Price $J.50Per Year Gbe ^University of CbtcaaoFOUNDED BY JOHN D. ROCKEFELLER Single Copies5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOGbe taniversitB of Gbtcago pres*VOL II, NO. 8. PUBLISHED EVERY FRIDAY AT 3:00 P.M. MAY 21, 1897.Entered in the post office Chicago. Illinois, as second-class matter.CONTENTS. It is not probable that some great educational, „ „ , , .„, ,. t^tt^t^ reformer will arise and lead us directly to the truth.I. Some Problems in Education. I. By Head Pro- , . . ,, 4-„,,+^ a~fessor John M. Coulter 65-S7 In these days we are all searching for the truth soII. Recent Numbers of University Periodicals : Jour- eagerly that it is not likely to come as a sudden reve-J^^SS^^i^Sf^GSS^fl&^iBS: lation. It will probably come by a eeriee of approxi-EtiX£L%2"£A ^ra^s-American matione, and it will not be recognized until it hasJournal of Theology 67-68 been thoroughly tested; and when it is known andIII. 8o^^^^i^*^^^olPlan: xx.v : .The .Uni: 68^9 acknowledged no one can tell who has been responsibleIV. Official Actions 69-70 for it, for it will have been evolved gradually from allV. Official Notices 70 our former experience. There is no problem concern-VI. Ofi^ia^Reportsj The Library ; The Morgan Park^ ^ ing wnich we can s0 in afford to be dogmatic ; and noVII. Reports from the Zoological Club .... 71 one concerning which we are so dogmatically inclined.VIII. The University Elementary School - 72-75 There is no question concerning which past experienceIX. The Oratorical Contests 76 may. ^ s0 unsafe a guide, since what we have attainedH ThegCalendar - ! - - i - - - 76 cannot be compared with what we hope for and have_ " a right to expect. There is no problem in which' theorizing may lead so far astray, and no problemwhich has been so covered up with crude theorizing.Some Problems in Education. We do not understand the structure we are seeking toby head professor john m. coulter. modify and develop ; we do not know what we want todo for it when we shall understand it ; and we do notI. The Act op Teaching. know how to accomplish when we shall know what weNever in the history of education in America has want. Out of this mass of negations we are construct-there been such a universal movement towards change ing our hypotheses, and even venture to hope thatas now. Conscious that existing plans must be modi- they may stand. That student of education has notfied, all who are interested in education have a feeling advanced very far into his subject who has any greatof great unrest, and this feeling expresses itself at measure of confidence in his own opinions, or in thoseevery educational conference. Discussions are endless, of any one else. The effect of all this should be, not aand often apparently fruitless, for opinions are as nu- discouraged, but a receptive mind, not dogmatism,merous as are the factors of the problem, and the but liberality. There need be no expectation that themighty power of what has been over the frail form true education is just at hand, and those impatientof what might be holds us with a death-like grip. souls who cannot rest content until everything ism UNIVERSITY BEGGEDsettled must cultivate the scientific spirit, which haslearned to labor and to wait. It is no less a fact, however, that the true education is nearer at hand than itwas last year, and that its coming will be hastened inproportion to our dissatisfaction with the existingorder of things, and our rejection of that mind benumbing dogma that the past contains all that is best ineducation. Our educational growth should be likethat of a vigorous tree, rooted and grounded in all thetruth that the past has revealed, but stretching outits branches and ever renewed foliage to the air andthe sunshine, and taking into its life the forces oftoday.With such a preface it may seem rash to suggestanything, but all of us must keep suggesting, ifit is only the suggestion of a doubt. The subjectannounced is broad enough for me to select what Ichoose from the mass of educational problems thatare constantly presenting themselves. If any of thosewhich I have selected, or even all of them, do notseem pertinent to your situation, you must understand that for some reason they have forced themselves upon my attention.The first problem I would suggest is :1. The Act of Teaching. — This is quite independent of the subject-matter and has no reference tothe equipment of the school in material things. Itconcerns simply the contact of teacher and pupil inthe act of teaching. Perhaps the most difficult workof the teacher is to appreciate the exact mentalcondition of the pupil in reference to any subject.Unless there is complete adaptation in this regard thecontact is a failure, leading to mutual disgust anddistrust. It has been my good fortune to witness alarge amount of teaching in all grades, and the impression left upon me has been one of astonishing lackof simplicity and directness in the presentation ofsubjects, resulting in utter confusion. My own conclusion has been that this indicates either ignoranceof the subject, or lack of teaching ability, or a woodenapplication of some pedagogical refinement which hasbeen learned somewhere, and which is either notworth applying in any case, or is woefully misplaced.Hardly can there be imagined a worse combinationthan wooden teaching by one ignorant of the subject.In a great mass of teaching, instead of using clearexpression and a direct presentation, the effort seemsto be to use most unusual phrases, as far from anordinary vocabulary as possible, and to approach thesubject in such a devious way that its significance isin danger of being missed. The philosophy of teaching is well enough as a background, but philosophicalteaching is usually out of place. To inject the ab stractions and phrase-making of normal training intothe school room is to dismiss clearness and all intellectual contact with pupils. This is no criticism ofpedagogical training, for I would be the last to suggest that any profession should be attempted withoutprofessional training, but it is a criticism of thoseteachers who do not know how to apply their trainingand follow what they regard to be rules, rather thanprinciples. Probably the greatest factor in this resultis the fact that far too many teachers have learnedthe form of teaching merely, and have strangely neglected to gain some knowledge of the subject-matterto be taught. With them it is form without substance, and what else are they equipped to do but togo slavishly through the motions of teaching ? Thereis no flexibility, no power of adaptation, no ability todepart from a fixed routine, and hence no adjustmentto the very diverse mental conditions they must meetand are expected to stimulate. Necessary flexibilityin method is impossible without a broad grasp of thesubject to be presented. It should be unnecessarysoberly to state that methods of presentation amountto nothing without something to present, but theschools seem to need the statement. The amount ofmeaningless drudgery that this senseless formalismhas forced upon pupils has long been recognized byparents, whose indignation occasionally breaks out incondemnation of the schools as places where methodhas run to seed. It is very fortunate that the humanmind is so tough a structure that it will develop inspite of teachers, and all of our educational experiments have not succeeded in sensibly stunting it. Ihave about concluded that the great problem in theact of teaching is not how to impart instruction, buthow to oppose