Price $1*50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOGbe THnfversitE of Gbtcago ©teasVOL. I., NO. 38. PUBLISHED EVERY FRIDAY AT 3:00 P.M. DECEMBER 18, 1896.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. Proceedings of the Eighth Annual Conferenceof Colleges and Secondary Schools in Affiliation and Cooperation with The University - 477-485II. School Record, Notes, and Plan, IX: TheUniversity of Chicago School ... 485-486III: The Education of a Democracy, by EdwardEverett Hale, D.D. - - - - - - 486-487IV. University Nonresident Class Work, by I. W.Howerth - - - - - - - - 487-489V. Official Notices - - - - - - - 489-491VI. Official Reports : The Library - - - - 491VII. Religious - - - - - - - - - 491VIII. Current Events - - - - - - - 491-492IX. The Calendar - - 492Proceedings of the Eighth Annual Conference of Colleges and Secondary Schools in Affiliation orCooperation with The University of Chicago*The meeting was called to order on Friday, November 13, at 4: 00 p.m., in Cobb Lecture Hall, by PresidentHarper, of The University, who urged perfect freedomof speech in the presentation of the points of view ofthe college and the secondary schools. He thoughtthe discussions of the conference should lead to definite, practical results, to something that can be actedupon, to. experiments to test the theories advanced bythe conference.The secretary read an abstract of the minutes ofthe seventh conference, after which Prof essor Edmund?Held at The University of Chicago, Nov. 13 and 14, 1896. J. James addressed the conference on "The TrueObject of an Educational System from an EconomicPoint of View." The main thoughts of the addresswere as follows :The future of the race depends upon the professional teacher.A complex civilization demands a preparation, an education.Popular intelligence was not necessary in mediaeval states,but is necessary in those of today. The position of a teacher is,therefore, a highly honored one and, to a degree, a well remunerated one... In Europe, in France, Germany, and Italy we find thoroughlyorganized educational departments. In spite of the apparentconstitutional objections the Federal government has done, andis doing much for popular education in this country. Grants ofland for educational purposes have been made by the Federalgovernment that exceed $1,000,000,000 in value. The states,counties, and cities are also spending large sums for educationalpurposes.The churches are doing much for higher education. Theschools are an ever increasing object of interest with allchurches.Education for all is necessary if we expect to utilize themany kinds of ability found in every highly civilized community. The school explores and finds out hidden capacities, andmakes it possible for the community to utilize them. The introduction of many so-called " fads" is an aid in this work of discovery. The "fads" are often the pillars of education. Thenatural sciences, manual training, the kindergarten, all havetheir place and value in this work of exploration. The exploring function of this system of education requires a wider curriculum than is common now.Education, then, should aid in discovering the human wealthin our community. It should discover and develop the entirestock of talent in our community.In the evening at 8 : 00 the conference was addressedby Superintendent Newton Dougherty, of Peoria, on"The Aim and Claims of History in the SecondarySchools."478 UNIVERSITY RECORDSaturday Morning.Professor C. B. Williams opened the session of Saturday morning with a paper on " How can the Faculty of The University of Chicago be brought intodirect touch with the Students of the High Schoolsand Academies Affiliating or Cooperating with TheUniversity ? "The first step toward bringing The University and school intocloser relation is to interest the pupil in his school work, andlead him to see the advantage of a higher, collegiate education.The way to do this is to have the best teachers and the bestinstruction. Can The University assist in bringing this state ofaffairs about ? It can make its influence felt in several ways.(1) The first and most important, and that which belongsmore especially within its province, is by doing good work itselfand by turning out genuine students and furnishing men whocan be successful teachers. There is but one point in whichthere might be a possible improvement in this respect, viz., thatthe university professors should know more about the art ofteaching. Not infrequently the secondary school teacher hasmade a more conscientious study of the science of teaching thanthe man holding the professorship. One great reason why thecollege graduate is often less successful in his work of teachingthan a person with far less solid foundation lies in the fact thathe has had a bad example and has imbibed bad methods.(2) The second point at which The University can make itselffelt is by influencing the schools to employ only teachers whosework has that solid foundation which alone can make theirwork in the highest sense successful. The advantage is reciprocal. The teacher who is a student is a better teacher for theschool, and at the same time he is more apt than another toinfluence pupils to undertake the university work. This is notto say that only those with a college education are students orcan become successful teachers, for many of our great scholarsand most successful teachers have never had a university education. The point is that scholarly teachers wherever they mayhave trained themselves should be employed and that, otherthings being equal, the college graduate has the advantage overone who has not had such work.(3) Because The University is to use its influence in havinggood teaching in the schools, it is not therefore to direct thework of the schools. The University has its work, the preparatory school its work. Neither should encroach on the ground ofthe other. Neither institution has the right to dictate thework of the other. After the teacher has been selected heshould be left to do his work in his own way. A man must teachin his own way if he is to teach successfully, and nothing is morefatal to strong, independent work than to feel that you are notyour own master. Give everyone the opportunity to work outhis own individuality.(4) After good teachers have been selected they should not bepermitted to degenerate, if ever they have a tendency that way.Every influence should be put forth to keep them alive andinterested in their work. The teacher's intellectual life, particularly in the secondary school, is open to many and to subtledangers, directly traceable to three things : (a) The teacher isliable to confine his whole attention to one side of his nature.He becomes immersed in his specialty and loses sight of its relation to life ; (b) the average teacher is overworked ; (c) he isconstantly meeting weaker and less fully developed minds thanhis own. The mind whose principal intercourse is with weakerminds is apt to lose its vigor. (5) How can The University help us to meet these dangers ?(a) Teachers should come into more direct contact with eachother, and so should be subject to the beneficial effects of competition. A vast deal in this direction has been done in theestablishment of the system of schools affiliated with The University. This institutes a direct comparison of school withschool, and teacher with teacher. It also brings the teachers ofthe schools into closer relations with the members of the university faculty, with men who are doing more advanced workalong the same lines, and who have the vantage ground. (6)Conferences such as we are now holding have the best kind ofeffect in keeping schools and teachers up to their best possibilities. WheD The University steps in and assumes the responsibility of calling us together to discuss problems of commoninterest it is taking a long step toward bringing The Universityinto more sympathetic relations with the schools. Here themembers of the University Faculty, if they will come and meetthe teachers who are actually doing the foundation work forthe university courses, may do much to keep them alive andawake to the best that is being done in their special fields, (c)the University Faculty can do much in this direction by sendingits professors to visit the schools and talk to the pupils. Thereis no stronger force than personality in the world. If pupilsmeet a man who is teaching in the great university they feelthat there is a personal relation established between them andthe university. Many a boy or girl has received his first desirefor a college course from a chance meeting with some man whowas personally connected with the higher educational work.(d) Without doubt use might be made of many other specialdevices for establishing closer relations between students andthe university. If pupils could visit The University it wouldhave great influence, and this might be done quite legitimatelyby throwing open the museums, collections, and libraries tothem on special occasions. This would increase the value ofthe school work materially, and at the same time bring thepupils into closer relations with The University. Then thescholarships offered to a limited number of the graduates ofthe various schools undoubtedly awaken interest in higher education in the whole school and so tend to bring more students.The University of Chicago is perhaps in a better positionthan any other university in the United States to make theadvance toward closer relations with secondary schools. In theestablishment of the system of affiliated preparatory schools,and in holding these conferences, a long step has been takentoward bringing about a better mutual understanding ; and itis to be hoped that no effort will be spared till the most intimate relations between The University and schools are established.Principal Leslie, of Ottawa High School, thoughtthe university people should become better acquaintedw^th the high schools, should visit them, and relyupon what they saw there as well as upon examination papers.Principal Pringle, of Aurora, urged that thereought to be the fullest confidence that the work ofreading of the papers sent in was done by competentpeople, who were capable of judging of what highschool pupils are capable of doing. The work of reading and valuing papers requires good talent, broadsympathy, and an acquaintance with the work of thesecondary school. Confidence that these qualities areemployed in the work of reading the papers will aid inUNIVERSITY RECORD 479the work of bringing The University into touch withthe affiliated schools.Principal French, of Hyde Park, thought the workdone by the pupils during the year should be considered as well as examination papers.Assistant Professor F. J. Miller, examiner of affiliations for The University, stated that this record wasconsidered in all doubtful cases.Professor I. B. Burgess then read a paper on"Specialization of the Work of Teachers in theSecondary Schools."Specialization may be loose or close. Its purpose is to securein a limited field more complete mastery than would be possiblein a wide field. Such a mastery begets enthusiasm in teacherand taught. It secures, too, respect for its possessor frompupils, teachers, and the public, and exalts the standing ofsecondary education in the community. Lack of time andknowledge on the part of teachers has led in many cases to theadoption of unusable text-books and the waste of public money.The presence of able specialists in high schools would doaway with brief and slight text-book courses, Well-trained menwould renounce them and make their futility obvious.The teaching of many