Price $1.50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOGbe XXnivcxeit^ ot Cbtcaflo pressVOL. II, NO. 6. PUBLISHED EVERY FRIDAY AT 3:00 P.M. MAY 7, 1897.Entered in the post office Chicago. Illinois, as second-class matter.CONTENTS.I. The Kindergarten Conference. By N. C. V. - - 49-53II. School Record, Notes, and Plan, XXIII : The University of Chicago School 53III. Official Actions 53-54IV. Official Notices 54V. Official Reports: The Library; Kelly House - 54-55VI. Religions 55VII. University Extension in Berlin 55VIII. South Africa 55-56IX. Current Events 56X. The Calendar - ' - 56The Kindergarten Conference.The Kindergarten Conference which met at TheUniversity April 10 was thought by many to mark anepoch in kindergarten history in the city of Chicago.The discussion of topics of vital interest from thestandpoint of the different educational agencies isespecially needed in this day of specialization, and theuniversity and the kindergarten exchanged ideas to theinterest and benefit of both.Head Professor Dewey opened the conference by abrief address on the psychology of Froebel. He confined his remarks to two points, — the reason whyFroebel was the founder of a new system of education,and a comparison between his principles and his practice as carried out by Froebel himself and his followers.FroebePs claims to rank as an educational reformerrest mainly on three fundamental positive principles.The first is that activity is the instrument of knowing.Before this the emphasis had been laid on sensation,in which mind is relatively passive. Froebel showed that mind is active, and that the world built upas the result of one's own effort is the only one of value.This was a complete change of attitude, and it resultedin a new conception of education.The second principle is that of the organic unity ofmind and body, for the expression of which Froebeldesigned the games and occupations. This meansthat in education the balance must be kept betweenthe impulse which arouses the activity and the formof doing through which that impulse finds expression.The third principle is the conception of the law ofmind which always refers a thing to some larger whole.The law of unity thus expressed was a protest againstthe isolation of ideas characteristic of the psychologyof the time. This unity follows a certain principle inits growth ; we have first the unity, then the differentiation, and lastly the return into a unity enrichedby the separation. The law in question thus gives aprinciple of development, which if true for the child offrom four to six years, must be equally true for all ages,and hence applicable to all education.The weakness of FroebePs practice was that it didnot conform to these principles, since it failed to discriminate between the functions of logic and of psychology. It was characteristic of his time to substitutemetaphysics for psychology, and FroebePs attitude,that of the philosopher, not of the psychologist,laid the foundation for his system of symbols. Symbolism is the substitution of the adult or logical pointof view for the child's which is the psychological one.The child's play is reality to him ; when he plays thatacorns are cups, they perform that function, andhence are not symbols but realities. A thing cannot50 UNIVERSITY RECORDsymbolize another until there has been the experienceof the other. The same is true of the child's so-calleddramatic tendency. The dramatic action is reality, notplay, to him ; it is make-believe to the on-looker only.The second weakness in FroebePs practice is itsoverformulation. If a law is valid it need not be formulated with each experience. Formulation is aresult of analysis and consequently when made excessive, his own principle of unity or totality is violatedand the work becomes mechanical, not vital. It is notalways necessary to begin with the unity. The childwill find his own, as well as the differentiations. Overemphasis of the mathematical, and a too rigid adherence to the sequence are other examples of overformulation and a too conscious analysis. To give the logical whole first is to deaden the interest.The third weakness is the mechanical use of theprinciples of imitation and suggestion. Psychologicalimitation is the mode in which a child builds up hisexperience. If it is not this, it is mechanical and oflittle value. It may apparently be imitation withoutbeing real imitation, or the appearance of play withoutbeing true play.Another more general criticism is that the materialsFroebel devised have been adhered to too closely ingeneral practice. The question is how to carry out thespirit of Froebel. If this is done, any and all