Price $1.50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOWbt TUniversttE of Gbteago pressVOL. I., NO. 51. PUBUSHED EVEW FRIDAY AT 3:00 P.M. MARCH 19, 1897.Entered in the post office Chicago. Illinois, as second-class matter.CONTENTS.I. The Value of Science in School Training. ByRobert H. Cornish - - - - - - - 607-609II. The Common Council of Chicago. By L. D. Ins-keep - - - - - - -.. -... -. - 609III. School Record, Notes, and Plan, XIX: The University of Chicago School 610IV. Music in Education - - - - - -. - 610-611V. Special University Regulations respecting theprinted Form of Dissertations (Theses) forthe higher degrees - - - - . - - 611VI. Professor Barrows in India - - • - - - 611-612VII. Official Actions - - - - - - - 612VIII. Official Notices - - - - - - - 612-613IX. Official Reports : The Library - -'.-'- 613X. Religious - - - 613-614XI. Current Events - - - 614XII. The Calendar ------- - 614The Value of Science in School Training^BY ROBERT H. CORNISH.Science is classified knowledge. When the facts oflanguage, of mathematics, of history or of literatureare put into orderly arrangement, are grouped according to their relationship and are explained by lawsthen we have the science of language, of mathematics,or of literature. Science thus considered, includes allschool studies, and students of the branches just mentioned are students of science. This is not the use of theword in bur sub j ect . According to another and morerestricted use of the word, science includes a classified knowledge of things objective, that is of thingsthat have their existence outside the human mind.Bunker Hill and patriotism, broad fields and contentment, the ocean and sublimity may be syrionomous* Address delivered at the Wihter Convocation of the Morgan-Park Academy, January 4, 1897; terms; but as objects of study the surface of the eartharid the dcean are fundamentally different from hopeand contentment.Science then is classified knowledge of the facts aridphenomena of the physical universe with an explanation of the reasons of these phenomena so far as thereasons are understood. But the physical universe isa very large affair and it is constantly growing largerthrough our increased knowledge of it. The men whoattempt to include the whole range of the physicaluniverse in their studies are very f e w. Humboldt wasperhaps the last of a line of scientific workers whokept in touch with all brandies of science and madecontributions tb all. Scientific workers divide and subdivide their work and thus we have developed thosegreat branches of scientific study of which physics, biology, and astronomy are examples. These bran chee ofscience or sciences are grouped into two great divisions ; (1) the physical sciences or those which deal withmatter and energy. Physics, chemistry, and geologyare physical sciences. (2) Those which deal withmatter energy and an added something called life.This group constitutes the biological sciences andincludes botany and zoology as principal members;Our subject theii is the value in a school such asours of the training of one or more sciences not asopposed to but as contrasted and compared with othersubjects which are studied by our students.The time has gone by when it was necessary tb enterinto any defense of the place of science in a generaleducation. There was a time when the sciences werenot recognized as necessary in a college course muchless in a secondary school; Latin, Greek, arid mathematics; with mentaF arid moral science which were not608 tlJSriVTJJRS±TT BE CORDscience at all were about the only things studied atYale College one hundred years ago. The colleges allover the country have now admitted science studiesinto the general curriculum. In many colleges the science courses are elementary in character and differnot at all from those given in many high schools. Intosecondary schools which prepare for college theadmission of science studies has been slower thaninto the colleges themselves. Time forbids enteringinto a full discussion of the reasons for this. I agreewith those who say that any subject that knocks foradmission at the door of our already crowded curriculum should justify its claim. I agree with ProfessorRemsen who says that slipshod laboratory work inscience is a very poor substitute for a good course inGreek or mathematics. If science courses in collegeor the academy are " snap " courses, if they do not as arule give either the mental training or spiritual quickening that come from other courses they would betterbe thrown out. In order to understand better thevalue of science in school