Price $1*50 Per Year Single Copies 5 CentsUniversity RecordCHICAGO£be TELnivevsity of Cbfcago pressVOL. I., NO. 47. PUBLISHED EVERY FRIDAY AT 3:00 P.M. FEBRUARY 19, 1897.Entered in the post office Chicago. Illinois, as second-class matter.CONTENTS.I. Some Problems of the English Department. ByVernon P. Squires 571-573II. Determination of the Apparent Size of a givenEllipsoid as Seen from a given exterior Point.By Elmer Daniel Grant - - - - - 573-574III. Imagination in Arithmetic. By Frank H. Hall 574IV. On the Condition that a Polygon may be simultaneously inscribed in one Conic and circumscribed about another. By John ChurchillHammond 574V. School Record, Notes, and Plan, XV : The University of Chicago School 574-576VI. Official Notices 576-577VII. Official Reports : The Library 577VIII. Religious 577IX. The Students' Fund Society 577-578X. Current Events 578XI. The Calendar 578Some Problems of the English Department*BY VERNON P. SQUIRES.The tirst questions of which I shall speak are notstrictly problems of study in the usual acceptationof that term. That is, they are questions pertainingnot so much to erudition and investigation as topolicy and practical plans of work. They mightalmost be said to belong to pedagogy rather than toEnglish. Still some of us believe that however usefulpedagogical science may be in formulating generalprinciples, the more intimate problems of teaching inany subject can be settled only by those who areactively engaged in such teaching. Accordingly I donot feel that I am wandering far from my path whenI call your attention for a few minutes to a group of* An address before the Graduate Club, November 13, 1896. questions which relates to the general policy of thedepartment, and to methods to be employed in teaching English literature.Our department is tripartite. It includes the scienceof philology, the art as well as the theory of rhetoric,and the history and philosophy of the literature.These are, strictly speaking, separate studies. Philology is, of course, intimately connected with literature ; but it is doubtful if the connection is so closeas that between literature and philosophy, or betweenliterature and history. Composition, too, is mosthelpful as a study subsidiary to literature ; still, it isan open question whether creative power is essentialto literary appreciation more than it is to the appreciation of the other fine arts.The trichotomy is therefore inevitable, and it necessarily raises many questions in the department as tothe requirements for the doctor's degree. Hitherto,all three subjects in addition to a fourth for a minorhave been demanded ; and on philology in particularconsiderable stress has always been placed. But itis a curious fact that the interest in philology per seseems to be on the wane. In our own University thenumber of students specializing on this side is steadilydecreasing. Most of those who enter upon a graduatecourse in English have the study of the literatureespecially in view, and it, therefore, becomes a veryreal problem whether literary study, which has notusually been regarded as a hard and rigid training, canby itself be considered a discipline worthy of the distinction of a doctorate. If it is mere " chatter aboutShelley," as Freeman dubbed it, if it consists chiefly inrhapsodizing about the land beyond the moon, if it isall aus der Luft gegriffen, there can be no doubt that5?2 UNIVERSITY RECORDit is unworthy of a place among severe studies. Butcan it not be made serious, scientific, disciplinary inthe best sense of the word ? Many of us believe thatit can be. It certainly had that place in ancient education among the Greeks and Romans. In moderneducation, however, it is a new idea, and hence itbrings up at once the perplexing problem of method.That colleges and secondary schools as well as theuniversities are aware of this problem is indicated bythe fact that so many English teachers flock hitherduring the summer. These teachers are for the mostpart pretty well acquainted with the history of English literature. They know the great names, and withmost of the great works they are fairly conversant ;yet when they attempt to teach the literature as suchthey are at a loss to know where and how to begin.The voices of those above and of those below unite inthe demand for the real thing instead of side lightsand collateral studies. Many of these teachers havegood literary appreciation, but to impart this to theirpupils baffles their best efforts. They can find no textbooks to help them out. If they attempt to read anddiscuss certain selections, the