Price $1.50 Pe* Year Single Copies 5 CentsUniversity RecordCHICAGOZbe University of Gbicago ©res*VOL I., NO. 50. PUBLISHED EVERY FRIDAY AT 3:00 P.M. MARCH 12, 1897.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.1. The Value of History in School Training. ByWayland J. Chase - 599-601II. Manual Training Conference. By N. C. V. - - 601-603III. School Record, Notes, and Plan, XVIII : The University of Chicago School 603-604IV. Official Notices ._.--¦-- 604-606V. Religious 606VI. Current Events - 606VII. The Calendar - - - 606The Value of History in School Training.*BY WAYLAND J. CHASE.In considering my subject with, me I ask you tokeep in mind that it is the study, not the reading, ofhistory to which I refer. The mere reading of historyhas a value such as a passing contact with any goodliterature invariably brings, but the profit thus obtained is generally fleeting and inconsiderable in comparison with that derived from the study of this subject. The reading of history bears to the study ofhistory the same relation that one beam in a buildingbears to the whole structure. To obtain this real advantage from the subject there must be reading andre-reading, reviewing and re-reviewing, and for themost of us these requisites are obtainable only fromclass-room work or class-room methods.What, then, are the advantages to be derived fromhistory in school training ? They are twofold : thosewhich make for mental discipline and those whichcontribute to our stock of necessary information.?Address delivered at the Winter Convocation of the MorganPark Academy, January 4, 1897. What is meant by mental discipline, the acquisitionof which is confessedly the chief aim of schools likeour own ? It is to the mind what the physical training from a well-directed gymnasium practice is to thebody. The power to think, the habit of thinking byorderly and correct methods, the gaining of a knowledge of one's own powers of accomplishment — theseare the ends sought for by disciplinary studies. Asthe body has many muscles for the adequate trainingand development of which many and varied exercisesare needed, so the functions of the mind are manifoldand to their strengthening and training differentstudies contribute : hence the number of studies inour school curriculum. Those powers of the mindwhich the study of history especially develops arememory, judgment, and the power of expression.Memory is the most wonderful and important ofour faculties ; that without whose help knowledgewould be impossible. Imagine for a moment yourselves permanently deprived of this power to remember. Gone would be what you had previously laid byin that wondrous storehouse of the brain and, moreover, lost would be all power to acquire more ideas.What a blank, indeed, the world would be if thismemory, which Shakespeare calls the warder of thebrain, were absent. If, then, this faculty be soessential, of great importance is all that tendsto strengthen and develop it. Foremost among thestudies which do this is history, for this in its verynature is a memory study, and memory like everyother faculty of the mind and body is trained only byuse. Dates, those bugbears of many students, whilethey lose most of their terrors when a relation ofcause and effect has been established between the600 UNIVERSITY RECORDevents for which they stand, serve to inculcate thataccuracy and definiteness of recollection so much tobe desired.That mathematics and natural science (and in usingthese subjects for comparison I desire to testify to theirgreat general value in school training rather than tominimize it in any degree) train the logical powers anddevelop judgment we all concede, but these studiesdeal with problems the conditions of which in theirsimplicity are unlike nature's conditions and teachconclusions whose certainty is not to be found alwaysin practical life. There is but one side to the questions which constitute the training material of thesesubjects, whereas to each question in everyday life weare taught there are always two sides. How delightful it would be if every or, in fact, any life problem,which presents itself to us, could be solved like anequation by substitution or by application of formulaso simple and certain as the binomial theorem. Inthe great problems that try men's souls how gratefulwould be that certainty of the correctness of theanswer which we feel when the problem in mathematics has been worked out. That very certainty ofconditions and conclusions which characterize