training allow me to describe the scientific method of work.I think it is of more value to the student to understand the scientific method, to develop the scientifichabit of mind than it is to acquire a few or even manyfacts about a particular science. The scientific methodhas the following steps : (1) The collection of facts.This involves observation, classification, comparison,measurement. If the objects dealt with cannot bemeasured, if they cannot be counted, or weighed in abalance then they do not belong in the realm of thesciences that I am considering. These observationsit may take years to collect. This part of the work isof great importance. Every notable scientific achievement rests upon a long continued series of patientobservations. (2) The enunciation of a general lawwhich groups and explains the facts. This is calledinduction or generalization. The larger the group offacts examined, the wider the generalization must beto include them all. (3) The third step is verificationby experiment. This tests the law discovered byapplying it to a new a case or by bringing forward factsnot known when the law was enunciated which proveor disprove it. If our facts cover a very wide range ofphenomena especially if they belong to differentsciences or possibly to all sciences then the generalization which groups and explains them is called anhypothesis. This is an effort of the scientific imagination to explain the reasons which lie back of the lawsthemselves, or to discover a more general law. Whennew discoveries have confirmed the hypothesis it becomes a theory and a theory which stands the test ofyears and to which exceptions are not found takes its place among the accepted body of scientific truth.* Let me illustrate these steps. That carbonic-acid gasconsists of 27 per cent, carbon and 73 per cent, oxygenis one of a thousand or more facts which are known tochemists. That any given chemical compound alwayscontains the same elements in the same proportion byweight is a law whose establishment at the beginningof the present century was attended by a long andspirited controversy. That chemical compounds consist of atoms united to form molecules and that theatoms unite in the ratio of small numbers is a theorywhich has stood the test of one hundred years of verification and which seems likely to become a part ofthe body of scientific truth.The intellectual faculties called into exercise inthese processes are the powers of observation, of comparison, of inductive reasoning or generalization, andthe constructive imagination. The moral qualitieswhich are developed in scientific work are patience inprolonged investigation, perseverance in overcomingobstacles, and openness of mind to the reception ofnew truth. It is not claimed that these mental andmoral qualities are the exclusive possession ofscientific men. Such a statement would be absurd.I do claim that any investigation not conducted in thescientific method is of very doubtful value. Thedominant motive of the scientific worker is the discovery and utilization of truth. To push out theboundary of human knowledge, to capture some of theterritory of the unknown and make it known is hisgreat aim.Other motives may lead him on, such as a desire forfame, for power, or for wealth, but I think it is universally admitted that the joy of discovery of some truthnew to the investigator is the greatest connected withhis work. The rewards of the scientific worker are :(1) the interest and pleasure of his work, (2) the recognition which he is bound to receive if his work is welldone. It is the scientific workers whose discoveriesafford the means of improvement of all the materialconditions of life. Our modern civilization with all itincludes of material comfort is a monument to thescientific thought of the age. It is not the rule, however, that the inventor becomes rich neither does theman of science. Agassiz had no time to make money.Nor should people be impatient with the apparentlyuseless discoveries made by men of science. No doubtmany investigations will never bear any so-called practical fruit. Yet inany apparently useless facts broughtto light in the laboratory have upon further investigation yielded practical results.Why then do we advocate science in the schools andespecially in secondary schools ?UNIVERSITY RECORD 6091. Because the habits of mind which have beendescribed and which are generally characteristicof scientific men are worthy of cultivation, andsome of these notably the power of observationare cultivated by no study so well as by naturestudy.2. The study of nature does