subjects may increase a teacher's flexibility and breadth, but it will be at the expense of depth andpower. High school departments are not narrow, and teachersmay follow out different lines of their specialties in differentyears.Specialization is practicable to some extent even in smallschools. In a school of three teachers carrying on the LatinScientific Course of the Committee of Ten, one teacher wouldnaturally take the foreign languages, another English and History, and the third, Mathematics and the Sciences; thus covering all branches and yet limiting the work enough to secure in aconsiderable degree the advantages of specialization.It must not be supposed that the investigations and studiesof the high school specialist will be the same as those of theuniversity specialist. The teacher in the high school mustmake sure by constant practice of facility in the work of theclass, and must in all investigations keep near enough to thedaily work to enrich it.The paper was discussed briefly by many present,and Professor Bulkley stated what seemed to be theprevailing sentiment — that limited specialization wasthe desirable policy for teachers in secondary schools.Superintendent A. F. Nightingale read a paper on"The Tendency of Students to Omit the College thatThey may Enter Professional Schools Direct from theSecondary Schools."This subject is one that demands drastic treatment. It is acontagious malady and abounds in large cities, when consciencebecomes but the negative exponent of a minus Iquantity. Itstherapeutics have hitherto defied all skill.Its victims are found alike in the bedchamber of the sick, wholanguish and die through the treatment of unskilled attendants,at the bar, where is but the mockery of justice, and in the pew,which looks to the pulpit for the pure milk of the word, andwitnesses but the diluted liquefaction of some gaseous vapor,and still people wonder why the Sunday newspaper is so popular,and religion is at so low an ebb. Especially, however, do we findits victims among the fifteen million children in our countrywho for lack of instruction which is pedagogical, and instruc tors who are philosophical either fall out by the way discouraged or are kept on a diluted diet two or three years longer thaneither nature or reason demands.Natural endowments and scholarly preparation ought to beprerequisites for any of the learned professions. The pulpitis today of diminishing value as an agency in the world's evangelization, and in part because the pew is more cultured thanthe pulpit. This cause, the right attitude of man towards hisCreator, should have for its advocates men whose minds havebeen enriched with the results of the closest study. Less than40 per cent, of the students in the theological schools of thecountry today have a degree in letters or science. A stillmore deplorable condition prevails in the law schools. An attorney in the highest sense of the word should be an artist and ascientist, an orator and a logician, a philosopher and a psychol-logist. The facts are that in the sixty-seven law schools of thecountry, representing thirty-one states, and containing nearly 7500students in 1894, there were less than 20 per cent, who entered withanything more than a common school or high school education.Four-fifths of the law students of the country without a collegetraining I It is not surprising that of the four thousand lawyersin Chicago, the bulk of the business should be done by fourhundred, as an eminent judge states.From the schools of law to those of medicine we pass from thethicket into the jungle. Of the 22,000 students in 152 medicalschools the most available statistics show that not over 10 percent, have degrees. 8000 new doctors graduate every year, aratio twice as large as prevails in European countries. Ourmedical schools are filled with students who flock from thefactory and the farm, and the few of college training whosemental grasp is quick and keen, must sit side by side with thosewho have sometimes less than a common school education, andlisten to the same lectures, attend the same clinics, and answerthe same quizzes.There are reasons for this state of things, and educators arepartly responsible. It is the duty of this University, and of allcitizens who do not believe in the principles of mere empiricismand charlatanism to sound the note that shall cry a halt to theunprofessional conduct of professional schools.President Harper thought the public neededinstruction on the indispensableness of the collegetraining as a preparation for a profession. The average boy or girl ought to enter college at sixteen yearsof age, and could if earlier training were better.There was need of professional schools which requirea college training as an entrance condition.Assistant Professor F. J. Miller then moved " thata committee of five be appointed from the secondaryschools to cooperate with the examiner of affiliationsin the arrangement of the general programme for thenext conference." The motion was carried, and thechairman appointed Principal Westcott, of Chicago ;Principal Leslie, of Ottawa; Principal Pringle, ofAurora; Principal Grant, of Chicago, and PrincipalFelmly, of Springfield, as the committee.Superintendent A. F. Nightingale offered a resolution " that it is the sense of this meeting that no classin a secondary school be formed to include more thanthirty-five pupils." The resolution was carried unani*mously.480 UNIVERSITY RECORDMr. Manny, of The University of Chicago, read apaper on " High School Extension," after which thesession was adjourned.The writer indicated from the extension work done in connection with the high school in Moline some of the possibilitiesof such work open to any high school. The teacher should notregard himself as a missionary to the benighted, but rather as acitizen who feels called upon to use his special training whereverIt is required. People in shops and factories have more interestin the schools and in school problems than we imagine, andthey may make many helpful suggestions. Their needs can bemet not merely by opportunities for the three R's, but also bymore advanced work. The high school teachers can supplymany of these needs. They are on the ground. At Moline aThursday morning class for wives and mothers and a noon classheld in a machine shop were important features. In the latter,arithmetic, algebra and geometry from a practical point of viewwere taken up. If this can be done in Moline, it can be doneanywhere. Important work can also be done in relation to thepupils of the high school itself, outside of the curriculum, andthis is legitimate extension work. Why should not pupils betaught to coordinate all parts of their life, that they may find aplace for home, church and social duty as parts of education?Children of foreign parents were given credit for their knowledge of a foreign language, etc. Important work was done inteaching pupils how to handle books by a library class in thepublic library. For all this work credit was given. The systemof grades was taken advantage of. Pupils of a particular gradewere encouraged to invite their parents and friends to meet atthe school on a particular evening. Everything possible wasdone to show just what the high school stood for. Another daywas College Day, when the college men and women of the citywere invited to the school. The pupils themselves can be stimulated to do teaching to persons outside of the school, and afeeling of responsibility for certain persons or classes in thecommunity aroused. This principle is capable of indefiniteapplication with excellent social results. Boys and girls trainedin this spirit of helpfulness will be more intelligent than thepresent generation in dealing with educational matters and intheir homes will know how to direct younger brothers and sisters and help them to make the best use of their opportunities.As an outcome of this kind of work at Moline an association hasbeen formed to help students to take this higher work, whootherwise would have to go to work without completing a highschool course. Funds have been subscribed which are to beloaned to deserving ones to be paid back in the future. Whycannot some such methods, based upon a broader view of thewhole situation in which our high schools stand, be applied inevery community with most beneficial results ?Departmental Conferences.Astronomy.As first on the programme, Principal James E. Armstrong, ofthe Englewood High School, gave a discussion of the time thatcan be devoted to the subject of astronomy in high schools,and the topics that can profitably be taught. He said in part :"In the Chicago high schools astronomy, beginning withnext year will be optional with chemistry. The time devotedto it will be as heretofore, five months with four recitationsa week. The character of the subject is such that it formsa fitting close to high school education, and should not be omitted from the curricula of secondary schools. Besides its own great educational value, it is of the highest importance as showing the interrelation of the physical sciences."Experience has shown me that the subjects given in the following outline can profitably be taught, and that the order inwhich they are arranged seems best adapted to lead the studentto an adequate understanding of the subject : 1) The earth as asphere (proofs and questions). 2) The earth's size and real shape.3) The earth's rotation (proofs). 4) The earth's revolution.5) The ecliptic, equator, etc. 6) Change of seasons. 7) The moon.8) The sun. 9) The solar system as a whole. 10) The planets indetail. 11) The constellations. 12) The nebular hypothesis."In the discussion which followed, the question was raised byDr. Laves, if it would not be better to begin the study of astronomy with the apparent motions of the stars, and finally arriveat the earth's shape and motions instead of beginning with theearth itself.Mr. F. R. Moulton in discussing the parts important as apreparation for university work, said :" There are three topics which ought in general, to be givengreater emphasis. Each is of fundamental importance in gaining a proper understanding of the subject, and each possesses itsown peculiar educational value. These topics are : (1) Reference points and lines in astronomy and their relations. (2) Thedignity and consequences of the law of universal gravitation.(3) The nebular hypothesis and cosmogony."Mr. T. C. Frye, gave the following discussion of the textbooks on astronomy, suitable for use in the affiliated schools :" This review and comparison of high school text-books inastronomy was undertaken with a view of determining whichwould best meet the needs of the high schools affiliating withThe University of Chicago. Efforts were made to get a completelist of books, and eight were found which teachers might thinksuitable for the purpose. The list and general points considered are given in tabular form below with a relative estimate:,02¦SB Arrange mentand Presen tation <<ft oNewcomb & Holden Ray 24315687 ' 45711368 3613283¦ 7 18921884188318961896186818851883 $1.12 (?)1.20G-illet & Rolf e 1.40Young's Elements Young's Lessons ..... 1.401.20Loomis Steele . .. 1.001.00Lockyer . . 