material,whether or not of FroebePs devising, may be made ofservice.The kindergartner and higher education was thesubject of the next paper by Miss Vande walker of TheUniversity. She spoke of the present demand forbreadth of equipment on the part of the teacher oflittle children and the part the kindergarten had playedin bringing about the acceptance of the educationalthought of the present time. But though the kindergartner is imbued with the spirit of Froebel, she oftenlacks real scholarship because training schools treatsubjects "from the kindergarten standpoints" only.Without a vital grasp of subject-matter the work withthe children becomes mechanical and lacks real educational value. Without a knowledge of the generalaims of education, the kindergartner does not understand and cooperate with other educational agencies.In the reorganization of kindergarten theory andpractice which is at hand, the improved equipment ofthe kindergartner will render these criticisms invalid.The kindergartner thus far has been suspicious ofhigher education as the orthodox churchman is afraidof the higher criticism, but critical study in each casewill make the living universal truth stand out moreclearly because it is no longer obscured by nonessentials. The question of a better equipment for the kindergartner is bound up with the broader question of thetraining of all teachers.Whether the agency for such training shall be thenormal school or the university is an open question.The normal school is in sympathy with elementaryeducation and the problems of everyday life, while theuniversity is conservative in spirit, and lacking insympathy with the people.With a closer relation between the university andeveryday needs of humanity, and a properly equippedpedagogical department, the university would be theideal place for the kindergartners higher equipment.But though an intelligent insight into the principlesof the kindergarten on the part of educators generallyis one of the demands of the present time, The University of Chicago offers no course in the study of Froebel,though from three to six months are spent in the studyof Comenius, Pestalozzi, Herbart, and others of lessnote.Miss Anna E. Bryan of the Chicago Free Kindergarten Association, followed with a paper on the connecting class. She voiced FroebePs warning not tomistake a child's age for its stage of life, but to measure him with discriminating insight by his activitiesinstead of his years. The ideal of education is thus toenable children to pass uninterruptedly from stageto stage without break or strain.The break between the kindergarten and primaryhas been provided for by a link called the connectingclass. This need grew out of the misconception of theprimary work, which has been supposed to begin withinstruction in the three R's. On this basis it wasdifficult to see how the kindergarten with its freedomand play is the beginning of education.With a better understanding of education, thequestion arises whether there is any real need of aconnecting class. The kindergarten must realize itsfundamental truth of seK-activity, and the school mustaccept this'as its basis. With these truths recognizedchildren should be able to pass directly from the playperiod to the school, or symbolic period.The kindergartners' effort to cooperate with theschool in the past has not been of the wisest, since theabstract work of the school has been drawn down intothe kindergarten period. In the attempt to make friendswith educators, to dignify the heavenly ideal to theearthly minded, the value of the kindergarten hasbeen shown in terms of knowledge results, instead ofin the truer terms of impulses and activities realized.This is to give up the field instead of possessing it.The complete fulfillment of the play period is the onlyway to connect with and prepare for the primaryUNIVERSITY RECORD 51school. The school must ask: What is the fulfillmentof the life at this time and how is it to be accomplished? The games are the most direct agency insolving the problem, and should receive further attention in the primary school.Mrs. Gilbert of the Brighton School spoke on thesame topic and in the same spirit. The proper unification of the best work in the kindergarten with thebest work of the primary grades is one of the presentproblems in education. A union of forces, with competent supervision is necessary, and a more intelligentcomprehension on the part of both kindergartnersand primary teachers of the aims and methods of theother. Both are well equipped for the task, and morepraise and less blame on the part of each for theefforts of the other, would do much to bring about theconditions