the fewest obstacles to mental development. The human mind has a mighty way of overcoming obstacles, but, as teachers, we have no rightto attempt to make them insurmountable. I havealmost cried out in indignation when witnessing somepupil whose quick mind has discovered short cuts toresults, ruthlessly forced upon the procrustean bed ofmethod by some teacher who knows only one way.It is such things that bring the profession into deserved contempt, as one that has not yet emergedfrom blind empiricism.The necessary combination of knowledge of thesubject with knowledge of methods needs further emphasis and application. It is often supposed that thelower the grade or the more elementary the subject,the less the need of a knowledge of the subject on thepart of the teacher. There can be no greater mistakeif successful teaching is the end in view. In no partof educational work is flexibility in presentation andUNIVERSITY RECORD 67in material so necessary as at its very beginning.Truth is many-sided, and it is always a question as towhich side shall be presented. The teacher who onlyknows one side is hopelessly lost, and hence becomesdogmatic and useless. For instance, I know of noscience teaching that demands a broader grasp of thesubject-matter, and a more facile adaptation of material to purpose, than " nature study " in the lowergrades. So long as it is committed to teachers withno scientific training, I predict that it will be a failure.It is in danger of being worse than a failure, for toatone for lack of scientific knowledge teachers areapt to have recourse to popular books upon science,full of sensational and claptrap statements, and actually mislead those whom they are guiding. To escapefrom the bondage of the book, to see with our owneyes, to handle with our own hands, to judge for ourselves, cannot be brought about by the retailing ofromances. Even if the teacher has enough of thescientific spirit, to say nothing of sufficient knowledge,to discard the romances, the overwhelming dangeris that the pupil will be set at dead work, which, whendone, leads to nothing. Observation merely for thesake of observation is cruel when the world is full ofimportant things to be observed. But how can ateacher select the important things and discard thetrifling things without some fundamental knowledgeof the subject? The whole race of man is peculiarly open to humbugging in the guise of science, andthis will be intensified if school children are to behumbugged by their teachers. I have used as anillustration a subject with which I happen to befamiliar, but fancy that is but an illustration of allthe rest. Not to prolong the discussion of this particular problem, it is my desire to impress the factthat the act of teaching demands a knowledge of subjects as well as of methods, that there may be thegreatest amount of flexibility in presentation ; it demands simple language and a very direct style ; entiresuppression of the philosophy of a subject until thereare facts enough upon which to found a little simplephilosophy; complete abolition of all pedagogical cant;and a reverence for truth that will not permit it to betrifled with in order to arouse a factitious interest.Recent Numbers of University Periodicals.The May number of the American Journal of Sociologycontains 136 pages.- Lester P. Ward, of Washington, D. C, concludes his "Contributions to Social Philosophy" by a paper on" Collective Telesis." The series of discussions on " Social Control" is continued by Professor E. A. Ross in a paper on "Assemblage," as a third method of molding feelings to socialconduct and endeavor. The introductory article is by PaulMonroe, of The University of Chicago, on the subject " Insurance against Non-Employment," in which he presents a system of insurance begun in Chicago during the current year. Head Professor A. W. Small discusses " Some Demands of Sociology uponPedagogy." The writer takes issue with the report of the" Committee of Ten" in emphasizing the ends to be gained ineducation, rather than the means to be employed. I. W.Howerth, of The University of Chicago, outlines "A Programmefor Social Study " based upon Small and Vincent's " Introduction to the Study of Society." "Some Economic Losses toBuilding Trades " are cited by S. T. Wood, of Toronto, Canada.Dr. O. Thon, of Berlin, gives his third contribution on " ThePresent Status of Sociology in Germany." Professor A. W. Smallis the translator. The number is concluded with the usualReviews, Notes and Abstracts, and Bibliography.The numbers of the present volume of the AstrophysicalJournal are of more than ordinary interest to the generalreader because of a series of articles from Professor George E.Hale, giving the history of the Yerkes Observatory, and a description of the building and instruments. The articles are illustratedby some remarkable photo-engravings from photographs takenby the staff of the Observatory. The March number describesthe efforts made in determining the site of the Observatory.The April number discusses the building and minor instruments.The following is a complete table of contents for March andApril:contents op march number." R6sum6 of Solar Observations made at the Royal Observatory of the Roman College during the second half of 1896," byP. Tacchini. " Oxygen in the Sun," by Arthur Schuster. " TheYerkes Observatory of The University of Chicago. I. Selectionof the Site," by George E. Hale. " Preliminary table of SolarSpectrum Wave-lengths, XVIII." by Henry A. Rowland. " On theOccurrence of Vanadium in Scandinavian Rutile," by B. Has-selberg. "A New Formula for the Wave-lengths of SpectralLines," by J. J. Balmer. Minor Contributions and Notes : " Noteon a cause for the shift of Spectral Lines," George F. Fitzgerald." Note on a form of Spectroheliograph suggested by Mr. H. F.Newell," George E. Hale. " Note on Steady Liquid Surfaces,"D. B. Brace. " Award of the Gold Medal of the Royal Astronomical Society to Professor Barnard," George E. Hale. " Onthe mode of printing maps of spectra ; Sale of Instruments andDrawings from the Collection of the late M. Trouvelot."Reviews. Recent Publications.CONTENTS OP APRIL NUMBER." Spectroscopic Notes," by W. W. Campbell. " On the Spectrum of Hydrogen," by H. Kayser. " The Cause of the Darknessof Sun-spots," by J. Evershed. " The Yerkes Observatory of TheUniversity of Chicago. II. The Building and Minor Instruments," by George E. Hale. "Thermal Measurements with theBolometer by the Zero Method," by F. L. O. Wadsworth.