Price $i*50 Pet Year Single Copies 5 CentsUniversity RecordCHICAGOZbc TUnfversitE of Cbicaoo ipreesVOL. I., NO. 31. PUBLISHED EVERY FRIDAY AT 3 P.M. OCTOBER 30, 1896.Entered in the post office Chicagro, Illinois, as second-class matter.example of a professor of pedagogy in Leipzig publiclydeclaring that it is " a waste of time for Gymnasial-lehrer to busy themselves with the theory of education : a few odd lessons given in the presence of anexperienced teacher is all that university scholarsrequire before they take charge of a class." Onlyamong the small band of Herbartians led by ProfessorRein do we hear a different accent, and it wouldappear that his influence, great and increasing as thatis, fails to reach the Gymnasia and the larger universities. From America we continue to hear the samenote of enthusiasm that I observed in my visit twoyears ago and which I felt bound to emphasize as oneof the characteristic features of American education,in contrast to that of England ; the enthusiasm for allthings educational extends also to the study of education and your professors of education make up a company more numerous than can be found in the wholeof Europe. Let this enthusiasm, then, serve as areason for presenting to an American journal a briefessay to urge what seems to me the one essentialprinciple in this pursuit. Enthusiasm is helpful, butit tends to subside unless supported by a firmerfoundation.2. The first and last phenomenon in the study ofeducation is — the child, the non-adult, in contrast tothe adult, to the society of thinking men and womento whom the child is entrusted. Obvious as is thisstatement, I venture to say that it has not been prominent in the thought of the majority of those who areconcerned in education. To them, very often, certainideals of culture or scholarship or certain idealsof psychological development have formed theCONTENTS.I. A Note on the Study of Education, by Principal J. J. Findlay 409-412IT. Concerning the Abstract Group of Order fc.;by Head Professor E. H. Moore ... 412III. The Ethics of the Book of Job, by ProfessorThomas F. Day 412-413IV. Official Actions 413-414Y. Official Notices 414-415VI. Official Reports 415VII. Religious 415VIII. Current Events* 416XI. The Calendar 416A Note on the Study of Education.By Principal J. J. Findlay.The College of Preceptors' Training College, London, Eng." A little child shall lead them." — Isaiah.1. I have a very happy recollection of the audiencewhom I had the honor to address in The Universityof Chicago two years ago, and I therefore gladlyrespond to an invitation to send a short communication. One of the main problems of the hour is thehigher training of teachers, or, to put the work underanother aspect — the study of education. In Englandwe are committed to some solution of the problem .and our educational leaders are cautiously feelingtheir way towards some definite step ; what is wanted,meanwhile, is some guiding principle on which ouruniversities can establish some scheme for this newstudy. In Germany, so far as I can gather duringthis brief visit, reaction and discouragement seem toprevail in reference to Pddagogih. One hears for410 UNIVERSITY RECORDstarting point of their thoughts, and there has beencreated an antagonism, usually unconscious, betweentheir expositions, their practice and that of the fewgreat leaders of educational reform — such as Pesta-lozzi, Herbart, and Frobel. The majority of influential teachers are scholars and the inevitable prejudice,created by a life passed in the atmosphere of booksand lectures, makes it hard for us to reverse ourstandpoint, to place ourselves face to face with thechild, studying him, in his nature, and his possibilities,apart from the prejudices imbibed by our previouscareer. I trace to this defect the discouragementwhich at present besets the study of education in Germany. Those who pursued it have brought thewrong qualifications to their task : they have lecturedand theorized and written upon Pddagogik until evenGermany, as I was told the other day, is weary ofthem. And all the while the patient, unconsciousvictim of their learning, is waiting — to be studiedand observed.At this point the reader will perhaps suspect thatI am holding a brief for child-study, for that mode ofinvestigation which is so ably piloted by ProfessorStanley Hall and which on our side of the water hasbeen imitated in the formation of a British ChildStudy Association. Now, in one sense I am preparedto plead for child study in the particular sense inwhich these associations employ the term, for anymovement is welcome which will help to turn