desired. A simplification of the kindergarten material is much needed, and this would notaffect the value of the work. Pricking, sewing, fineweaving, etc., may be disciplinary, but it is hardlyeducational to create such disciplinary studies for theyoung child. The spirit of the games and songs isabove criticism. The public schools afford an admirable place in which to work out the problems of thenear future, of which the unification between thekindergarten and primary is one of the first.Dr. Casey A. Wood gave a very valuable paper onthe effect of kindergarten work on the eyes of children. He said that the eyes of the infant, like thoseof the savage, are adapted to distant, not to near,vision. Though civilization requires near vision, wehave not yet evolved a near-sighted eye from a far-sighted one. An examination of the eyes of Negroand Indian children showed 2 per cent, of myopia,while the per cent, of myopia among white schoolchildren is very large.Dr. Wood then showed a series of charts representing the shape of the normal eyeball, and the cause ofthe strain that results from focussing for near vision.The effort causes headache and diseases of the eye.The effect of study is to elongate the eyeball, according to the length of time for which it is continued,and the age at which it is begun.A series of statistics concerning children in Germanywere given, showing that little or no myopia was foundin the lower grades among country children. In thecity schools, little or none was found in the first twogrades, 3 per cent, in the third, increasing up to 10per cent, in the ninth. Other series were given inwhich the per cent, was much higher. Remarking uponthe better condition among American children, Dr.Wood was told, "Wait until you have had a few gen erations of kindergarten trained children and thesame condition will prevail."The moral of this as far as the kindergarten is concerned is that the prevention of the evil must beginin the kindergarten. As it has been conducted, thekindergarten must be considered as an enemy to thenational eyesight.No close work should be done before the age of eight,hence much of the work, the occupations in particular,is harmful and out of place. Dr. Wood even objectsto clay modelling and free-hand drawing, but considers the games, slat interlacing, sand work, gardening and building with large blocks as unobjectionable.Dr. Wood showed a book of kindergarten occupationsall of which kindergartners had approved, but whichthe oculist must condemn. It is but fair to the progressive kindergartners to say, however, that most ofthe work contained in the book has already been discontinued.Dr. Wood's criticisms were of particular value because of the intelligent appreciation shown of theprinciples of FroebePs philosophy, and the kindly,sympathetic spirit in which they were given.The first address of the afternoon was that ofAssistant Professor George H. Mead, of The University, on play in education. Play is a phenomenon ofadult as well as of child life. We may define it fromwithout as well as from within. From without itseems activity that has no connection with whatprecedes or follows, hence it seems isolated and spontaneous. But though isolated, a play is an intelligentwhole, the content of which is taken from the lifeprocess, and the satisfaction of which is derived fromthe activity itself, instead of from the end to beattained as is the case in work. From the physiological side, all the activities that are to be used in laterlife appear in play, but without connection. Becauseof the child's relation to the social body he is notdependent on these activities, as the animal is for hismaintenance.The plays of the child are the drama of its life.What gives the connection between these complexesso as to give the complete life process ? This is theproblem of education. The method used in the pastwas to make the child produce something, not to dosomething, the result, not the process being considered. But nature never compels the young formto produce a result. The activities themselves, properly stimulated, will lead to the connections that makethe life process a continuous whole. This then, mustbe the method of education.Play has an immediate, not a symbolic reference.52 UNIVERSITY RECORDSymbolism assumes the adult standpoint to be alsothe child's, which is a psychological fallacy.Miss Fulmer of the Chicago Kindergarten Collegegave FroebePs view of play, as the fullest expressionof the child's whole self, yet something to be directedby the mother or kindergartner, who is conscious ofthe purpose of this expression, the development ofthe whole child, mentally, morally, and