work becomes hopelessly dry or hopelessly vague ; for the notes in theannotated editions refer for the most part to finicaland unimportant details, and the efforts on the partof the instructor to arouse enthusiasm usually resultin vapidness. In no department at the present timeis there such uncertainty as to method, such a lack ofdefinite and systematic plans of work. This, as Itake it, is the explanation of the fact that the Englishdepartment has the largest enrollment during thesummer quarter. Despairing of their ability to copeunaided with the difficulty, these teachers turn to theUniversity. Alas! The University itself has not asyet fully solved the problem.As I intimated at the outset, this is a questionbordering on pedagogy. In all its details it can, perhaps, hardly be made the subject of a seminar. Muchof it will have to be worked out in a practical way.But certain questions on the theoretical side are fitsubjects for investigation ; and these are vitally interesting us and receiving much attention.There is no doubt that some books, some paragraphs, some sentences, perhaps some single words,possess a certain subtle quality which makes themstand out as literary against a non-literary background. What is this elusive somewhat ? What isthe psychology which lies back of it, and explains itspeculiar value ? What is the relation of this to theessential qualities of the other fine arts ? Cannot wecatch it, and name it, and abstract its essential elements ? Having done this, can we not arrange these in a rational order, and then proceed on this basis toscientific study and investigation, using individualmasterpieces as the mineralogist uses his minerals, asthe botanist uses his flowers, classifying and analyzingaccording to rational and definite principles ? Theseare the questions we are trying to answer.Of course, this attempt is not entirely new. Menhave been working at it with varying degrees of un-success ever since the time of Aristotle. But thereare two considerations which lead us to believe thatour investigations may result more happily. In thefirst place we have much better tools to work with.These tools are modern psychology, and modernaesthetic theory ; and accordingly it becomes part ofour work to gain a mastery of these. In fhe secondplace, we have the results of all past study and reflection. These, of course, are very suggestive, especiallywhen criticised and analyzed by means of our tools.This latter phase of the question is sometimes calledthe history of the development of literary self-consciousness, sometimes the growth of the concept liter-ature, sometimes the evolution of criticism. But callit what you will, it is at heart the problem of dissecting out this peculiar, evasive something which as yetit is not easy to capture and analyze, but the findingof which will go far towards making literature anexact science and will forever remove all doubts fromthe mind of even the most desiccated pedant as to itsvalue as a discipline leading to the doctorate.Because of its inherent interest, and because of itswide-reaching importance from a pedagogical andscientific point of view, I should say that this is byfar the most prominent problem now before the English department. And is it not an alluring quest —this attempt to draw down the lightning from thecloud and make it do your bidding ? Yet, sometimesI almost doubt if after all it will be good to catch itand subject it to dissection. The search for it is sofascinating ! When we get it in our grip, shall we notbe compelled to cry out with Keats :" There was an awful rainbow once in Heaven ;We know her woof, her texture ; she is givenIn the dull catalogue of common things."What a humdrum creature cruel, cold Science is !But humdrum or not, our department is very muchalive to her existence, as will be evinced by the nextgroup of problems of which I shall speak — a groupwhich may be summed up in the magic word evolution.Indeed, when I mention this word in the presence ofso many workers in science, I am reminded of somelines by Robert Browning in which he says that anold legend tells of aUNIVERSITY RECORD 573" far embassyDispatched to greet an eastern king, and howThe gifts they proffered proved but dazzling dust,Shed by the ore-bed's native to his clime."Indeed, we are but bringing back after many daysthe harvest of the golden grain you threw upon thewaters.Some may object to the use of the word evolutionin describing the beginning, and development of aliterary species, form or movement. I think it can beshown that the principles of natural selection, andthe