1.20" The choice lies between Young's Elements and Newcomb &Holden and after a careful consideration of the general factstreated and the manner of bringing them before the pupil, Icon-siderYoung's Elements (Ginn & Co.) the best. Young has a beautiful way of leaving the pupil face to face with the point in anopen question. It must not be understood that others are valueless ; some are excellent books, others could be made excellent bythorough revision, and some might be suitable for schools of adifferent grade. The teacher is, after all, the moving force ; thebook is only a secondary matter."Dr. Laves's paper on " The Variation of Latitude " was thenread. It will be published in full in a later number.Biology.Head Professor Whitman emphasized two advantages in thestudy of biology in the secondary schools : (1) Biology tends togive to the pupil an intelligent understanding of Nature's waysof doing things, a correct insight into the phenomena of life,UNIVERSITY RECORD 481and a realization of man's place and relation in organic nature— -in short, biology gives the pupil a right standpoint, (2) Thelaboratory method of study brings the pupil in contact withanimal and plant life, trains him to accurate observation andcorrect inference. It is extremely important that pupils shouldnot form the common habit of superficial and inaccurate observation, which invariably leads from the "so-called facts,"assumed or taken for granted, to wrong conclusions and error.Head Professor Coulter regards the nature of the biologicalwork at present attempted by secondary schools, as much superior to the former text-book course, which from a botanicalstandpoint was both incomplete and narrow : although the workat present is still unsatisfactory and subject to much improvement. Botany in the high school was formerly confined to a studyof flowering plants which left the work incomplete, the chiefaim being to find the technical name of the plant, which alsorendered the work extremely narrow. The present . schemeshould be improved by more work on the plant "in its environments and less on anatomy. The amount of biological work insecondary schools cannot be uniform, but must always depend onthe character and conditions of the school. In its nature thework should aim at two essential points: (1) Contact with lifeand through this, (2) contact with nature in general.Mr. H. E. Walter, of the North Division High School, regardsthe principal aims in teaching biology in secondary schools tobe as follows : (1) To inspire a love for nature. (2) To train inscientific method. (3) To impart biological information.Mr. Rainey, of the Harvard School; Mr. Darling, of OakPark; Mr. Hallinan, of Ottawa; Principal Westcott and othersparticipated in the general discussion. Principal Westcotturged the importance of the compound microscope and advocated a limited amount of classification. He questioned , thefeasibility of the recent change in the course in Chicago highschools, by which the Board of Education promoted biologyfrom the first to the second year of the curriculum. Mr. Westcott claims that biology was the best first year study in thecourse, and that it had done more to hold first year pupils inschool than any other study.Professor Jordan invited the members of! the conference tomail to him as early as possible, any topics which they woulds uggest for the next department conference.Chemistry.The meeting was called to order by Assistant Professor Smith.The committee appointed in November 1895, to submit an outlineof a high school course in chemistry with special reference tolaboratory work, made a full report, which will be incorporatedin a circular to be issued by the department. After discussion,in which it appeared that the conference was almost unanimously in favor of a set of quantitative experiments formingpart of the work, but was opposed to making the laboratorycourse entirely or even largely quantitative in character, thereport was adopted.Mr. J. H. Ransom of the Chicago Manual Training School,opened the discussion of the question " Should QualitativeAnalysis form any part of a High School Course in Chemistry ? "The following is an abstract of his remarks:" Several conditions must be considered. First, the teacheris required to prepare upon too many subjects to do justice toany of them. His work lacks system ; he cannot teach withthoroughness, rapidity or with interest to the pupil. Also uponthe items of appliances must depend the amount and kind ofwork. Too little apparatus results in hindering both teacherand pupil in lack of interest and in careless habits: of study.Only when each pupil is provided with whatever apparatus the subject demands, can thorough and rapid work be done. Finallythe time devoted to chemistry must be considered. The outlineof general chemistry cannot be covered in less than 150 hours,and unless 200 hours can be given to the subject, qualitativeanalysis should not be taught. But with the conditions indicated it is possible to get a fair outline both of general chemistry and qualitative analysis. High schools cannot perfectgeneral chemistry, nor is this expected by college authorities.To the amount that is expected, the high schools devote moretime than do the colleges. In studying different branches ofchemistry in outline, rather than trying to perfect each branchin turn, we are but following the method adopted in other lines,viz., history, physics, etc. By this method the student's horizonis enlarged, and this, in turn, reacts to make the outline morjenearly complete. School qualitative analysis should be considered as a study of chemistry through the metallic elementsand their compounds, rather than a development of a detailedmethod for their detection and separation.Qualitative analysis tends to unfold the powers of observation, which ** though seemingly the easiest of mental operations, experience teaches us to rank among the rarest." Thefacts observed need not be in themselves important. Theability to observe accurately and closely, marks an advancestep in education. It also develops the reasoning powers.While the high school pupil thinks, he lacks the ability to makecomplete logical deductions. Most high school studies are notof a nature to develop, as this subject does, scientific reasoning.There is a chance in qualitative analysis also to review factsand principles once learned, as well as to acquire new facts ;and so the student crystallizes his ideas. He becomes familiarwith reactions, and the principles underlying them. By teaching him to look up forgotten points and related facts, there iscreated an interest in, and a spirit of work which may lead intoinvestigation in some field of thought. Whenever possible inthe high school, the practical side should be given a prominentplace. The study of qualitative analysis emphasizes this practical side, without injury to the pupil's educational development ; and wherever time permits a full year's work, it shouldbe given a place in the course.The discussion which followed was spirited, and elicitedopinions favorable to the contention of the paper from a largeproportion of those present. A resolution to the effect that "Itis the sense of this conference that exercises in the identification of chemical substances form a valuable part of a highschool course in chemistry, but that all pretence of teachingformal qualitative analysis should be avoided," was unanimously adopted. Several teachers would assign three monthsout of nine to this part of the work, others thought six weekssufficient and considered it a suitable adjunct to the simultaneous review of the year's work in the class room.The discussion on the " Laboratory Notebook " was brief, andrevealed the fact that there was marked divergence in opinionamong those present. Definite action on the subject wasreserved until next conference. Dr. J. B. Tingle, Gordon's College, Aberdeen, presented the subject of " A Chemical Libraryfor Schools." He emphasized strongly the need of having sucha library both for the use of the teacher and for stimulatingthe students to take an interest in the subject. A list of suitablebooks will be published in the circular already mentioned.Classical.The classical conference conducted *by Assistant Professor ¥.J. Miller was opened with a paper by Mrs. Emma M. James, ofthe Englewood High School, upon the "Essentials of LatinGrammar for the First Two Years." Important selections fromthis paper are as follows :482 UNIVERSITY RECORDThe simple statement that nouns of the first declension endin a and are feminine is all a pupil needs to know until fourthyear Latin. In the second declension the gender rule can besimplified by omitting the Greek endings. In the third declension the gender rules are so buried under exceptions as to beuseless. Nouns declined like tussis, turris, ignis, nouns in fourthdeclension with ubus in dative and ablative plural, the femininenouns in fourth declension may be necessary for the maturescholar, but it is out of the question to teach them now with allelse there is to do in the first two years of Latin.What, then, is essential? In the declensions it is the masteryof the endings, not the ability to decline a word so much as theability to use that word in all its relations in a sentence. Inthe verb the essential forms are the third person singular andplural of the indicative and subjunctive, also the infinitives andparticiples. There are very few occasions in the first two yearsof Latin where a pupil uses the first or second person of theverb or the imperative. In teaching the uses of the differentcases it is best to present only, regular constructions. The genitive with special verbs contains out of a list of eight verbs perhaps three or four used in Caesar. The impersonal verbs controlling the accusative and genitive are likewise rarely usedIn presenting the different uses of the subjunctive the sameprinciple applies.The ordinary uses of the pronouns, the numerals, the comparison of regular adjectives, and the more common irregularadjectives are all points to be dwelt on at length.The direct derivative is almost always to be avoided. Itindicates a slovenliness of thought, a tendency to seize on thenearest and easiest word. This knowledge of derivativesshould be one of the essentials. The study of suffixes comes, tooin the same connection.The value of order in a Latin sentence is always to be noted,that is, the natural order, the departures from it, and thereasons for such departures.In regard to the rendering of English into Latin, a simple sentence will illustrate a rule as well as a much harder one. Theobject in teaching prose is not the production of somethingwhich shall possess genuine literary merit in the Latin, but israther simply an aid to accuracy. Prose should be based onLatin models. The pupil can put back into Latin only what hehas once seen well expressed in Latin.The great essential in the first two years' work is the abilityto read at sight any simple passage in Latin similar in style andvocabulary to Caesar. Whatever methods contribute mosteasily and speedily to this end are the most desirable.Mr. Edwin L. Miller of the Englewood High School presentedsome notes on methods in teaching Virgil. " I know of only onemethod that is worth much. That method may be summed upin the single injunction : Make the work so interesting to thestudent that he will learn because it is a pleasure to him tolearn. Knowledge of versification is aided by Coleridge's lines :Trochee trips from long to short,From long to long in solemn sort ;Slow Spondee stalks ; strong foot ; yet ill ableEver to keep up with dactyl trisyllable.Iambus moves from short to long.With a leap and a bound the swift anapests throng;and:In the hexameter rises the fountain's silvery column,In the pentameter, aye, falling in melody back.Teachers will do well to study Virgil's influence on Englishliterature for themselves, and keep an interleaved copy of thepoet in which to note down for instant class-room use suchpoints in other literature that seem to illustrate the Virgilianpassage. In such