physically.The plays of the kindergartner are sufficientlyflexible to be adapted to the child's degree of development. Many of the plays meet individual needs,others develop the social nature. The kindergartenplays take the child through the social history of therace, and through them he gets presentiments ratherthan a consciousness of the family relations andduties as well as those of the larger social and political organization of which he is a part. The familygames prepare him for family duties, the trade gamesgive him an idea of the division of labor and thesocial and economic relations, while the knight as theembodiment of the state suggests the larger unitywhich includes the others.The occupations are more like work, and they cometo the child when the need for more purposeful workthan that of the home is beginning to be felt. MissFulmer then described the gifts showing how each isan advance upon the preceding one, and is an answerto the child's need at a particular stage.Miss Flora Cook of the Chicago Normal Schoolgave some interesting facts concerning the kindergarten child in the primary school. The aim andspirit of the kindergartner and primary teacher arethe same, it is only in practical considerations thatthey differ. The games, the circle work and all thatallows of free expression in the kindergarten shouldbe continued on into the primary school, the childbeing allowed as much freedom there as in the kindergarten. Miss Cooke made some interesting comparisons between the thirty children in her room whohad had, and the sixteen who had not had the kindergarten training. A committee was asked to selectfrom specimen's of the children's hand-work, thetwelve best workers, no reason for the selection beinggiven. All but one were kindergarten children. Inmusic the results were even more striking, and in aseries of rules which the children were asked to makefor the guidance of the school, the rules acceptedcame from the kindergarten children likewise.Further study along similar lines would be of greatvalue to kindergartners and primary teachers alike.Miss Bertha Payne of the Froebel Association tookMrs. Putman's place on the programme discussing thesubject of direct teaching in the kindergarten. In the ordinary sense of giving the children a set view throughthe medium of language there is but little direct workdone, but in much that is called indirect, the teacherso questions and suggests that her view is as thoroughly impressed upon the children as if the statementhad been made directly.Some kindergartners emphasized this direct work,not only in music, physical exercise and directed play,but in the other work as well, the hand work beingdictated and formulated instead of free. In this casethe child has not the internal stimulus of his owndesire, but the external stimulus, the wish of theteacher. His enjoyment in the making is further lostin the number or form lessons that follow the making.Another school of kindergartners hold that the opposite must be true, and that the child must thread hisown way through the thickets of experience withoutassistance and direction. Froebel stands midway between the two. Froebel himself seemed so fascinatedin the scientific aspect of the world that he lost himself in its ramifications. The form and number aspectdelighted him that he overlooked the child's delightin the functions of things. But this is to assume theadult, not the child's standpoint.This suggests the mother's function as a teacher.She must take note of all symptoms, and by her sympathy reinforce his enjoyment. The stimulus torepetition comes from that sympathy. The trueteacher must likewise note the child's manifestationsand by stimulus or material help him to choose fromthat which is already in his own experience.Mrs. Ella F. Young gave the last paper on the programme, on the kindergarten as an organic part ofthe public-school system. The nomenclature of theparts of the public-school system has been undergoinga change. We formerly spoke of the primary, thegrammar, and the high school ; now of the elementaryand secondary school. Neither gives the true function of the parts in their true order of development.When the Committees of Ten and Fifteen madetheir reports on secondary and elementary educationrespectively, they were limited to a course of studyextending from the age of six to the age of eighteen.They accepted their limitations without protest. Thekindergarten was mentioned, but not as an organicpart of the system. In fact, it cannot be a part of asystem in which the first three years must be spentin learning to read. The teachers in the primarygrades have in most cases