survival of the fittest determine the growth ; andthat accordingly the word evolution here is somethingmore than a metaphor. But call it what you will,studies into the beginnings and development of allthings literary are among the most interesting problems of our department. Of the five doctors of TheUniversity who have received their degrees in English,three wrote on subjects of this type; and the sameinterest is the source of many theses recently printedin other institutions.One of the results of this critical study has been toshift our whole scheme of periods. We used to thinkof what we vaguely styled the Elizabethan age as extending on through Milton to Dryden and Pope withwhom began the so-called classical age which, extending to Wordsworth, at last gave way under his powerful influence to the romantic movement. Now it isall pushed back. The classical period, instead oflying mainly in the eighteenth century is found tobelong to the seventeenth — to end with Dryden andPope instead of beginning with them ; just as theromantic period really ends with Wordsworth insteadof gaining its inspiration from his work. Of course,after each climax there is a brief anticlimactic periodof imitation. But the life of each movement is seento consist in what comes before its great apostlerather than in that which comes after him ; and themovements are seen to be more powerful in makingtheir spokesmen than the spokesmen are in makingthe movements.We are consequently thrown back more and moreto our history and our philosophy and our psychology;and a multitude of problems arise out of the relationbetween the facts as abstracted by these studies, andtheir artistic embodiment as seen in literature. Itused to be sufficient to say that after the Restorationcertain French influences came into England whichdominated English thought for many years. Nowadays we ask what there was about English life whichmade it more susceptible to French influences at thistime than ever before or since. In other words, ourattempt is more and more to get at fundamental principles, based on the very constitution of thehuman mind, and to show that in literature as elsewhere the controlling laws are the two already mentioned — natural selection and the survival of thefittest.Of only one other set of problems shall I speak.These naturally arise out of those just mentioned.They relate to the connection of English literaturewith other literatures — in brief, to the question ofthe world's literature as such — its movements itsphases, its multiform ramifications. Of course, thissubject is too vast to be discussed very satisfactorilyas yet; but it is pressing upon us, and stimulatingmuch thought and research. At the last meeting ofthe Modern Language Association what was, perhaps,the most striking paper, was one along this line.Some of us may have noticed in a recent Dial the suggestion for a world anthology. Certain it is that weare finding out nowadays that ideas are not nationalbut international. The earth is shrinking. Thefederation of the world of which Tennyson sang sixtyyears ago is much nearer than it then appeared evento one gifted with his prophetic insight. Sociology,anthropology, folklore and the philosophy of religion are showing us that God hath indeed "madeof one blood all nations of men for to dwell on all theface of the earth." The problem of the world's literature as such, irrespective of clime or time or tongue,is already at hand ; and to the English department itseems naturally to fall.These three classes of problems then, I should say,are the ones which are of greatest interest in ourdepartment at present :First, that of method, and the relation of literatureto the other fine arts.Second, that of the evolution of the various literaryspecies and forms — the relation of literature to thespirit of each age.Third, that of the world's literature, and the relation of the English contribution to the contributionsof other peoples.Determination of the Apparent Size of a given Ellipsoidas Seen from a given exterior Point.*This paper is based upon Schwarz's " Bestimmung der schein-baren Grosse eines Ellipsoids fur einen beliebigen Punkt desRaumes," published in his Mathematische Abhandlungen,Band II, Seite 312. The distinctive feature of this developmentis the use of Legendre's normal forms of elliptic integralsinstead of the Weierstrass jp-functions.