material Paradise Lost, The Divine Comedy, Boswell's Johnson, Burton's Anatomy of Melancholy, FrederickMyers' Virgil in " Essays Classical," and John Richard Green'sJEneas in "Stray Studies from England and Italy " are unusuallyrich. This exercise is not merely a graceful adjunct but a burning necessity in our work. With it the learner may approachthe mount of learning which Milton saw, and realize that it is"laborious indeed at the first ascent, but else so smooth, sogreen, so full of goodly prospect and melodious sounds on everyside that the harp of Orpheus was not more ehaTming."Mr. H. H. Manchester, of the Peoria High School, presenteda paper upon " The Psychology of Latin as a Formal TrainingStudy."Under the old psychology of the faculties it was easy to justify the doctrine of formal discipline — easy to explain the valueof Latin and Greek and mathematics as training studies. Butpsychology has been revolutionized, the scheme of the facultiesdiscarded, and it seems to those who think formal disciplinecan mean only the training of those faculties, that along withthe death of the faculty idea must die the hope of any formaltraining whatever.The acquirement of knowledge — say the leaders of the recentHerbartian movement— depends on interest, and interest uponthe relation of what we know to what is to be acquired. In thelight of the new psychology they argue that the only possiblecultivation, then, must be cultivation in special directions.But does the idea of formal discipline necessarily fall, as isassumed, with the demolition of the faculty theory? Is it notpossible that the new psychology offers as firm, though perhapsa narrower, basis for it than the old ?The study of any subject which will furnish to the pupiltypes of the many relations, which will finely discriminate thesetypes for him and get him to do it for himself, which will givehim sufficient practice in the recognition of these types and inthe use of the concepts and underlying principles of mind thatit has helped him develop, will give him an education in theform of thought that will aid him wherever thought is used. Itwill give him a minutely differentiated set of relation concepts, to which the associations of his everyday environmentwill be at once referred. Is such an education possible? Ofcourse it is. It is as possible as any other. It is even simplerto give illustrations of cause and develop a concept from themthan it is to show kinds of plants and abstract the conceptplant from them. It is true we can never experience the causalrelation except when manifested in the relation of some causeand effect, but neither can we see our concept plant, except asimperfectly manifested in some individual example.The school logic deals principally with the relation of theparticular to the universal judgment, so its range is narrow.Mathematics has to do mostly with space relations and thesyllogism, so its use of the forms of apperception is also limited. But an inflected language must express in some systematic way every relation that those who use it have thought ofbetween one thing and another. In the study, then, of theinflected language of a discriminating, highly civilized peoplelies the opportunity for the widest formal training. What isthere in the study of Latin to furnish such a training? TheLatin grammar was not in its origin particularly logical— forthat matter no grammar has been. The primitive peoples weretalkers before they were logicians — their grammar was at firstfitted to express mainly the external space and the time relations.The subdividing of the Latin grammar even as now developedis not a strictly logical one, and from the nature of the subject aperfectly logical analysis of the language would be impossible.Even in the prehistoric language there were efforts, as shown inthe distinction between subject and predicate and in the use ofUNIVERSITY RECORD 483the indirect dative and instrumental cases, to grasp the innerrelations of things.Latin grammar, as developed at the time of Rome's highestcivilization and studied in our schools, analyzes the forms ofrelation with considerable minuteness and care, and in the mastery of this grammar the student gets, hold of the types of relation. In his daily work in translation or Latin composition theproblem is constantly before him, " Just what relation do thesethings or events bear to one another, and how shall I expressthem either in English or Latin?"When the student comes to translation the one problemwhich meets him everywhere is this : The thing or action expressed by such or such a word bears to the things or actionsexpressed by the rest of the words in the sentence just whatrelations which will give sense to the whole. These relations hemust express in English. He cannot simply substitute Englishphrases for Latin ones — the difference between a rigidly inflected and our prepositional and auxiliary-using language precludes that. The relating in his mind must be, too, between thethings or actions themselves if he is to get any meaning fromthe passage. It is the same problem he has all the while beforehim in life in understanding his environment. In each case hemust know the data he relates, but in each case, too, an exactconception of the kinds of relation is half the answer. In prosecomposition the problem is the same, only he gets the sensefrom the English instead of the Latin, and must express inLatin the relations he finds expressed in English. It is anaxiom that any passage of Latin or English may be analyzedinto symbols expressing nuclei of thought and their interrelations. The study of such a language will tend to make a clear,discriminating thinker wherever the data is known well enoughto be thought about. Its influence will extend, too, beyond thebounds of the intellect proper to observation, memory, imagination.Mathematics gives a more rigid training in syllogistic reasoning and in the space relations. We believe, too, in the moreespecially informational studies — in the sciences as aids to thestudent in mastering the natural world about him, in literatureand history as exponents of the character and truths of humanity and society. Latin is the widest, most efficient trainingstudy of the course. Greek might be a rival, but its relationscheme is in most points less analytical than Latin — it dependsmore on prepositions, is in syntax more like English, and thechief relations have been already learned in the student's firstyear of Latin. Greek's hold is as the language of classical literature, art, philosophy, and as an introduction to the study oflanguage itself, and our teaching of it should be governed bythese principles.Nor do we think the formal side of Latin should be the onlyone emphasized. We believe every Latin translation should bean English composition ; we believe the student's four years ofLatin should be made to throw light on the two-thirds of ourEnglish vocabulary which is derived from it ; we believe Latin,Greek, German should be an introduction to the study of language as a science ; we believe that even high school Latin givesus some opportunities to ask "Why is this literature?" andthrows some light on the history of the race ; that the studentmust be made to see. when he is studying Latin grammar, that heis'studying as much the forms of thought as Latin's method ofexpressing those forms; that when we ask questions on construction we mean not the relations between words merely, butbetween the things they symbqlize. Then and then only shallwe be teaching him to think. And we believe that what showsbetter than anything else the mastery of these relations andtheir expression in Latin and English is an exact translation, atranslation that expresses in one language the same relations between the same things as are expressed in the other. Everysuch exact translation is at the same time a lesson in construction and thought.Professor Miller made some suggestions as to Latin examination questions and papers from secondary schools cooperating with The University of Chicago, of which the following is asynopsis. Many of these suggestions apply equally to all departments.I. Restatement of Regulations about Examinations. — 1) Whatsubjects are included in the plan ?— Those corresponding to thepublished requirements for admission to The University. 2)When may examinations be sent? — Only on completion ofcourse prescribed by the school. If a student comes to TheUniversity to take examinations here, he must bring certificateof his principal that he has finished the course. 3) What papersare to be sent to The University? — Only those which the teacherafter reading would himself pass. 4) The question blanksshould be filled out in full, 5) In making out the questions stateexplicitly what questions call for original work, whether in thenature of sight reading, or solution of original problems. 6)The report sheet should also be carefully filled out. The teachershould give the class work grades, but no examination grades.II. Character of Examination Questions.— 1) Latin, 1, 3, and 4.(a) The review passage. This if given at all should test the student's ability to render into polished English a passage of Latinwhich he has already read, (b) The sight passage, This is the mostimportant feature of the examination for it is the test of thepower to read Latin, which is the real object of the study Theimportance of selecting the right passage, (c) Should there bea test of knowledge of forms and construction? (d) Shouldthere be a test in history, mythology, and geography, etc.? (e)The test in prosody. A distinction should be drawn between thesubstance of instruction and the objects of the examinationtests. 2) Latin, 2, 5. (a) An examination in Latin prose isunjust except as it is based upon constant practice and instruction during the reading course. Here is the weakness of manyschools, (b) Isolated sentences vs. the connected paragraph, (c)A separate examination should be given in composition, (d)Here should come the test in form and constructions, and theexamination should be so framed as to bring out the student'sknowledge of as large a range as possible of the common principles, (e) The method of the examination should reflect themethod of teaching. (/) Inasmuch as this is the main test ofform and syntax, the student should be held up to a high standard of exactness here, (g) The substance of the composition testshould contain no new words or constructions, but should in nocase be a repetition of any exercise previously given.French.Dr. T. L. Neff presided, and Mr. W. D. Crabb was secretary,I. The requirements for admission in French 1), 2), 3) given inthe circular of information issued by the University were discussed. No exception was taken to 1), but 2) and 3) were vigorously attacked by several members. It was objected that VictorHugo's NQtre-Dame de Paris was too difficult for the pupil,and that a treatise on architecture is not especially desirable forgeneral readers. Balzac was opposed on the ground that theFrench was not correct. Objections were made to PicheurdrIslande (P. Loti) ; Graziella (Lamartine), Tartarin deTarascon (Daudet). Colomba (Merimee) met with universalapproval. It was suggested that some of the works of GeorgeSand be used in place of the above named.II, A paper on the subject " Is it desirable to have uniformrequirements in French for admission to the leading collegesand universities? if so, what should be the requirements ? "484 UNIVERSITY RECORDwas prepared by Mrs. Helen Farrand Naumann, Girls' ClassicalSchool, Indianapolis, and read by Mrs. May Wright Sewall,principal. To provide adequate proof of a cogent