Price $1*50 Pet Yea* Single Copies 5 CentsUniversity RecordCHICAGOHbe TUniversttE ot Gbicago pressVOL I., NO. 32. PUBLISHED EVERY FRIDAY AT 3:00 P.M. NOVEMBER 6, 1896.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. The University School, by Head ProfessorDewey - - - - - - - - 417-419II. School Record, Notes, and Plans : The University of Chicago School ... 420-422III. The Pedagogical Club 422IV. A Pedagogical Library ------ 422V. The Philosophy of Education -. - - - 422VI. Official Notices ------- 422-424VII. Religious - ¦ - - - - - - - 424VIII. The Calendar - 424The University School *The attention of those interested in educationalexperiments is called to the school conducted underthe auspices of the Pedagogical Department of TheUniversity of Chicago. The school is located at 5714Kimbark avenue, and there are at present thirty- twopupils enrolled, their ages ranging from six to twelveyears. There are two regular teachers employed,Miss Clara Mitchell, a graduate of and former teacherin the Chicago Normal School, and Miss KatharineCamp, a graduate of the University of Michigan andrecently in charge of the science in the Normal Department of Pratt Institute. Miss Camp will havecharge of the science work, and Miss Mitchell of thehistory and literature particularly. There is also aregular instructor in carpentry and woodwork, andone in music, and in addition there are some assistants from the classes in pedagogy.* Report of an Address by Head Professor Dewey before thePedagogical Club, Saturday, October 31, 1896. Especial attention is paid to matters of health. Thechildren have the use of the University gymnasiumand the advantage of instruction by Miss Anderson ofthe woman's gymnasium, who* also undertakes acareful study of the physical needs of each child.The prominence of manual training in its differentforms secures an ample variety of the activitiesrequisite for physical and mental well-being. Whenthe season is favorable, excursions to the museums,parks, places of geographic or natural interest in thecountry, and to typical industries in the city are undertaken as often as seems necessary.The conception underlying the school is that of alaboratory. It bears the same relation to the work inpedagogy that a laboratory bears to biology, physics,or chemistry. Like any such laboratory it has twomain purposes : (1) to exhibit, test, verify, and criticisetheoretical statements and principles; (2) to add to thesum of facts and principles in its special line. It isobvious, however, that a laboratory requires a building and an equipment, but this laboratory has as yetfew of the facilities needed for the work it has undertaken. It is in the condition in which chemical andother laboratories were some years ago when the needof experimental work was first becoming apparent.Visitors should bear this fact in mind.As it is not the primary function of a laboratory todevise ways and means that can at once be put topractical use, so it is not the primary purpose of thisschool to devise methods with reference to their directapplication in the graded school system. It is thefunction of some schools to provide better teachersaccording to present standards ; it is the function ofothers to create new standards and ideals and thus to418 UNIVERSITY RECORDlead to a gradual change in conditions. If it is advisable to have smaller classes, more teachers and adifferent working hypothesis than is at present thecase in the public schools, there should be some institution to show this. This the school in questionhopes to do, and while it does not aim to be impractical, it does not aim primarily to be of such a character as to be immediately capable of translation intothe public school.The hypothesis underlying this experiment is thatof the school as a social institution. Education outside the school proceeds almost wholly through participation in the social or community life of thegroups of which one is a member. Through languageand personal contact the intellectual and moral resources of the whole group are effectively, if unconsciously, transmitted to each member and put at hisdisposal. Moreover each individual does certain things(in the way of play and work) along with others, andthereby learns to adjust himself to his surroundingsand also gains control