ourattention to the cardinal object of our science. ButI should be cautious in holding any special brief forthis particular mode of investigation since I am notyet able to judge whether it is genuinely scientific.3. The principle for which I am contending is oflarger scope and will cover not only our mode of approaching child-psychology, but of treating everytopic embraced in the study of education. I wouldurge that education which has hitherto been mainlyexpounded and taught on lines similar to the oldermethods of teaching theology and history, now demands to be treated as a science ; as a social scienceon the one hand, parallel to economics and politics ;as an experimental science on the other hand, parallelto medicine. This demand implies a radical reformin the methods of study : a reform which has nowbeen vindicated in economics and politics, and which,although now so familiar to us in medicine, was onlyadmitted even in that pursuit during the presentcentury. - This reform, in a word, substitutes thematerial, the specimen, the laboratory, for the book,the lecturer, the class room. The professor who inold days poured forth his stock of historical or philosophical lore into the ears of a submissive audience, now reserves his treasures for a few who have obtainedexperiences parallel to his own ; his students commencing to acquire these experiences are to be treatedin a different fashion : they come at once, and at firsthand, into contact with the material which they investigate. The lecture becomes a seminar ; the learnerbecomes an observer and a thinker. True, the setlecture still has its uses, as a stimulus to popularaudiences, as a means of surveying a wide field, andoccasionally as a suitable avenue for the public exposition of new ideas. But as a mode of instruction, isit too radical for me to declare that the lecture systemwill gradually disappear ?Now, if this be true in university and higher studieson the whole, how exceptionally important is it in thestudy of education, in the training of teachers ! Forthey most of all may demand to be taught wisely,since they will inevitably reproduce hereafter thethe modes of study under which they have beentrained.We have already noticed what is the subject-matterwith which the student of education has to deal : itis the child ; and not only the child as an individual,but the child in his society, as a member of the corporate society of the school. Apart from close permanent work and observation of this material, noteacher of education can be expected to guide hisstudents wisely. How then does it come to pass thatso many schools of pedagogy are established withoutthis equipment ? The omission is perhaps due to thefact that the child is so familiar a phenomenon and theschool so much en evidence; hence it becomes easy forlecturer and audience to discuss their topic withoutpersonal investigation : just as, before the days ofinductive science, it was customary for universityprofessors to discuss the familiar phenomena ofphysics without experiment and analysis.4. But it is perhaps more difficult to suggest a complete scheme for the establishment of a school of education on lines parallel to those of our schools ofmedicine. I will venture to sketch my own ideal,without desiring to impose it upon my readers as inany way perfect. Before doing so, one may dismissin a sentence the threadbare objection that thechildren who are associated with a school of pedagogysuffer by the treatment. This objection has beenstrengthened by the unfortunate use of the term"practicing" school, which implies that children arethe subjects of heedless experiments. On the contrary,they are much less practiced upon than are thechildren in ordinary schools, where a large percentageof inexperienced teaching is sure to be found. A gooduniversity demonstration school, such as the HoraceUNIVERSITY RECORD 411Mann School in New York City, or the FranklinSchool at Buffalo, has the immense advantage of alarge staff of professors, teachers and students engaged especially in studying the character and fostering the interests of the children. Alike in Germany,England, and America I have found that such schoolsare appreciated by parents ; since the parents findthat their children are well cared for and well taughtin a so-called " practicing school," there is little reasonfor critics to complain that the interests of childrenare being sacrificed for the purposes of science. Thesituation is precisely the same as in a well-foundhospital with its medical school of students and professors.Hence the first essential equipment for the study ofeducation in