or should beget a love ofnature and the love and study of nature becomesa source of perennial happiness to him whose eyeshave been trained to see her beauties." To him who in the love of nature holdsCommunion with her visible forms she speaksA various language : for his gayer hoursShe has a voice of gladness and a smileAnd eloquence of beauty and she glidesInto his darker musings with a mildAnd healing sympathy that steals awayTheir sharpness ere he is aware."Anyone who has acquired a love of good booksand an intelligent interest in some branch of natural history has two never-failing sources of happiness.3. The study of science and the influence of thescientific method lead to care in making statements and check one of the serious faults of allyoung writers, viz., the tendency to make sweeping and exaggerated statements. Professor A. H.Tolman, of the Department of English Literaturein The University of Chicago, in an article on"Natural Science in a Literary Education," says :" Great forms of thought, mighty molds whichof necessity give shape to our thinking and thento our very imaginings, these come to us from thestudy of things not from the study of language.Literature itself must largely find its raw material, its great metaphors and similes, its vivid pictures and mighty symbols within the domain ofnatural science and this increasingly as the yearsgo by."The chemist's law of definite and multiple proportions; the laws of motion; the phenomenaand laws of light, heat, and electricity; the strata,the glaciers, and the process of earth sculpture ofthe geologist ; the winds, tide and ocean currents ;the theories of animal evolution ; the struggle forexistence, the survival of the fittest; the mightyphenomena, the impressive uniformities, the nebular hypothesis of astronomy — these are greatforms of thought as well as facts and theories ofscience. A man who is unacquainted with modernscience cannot well understand the language ofeducated men and he cannot interpret sympathetically and adequately the literature of his ownday."4. The study of science develops and strengthens theimagination and the feelings. The person whostudies the slow processes of geology and undertakes to find out the age of the earth or who tries to grasp the distance to the sun as a measuringstick with which to measure the distance to thestars must exercise imagination in the highestdegree.A noted critic said the two men whose imaginations were the most brilliant of any of their daywere Michael Faraday and Charles Darwin.5. Science studies appeal to a certain class of mindswhich are but little attracted to other branches ofstudy. These studies are the intellectual salvation of some who otherwise might perish by theway. .The Common Council of Chicago*The jurisdiction began with the village made county seat,Cook county, 1830, enlarged by the "town" until 2.55 square miles ;upon organization of "city" March 4, 1837, there were added 8.15square miles; now 187.60 square miles. The germ of the citycouncil, the board of trustees of the " town " began the appointment of officers. The plenitude of power of the common councilupon organization of the city was " To appoint constables, streetcommissioners, city surveyor, to organize fire companies, boardof health and educational department." All departments werethen subject to the control and dictate of the council until thecharter revision of February 18, 1857, when the appointive powerwas taken from council and given to the mayor, with the hopethereby to fix sufficient responsibility with it fully to safeguardboth the city and the citizen. At the same time the treasurydepartmentwas created, whose officers were heretofore clerks ofthe council. fIn 1857, the council sought to but could not furnishwork for the " unemployed," Chicago bonds being unsalable inNew York. The law of 1872 under which the city was reorganizedApril 23, 1875, preserves most of the features of former citycharter, though council powers are somewhat modified as torelations with the departments. Points discussed were : — Thequalifications of alderman, term, election, provision for vacancyand courtesies accorded to senior alderman of ward; Thecouncilas a working body, if deliberative, deliberation ceaseswith the committee meeting; the "omnibus bill," "roll-calltime-saver," and shifting of responsibility by division with thecommittees and allowing the final word to the alderman ofthe ward; Some particular precedents, passage of unreadreports and roll-call on an ordinance in the midst of its reading ;the mayor a good presiding officer and quick referee