of his own special powers.The work here outlined is based on the assumptionthat the more formal education of the school does notdepart from the same general course that the unconscious adjustment follows, but organizes it. Theschool is a special social community in which the toocomplex social environment is reduced and simplified ;in which certain ideas and facts concerning this simplified social life are communicated to the child ; inwhich, also, the child is called upon to undertake notall kinds of activity, but those specially selected onthe ground of peculiar adaptation to the child.This simplified social life should reproduce, in miniature, the activities fundamental to life as a whole,and thus enable the child, on one side, to becomegradually acquainted with the structure, materials,and modes of operation of the larger community;while, upon the other, it enables him individually toexpress himself through these lines of conduct, andthus attain control of his own powers. The fundamental activities (as well as those with which thechild has been most in contact) are those connectedwith the home as the center of protection, shelter,comfort, artistic decoration, and food supply. Hencethe school work aims to center upon these activities,and, so far as possible, enable the child to reproducethem in a gradual, orderly, and social way, in his ownexperience. Hence the educational importance attached to manual training, cooking, etc. They arenot regarded as special accomplishments to be separately mastered, but rather as the media throughwhich the child may gain social experience, and alsoas furnishing the most natural centers about which the materials of knowledge may be gathered and communicated to the child. It is intended to apply thissame general idea to each branch of instruction. Withthe activities of the home as a point of departure, thedifferent subjects taught in the ordinary school arethe necessary products of this working out of thefundamental forms of social action. A large part ofthe educational waste comes from the attempt to builda superstructure of knowledge without a solid foundation in the child's relation to his social environment.In the language of correlation, it is not science, orhistory, or geography that is the center, but thegroup of social activities growing out of the home relations. It is beginning with the motor rather than withthe sensory side. Since so much is said about sensetraining in the new education, it is well to ask underwhat stimulus the senses act. Attention itself isselective. The eye of the animal is alive to thosethings only which have a relation to its activities, —the getting of food or the escape from danger. Thechild, too, is attentive to what relates to his activities,— in other words, to what interests him, hence thesenses get their stimulus from the motor side, fromwhat the child wishes to do. It is not necessary tomake up a set of stimuli to hold his attention or gethim interested when he is using the saw or plane.His senses are on the alert, since he must use them inorder to do something. This is the psychologicalreason for beginning with the child's activities. Onthe social side they introduce the child to the worldof human relations ; on the individual side they revealhim to himself as a factor in those relations.The mode in which the common school studies aredeveloped from these social activities is easily seen.Reading, writing, and spelling are usually taught toosoon, since the brain centers called into exercise bythese studies are not sufficiently developed to maketheir use pleasurable and profitable. It is one of thegreat mistakes of education to make reading and writing constitute the bulk of the school work the firsttwo years. The true way is to teach them incidentallyas the outgrowth of the social activities at this time.Thus language is not primarily the expression ofthought, but the means of social communication. Byits use the child keeps track of his work from day today ; by it he gives to others the results of his ownspecial activity, and his own consciousness is widenedby knowing what others have thought and done inthe same lines. If language is abstracted from socialactivity, and made an end in itself, it will not give itswhole value as a means of development. When