reason for:change in the entrance requirements in French of leading colleges and universities, the catalogues of The University ofChicago, Radcliffe College, Smith College, and Vassar Collegewere mentioned as requiring specifically the reading of certainbooks. The number of different books in their lists is seventy-seven.A practical plan suggested was the appointment of a committee made up from the faculties of leading colleges and universities, with instructions to discuss and decide upon a set ofrepresentative French texts. The requirements suggested weresummed up as follows : With daily recitations, a class can finishPart I of Whitney's Practical French and some easy readingduring the first year ; reading Fables de la Fontaine, Livre I, oneof Bocher's college plays, and something of Daudet's during thesecond year, together with work in composition and dictation.For the third year romance, history, lyrics, and for the fourth,representative works of Corneille, Racine, and Moliere respectively.III. "How much Prose Composition should be taught inthe first year's work ?" was discussed by Miss Maud Wilkinsonof Chicago. After considering the subject (1) in connectionwith the grammar work of the first term, and (2) in connectionwith the authors read after the grammar has been completed,the question was propounded : "At the close of the first year'sstudy of French, what degree of proficiency in the compositionshould be expected from students who have received such training as we have indicated? The student should be able to turninto French a passage of simple English, containing only verycommon words, the sentences being so constructed that theEnglish might be the literal translation (never unidiomaticEnglish) of easy French prose. This will involve a moderatevocabulary, ability to recognize and express correctly the partitives or general sense of a noun, a thorough knowledge of theuse of pronouns, of negations, of the position of adjectives, ofthe use of participles, the subjective, conditional and infinitivemode, and a clear discrimination between the tenses of theindicative. He should also have at his command the idioms ofmost frequent occurrence. To aim at more than this I believeis likely to bring disappointing results ; but I feel convincedthat the program which I have indicated is not excessive."German.In his paper, " Is it possible to arrange our entrance requirements so as to make them uniform with those of other leadingcolleges and universities ? " Mr. Kern of The University of Chicago presented a tabulated statement of the requirements forthe leading colleges and universities, and found them so dissimilar that he considered uniformity for the present a" Utopian ideal." During the ensuing discussion one possiblerelief was pointed out, — that the examiners for the various colleges make out parallel sets of questions in sufficient numberto cover the requirements for all colleges, allowing the candidate to select that set for which he is prepared. It was deemedthat an understanding between the eastern and western colleges respecting this question would be difficult to attain. Adisadvantage, pointed out in the parallel, was that the examiner's questions would, in this case, of a necessity be less searching than they could be, if he had but one set of books on whichto base his questions. Among the individual books discussedwas Dichtung und Wahrheit, which had been stricken from thelist of required readings by The University of Chicago at theurgent request of the teachers in the preparatory schools lastyear. It was found, however, that eastern colleges had refused to follow Chicago in this, indicating that the experience ofeastern and western teachers with regard to this work did notcoincide. Aus dem Staat Friedrichs des Grossen was almostunanimously thought to be too difficult for the place assignedit. Professor von Klenze expressed his willingness to cancel thebook from his list if a more suitable substitute might befound for it."How should pronounciation be taught?" was fully discussed. The following suggestions were made: (a) Dictationwork is a very valuable help ; (6) less attention should be paidto individual words, and more to connected and intelligentreading of connected passages; (c) requiring the students toread aloud at home two or three times the lesson for the following day ; (d) more attention to syllabication.A discussion on " The treatment of English in modern language teaching " concluded the programme. There was a difference of opinion as to the choice of literal and free translation;it was deemed best to require first a literal and then a translation into the best and most idiomatic English possible with dueemphasis on the literary and artistic beauty of the passages,and with reference to this, exceptionally fine translations, suchas Carlyle's Wallenstein, may be used to good advantage.Mathematics.Professor C. B. Williams, of Kalamazoo College, opened theconference with a paper on " The geometrical method of reasoning."There is no method of reasoning peculiar to geometry. Starting from certain space notions we deduce a series of propositions.The stuff dealt with is this body of postulates and definitions ;the tool used is the deductive method. The application of thetheorem to a figure existing in space is a matter with which wehave nothing to do. It is impossible to reason rigorously aboutconceptions which are carelessly defined ; the strictly syntheticmethod, as used by Euclid, leaves the student's question " why"unanswered. More stress should be placed on the analyticmethod. The object is not to give facts merely but to interestthe pupil and develop his reasoning powers. A change in themethod means also a change in arrangement of theorems, etc.The synthetic method is the best method for constructions. Apreliminary course with models is valuable for a student ofgeometry. It is hoped that such courses will soon be given ingrammar schools generally. Emphasis should be laid upon thestudy of analysis.Mr. E. E. Hill, of Hyde Park High School, followed with apaper on "The role of the original in geometry."These are the two extreme views : that all the work should beoriginal, and that a good text-book furnishes the best basis forgeometrical study. In the latter view the original is introducedas the best means by which the teacher can test the pupil'sknowledge of the subject-matter of the book ;¦ as an effectiveinstrument for finding out points not understood by the pupil ;as a means of arousing the pupil's interest by applications toproblems of daily life ; as an excellent means of review.Miss Grace tL Rand, of Lake View High School, read a paperon " The role of constructions in geometry,"Problems in construction enliven the work and rouse theinterest of the class. They appeal to the love of experiment andadventure with which the pupil is familiar in the working ofpuzzles. Such work as is given in Spencer's International Geometry is of much value. Let the figure for a theorem grow beforethe eyes of the class. Do not require that the lines be drawnexactly except in constructions proper. The pupil should not beallowed to depend upon the appearance of a figure. In originalproblems it is most important to teach the value of analysis asapplied to the figure.UNIVERSITY RECORD 485In the discussion which followed, Professor Moore spoke ofthe interest the pupil finds in the construction of all the possiblecases under a certain theorem. Dr. Boyd said that Euclid gaveus a vast collection of facts ; we need more generalization of principles. Mr. Slaught declared that the model text-book is not yetwritten ; when written it will be a medium between the old synthetic book and the syllabus, — a book which teaches how tothink. Several expressed the opinion gathered from observationthat in classes using the syllabus the work was inaccurate,orderly drill was lacking, the memorizing pupil was not eliminated and much of the work was taken from various books withinthe reach of the pupil. .Professor Moore closed the conference and said : " Our business is to give the pupil tools for thinking. Use all the legitimate methods. The figures ui^ed should be the most general.Put the emphasis upon thinking. As an aid to this, in solidgeometry, let the pupil demonstrate from the actual solid.Physiography and Geology.Professor Salisbury spoke on " The aim in teaching physiography and geology."The speaker, at the outset, enunciated three general propositions, the truth of which was assumed in all that followed.These were: (a) The proper habits of thought and study aremore important than the acquisition of facts. (6) Science studyshould have for its object, not the acquisition of facts for theirown sake merely, but for the uses to which they may be put.(c) The average pupil likes to work. With these propositionsin mind, the following suggestions were made concerning theteaching of physiography :1. Emphasize the fact that reading is not the only way, inmany cases not the principal way, of learning. Too large a proportion of students have grownup in the belief that the only wayto study, is to study books. Pupils should be led to understandthat books are a means, not an end ; that the text-book onphysiography is not physiography, but only a book about physiography. Maps and diagrams are in most cases too little used.They are often of more value than the text, and their study isthe next best thing to getting out of doors for study.2. Emphasize that phase of the study which calls for the useof facts. A series of problems that demand the combination offacts already known, in such wise as to bring out their relationsand significance, is a better assignment for a lesson than a specific chapter in the text-book. Pupils are interested in suchproblems and profit by them.3. See that students digest what they acquire. Mental indigestion is as bad as physical, and leads to comparable results.4. Care should be taken that the pupil translates the language of the text-book into terms of phenomena. The use ofblackboard drawings and diagrams, seeing things in nature, andexplaining the things seen, will help to attain this object.5. An aim of all teaching should be to produce intellectualindependence and intellectual responsibility.6. Keep things in their proportions. Care should be takennot to get lost in details, but at every stage make details bearon the central theme under discussion.7. Do not neglect the synthetic side of the subject. Scientistsare popularly supposed to be always analyzing, but the realobject of science is synthetic, rather than analytic. Analysis isoften necessary as a preliminary step to synthesis, and has avalue of its own ; but its highest value lies in the fact that itmakes rational synthesis possible.8. The habit of classifying the facts and principles acquired,is of great value, even though the classification, when complete,is of little value, compared with the discipline acquired in making it. The classification "of a set of related facts may well be made on several bases, involving different points of view. Classifications made by the teacher for the pupil are of little value tohim. The classification of a set of facts (synthesis) should comeat the end of the topic concerned. To give a pupil a classification of a topic at the beginning of his study of it, is to take awaythe juice of the subject.9. It is a mistake to undertake too much or to attempt toexplain too difficult matters. On the other hand, it is a mistaketo suppose that pupils are capable of taking but little. Theaverage pupil can do a great deal, and it is the function of theteacher to strike the golden