emancipated themselvesfrom these old time ideas. First busy work from thekindergarten was used to relieve the children from somuch slate work, then gradually better conceptionsof both primary and kindergarten work prevailed.UNIVERSITY RECORD 53The kindergartners, too, have modified their methods, though not always wisely. Instead of notingwhat the first grade required, work in elementaryscience beyond the children's grasp has been attempted, without success. So, too, the directivemethod in physical exercises, has been employed to agreat extent, exercises better adapted to the sixthgrade being given with no real results. More vitalthinking needs to be done as to how the gulf may bebridged.The present classification rests on the idea of bookwork as the foundation. This was pushed to the uttermost until about ten years ago, when the reaction setin, and now even college presidents are waking up tothe fact that education has a different meaning. Areconstruction of the system is needed. The work ofthe kindergarten and that of the first and secondgrades should be Combined ; during the next fouryears book work growing out of the work of the firstfour should predominate. Then should come themore exact work of the laboratories and libraries.Mrs. Young made some very just criticisms of themore mechanical work of the kindergarten as lackingthe true psychological basis, but showed that thekindergarten was breaking away from details, and wasinvestigating more and more the principles upon whichit is founded, and following the spirit rather than theletter. n. c. v.School Record, Notes, and Plan. XXIII.THE UNIVERSITY OF CHICAGO SCHOOL.May 5-, 1897.Owing to the prevalence of measles the school wasclosed during three days of the past weekly period,and consequently there is little which is new to record.In the hand work the children have continued makingthe articles stated in the last two accounts. In science the nature and function of the green in plantshas been studied through the medium of the seedlingplanted in the light and in the dark respectively.Leaves have also been put in alcohol and in waterwith a view to showing the possibility of getting thegreen out of the leaves, and to bring out the fact thatit is not simply juice, as the children are inclined tothink, but the mark of a distinct structure having itsown function. Carbon dioxide has been prepared bypouring hydrochloric acid upon loam, and experimentshave been performed with it to discover its properties.This is also connected with the growth of plants. Theyounger children have commenced the study of soilsin connection with the growth of plants. Seeds wereoriginally planted in lake sand, gravel and loam, and the growth of plants under these different conditions has been noted. The children were thusled to investigate the differences in the soil. In theweekly excursion they went to the lake shore andmade a collection of sand, pebbles and stones foundthere, and discussed the gradual formation of thesand from rocks. The older children have begun theoutdoor work planned by Professor Coulter, with reference to the adaptation of plants to their environment,including under the latter, the different plants foundin different soils upon different heights of ground (tobring out the relation of moisture). A vacant lot wasselected and the character of the soil in high and inlow places first studied, and then the different plantsgrowing in high and low places hunted for. Thegrouping of plants in reference to each other was alsonoted, together with the four strata or "stories" ofplants, viz., trees, tall herbs or shrubs, grass and lowherbs and moss. They also noted the growth of thealgae on tree trunks, and upon which side of the treeit was most abundant.In history Groups IV and VI have begun a study ofthe life of Greek children, discussing their treatmentby parents and nurses, their games and their mode ofeducation. Group V has gone on with the study ofthe Greek ship, leading up to the Greek commerce,the articles carried, and the places to which they werecarried, and the formation of colonies with the motivesfor them.The specific number work has been mainly in connection with mensuration. Groups III and IV havingsimple multiplication and division, and work in fractions on the basis of the foot and yard ; Groups V andVI making and reading angles and also having workin finding the area of triangles and rectangles.Official Actions.The following Rules* governing the public appearance of students in University Exhibitions and Intercollegiate Athletic Contests were adopted by theAdministrative Board of Student Organizations, Publications, and Exhibitions, March 6, 1897, and by theAdministrative Board of Physical Culture, April 10,1897, to go into effect October 1, 1897 :Note. — In the following regulations the terms"Public Exhibition," "Intercollegiate Athletic Contest" mean any public appearance in which the student in any form is understood to represent TheUniversity of Chicago.