in disposalof committee reference of ordinances; the "reconsideration-file," disposal of " veto " and the right of way of the "chartermotion;" Working members honored even when of the opposition; weakness of awhiner. The council needs the baching ofmen of thought and common sense in whose presence to do wellis easier. The man of hard sense is in the council, as alsothe quiet campaigner who succeeds ; the daring bluff, quick andpowerful; the "good but slow" often loses even his vote, likethe man who thinks he discharges his political duty when hevotes . " The indifference and neglect of so-called good'citizens,"said Franklin MacVeagh in 1894, "is chargeable with muchmunicipal wrong-doing. 'Bad citizens' are a hopeless minority,'good citizens' a hopeless majority.' " This should furnish foodfor thought when we see an alderman of whom it might be saidas it was of a Chicago mayor, " He is hampered by untowardcircumstances which he is unable to withstand."* From a paper given by Mr. L. D. Inskeep before the Ppjitf-caj Spience an(J History Club, February 3, 1897,610 UNIVERSITY RECORDSchool Record, Notes, and Plan. XIX.THE UNIVERSITY OF CHICAGO SCHOOL.March 17, 1897.Constructive Work. — In the carpenter shop dominoes have been made ; pointers for use of teachers,toy boats and tops; some also have made buildingblocks with the letters of the alphabet stamped uponthem. Groups IV and V have drawn plans of theshop to a scale. Sewing has continued upon thearticles stated in the last two reports. In connection with it, a discussion of the materials used hasbeen begun. With the smaller groups, samples ofmuslin were given to each, and the children namedarticles made from the same material ; and also dictated and wrote simple sentences ; examined the cloth,found the thread in it, and discussed the way inwhich the threads had to be put together. They werealso shown a simple hand loom made in the carpentershop last year, and did some weaving. The olderchildren discussed the material with reference to itsgeographical origin, studying the cotton states on themap, and compared the structure of the threads inthe finished cloth, with the arrangement of the fibersin the raw material, inferring the intermediate processes necessary for the transformation.History. — Groups I and II have discussed thechange of life from pastoral tribes living in tents andrude huts, to stone dwellings. They have also beeninterested in examining drawings and samples ofmanual work sent Dr. Bulkley from an Indian schoolin Oklahoma and have decided upon pieces of workwhich they could do and send in return. Group IIIhas continued work on the Greek temple, while IVand V have continued discussion of the Aryan civilization.As illustrating this, they have developed the ideaof movement of Indian tribes to the southward, andthe building of Pueblo for protection, having studiedthe latter in the Museum.Science. — The work is continued on plants withreference to the detection and isolation of the greenmaterial and the recognition of the part which itplays in the life of the plant. The latter part of thework, however, has been impeded by the lack ofsunlight. In connection with the recognition of saltsin the plant, and the way in which the plant drawsthem from the earth, they have been studying thesubject of solubility. Salt and alum have beenweighed and dissolved in hot and cold water to notethe different amounts dissolved, and the crystals resulting have been studied. Dirt has been mixed withwarm water and carefully filtered. The portion that filtered through has been tested and found to tastesalty. These two lines of work converge with thediscovery of salts in the ashes of leaves and stemsleading up to the inference that the plant roots drawup the soluble salt existing in the soil.Social Life. — The weekly lunches for each grouphave gone on as usual, but with the increased experience it has been found possible to secure moreorganization. Guests are invited to each lunch. Thechildren are divided in advance into different sets anda distinct task assigned to each. Some write thenotes of invitation and receive the guests ; others areresponsible for the cooking, others for the setting ofthe table, others for waiting upon it, while othersmake up the account of the cost of the lunch andwrite out the bill of fare. The older groups also taketurns in providing a literary programme for the entertainment of the children at the lunch.In order to develop still further a sense of community on the part of the children in the school, plansare arranging for an occasional assembly at which anewspaper prepared by the children shall be read, inwhich each group will give some account of its ownline of work and the interests which are particularlyengaging it.