* Abstract of a thesis presented to the Department of Mathematics in candidacy for the degree of A.M., by ElmerDaniel Grant,574 UNIVERSITY RECORDA cone enveloping the ellipsoid is passed through the givenpoint as vertex, and a concentric sphere of unit radius is constructed. The apparent size is then denned as the area of thatpart of the spherical surface cut out by the cone between thepoint and the ellipsoid. It is shown that the sum of this area,considered numerically, and the length of the polar-curve ofthe bounding line is always equal to 2tt. The rectification ofthe polar-curve leads to a complete elliptic integral of the thirdkind. By a reduction formula this integral is expressed in termsof complete and incomplete integrals of the first and secondkinds. The paper closes with the determination of the apparentsize of the ellipsoid27 12 3as seen from the point (l/21, "j/2> l)«Imagination in Arithmetic*The address of Superintendent Frank H. Hall, of Waukegan,to the Pedagogical Club, on " Imagination in Arithmetic," January 21, was one of the most practical and interesting yet given.The secret of so teaching arithmetic that real mathematicalinsight will be developed, seems to have been discovered bySuperintendent Hall, as all those who have visited his schoolswill testify, and he spoke with the authority of one who hasweighed a theory and has not found it wanting."The term imagination" he said, "has been made the pack-horse of many burdens. It has served the purpose of every science and every art, but mathematics is supposed to have littleuse for the service it can render. This is a great mistake. Number is implied ratio, and every comparison involves two magnitudes. Since the kinds of magnitudes are infinite, and thosecapable of actual measurement by the senses are few, the childshould be taught to image as a means to mathematical comparisons."_Superintendent Hall held up for deserved ridicule the objectteaching that ends in sense perception instead of building uponit, and the courses of study that prescribe pure perception workfor the first few years with representation and reflection following for like periods. Perception is the true starting point, butimaging should accompany it from the very beginning. Theimaging power is the index of mathematical power. The weakest pupils can see sense relations ; the difficulty lies in imagingthe magnitudes between which the relations are to be made.The first step is to compare real magnitudes ; the second tocompare images of real magnitudes ; the third to compareimaginary magnitudes. There is no grade in which the secondshould not receive more attention than the first, and the thirdmore than the second. There is also no grade in which the firstcan be dropped. Hence the pupil should not be kept at workmeasuring actual magnitudes, but should be led at once to idealones. Not until his imaging ability is thus cultivated is he free.When this stage is reached, toothpicks, squares, and cubes maybe left behind, for his material is mental and plastic.Superintendent Hall made a very interesting comparisonbetween blind children and seeing ones in the above respect.Since the blind child has relatively so little presentation of realmagnitudes, he is thrown more upon his imaging power, withthe result that he compares very favorably with the normalchild in mathematical ability. He soon casts aside sensuousobjects entirely, since he can make an image in his head more* Report of an address by Superintendent Frank H. Hall,before the Pedagogical Club, January 21, 1897. quickly than he can with pins or other material. His imagesmay be few but they are efficient. Normal children suffer fromlack of practice in what the blind child does constantly, andhence quickly and readily.On the Condition that a Polygon may be SimultaneouslyInscribed in One Conic and Circumscribedabout Another* ;The required condition for two circles is given by the equationwhere r and B are the radii of the circles, a is the distancebetween their centers and n the number of sides of the polygon.K is the complete elliptic integral of the first kind/* d$l/l — /c2sm*$0the modulus k2 being in this case r= — — •(R + a)2 — r2If there is onen-gon that can be inscribed in a circle (orconic and circumscribed to another circle (or conic) , then thereexists an infinitude of such n-gons.222— a2The required condition for a triangle is r— • • and forA Ka quadrilateral (E2-a2)2,2 (jR2 + a3)For polygons of a greater number of sides, the relation is notso simple.The condition that an w-gon may be inscribed in one conicand circumscribed to another is expressible in a homogeneousrelation between the four invariants of the conies, viz., the twodiscriminants A and A' and the two simultaneous invariants© and ©'. This relation is