a university is a school of children, completely equipped with classes from the youngestschool age up to at least fifteen or sixteen years ofage: the classes need not be large, but they do needto present variety of age, so as to exhibit the child atthe varying stages of his development. I call the schoola "demonstration" school because its main purpose is to realize in the life the doctrines expoundedin the school of pedagogy : surely a very necessaryequipment, if only to restrain our professors and lecturers from straying afield into speculations whichcannot be checked by experience !Further, such a school would not be equipped withthe idea of serving an ulterior interest, such for instanceas is served by preparatory schools ; although attachedto a university department, it would not be regarded asa gateway for university students, though, no doubt,some of its pupils might hereafter enter the university.Such schools are surely of the first importance for thepromotion of education in every country. The ordinary public schools cannot experiment or reform ;even private schools are as a rule bound down bycustom or deed or by the wishes of parents. If theoryis to become anything better than theory, it must betested by the laborious method of research conductedfrom year to year with children who remain withtheir teachers for the purpose of complete education.In every other experimental science this has long beenobvious ; it has been denied in regard to the study ofeducation, simply because our science is refused aplace among the experimental sciences.Such a school, then, I regard as the central featureof a well-equipped university institute for the study ofeducation. It would be equipped not only with asuitable staff of teachers (who would be demonstrators, assisting the professors) but with a building inwhich the best modern appliances and apparatuswould find an appropriate home. It would provide not only for the instruction of the children, but fortheir physical training in playfield, and workshop, andgarden — in short it would, on principle, aim to coverthe whole interests of the child. Most of the childrenwould, no doubt, come from the neighborhood ; thecycle and car would bring many, who would remainfrom morning till evening : some would be receivedas boarders in the families of teachers and students;these last would be especially valuable as enablingstudents to make a closer study of a few children.5. Another class of children ought to form an important feature in such a university department,although they would have to be treated apart. I referto that large class who are disqualified for attendancein the ordinary schools by mental or physical defects.The more pronounced forms of physical defect, blindness, deafness and the like, are already provided for,since they have long ago met with the pity of thegenerous and wealthy. But we are only now beginning to feel compassion for the child who is deficient —strong perhaps in body, but helpless in mind. Weare beginning to see also what a wonderful field ofwork is offered to teachers among such hapless bairns,especially if we can get them young enough. TheTrufersche Institut at Jena is the best exampleknown to me of the successful treatment of suchcases, and it would be well for the pedagogic seminarat Jena, if Director Trufers work were more closelyattached to the university. From personal experienceI can vouch for the advantage gained in the study ofchild-nature from watching a "backward" boy day byday at his lessons and at his meals. We teachersscarcely know how large a number of such childrenexist, for they seldom enter our schools, but medicalmen know more of the matter, and our chief Englishauthority, Dr. Francis Warner, tells us that amongthe wealthier classes there are even a larger proportionthan among the lower classes. At this we need notbe surprised when we remember that nervous diseaseabounds in the homes of luxury and culture.I compared just now the demonstration school,attended by teachers and pedagogic students, to ahospital attended by medical students ; each needtheir laboratory. Now, hitherto the medical man hasbeen trained mainly to care for the abnormal case, forphysical disease; the teacher, on the contrary, caresonly for the normal child, but both professions oughtto widen their outlook. Medicine has now come torecognize hygiene, personal and civic, as a part of itsfunction, i. e., it considers the progress of normal andhealthy citizens as well as of the abnormal ; so education should take within its purview the care of childrenafflicted with mental disease ; in so doing it will