Price $1*50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOXLbc mnivereitE of Chicago pressVOL I., NO. 41. PUBLISHED EVERY FRIDAY AT 3:00 P.M. JANUARY 8, 1897.Entered in the post office Chicago. Illinois, as second-class matter.CONTENTS.I. Religion and Education. By Rev. Wm. M. Lawrence, D.D. - - 515-517II. Conference on Nature Study 517-518III. The Triassic Formations of New Jersey. By Dr.H. B. Kummel - - 518-519IV. School Record, Notes, and Plan, X: The University of Chicago School 519V. Official Actions - 519VI. Official Notices 519-520VII. Official Reports: The Library; Beecher House;Kalamazoo College - 520-521VIII. Religious - 521IX. Current Events - 521-522X. The Calendar -------- 522Religion and Education.*BY REV. WM. M. LAWRENCE, D.D.Some few days ago it was my fortune to be presentat the opening of a new institution of learning. Itwas my privilege to look upon the faces of the youngmen and women and the boys and the girls as theyassembled in chapel. The subject of devotional exercises in connection with school life was the theme ofconversation for a moment between the principal andmyself. What form should be adopted that wouldoffend no one was a matter of reasonable anxiety onthe part of this officer. I said that I was old-fashionedenough to believe in the Bible and especially thatpassage which instructed us "In all our ways toacknowledge Him." You will observe that the question regarding the fact of having some form of worship in connection with education appeared settled inthe mind of the official. This perplexity is one which* The Convocation address at the Morgan Park Academy, delivered October 2, 1896. is meeting with considerable attention at the presenttime. There is a widespread dissatisfaction, as thedanger of divorcing religion from education is contemplated. This has been recently illustrated inthe preparation of a book made up of selections, fromScripture to be used in our public schools. The committee represent the Roman Catholic church in theperson of the Hon W. J. Onahan, a gentleman whomeverybody that knows him admires : the great protes-tant body are represented by the eminent clergyman,Dr. J. Henry Barrows and the Hon. C. C. Bonney.This volume has received the endorsement of thepress and many notable men representing both theclergy and the laity. Even those who have withheldtheir approval have not done so because they were outof sympathy with the motives of these gentlemen butbecause they were afraid that their endorsementmight carry with it a seeming approval of state supervision of religion. This matter is further emphasizedby the fact that somewhat recently the Commissionerof Education of the United States, Mr. Eaton, published a circular of information, from the Bureau ofEducation of the United States, which circular was atranslation of a brief but very comprehensive andpithy address of the Minister of Education in Franceto those in charge of public instruction in that republic. He is quite careful to say that no instruction issufficient that ignores the moral development of thepupil, and speaks quite plainly to the effect that it isthe duty of the teacher when a point of history, forexample, has been acquired by the schola?, not to restcontent with receiving the information, but to teachthe scholar to deduce the moral inference. He intimates that so thoroughly should this be followed out516 UNIVERSITY RECORDthat the child will of itself, be led in the perusal ofhistory, or the observation of the facts of life, toreflect upon the moral relations contained in them. Imention this because I am quite anxious that youshould not consider the topic of the evening as onethat is the result of the selection of a clergyman toaddress you. I cannot divest myself of my religiouscapacity, but I undertake to speak to you as one calling your attention to something which is uppermostin the minds of those who are really interested inyour education.For what is education ? It has been defined as thecomplete and harmonious development of the individual that he may interpret and apply the phenomenaof life to the advancement of himself and the benefit ofhis fellows. But how can anything be to the advancement of himself and the benefit of his fellow, whichignores the Creator who gave him his being and surrounded him with associates ? How can there be anycomplete and harmonious development of the individual that ignores his moral nature ? The brain of aman, or to put it more properly, the mind of a man, iswonderful, its