theseproperly named exact sciences is wanting in the problems of life. Life is not an exact science and its problems are complex and intricate and require for theirsolution the careful balancing of considerations andexamination from several sides.The problems of history, on the contrary, are inkind just the problems of everyday life with all theircomplexity and intricacy. Why did the Roman Republic lose its vigor ? Was Pericles justified inspending upon Athens the moneys of the Delian Confederacy ? Was Washington right or wrong in his refusal to give to France that aid against England whichFrance had so recently given to the United States?These are questions which contain all the elementsof the problems which will so often confront everyone of us and repeated inquiry into such as thesetends to develop the judgment. History deals withmen and women, with motives of human action, withnatural forces that influence life now as they alwayshave. No other studies tend so much to give trainingin estimating men, their characters, their powers,their probable courses of action as does the study ofhistory in the knowledge of mankind and the acquaintance with men's motives which it may be made togive. This is what Cicero meant when he said, " History is the witness of times, the light of truth, themistress of life." And how few of life's problems donot have to do with men and women ?It has been well said that "Truth embodied in a tale shall enter in at lowly doors," and so through themedium of the historic narrative many lessons respecting right and wrong are unconsciously learned,because these are taught not by precept but byexample. History is but the experience of mankindas a whole and in the progress of civilization, in theadvance of nations, in the lives of individuals arerevealed the eternal strength of right, the absolutecertainty of the action of moral law. Nor do theselessons commonly need much pointing out by theteacher. What the fault of Alcibiades, of BenedictArnold, of Aaron Burr was, even he who runs throughhistory may read and from the lesson profit. Moreover, history abounds with heroes whose achievements fire the imagination, present lofty ideals andstimulate ambition. And dull must either the student or the teacher be if after the two years' courseof history this truth does not stand revealed that"through all the ages one unerring purpose runs"which ever makes for righteousness.Another significant advantage of this study is thatit may give valuable training to the powers of expression, both oral and written, in the practice of narration and in the supplying of topics for both brief andlong composition work. History is full of literarymaterial of which all literature makes abundant use.How much more vivid becomes the narrative when itis enlivened with allusions to history. Notice howfull of meaning and vividness are the expressions asbrave as Leonidas, as tricky as Themistocles, as justas Aristides, as stern as Cato, as generous as PhilipSidney, as noble as Washington, as honest as Lincoln.Thus not only does this study give practice in expression, but also furnishes a wealth of illustrative matter.Most of the subjects in our school's curriculum arevaluable chiefly for their disciplinary importance andare sometimes wrongly called not practical because theinformation they afford is very small. History, however, is to a very important extent an informationstudy, and the information it affords has both aspecial and a general value. In its special value it isa preparatory study for other studies, as arithmetic isfor algebra. To the student of law it is as importantas physiology is to the medical student. To the journalist it is not much less essential. Its general valueis for the average citizen, by whom its information isneeded, that he may interpret literature, that he mayread the daily papers, even, with understanding. Howoften Demosthenes, Alexander, Hannibal, Cicero, andthe long line of great men of long ago appear beforeus on the printed page to illuminate the present by anappropriate reference to the past. Poetry and prosealike abound in these references.UNIVERSITY RECORD 601It has been said that history is past politics and ourpresent social, religious, and political institutions arebut the development of past human efforts. How cana clear conception of these present institutions be obtained except by an understanding of their origin, theirgrowth, their historic purpose and significance ? Especially is this true for us of