thesame reading lesson is given to forty children andeach one knows that all the others know it, and allUNIVERSITY RECORD 419know that the teacher knows it, the social element iseffectively eliminated. When each one has somethingindividual to express, the social stimulus is an effective motive to acquisition. It is not claimed that bythe method suggested, the child will learn to read asmuch, nor perhaps as readily in a given period as bythe usual method. That he will make more rapidprogress later when the true language interest develops, and that the break in the continuity of thechild's life will be prevented, can be claimed with confidence.Number is another of the trinity of "fetishes of primary work. With the *hom,e activities as the basis ofschool work there is a constant demand for measurement in carpentry, cooking and sewing. The childmay not learn as much of number as by the study ofthe multiplication table, but he will get an idea ofwhat number really is, instead of the mere, techniqueof number as is the case at present. The childrenwho have been taught abstract relations only cannottranslate them into the concrete form required bypractical life. If they began with the practical activities, there would be no such difficulty. A teacher ina cooking school stated that it took her adult students nearly a month to get true ideas of measurement. Could any one doubt their knowledge of themultiplication table or fractions ? If number is taughtnot as number, but as a means through which someactivity undertaken on its own account may be rendered more orderly and effective, it assumes a different aspect, and affords insight into the ways in whichman actually employs numerical relations in sociallife.The relation of science to the activities of life isequally vital. In the history of the race, science isthe outgrowth of the race activities, and not theresult of investigation undertaken for its own sake.Thus the child is repeating the race experience whenhis activities lead him into the path of knowledge.Cooking leads to botany, chemistry, and the relatedsciences ; the coal used leads to geology and geography, and ultimately to botany also. Carpentry andsewing lead likewise to a knowledge of materials, andthe processes of construction, all of which gives apractical insight into the arts of life and their relationto man. All this work will form the avenue ofapproach to history in its true sense, since historyshould begin with the conquest of nature by man.Beginning with the life of primitive man living intrees or caves, the additional elements are graduallyintroduced until the child has the key by means ofwhich he can interpret the complex social life he seesabout him. History as simplified social life gives a. proper foundation for teaching the literature of anyperiod. Hiawatha or the Iliad should only be givenin connection with a study of the social life of thepeople represented in the respective poems.One of the main educational questions under consideration at the present time is the proper organization of the subject-matter of the curriculum, and therelation of the subjects mentioned to other means ofexpression, such as drawing, coloring and modeling.On the hypothesis given above, it is evident that anorganizing principle, has been found, and that eachstudy has its essential function in the educationalunity. The hypothesis is not to be accepted asproved but needs testing and verifying under differentconditions and circumstances. Of the value of careful experiment along this line there can be no question.School Record, Notes, and Plan.the university of chicago school.I.October 16, 1896.Educational Ideas :Relation to child's. life ofHouse or home as static environment.Heat as form of energy.Food, as intermediate between plant and animal,and human life.Growth as physical development.A. Specific Educational Ideas:To be worked out during period October 13-22.I. House as shelter on historical side.II. Heat as furnishing warmth in house ; furnace ; effect of heat and water on maize.III. Foods — Fall grains, fruits, seeds, apple, andmaize (with meaning of ripe and unripe).IV. Physical development through exercise ;music.In the following plan' the heading " From theChild's Standpoint " refers to the series of activities through which the child passes in becomingconscious of the basis of the social life.The heading "From the Teacher's Standpoint"indicates the opportunities afforded for the enrichment and extension of the child's experiencein connection with these activities.B. From the Teacher's Standpoint :— - These ideasin development afford occasions and opportunitiesclassified as follows :History. — Homes of primitive peoples, and ofGreeks.420 UNIVERSITY RECORDLanguage. — New words. Records and summaries of work done.Literature. — Stories of cave-dwellers and treemen. Apollo myths. Apple of Discord.Helen of Troy.Art.