arrived at by projecting two conies,given in the most general form, into two circles. If an n-gohcan be inscribed in one of these circles and circumscribed tothe other, then this n-gon will project back into another n-gonwhich is inscribed in one of the given conies and circumscribedto the other. Knowing already the required condition for twocircles, we can pass to the more general condition for two conies.For a triangle the relation is®'2-4©A' = 0and for a quadrilateral©3_4©@'A' + gAA'2_0* Abstract of a thesis presented to the Department of Mathematics in candidacy for the degree of S.M., by JohnChurchill Hammond.School Record, Notes, and Plan. XV.THE UNIVERSITY OF CHICAGO SCHOOL.February 15, 1897.In answer to a number of inquiries, the followingstatement is made : The University Primary School isconducted under the direction of the PedagogicalDepartment of The University and is an organic partof the University work. The building is located inthe old South Park Club House, corner of 57th streetand Rosalie court, on the southeast corner. AtUNIVERSITY RECORD 575present there are about forty pupils, age from six toten inclusive, and divided into five groups, on thebasis of their general intelligence and capacity forwork, rather than their technical acquirements in anyone direction. There are no rules regarding theadmission of visitors. They are advised, however,not to come Monday as the children visit museumson that day. On Tuesday and Friday they will beznore likely to find some one in attendance to answerquestions. Visitors are requested to make themselvesat home and to go freely from one room to another.The carpenter shop is in the basement, the laboratory,kitchen and dining room on the second, and the musicroom on the third floor. The school hours are from9:00 to 12:00 a.m. ; and from 1:00 to 2:00 p.m. for thetwo older groups.Instruction in music is conducted on the basis ofthe methods of Professor Calvin B. Cady, and iscarried on by two of his pupils, Miss Whiting andMiss Taylor. The main object is to develop themusical intelligence of the pupils themselves throughtheir ability to form and express mental images ofmusical wholes. On this account, beginning is madewith simple melodic phrases which have both intellectually and musically a complete idea in themselves,and not either with long songs or with isolated tones.As soon as the child is able to appreciate and expressthese melodies, work is begun upon the recognition ofpitch and rhythm, with a view to reaching finally theharmonic relations involved. The underlying idea is,then, that " music is idea expressed in tones, and thatits study cannot be successfully prosecuted exceptingas the idea is grasped and gradually unfolded into itsessential elements ; melody, rhythm and harmony, proceeding from the simple to the complex." The themesat the outset are such as the following : " Softly thesnowflakes float down ; " " the wind makes my littleboat go," etc. As soon as possible the children areencouraged to find and give their own melodies andalso to suggest their own words. Phrases regardinganimals, such as " fishy, fishy, bite my hook," havebeen the favorites of the children of late. The recognition of rhythm is connected with making circles inthe air and then upon the blackboard. The childrenare then taught to recognize the words and the melodies from the curves as written, or made by theteacher.The work of the school during the last week hasconsisted in carrying out in more detail the generallines stated in the last two reports. The work in thecarpenter shop has continued to be upon the balanceswith the addition of the beginning of yard sticks foruse in sewing by Group III. In sewing the children have mostly completed their pin flats and bean bags,and begun work on aprons for use in cooking. Inconnection with this, they have made measurementsto find out the necessary length and width ; have cutand folded the cloth and begun the sewing of hems.The science work has continued in the two directions of making thermometers ; and the study of budsand twigs. As to the former, backs have been formedof wood ; glass tubing drawn out and bulbs filled witheither mercury or alcohol ; the boiling point and thethose of melting of ice, temperature of room and bloodheat experimentally fixed. A large air thermometerhaving been made of a flask and long glass tubingwith a colored liquid index ; the children have compared the relative expansion and contraction of gas byheat and cold with that of the two liquids, mercuryand alcohol. Some of the children have themselvesmade small air