achievements astonish us, its ability tolay hold upon facts outside of itself, and facts connected with itself is marvelous; but the mind of a manis not the whole man, he has feelings which must beregarded, he has sympathies which must be educated,he has a soul which cannot be satisfied without itrests upon God. As Cardinal Newman phrases it, thethought of God is the stay of the soul. Many of thosedesires and emotions and purposes which give uspleasure or pain, are absolutely without object orexplanation if we exclude the idea of God. The Deanof your academy will remember that on the brow ofthe hill which terminates the university campus,which he has recently left, there is a small cemeterywherein are the graves of eminent teachers. He willrecall a monolith at whose base is the inscription,"The soul is the enigma and God is the solution."This is a sentence taken from the book whose authorlies beneath the stone. No truer sentence was everpenned. It tells the story of all life. The soul is constantly pointing a telescope of observation and is notsatisfied until the Star of Bethlehem comes withinthe field.The religious feeling as complementing the educational idea is recognized even in non-Christian nations.In China the education is governmental. The authorities superintend it, decide upon the courses, and designate the honors to be conferred. The religion of Chinais impersonal so far as God is concerned, and it mightbe termed nihilistic so far as the future is concerned,but with all that, religion, as they understand it, is an essential factor in education. In India caste prevailsand so the most perfect idea of education is impossible, yet so far as I am aware, an Indian is not considered to be educated unless the principles ofreligion are recognized. We certainly know thatthere was no difference between religion and statehood in Egyptian education. The Greek idea ofreligion was beauty, beauty of form, hence in architecture and statuary everything was absorbed in thisidea. The whole conception of athletics was notsimply to develop physical strength but to reachthe highest possible point of beauty. It was withthem a faith. They carried this aesthetic idea into theirforms of thought and construction, hence today, thereis no language whose study does more to cultivatebeauty of expression than the Greek.But the Roman was indifferent to the idea ofbeauty, force was his God, power was his religion.He exemplified it in his conquests, disclosed it in hisarchitecture, unfolded it in his rhetoric, and urged itin the teachings of the youth. Now the state and religion are one. Uhlhorn says that the Roman religionwas prosiac and abstract, and yet everything that aRoman did from his birth to his grave was associated with some object of worship, hence his educationwas simply a form of his religion.It is not necessary for us to go further into detail.Surely if the religions of the old world were so identified with the education of youth in some way, the truereligion, Christianity, should be associated with theeducation of today. . For it was the Christian religionthat recognized the sacredness of the whole man, itwas that religion which witnessed to the fact ofevery man having a soul which had relations to Godand to man.But this idea was revolutionary. It changed thebrute idea of force which, so to speak, was the dominant one in Rome, to the spiritual idea of powerthrough love. Its conquest became identified withthat of the ecclesiastical organization which represented it ; mistakenly it was associated with the idea thatthere could be no intellectuality in religion, and allattention was given to the forms and ceremonies prescribed by the church until excluding all reason, afanaticism claimed possession of the world. Thenthere came a reaction, particular attention was paid tothe intellectual productions of classic writers, and inturn the purely religious thought became submerged.But the reformation was the correction of this. It wasseen that religion could not exist without reason, norcould reason live apart from religion. Luther not onlypreached, but founded schools. By and by a condition of things existed which led to the entire separa-UNIVERSITY RECORD 517tion of church and state, and the result is today, thatpractically these two are so arrayed against eachjotherthat in the minds of many there seems to be no place,where, without violence to either, recognition of theother may be had. There must, however, be foundsome place where both must receive their common andcontemporaneous recognition.