our own national history.Intelligent patriotism cannot exist without a knowledge of the past out of which has grown all of the muchthat is lovable in our country's characteristics. Allthe dearer becomes our country and our country'sflag wlien we learn at what cost and by what sacrificethe ship of state was built and launched and has thusfar breasted the sea of national life.It has been the custom to apply to certain studiesthe term humanistic because these studies bring thestudent out of himself into a wider sympathy with allthat legitimately interests mankind and so broadenand stimulate the mind. To history preeminentlydoes this term belong, for this study reveals to theboy or girl the fact that the past and the present areinseparably linked together and that the individualis not to live by himself alone, but that he is part ofa great community from which he receives and towhich he must contribute, and so he is brought intotouch with life in its wideness, and provincialism andprejudice are removed.In conclusion let me briefly sum up the points Ihave endeavored to emphasize : that the study of history has great value in developing the memory, intraining the judgment, in giving power of expression ;that for law and journalism the information it supplies is indispensable, and for every citizen it is neededfor the comprehension of literature, for the understanding of political institutions and for the basis ofa well-founded, intelligent love of country.Manual Training Conference.At the Conference on Manual Training which metat The University, Saturday, February 6, the introductory address was given by Head Professor Dewey.It was based upon Miss Locke's formulation oftopics, the problems involved in introducing manualtraining into the grades below the high school, andits relations to the other work of the grades. Mr.Dewey differentiated manual training from art andphysical culture, each of which has an end of its own,and defined it as work which has for its end the construction of some object. The term is apt to be interpreted too narrowly. It is more than hand training,as training in oral language is more than a training of the tongue. It is as truly a training of the sensesand the thought activity as any other subject. It issimply one way of training the whole mind. However much it may be superior to mere book work,it is still onesided if separated from the other branchesof instruction. The intellectual processes arise inconnection with some activity. The child does notsit down and reflect upon some scientific topic. Histhinking is forced upon him by contact with someproblem. Hence the greatest value of manual trainingis lost if the work is reproductive only. It must beconstructive in the true sense, models serving only togive clear concepts.The work in some of its various phases may beginvery early. Clay, carpentry, sewing, and cookingeach have an educative value. In clay the child hasan unresisting material, a whole which he can easilyshape in accordance with his idea. In woodwork thematerial consists of parts which must be put together,and which have a resistance to be overcome by theuse of tools. Cooking produces chemical as well asphysical changes, and sewing has still other values.These various aspects of manual training make correlation with the other school subjects not only possiblebut necessary. All the number work required in thefirst two or three years can be taught by the measurement required by the constructive work. The studyand use of materials and the tools required for theirmanipulation will demand many an excursion intothe fields of botany, zoology, chemistry and physics.Geography and history will be called into constantrequisition and will be constantly reinforced. Inshort, the whole programme of the school may bemade to center about the constructive work.Mr. Bamberger of the Jewish Manual TrainingSchool followed, defining manual training as a principle to be applied in educational practice. Education in the past has been too nearly passive, the childreceiving what the school gives. The education ofthe present is based upon his activity. This bringslife into the work of education instead of killing thecreative instinct. In a manual training school theteacher cannot do the work for the children. Butthis principle should apply to all the work of theschool, not merely to the manual training department.Manual training is simply a new application of theprinciple.The addition of a workshop to a school does notmake