* Attention is called to this form of the Rules in which someadditions have been made to the statement publishedApril 23 and 30.54 UNIVERSITY RECORDI. During the Quarter in which he takes part inany public exhibition or any intercollegiate athleticcontest the student must be taking full work.II. This work must be sustained at a satisfactorygrade during the entire Quarter. No student who hasreceived a Second or Third Warning will be permittedto take part in any public exhibition or any intercollegiate athletic contest until such Warning hasbeen officially withdrawn.III. During the two preceding Quarters of his residence the student must have completed full work eachQuarter, and his absences during that period must nothave been sufficiently numerous to reduce his credits.Official Notices.The regular and special meetings of Boards andFaculties, to be held Saturday, May 8, 1897, in theFaculty Room, Haskell Oriental Museum, are thefollowing :8:30 a.m. — The Administrative Board of the University Press.10:00 a.m. — The Faculty of the Junior Colleges.11:30 a.m. — The University Council.Fees for the Spring Quarter, Second Term. —All University fees must be paid in full on or beforeThursday, May 13. Registration for the second termis not completed until all fees are paid. In order toavoid the necessity of delay at the Registrar's windowon the last day, bills may be paid at once. Studentsdelaying settlement until after May 12 will be chargedthe late registration fee of $5.00.T. W. Goodspeed, Acting Registrar.The lectures before Divisions II-VI of the SeniorColleges for the Spring Quarter are given by HeadProfessor Judson in the Lecture Room, Cobb Hall,at 10:30 AiM.The Junior Division Lectures for the following weekare as follows :Junior I. Assistant Professor Reynolds, Tuesday,10: 30 a.m., D 8, Cobb, " The Study of Literature."Junior II-III. Head Professor Laughlin, Tuesday,10:30 a.m., Lecture Room, Cobb, "Relations of Political Economy to the Professions."Junior IV. Dr. Young, Tuesday, 10:30 a.m. Assembly Room, Haskell, " The Function of Mathematics in a Liberal Education."Junior V. Head Professor Whitman, Tuesday,10:30 a.m., B 9, Cobb, "The Organic Sciences."Junior VI. President Harper, Monday, 1:30 p.m.,Faculty Room, Haskell, "Introductory Talks." "Readings from Recent Books" are given by Assistant Professor CrowT on Tuesdays, at 3:00 p.m., inD 2, Cobb. The books presented next Tuesday will be" How to Tell a Story and Other Essays," by S. L.Clemens (Mark Twain), and " A Story-Teller's Pack,"by F. R. Stockton.The Romance Club will meet in B 13, Cobb Hall,Monday, May 10, at 4:00 p.m. Mr. A. D. Dunn willread a paper on " The Study of Romance Philology."The Philosophical Club will meet Wednesday, May12, at 7: 30 p.m., in C 17, Cobb Hall. An address willbe made by Professor Walter Smith of Lake ForestUniversity upon " The Origin of Concepts."The Club of Political Science and History will meetin the Faculty Room, Haskell Oriental Museum, Wednesday, May 12, at 8:00 p.m. Subject, "North Africa ;"paper by Mr. E. E. Sparks.The Mathematical Club will meet in Room 35,Ryerson Physical Laboratory, Friday, May 14, at 4:00p.m. Paper by Dr. Hancock on "Algebraic Additionaltheorems."Official Reports.During the week ending May 4, 1897, there hasbeen added to the Library of The University a totalnumber of 100 books from the following sources :Books added by purchase, 32 vols., distributed asfollows :General Library, 1 vol.; Philosophy, 2 vols.; Pedagogy, 1 vol.; Political Science, 5 vols.; Sociology, 1vol.; Sociology (Divinity), 3 vols.; Semitic, 1 vol.; English, 3 vols.; Geology, 5 vols.; Homiletics, 2 vols.;Church History, 4 vols.; Elocution, 4 vols.Books added by gift, 60 vols., distributed as follows:General Library, 38 vols.; Pedagogy, 6 vols.; PoliticalEconomy, 4 vols.; Sociology (Divinity), 7 vols.; Geology,5 vols.Books added by exchange for University publications, 8 vols., distributed as follows :Political Economy, 1 vol.; Semitic, 2 vols.; Geology5 vols.The Report of Kelly House for the Winter Quarter1897, is as follows :Organization. — Head of House, Associate ProfessorTalbot ; House Counselor, Head Professor Laughlin ;House Committee, Misses Avery, E. Capps, S. E.Capps, Darling, Moxley, Wells ; Secretary, Miss Cary.UNIVERSITY RECORD 55Members (Resident). — Misses