thermometers and demonstrated forthemselves the rapid expansion of air from the approach of the warm hand and its contraction when iceis brought near.The work upon buds and twigs was planned byProfessor Coulter with a view to presenting in simpleform the plant as something which does work. Attention is first directed accordingly to the active functions, such as breathing, circulation ; and the analysisof structure is made simply to locate the parts whichdo the work. Beginning was made with buds because they are the parts of the tree where the presenceof working organs can be most easily demonstrated atthis time of year. All the children have now locatedthe lenticels or breathing holes, and have demonstrated circulation by taking small branches of trees,and stems of calla, and following the gradual stainingof the stems when inserted in colored water. Theyhave noted the parts which do and do not stain andhave thus located the heart wood and the sap wood.The stems have also been blown through into waterand the power of conducting inferred from seeingbubbles rise. The older children have related the"grain" of the wood to the tubes used to carry thesap. The children have drawn and painted the twigsto locate the buds, lenticels and leaf scars and havepainted cross-sections of the twigs which have beenstained. Up to this point, the younger children, ascompared with the older, seem to show a markedadaptation for observational work as compared withexperimental. Their drawings have shown more freedom and less formality, both of perception and reproduction, than those of the older children upon thewhole. In connection with the general theory thatthe recognition and use of words may be taught bestin connection with some actual use for the words,576 UNIVERSITY RECORDrather than in isolation, it is interesting to note thatafter Group II had written the words "buds, twigsand branches," one of the children asked for the " big "word, viz., lenticel. All of them were then anxiousto write it and asked to put it on paper so they mightcarry it home with them.Official Notices.The regular meetings of Boards and Faculties, to beheld Saturday, February 20, 1897, in the FacultyRoom, Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of the University Affiliations.10:00 a.m. — The University Council.11:30 a.m.— The Faculty of the Divinity School.The address on Washington's Birthday will be givenby the Hon. Robert M. LaFollette, of Madison, Wis.,in Kent Theater at 10 : 30 a.m. Subject : " The Menaceof the Machine."The second meeting of the University Congregationwill be held on February 22, 1897, at 9: 00 a.m., in theCongregation Hall, Haskell Oriental Museum. Themembers of the Congregation will assemble in HaskellOriental Museum, second floor, at 8:45 a.m., for theprocession to the Congregation Hall.There will be a meeting of The University Settlement Committee, Wednesday, February 24, at 4:00p.m., in the Faculty Room.The Junior Division Lectures for the coming weekare as follows :Junior I. Dean McClintock, Tuesday, 10:30 a.m.,B 6, Cobb, "Election of Studies."Junior II. Head Professor Shorey, Tuesday, 10:30a.m., Lecture Hall, Cobb, " The Study of Languageand Literature."Junior III-IV. Assistant Professor Angell, Tuesday, 10:30 a.m., Assembly Room, Haskell OrientalMuseum, " Characteristic Problems in ContemporaryPhilosophy ; — Metaphysics."Junior V. Head Professor Whitman, Tuesday, 10: 30a.m., C 9, Cobb, "The Organic Sciences."Junior VI. President Harper, Wednesday, 10:30a.m., Faculty Room, Haskell Oriental Museum, "Introductory Talks." The Department of Pedagogy announces the following additional courses for the Spring Quarter :4. Introduction to Educational History.This course is primarily for undergraduates, andaims by a study of education in relation to socialprogress to assist (1) students who wish some preparation for more advanced courses in pedagogy, (2) general students who may not intend to teach but wisha general view of the field in order better to cooperatewith the educational movements of the day.Mj. Mr. Manny.21. The Curriculum as a Social Growth.A consideration of the subject-matter of educationfrom an historical standpoint, with an attempt (1) todetermine the relation of the various subjects to thesocial conditions which gave rise to them, and (2) todiscuss the present curriculum of primary and secondary schools with reference to the demands of thehome and society upon it. Mj. Mr. Manny.The department of Astronomy announces the following change of courses for the Spring Quarter :12. Observatory Work (Student's Observatory)will