it a manual training school. One can imaginea good manual training school without a workshop, ifthe principle is applied throughout. If, on the otherhand, the school atmosphere is not charged with themanual training and art spirit, if, there be no relation602 UNIVERSITY RECORDbetween the manual training and the other work, thebest equipped workshop will not save it.While the fact that manual training is a principlemust be kept in mind, work with the hands shouldnot be neglected. Something must be made from anidea in mind. The tendency in many, schools is torequire quick answers, but this is not the highestproof of intelligence. There must be thinking followed by a physical process. If the resulting sensationsare pleasant, interest and attention are aroused, andwill is trained. Manual training is pleasant and interesting. But to want a thing and to have it are not thesame. Active realization of the want is necessary,and the ethical and intellectual importance of thisrealization cannot be overestimated. The criminalresponds at once to his impulses. The longer theserial chain from impulse to realization, the higherthe culture — in short the civilization.The ordinary work of the school gives no chance forthis special development. In the drawing that manualtraining necessitates, the child sees the end from thebeginning. Too many people get into the middle ofsomething before they think of the end. They arelike the mason who does not see the work from thestandpoint of plan and purpose, as does the architect.Education should make architects of the children.This principle should guide us in the selection of allwork, and in the methods of using it.Another feature of manual training deserves consideration. An answer but partially right is too aptto be accepted, and thus the spirit and habit of inaccuracy fastens itself upon the pupils. In manualtraining there is not only the opportunity for teaching exactness, but inaccurate work speaks for itself.The pupil sees his mistake and can understand it.The schools are full of this spirit of inaccuracy ; theyshould be filled with the opposite spirit.In the selection of work, the material, the tools,and the work as related' to the child's ability must beconsidered. The development of the tool is the development of civilization. Girls need the work as wellas boys, both from the standpoint of practical knowledge and general development. The first work givenin the primary grades will be' for the purpose of getting the underlying mathematical concepts. Theexercises should be synthetic, beginning with lines,building up angles and planes from these, and gradually proceeding to solids. The whole work is anapplication of the principles of the kindergarten on amore advanced plane. Whether manual training is tobe made a part of every school is to be determined bythe school authorities, since the financial considerationmust be met by them. . Mr. Dillon of the Jones School spoke next, dwellingupon the progress that had been made the last fewyears in extending the field of manual training. Formerly it was confined to the high schools, then it wasextended to the grammar gracfes, and now it is creepinginto the lower grades. A good beginning is made inthe kindergarten, but the break between it and thepoint at which definite work with tools begins, in thefifth or sixth grades, should be filled. Neither thematerial nor the specific act, whether sewing, modelling, etc., signifies so much, provided it has the samepurpose, ''mental training through hand practice."But merely to complete a thing is not enough. Theboy should be made to feel pleasure in the making ofthe article in hand, and while skill is not the ultimateend, it is an important standard. Systematic, thoughtful work should be aimed at. Mr. Dillon emphasizedthe idea that manual training could not be successfulwithout the cooperation of all the teachers, and addedthat such cooperation had been manifested to a markeddegree in the school with which he is connected.Miss Sarah Griswold of the Chicago Normal Schoolwas called upon to speak with reference to sloyd. Shespoke from the standpoint of the child however, notfrom that of the sloyd teacher. She thought themain function of the sloyd teacher should be to showthe grade teacher how to use sloyd to meet the child'sneed. The value of a workshop she was ready to admit,but if none existed, the work should be such as ispossibly in the ordinary schoolroom. If the teacherunderstands sloyd and the needs of the