• First r because of the individual himself. A onesided development is not education. Not only must theintellect be trained but the susceptibilities of the heart "must be enlisted, and they must be directed to God,otherwise an educated selfishness will result.Second, because of the social relations which one isto have. In these days, man is not considered apartfrom society. But it is impossible for any man to discharge his obligation to society without being discouraged at the perplexities that confront him. Unfortunately, there is a tendency to regard unkindlythe efforts which are made to better the condition ofmen. Unless one has a firm faith in God he will besaddened by the apparent failure of his efforts. Tobe sure, this is not at present the scene of your activity, but you are laying foundations, and faith needs tobe cultivated as well as the mind.Third, education and religion must go hand in handif we are to be prepared for the duties that await us ascitizens of one common country. No scheme of political reform that leaves out God and his word will bebinding, or lasting. The words of Christ, "Renderunto Caesar the things that are Caesar's, and untoGod the things that are God's," do not convey theimpression to my mind that there is no relation between these two.Thus, young ladies and young gentlemen, I havebriefly outlined for your further consideration whatseems to me a most important subject. It would beimpossible for me to do more than to offer it as a suggestion, but your own hearts will testify that a onesided development of character is the thing least tobe desired. The history of all great educational movements is identified with those leaders, who, likeThomas Arnold of Rugby and Francis Wayland ofAmerica, have impressed the religious element upontheir pupils. May God help us to realize completelythe full idea of perfect manhood.Conference on Nature Study.The Conference on Nature Study held at The University Saturday, December 5, was of great interestto all who attended. The Department of Pedagogyrecognizes the value to all concerned of combiningthe dif erent educational forces of the city, and a. series of conferences has been arranged for, in whichThe University, the public schools and other educational agencies will meet on common ground, for thepurpose of furthering the different educational movements. The Nature Study Conference was the firstof these, a similar conference on Manual Traininghaving been arranged for during the Winter Quarter,and another on the Kindergarten during the spring.It is often said that the rank and file of theteaching profession get but little practical assistancefrom specialists, since these are unfamiliar with theproblems and conditions of the grade teacher. Theaddresses of Head Professor Chamberlin and HeadProfessor Coulter showed the oft quoted criticism tobe without a foundation in the present instance. Thepapers and discussions by Principals Ridgely andPayne of the city, and by Professor Jaekman showedthe practical difficulties which nature study presentsin a large city, but showed also what can be done andsomething of the methods feasible in carrying outthe work.The adaptation of nature study to the early mentalprocesses of the child was the subject of Head Professor Chamberlin's address. On this he said thatthe natural development of the mental processes inthe race arose from contact with nature, and from thisorigin man's thought took its flight. In the development of the child, the same basis for development isfound. At birth, the vital processes only exist; thereis an entire absence of mental action. The mentalprocesses the child must acquire for himself, anduntil he has done this in some measure, assistance isimpossible. Since language, the medium of communication, does not yet exist for the child, he is anoriginal investigator from the beginning, and it is oneof the greatest educational heresies that insists uponhis waiting for maturity to begin that function inthe school. The little child tastes, feels, smells andsees, and synthesizes his results. He notes differencesin form, position, color, and motion, and thus hebegins to classify. All this is antecedent to information, and it is only when he has this foundation thatlanguage is acquired. This is his next great means ofdiscovery. With language he is no longer obliged tocreep along by his own observation, since the acquired knowledge of the world is now open to