^ Music in Education.The address before the Pedagogical Club, Thursday evening,February 18, was on "Music in Education," by Professor CalvinB. Gady, formerly Professor of Music of the University of Michigan, and now of this city. Professor Cady's methods differquite radically from those in general use, but their value wasdemonstrated by two of his pupils, children of ten or twelveyears of age, who showed quite surprising musical ability,though they were supposed to lack it entirely when ProfessorCady began work with them.Professor Cady said that he would not speak as a musicianbut as an educator. The present tendency of education isdevelopment from within. The educational world owes a greatdebt to Pestalozzi and to Froebel, but neither of these, nor yetmodern psychology, gives us the true basis for the developmentof individuality. This basis as Professor Gady thinks, is foundin ontology, as expressed in Mrs. Eddy's Science vndHealth.Formerly observation was the watchword of education ; thenapperception took its place. But conception, unfolding fromwithin, is the watchword of the newest education, and this isthe highest of all. The relation of this to music is that musicis idea and not the product of sense development. Music isconceptive thinking, and hence a positive factor in education.Thus far it has been too often a positive evil, in developingvanity on the part of the performer and envy on the part of thelistener ; in conveying the impression of musical consciousnesswhen none exists, and in displaying bondage to the physicalinstead of deliverance from it.The usual test of determining whether a child can discriminate between tones is no evidence of musical consciousness.Music is thought which must be grasped. The musical idea hasthree elements : melody, rhythm, and harmony, each of whichmust be conceived and gradually unfolded. Conceptive devel-UNIVERSITY RECORD 611opment may be expressed in two words : analysis and synthesis.Analysis is the individualizing process ; synthesis the unifyingone. Attention is nothing more than the developing of the conceptive process.The simplest thing with which to begin is melody. Untilsimple melodic phrases can be conceived there is no evidence ofmusical consciousness. The second step is the recognition ofthe rhythmic basis of melody, and the third is the developmentof the harmonic basis underlying the melodic and rhythmicexpression. When this conceptive foundation has been laid,the forms of musical manifestation, the voice, or the differentkinds of musical instruments may be considered.Thus music is an expression of the whole of life. Its principles are as fixed as those of geometry and their developmentas logical. The danger lies in considering music as one-sided, asthe language of emotion only. True music cannot be the language of discord; it must express the highest unity andharmony.Professor Cady's methods are employed in the UniversityPrimary School, and frequent references have been made to themin the School Notes and Plans as published in the UniversityRecord. The issue of February 19 gives especial attention tothe work in music. N. C. V.Special University Regulations Respecting the PrintedForm of Dissertations (Theses) for the HigherDEGREES. [In addition to those on page 232 of the ANNUALREGISTER.]1. The Title Page of Dissertations: The officialname of The University shall be placed at the head ofthe title page, and the name of the Department towhich the dissertation is offered shall be designatedin marks of parenthesis at the end of the statementthat the dissertation is offered in candidacy for thedegree of Doctor of Philosophy. The proper formwould be as follows :ftbe IHniveteitE of GbicagoFOUNDED BY JOHN D. ROCKEFELLER[Title]A DISSERTATIONsubmitted to the Faculties of the Graduate Schools of Arts,Literature, and Science, in candidacy for' the degree ofDoctor of Philosophy{Department of )by[Author'] 189-2. The Printing of Dissertations : (a) The form ofall published dissertations shall be that in use by theUniversity Press, viz. : Size, royal octavo ; type,, forthe head matter, Long Primer; for the notes, Non pareil; cover, paper, as now, with title (as above) onthe outside, (b) Candidates for the Doctorate arerequired to have their dissertations printed by theUniversity Press except when permission to printelsewhere is expressly given by the AdministrativeBoard of the University Press ; and The Universityguarantees as