children, workin the regular school room could easily be arrangedfor. Through manual training the child shows hisneeds to the teacher, and hence the other work of theschool can be arranged to meet these needs. His interest deepens with his expression of himself, and timeand effort are economized.Miss Murray of the Agassiz School read a brief butcarefully prepared paper on "Sloyd as a system ofmanual training." Its underlying thought is harmonious development, the necessity for which hasbeen recognized by all great educators. Physicaldevelopment is not to be gained at the expense of thehigher, but to get the highest we must work from ahigher standpoint than the physical. Execution is expressed knowledge. In an education by execution, thekindergarten makes a good beginning, but the powerthere developed is mainly lost because not utilized inthe grades beyond. The step from the kindergartento the first grade is too long. Sloyd would fill the gap.Sloyd is one of the two systems of manual trainingin use, the other being the Russian. The latter makesuse of tools, and is the system mainly used in Amer-UNIVERSITY RECORD 603ican schools. In the making of whole objects sloyd ismore in harmony with the principles of Pestalozziand Froebel. It differs from other systems becausethe thought is greater than the exercise which expresses it, and the harmonious development which itstands for is greater still. In it, observation bears thetrue relation to knowledge and dexterity. The eye istrained as the interest grows. Drawing is instrumental,aiming no higher than the child's ability. Sloyd thuscultivates good habits. It is hygienic since its foundation principle is that of balance between the physicaland mental powers. It fosters free development ofthe creative instinct, and turns destructive into constructive activity. It is intimately related to the otherschool subjects, and serves an important purpose inthe educational system.Mr. Beebe of the Medill School spoke of Froebel asthe great exponent of manual training. The twofactors necessary to make the work a success are thearousing the child's activity, and the proper relatingof the work. The teachers of Chicago are trying towork out the problem of manual training on theselines, but the work is still experimental. The usualmethod of work employed by Mr. Beebe is to drawthe object to be made, and when it is completed tomake a free hand drawing of it. The "shop" method,which is a crystallization of experience, is also used,and should be more generally recognized by educators.Considerable discussion as to methods of work followed, as to whether the work should begin with theelements of construction, lines, angles, planes, etc., orwhether a whole object should be attempted from thebeginning ; and whether the work should be dictationor free expression mainly.Mr. Bamberger, Mr. Ross and some others held tothe first view, the systematic use of elements, withmuch dictation, while Mr. Dewey, Miss Locke, Mr.Dillon, Mr. Beardsley and others held to the second asbeing more in accord with the true principles ofeducation.The conference was of great interest and valuethroughout, not only to those interested and in theparticular subject under discussion, but to all interested in education, whether from the practical or thetheoretical standpoint. n. o. v.School Record, Notes, and Plan. XV III.THE UNIVERSITY OF CHICAGO SCHOOL.March 10, 1897.Hand Work. — In sewing the children have continued work on the aprons, holders for the kitchen,and making dishcloths. The small children arelearning stitches in making bean bags. In the car penter shop some of the children have made toyboats, others dominoes, while the older children haveworked on window boxes for plants and boxes inwhich to hold their weights. A number of the children have also made boxes and envelopes from pasteboard and manilla paper in which to hold material.History and Reading. — Groups I and II have continued the study of modes of life in primitive homes,hut, cave, and wigwam ; have discussed their furnishings and drawn and painted pictures to illustrate thesurrounding scenery of each. They have writtenwords and sentences describing materials used. Theyhave also modeled dishes in clay for these homes.Upon finishing this work they have made the transition from the stone age to the bronze age, and, in connection with this, have been told the stories of theLake Dwellers and the metal implements used bythem. Group III has taken up the study of theGreek