meet412 UNIVERSITY RECORDwith the gratitude of thousands of unhappy parentsand of the children themselves, some of whom, iftaken early in hand, can be rescued and equipped forthe duties of life. In this sphere medicine and education join hands ; the teacher here looks to the professors of medicine to help him, not only in caring forthe bodies of children, but in observing their mindsand habits.6. We noted at the outset that education is notonly an experimental science ; it is, in some aspects,a social science. I have devoted my chief attention inthis essay to emphasizing the need for a fullyequipped demonstration school, in order to study theconduct or practice of education ; * but for the administration, for the problems relating to the mutualfunctions of the state, the church, the family, and theteacher in this social field, another method of investigation must be employed. This method is now thoroughly recognized as the one method for pursuing thesocial sciences — it is the method of the seminar. Thisdepartment of study may or may not be conducted bythe same professors and teachers as those who directthe demonstration school, but it should surely berecognized as a distinct field of inquiry, requiringdifferent equipment and ability on the part of thosewho preside over it.It is not my intention, however, to discuss this sideof the subject. My own experience during the pastyear, during which I have been occupied in traininguniversity men in London, convinces me that suchmen will welcome a broader treatment of educationalscience than has hitherto been attempted in England.And I am also convinced that the time is ripe for us toplace education by the side of medicine, as a professional pursuit, for which the student must secure notonly culture and high scholarship, but also a realacquaintance with the experimental science and artto which his life is to be devoted. And this he willgain not chiefly from books or lectures, but by dailycontact with the living soul of the child.Dresden, September, 1896.References. — It is scarcely necessary for me to refer to thework of the Jena Seminar and Uebungsschule, for it has beendescribed again and again in recent years by American studentstrained under Professor Rein. In the Report of the Royal Commission 1894, Vol. V, a memorandum will be found in which Ihave described the more recent changes in Prussia ; these havetended to emphasize the necessity of associating the training ofhigh school teachers with the daily life of the school itself.The prospectus of the Trufersche Institut in Jena gives asketch of the aims and methods employed in educating back-*In an essay in the current number (September 1896) of theJournal of Education, London, I offer a view of thesedepartments of educational science. ward children. Direktor Trufer works under the advice partlyof Professor Rein, partly of the professors connected with theIdiot Asylum.Dr. Francis Warner's investigations are well known. Hislatest report appeared last year, issued byjfhe Committee of theBritish Medical Association. A society has>just been formed inLondon to work out the problem of educating defective childrenand of training teachers for the purpose. Particulars may behad from Professor Douglas Galton, F.R.S.Concerning the Abstract Group of Order Jc! Holoedri-cally Isomorphic with the Symmetric Substitution-Group on Jc Letters.*Theorem : The abstract group G defined by the Jc-1operatorsBd :|#=1' 2' • ' ' k-1)with the generational relationsBd = l (d=l, 2, . . , k-l)(BdBd + x)3:=1 (d=l,2,..,k-2)/-r -r \2_ i / d=l, 2, . . , k-3 \(^d-^c)-1 U=d + 2,d + 3, ..,k-l/has the order Jc ! and is holoedrically isomorphic withthe symmetric substitution-group G\, on Jc letters.(1) The group Gkkl on the Jc letters 1, 2, . . , Jc is generated by the Jc— 1 transpositional substitutionsSd .= (d d -f 1) (d=i, 2, . . , k-l) .(2) These Sd satisfy the relations given for the Bd.Hence (3, 4).(3) The order of G is at least Jc!.(4) If the order of G is exactly Jc! then G is holoedrically isomorphic with Gkk!.