him.With the acquisition of language comes the dangerthat the child will take what is told him, instead ofkeeping at work himself; that he will be an acquirerinstead of an inquirer; a feeder at the world's granaryinstead of a worker in the field. As he enters schooland deals so largely with language, there is another$anger; -* that the recognition of law, resulting from518 UNIVERSITY RECORDthe child's contact with nature, will be obscured bythe arbitrariness of language. One remedy for thisis the frank recognition of its arbitrariness; anotheris the introduction into the curriculum of naturestudy of such a character as to affect the general tendency resulting from the study of language only.But nature study is the means of calling out thehigher as well as the initial thought processes. Allthe faculties cannot be exercised in the usual lines ofmathematics or language. Nature is broad enoughand complex enough to exercise them all. The function of nature study is thus the continuation of theprocesses which nature itself has developed.The relation of botany to elementary education, byHead Professor Coulter, was the next on the programme. Dr. Coulter touched first upon some mistakes that had been made in bringing young childreninto contact with life phenomena. The dissectionthat calls attention mainly to the parts of plants isone of these. The analytic processes is neither natural nor inspiring to young children, and creates nogenuine interest in plant life. Attempting too muchhas been another error. A few simple things ofnatural interest will be of more value than a completesystem that lacks vital relations to the child's life.The cultivation of observation merely for the sake ofobservation is another. Thus plants should be considered as things at work, not simply things withparts: as things moving, breathing, and pulsatingwith life. A number of suggestions were given as towhat might be observed with profit. The positionplants take with reference to the light shows thatthey are not dead affairs, but living forces. Thatcolor holds some relation to the light which enablesthe plant to perform its work better, instead of beingornamental only, can be studied by observation. Therain adaptations of plants, the relations between theroot and leaf systems; the adaptation to droughts bythe reduction of the exposed leaf surface, like a vesseltaking in its sails, — all these are vital and importantas well as interesting to young and old. The rightpositions of plants, their behavior towards each other,suggest other lines of observation appropriate toyoung pupils.Such work requires a greater knowledge of subject-matter than the so-called higher grade botany, butthe demand for work that shall lay the right foundation is constantly increasing.Principal Ridgely followed this address, showingfrom the answers to a carefully prepared series ofquestions what concepts of nature pupils have whenthey enter the high school. The difficulties resulting f rqm the great differences in the homes and envi ronment of the pupils as well as in their school training were clearly shown, as well as the great need ofcarefully planned work all along the line.Principal Payne dwelt upon the value of naturestudy in teaching reading, writing, and language. Heshowed the need of a better outline of work, onewhich should not simply touch the child in isolatedsections, but which should have a vital relation to hislife. The difficulty in teaching such literature asSnow Bound, or The Barefoot Boy to children whohad none of the underlying images was forcibly presented, and a plea made for more nature study as ameans of awakening interest.Professor Jaekman, the last speaker, spoke of themany experiments needed in education before the trueway of procedure is determined. He thought we hademphasized the children's play interests too much inthe past, and that the results thus far had not giventhe true scientific interest. The scientific interest isas natural as the play interest and exists as early.Hence it should be appealed to more in the earlywork.Professor Jaekman considers the emphasis on theformal studies the great means of preventing realprogress in nature work. Learning to read and writeare not the first or the most important things to bedone, and the nature work is worn threadbare if thepupils are required to read, write, and spell in connection with everything done. The value of meteorology as a great background for all nature study wasdwelt upon, and an interesting series of