dwelling, beginning with a reproduction of theoldest existing temple, modeling the same to a scalewith clay blocks. Groups IV and V have continuedthe reading of Church's Iliad and have discussed thegeography of Greece in relation to the surroundingcountries, and have also been told the story of thecommon origin of the Aryan peoples, illustrated bylists of words which are similar in the differentpeoples.Science. — The experimental work has been upon thebreathing of plants and the effect of light accordingto the outline published last week. The children inGroup I inferred from the position of the leaves, without instruction, which were wide awake and whichwere asleep. They have shown a special interest inthe discovery of the bubbles given out by the plantsunder water. In order to understand how the plantstake salts from the ground, in order to build up theirtissue, they have studied the solution of salt andsugar and evaporation. They have also connectedthis with human physiology through the discovery ofsalts given out from the skin in perspiration.The following sentences and records written by thechildren will give some idea of the results reached :The first sentences from Groups I and II were dictated to and written by the teacher. In the othersentences no corrections have been made except inmisspelled words.Groups I and II. Trees drink ; breathe ; grow. Barkkeeps the tree warm ; the heart- wood does not drink;the sap-wood, roots and leaves, do the working for thetree. The buds come out above the leaves ; trees haveto get air of course ; bubbles come out.Group III. Trees have lenticels to breathe through.Plants breathe through lenticels. They are little604 UNIVERSITY RECORDholes in the bark of the tree. Lily stems have holesin them to suck up the water. Plants breathe air anddrink water.Group IV. How to make a thermometer. The following record is written by one. child, with illustrations : " How to make a thermometer. (1) First I tooka piece of glass. I held the glass over the Bunsenburner until one end of the glass was sealed. Thenafter the glass was sealed I held the end in the flameand got it very hot. Then I took it out very quicklyand blew a bulb in the glass while it was very hot.You must not blow the bulb too big or it will breakand be just like paper. (2) After I blew the bulb Iheld the tube over a beaker and filled the tube withalcohol. Then I gave the tube to my teacher and shesealed the other end of it, so there was something likea glass hook. Before I gave it to my teacher I held itup high over the flame, for if you get it too close tothe flame it will break and all the alcohol fall out.The reason I held it over the flame is because thereare air bubbles in the top. When it is heated a littlethe air bubbles go out. (3) I will make me a boardand bore a hole, a small one at the top, a large one atthe bottom, then put four staples on the thermometerand mark out the numbers on it.The two following records are from Group V : "Itook a test tube and cleaned it with cotton, then Irubbed my hand until my hand was warm ; then Iput the open end of the test tube on my hand. I sawmoisture on the test tube. The sweat gets out of theskin by going through the pores. I scraped a spoonover my hand. There was sweat on the spoon. Itasted it ; it tasted like salt. The salt was in thesweat."" I cleaned out a test tube and then I rubbed myhands together until they were hot. Then I put thetop of the test tube against one of them. I kept itthere until it was all moist inside. I think the vaporcomes through the pores of my hand, and I think it isthe heat that made it come."Official Notices.A special meeting of the Administrative Board ofPhysical Culture and Athletics, will be held on Saturday, March 13, at 8:30 a.m. All meetings of Boardsand Faculties regularly occurring upon that day willbe omitted because of the Ninth Educational Conference which meets at The University on Friday andSaturday.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."6 Junior II. Head Professor Dewey, Tuesday, 10:30a.m., Lecture Hall, Cobb, " The Philosophy of Life."Junior III-IV. Head Professor Small, Tuesday,10:30 a.m., Assembly Room, Haskell Oriental Museum, " The Science of Association."