— Drawing, painting, and modeling.Music. — Individual training of voice and ear.Physical Culture. — Gymnasium. Physicalmeasurements.Mathematics. — Linear, surface, volumetric, andgravimetric measurements.Physics.— Mass. Mechanics of furnaces. Lever.Properties of water.Chemistry. — Combustion; its products andeffects.Geology. — Sources of fuel. Coal beds. Fossilplants and coal.Geography. — Location of sources of supply ofall products studied (cotton, coal), and ofhome of Greeks.Biology. — Seeds; distribution; use as food ofplants, cereals; life found in open fields nearschool.C. From the Child's Standpoint : — These, ideas arereflected in the child's activities as follows :(The children are distributed as follows — Group Iage 5^-6 years: II, 6-7 years; III, 6J^, 7-8years ; IV, 7-9 years ; V, 9-11 years.)1. Constructive. Groups I-V, pencil-sharpener, book-covers. Groups I-III, jute-board pencil boxes.Groups I-II, primitive homes, i. e., caves (sand,clay, stones, etc.). Groups IV- V, shelves at windows for individual flowerpots.2. Artistic. Groups I, II and III. Illustrate bymeans of (1) pencil, crayon and paper cutting, (a)stories of mining, (b) cotton growing, (c) Proserpina, (d) Apple of Discord, (e) primitive homes,trees and caves ; (2) clay and sand, (a) cave homes,(b) cotton fields ; (3) water colors, painting ofapples, red and green. Groups IV and V. Illustratewith (1) crayon and pencil, (a) mines, (b) cottonfields, (c) landscapes of localities studied, (d)stories ; Apple of Discord, Helen of Troy, (2) watercolors, paint maize and maize stalk.3. Experimental. Groups I-V. Effect of heat onmaize (whole, cracked, ground, i. e., cornmeal,cerealin). Groups IV-V. Daily inspection offurnace drafts. Make apparatus to illustratesteam furnace. Group V. Find weight andproportion of ashes derived from oak and pinewood. Groups IV-V. Begin work on differencein properties of wood and coal ashes, by use of water. Groups I-III. Planting of corn, in cotton,in soil.4. Cooking. Groups I-III. Husking, shelling, pounding, parching, soaking, and cooking, i. e., use ofboth heat and water on corn, pounding or grinding some and using cornmeal and cerealin.Groups I and II. Measures used, pint dividedinto fourths ; weights, 1 pound. Group III. Measures used, quarts and pints divided into thirdsand fourths ; pounds and half pounds. GroupsIV-V. Measures used, quarts, pints (thirds andfourths); pounds and ounces.5. Sewing. I-V. Dish .towels measured, cut andbasted. Group V. Sew on machine at home.Group I-II-III. Dishcloths ; measure, cut, sew.6. Games.7. Story Telling. Group I and II. Oral stories ofcoal mining and cotton growing. Myth of Proserpina (Hawthorne's version). Apollo myths (Firth).Apple of Discord. Poem : " I'll Tell You How theLeaves Came Down " (Coolidge). Stories of treeand cave dwellers.Written : Single words from above stories.Group III. Oral : Same as above.vWritten : A few sentences from above stories.Groups IV and V. Write and read the story ofcoal as found in " Stories of Industry." Storiesof cotton growing and manufacture. Apple ofDiscord and Helen of Troy from the Iliad. Apollomyths (Firth).II.October 23, 1896.It is purposed this week to take up each topicof last week's plan, very briefly , under three heads:(1) Changes found necessary ; (2) Record of workdone; (3) Additional material for week endingOctober 29, 1896.A. From the Teacher's Standpoint.History. — (1) Limited to Troy. (2) Trees as homes.Work on caves, huts, begun. (3) Ancient Troy.Language. — (3) Reading. Same work continued.Literature. — (2) Apple of Discord finished. (3)Greek myths, e. g., Apollo myths. Poetryappropriate to the season.Mathematics. — (2) Work on each kind of