charts showngiving graphically the relations between the length ofday and night, and the number of clear and cloudydays during the month of November.The whole session was of great interest and profitas the large and attentive audience showed.The Triassic Formations of New Jersey*The New Jersey Trias is called the Newark formation.It covers about one-fourth the area of the state, extendingfrom Trenton to the Raritan Bay, and thence northward tothe crystalline highlands— a broad zone extending across thestate, from northeast to southwest with a width of 32 miles onthe Delaware River. It is overlapped by younger formations onthe southeast and meets the older crystallines and Palaeozoicsalong a ragged line on the northwest.Its surface is a rolling plain, 90 to 200 feet above the sea, withtall hills of trap and harder rock standing well above the general plain. Two larger areas of harder rock form the Hunterdon and Sourland plateaus. The hills and ridges are arrangedwith some system, trending about north 60° east.The region is drained by the Delaware and Raritan rivers and?Abstract of a lecture by Dr. H. B. Kummel of Lewis Instiltute, given before the GreologicalCJub, I)eceniber 2, }$96{UNIVERSITY RECORD 519their tributaries, a gorge 400 feet deep carrying the Delawarethrough the Hunterdon plateau.The rocks of this area are conveniently divided intothree series :. (1) Stockton conglomerates, mostly of quartzand feldspar, with arkose sandstone and brown and redshales. Trace of coal are found in the shales. (2; The Lockat-ong series, consisting mainly of black argillites and shales,with some fine-grained sandstones, occasional limestone andred flagstones. This series gives us wave marks and mudcracks, and is widely distributed, being found at Princeton,Ewingville, and on Sourland and Hunterdon plateaus. (3)Brunswick shales, soft and red, or occasionally green or drab.Few free splitting layers. Reptile tracks, plant remains, andfossil fish in some black layers.The shales in all series seem to be coordinate with sandstones and conglomerates, all being found in turn at the samehorizon, the coarser along old shore lines.The beds are in general monoclinal, with a strike north 60°to 75° east and dipping to northwest 12° to 20°. The estimatesof their thickness are somewhat uncertain, and depend upon theaccurate location of some great strike faults. The total estimated thickness for the three series is 20,000 feet.It is plainly evident that the Sourland mountain trap sheetis intrusive. The flow did not follow the beds of sandstone andshale, but cut across them. It is possible that none of theintrusions reached the surface, and have only been uncoveredby long subaSrial erosion.Two great faults have been located, with general trendnortheast nearly along the strike of the beds. One runningfrom near Lambertville northeast, and the other a few milesfurther north. In both cases the uplift is on the northwestside, and in one case there is a throw of 10,000 feet. The evidence of faulting is found in repetitions of the clastic series, inslickensided surfaces, and overthrown dips in contiguous beds.One of these faults had been recognized before, but the discovery of the second and larger, and the accurate location andmeasurement of both, were made by the lecturer this year.School Record, Notes, and Plan. X.THE UNIVERSITY OF CHICAGO SCHOOL.January 6, 1897.During the holiday vacation, the University Primary School was removed from its old location, 5714Kimbark avenue, to the old South Park Club House,the southeast corner of Rosalie Court and 57th street.The most serious drawback to the work has been thecontracted quarters which crowded the pupils andmade proper handling and care of material very difficult. The new house has five very large, airy andwell-lighted rooms, besides a place in the basementfor the shop, and a hall the entire size of the buildingin the third story which will be used as a gymnasiumand play room. There is a large room on the groundfloor which seats about forty -five and which will beused as a general assembly room. On the south sideis one which will be used as a music room, library, andsewing room. The large room on the north side ofthe second floor will be used as a kitchen and laboratory, the smaller room on the south end as a dining room. In the latter room the plants which arestudied will be grown. An intermediate room will beused for art work and as a recitation room.The change was made possible only through thegreat interest