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."Reports for the Winter Quarter. — All Instructors are requested to observe that all reports forcourses given during the Winter Quarter are due atthe Examiner's office (or the Faculty Exchange) notlater than 12:00 m., Saturday, March 27. It is of theutmost importance that every course be reportedfully and promptly. Blanks will be furnished throughthe Faculty Exchange not later than March 20.Rollin D. Salisbury, University Examiner.The Spring Examinations for admission to theJunior Colleges will be held in Cobb Hall Friday,Saturday, Monday, and Tuesday, March 19, 20, 22,and 23. The University Examiner will furnish particular information on application.The Ninth Educational Conference of the HighSchools and Academies affiliated and cooperatingwith The University of Chicago will meet with TheUniversity on Friday and Saturday, March 12 and13. A general statement of the programme isas follows :Friday, March 12.2:00 p.m. — Executive sessions of Deans of AffiliatedSchools with the Administrative Board of University Affiliations (Faculty Room, HaskellOriental Museum).4: 00 p.m. — Address, Head Professor Coulter (Chapel,Cobb Lecture Hall).8:00 p.m. — Address, Superintendent Goss of Indianapolis (Chapel, Cobb Lecture Hall).9:00 p.m. — Informal Reception to visiting teachersby the Administrative Board of UniversityAffiliations. (Haskell Oriental Museum.)Saturday, March 13.9:00 a.m. — Joint Conference of Principals of Cooperating Schools with the Administrative Board ofUniversity Affiliations (Faculty Room, HaskellOriental Museum).UNIVERSITY RECORD 60510:30 a.m. — General Conference with discussion ofspecially appointed topics (Chapel, Cobb Lec-, tureHall).2:00 p.m. — Departmental Conferences.Latin and Greek, Assistant Professor F. J.Miller and Associate Professor E. Capps (CobbLecture Room).German, Associate Professor Cutting (CobbHall, 8 B).French, Dr. T. L. Neff (Cobb Hall, 10 B).English, Mr. L. T. Damon (Haskell OrientalMuseum, 1st floor).History, Associate Professor Thatcher (CobbHal], 8 C).Mathematics, Dr. Young (Ryerson PhysicalLaboratory).Physics, Associate Professor Stratton (32 Ryerson Physical Laboratory).Zoology, Assistant Professor Jordan (14 KentChemical Laboratory).Botany, Head Professor Coulter (Walker Museum, 3d floor). This conference will be heldat three o'clock.Physiography and Geology, Professor Salisbury(Walker Museum, 2d floor).Astronomy, F. R. Moulton (35 Ryerson PhysicalLaboratory). This conference will be held atthree o'clock.Between the morning and afternoon sessions onSaturday The University will give an informal reception and luncheon in Haskell Oriental Museum tovisiting teachers as its guests.The examination of James B. Garner for the degreeof Doctor of Philosophy will be held Monday, March15, at 3: 00 p.m., in K 20. Committee : Head ProfessorsNef and Michelson, Professor Iddings. Principalsubject, " Chemistry." Secondary subject, " Physics."Thesis, "Condensations with Benzoin by means ofSodium Ethylate."The examination of Charles J. Chamberlain forthe degree of Doctor of Philosophy will be held Tuesday, March 16, at 2:00 p.m., in D 12, Cobb LectureHall. Committee : Head Professor Coulter, AssociateProfessor Loeb, and Assistant Professor Watase\Principal subject, "Botany." Secondary subject,"Physiology." Thesis, "Contributions to the LifeHistory of Salix."The examination of Mabel Earle for the degree ofMaster of Arts will be held on Friday, March 19, at 3:00 p.m., in B 3, Cobb Lecture Hall. Committee:Head Professors W. G. Hale and Shorey, and Professor Tarbell.A mass meeting of the Graduate and DivinitySchools will be held in the Chapel, Cobb Hall, Wednesday, March 17, at 10:30 a.m. The object of themeeting is to select two representatives to the Boardof Physical Culture and Athletics.In the series of "Readings from Recent Books,"given on Mondays, Assistant Professor Crow will readfrom Alice Meynell's "The Children" and T. W. Hig-ginson's "Book and Heart," on Monday, March 15, at2 : 00 p.m., D 6, Cobb Lecture Hall.On Monday, March 22, the reading will be fromSienkiewizc's " Quo Vadis."The next meeting of the Graduate Club will beheld on Friday, March 19, at 8:00 p.m., in HaskellOriental Museum. In addition to the usual informalreception, there will be a discussion as to the relativemerits of general, group, and departmental libraries.The English Club will meet in B 8, Cobb LectureHall, Tuesday, March 16, at 8:00 p.m. Mr. V. P.Squires will read on " The English Heroic Couplet ; "Dr. O. L. Triggs on " Some Modern Modes of Criticism."The Semitic Club will meet Tuesday, March 16, at7:30 p.m., at the residence of President Harper.Biographical sketches of some of the leading Semiticscholars will be presented by different members.The