached semifinals in the women's western championship tournament and, with Miss Carrie Neeley, won the women'swestern championship in doubles. Miss Farringtonwon the Women's University championship.Besides the above, two tournaments have beenheld with Northwestern University, all but twomatches being won by The University. The University also arranged and managed an inter scholastictournament, which was successful.Bicycling. — Earl V. Peabody won a large numberof races during the summer ; among them are thefollowing : five-mile scratch at Peoria, two-mile scratchat Springfield, two-mile open race at the LouisvilleNational meet, and a half-mile race at Aurora. At theColiseum he recently made a mile in 2:06, unpaced.Track Athletics. — An attempt was made to holdfield sports during the latter part of the first term ;the attempt, however, was not successful.400 UNIVERSITY RECORDReligious.The University Chaplain, Associate Professor C. R.Henderson, can be found during his office hours, from1:00 to 1:25 p.m. in C 2, Cobb Lecture Hall, Tuesday,Thursday, and Friday.The chaplain for the week, Monday, October 19, toFriday, October 23, will be Head Professor Coulter.Chapel Service at 1:40 p.m. in Kent Theater. TheChapel Service will not be omitted on Wednesdaysas hitherto.Vesper Service, Sunday, Oct. 18, will be conductedby Professor R. G. Moulton, who will speak in KentTheater at 4:00 p.m.Churches in the vicinity of The University holdservices as follows :Hyde Park Baptist Church (Corner Woodlawn avenue and56th street) — Rev. N. S. Burton, Acting Pastor. Preachingservices at 11:00 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-dayPrayer Meeting Wednesday evening at 8 : 00.Hyde Park M. E. Church (corner Washington avenue and 54thstreet)— Rev. Mr. Leonard, Pastor, will conduct services Sunday, 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.University Congregational Church (corner 56th street andMadison avenue)— Rev. Nathaniel I. Rtjbinkam, Ph.D., Pastor.Preaching Services at 11 : 00 a.m. and 7 : 45 p.m. Sabbath Schooland Bible Classes at 9 : 45 a.m. ; Junior Young People's Societyof Christian Endeavor at 3:00 p.m.; Young People's Societyof Christian Endeavor at 6 : 45 p.m. ; Wednesday Devotional Hour,at 8 : 00 p.m. ; Chautauqua Literary and Scientific Circle (non-denominational), second and fourth Mondays of each month, at8:00 p.m.Hyde Park Presbyterian Church (corner Washington avenueaDd 53d street)— Rev. Hubert C. Herring, Pastor. PublicChurch Services at 10 : 30 a.m., and 7 : 45 p.m. ; Sunday School at12:00 M. ; Young People's Society of Christian Endeavor at6 : 45 p.m. ; Mid-week Prayer Meeting, 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. ; Gospel Service with Sermonat 7: 30 p.m.; Young People's Devotional Meeting at 8:15 p.m;General Devotional Meeting, Wednesday evening, at 7 : 45. Allseats are free.Hyde Park Church of Christ (Rosalie Hall, cor. 57th streetand ^Rosalie Court) .—Services : Sunday at 11 : 00 a.m. and 7 : 45p.m.; Sunday School at 9:45 a.m. Young People's Society ofChristian Endeavor at 6: 45 p.m. Preaching by Rev. H. L.Willett, Ph.D.St. PauVs Protestant Episcopal Church (Lake avenue, northof 50th street)— Rev. Charles H. Bixbt, Rector. Holy Communion, 8.00 a.m. every Sunday, and 11:00 a.m. first Sunday ofeach month. Morning Prayer with Sermon, 11:00 A.m. Men'sBible Class at the close of the eleven o'clock service. SundaySchool, 9 : 30 A.M. and 3 : 00 p.m.Unitarian Church.— Rev. W. W. Fenn, Minister. Servicesheld in Masonic Hall, 276, 57th street Sunday at 4 :"00 p.m.Material for the UNIVERSITY RECORD must beorder to be published in the issue of the same week. THE CALENDAR.OCT. 16-24, 1896.Friday, October 16.Chapel. — 1:40 p.m.Greek Reading Club, 4: 00 p.m. (see p. 398).The Young Men's Christian Association, 6:45 p.m.Graduate Section, Haskell Assembly Room.College Section, Snell Hall.Meeting of Philological Society, 8:00 p.m. (see p. 398).Address by Rev. B. Fay Mills, 8:00 p.m.Saturday, October 17.Administrative Board of University Affiliations, 8:30a.m.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11: 30 a.m.Sunday, October 18.Vesper Service, 4:00 p.m. (see p. 400).Union Meeting of Y. M. C. A. and Y. W. C. A., 7 : 00 p.m.Monday, October 19.Chapel. — 1:40 p.m.Lecture before Senior Colleges, 4:00 p.m. (see p. 398).Tuesday, October 20.Chapel. — 1:40 p.m.Divinity School Prayer Meeting, Haskeil AssemblyRoom, 6:45 p.m.Wednesday, October 21.Chapel. — 1 : 40 p.m.Monthly Meeting of Senior Colleges, 12:30 p.m. (seep. 398).Botanical Club, Walker Museum, 4:00 p.m. (see p. 398).Thursday, October 22.Chapel. — 1:40 p.m.The Young Women's Christian Association, HaskellAssembly Room, 5: 00 p.m.Political Economy Club, Kent Theater, 8:00 p.m.,Head Professor Laughlin on "Causes of Agricultural Unrest " (see p. 398).Comparative Religion Club, Haskell Assembly Room,8:00 p.m., Mr. H. Dharmapala on "Buddhism" (seep. 398).Friday, October 23.Chapel. — 1:40 p.m.Mathematical Club, Room 35, Ryerson Physical Laboratory, 7:00 p.m. (see p. 398).sent to the Recorder by THURSDAY, 8:30 A.M., in