shown in the school by the parents whohave organized an association and appointed a committee to look after the material welfare of theschool. Through this committee, the parents haveagreed to become responsible to The University for alladditional expense incurred by the removal. Thedepartment of pedagogy, as well as the Universityauthorities, are deeply appreciative of this evidence ofdeep interest in the school on the part of its friends,and welcome it as a happy omen for the future growthof the school. The raising of a fund for the erectionof a suitable building near The University is underconsideration, and if the school continues at its present rate of growth this will soon be a necessity. As theschool appeals to all interested in educational growth,marking as it does the attempt to unify elementaryand higher educational interests, the hope for a well-equipped building in the near future is hardlyvisionary.The new quarters made it possible to receive abouta dozen new pupils. Many more applications werereceived, as almost that number were already on fileawaiting vacancies. The rooms are large enough toaccommodate many more, but forty is felt to be aslarge a number as can be taken, with due regard tothe necessity of individual attention, without an enlargement of the teaching force. If other generousfriends come to the help of the school, this increasemay be made within a few weeks.Official Actions.The Faculty of the Junior Colleges at its meetingof November 17, 1896, adopted the following actionwhich was approved by the Council, December 12,1896 :Students in residence shall receive no credit forUniversity Extension courses that duplicate in subject-matter courses regularly offered in the Colleges,Official Notices.Official copies of the University Record for theuse of students may be found in the corridors andhalls of the various buildings in the University quadrangles. Students are requested to make themselvesacquainted with the official actions and notices of TheUniversity, as published from we§k to week in theUniversity Record,520 UNIVERSITY RECORDThe regular meetings of Boards and Faculties, to beheld Saturday, January 9, 1897, in the Faculty Room,:Haskell Oriental Museum, are the following :8; 30 a.m.— The Administrative Board of UniversityPress.10:00 a.m. — The Faculty of the Junior Colleges.11:30 a.m. — The University Council.The following arrangement of Senior College andJunior College Division lectures has been made forthe Winter Quarter :Senior I. The President, Thursday, 5:30 p.m., Faculty Room, Haskell Oriental Museum.Senior II-VI. Dean Terry, Monday, 10:30 a.m.,Lecture Hall, Cobb.Junior I. Dean McClintock, Tuesday, 10:30 a.m.,B 6, Cobb.Junior II. Dean Terry, Head Professors Shoreyand Dewey, Tuesday, 10:30 a.m., Lecture Hall, Cobb.Junior III-IV. Assistant Professor Angell, HeadProfessors Small and Moore, Tuesday, 10:30 a.m.,Assembly Room, Haskell Oriental Museum.Junior V. Head Professors Chamberlin and Whitman, Tuesday, 10:30 a.m., C 9, Cobb.Junior VI. President Harper, Wednesday, 10:30a.m., Faculty Room, Haskell Oriental Museum.The topics to be discussed, so far as determined,are as follows :Dean Terry : " Current Problems in PoliticalScience," before Senior Divisions II-VI ; " Valueof theStudy of History," before Junior II.Dean McClintock : "Election of Studies," beforeJunior I.Head Professor Moore : " Mathematics," beforeJunior III-IV.Head Professor Chamberlin : " The InorganicSciences, Introductory," before Junior V.President Harper: "Introductory Talks," beforeJunior VI.The following councilors elected by Junior CollegeDivisions, I-V have been approved by the JuniorCollege Faculty :Division I, W. O. Wilson." II, Robert Law.Ill, F. C. Hack.IV, R. C. Hamill.V, W. J. Schmall.The Economic Club has selected as its topic forstudy during the Winter Quarter "Social Settlements." The first meeting of the quarter will take place on Monday, January 11, in the Lecture RoomCobb Hall, at 4:00 p.m. Miss McDowell of the University Settlement will address the Club. All womenare invited to be present.The New Testament Club will meet on Monday,January 11, at 7 : 30 p.m. at Room 28, Haskell OrientalMuseum. Papers upon Strauss, by Mr. Shoemaker ;Keim, by Mr. Woods; Renan, by Mr. Jackson.The Semitic Club will meet Tuesday, January 12,at 7:30 p.m., in the Egyptian Room, Haskell. Dr.Breasted will read on "Egyptian Antiquities."The Sociology Club will meet in the Faculty Room,Haskell Oriental Museum, Tuesday, January 12, at7: 30 