low a price for the printing as can besecured elsewhere, for work of the same quality, (c)In all cases of leave to print elsewhere, the candidateis required to furnish to The University copies ofequally good quality with those produced by the University Press; such copies shall be separate printswith separate pagination, containing no other matter,and shall be put in paper covers like those used forthe dissertations printed by the University Press.Professor Barrows in India.Professor John Henry Barrows, appointed to deliverthe Barrows lectures in India, reached Bombay onDecember 15 "and remained in India until early inMarch. He proceeded almost immediately to Calcutta,spending about two weeks there. During this periodhe delivered the six lectures of the course, preachedthree times and delivered several general lectures andaddresses. He was received with the greatest kindness by the representatives of all classes in the community. A general reception was given to him bymembers of the Hindu, Mohammedan, Jain, Parsi,Buddhist, Brahmo, and Christian communities, andspecial receptions by the Brahmo community, by Mr.Mozoomdar, and by the Calcutta Missionary Conference.A report from the Indian Witness states that atthe close of his last lecture in Calcutta the chairman,Principal Morrison, "conveyed to the lecturer thesincere thanks of all who had been privileged to listento them, not only for the lectures, able and inspiringas they were, but also for the spirit^ that breathedthrough them. While speaking with the utmost intensity and positiveness the lecturer had done so without arousing a spirit of antagonism. Representativesof Indian religions had been given kindly audience atChicago. Now Dr. Barrows had come among themas a representative of Christian America and hadforcibly, eloquently, and impressively set forth whathe believed to be of infinite importance in connectionwith life and eternity. This he had done in a mannerthat entitled him to their lasting gratitude. Mr. Morrison would also request the lecturer on behalf of allpresent to convey their thanks to the excellent lady,the founder of the lectureship, to whom they were sogreatly indebted. In response Dr. Barrows thanked612 UNIVERSITY RECORDhis audience for the patient attention and unvaryingkindness with which his lectures had been listened to.To much of what he had said many could not agree,yet his words had been most kindly received. Hethanked his auditors on behalf of The University ofChicago and of the Christian people of that city whowere deeply interested in his present visit. It hadbeen a great joy to him to speak of Jesus to those whodid not believe as he himself did concerning him. Heespecially desired to thank Mr. Mozoomdar, fromwhom emanated the suggestion of this lectureship.In conclusion he would say that if he were not acitizen of Chicago, he would want to be a citizen ofCalcutta."On January 31 Professor Barrows had given sixty-one addresses in ten or more different cities. He hasbeen able to reach many thousands of the educatedyouth of India. The missionaries, who at first weresomewhat uncertain as to the wisdom of The University's action in establishing this lectureship, have become enthusiastic friends of the movement. ProfessorBarrows expects to reach San Francisco early in May,and to begin the course of Haskell lectures in TheUniversity about the middle of the month. The subject upon which he will speak will be "Studies andObservations of Religion in the East."Official Actions.The Faculty of the Divinity School at its meetingof November 7, 1896, adopted the following action :1. That the courses of students in the GraduateDivinity School be open to election by students in theSenior Colleges who have completed nine Majors ofSenior College studies ; but no more than six Majorsof the studies elected from the above named coursesshall be credited toward the D.B. degree.2. That work of the same kind and quality and tothe same amount done in other institutions of learning be credited for the D.B. degree.3. That one Major in Hebrew be required for admission to the Divinity School, it being understoodthat a student entering without it will be granted theprivilege of making it up in the Divinity School.At the meeting of February 20, 1897, it was votedthat, the Hebrew requirement for entrance go intoeffect July 1, 1897.Official Notices.The regular and special meetings of Boards andFaculties, to be held Saturday, March 20, 1897, in theFaculty Room, Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of StudentOrganisations, Publications, and Exhibitions, 9:30 a.m. — The Faculty of the Junior Colleges.10:00 a.m.