measurement, with some quick drill in addition. (3)Telling of time. Continued work on measurement with some drill based on weights, measures, etc., used.Physics. — (1) Furnace work omitted. (3) Sameideas continued.UNIVERSI1 Y RECORD 421Chemistry. — (3) Same work continued.Geology. — (3) Formation of soil.Geography. — (3) Same work continued with connection made with wheat and nuts. Troy.Biology. — (3) Continuation of same ideas. (1) Nofield work found practicable. (3) Doves.B. From the Child's Standpoint.1. Constructive. — (1) Groups I and II workedonly with blocks, paper, clay, and sand. (2)Groups IV, V, with clay and wood, modeling,and making paper knives. (3) Groups I, II,primitive homes, i. e., huts, caves (sand, clay,stones, etc.). Groups III-V, cut pasteboardframes for weaving holders. Groups IV, V,shelves at windows and over blackboards.2. Artistic. — (1 and 2) work as outlined, omittingpainting of maize. (3) Groups I, II, and III ;illustrate by means of (a) pencil, crayon, paper-cutting and block building, stories of cottonand wheat growing, primitive homes (huts andcaves); (b) clay and sand, cave homes, cottonand wheat fields, walls of ancient Troy; (c)water colors, painting of fruits and cerealsstudied. Groups IV and V ; illustrate with (a)pencil and crayon and (b) water colors, landscapes of localities studied (cotton fields, wheatfields, site of ancient Troy).3. Experimental.— (1, 2, and 3) Groups I and IIhave not had this work, but will begin workas outlined on maize. Group III continuework as outlined on maize and begin samework with chestnuts. (1 and 2.) Groups IV,V work as outlined on maize, except that cornmeal and cerealin were not used. Work onwood and coal unfinished. Furnace out oforder. Making of model of furnace impracticable. (3) Observation of growth of flaxseedon blotting paper and in sponge. Tests foralkali in ashes. Tests for carbon dioxide.Change in starch by heat ; by heat and water.4. Cooking.— {1 and 2) Groups I and II omittedduring the past week. Work was outlined forIII, IV, and V, with work on chestnuts, usingfractions of ounces. (3) Groups I-III workas outlined on maize ; begin same work onchestnuts. Groups IV, V finish work onchestnuts and begin work using same outlineon wheat.5. Sewing.— (1 and 2) Groups I and II have hadno sewing. (3). (1 and 2) Groups IV and Vwork as outlined, home work omitted for present. (3) Groups IV and V finish dish towels. Groups III-V finish dishcloths and weaveholders.6. Story Telling.— (1 and 2) Work as outlined.(3) Groups I— V (continued). Oral storiesof wheat and cotton growing. Apollo myths(Firth). (3) Historical stories for telling time.Written : I and II. Single words from abovestories. III. A few sentences from the samestories. IV and V. Write and read stories ofcotton growing and manufacture, wheat growing. Heroes gathering at Aulis — The Quarrel — Iliad.III.October 30, 1896.Outline of work proposed for week beginningNovember 2, 1896.A. From the Teacher's Standpoint.History. — Ancient Greece continued, with reference to its home life and agriculture. Caveman continued, as illustrating progress ofsocial life.Language. — (a) Reading, parts of the Iliad ;Alice's Supper, Little Red Hen, Hiawatha'sFasting. (b) Writing — words, sentences, andstories relative to subjects studied ; thislanguage work being partly in connection withhistory, and partly as record of work done andobservations made.Mathematics. — Work in linear measurements,involving numbers in twelve (foot-rule); weights,parts of sixteen, and telling of time continued.Physics. — Comparison of weight and mass.Changes in physical state of water continued.Geology. — Formation of soil continued. Fieldwork.Geography. — Ancient Greece, topography. Studyof agricultural industries. Observation of sunwith relation to change in length of day.Biology. — Preparation for winter of domesticanimals seen on farm visited.Art. — Primitive Greek ornament. Music ; expression of thought in simplest melodic phrase.B. From the Child's Standpoint.Artistic and Constructive. — Groups I, II, III.Picturing of farm with sand, clay, paper-cutting,block-building, drawing, and painting. Reproduction of cave period of primitive life in sandand clay modeling, paper-cutting, and drawing.Clocks and shadow-sticks of paper and pasteboard. Making