not be given ; it will be replaced by7. Theory of Probability and Method op LeastSquares.Prerequisite : Differential and Integral Calculus.The New Testament Club will meet in the SouthDivinity Parlor on Monday, February 22, at 7:30 p.m.Mr. Goodspeed will read on "Lightfoot" and Dr.Votaw on "Ramsay." The Club will discuss informally the "South Galatian Hypothesis."The Sociology Club will meet in the Faculty Room,Haskell Oriental Museum, Tuesday, February 23, at7:30 p.m. Mrs. Florence Kelly, State Factory Inspector, will speak upon " Child Labor."An adjourned meeting of the English Club will beheld Tuesday, February 23, at 8:00 p.m., in B 8, CobbHall. Reviews of current Periodicals and Books.The Romance Club will meet in B 12, Cobb LectureHall, Wednesday, February 24, at 4:00 p.m. Mr.James W. Cooper will read a paper on "The Celes-tina."The Botanical Club will meet Wednesday, February 24, at 4:00 p.m., in Walker Museum. Head Professor Coulter will discuss " Some Recent Discoveriesamong Bycads ,"UNIVERSITY RECORD 57?The Bacteriological Club will meet on Thursday,February 25, at 4:00 p.m., in Kent 14. Cass L. Ken-nicott, Esq., F. C. S., will address the club on " TheCity Milk Supply."_________The Geological Club will meet in Walker Museum,Thursday, February 25, at 4:00 p.m. Mr. StuartWeller will speak on " The Correlation of the Palaeozoic Rocks of Northeastern Arkansas."The Political Economy Club will meet in theFaculty Room, Haskell Oriental Museum, Thursday,February 25, at 8:00 p.m. Mr. Lyman E. Cooley willspeak on " Deep Waterways."The Mathematical Club will meet in Room 35, Ryer-son Physical Laboratory, on Friday, February 26, at4:00 p.m. Associate Professor Maschke will read on" Reduction of a linear homogeneous Substitution offinite Period to its Canonical Form." Head ProfessorMoore will read on the same subject.Official Reports.During the week ending February 16, 1897, therehas been added to the Library of The University atotal number of 243 books from the following sources :. Books added by purchase, 214 vols., distributed asfollows :General Library, 39 vols.; Philosophy, 8 vols.; Pedagogy, 6 vols.; History, 7 vols.; Sociology, 8 vols.; Sociology (Divinity), 4 vols.; Comparative Religion, 3 vols.;Semitic, 2 vols.; New Testament, 1 vol.; Comparative Philology, 13 vols.; Greek, 1 vol.; German, 60vols.; English, 7 vols.; Mathematics, 28 vols.; Physics,5 vols.; Geology, 12 vols.; Church History, 2 vols.;Dano-Norwegian, 8 vols.Books added by gift, 26 vols., distributed as follows :General Library, 20 vols.; Pedagogy, 1 vol.; PoliticalEconomy, 4 vols.; Sociology, 1 vol.Books added by exchange for University publications, 3 vols., distributed as follows :Semitic, 1 vol; New Testament, 2 vols.Religious.At the Vesper Service, Sunday, February 21, at 4: 00p.m., in Kent Theater, Professor Emil G. Hirsch willgive the address on "Life after Death among theMohammedans." Admission by ticket only until fouro'clock. Assistant Professor Vincent will speak on "MoralEarnestness " at the union meeting of the Y. M. andY. W. C. A., in Haskell Oriental Museum, at 7:00 p.m.Sunday. All are invited to attend.The Free Religious Association will meet Friday,February 26, in 7 B, Cobb Hall, at 7: 30 p.m. Subject," Our Duties towards the Unfortunate."The Students' Fund Society.This society was established in 1893 in order (1) tocreate an interest in and secure the endowment offellowships and scholarships for needy students ofhigh scholarship in The University of Chicago ; and(2) to raise and administer funds to be loaned tostudents of The University of Chicago who shall beproperly recommended by the executive committee.Although the membership of the society is composed of both gentlemen and ladies, the executivecommittee is composed exclusively of ladies, of whom,according to the last printed report, Mrs. H. M.Wilmarth is president and Mrs. Noble B. Judah,secretary.The aim of the society is especially to aid studentsof high rank who would otherwise be obliged to leaveThe University. This excludes (1), those students whoare not of high standing, even though they arediligent ; (2), those who have not already been in TheUniversity at least one quarter, or who might arrangefor funds in other ways.The student who desires aid obtains at the Examiner's or Registrar's office a blank application whichhe fills up and leaves with the Examiner. The Examiner lays this, with a report of the student's standingbefore the joint committee of the Faculties, whoadvise the executive committee of the society concerning the applicant's