— The Faculty of the Senior Colleges.11:30 a.m.— The Faculty of the Divinity School.3:00 p.m. — The University Senate.Quabterly Examinations. — The Examinations forthe Winter Quarter are arranged as follows :8:30 Exercises, Tuesday, March 23, 8:30-10:30 a.m.9:30 t a a 23,11:00- 1:00 p.m.11:00 < « a 23, 2:30- 4: 30 p.m.12:00 ' Wednesday, " 24, 8:30-10:30 a.m.2:00 i an 24,11:00- 1:00 p.m.3:00 i an 24, 2:30- 4:30 p.m.Exercises preceding 8:30 a.m., Tuesday, March 23,4:30-6:30 p.m.4:00 p.m., Exercises, Wednesday, March 24, 4:30-6:30 p.m.The regular Chapel-Assembly will be held Tuesday,March 23, at 10: 30.The attention of Instructors is called to the following enactments of the Council, respecting examinations.1. Special examinations, in advance of the regularterm examinations, can be granted only by the authority of the Council.2. In all courses not designated as " Primarily forGraduates," Instructors are requested to conductexaminations at the close of the quarter.3. In courses in which no examinations are given,lectures are expected to be continued through the fulltwelve weeks.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 examination of Edwin Bruce Kinney for thedegree of Bachelor of Divinity will be held Monday,March 22, at 2:00 p.m., in H 36. Committee: HeadProfessor Anderson, Professor Johnson, AssociateProfessor Foster, Assistant Prof essor Moncrief . Thesis,"j3t. Francis of Assisi."tTNlVERSITT RECORD 613A meeting of the Graduate Club will be held onFriday, March 19, at 8:00 p.m., in Haskell OrientalMuseum. In addition to the usual informal reception, there will be a discussion as to the relativemerits of general, group, and departmental libraries.In the series of "Readings from Recent Books,"given on Mondays, Assistant Professor Crow will readfrom Sienkiewizc's "QuoVadis," on Monday, March22, at 2 : 00 p.m., D 6, Cobb Lecture Hall.The Programme of the Exercises of Final Week isas follows:March 19, Friday.8 : 00 p.m. Senior College Finals. Kent Theater.9 : 00-11 : 00 p.m. Reception to the Graduating Students.President 's House.March 21, Sunday.3 : 30 p.m. Baccalaureate Prayer Service. Members of theFaculties and Candidates for Degrees are invitedto attend.Haskell Oriental Museum^ Faculty Room.4:00P.M. Baccalaureate Services. Baccalaureate Address:The President.Vesper Address : " Life after Death from the Pointof View of Philosophy." Professor William D.Mackenzie, D.D., Chicago Theological Seminary.Music by the choir of St. Bartholomew's Church,Englewood. Kent Theater.March 23-24, Tuesday-Wednesday.Quarterly Examinations of the Winter Quarter.The Programme of the Exercises of ConvocationWeek is as follows :April i, Thursday.8 : 30 A.M.-12 : 30 p.m. Matriculation and Registration of Incoming Students.9 : 00 a.m. The Graduate Matutinal.12 : 00 M. First Division Meetings of the Junior and theSenior Colleges.2 : 00 p.m. Meeting of all the Candidates for Degrees with theExecutive Officers.Cobb Lecture Hall^ — Chafiel.8 : 00 p.m. The Eighteenth University Convocation.Address : " The University and its Effect upon theHome." Her Excellency, The Countess ofAberdeen, Ottawa, Canada.Conferring of Degrees.The President's Quarterly Statement.The Au dito riu m .April 2, Friday.8:30 A.M. The Lectures and Recitations of the SpringQuarter begin.8:30A.M.-i2: 30 p.m. Matriculation and Registration of Incoming Students. April 3, Saturday.2: 00-5: 00 P.M.7 : 00 p.m.April 4, Sunday. Meeting of the University Congregation.Haskell Oriental M-Useum, — Faculty Room.Dinner of the University Congregation.Haskell Oriental Museum., — Assembly Room.Convocation Vespers.Address: Professor Francis G. Peabody, A.M.,D.D., Harvard University.Quarterly Report of the Secretary of the ChristianUnion. Kent Theater.Official Reports.During the two weeks ending March 16, 1897, therehas been added to the Library of The University atotal number of 238 books from the following sources :Books added by purchase, 128 vols., distributed asfollows :General Library, 13 vols.; Political Economy, 1 vol.;Political Science, 1 vol.; Sociology, 1 vol.; Sociology(Divinity), 59 vols.; Comparative Philology, 4 vols.;Anthropology, 1 vol.; Semitic, 4 vols.; New Testament,1 vol.; Greek, 2 vols.; Latin, 1 vol.; Greek and Latin,15 vols.; Romance, 1 vol.; Chemistry, 1 vol.; Palaeontology, 1 vol.; Church History, 1 vol.; German, 2 vols.;English, 4 vols.; Geology, 6 vols.; Systematic Theology, 4 vols.; Homiletics, 1 vol.; Morgan Park Academy,4 vols.Books added by gift, 80 vols., distributed as follows :General Library, 67 vols.; Mathematics, 5 vols.; Pedagogy, 1 vol.; Political Economy, 1 vol.; PoliticalScience, 1 vol.; Classical Archaeology, 1 vol.; Sociology(Divinity), 2 vols.; Romance, 1 vol.; Geology, 1 vol.Books added by exchange for University publications, 30 vols., distributed as follows :General Library, 22 vols.; Political Economy, 3 vols.;Semitic, 1 vol.; New Testament, 2 vols.; Geology, 1vol.; Church History, 1 vol.