(5) The order of G is exactly Jc! (5) is proved by aone-based induction. (5a) G for Jc—'l has the order2=2!. (5&) If G for Jc—m has the order m! then G forJc=m + 1 has the order (m -J- 1)--* Abstract of a paper read before the Mathematical Club,October 23, by Head Professor E. H. Moore.The Ethics of the Book of Job. *So prominent are the ethical features of this book that manyinterpreters regard the author's aim as primarily an ethicalone. Even those who hold the purpose to be " to widen men'sviews of God's providence " attach the highest importance tothe author's characterization of true religion. These two conceptions—the ethical and the theological— are in this instanceinseparable. The question, "Why do the righteous suffer?"presupposes the question, " Who are the righteous ?"The Satan deals with the second question. He stands forthe principle that all things, human and divine, must be tested.The poem proper deals with the question of providence as* Synopsis of a paper read before the Semitic Club, July 21,by Professor Thomas F. Day, San Francisco, Cal.UNIVERSITY RECORD 413related to suffering. Here the author's primary purpose comesto view, viz., so to interpret the sufferings of Job as to imparthope to Israel in exile. But the ethical element is not wanting.The debate between Job and the friends constitutes a fourthstage in the trial of his integrity.The key to the ethical treatment is found in the question,"Does Job fear God for nought?" Jehovah affirms; Satandenies ; test must be made. Stroke upon stroke falls with ever-increasing severity. At last Job sits an incurable leper amongthe ashes. His wife bids him renounce God and die. Shestands for a principle. Hers is the ethics of a quid pro quo.She naively confesses that she regards human obligation at anend the moment God ceases to bestow good. She thus servesas a foil to Job's purer principles. Thus far the ethical importof the narrative is clear.The cycles of speeches reveal Job battling against a traditional theology. The friends apply to his case not the warmthof human sympathy, but the cold logic of a theory. They asserta universal connection between sin and suffering. Is Jobinnocent ? He cannot perish. Has he sinned ? Let him turnagain to God and receive his favor. But Job repudiates thedoctrine and scorns the exhortation. He refuses to curry favorwith God by insincere confessions. He denies the existence ofmoral order in the government of the world. God punishesrighteous and wicked alike. Nevertheless, he believes thatbehind the maladjustment there is One who sjonpathizes withthe right. " Oh, that I might find Him! "The friends declare that Job's antagonism to the currenttheology is subversive of true religion (15 : 4) . But Job hasalready perceived their moral shallowness and insincerity.They are partisans for God. Their religion is prudential; theirutilitarian ethics is boldly challenged by the " spirit of honor"in Job (13:7-11).Job has no hope of restoration in this life. There is noworldliness in his piety. But may there not be " other world-liness?" May he not be serving God for the sake of rewards inthe life to come ? The question is pertinent. Two means ofanswering it are at hand. (1) Does the supposition harmonizewith Job's avowed principles ? Would this not be selfishne.=s inanother guise? (2) Did Job know enough about the futureto draw thence motives to piety ? According to the prevalentconception Sheol meant a cheerless state of negative existence ;life as a development had ceased ; no assurance of redemptionirradiated the gloom. We conclude, then, (1) that Job's knowledge of the future was not clear enough to furnish motives topiety ; and (2) that, had it been even clearer, his piety wouldnot have rested on such motives. True religion gets its motivesfrom neither world, present nor future, but rather from theunique relation existing between man and his Creator. TheOld Testament maintains a studied reserve respecting a futurelife in order that the fundamental doctrine of God as the All-sufficient might first be learned. A pure theism alone givesmoral significance to the doctrine of a future life.Time and again the question regarding the future rises inJob's mind (chs. 14, 16, 19). In the hour of his extremity hisfaith, allied to conscience, develops creative power. He constructs for himself a doctrine of the future. " I know that myRedeemer (gd'el) liveth ". (19 :25 ff.). This means not a resurrection, nor a Messiah, but vindication — acquittal from thecharges of his accusers, and restored communion with Godwhose friendship is dearer to him than life.The speech of Elihu is not considered here because its(implied) ethical position is not essentially different from thatof the friends.When at last Jehovah speaks (chs. 38 fir.) he gives no explanation of Job's sufferings. He simply "causes the panorama of creation to pass before him." Job is lifted out of the narrowness of his former thoughts and obtains a deeper insight intothe divine character. Jehovah accuses him of no sin. Thisamounts to a vindication. When the long trial is ended, it isshown beyond the possibility of doubt that "Job fears God fornought." There is a righteousness that is not