of pasteboard pencil boxes.Groups IV and V. In wood, paper knives and422 UNIVERSITY RECORDshelves; in clay, pottery forms from ancientGreek life, models first Greek walls and houses ;and drawing of the above. Landscape paintingin connection with farm visit. Painting anddrawing of Egyptian ornament as source ofGreek art.Experimental and Cooking. — Continuation ofwork on maize and wheat. Planting, grinding,parching, and boiling. Tests of alkali in ashescontinued, and of carbon dioxide in air. Changein starch by heat and water continued.Story Telling. — Reproduction of stories read,written, or told. Familiar talks on Grecian lifeby members of The University faculty.The Pedagogical Club.The regular meetings of the club are held monthly.In addition to these there will be special meetings asopportunities may be afforded. While the club isprimarily for the students of this department, anywho are interested, whether members of The University or not, are welcome to attend.The following list indicates approximately the datesof the regular meetings. It is not possible yet toannounce the subjects in all cases.October 31 (Saturday), 8:00 p.m., Head ProfessorDewey, "The University School."November 19 (Thursday), Dr. Calvin Scott, ChicagoCity Training School, " Some Interests of the Child."December 17 (Thursday), Josephine Locke, Supervisor of Drawing, Chicago Public Schools, " Elementary ^Esthetics."January 21 (Thursday), Frank H. Hall, Superintendent Waukegan (111.) Schools, " Imagination in Arithmetic."February 18 (Thursday), Professor Calvin Cady," Music and Education."March 17 (Thursday), Mrs. Ella F. Young, AssistantSuperintendent Chicago Schools, " Isolation in SchoolSystems."April 21 (Thursday), Miss Emily J. Rice, ChicagoCity Training School.May 19 (Thursday), W. H. Hatch, SuperintendentOak Park (111.) Schools.June 16 (Thursday), N. D. Gilbert, SuperintendentAustin (111.) Schools.A Pedagogical Library.In connection with the library of the PedagogicalDepartment an especial effort is being made to bringtogether all material of interest to students of pedagogy. Among other lines may be mentioned (1) text-books, old and new, on all subjects ; (2) cataloguesof normal and training schools ; (3) school reportsand courses of study ; (4) examination questions ; (5)syllabi of university extension courses, child-studyconferences, etc.; (6) programmes of state and localteachers' associations; (7) announcements of readingcircles ; (8) educational periodicals and publishers'announcements.It is requested that all who are concerned in publishing material of this kind will forward copies toThe Department of Pedagogy, The University ofChicago.The Philosophy of Education.The course now being given by Head ProfessorDewey in The University on the Philosophy of Education discusses the organization of the school curriculum, embracing subject-matter and methods. In itare taken up both the psychological and sociologicalphases of the internal organization of education, andan attempt is made to discover and state the principles underlying some of the current educational controversies. Some observation and criticism will beundertaken as regards existing methods. As far as ispossible the work of the students is related to theproblems of the University School.This course is also offered as a major in the Correspondence Study Department. Students taking it inthis way will be furnished type-mimeographed reproductions of stenographic reports of the lecturestogether with bibliographical references and topicsand questions for discussion. Those interested willaddress The Correspondence-study Department, University of Chicago.Official Notices.The regular or special meetings of Boards andFaculties, to be held Saturday, November 7, in theFaculty Room, Haskell Oriental Museum, are thefollowing :8:00 a.m.— The Faculty of the Divinity School.10:00 a.m.