p.m. Mr. Thomas J. Morgan will speak upon thesubject "Sociology, First Principles."The Chemical Journal Meeting will be held on Friday, January 15, in Kent 20, at 5 :00 p.m. Paper byAssistant Professor A. Smith, "On the Oxygen Hydrogen Ratio."The Mathematical Club will meet in Room 36, Ryer-son Physical Laboratory, on Friday, January 15, at7:30 p.m. Head Prof essor Moore will read "On theReduction of Positive Binary and Ternary QuadraticForms."The next informal meeting of the Graduate Clubwill be held at Haskell Oriental Museum, on Monday,January 18, at 8:00 p.m. Reports will be given fromthe recent National Convention of Graduate Clubs atBaltimore.Official Reports.During the week ending January 5, 1897, therehas been added to the Library of The University atotal number of 107 books from the following sources :Books added by purchase, 1 vol., assigned to NewTestament Department.Books added by exchange for University Publications, 106 vols., assigned to Morgan Park Academy.The examination of Hannah Belle Clark forthe degree of Ph.D. was held on December 18,1896 at 2:00 p.m. Committee on examination, HeadProfessor A. W. Small, Associate Professor MarionTalbot, Professor A. C. Miller. Principal department,Sociology. Secondary department, Sanitary Science.Thesis : " The Public Schools of Chicago ; A Sociological Study."UNIVERSITY RECORD 521The Report of Beecher House for the AutumnQuarter, 1896, is as follows :Organization. — Head of House, Julia E. Bulkley;Counselor, Assistant Professor Frank Justice Miller;House Committee, Misses Rainey, Tefft, Foster,Chamberlin; Secretary, Miss Nellie Tefft.Members (resident). — Misses Agerter, Baker, Bishop,Blanchard, Brotherton, Brown, Byrns, Castro, Chamberlin, Foster, Haeger, Sallie King, Margaret King,Matz, McNeal, Merrill, Michael, Ethel Miller, ElsieMiller, Susie Miller, Osgood, Rainey, Ranstead,Rhodes, Ross, Runner, Swett, Tefft, M. L. Van Hook,Martha Van Hook, Wells, Mrs. Gray.Guests. — Misses Burling, Downing, M. M. Moore,N. B. Payn, Kate Waters.Chief Events. — Two Monday receptions; Halloweenparty; dinner to Dr. Dorpfeld, and an informal addressby him to the House;. reception to President Taylorof Vassar College; informal address of Miss McDowellon "A Week in the University Settlement;" dinner tothe House Counselor and Mrs. Miller; meeting ofCurrent Topics Club; reception to leading educatorsof the city and vicinity.The Report of Kalamazoo College for the AutumnQuarter, 1896, is as follows:List of Instructors and Character of Courses :President A. Gaylord Slocum, LL.D. (Psychology and History of Philosophy).Professor Samuel Brooks, D.D. (Quintilian and De Senec-tute.)Professor S. J. Axtell, A.M. (Demosthenes and Iliad).Professor S. G. Jenks, S.B. (Biology, Physics, and Chemistry).Professor C. B. "Williams. A.M. (Analytical Geometry andAlgebra).Professor C. M. Brink, Ph.D. (English Literature, Rhetoric,and Economics) .Professor E. F. Lohr, A.B. (Advanced French and BeginningFrench).Miss Lucy Johnson, Ph.S. (English History).Miss Caroline H. Swartout, A.B. (Advanced German andBeginning German) .Departments :COUESES.PsychologyHistory of PhilosophyLatin -GreekNatural ScienceMathematicsEnglishEconomicsFrenchEnglish HistoryGerman NO. OF STUDENTS.1215261239392013151319 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.At the Vesper Service, Sunday, January 10, at4:00 p.m., in Kent Theater, Assistant ProfessorThomas will give the address on " Life after Deathamong Primitive Men." Admission by ticket onlyuntil 4 : 00 o'clock.Current Events.At the Seventeenth Convocation of The University,January 1, 1897, the following certificates and degreeswere conferred :The Junior College Certificate was conferred uponthe following students :Herbert Alonzo Abernethy, Oswald James Arnold,Arthur Edward Beers, William Reed Bishop, EdwardRegnier Branson, James Scott Brown, Louis Burk-halter, Demia Butler, Sarah Elizabeth Butler, Fred'Harvey Hall Calhoun, Harvey Bartlett Campbell,Zelma Estelle Clark, Knight French Flanders, JosephEdward Freeman, Marcus Peter Frutchey, HiramGillespie, Eva Bronson Graves, Robert Elliott Graves,Roy Coleman Griswold, Alice Haight, Frank HenryHarms, Philip Walbridge Hamill, Juliet Harris, HarryJohn Jokisch, Theodosia Kane, Fred Merrifield, EthelDike Miller, Arthur Minnick, Catherine Dix Paddock, Maurice Rubel, Mary Lydia Sherman, MaxDarwin Slimmer, Clara Albina Tilton, William RobertTyndale, Clyde Buchan Walker, Anna Hawes Wil-marth, Mary Winter.The Degree of Bachelor of Arts