Romance Club will meet in B 12, Cobb LectureHall, Wednesday, March 17, at 4:00 p.m. Mrs.Viola Price Franklin will read a paper on " Le Chanson de Roland."The Club of Political Science and History will meetWednesday, March 17, at 7:30 p.m., in Kelly Hall.Professor Frederick Bancroft will read a paper on" Seward and the Trent Affair."The Geological Club will meet in Walker Museum,Thursday, March 18, at 4:00 p.m. Mr. J. PaulGoode will speak on " The Geological History of theGreat Lakes." This will be the last meeting of theclub the present quarter.606 UNIVERSITY RECORDThe Pedagogical Club will meet Thursday, March18, at 8:00 p.m., in the Lecture Room, Cobb Hall.Assistant Superintendent Ella F. Young will speak on" Isolation in School Systems."Religious.At the Vesper Service, Sunday, March 14, at 4:00p.m., in Kent Theater, Head Professor Chamberlinwill give the address on " Life after Death from thepoint of view of Science." Admission by ticket onlyuntil four o'clock.Assistant Professor Crow will address the unionmeeting of the Y. M. and Y. W. C. A. in HaskellOriental Museum, at 7:00 p.m. Sunday, on the subject:"The Man of Culture and the Christian." All areinvited to attend.Current Events.The University has lost a faithful and earnestmember of its body of instructors in the death ofOlaus Dahl, Ph.D., docent and lecturer in Scandinavian literature. Dr. Dahl died after a brief illnesson March 10. A fuller statement in appreciation ofDr. Dahl's life and work at The University will begiven in a later number of The University Record.THE CALENDAR.MARCH 12-20, 1897.Friday, March 12.Meeting of Deans of Affiliated Schools with Administrative Board of Affiliations, Faculty Room, Haskell, 2:00 p.m.Chapel- Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m.Ninth Educational Conference of Affiliated andCooperating Schools, First Session, Chapel, Cobb,4:00p.m. (seep. 604).Ninth Educational Conference, continued, 8:00 p.m.(see p. 604).Mathematical Club, R 35, 4:00 p.m.Saturday. March 13.Administrative Board of Physical Culture andAthletics, 8:30 a.m.Meeting of Principals of Cooperating Schools withAdministrative Board of University Affiliations,Faculty Room, Haskell, 9:00 a.m.Ninth Educational Conference, continued, 10:30 a.m.(see p. 604).Ninth Educational Conference, continued, 2 : 00 p.m.(seep. 604). Sunday, March 14.Vesper Service, 4:00 p.m. (see p. 606).Union Meeting of Y. M. C. A. and Y. W. C. A., 7:00 p.m.Material for the UNIVERSITY RECORD must beorder to be published in the issue of the same week. Monday, March 15.Chapel- Assembly : Junior Colleges.— Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Divisions II-VL Dean Terry, Lecture Room, Cobb, 10: 30 a.m.Readings from Recent Books by Assistant ProfessorCrow, D 6, Cobb, 2: 00 p.m. (see p. 605).Final Examination of James B. Garner, K 20, 3: 00 p m(seep. 605).Tuesday, March 16.Chapel-Assembly: Senior Colleges.— Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Junior Division I. Dean McClintock, B 6Cobb, 10:30 a.m.Lecture, Junior Division II. Head Professor DeweyLecture Room, Cobb, 10:30 a.m.Lecture, Junior Division III-IV. Head ProfessorSmall, Assembly Room, Haskell, 10 :30 a.m.Lecture, Junior Division V. Head Professor Whitman, C 9, Cobb, 10: 30 a.m.Final Examination of C. J. Chamberlain, Cobb, D 12,2:00 p.m. (see p. 605).University Chorus, Rehearsal, Kent Theater, 7: 15 p.m.Semitic Club, cor. Lexington av. and 59th st., 7:30 p.m.(se p. 605).English Club, Cobb B 8, 8: 00 p.m. (see p. 605).Wednesday, March 17.Lecture, Junior Division VI. The President, FacultyRoom, Haskell, 10:30 a.m.Mass Meeting of Graduate and Divinity Schools,Chapel, Cobb, 10:30 a.m. (see p. 605).Romance Club, B 12 Cobb, 4:00 p.m. (see p. 605).Club of Political Science and History, Kelly, 7:30 p.m.(seep. 605).Thursday, March 18.Chapel-Assembly : Divinity School. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Division I. The President, FacultyRoom, Haskell, 5:30 p.m.Geological Club, Walker, 4:00 p.m, (see p. 605).Pedagogical Club, Cobb Lecture Room, 8:00 p.m. (seep. 606).Friday, March 19.Chapel- Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m.Final Examination of Mabel Earle, Cobb, B 3, 3:00p.m. (see p. 605).Graduate Club Meeting, Haskell, 8:00 p.m. (see p. 605).Saturday, March 20.Administrative Board of Student Organizations, Publications, and Exhibitions, 8:30 a.m.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.The University Senate, 3:00 p.m.sent to the Recorder by THURSDAY, 8:30 A.M., in