— MinorContributions and Notes: " Note on Professor Campbell's Observations of Nova Aurigae," E. E. Barnard. "Dr. Arendt's Spectroscopic Investigation of the Variation of Aqueous Vapor in theAtmosphere," Lewis E. Jewell. Reviews. Recent Publications.The Botanical Gazette for April contains the descriptionsof numerous new species from Central America, by John DonnellSmith, of Baltimore. Captain Smith has long made the CentralAmerican flora his special work, and all of his researches havebeen published in the Gazette, the present paper being theeighteenth. John H. Schaffner publishes the results of hisresearches in the life history of Sagittaria, the chief interestcentering about the phenomena connected with fertilization.Seven plates fully illustrate the structures discussed. J. N.Rose presents a preliminary revision of the genus Chrysos-68 UNIVERSITY BECOJRBplenium. Under the head of "briefer articles," Walter T.Swingle gives an illustrated account of the facilities for botanical research at the Naples Station. George E. Davenport discusses the forms of Botrychium ternatum, and Charles Robertson describes the dissemination of seeds by ants. An editorialdiscusses the unfortunate tendency to the hasty publication ofnew species with insufficient data. The book reviews and notesfor students are unusually full of important material.In the Journal of Geology for April-May Head ProfessorChamberlin continues his studies [of the Greenland glaciers describing the Bowdoin glacier which is a tongue of the great icecap. Dr. Washington describes the Rocca Monfino region, acenter of volcanic activity about seventy kilometers northwestof Naples. The rocks are leucitic, trachytic and basaltic, similar to those described by the same author in recent numbers ofthe Journal. Dr. George M. Dawson enumerates certain speciesof marine foraminifera found in the Canadian bowlder clays andraises the question whether their presence does not necessitatethe assumption of a marine origin for the latter. Professor J.C. Branner describes the bauxites of Arkansas, a series of bedsdiscovered by the recent geological survey of that state. Bauxiteis a mineral used in making alum and is also of high valuebecause of its refractory properties. In this case it is thoughtto have originated through the action of hot waters in Tertiary seas.The leading article in the School Review for April is acontinuation of Professor Elmer E. Brown's History of Secondary Education in the United States. This is followed bythree addresses delivered at the recent meetings of the NorthCentral Association of Colleges and Preparatory Schools atthe Lewis Institute : "What Studies Should Predominate inSecondary Schools," Superintendent A. F. Nightingale ; "HigherEducation in the North Central States," President C. K.Adams ; "Discipline vs. Dissipation in Secondary Education,"Professor Paul Shorey. In the Outlook Notes the editor discusses the question of Uniform College Entrance Requirements.An account of the Holiday Conference of Associated AcademicPrincipals of New York state, held at Syracuse, New York, inDecember, 1896, is contributed by Principal F. D. Boynton.Professor F. A. Barbour of the Michigan State Normal Schoolwrites concerning the Psychology of the Diagram, and PresidentJ. M. Taylor writes an important note on the Change in EntranceRequirements to Vassar College. The number concludes withan; unusually large department of editorial notes and a list ofnew educational publications.The April number of the Biblical World contains a seriesof editorial notes upon a burning topic of popular discussion,the book of Jonah. The claim is made that many have falleninto error concerning the book by reason of their failure to makethe distinction between (1) the events of the book and theirpurpose, and (2) the writing of the book and its purpose. Along article by Professor Morris Jastrow, Jr., describes "TheText-book literature of the Babylonians." Two chapters ofRevelation (chapters 2 and 3) are expounded by ProfessorGeorge H. Gilbert under the title, "The Christian Manual ofArms." An earnest article describing and urging expositorypreaching and illustrating it by the epistle of James is writtenby the Rev. R. D. Mallary. The usual bible studies on the" Foreshadowings of the Christ" and the "Primitive Era ofChristianity," Notes and Opinions, Book Reviews, Synopses ofimportant articles, and bibliography make up the number.Members of The University having contributions in this number are President Harper, Head Professor Burton, Associate Professors Goodspeed and R. F. Harper, Assistant Professor MyraReynolds, and Drs. Arnolt and Votaw.The April number of the American Journal of SemiticLanguages and Literature offers the following table ofcontents : " Some Contributions to Hebrew Onomatology," byProfessor Eberhard Nestle, Ph.D., D.D. ; "A Grammar of theAramaic Idiom contained in the Babylonian Talmud," by C.Levias; " Assyriological Notes," by Robert Francis Harper.Contributed Notes. The Massoretic Use of the Article as aRelative, Duncan B. Macdonald; Beebher Hayyarden^W. ScottWatson ; Jeremiah 5:8, M. Jastrow, Sr. ; Meshek and Tabal,Morris Jastrow, Jr. ; Persian-Jewish Poetry, George AlexanderKohut; The Pa-se (Isin) Dynasty, James A. Craig. BookNotices. Semitic Bibliography.The April number of the American Journal of Theology,being the second number of this new quarterly, occupies 288pages. Perhaps the article that will attract the most attentionis a long contribution, almost a treatise, by the eminent Professor Bernard Weiss, of Berlin, on "The Status of the Enquiryconcerning the Genuineness of the Pauline Epistles," in whichDr. Weiss subjects all schools of recent criticism of theseepistles to a thoroughgoing and vigorous arraignment, andoffers therewith his latest thought on the subject. Dr. W. A. P.Martin, of China, in an article on "The Speculative Philosophyof the Chinese," suggestively describes some ideas of Chinesethinkers which are in accord with modern scientific views.Principal Fairbairn of Mansfield College takes Mr. Gladstone'srecent edition of Bishop Butler's work as a text for discussing"Apologetics in the Eighteenth Century." Professor S. I.Curtis, of Chicago Theological Seminary, shows himself to bein sympathy with rational criticism of the Old Testamentdocuments in an article on " Style as an Element in Determining the Authority of the Old Testament Documents." Manyreaders will perhaps turn first of all to the admirable article byProfessor John Henry Barrows, answering the question, "IsChristianity fitted to become the World Religion?" Criticalnotes are written by Professor Stevens of Rochester TheologicalSeminary and by S. C. Mitchell, who scores Schaff directly andCalvin incidentally for their treatment of Servetus. Dr. LymanAbbott writes on the " Need of a New Theology." One hundredpages of the number are given to book reviews and synopses ofcurrent literature, contributors to which from The Universityare : President Harper, Head Professors Hulbert and Anderson,Professor Johnson, Associate Professor Henderson, AssistantProfessors Moncrief and Thomas, Doctors Buckley, A. K.Parker, Schwill, Stratton, and A. Schmidt, and from others onceconnected with The University, Rev. W. H. P. Faunce, Dr. T.G. Soares, and Dr. E. A. Read. A bibliography occupying 20pages, and covering the entire field of current theological literature is prepared by Dr. Muss-Arnolt.School Record, Notes, and Plan. XXV.THE UNIVERSITY OF CHICAGO SCHOOL.May 19, 1897.Music. — Groups I and II begin to recognize wherea tone can grow and where it can vanish in theirmelodies. More accuracy and evenness is shown inthe pitch and expansion of single tones. The class hasbegun to sing without the piano. The members ofUNIVERSITY RECORD 69Group III at intervals of two weeks or more havebeen tested by the writing of new tunes and thoserecently learned with others. The newer tunes werereadily recognized. Last week was the first successfuleffort at writing one of their own melodies. Thisweek has been given to individual work with criticismby the class. These comments are becoming keenerand results of criticisms are often noticed in class-singing afterwards. In Group VI the new tone Lah isintroduced ; writing now is done from either O or Fas Doh. The class names the tones and tells whetherblack or white keys are needed. The melodies givenare longer and harder, but are taken quite easilyby some.Number Work. — Group I in building with blockscalls for the ones needed by name. Much incidentalnumber work has been done by the older