commercial:them is a virtue that does not spring from selfishness. Thisidea pervades the book as a broad outstanding principle, andthe character of Job is its one glowing illustration.Official Actions.At a regular meeting of The University Councilheld October 10, 1896, the following action was taken :"Instructors are requested not to give examinationsto individual students at times other than those regularly appointed by the Council, unless permission hasbeen obtained in writing in advance from the Examiner.""The object of the above is (1) to do away with irregularities; (2) to free instructors from the annoyanceof requests for special examinations, and (3) to secureuniformity in the imposition of special fees."At the regular meeting of the Faculty of the SeniorColleges, held October 17, 1896, the following actionswere taken :I. Students in regular attendance at The Universityshall register with their respective Deans for anyUniversity Extension courses they may desire to takein addition to their regular work. Students failing tocomply with this regulation will not be entitled tocredit for Extension courses. This action shall gointo effect on and after January 1, 1897.II. Courses in the Divinity School which may beapproved by the cognate departments represented inthe colleges, and other Divinity courses approvedby this Faculty may be elected by Senior Collegestudents.At the regular meeting of the Faculty of the JuniorColleges held October 10, 1896, the following actionwas taken :"Students in regular attendance at The Universityshall register with their respective Deans for any University Extension courses they may desire to take inaddition to their regular work. Students failing tocomply with this regulation will not be entitled tocredit for Extension courses. This action shall gointo effect on and after January 1, 1897."At the regular meeting of the Board of UniversityAffiliations, held October 17, 1896, the followingschools were received into cooperation with TheUniversity:414 UNIVERSITY RECORDThe High Schools of Cleveland, 0., Topeka, Kan.,Fort Wayne, Ind., Kansas City, Mo., Youngstown, O.,and the Male High School, Louisville, Ky.Official Notices.The regular meetings of Boards and Faculties, to beheld Saturday, October 31, in the Faculty Room,Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of the Libraries, Laboratories, and Museums.10:00 a.m. — The Faculty of the Graduate Schools.11 : 30 a.m.— The Faculty of the Divinity School.The monthly meeting of the Faculty and Studentsof the Divinity School will be held in Haskell Assembly Room, Wednesday, November 4, at 12: 30 p.m. Theaddress will be given by Rev. H. Allen Tupper, D.D.,of Baltimore, Md.The Chemical Journal meeting will be held onFriday, . October 30, 1896, at 5:00 p.m., in Room 20,Kent Chemical Laboratory. Mr. L. W. Jones willread on " The Nitramines and the Isonitramines."The Graduate Club will meet Tuesday, November13, at 8:00 p.m., in the Faculty Room, Haskell OrientalMuseum. Some of the recent problems in English,Zoology, and Anthropology will be discussed by Mr.Squires, Miss Sturges and Mr. Miller, respectively.After the programme there will be an informal reception.Rev. H. Allen Tupper, D.D., of Baltimore, Md., willlecture Wednesday and Thursday evenings, November 4 and 5, in Haskell Assembly Room. His subjectsare : (1) Our Missions in Asia, (2) Armenia ; its PresentCrisis. The stereopticon will be used in illustratingthe lectures.The following three courses in Music are voluntary: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.TJie University Choir. — Monday-Friday, 8:00 a.m.The University Chorus. — Tuesday, 7:15 p.m.Elementary Vocal Music. — Tuesday, 5:00 p.m.The following are the Music Clubs: The Men'sGlee Club ; The Women's Glee Club ; The Men's Mandolin Club ; The Women's Mandolin Club. Professor Wilhelm Dorpfeld, Ph.D., LL.D., FirstSecretary of the German Archaeological Institute inAthens, will give the third of his three public lecturesunder the auspices of the Department of Archaeology,in Kent Theater, Friday, October 30, at 8:00 p.m.The subject is "Olympia." The lecture will be inGerman and will be illustrated by means of the stereopticon.The Germanic Club will meet in Cobb Hall, Room11B, Monday November 2, at 3 : 00 p.m. Mr. P. O. Kernwill read a paper on "The strong verb in Grimmels-hausen's Simplicissimus, edition A."The examination of Mr. O. K. O. Folin for the degreeof Doctor of Philosophy will take place in K 20, onMonday, November 2, at 3: 00 p. m. Principal Subject:Chemistry; Secondary Subject: Physics; Thesis:On UretJianes. Committee : Head Professors