mean. Nice judgment is oftenrequired.10. No hesitation should be felt in asking questions to whichno answer can be given. It is not only legitimate, but desirable,to stimulate thought, by raising questions, the solution of whichhas not yet been reached.At the conclusion of his address, Professor Salisbury answeredvarious questions touching details of teaching in the subjectunder consideration.School Record, Notes, and Plan. IX.THE UNIVERSITY OF CHICAGO SCHOOL.December 17, 1896.The attempt has been made from the experience ofthe present quarter to formulate a scheme for theproper distribution of time which can be made thebasis of the details of the programme for the nextquarter. It is thought that the problem of thedistribution of time may be of some pedagogicalinterest and, it is hoped, may evoke suggestions andcriticisms from others ; so in this week's report someaccount of the general scheme is given. It will beunderstood that, like all such schemes, it is partly anattempt to realize what would be considered an idealdistribution and partly a compromise on the basis ofadjustment to certain given conditions. The allotment of time, so far as it is fixed for all groups, is asfollows :Gymnasium, 80 minutes, subdivided into two periods of 40 minutes each. Shop, 90 minutes, threeperiods of 30 minutes each, except Groups IV and V asstated below. Music, 60 minutes, subdivided into threeperiods of 20 minutes each. Sewing, 90 minutes, subdivided for the older children into two periods of 45minutes and for the younger into three periods of 30minutes each. It has been found that with coarsematerial and large stitches longer periods of time insewing are of most interest, because they permit anearer approach to completion.All groups also give 90 minutes per week to visiting.The Field Columbian Museum is, at present, theplace visited. The visit occurs on Monday forenoon,and the intention is to devote the time to a study ofthe particular subject which happens to be uppermostduring the week. In the present week, for example,486 UNIVERSITY RECORDthe children, because of the sewing work done in connection with the Christmas presents, have had aspecial interest in textile fabrics, and at the Museumthey made a study of East Indian, Japanese, andIndian fabrics found there, comparing their designsand coloring with the Greek and Egyptian patternsshown in school. They also followed their flax fromthe ripened plant to the coarse tissue threads andcloth. They examined the simple looms shown anddisplayed great interest in silkworms and cocoons.In addition, Group I gives an hour a week to cooking, this consisting in the preparation and serving ofa lunch as described in the last number. They alsogive 150 minutes a week to expressive work, 30 minutes per day, including, under this head, clay modeling,sand moulding, paper cutting, drawing and painting.180 minutes a week are given conversation, storytelling, reading and writing of records, etc., in connection with the other work just outlined.The work of Group III, in addition to that firststated, has not as yet been subdivided beyond thegiving of 210 minutes per week to cooking, scienceand related modes of expression, and to history, literature and its related modes of expression respectively. Groups IV and V have one hour a day (ofafternoon work) more than the other groups. Theyare given 160 minutes per week of work in the carpenter shop as against 90 minutes of the other groups.Th«y have 250 minutes respectively for science and itsrelated modes of expression, and for history and itsexpression. About 75 minutes a week is also set apartfor reading of matter which is assigned to them inconnection with their other work. They are notresponsible for reading this aloud but simply forcontributing the information, to different childrenwho are sent from different sources. It is expected toincrease this amount of time considerably, with a viewof forming the habit of consulting books in order tofind information needed to the successful pursuit ordiscussion of their other work.Groups IV and V also have about 60 minutes a weekspecially devoted to work in geography. All thegroups have, at present, about 60 minutes of free or un-assigned time which is used as convenience may determine. The detailed distribution of the time assignedas a whole to history and science and their respectivemodes of expression, as between reading, writing,number work, etc., is still under discussion and experiment, but it is hoped to have that matter definitelysettled early in the next quarter.The most important principle used in determiningthe time part of the programme has been the relativeamounts of time to be given to hard work and the more formal and intellectual work, and the properbalancing of the time assigned, to hard work betweenthe constructive side, as the shop, cooking, sewing,and the more artistic modes of expression as modeling,painting, etc.The Education of a Democracy.*Dr. Harper was so kind as to give me the choice of asubject on which to speak. In preparing the noteson the address for this evening [at the anniversary ofthe Auditorium] I have been more and more impressed with the problems of the practical educationwhich a great republic like ours, or any great republic, ought to be giving. It fails of solution in part,because it is treated so often by people who havebeen educated under feudal governments, or, possibly, under an autocracy. Dr. Furness said, andsaid truly, that he had never met in his life a book ora man,— a book written or a man speaking, — that gaveany idea of what the Saviour meant by the "Kingdom of God," unless the man who wrote the book, orthe man who spoke, had been educated in a republic.I think it is true. I think when you meet withpeople whose education and early thought is inwroughtwith the systems of aristocracy and feudalism, orautocracy, which is the system of Russia today, it isexceedingly hard for them to overcome this bias. Ourbusiness is to educate the sovereign. It is not enoughthat we go into politics and deal with the masses. Wemust find out who our sovereign is and what sort ofeducation we wish to give him. I had the honor once,and never but once, of riding over a great English estate,I observed that 90 per cent, of the people we met duringthe day were day laborers, — drudges and laborers.The English think they do not know how to vote.They bring their muscle to the business of liftingstone, or digging the ground. Ten per cent, are thedirectors of these. In America you will find that only10 per cent, of the people in any of these states aredrudges. In Illinois, you will find that 90 per cent.of the people are working with their brains or heartsor consciences. In other words, the proportion ofworkmen, by which I mean people who with spiritualpower control matter, is, in the United States, 90 percent, of the people. On the other hand, the proportion of such on a great English landed estate is 10 percent. You see what a difference there is in education in a country where 90 per cent, are drudges, anda country where 90 per cent, are thinkers. That sub-* Remarks by Edward Everett Hale, D.D., at Kent Theater,The University, December 9, 1896.UNIVERSITY RECORD 487iect has been better wrought out by a dozen gentlemenaround me in the line of sociology and other branchesthan I could state. The students of this great University have an opportunity for study in this line scarcelyequaled in the world. The education of the democracy is one thing, and the liberal education under ademocracy is another. Will you charge yourself torecollect the distinction between work, on the one hand,and labor, on the other hand, and that in America, ifyou are to be teachers in America, to work in America,to be leaders of men in America, you must address yourselves to workmen and try to make them pure. Readyour New Testament. Try to be thorough workmentogether with God. One blasphemes God by callinghim a laborer. " We shall cease from our labors, andour works shall follow us." No man wants to be alaborer. All are trying to become workmen. Maywe cease from our labors and become thorough workmen with God. When you go out into the world,whatever your vocation, see to it that the laborersare reduced every day, and that workmen may beincreased and made better and more efficient.University Nonresident Glass Work.*AN HISTORICAL SKETCH BY I. W. HOWERTH.In the University Extension Movement the nonresident class is a comparatively late development. Inthe original plan and practice it found no place. Veryearly in the movement, however, the importance ofemphasizing the tutorial side of the work was recognized. As early as 1850 Arthur Hugh Clough, inhis evidence before the Oxford University Commission,called attention to the value of class work. For thediscipline of the student's mind he accounted a privateor class tutor no less essential than the lecturer."The professor," he said, " cannot get behind his pupil.If he has a large class, he cannot work with his class ;and no probable amount of periodical examinationswill operate so thoroughly as this daily test. Heexamines now and then, but, for the most part, headdresses. The young men will run away with perhaps fine ideas. They will be caught with the flameof intellectual ardor, doubtless a precious thing, butonly too often transient ; they will hurry into eager,much rather than, steady prosecution of privatestudies. For chastening and correcting, for soberingand undeceiving, something closer than professionalcontact is needed . . . . I should say that in a select?Read at the Conference of Instructors in the Class-studyDepartment, Saturday, November 23, 1896. class almost as much good is derived by one pupil fromthe other pupils as from the teacher."Notwithstanding this recognition of the value ofclass work, no attempt was made to incorporate it inthe University Extension movement, nor was it a partof the plan introduced by Professor Stuart in 1867. Tothe old method Professor Stuart added the syllabus,insisted upon connected lectures, and expected students to answer in writing questions proposed by him,but there was no supplementary class. It was soonseen, however, that the difficulties which neither thelecture nor the syllabus made clear to students madeit necessary that there should be personal contactwith the teacher. Accordingly in 1868 in one of hiscourses a special hour was set aside for purely conversational teaching. The educational value of thishour was so manifest that it has ever since found aplace in University Extension work. But this form ofthe class which is merely supplementary to the lecturehas always been regarded as an appendage of it andwhile in England it retains its importance, in thiscountry it appears to be undergoing atrophy from disuse. It would have been better, as it would haveavoided confusion, if this kind of work had neverbeen called class work. At all events nonresidentclass work is coming to mean something quite different.It means the organization among nonresident studentsof classes to be conducted, so far as circumstanceswill permit, exactly as resident classes are conducted.The earliest attempt to conduct nonresident classwork, as it is now understood, was not made inEngland. Before passing to consider the work donein this country, however, I may refer to English effortsto establish the work. So far as I have been able tolearn, independent classes were first formed in Englandin March 1892. In several centres a desire had beenexpressed to supplement lecture courses in Greekhistory and literature by a class-study of the Greeklanguage. Such a scheme was at first consideredhazardous and