groups inconnection with the skeins of warp for the loam itbeing possible to bring in the terms of linear measureeven to miles. The work on areas has been extendedto other forms and some work has been done withsolids.Science. — Groups I and II have made several visitsto a vacant lot and have discussed the kinds of soilfound there as well as the varying thickness of theloam, which they found to be greater on the part covered with trees. A cellar being dug near by has givenan opportunity for observing several kinds of soil,their relative dryness, etc. Decaying wood and leaves,the process of loam formation and the effect of angleworms were also noted. Some grass-like plants theywere certain were grasses, until they dug up the rootsand found that they had oats. Group III studiedsome crinoid stems brought from the quarry, also someconglomerate stones showing uneven wearing away.The emergence of a moth from its cocoon naturallyled to a discussion of moths and butterflies. Openingan old cocoon showed the pupa shell, the marking onit of antennae, wings and abdominal segments. Acocoon from which the moth had not come out wascarefully opened to show the remains of the larvalskin ; the chrysalis was studied and replaced. Thescales from the wings of the moth were studied underthe microscope and drawings made. Group IV examined loam that had been tested with acid, and foundthat it had lost its blackness. To find what was dissolved by the acid, they treated some carbonates withHOI and found the same effervescence, and the samegas was formed. Group V drew on the board amemory sketch of the quarry they visited, showingthe lake and the stratified cliffs. Group VI talkedover the expedition of Monday. They concluded thatsomething in the air caused stones to decay — one child said that oxygen did it. They discussed theformation of the soil and of mountains; also the largesandy areas, why the deserts were dry, irrigation.History and Social Life. — One of the older childrenhas taken up French with Group I and the membershave counted nearly up to 100. The three youngergroups have modeled rabbits and made and writtensentences about them. Group IV has discussed theeducation of Greek girls and begun that of boys.Charles Lamb's story of Ulysses and Circe has beenread to them. The children have written about thiswork and read aloud their papers. Group V haswritten up the results of their study of the ship andhave commenced the Greek house by reading the description of the room of Telemachus and the house ofAlcinous. Group VI read of the return of the Hera-clidse to Greece and wrote about the beginningsof authentic Greek history, the founding of Athensand Sparta, etc. The places and their position on themap are studied in connection with the history.Official Actions.The Faculty of the Divinity School at its meetingof May 15, 1897, voted that all regular exercises of theDivinity School with the exception of Sociology besuspended on Tuesday, June 1.The Faculty of the Divinity School at its meetingof May 15 accepted the following persons as candidates for the degree of D.B. :J. A. Herrick,F. C. R. Jackson,C. H. Murray.The Faculty of the Divinity School at its meetingof May 15 approved the following schedule :Final Examinations for the degree of D.B. will takeplace as follows :In Systematic Theology, under Head ProfessorNorthrup and Associate Professors Foster and Henderson, on Tuesday, June 1, at 2: 00 p.m., in 26 Haskell:R. M. Binder, L. Dykstra, J. A. Herrick, A. J. Marsh,W. G. Oram, B. R. Patrick, H. E. Purinton, and R.R. Snow.In Sociology, under Associate Professor Henderson,on Tuesday, June 1, at 3:00 p.m., in 36 Haskell: A. J.Marsh and A. R. E. Wyant.In New Testament Interpretation, under Head Professors Burton and Hulbert, on Tuesday, June 1, at9:00 a.m., in 28 Haskell : R. B. Davidson, J. A. Herrick,R. W. Hobbs, F. C. R. Jackson, B. R. Patrick, and H.E. Purinton.In Church History, under Head Professor Hulbertand Assistant Professor Moncrief, on Tuesday, June 1,at 1: 00 p.m., in 36 Haskell : L. Dykstra, W. E. Garrison,70 UNIVERSITY RECORDR. W. Hobbs, F. C. R. Jackson, C. H. Murray, W. G.Oram, R. R. Snow, and A. R. E. Wyant.In Old Testament, under Head Professor Harperand Associate Professors Harper and Price, on Thursday, June 17, at 11:00 a.m., in 21 Haskell: A. Barta(for A.M.), R. B. Davidson, E. J. Goodspeed, and T. A.Gessler.At a meeting of the Board of University Affiliation,held May 15 the following schools were approved as" Cooperating Schools " :Hosmer Hall, St. Louis.High School, Leavenworth, Kansas.High School, Oak Park, 111.Girls' High School, Louisville, Ky.The following recommendation was adopted by theFaculty of the Senior Colleges at its meeting ofMay 15, 1897 :The Committee of the Senior College Faculty onAdmission with advanced standing recommends thatall candidates for the Bachelor's Degree shall be registered in the Senior Colleges at least for the lastQuarter of resident-work preceding graduation ; andthat, during said Quarter, they shall fulfill all the requirements of Senior College students.This regulation goes into effect July 1, 1897.Official Notices.The regular meetings of Boards and Faculties, tobe held Saturday, May 22, 1897, in the Faculty Room,Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of UniversityLibraries, Laboratories, and Museums.10:00 a.m. — The Faculties of the Graduate Schools.11:30 a.m. — The Faculty of the Junior Colleges.The lectures before Divisions II- VI of the SeniorColleges for the Spring Quarter are given by HeadProfessor Judson in the Lecture Room, Cobb Hall,Mondays, at 10:30 a.m.The Junior Division Lectures for the following weekare as follows :Junior I. Professor Tarbell, Tuesday, 10:30 a.m.,D 8, Cobb, " The Study of Classical Archaeology."Junior II, III, IV. Associate Professor Tufts,Tuesday, 10:30 a.m. Assembly Room, Haskell, " TheFunction of Philosophy in a Liberal Education : II.Philosophy in Relation to the Natural Sciences."Junior V. Associate Professor Stratton, Tuesday,10:30 a.m., B 9, Cobb, "The Inorganic Sciences."Junior VI. President Harper, Monday, 1:30 p.m.,Faculty Room, Haskell, "Introductory Talks." The Final Examination of Wilson Drane Crabbfor the degree of Ph.D. will be held Thursday, May 27,at 3:00 p.m. in Room 13 B, Cobb Hall. PrincipalSubject, "French." Secondary Subject, "Spanish."Thesis, "An Inductive Study of Aimeri de Narbonne."Committee : Assistant Professor Bruner, AssistantProfessor Howland, Dr. de Poyen-Bellisle, Dr. Neff,and Associate Professor Blackburn."Readings from Recent Books" are given by Assistant Professor Crow on Tuesdays, at 3:00 p.m., inD 2, Cobb. The books presented next Tuesday will beS. L. Clemens' (Mark Twain) "How to Tell a Story,"and F. R. Stockton's "A Story-Teller's Pack."The New Testament Club meets Monday, May 24,at 7:30 p.m., in the parlors of South Divinity HallMr. Phillips will read on " Professor A. B. Bruce" andHead Professor Burton on " Professor W. Sanday."The English Club will meet in B 8, Cobb LectureHall, Tuesday, May 25, at 8:00 p.m. Paper by MissA. E. Pratt on " The Color Sense in some EnglishPoets."The Germanic Club will meet on Wednesday, May26, at 1: 30 p.m., in B 11, Cobb Lecture Hall. Mr. Jonaswill read a paper upon "Schiller's Lyrics."At the next meeting of the Botanical Club, Wednesday, May 26, at 4:00 p.m., Professor Conway Mac-Millan, Head Professor of Botany at the Universityof Minnesota, will give some of the results of his ecological studies in the Lake of the Woods region.The Mathematical Club will meet