was conferred uponthe following students :Henry Magee Adkinson, Charles King Bliss, William Prentiss Drew, Marietta Josephine Edmand,Harry David Hubbard, Bowman Church Lingle, Harvey Andrew Peterson.The Degree of Bachelor of Philosophy was conferredupon the following students :Wilbur Wheeler Bassett, Charlotte Jane Cipriani,Edith Burnham Foster, Julius Curtis Greenbaum.The Degree of Bachelor of Science was conferredupon the following students :Cecil V. Bachell<§, John Tyler Campbell, MaryDickerson, Spencer Cornelius Dickerson, AlbertErnest Jenks, Sarah Emma Wallace, Edward LewisYaple.522 UNIVERSITY RECORDThe Certificate of the English Theological Seminary was conferred upon the following students :Elmer Elsworth Hatch ; Thesis : The MythologicalElement in the Old Testament. Tony Louis Ketman;Thesis : The Ethics of Self-expression.The Degree of Bachelor of Divinity was conferredby The University upon the following students :William Everett Chalmers ; Thesis : The Influenceof Thomas Cranmer on the English Reformation.Charles Augustus Lemon ; Thesis : The WesleyanMovement. Theodoro Geraldo Soares ; Thesis : TheEpistle to the Philippians ; Introduction and Interpretation of III, 2-16.The Degree of Master of Arts was conferred by TheUniversity upon the following Student :Elmer Daniel Grant ; Thesis : Determination of theApparent Size of a given Ellipsoid as seen from agiven Exterior Point.The Degree of Master of Science was conferred byThe University upon the following student :John Churchill Hammond ; Thesis : On the Conditions that a Polygon may he Simultaneously inscribedin one and circumscribed about another Conic.The Degree of Doctor of Philosophy was conferredby The University upon the following students :Charles Lawrence Bristol ; Thesis : The Metamerism of Nephelis. Hannah Belle Clark ; Thesis : ThePublic Schools of Chicago, a Sociological Study.Jeannette Cora Welch ; Thesis : On the Measurementof Mental Activity through Muscular Activity.The Degree of * Bachelor of Arts, Philosophy orScience conferred by the Old University of Chicagowas reenacted by The University in the case of thefollowing person :George Eddy Newcomb.Scholarships for excellence in the Winter Examinations for admission were awarded to the followingstudents :Walter H. Buhlig, Chicago Athenseum, Chicago.Anna McCaleb, Calumet High School, Chicago.The Graduate Club of The University was represented at the meeting of the Federation of GraduateClubs at Johns Hopkins University, Baltimore, December 29 and 30, by Miss Maude Radford, Mrs.Albertina Forrest, and J. D. Forrest. J. D. Forrest,president of the University of Chicago Club, waselected president of the Federation for the ensuingyear.Material for the UNIVERSITY EECOED must border to he published in the issue of the same week. THE CALENDAR.JANUARY 8-16, 1897.Friday, January 8.Chapel- Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m.Saturday, January 9.Administrative Board of the University Press, 8: 30 a.m.Faculty of the Junior Colleges, 10: 00 a.m.University Council, 11:30 a.m.Sunday, January 10,.Vesper Service, 4:00 p.m. (see p. 521).Union Meeting of Y. M. C. A. and Y. W. C. A., 7:00 p.m.Monday, January 11.Chapel-Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Divisions II-VI. Dean Terry, Lecture Room, Cobb, 10: 30 a.m.Economic Club, Lecture Room, Cobb, 4:00 p.m. (seep. 520).New Testament Club, Haskell 28,7:30 p.m. (see p. 520).Tuesday, January 12.Chapel-Assembly : Senior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Junior Division I. Dean McClintock, B 6,Cobb, 10:30 a.m.Lecture, Junior Division II. Dean Terry, LectureRoom, Cobb, 10:30 a.m.Lecture, Junior Division III-IV. Head ProfessorMoore, Assembly Room, Haskell, 10:30 a.m.Lecture, Junior Division V. Head Professor Chamberlin, C 9, Cobb, 10: 30 a.m.Sociology Club, Faculty Room, Haskell, 7:30 p.m. (seep. 520).Semitic Club, Egyptian Room Haskell, 7:30 p.m. (seep. 520). Wednesday, January 13.Lecture? Junior Division VI. The President, FacultyRoom, Haskell, 10:30 a.m.Thursday, January 14.Chapel-Assembly: Divinity School. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Division I. The President, FacultyRoom, Haskell, 5:30 p.m.Friday, January 15.Chapel-Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10:30 a.m.Chemical Journal meeting, K 20, 5: 00 p.m. (see p. 520).Mathematical Club, R 36, 7:30 p.m. (see p. 520).Saturday, January 16.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.sent to the Recorder by THURSDAY, 8:30 A.M., in