Nefand Michelson, and Professor Salisbury.The Pedagogical Club will meet Saturday, October31, at 8:00 p.m., in the lecture room of Cobb Hall.Head Professor Dewey will speak on the work of theUniversity School and of the Club for the currentyear.The Mathematical Club will meet in RyersonPhysical Laboratory, Room 35, Friday, November 6,at 4:00 p.m. Professor Henry S. White, of the Northwestern University, will read on "Numerically regularReticulations upon Surfaces of Deficiency higherthan 1," and Dr. Hancock on " The Factorization ofPolynomials with Integral Coefficients."Members of The University desiring free admissionto the Field Columbian Museum may obtain a cardof identification from the Registrar. Cards issuedbefore October 1 must be exchanged for new ones.A meeting of the Philosophical Club will be held inC 13, Wednesday, November 4, at 7: 30 p.m. Subject :"Hegel's View of the History of Philosophy." Briefpapers and discussions.L The postponed meeting of the Philological Societywill be held on Friday, November 6, at 8:00 p.m., inCobb Lecture Hall. Head Professor W. G. Hale will's speak on "The American School at Rome." Alli- persons who are interested in the subject are cordiallyinvited to attend.UNIVERSITY RECORD 415A Junior College Scholarship in Mathematics isawarded yearly to the student who, on the completionof the Junior College course, receives the nominationof the Mathematical Department for the excellence ofhis work during the two years. In making thisnomination the Mathematical Department takes intoconsideration the following data : (a) The generalquality of each candidate's work throughout theJunior College, (b) The quantity and the quality ofhis mathematical work in the Junior College, (c) Theresults of a special examination on the subjectstreated in the first two Majors of Mathematicsrequired in the Junior College.The examination of candidates for the JuniorCollege Scholarship in Mathematics for 1897-8, willbe held from 2 to 5 p.m., Saturday, April 24, 1897, inRoom 38, Ryerson Physical Laboratory. Those whoshall have received the Junior College certificate inOctober 1896, in January 1897, or in April 1897, andthose who expect to receive the certificate in July1897, may enter the examination. Students admittedto the Junior College with advanced standing creditsand who receive the Junior College certificate at oneof the times specified, may also take the examination,provided they have done at least one quarter's workin Mathematics in The University.Official Reports.The Associate Librarian reports that during theweek ending October 27, 1896, there has been addedto the Library of The University a total number of221 books from the following sources :Books added by purchase, 202 vols., distributed asfollows :General Library, 1 vol.; Philosophy, 4 vols.; Pedagogy, 8 vols.; Political Economy, 173 vols.; PoliticalScience, 1 vol.; History, 1 vol.; Sociology (Divinity),1 vol.; Latin, 1 vol.; German, 1 vol.; English, 2 vols.;Mathematics, 1 vol.; Physics, 1 vol.; Elocution, 3 vols.;Church History, 3 vols.; Homiletics, 1 vol.Books added by gift, 18 vols., distributed as follows :General Library, 14 vols.; Political Economy, 2 vols.;Political Science, 1 vol.; Mathematics, 1 vol.Books added by exchange for University Publications, 1 vol., assigned to Botany.Religious.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, November 2, toFriday, November 6, will be Head Professor Anderson. Chapel Service at 1:40 p.m. in Kent Theater.The Chapel Service will not be omitted on Wednesdays as hitherto.At the Vesper Service, Sunday, November 1, theaddress will be given by the Rev. John Watson, D.D.,of Liverpool. The service will be held in the Men'sGymnasium at 4:00 p.m. Admission will be limitedto the members of The University holding tickets.Members of The University may secure tickets asfollows :Members of the Graduate Schools from the Reg-gistrar ;Members of the Divinity School from the Heads ofthe Divinity houses ;Members of the Colleges from the Division Counsellors.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 7 : 45.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. Rubinkam, 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 avenueand 53d street) — Rev. Hubert C. Herring, Pastor. PublicChurch Services at 10 : 30 A.m., and 7 : 45 p.m. ; Sunday School at12:00 m. ; 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. 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. Men'sBible Class at the close of the eleven o'clock service. SundaySchool, 9 : 30 a.m. and 3 : 00 p.m.Unitarian Church.