in Room 35,Ryerson Physical Laboratory, Friday, May 28, at 4:00p.m. Paper by Associate Professor Maschke : "TheHistory and present state of the Theory of LinearSubstitution-groups."Official Reports.During the week ending May 18, 1897, there hasbeen added to the Library of The University a totalnumber of 77 books from the following sources :Books added by purchase, 57 vols., distributed asfollows :General Library, 28 vols.; Pedagogy, 3 vols.; Political Economy, 1 vol.; Political Science, 4 vols.; History, 6 vols.; Sociology (Divinity) 1 vol.; Greek, 1vol.; Latin 1 vol.; Mathematics, 1 vol.; Physiology,UNIVERSITY RECORD 717 vols.; Homiletics, 1 vol.; Morgan Park Academy,3 vols.Books added by gift, 20 vols., distributed as follows :General Library, 15 vols.; Sociology (Divinity) 3 vols.;Comparative Philology, 2 vols.The Report of The Morgan Park Academy of TheUniversity of Chicago, Morgan Park, 111. (AssociateProfessor Charles H. Thurber, Dean) for WinterQuarter 1897 is as follows :List of Instructors with Number and Character of Courses :Anderson, C. P. lMj (Elementary English), lMj (Composi-tion), lMj (Advanced English).Bronson, F. M. lMj (Beginners' Greek), lMj (Xenophon),lMj (Homer).Brown, E. P. (See Introductory Year).Burgess, I. B. lMj (Beginners' Latin), lMj Caesar and Vir-Romee),lMj (Cicero and Virgil), First Term four timesa week (Introductory Latin) .Caldwell, E. L. lMj (Algebra), lMj (Plane Geometry), lMj(Review Algebra).Chase, W. J. lMj (Mediaeval and Modern History), lMj(Roman History, two sections).Cornish, R. H. lMj (Physics), lMj (Chemistry), lMj (Physiography), lMj Botany.Robertson, L. Advanced German) , lMj (Intermediate German), lMj (Beginners' German).Thurber, C. H. lMj (Elementary French), lMj (IntermediateFrench).Wightman, A. R. lMj (Caesar and Viri Romae), lMj (Virgiland Cicero), lMj Elementary English).Departments :NO. OP COUR8ES. NO. OP STUDENTS.History: 2Mj 43Greek: 3Mj 41Latin: 3Mj 117German: 3Mj ... - - 50English: 2Mj 93Mathematics: 3Mj .... 82Science: 4Mj ----- 64French: 2Mj 24Introductory Year:Arithmetic ------ 11English Grammar ... - 12Geography ------ 11United States History - 10Elementary Latin - ... - 15Elementary Physics - 10States from which Students have come : Alabama 2, Arkansas 1,Colorado 1, Connecticut 1, Florida 1, Illinois 100, Indiana 4,Iowa 9, Kentucky 2, Massachusetts 1, Missouri 1, Missis-• sippi 1, Montana 3, New York 2, Texas 1, Washington 1, Wisconsin 3.Number of Students : Enrolled during Winter Quarter, 134 ; discontinuing at End of Winter Quarter, 9 ; entered at Beginning of Winter Quater, 7. Reports from the Zoological Club.*The results of a study of the marine fauna of San Diego Bay,Cal., during January, February, and March of the current yearwere presented. Specimens of most of the forms alluded to inthe lectures were exhibited, among others Benilla amethystine^five new species of Polyclads, specimens of the Annelids Phyl-lodoce, Polyophthalmus and a huge Amphitrite with its giantcommensal Polyno&i specimens of several Crustaceans (twospecies of Callianassa, Limnoria terebrans with wood showingits borings, Pollicipes polymerus and its egg-masses, etc.). Several species of Polyplacophora, Opistobranchs, and specimensof Octopus punctatus were exhibited. Special attention wasdevoted to the Dicyemidae collected from the kidneys of over100 Octopus. It was shown that three species of this peculiargroup of parasites may be recognized on the Pacific Coast, eachbelonging to a different genus and all new to science. There isa species of Dicyema to which the name D. coluber may be givenand which, like its European congeners, has four metapolarcells in the calotte. A species of Professor Whitman's genusDicyemennea and named D. Whitmanii has five metapolars.The third species belongs to a new genus which will be calledDicyemodeca {D.sceptrum,n.sp.). It has six metapolars andthe parapolars are very short and broad, clasping the bases ofthe inflated metapolars like a collar. All the Pacific Dicyemidaeobserved have orthotropal calottes. Some new facts concerningthe sequence of the two peculiar forms of embryo during thelife of the parent Dicyema were presented. In its youthDicyema produces so-called vermiform embryos, but later onlyinfusoriform embryos are developed within the axial cell.This is the reverse of the sequence formerly advocated by Professor Whitman, and would seem to indicate a relationship ofthe Dicyemidae to certain Plathelminths ; the vermiformembryos being perhaps comparable to the sporocyst and rediagenerations, the infusoriform embryo to the cercarian stage ofthe Trematodes. According to this view, the adult of Dicyemais still to be found.Of the Chordata several forms were exhibited. Specimens ofa huge red Cynthia and masses of Ciona intestinalis from thepile* at Coronado, also several specimens of Branchiostoma(Amphioxus) elongatum (one measuring 90n»m.), dredged nearthe entrance to San Diego Bay. Considerable attention waspaid to the viviparous Teleosts, more than forty species of which(Scorpeenidee and Embiotocidee) occur at San Diego. Theseare all shore-fishes and have become viviparous in adaptation totheir littoral habitat. If the eggs were laid loosely in the waterand allowed to float like pelagic fish-eggs, they would readilydrift ashore and perish ; if attached to the rocks or bottom theywould easily be destroyed by predaceous members of the veryrich littoral fauna, unless guarded by the parent fish as is thecase of Porichthys, or deposited under stones as in the case ofsome of the Pacific shore-fishes. When it is remembered thatmany of the viviparous Teleosts (especially the EmbiotocidaB)live in the surf on sandy beaches, it will be seen that viviparityis a necessary condition of existence with these forms. A fullseries of the eggs and embryos of Cymatogaster aggregatus andthe adults of this and five other species of Embiotocidee wereexhibited. Attention was also called to a number of specimensof the singular little blind-fish (Typhlogobius Californiensis)which lives in the burrows of Callianassa under rocks at PointLoma, near San Diego. William Moeton Wheeler.* Meeting of April 14, 1897.72 UNIVERSITY RECORDThe University Elementary School.history and character.The University Elementary School was opened inJanuary 1896 with 16 pupils, aged from six to nine, MissClara I. Mitchell, formerly of the Cook County NormalSchool, being in charge. Soon afterwards Mr. F. W.Smedley, a graduate student of pedagogy, took direction of the manual training work. The school continued six months with numbers varying from 16 to20. In October 1896 it was reopened at 5714 Kimbarkavenue with 32 children, aged from six to eleven, MissMitchell teaching literature and history, and MissCamp, formerly of Pratt Institute, teaching scienceand the domestic arts. Mr. Smedley continued themanual training and three assistants gave part or allof their time to the school.In January 1897, through the generosity of parentsand friends, the school removed to the old South ParkClubhouse, corner of Rosalie Court and 57th street,where it finds ample accommodation, much betterlight and air, and a large hall for a gymnasium. Inthe Spring Quarter Miss Mitchell resigned, and herplace was taken by Mr. E. C. Moore, a graduate ofColumbia College and Miss Churchill, a graduate ofSmith College. At the same time Miss Andrews, alsoa graduate of Smith College, was secured as assistantin science. Because of the increased number ofteachers new pupils were received, so that at presentthere is an enrollment