scholarship, reliability, need,and such other matters as require investigation. Theexecutive committee has final decision of the matter.The fund is maintained (1), by life memberships of$100; (2), by annual memberships of $5; (3), byspecial donations and the receipts of bazars, etc. ;(4) by the repayment of loans.. The advantages to the students are : (1) the obtaining of a loan on his own note without indorsement ;(2) long time (one, two, or three years) in which torepay the loan ; (3) a low rate of interest.Applications must be handed in one month beforethe beginning of the quarter for which the funds arerequired. As many loans are necessarily refused orscaled down the student is informed before the begin-578 UNIVERSITY RECORDning of the quarter whether the loan is granted or not,that he may decided whether to stay or not.The total number of applications up to date hasbeen about 160, of which about one fourth have beenrefused, and perhaps half of the others cut down inorder to make the amount granted fall within theamount on hand.Applications f or^the Spring Quarter must be handedto Professor Laughlin, chairman of the committee orleft at the, Examiner's office on or before March 1,next.Current Events.Professor Edmund J. James lectured before theCivics and Economic Section of the Chicago and CookCounty High School Teachers' Association on thesubject of " Economics in the High Schools," Thursday afternoon, February 11, at the Board of Education rooms.Viola Price Franklin gave a lecture on "The Habitsof Literary Women " before the Woman's Club of theUniversity Settlement, at their last meeting. At therequest of the leader, Miss Blinn, Mrs. Franklin alsogave a talk on " Louisa M. Alcott," before the Children's Club.The Canton, Illinois, University Extension Centre,which has been dormant for the past two years, hasbeen revived, and begins a course of lecture studies on" Early Man in Europe" by Associate Professor Frederick Starr on Friday evening, February 12.The South Park University Extension .. Centre,recently organized, concludes its first course of lecturesTuesday, February 16. This course is delivered by Dr.F. W. Shepardson on " Six American Political Leaders."Arrangements have been made for Professor Henry W.Rolf e to give his course on "Representative EnglishAuthors of the Nineteenth Century" at the samecentre, beginning Tuesday, March 2.THE CALENDAR.FEBRUARY 19-27, 1897.Friday, February 19.Chapel- Assembly : Graduate Schools.— Chapel, CobbLecture Hall, 10: 30 a.m.Chemical Journal Meeting, K 20, 5 : 00 p.m. (see p.576).Saturday, February 20.Administrative Board of Affiliations, 8:30 a.m.The University Council, 10 :00 a.m.Faculty of the Divinity School, 11: 30 a.m.Material for the XJJSTIVBRSITY RECORD must beorder to be published in the issue of the same week. Sunday, February 21.Vesper Service, 4:00 p.m. (see p. 576).Union Meeting of Y. M. C. A. and Y. W. C. A., 7:00 p.m.(see p. 577).Monday, February 22.Washington's Birthday : A Holiday.The University Congregation, Congregation Hall,9:00 a.m. (seep. 576).Address by Hon. R. M. La Follette, Kent Theater,10:30 a.m. (seep. 576).New Testament Club, South Divinity, 7:30 p.m. (see p.576).Tuesday, February 23.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. Head Professor ShoreyLecture Room, Cobb, 10:30 a.m.Lecture, Junior Division III-IV. Assistant Professor- Angell, Assembly Room, Haskell, 10 : 30 a.m.Lecture, Junior Division V. Head Professor Whitman, C 9, Cobb, 10: 30 a.m.University Chorus, Rehearsal, Kent Theater, 7: 15 p.m.Sociology Club, Faculty Room, Haskell, 7 : 30 p.m.(see p. 576).English Club, B 8, Cobb, 8 : 00 p.m. (see p. 576).Wednesday, February 24.Lecture, Junior Division VI. The President, FacultyRoom, Haskell, 10:30 a.m.University Settlement Committee, Faculty Room,Haskell 4:00 p.m.Botanical Club, Walker, 4:00 p.m. (see p. 576).Romance Club, B 12, Cobb, 4 : 00 p.m. (see p. 576.)Thursday, February 25.Chapel-Assembly : Divinity School. — Chapel, CobbLecture Hall, 10:30 a.m.Geological Club, Walker, 4 : 00 p.m. (see p. 577).Bacteriological Club, K14, 4 :00 p.m. (see p. 577).Lecture, Senior Division I. The President, FacultyRoom, Haskell, 5:30 p.m.Political Economy Club, Faculty Room, Haskell,8:00 p.m. (seep. 577.)Friday, February 26.Chapel-Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m.Mathematical Club, R 35, 4:00 p.m. (see p. 577).Saturday, February 27.Administrative Board of Libraries, Laboratories andMuseums, 8:30 a.m.Faculty of the Graduate School, 10:00 a.m.Faculty of the Senior Colleges, 11:30 a.m.sent to the Recorder by THURSDAY, 8: 30 A.M., in