— ~Rby. W. W. Fenn, Minister. Servicesheld in Masonic Hall, 276, 57th street Sunday at 4 :'00 p.m.416 UNIVERSITY RECORDCurrent Events.On Saturday, October 24, at 3 o'clock, a conferencein the interest of the non-resident class work of TheUniversity was held at the Newberry Library. Briefaddresses were made by the Class-study Secretary,I. W. Howerth, Dr. E. J. James, Professor Richard G.Moulton, and Mrs. Ella Adams Moore. As greatinterest was manifested by those in attendance, it ishoped that the conference will be followed by practical results. Several of the instructors engaged inconducting evening and Saturday classes were present.Among those taking part in the discussion were Mr.E. C. Page, Mr. A. H. Cole, and Miss Maude Radford.Notes from Morgan Park Academy. — The Academy football team is proving much better than wasanticipated. Thus far all games played have beenwon, including the game with the Hyde Park HighSchool and the St. Charles Athletic Association. Asidefrom the games for the Interacademic championshipwith, Lake Forest and Northwestern Academies theteam will play Austin, Armour Institute and Racine,Wis. The latter plays on Thanksgiving Day. Whilenot so heavy as last year's team the team this yearplays a more scientific game.The first of the informal receptions of the season washeld on Friday, October 15 at Weddell Cottage, MissRobertson and the young ladies of the cottage beinghostesses. The attendance was very large and theoccasion most enjoyable. Friday evening of this week,October 30, the young gentlemen of Morgan Hall willgive an informal reception in honor of Dr. Ayres, thelecturer of the evening.Mr. W. Waugh Lauder is giving a series of lecturerecitals in Blake Hall under the auspices of the Ladies'Club, on Wagner and his Operas. The series consistsof three entertainments, and by special arrangementwith the club in return for the use of the hall, students of the Academy have had course tickets for anominal price.On Friday evening, October 30, the first of the lectures of the season's course will be given by Dr. PhilipW. Ayres, Secretary of the Bureau of Charities ofChicago.The Bible classes held separately last year for youngwomen and young men have been merged into oneclass for the study of the History of the ApostolicChurch. Professor I. B. Burgess, who has charge ofthe class, introduced the course by a very interestinglecture illustrated by the stereopticon. The regularattendance is large.Dean Thurber represents the Academy at theAutumn meeting of the Northern Illinois Teachers'Association at Freeport, October 30 and 31, and is oneof the speakers in the Child Study section on Fridaymorning.All of the Academy buildings are filled and somestudents have been unable to attend for lack of sufficient accommodations.Material for the UNIVERSITY EECOED must beorder to be published in trie issue of the same week. THE CALENDAR.OCTOBER 30— NOVEMBER 7, 7896.Friday, October 30.Chemical Journal Meeting, Kent, 5:00 p.m. (see p. 414).Illustrated Lecture on "Olympia" by Professor DOrp-feld, Kent Theater, 8:00 p.m.Saturday, October 31.Administrative Board of Libraries, Laboratories, andMuseums, 8:30 a.m.Faculty of the Graduate Schools, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.Pedagogical Club, Lecture Room, Cobb Hall, 8:00p.m. (see p. 414).Sunday, November 1.Vesper Service, 4:00 p.m. (see p. 415).Union Meeting of Y. M. C. A. and Y. W. C. A., 7: 00 p.m.Monday, November 2.Chapel. — 1:40 p.m.Examination of O. K. O. Folin, K 20, 3:00 p.m. (seep. 414).Germanic Club, Cobb Hall, 11 B, 3: 00 p.m. (see p. 414)Lecture before Senior Colleges, 4:00 p.m.Tuesday, November 3.Chapel. — 1:40 p.m.Divinity School Prayer Meeting, Haskell AssemblyRoom, 6:45 p.m.Wednesday, November 4.Chapel. — 1:40 p.m.Monthly Meeting of Divinity School, Haskell Assembly Room, 12: 30 p.m. (see p. 414).Botanical Club, Walker Museum, 4:00 p.m.Philosophical Club, C 13, 7:30 p.m. (see p. 414).Illustrated Lecture on "Our Missions in Asia," byRev. H. A. Tupper, D.D., Haskell Assembly Room,8:00 p.m. (seep. 414).Thursday, November 5.Chapel. — 1:40 p.m.The Young Women's Christian Association, HaskellAssembly Room, 5:00 p.m.Illustrated Lecture on " Armenia ; its present Crisis,"by H. A. Tupper, D.D., Haskell Assembly Room,8:00 p.m.Friday, November 6.Chapel. — 1:40 p.m.Mathematical Club, R 35, 4:00 p.m. (see p. 414).Philological Society, Cobb Hall, 8:00 p.m. (see p. 414).Saturday, November 7.Administrative Board of Physical Culture and Athletics, 8:30 a.m.Administrative Board of Student Organizations, Publications, and Exhibitions, 10: 00 a.m.University Senate, 11:30 a.m.sent to the Recorder by THURSDAY, 8:30 A.M., in