Gbe THnit>er6tt$ of ChicagoPrice $L00 founded by john d. rockefeller Single CopiesPer Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOttbe XXniveieitv of Gbtcaflo pressVOL II, NO. 14. PUBLISHED EVERY FRIDAY AT 3:00 P.M. JULY 2, 1897.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. The Church and the University. By BishopJohn H. Vincent 129-136II. Official Actions : Board of Affiliations - - 136III. Official Notices - 136-137IV. Official Reports: The Library - 137V. Current Events 137-138VI. The Versification of Lucretius. By Mabel Earle 138-139VII. The Calendar -----... 139The Church and the University*BY BISHOP JOHN H. VINCENT, D.D.M. Brunetiere, the distinguished French scholar,editor and critic, in a recent account given in Paris ofhis visit to the United States, says, " that the universities in America have done more than any political institutions, more than any law, to destroy old separations,to heal old wounds, to unify through intelligence allthe parts of that enormous territory, to melt togetherthe many elements of immigration drawn from somany sources and thus to really constitute the American nationality .... The universities have had anaristocratizing influence upon people engrossed in thepursuit of wealth, and have given their rightful importance to the things of the mind, made intelligiblewhat might be called the fruitfulness of intellectualleisure, and shown that mental culture is not only thecondition and guarantee of mental progress, but alsowhen one knows how to use it, one of the most activeand the surest means of moral improvement." TheFrench critic thus reveals true insight into one of the*The Founder's Day Address delivered at the NineteenthQuarterly Convocation of The University, July 1, 1897. characteristic features of American universities asamong " the most active and the surest means of moralimprovement."Although in America we are accustomed to look tothe church for " the means of moral improvement," wewell know that to the church in America we are notonly indebted for the universities, but we also knowthat the high social and moral influence of these centers of learning is owing to the share which the churchhas had from the beginning in their foundation, theirorganization and their conduct. The university is theoutgrowth of the church. And it is the relation ofthe American church to popular education whichdevelops the phenomenon especially noted by M.Brunetiere, namely : That here the university has an"aristocratizing" influence, while in Europe we find"a culture formerly aristocratic in which all thechanges made seem to have for their object to makedemocratic, in the worse meanings of the phrase, inthe sense of lowering conditions."In Europe the university and the church as far asthe church had a share in educational work — and ithad a large share — aimed to benefit almost exclusivelythe higher classes. Except in religious matters thechurch let the lower classes alone. Its motto was:For the few — culture, for the many subjection, patience and ignorance. Thus the effect of the university in Europe was to lift up those already exalted,to depress the subject masses and to render moredifficult the ascent, from the depressed majorities, ofmen of native genius. Modern civilization in Europeis a protest against this old aristocratic and ecclesiastical theory and of necessity develops in the European130 UNIVERSITY RECORDuniversity of today democratic and socialistic tendencies. No wonder that the phenomenon presented byAmerican society surprised M. Brunetiere, for theuniversity with us has gone to the lowest and has,through more than two centuries, steadily lifted upthe mass and exerted this wholesome " aristocratiz-ing " tendency of which he speaks. The radical difference lies in the original and historic relation to thepeople of the church and university of America.In view of the relation to each other and to theAmerican nation of these two great factors in nationalsocial, moral, and religious development — churchand university — we might profitably inquire: Howin these new times, with the new problems and thenew collisions, may the university and the churchmore perfectly cooperate in the betterment of conditions in the republic ? This is a question apart, andnot this day to be considered, but we may ask concerning a more perfect understanding and cooperationbetween the American church and the Americanuniversity.May I venture first of all to suggest that the twoinstitutions are already more nearly identical in aimand spirit than is usually supposed. What is thecommon idea as to the church ? What does thechurch stand for in the popular thought ? It standsprimarily for religious life formed according to certain fixed religious opinions. It stands for systems oftheological doctrine, for a system of ecclesiasticalgovernment, for systems of apologetics to confirm thebeliever and confuse the skeptic. It stands for ritual,for baptisms, admissions into the church, and sundryceremonials. It stands for denominational propaganda. In the common mind one element is neverout of sight : Expedients for unceasing rivalry bywhich one church may gain advantage over another —mine over yours and yours over mine — but (I thinkmost will concede this) with a common good in view,but chiefly future and eternal good. The church onthis theory holds itself aloof from most of the relations and problems of what we call "secular" life. Itleaves social life to the parlor, business life to theshop and exchange, political life to the papers, theprimaries, the conventions, and the polls, and educational life to the schools. This is a common view. Iam glad it becomes less and less