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.In connection with the Baccalaureate Services Sunday, March 20, at 4:00 p.m. in Kent Theater, ProfessorW. D. Mackenzie, of Chicago Theological Seminary,will give the address on "Life after Death from thepoint of view of Philosophy." Admission by ticketonly until four o'clock.614 UNIVERSITY RECORDThe union meeting of the Y. M. and Y. W. C. A.will be held in Haskell Oriental Museum, at 7: 00 p.m.Sunday. All are invited to attend.Current Events.Dr. Olaus Dahl, docent and lecturer in ScandinavianLiterature, whose death occurred on March 10, wasburied in Wheeler, Wis., March 13. Funeral serviceswere held on the 12th at The University in the University Chapel at 10:30 a.m., in the presence of theFaculty and students. An address was made by thePresident of The University, in which the earnestspirit and admirable character of Dr. Dahl were commemorated.The following resolutions were prepared by themembers of the Germanic Department, to which Dr-Dahl belonged :In view of the death of our friend and coworker,Dr. Olaus Dahl, be it resolved by the students andinstructors of the Germanic Department of The University of Chicago :a) That we deeply feel in his absence the loss of afaithful, earnest, generous-hearted, devoted teacherand colleague, whose memory will be a help and inspiration to us in our future work ;b) That we extend to the surviving members of hisfamily our heartfelt sympathy in their bereavement,andc) That to them a copy of these resolutions be sent,which shall also be published in the UniversityRecord and University Weekly.Starr Willard Cutting,Or a Philander Seward,Max Batt,Charlotte Rose Teller,Committee.In a course of Sunday evening addresses on thesubject of '¦' The Search after God," delivered in theUniversity Congregational Church of this city, thefollowing members of The University take part :Dr. J. H. Breasted, on " God and the Life hereafteramong the Egyptians;" Dr. Edmund Buckley on"The Bible and other Bibles ; " Dr. C. W. Votaw on" The Testimony of Jesus ; " Associate Professor Tuftson " The Religious Aspects of Philosophy ; " ProfessorO. C. Farrington on " The Search after God throughScience ; " Professor C. F. Millspaugh on " The Testimony from Plant Life ; " Assistant Professor Tolmanon "The Religious Element in English Literature ; "Professor James on " Religion and the State."These addresses are given Sunday evenings fromFebruary 21 to April 11.Material for the UNIVERSITY RECORD must beorder to be published in the issue of the same week. In the absence of Rev. Jenkin Lloyd Jones of AllSouls Church, the following members of The University of Chicago have engaged to supply his pulpit :February 28 and March 14, Dr. Triggs, on "TheDemocracy of Art " and "The Philosophy of Play."March 7 and April 4, Head Professor Small. March28, Associate Professor Henderson. April 11, Associate Professor Starr on "The Present Religion ofMexico."Assistant Professor A. H. Tolman of the Department of English has prepared and printed a " BriefBibliography of Epic Poetry, being a reading list inconnection with the libraries of The University ofChicago."THE CALENDAR.MARCH 19-23, 1897.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.Graduate Club Meeting, Haskell, 8:00 p.m. (see p. 613).Senior College Finals, Kent Theater. 8 : 00 p.m.Reception to Graduating Students, President's House,9 : 00-11 : 00 p.m.Saturday, March 20.Administrative Board of Student Organizations, Publications, and Exhibitions, 8:30 a.m.Faculty of the Junior Colleges, 9 : 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.Sunday, March 21.Baccalaureate Prayer Service, Haskell, 3 : 30 p.m.Baccalaureate Service, 4:00 p.m. (see p. 613).Union Meeting of Y. M. C. A. and Y. W. C. A., 7:00 p.m.Monday, March 22.Chapel- Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Readings from Recent Books by Assistant ProfessorCrow, D6, Cobb, 2:00 p.m. (see p. 613).Final Examination of Edwin Bruce Kinney, H 36,2:00p.m. (seep. 612).Tuesday, March 23.Chapel-Assembly : Senior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Thursday, March 25,toWednesday, March 31,Quarterly Recess.sent to the Recorder by THURSDAY, 8:30 A.M., in