impracticable, but with the support ofthe Hellenic Society, several classes in Greek weresuccessfully carried on. From time to time otherlanguages and several subjects in natural sciencewere added. Both morning and evening classes wereoffered, and the fees proposed were about the usualaverage of those charged by the university colleges,namely, for one term of eleven weeks, morning classestwice a week, two pounds, two shillings ; eveningclasses once a week, ten shillings, six pence.The work accomplished in these classes is describedas generally of a very high order of merit. In thelanguage classes the results have been highly satisfactory. In science subjects stress is laid on labora-488 UNIVERSITY RECORDtory practice, and the university laboratories havebeen generously thrown open to students. That classwork is destined to occupy a more prominent place inUniversity Extension work in England is shown by theopinions expressed by many who have given the movement most attention. The Oxford University Extension Gazette for May 1892, for instance, quoted withapproval, the words of Mr. Clough, previously referredto, and declared that "the educational value ofUniversity Extension in the future depends verylargely on the wise development of the tutorial asdistinct from the public lecturing side of the system.It is in the class-room, not in the lecture room, thatpromising students make most progress. The publiclecture is, of course, a necessary element in UniversityExtension work. . . . Within proper limits it is highlyuseful and productive of valuable results. It stimulates, it excites inquiry, it asserts itself, it impressesthe public mind, it attracts outsiders, it recruits theclass. It is the lantern which attracts the moth, butthat is only the beginning of entomology." And inthe report of 1894-5 of the Oxford Delegacy for theextension of teaching beyond the limits of the university, it was said that " several centres have shownduring the last year increased anxiety to developUniversity Extension work in an extensive directionby the promotion of class teaching. Classes in theGreek language have been held regularly since thesummer term of 1894 at Brighton, and similar classesare arranged for at two other centres. The development of the tutorial side of the work is a question towhich the Delegacy is devoting much attention." Inthe London Congress of 1894 a committee reportedfavorably upon class teaching and referred to thesatisfactory results of the work done in The University of Chicago and in other universities in America.Turning now to the work in this country we findthat its importance was recognized almost from thefirst, and classes were organized by some of ouruniversities before such work was attempted in England. The organization of independent classes wasproposed as early as 1890, and in 1891 the work wasbegun both at Brown University and the Universityof Cincinnati. At Brown, although the class was notentirely differentiated from the lecture, it constitutedthe chief feature of the work. In President Andrews'sreport for 1893, after noting the substantial and unexpected increase in the number of students, he saysthat " school teachers, business men and young peopleare attracted to the work and a large proportion areworking men. The subjects offered are history, literature, science, economics and mechanical drawing.Teachers are instructed to teach — that is carefully to expound, explain, repeat, illustrate and catechize."The work at Brown has been only moderately successful. At present little is done. "This last year," thedirector writes, "has been the worst we have known inour University Extension work."In the University of Cincinnati, the work was begunat the request of the principals and teachers of thecity and suburbs, who asked that collegiate courses ofinstruction be given on Saturday mornings, the workwas not undertaken officially, but was left to the professors individually. Five of these announced courses.Each course was to consist of thirty lectures, at a tuition fee of $10.00, the proceeds to be expended as proposed by the professors in charge on the libraries ofthe departments represented. For the five coursesannounced seventy-two students were enrolled. Thenext year the attendance increased to 171. The workwas continued under the old plan with varying successuntil last year when it was taken up officially andplaced under the charge of a secretary. At presentone class is in operation, a class in Latin with a membership of thirteen.At the opening of the fall season of 1893, the American Society for tne Extension of University Teachingincorporated a system of class work in Philadelphia.Instruction in Literature, Mathematics, Biology, History, Economics, Civics and other branches of collegiate study were offered to the people of Philadelphiaand suburban towns at a moderate price, courses beingorganized at any place in the city where a sufficientnumber desirous of pursuing a certain subject couldbe got together. The method of instruction was thatof the college class room. The length of the coursewas ten weeks, the class meeting one hour each week.About twenty classes were formed, with a total enrollment of 1200. These classes included people from allsorts of occupations. The largest classes were formedamong the Jews of the city, especially among theRussian and Polish exiles. A class in civics wasformed among the negroes of one ward. In speakingof the work, the editor of the University ExtensionBulletin declared that "the possibility for good of thisnew application of University Extension teaching hasnot been measured, and the work accomplished thusfar presages a future of great usefulness to this newmethod of University Extension." For some time thework in Philadelphia was highly successful. In theyear 1893-4 thirty-two classes were organized with atotal enrollment of 2095. Later not so much wasaccomplished. At present no classes are conducted.The work, however, is still conducted in Philadelphiaunder the auspices of the University of PennsylvaniaIn the year 1894, the University of Pennsylvania an-UNIVERSITY RECORD 489nounced certain special Saturday courses for teachers.In 1895-6 a similar group of courses was offered.For these two years the courses were relatively independent of one another, and offered no opportunityfor systematic progress in any one branch of study.Now, however, the work is so related as to offer anopportunity of carrying on systematic work in onestudy or group of studies for periods of from two tofour years. During the first year 65 students wereenrolled. In the second year the number rose to 181.The fee is $10 per annum for a course of one hour aweek and $5 additional for each additional hour inthe same subject. Students are allowed the use ofthe laboratories, a deposit being made to cover breakage. The prospectus for the present year includesthirty-five courses in fifteen subjects, some of themoffered by the best men in the university.If there are other universities in which someattempt has been made to carry on nonresident class-work, no report of their work has reached me. TheLewis Institute, of Chicago, conducts evening andSaturday classes, and at present has several hundredstudents. Nothing has been done, however, at Harvard, Yale, Princeton, Columbia, Cornell, or Michigan.In none of the places mentioned as having undertaken nonresident class work was there a distinctseparation of the class from the lecture. The firstuniversity to make this separation was our own. Inthe original plan of The University of Chicago nonresident class work first found its distinct and independent place. The Official Bulletin for June 1892on the University Extension Division announced aClass work Department, and defined class work as"regular courses of class instruction in college anduniversity subjects." These courses were to be givenin the city of Chicago and at points more or less distant. The plan for organizing and conducting theseclasses which was presented in the bulletin, was practically the same as that which we are following today.It is unnecessary for me to say much about the development of the work in this University. Reportsshowing a gradual and rapid increase have alreadybeen published in the University Record (see Nos.23, 29, and 33). I may say, however, that classes, haveincreased from year to year as follows: In 1892-3there were 11; in 1893-4, 29; 1894-5, 84; and in 1895-6,111. The enrollment of these classes has increasedfrom 129 in the year 1892-3 to 1142 in the year 1895-6.Already in the present academic year we have 85classes, with an estimated attendance of 1020. Wethus have in the first quarter of this year about three-fourths as many classes as we had last year duringthe entire year. Professor Russell, in his report on the Extension ofUniversity Teaching in England and America, declared that " the work at Chicago has shown constantprogress and illustrates without doubt the pedagogichigh water mark of University Extension in the world."While this is true, it may be said that no mark hasyet been established for future reference. The tide isstill rising.Official Notices.The regular and special meetings of Boards andFaculties, to be held Saturday, December 19, in theFaculty Room, Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of UniversityAffiliations.10:00 a.m.— The Faculty of the Senior Colleges.11:30 a.m.— The Faculty of the Divinity School.11:30 a.m.— The Faculty of the Junior Colleges(special meeting).All members of the Faculties are requested toobserve that the reports of courses given during theAutumn Quarter are due at the Examiner's office (orthe Faculty Exchange) not later than twelve o'clock m,Saturday, December 26. It is of the utmost importance that every course be reported fully and promptly.Blanks will be furnished through the FacultyExchange not later than December 19.Rollin D. Salisbury, University Examiner.The Quarterly Examinations for the Autumn Quarterare arranged as follows :8:30 Exercises, Tuesday, December 22, 8:00-10:00 a.m.9:30 " " " " 11: 00-1 :00 p.m.11:00 " " " " 2: 30-4 :30 p.m.12:00 " Wednesday, " 23, 8 : 00-10 : 00 A.m.2:00 " " " " 11: 00-1: 00 p.m.3:00 " " " " 2:30-4:30 p.m.Exercises preceding 8:30 a.m., Tuesday, December 22, 4:30-6:30 p.m.Exercises of 4:00 p.m., Wednesday, December 23,4:30-6:30p.m.The regular Chapel Assemblies will be held from 10 : 30-11 : 00a.m. A recess will occur from 1 : 00-2 : 30 p.m.The Entrance Examinations for the Winter Quarterwill take place on Thursday, Friday, Saturday, andMonday, December 17, 18, 19, and 21.The next meeting of the Zoological Club will beheld Wednesday, January 6, 1897. Contributions onthe subject "The Centrosome" will be given by several of the members.490 UNIVERSITY RECORDThe Programme of Convocation Week is as follows:January i, Friday.8 : 30 A.M.-12 :3o p.m. Matriculation and Registration of Incoming Students.9:00 A.M. The Graduate Matutinal.2 : 00 p.m. Meeting of all Candidates for Degrees with theExecutive Officers.Cobb Lecture Hall,—Chajel.8: 00 p.m. The Seventeenth University Convocation.Address: "Lafayette." Mr. Henry D. Estabrook,Chicago.Conferring of Degrees.The President's Quarterly Statement. ,The Auditorium.January 2, Saturday.8:30 A.M. The Lectures and Recitations of the Winter Quarterbegin.8 : 30 A.M.