of 46.STUDIES AND METHODS.As another circular gives the relation of the workundertaken to The University and to educationalinterests in general, the present statement is confinedto considering it from the point of view of the childrenin the school.I. Manual Training. — Physical culture, conductedunder the supervision of Miss Anderson of the Women's Gymnasium of The University, is a regular feature.In addition all the children (boys and girls being treatedalike) have cooking, sewing and carpentry, besides incidental work with paper and pasteboard. From onehour to two hours per week are given to sewing, cooking and carpentry respectively. In the cookiDg eachgroup of children prepares its own luncheon once aweek, being responsible also for the setting of thetable, reception of guests and the serving of the meal.This is found to afford a positive motive for the cooking as well as to give it a social value. In the carpentry shop no rigid series of exercises is followed. Theaim is to adapt the tools and materials to the muscularand mental power of the child. The things me de are, in the first place, the articles needed in the schoolwork. For example, recently, wands, dumb-bell racksand wand-racks, have been made for the gymnasium •simple balances, with lead weights, test tube racks, andsimple experimental apparatus, etc., for the laboratory.When articles are not needed in the school, the childrenare encouraged to plan and work out articles to takehome. The favorite objects selected by the childrenare toy chairs, tables, etc. In sewing the same plan i$followed, the children making aprons and sleeves forcooking ; bean bags for gymnasium games, etc.Great importance is attached to manual training forthe following reasons :1. The use of the hand, and other motor organs inconnection with the eye, is the great instrumentthrough which children most easily and naturally gainexperience, and come in contact with familiar materialsand processes of ordinary life. It affords unrivalledmeans for securing and holding attention. It is fullof opportunities for cultivating the social spiritthrough the opportunities it affords for division oflabor, and mutual cooperation, to say nothing ofsupplying the child with motives for working in wayspositively useful to the community of which he is amember.2. It is the best possible instrument for cultivatinghabits of industry and continuity in work, and ofsecuring personal deftness and dexterity, at the plasticperiod. When conducted in a free instead of mechanical spirit, it develops more than any other oneinstrumentality ingenuity in planning and power inexecution. The constant testimony is, that nothingcompares with it as a means of arousing the child to apositive sense of his own power, and encouraging himin expression and construction.3. It also affords constant opportunities for relatedwork in other directions. Cooking, for example, is anatural avenue of approach to simple but fundamental chemical facts and principles, and to a study of theplants which furnish articles of food. A study ofmaterials and processes involved is carried on in connection with the sewing. This includes a study of thehistory of invention, of geography (localities of production and manufacturing, with lines of distribution),and of the growth and cultivation of plants like cotton and linen. Recourse to measurement is had inthese subjects. The carpentry work in particular constantly calls for calculation and gives the child a command of numerical processes in a related way, thuscultivating a genuine number sense.II. History and Literature. — History is introducedat a very early period, and is conducted on the principle that it is a means of affording the child insightUNIVERSITY RECORD 73into social life. It is treated therefore, not as a recordof something which is past and gone, but as a way ofrealizing what enters into the make up of society, andof how society has grown to be what it is. The workthus far has been along two main lines. One a studyof the typical epochs of human progress, beginningwith the crudest form (when men lived in trees andnatural cares) up to the introduction of iron; the othera study of Greek life, particularly in the Homericperiod, in order to afford insight into a simple, naturallife which expresses itself in a rich, artistic civilization. After this year the beginning will be made witha study of social occupation of the present time,taking up, particularly, the differentiation of countryand city life and their interaction and mutual dependence. Attempt is made at every point to relate thepresent and the past ; therefore, the so-called CultureEpoch Theory is not literally followed.In the historical study, since it is treated as a modeof insight into social life, great emphasis is laid uponthe typical relations of humanity to nature, as summedup in the development of food, shelter, habitationclothing and industrial occupations. This affordsinsight into the fundamental processes and instruments which have controlled the development of civilization. This method also affords natural and frequent opportunities for adjusting the work in historyto that in manual training on the one side, and toscience on the other.As regards the study of literature, perhaps the moststriking departure from methods pursued in otherprogressive schools is that literature is regarded as asocial expression ; and, therefore, is approached throughthe medium of history, instead of studying historythrough literature. It is believed that this methodputs the subject in its proper perspective, and avoidsthe danger of distracting and overstimulating thechild with stories which, to him (however it may be tothe adult) are simply stories. In developing the workupon Greek life, for example, it was found that practically all the books for children are composed from thestrictly literary side, many of them in addition making the myth fundamental instead of an incident tothe intellectual and social development of the Greekpeople.III. Science. — Both nature study (that is the study,through observation, of obvious natural phenomena)and experimental work, are introduced from the beginning. Children of six as well as those of ten, work inthe laboratory, and with equal profit, both as regardsthe development of their intelligence, and the acquisition of skill and dexterity in manipulation. On thisside indeed it is found that the laboratory work and manual training reinforce each other. With childrenof the age of the present pupils, the attempt is not togive them analytic knowledge of objects, or minuteformulations of scientific principles. The object is toarouse the child's spirit of curiosity and investigation,to awaken him to a consciousness of the world inwhich he lives, to train the powers of observation, toinstil a practical sense of methods of inquiry, andgradually to form in the mind images of the typicalmoving forces and processes involved in all naturalchange. The results thus far show that childrenrespond eagerly and definitely to this mode ofapproach.The school is fortunate in its connection with TheUniversity as regards the conduct of science work.Teachers and graduate students in The Universityhave evinced much sympathy in making suggestions,helping the school to material, and giving occasionaltalks to the children. The work in botany has beenplanned and carried out under the direction of Dr.Coulter, Head Professor of Botany. It is hoped thatsimilar relations of cooperation will be graduallyestablished with other departments. This, and