Adams, Allin, Avery,Baxter, Brotherton, D. Butler, S. E. Butler, Calhoun,E. Capps, S. E. Capps, Cary, Chandler, Darling, Glover,Goldsmith, Goodrich, Hefti, Kane, Keen, Lonn, Marine, Messick, Mills, Moxley, E. Pardee, Peabody, Run-sey, Searles, Shepard, Stanton, Stone, Talbot, Tanner,Wells, Winter ; Mrs. Hersman.Members (Non resident). —Misses Barnard, Brecken-ridge, Carpenter, Diver, Ely, Farrington, Fitzgerald,E. Harris, J. Harris, Hubbert, Hull, Johann, Langley,Lathe, McClintock, Macdougall, McLean, A. Mc-Williams, E. Mc Williams, Payne, Pierce, Pellet, Perkins, Pettigrew, Reichmann, Robertson, Spray, Start,Tunnell, Woodward ; Mrs. Chafie, Howland, Mallory,Prescott, Stagg.Quests. — Miss Cobb.Chief Events. — House receptions, January 11, February 8, and March 8.Religious.The University Chaplain, Associate Professor C. R.Henderson, can be found during his office hour, from1:00 to 1:30 p.m. in C 2, Cobb Lecture Hall, Tuesday,Thursday, and Friday.At the Vesper Service, Sunday, May 9, at 4:00 p.m.,Rev. D. N. Hillis, D.D., will make the address.The regular meeting of the Y. W. C. A. will be heldin Haskell Museum, Thursday, May 13, at 10: 30 a.m.The Union meeting of the Y. M. C. A. and Y. W. C.A. will be held in Haskell Oriental Museum, at 7:00p.m., Sunday. All are invited to attend.University Extension in Berlin.The University Extension movement is progressingin a satisfactory way upon the continent of Europe aswell as among English-speaking nations. The University of Vienna took up the work in a systematic wayin November 1895, and on January 8 of this year apetition signed by numerous professors and instructorsin the University of Berlin was sent to the senate ofthat institution, requesting it to follow the example ofthe University of Vienna.In a letter to Professor Edmund J. James, Directorof the Extension Division, Dr. Friedrich Paulsen, Professor of Philosophy in the University of Berlin, givesthe following interesting information :"The initiation of the .petition which was signed byconsiderably more than half of the professors in theUniversity began with certain gentlemen who have interested themselves for some time past in broadening the basis of the entire intellectual culture of thepeople. The senate to which the petition was sent isthe administrative body chosen by the corporationitself under the presidency of the rector. Owing to acombination of accidents the senate, by a majority ofone, laid the petition on the table. It is fair to supposeunder the circumstances, that in case of a repetitionof the petition it will not be rejected. It was refusedpartly from formal and partly from material considerations.The agitation for popular courses of UniversityExtension character began in the field of Germanculture at Vienna where the courses have had verygreat success. In Germany many difficulties stand inthe way of the movement, which I hope, however, arenot unsurmountable. On the one hand, there is inthe political world a powerful current which sees inthese attempts a certain approach of the educated andcultured classes to the masses, and hates and fearssuch an approach. On the other hand, the socialdemocratic circles of the population are also disinclinedto favor the approach for the same reason, althoughthe ultimate motives are perhaps different. Theparties which aim at social warfare and conflict, andfind their interest in such a struggle, unite naturally intheir hatred against movements which aim at socialpeace."Among the names appended to this petition are thefollowing well-known professors : Dames, Delbrtlck,Diels, Dilthey, Gierke, Harnack, Hirschfeld, Kaftan,Kleinert, Mobius, Paulsen, Schmoller, Sering, Wagnerand Waldeyer.South Africa.At the meeting of the Club of Political Science and History,April 21, Head Professor Judson talkod on " Colonization inSouth Africa." Capo Colony, the nucleus, was settled in 1652 bythe Dutch, but it has been in the possession of England since1806. In the past twenty years it has expanded north of theOrange River into three separate political divisions. In 1833 theslaves were freed, and in the next few years many of the Dutchleft for the wilderness and later settled the Transvaal and OrangeFree State. Their independence was recognized by Groat Britainin the years 1852 and 1854. In 1877 Great Britian annexed theTransvaal. But after three years the Boers revolted, and succeeded in gaining from Mr. Gladstone's government completoautonomy, Great Britain controlling their foreign relations.Great Britain's extension northward was contested by Portugal but that country was compelled to yield, and Britishterritory was delimited from those of other countries by successive treaties, from 