— The Administrative Board of StudentOrganizations, Publications, and Exhibitions.11:30 a.m. — University Senate.The monthly meeting of the Faculty and Studentsof the Graduate Schools will be held in the Chapel,Cobb Lecture Hall, Wednesday, November 11, at 12:30p.m. The address will be given by Head ProfessorW. G. Hale, on " Graduate Work."The postponed meeting of the Philological Societywill be held on Friday, November 6, at 8:00 p.m., inUNIVERSITY RECORD 423Cobb Lecture Hall. Head Professor W. G. Hale willspeak on "The American School at Rome." Allpersons who are interested in the subject are cordiallyinvited to attend.The Graduate Club will meet Tuesday, November10, 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.The New Testament Club will meet in the NewTestament Lecture Room, Haskell Oriental Museum,Monday, November 9, at 4:00 p.m. Short papers on"The Life and Works of Westcott and Hort," will beread by Associate Professor Mathews, J. S. Tanner,and E. D. Varney.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."The Chemical Journal meeting will be held onFriday, November 13, 1896, at 5:00 p.m., in Room 20,Kent Chemical Laboratory. Dr. Stieglitz will speakon " The Product of Solubility in Analytical Chemistry as applied to Magnesium Salts and Metal Sulphides."The Sociology Club will meet on Tuesday, November 10, at 7: 00 p.m., in C 11, Cobb Lecture Hall. MissAddams of Hull House will address the club on"Neighborhood Relationships."There will be a meeting of the Bacteriological Clubon Friday, November 13, at 2:00 p.m., in Kent Chemical Laboratory, Room 14. A paper will be read byL. B. Comstock on " The Micro-organism of Fermentation."The officers of the Club of Political Science andHistory for the present year are the following : President, Dr. Francis W. Shepardson; secretary, EmilyFogg ; executive committee, Head Professor HarryPratt Judson, E. M. Heim, James W. Fertig.Students who are interested in the subject areinvited to become members of the club, and to thatend may hand their names to the secretary. The subject for study during the Autumn Quarterwill be "The Eastern Question."A meeting will be held Wednesday, November 11,at 8:00 p.m.. in the Faculty Room, Haskell OrientalMuseum. Topic : " Turkey : — Non-Turkish Races andReligions." " European Turkey : "— Prof. Harry PrattJudson. "Asiatic Turkey:"— Dr. Francis W. Shepardson.The University Extension Division of The University of Chicago announces the following schedule oflectures for the coming week. The hour will be 8:00p.m. except when otherwise noted, and where no stateis given, the centre is in the City of Chicago.Monday, November 9.Epworth. — Englewood, First M. E. Church, S. H. Clark," Poetry as a Fine Art, Tennyson's 'Lotos Eaters,' a study inTone-Color."Mt. Carroll, III. — Horace S. Fiske, " Thought and Imagination in Shakespeare."Goodrich School.— W. D. McClintock, " The Greater Speciesof Literature. " 4:00 p.m.Hammond, Ind. — Henry W. E-olfe, " Certain Poets and ProseWriters of New England."Tuesday, November 10.Bockford, Ill.—'E. E. Barnard, " Recent Progress in Astronomy,"Kenwood. — Kenwood Evangelical Church, 4600 Greenwoodavenue, James H. Breasted, " History and Civilization ofEgypt."Joliet, III. — John Graham Brooks, " Our Relation to CertainNew Forces in Modern Society."Kalamazoo, Mich. — A. H. Cole, "Plain Talks on the Bacteria."Cook County Normal School. — Englewood, John M. Coulter" Plants in their Environment ; How Plants Move." 4 : 15 p.m.Sterling, III. — Horace S. Fiske, " English Romantic Poetry.'Lewis Institute.— Edwin H. Lewis, "Types of American Fiction ; The Romance of Adventure : Cooper's 'The Pathfinder.' "Almira. — Pacific Congregational Church, Cortland street,near Ballou, W. D. McClintock, " Studies in Fiction — The GreatWriters of English Fiction ; or What to Read."Lewis Institute. — Harry Fielding Reid, " Physiography."Windsor Park and Cheltenham.— Henry W. Rolfe, "Representative English Authors of the Nineteenth Century — Stevenson, the most Artistic of Contemporary Writers."South Bend, Ind.— -F. W. Shepardson, "Six American Political Leaders."Freeport, III. — E. E. Sparks, "American History in AmericanLiterature."Wednesday, November 11.La Porte, Ind.—S. H. Clark, "Poetry as a Fine Art."Carter School. — John M. Coulter, "Plants in Their Environment—How Plants Obtain Food."Clinton, Iowa. — Jenkin Lloyd Jones, "Prophets of ModernLiterature."La Fayette, Ind.—R. G. Moulton, " The Tragedies of Shakespeare." Thursday, November 12.Lake View.— -Church of Redeemer, Evanston avenue nearAldine street, Henry W.Rolf e, " Representative English Authorsof the Nineteenth Century —Stevenson, the most Artistic of Contemporary Writers."424 UNIVERSITY RECORDDixon, IK.