the factthat the work is carried out by persons who are themselves specialists, insures that the children receivematerial which is worth while instead of being trivial;and get it in related and consecutive, instead ofscrappy, form.These subjects, the subjects which have a positivecontent and intrinsic value of their own, and whichcall forth the inquiring and constructive attitude onthe part of the pupil, are the core of the school work.The school is conducted on the principle that formalstudies, as reading, writing, spelling, and number, thetechnical aspects of geography and history should bedeveloped out of, and in subordination to, content,or a positive body of facts. They are regarded asinstruments and methods that the child must master,but which must be mastered as methods of doingsomething else (and therefore in relation to somepositive end) and not as isolated things in themselves.As frequent inquiries are made regarding the teaching of reading, and the attitude of the school towardsthe use of books, the following statement may be inplace :Books and the ability to read are regarded strictlyas tools. The child must learn to use these, just as hewould any other tools. This implies that he shallhave arrived at some conception of what they are for,and have some end in view or motive for using them,and that the actual learning to read shall grow out ofthis motive. Accordingly no special effort is made toteach children to read in the sixth year, or even in the74 UNIVERSITY RECORDseventh, unless the indications are that the child isawakening to his needs in that direction. The premature teaching of reading in the present schoolsystem, involves undue strain on the eyes, and thenervous system takes away time from subjects whichhave a positive content, and devotes it to a purelyformal study which the child can master with muchless strain and in shorter time when he is ready for it.Moreover, after the child has learned to read, thereis very little material to put before him which is worthwhile.The aim is thus to familiarize the child with the useof language as a means of discovering somethingotherwise unknown, and of sharing with others whathe has himself found out. Hence reading is taught inclose connection with other subjects as science, andhistory, not as a subject by itself. As soon as the childhas an idea what reading is for, and has a certainamount of technical facility, printed material issupplied him, not as a text-book, but as an additionaltool in his equipment. . The prevalent use of textbooks has two evils. First, the child forms a habit ofdepending upon them, and comes almost instinctivelyto assume that the book is the chief, if not the onlyway of getting information. Then, the use of booksas text throws the mind into a passive and absorbingattitude. The child is learning instead of inquiring.The chief difficulty which has to be met in connection with reading is the lack of suitable readingmatter. The school hopes to add a printing press toits equipment next year by means of which the childrenwill, to some extent, work out their own lessons, whilethe teachers can also use it to select and present propermaterial. After this material has been duly workedout and tested it will be published for general use.OUTLINE OF SCHEME OF ORGANIZATION.So far as the administrative organization of theschool is concerned, the controlling principle is thateducation comprises three periods: elementary, secondary, and higher or university. These periods arenot arbitrary divisions, but each one has its owndominant end or interest which determines the methods employed.The University School will include the first two ofthese periods. The elementary begins at the age offour and extends to that of thirteen, nine school years.The aims of this period are: 1) to bring the child toan active, inquiring interest in, and consciousness ofthe world of society and nature about him ; 2) tobring him to a positive consciousness of his owncapacities, and 3) to introduce him gradually to a command of the technical tools required in furtherwork, viz., reading, writing, and number.The distinguishing aim of this period is not, therefore, to give the child technical facilities, or possessionof a certain amount of information. It is to build upin his consciousness an orderly sense of the world inwhich he lives, working out from that which has mostintimately touched him before coming to school, viz.,the family and neighborhood life, and gradually extending the range. Orderly experience of a rich,varied, but consecutive sort, is the aim which controlsthe selection of materials and occupations.The nine years of the elementary period are brokeninto three subdivisions or grades, although thesebreaks are not made outwardly prominent.The first grade includes children from four to seven.It begins with the social experience which the childhas already had, and endeavors, on one side, to bringthe child to a clearer and more definite consciousnessof what is involved in this life, and on the other sideto form in him habits of social service, and ability tocontrol his own powers of hand and eye. In the lastyear of this period, the child is informally introducedto the use of written language and (through his ownuse of foot rules, scales, etc.) to the typical numericalprocesses.The second grade is from seven to ten. Its main object is to secure to the child a command of methods andthrough the use of these methods, to enable him toformulate his experience more definitely and accurately. These methods involve ability to use tools andutensils in cooking, the carpenter shop, and the laboratory, and to pursue a continuous line of work until itaccomplishes definite results. It involves, also, an increasing use of reading, writing and number, not asseparate studies, but with reference to making reports,keeping records, outlining plans, and conducting workin other studies.In the third grade (from ten to thirteen) the controlling object is that the child shall acquire ability to conceive and formulate for himself, problems, and to selectand define the methods which are appropriate to them.In the second grade it is supposed that the child hasgot practical command of the methods and of theiruses. He now is capable of reflecting upon them, andof formulating them in more intellectual terms. Thisimplies a more technical and formal use of books, asaids in investigation of problems in history, literature,geography, and science.During the latter period one modern language,Latin, elementary algebra, and constructive geometry will be introduced. That one or two years willthus be saved in time of preparation for college, is notUNIVERSITY RECORD 75thought to be over-sanguine ; while those who do notgo on to college will go into their life work, not onlywith an active and aroused consciousness of the worldin which they live, but in possession of the fundamental intellectual methods necessary to understandand deal with it.Work in the secondary period is not as yet provided.Its main object, however, is more formal differentiationof various groups of study so that the individual pupilshall secure a well balanced introduction into the wholeregion of human attainment, and also knowledge ofthe special direction in which his own interests andabilities lie, so as to prepare him for specialization inadvanced work or in actual life. The secondary periodreally extends to the end of the present sophomoreyear in college. But naturally the University Schoolis concerned with it only during its first