-12 : 30 p.m. Matriculation and Registration of Incoming Students.10:30 A.M. Division Meetings of the Senior and the JuniorColleges.2 : 30 p.m. Meeting of the University Congregation.Haskell Oriental Museum , — Faculty Room ,7:00 P.M. Dinner of the University Congregation.Haskell Oriental Museum. , — Assembly Room.January 3, Sunday.4 : 00 p.m. Convocation Vespers. Address.Quarterly Report of the Secretary of the Christian Union.Kent Theater.January 4, Monday.10: 30 a.m. First Junior Chapel Assembly.January 5, Tuesday.10:30A.M. First Senior Chapel Assembly.The following changes in the Winter Announcements of Courses are announced:1 A. Philosophy.38. History of Political Ethics. (Course withdrawn.)(New Course.) 41. Advanced Psychology, 2:00(Dewey) C13.IV. History.3. Introduction to Study op Medieval andModern History (Terry) 9:30 (instead of 11:30).V. Archceology.Courses in this department are Graduate Coursesopen to Senior College students.XI. Greek.The following courses will be given in Boom B2(instead of the rooms announced in UniversityRecord):2. Xenophon, etc. (Capps).9. Plato, etc. (Tarbell). 21. Demosthenes (Castle).28. JEschylus (Shorey).35. Seminar (Shorey).XIII. Romance.(New Course.) 4. Modern French Comedies, 11:00(Howland) C13.57. Dante (Howland). (Course withdrawn.)XVI. Biblical Literature in English.The following courses,A37. Prophecy and History of Prophecy(Harper),B19. Historical Study of the Life of Christ(Burton),will be given Sunday morning from 8:30 to 9:30,and from 9:30 to 10:30, respectively.XXIV. Physiology.2. General Laboratory Work (Lingle) requiresCourse 1 only as prerequisite (instead of Courses 1, 6,7, 8 as announced).XXIX. Physical Culture.19a. Track and Field Sports (Stagg) will be givenas an extra section at 3:15.196. Track and Field Sports 4: 45 (Stagg).20. Basket Ball 4:00 (Butterworth) G2.206. (Course withdrawn.)Bla. 9:45(Stieg.)The New Testament Club will hold a QuarterlyJournal meeting in South Divinity on Friday, December 18, at 7:30 p.m. The programme is as follows : Expositor, Mr. Shoemaker ; Expository Times,Mr. Logan ; Critical Review, Mr. Strayer ; New World,Presbyterian & Reformed Review, Mr. Phillips ; German Periodicals, Mr. Tanner ; French Periodicals,Mr. Varney.The Semitic Club will meet on Tuesday, December22, at 7:30 p.m., cor. Lexington ave. and 59th st., for theQuarterly Journal meeting.The following notice is given of the fourth annualconference of teachers of chemistry:The committee nominated by the conference onDecember 31, 1895, have decided on the following programme and time of meeting:Meetings to be held in Room 20, Kent ChemicalLaboratory of The University of Chicago, on Monday,December 28, at 2:00 p.m., and Tuesday, December 29,at 9:00 a.m.UNIVERSITY RECORD 491The following subjects will come up for discussionin the order named.(1) Report of committee (Messrs. Freer, Swan, andLinebarger) on a detailed outline of study of chemistry for the secondary and high schools.(2) Report of committee (Messrs. Stieglitz, Walker,'and Frankforter)^ giving details concerning lectureand laboratory experiments which are best adaptedfor the illustration of recent theories of physicalchemistry, to be used in connection with a collegecourse in general chemistry.(3) The place of analytical chemistry and of organicchemistry in the ordinary college work in chemistry.(4) What should be the electrical equipment of alaboratory for work in general chemistry?(5) Discussion of subjects which members of theconference desire to bring up for consideration.There will be no set papers read, and the discussionwill be entirely informal. It is proposed that all whocan will dine together informally in a private banquetroom at the Chicago Beach Hotel, 51st street andCornell avenue, on Monday evening, December 28,at 6:30 p.m. The price of tickets for the dinner willbe one dollar and a quarter per person, and in orderto make the necessary arrangements it is requestedthat those intending to be present at the dinner willplease signify this by postal card before December 26,1896.Every teacher of chemistry in a high school or college will be welcome and is invited to be present, andit should be distinctly understood that no special invitation is necessary. The committee will send outcopies of this notice to those who have been presentat previous conferences. If those receiving them willsend to any member of the committee addresses ofothers likely to be interested in the meeting, the committee will see to it that notices are sent to these also.Committee: J. U. Nef, The University of Chicago,Chairman ; M. S. Walker, Racine High School,Racine, Wis.; W. B. Johnson, Franklin College, Franklin, Ind.Official Reports.During the week ending December 15, 1896, therehas been added to the Library of The University atotal number of 187 books from the following sources :Books added by purchase, 128 vols., distributed asfollows :General Library, 15 vols.; Philosophy, 2 vols.; Political Economy, 1 vol.; Political Science, 6 vols.; Sociology, 1 vol.; Sociology (Divinity), 3 vols.; History, 14vols.; New Testament, 1 vol.; English, 3 vols.; Math ematics, 5 vols.; Geology, 24 vols.; Zoology, 1 vol.;Homiletics, 1 vol.; Church History, 14 vols.; MorganPark Academy, 1 vol.; Swedish Theological Seminary*36 vols.Books added by gift, 44 vols., distributed as follows :General Library, 24 vols.; Pedagogy, 4 vols.; Political Economy, 14 vols.; Sociology, 1 vol.; English,lvol.Books added by exchange for University Publications, 15 vols., distributed as follows :General Library, 5 vols.; New Testament, 4 vols.;Semitic, 3 vols.; Systematic Theology, 3 vols.Religious.The University Chaplain, Associate Professor C. R.Henderson, can be found during his office hour, from1:00 to 1:30 p.m. in C 2, Cobb Lecture Hall, Tuesday,Thursday, and Friday.The religious services for Sunday, December 20, areas follows :3:30 p.m. — Prayer Service. Members of the Faculties and Candidates for Degrees are invited to attend.(Kent 20.)3:55 p.m.— Baccalaureate Procession.4:00 a.m. — Baccalaureate Service. Address: "TheLimitations of Reform." President Charles KendallAdams, LL.D., University of Wisconsin.Current Events.The Council of Seventy held its first annual meetingat The University on Friday and Saturday, December11 and 12. For the information of those to whom theplan and purpose of this organization is not familiarit may be said that this Council is a body of seventy(this number is not yet complete) active biblicalteachers representing most, if not all, of the largeuniversities and seminaries in the country, bandedtogether " (1) to associate more closely those who desireto promote the study of the Bible from the historicalstandpoint, and of other sacred literatures as relatedto it ; (2) to induce properly qualified persons to undertake this work either independently or in connectionwith another calling ; (3) to extend through the American Institute of Sacred Literature a wider acquaintance with the right methods of Bible study and theirresults ; (4) to direct the affairs of said Institute."At this first meeting of the Council the followingmembers were present : Professor C. F. Bradley, Dr.J. H. Breasted, Professor A. S. Carrier, Professor S. I.Curtiss, Dr. C. E. Crandall, Professor G.B.Foster,Professor O. H. Gates, Professor G. H. Gilbert, Pro-492 UNIVERSITY RECORDfessor G. S. Goodspeed, President W. R. Harper, Professor Shailer Mathews, Dr. C.W. Votaw, Dr. H. L.Willett, Professor A. C. Zenos. Letters from thirty-four absent members were read. The following additional persons were voted into membership, conditional on their acceptance of an invitation : Professor G. L. Robinson, Toronto, Canada; ProfessorNathaniel Schmidt, Cornell University; ProfessorFrancis Brown, Union Theological Seminary; Profes-for A. W. Anthony, Cobb Divinity School; ProfessorJohn H. Kerr, San Francisco Theological Seminary;Professor D. A. Hayes, Garrett Biblical Institute;Professor ]E. I. Bosworth, Oberlin Seminary ; Professor W. A. Stevens, Rochester Theological Seminary ;Professor Marvin R. Vincent, Union Theological Seminary ; Professor J. II. Thayer, Harvard University ;Professor J. W. Platner, Harvard University; Professor E. K. Mitchell, Hartford Theological Seminary.In addition to the members of the Council therewere present several delegates from western colleges,Professor Chapin of Beloit, and Professor Fowler ofKnox College, and others.The President's annual report showed the followingresults of the work of the American Institute throughthe past year :Correspondence Schools : 120 students in Hebrew,New Testament Greek, and the English Bible. Reading and Club Courses; 4498 members; 15 summerschools offering 58 courses under 33 instructors, andreaching 2800 students, a total of nearly 8000 personsreceiving instruction during the year ; the distributionof 110,000 instruction sheets and the publicationof 16 essays and 64 special studies was reported.The membership extended into every state in theUnion, and the following countries : Canada, Mexico,England, France, China, Siam, Brazil, Bermuda,India, Japan, Sandwich Islands.The afternoon was further taken up with a discussion of Bible study in the college. As a result of thismeeting a committee of five was appointed to investigate thoroughly the teaching of the Bible in Americancolleges, this committee to report and make suggestions at the next annual meeting.Councillors and guests dined together at the Quadrangle Club. At the evening meeting addresses weremade upon "The Teaching of the Bible,— a NewCalling," by President William R. Harper, ProfessorRichard G. Moulton, Rev. L. A. Crandall, and Professor Andrew C. Zenos.On Saturday the Chambers of the Council met inseparate session and discussed the several subjectsannounced in the programme. The following officerswere elected for the ensuing year: President of theCouncil, William R. Harper ; Recorder, Dr. C. W.Votaw ; Treasurer, Professor G. S. Goodspeed. OldTestament Chamber ; Master, Professor A. S. Carrier;Scribe, Profesor Samuel Ives Curtiss. New Testament Chamber ; Master, Professor E. D. Burton ;Scribe, Professor G. H. Gilbert. General Chamber-Master, Professor, A. C. Zenos; Scribe, Professor G.B. Foster.After a luncheon at the Quadrangle Club the Coun- .cil adjourned.Material for the UNIVERSITY RECORD must beorder to be published in the issue of the same week. On Wednesday evening, December 16, the Club ofPolitical Science and History, was entertained byHead Professor Harry Pratt Judson, at his residence,5736 Woodlawn av.The subject for the evening was "The Problems ofthe Turkish Dominion;" Miss Dora Wells read apaper on " Possible Solutions," and Mr. J. H, Reynoldson "Justification for Interference."The following officers were elected for the ensuingquarter : President, Miss Ethel A. Glover ; Secretary,Miss Emily Fogg ; Executive Committee, Dr. F. W.Shepardson, Head Professor Harry Pratt Judson,Henry D. Hatfield.THE CALENDAR.DECEMBER 18-31, 1896.Friday, December 18.Final Examination of E. D. Grant, Ryerson 36, 3: 00 p.m.New Testament Club, South Divinity, 7:30 p.m. (seep. 490).Saturday, December 19.Administrative Board of Affiliations, 8:30 a.m.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.Faculty of the Junior Colleges, 11:30 a.m.Sunday, December 20.Prayer Service, Kent 20, 3:30 p.m. (see p. 491).Baccalaureate Service, 4:00 p.m. (see p. 491).Union Meeting of Y. M. C. A. and Y. W. C. A., 7: 00 p.m.Monday, December 21.Chapel-Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Tuesday, December 22.Chapel-Assembly: Senior Colleges.— Chapel, CobbLecture Hall, 10:30 a.m.Quarterly Examinations, 8:00-10:30; 11:00-1:00;2:30—6:30.University Chorus, Rehearsal, Kent Theater, 7:15 p.m.Semitic Club, Lexington ave. and 59th st., 7:30 p.m.(see p. 490).Wednesday, December 23.Quarterly Examinations, 8:00-10:30; 11:00-1:00;2:30-6:30.Thursday, December 24to Thursday, December 31,Quarterly Recess.sent to the Recorder by THURSDAY, 8:30 A.M., in