— E. E. Sparks, "The Men Who Made the Nation."Friday, November 13.Oakland Club.— John Graham Brooks, " Our Relation to Certain New Forces in Modern Society— The Real Meaning of theSocial Question."Lewis Institute.- -Harry Pratt Judson, " Some Topics of theLarger Politics."May wood and Melrose Park.— Henry W. Rolfe, "Representative English Authors of the Nineteenth Century— Carlyle, mostDramatic of Historians."Hartford City, Ind.—F. W. Shepardson, "Six AmericanPolitical Leaders."Calumet, South Chicago— 31st street and Houston avenue, E.E. Sparks, " The Men Who Made the Nation."Lewis Institute.— Lorado Taft, "Painting and Sculpture ofOur Time."Saturday, November 14.Columbia School of Oratory— 17 Van Buren street, Edwin H.Lewis, " Types of American Fiction." 2 : 00 p.m.Englewood Women's Club. — Masonic Hall, 69th street andWentworth avenue, Edwin H. Lewis, "Types of AmericanFiction."About 83 classes are in progress in the Class-studyDepartment, and information regarding these may behad at the University Extension office.Religious.The chaplain for the week, Monday, November 9, toFriday, November 13, will be Assistant Professor Vincent. Chapel Service at 1:40 p.m. in Kent Theater.Vesper Service, Sunday, November 8, will be conducted by the Rev. Wm. M. Lawrence, D.D., who willspeak in Kent Theater at 4:00 p.m.The Seventeenth Annual Convention of the American Inter-seminary Missionary Alliance will be held at The Universityunder the auspices of the Divinity School on November 12-15.This Alliance consists of a union of the students of the varioustheological seminaries of the United States and Canada with aview to broaden and intensify interest in missions among thestudents of these seminaries.The topics which are to be considered at this meeting are thefollowing : " The Spirit of Christianity Essentially Missionary,""The Missionary Pastor," "The City and the Slum," "Neglected Fields of the West," "The Claims of the Foreign Fieldon Theological Students," " Missionary Study and Instruction,""Bible Study and Prayer Life in our Seminaries, "The BroaderView of Missions," "What it Would Mean if Theological [Students Should Make it their First Aim to Evangelize theWorld."Among the speakers are President Harper, Rev. Harlan P.Beach, Dr. J. T. Gracey, Dr. A. T. Pierson, Dr. J. L. Withrow,Professor Graham Taylor, Bishop Cheney, Rev. R. A. Torrey,Mr. Henry W. Luce, and others.Meetings will be held during the day and in the evening ;day meetings in Kent Theater, evening meetings in the HydePark Presbyterian Church. The opening meeting will be heldin the Church, Thursday evening, at 7 : 30. In view of thesemeetings the Divinity School will suspend its exercises onFriday, November 13.Material for the UNIVERSITY RECORD must Iorder to be published in the issue of the same week. THE CALENDAR.NOVEMBER 6— NOVEMBER 13. 1896.Friday, November 6.Chapel. — 1:40 p.m.Mathematical Club, R 35, 4:00 p.m. (see p. 423).Philological Society, Cobb Hall, 8:00 p.m. (see p. 422).Saturday, November 7.Faculty of the Divinity School, 8:00 a.m.Administrative Board of Student Organizations, Publications, and Exhibitions, 10: 00 a.m.University Senate, 11:30 a.m.Sunday, November 8.Vesper Service, 4:00 p.m. (see p. 424).Union Meeting of Y. M. C. A. and Y. W. C. A., 7: 00 p.m.Monday, November 9.Chapel. — 1:40 p.m.New Testament Club, Haskell Museum, 4:00 p.m.(see p. 423).Lecture before Senior Colleges, 4:00 p.m.Tuesday, November 10.Chapel.— 1:40 p.m.Divinity School Prayer Meeting, Haskell AssemblyRoom, 6:45 p.m.Graduate Club, Haskell Museum, 8:00 p.m. (seep.423).Sociology Club, C 11, Cobb Lecture Hall, 7:00 p.m.(see p. 423).Wednesday, November 11.Chapel. — 1 : 40 p.m.Monthly Meeting of Graduate Schools, Chapel,Cobb Lecture Hall, 12:30 p.m. (see p. 422).Club of Political Science and History, Faculty Room,8:00 p.m. (Seep. 423).Thursday, November 12.Chapel. — 1:40 p.m.The Young Women's Christian Association, HaskellAssembly Room, 5:00 p.m.Friday, November 13.Chapel. — 1:40 p.m.Bacteriological Club, Kent 14, 2:00 p.m. (see p. 423).Chemical Journal Meeting, Kent 20, 5:00 p.m. (seep. 423).Saturday, November 14.Administrative Board of The University Press, 8:30A.M.Faculty of the Junior Colleges, 10: 00 a.m.University Council, 11:30 a.m.sent to the Recorder by THURSDAY, 8:30 A.M., in