three years.This secondary epoch is the time for formulating ingeneralizations the chief principles which are fundamental to various lines of study, and for amassing thedetailed stores of information which embody andillustrate the general principles. If the elementaryperiod has been adequately lived through, so that thechild has secured positive experience in all thesedirections, has had intellectual hunger kept alive andquickened, and has acquired working use of the mainmethods of investigation, there is no doubt that a verylarge amount of technical generalization and of specialdetail, can easily be acquired in a comparatively shorttime.GENERAL.As regards the spirit of the school, the chief objectis to secure a free and informal community life inwhich each child will feel that he has a share, and hisown work to do. This is made the chief motive towardswhat are ordinarily termed order and discipline. Itis believed that the only genuine order and disciplineare those which proceed from the child's own respectfor the work which he has to do, and his consciousnessof the rights of others who are, with himself, takingpart in this work. As already suggested, the emphasism the school upon various forms of practical and constructive activity, give ample opportunity for appealing to the child's social sense, and to his regard forthorough and honest work.Along with this emphasis upon the social spirit ofthe school as furnishing the controlling moral motive,goes attention to the individuals as such. For pur poses of convenience the children are divided intosmall groups from eight to twelve in each, according tothe kind of work and the age of the children, and it isexpected that in this group work the teacher will giveattention to the specific powers, and deficiencies ofeach child, so that the individual capacities will bebrought out, and individual limitations made good.Individual attention extends to the physical as well asthe intellectual side. Each child receives a personalphysical examination in the gymnasium, and all defects observed are reported to the parent in order thatthe child may have the special exercises needed tobuild him up. Each child also undergoes an examination in the Psychological Laboratory in The University, with reference to his sense organ and motor powers. Almost 20 per cent, of the childrenin the school have thus been reported to their parentsas needing either special exercise, or attention to eyes,ear, or throat, from a competent medical specialist.Another general feature of the school is the fact thatit is endeavoring to combine the services of specialistsin manual training, science and history with unity ofaim and method. There is a tendency to go to oneextreme or the other. When specialists are employedthe result often is that each does his work independently of the other, and the unity of the child'slife is thus sacrificed to the tastes and acquisitions ofa number of specialists. But the effort to avoid thisthrough having each teacher take charge of the entirerange of subjects, has equally serious evils in anotherdirection. It is not a question of the specialist, but ofthe expert. When manual training, art, science andliterature are taught, it is impossible that one personshould be competent in all directions. Even if it weredesirable it is a physical and mental impossibility.Superficial work is bound to be done in some direction and the child, through not having a model ofexpert workmanship to follow, acquires careless, andimperfect methods of work. The school, accordingly,is endeavoring to put the various lines of work incharge of experts, and yet maintain unity throughcontinued consultation and cooperation, and throughcontrolling the different studies and occupations byreference to the same general principles. The undueseparation which often follows teaching by specialists,is not inherent in the method, but is the result oflack of supervision, cooperation and control by a unified plan.76 UNIVERSITY RECORDThe Oratorical Contests.The Oratorical Contests of the Junior Colleges willtake place Friday, May 28, at 4 : 00 p.m., in the following rooms in Cobb Lecture Hall.Division I. — B 2. Division IV. — B 8." II. — B 6. " V. — BIO." III. — B7. " VI.— B16.The prizes will be awarded in accordance with thevote of the members of the Divisions in attendanceupon their respective division contests.The Oratorical Contest of the Senior Colleges willtake place Friday, May 28, at 4 : 00 p.m., in the following rooms in Cobb Lecture Hall.Division I. — C 3. Division IV. — C 10." II. — C8. " V. — Oil." III. — C9. " VL — C17.The prizes will be awarded in accordance with thevote of the members of the Divisions in attendanceupon their respective division contests., No other University exercises are held on and after4 : 00 p.m. on this date.Religious.The regular meeting of the Y. W. C. A. will be heldin Haskell Museum,- Thursday, May 27, at 10:30 a.m.The Union meeting of the Y. M. C. A. and Y. W. C.A. will be held in Kent Theater, at 7:00 p.m., Sunday.Bishop Vincent will make the address. All are invitedto attend.The third series of Haskell Lectures is deliveredin Kent Theater on six successive Sunday afternoonsat four o'clock, beginning Sunday, May 16. They aregiven by Professorial Lecturer John Henry Barrows,D.D., of The University. His subject on Sunday, May23, will be Religious Life in India; Studies and Personal Observations of Popular Hinduism.THE CALENDAR.MAY 21—28, 1897.Friday, May 21.Chapel- Assembly: Graduate Schools. — Chapel, CobbLecture Hall, 10:30 a.m.Last day of handing in Briefs for Divinity and Graduate Debate.Committees meet to hear candidates for prize speaking in Senior and Junior Colleges, 4:00 p.m. Saturday, May 22.Administrative Board of Libraries, Laboratories, andMuseums, 8:30 a.m.Faculty of the Graduate Schools, 10: 00 a.m.Faculty of the Junior Colleges, 11: 30 a.m.Sunday, May 23.Vesper Service, 4:00 p.m. (see p. 76).Union Meeting of Y. M. C. A. and Y. W. C. A., 7:00 p.m.Monday, May 24.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.Base Ball: Chicago vs. Iowa, Marshall Field, 4:15 p.m.New Testament Club, So. Div. Parlor, 7:30 p.m. (seep. 70).Tuesday, May 25.Chapel- Assembly : Senior Colleges.— Chapel, CobbLecture Hall, 10: 30 a.m.Lecture, Junior Division I. Professor Tarbell, D 8,Cobb, 10: 30 a.m.Lecture, Junior Divisions II, III, IV. Associate Professor Tufts, Assembly Room, Haskell, 10:30 a.m.Lecture, Junior Division V. Associate ProfessorStratton, B 9, Cobb, 10:30 a.m.Readings from recent books, by Assistant ProfessorCrow, D 2, Cobb, 3:00 p.m. (see p. 70).University Chorus, Rehearsal, Kent Theater, 7:30 p.m.English Club, Cobb 8 B, 8:00 (see p. 70).Wednesday, May 26.Divinity School Prayer Meeting, Haskell AssemblyRoom, 10:30 a.m.Germanic Club, Cobb 11 B, 1:30 p.m. (see p. 70).Botanical Club, Walker Museum, 4:00 p.m. (see p. 70).Thursday, May 27.Chapel-Assembly : Divinity School. — Chapel, CobbLecture Hall, 10: 30 a.m.Final Examination of W. D. Crabb, B 13, Cobb (see p.70).Young Women's Christian Association, HaskellAssembly Room, 10:30 a.m. (see p. 76).University Chorus, Rehearsal, Kent Theater, 7:30 p.m.Friday, May 28.Chapel-Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m.Junior College Council, 1:30 p.m.Prize speaking before Divisions of Junior and SeniorColleges, 4:00 p.m. (see p. 76).Mathematical Club, Ryerson 35, 4: p.m. (see p. 70).Material for the UNIVERSITY RECORD must be sent to the Recorder by THURSDAY, 8:30 A.M., inorder to be published in the issue of the same week.