1884 to 1891, to a strip running north as far asthe great lakes.The South African Company of which Mr. Cecil Rhodes ispresident was chartered in 1889, and was granted almost unlimited power to form a government and to develop the resources56 UNIVERSITY BE CORDof the northern part of this territory. As a result telegraphsand railroads have extended very rapidly.The supply of gold in the southwestern Transvaal is apparently inexhaustible. The British inhabiting the miningregion wished a voice in the government, but were practicallydisfranchised by the system of suffrage. Hence, in 1895 aninsurrection was attempted in Johannisburg, aided by Dr.Jameson, and by Mr. Rhodes, who needed this country and theOrange Free State to round out his plan of a South AfricanConfederation under the British Flag. The attempt failed. Dr.Jameson was tried and sentenced to a short term in prison.Mr. Rhodes resigned his premiership of Cape Colony, acknowledging his complicity, but asserting that he would have beensupported had the insurrection suceeded. Later he returned toCape Colony to find a native revolt.At present there is a dead-lock in Johannisburg. The Boersinsist on fourteen years' residence before the British may becomefirst-class citizens, but they will in the end be outnumbered,when the territory will probably be annexed to Great Britain.There is now a British squadron in Delogoa Bay and PresidentKriiger is steadily preparing for war. The Orange Free Statehas allied itself with the South African Republic.After Professor Judson had concluded his remarks a gentleman who has lived in the Transvaal several years, gave somefacts in regard to the attempted insurrection, which threwa more favorable light on the action of the English in thecountry.Current Events.At the Fourth Annual Congress of the IllinoisSociety for Child Study held in Chicago, April 28-May 1, the following members of The University participated : Wednesday, April 28, Dean Thurber of TheMorgan Park Academy ; Thursday, April 29, Miss McDowell of The University Settlement, and Miss N. C.Vandewalker.On Friday, April 30, at 2 :00 p.m., the sessions wereheld at The University, Head Professor Dewey presiding. Miss Anderson of the Women's Gymnasiumspoke at 2 :00 p.m. and Assistant Professor Mead andMr. McLennan at 8 : 00 p.m. The evening session washeld in Kent Theater.THE CALENDAR.MAY 7—15, 1897.Fbiday, May 7.Chapel- Assembly: Graduate Schools. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Division I. The President, FacultyRoom, Haskell, 5:00 p.m.Saturday, May 8.Administrative Board of The University Press,8:30 a.m.Faculty of the Junior Colleges, 10:00 a.m.The University Council, 11 : 30 a.m.Material for the UNIVERSITY RECORD must beorder to be published in the issue of the same week. Base Ball : Chicago vs. Michigan, Marshall Field,3:30 p.m.Sunday, May 9.Vesper Service, 4:00 p.m. (see p. 55).Union Meeting of Y. M. C. A. and Y. W. C. A., 7: 00 p.m.Monday, May 10.Chapel-Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Divisions II-VI. Dean Judson, Lecture Room, Cobb, 10: 30 a.m.Lecture, Junior Division VI. The President, FacultyRoom, Haskell, 1:30 p.m.Romance Club, Cobb, B 13, 4 :00 p.m. (see p. 54).Tuesday, May 11.Chapel- Assembly : Senior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Junior Division I. Assistant ProfessorReynolds, D 8, Cobb, 10 : 30 a.m.Lecture, Junior Divisions II-III. Head ProfessorLaughlin, Lecture Room, Cobb, 10:30 a.m.Lecture, Junior Division IV. Dr. Young, AssemblyRoom, Haskell, 10:30 a.m.Lecture, Junior Division V. Head Professor Whitman, B 9, Cobb, 10:30 a.m.Readings from recent books by Assistant ProfessorCrow, D 2, Cobb, 3: 00 p.m. (see p. 54).University Chorus, Rehearsal, Kent Theater, 7:15 p.m.Wednesday, May 12.Philosophical Club, Cobb, 17 C, 7 :30 p.m. (see p. 54).Club of Political Science and History, Haskell, FacultyRoom, 8:00 p.m. (see p. 54).Thursday, May 13.Chapel-Assembly : Divinity School. — Chapel, CobbLecture Hall, 10: 30 a.m.Young Women's Christian Association, HaskellAssembly Room, 10:30 a.m. (see p. 55).Friday, May 14.Chapel-Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10:30 a.m.Meeting of Senior College Council, 1:30 p.m.Lecture, Senior Division I. The President, FacultyRoom, Haskell, 5:00 p.m.Mathematical Club, Ryerson 35, 4:00 p.m. (see p. 54).Committees meet to hear candidates for prize speaking in Senior and Junior Colleges, 4 :00 p.m.Saturday, May 15.Administrative Board of University Affiliations, 8:30A.M.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.Base Ball : Chicago vs. Notre Dame, Marshall Field,3:30 p.m.sent to the Recorder by THURSDAY, 8:30 A.M., inf