common, for it is anarrow opinion and as false as it is narrow.And again let us ask what does the universitystand for in popular thought? It stands for intellectual training, for systems, curricula, discipline, promotions, graduations, honors. It trains men to knowwidely, to think profoundly, to have self-mastery forintellectual and professional ends, to gain skill in expression, to put all students at their intellectual bestand to fit them for the fields they naturally are bestadapted to fill. It stands for whatever tends to thepreparation of specialists in art, science, literature,law, medicine, pedagogy, theology, applied science,political and social economy, archaeological research,and for whatever makes great scholars, great writers,for whatever promotes great learning, great intellectual power, great executive skill. All these are endsof the university in the thought of the people. Andthere are rivalries also, or rumors of rivalries, inscholastic life. There are denominational universities. There are universities which are privatecorporations; and there are state universities, andif these already recognized, endowed and prosperous universities cannot prevent it, there will yet be anational university. All these, it is supposed by manypeople, are on the watch for students, and sometimesone charges the other with underbidding for patronage, by modification of academic requirements and allthat. I may say concerning the college and university that this view is narrow, and as false as it isnarrow.Let us now take a broader view of both the churchand the university — the view held in this age byadvanced thinkers in both church and university.To these large-minded men the church stands forsomething more than a visible sect or denomination ofChristian believers who meet under some distinctivebanner with ritual and shibboleth exclusively theirown. To them the church is an invisible and unnumbered assembly of true souls, true in desire andpurpose, true to the light they have, and true to theyet undiscovered light after which in the shadow theygrope. They believe (with varying degrees of faith)in God, in moral responsibility, in immortal existence,in the necessity of truth in character. The Christianchurch — which we here represent and under the auspices of which this University is rising in beauty andpower — stands for the union of God and man in thesubjective and personal life of man, through Jesus theChrist, Son of Man, Son of God, made manifest in theflesh and still dwelling among men through the presence and power of the Holy Spirit of God. Thechurch stands for the great thought that God —Father, Logos, Spirit — one God has revealed himselfin nature, in human life, in history, in literature, andthat he has revealed himself especially in that uniquelife, history and literature which we find in what wecall the " Holy Scriptures," where are set forth peerless ideals, infallible ethical principles, and throughwhich play mighty energies of grace. The churchstands for the full redemption, development and en-UNIVERSITY RECORD 131richment of the individual man, and of that man inall social relations. It stands for the full equipmentof redeemed and developing man as a factor in a truecivilization on earth, and as a candidate for un-revealed but immeasurable possibilities of growth,attainment and achievement in eternity. And I mayadd that the church embraces in its burning and expanding thought the entire universe as subject to therule of God; and the sweep of its vision reaches tothat consummation of desire when every knee shallbow to Emmanuel, and the will of God be done inearth and heaven ! This is the end of the church'smission. Her prayers call for nothing less. Theprophetic songs of her holy seers are full of this.While she patiently plants the seeds she sees theforests that are hidden within them.This, then, is the end of the church — to preparemen to be, to be true, and being, to know, and knowing,to grow, and as they grow, to do, and thus to beginnow on earth the society representative of the societythat is to be. "All things are yours " cries the apostle."Whatsoever things are true . . . honorable . . . just . . .pure . . . lovely ... of good report ; if there be anyvjirtue, and if there be any praise, think on thesethings." Whatever makes for strength, for grace, forbeauty, for power, for vastness of outlook, for loftinessof ideals, for righteousness, for refinement and enrichment of one's own nature, for the development and thecomplete harmony of his varied faculties, for the completeness of his adaptation to the age and to theservice which the age demands — this is the aim of theChristian church. Read the Old Testament propheciesand the prophecies of Paul, and the words of the quietand gracious Master from Nazareth. Read the Christian literatures, the sermonic and even the polemicliteratures of the centuries, and amid storms of indignation at human hardness and sin and the moans ofanxious souls whose faith in God's purpose sometimesgrows faint — you will hear notes of triumph; andlooking forward you will see foregleams of final victory." But," you say, " this is a very large and far-reaching and rose-colored view of the church. Where isthere any such church ? " Among the ministers andlaymen of the church, which you already think youunderstand, you will find conceptions, ideals, enthusiasms fully justifying this optimistic view. Thisdream is the dream of the Book — in the Old Testament and the New. You may find these large views inlittle chapels, in out-of-the-way places, among plain,poor, hard-working but reverent, self-sacrificing andintelligent Christians where not a throb of unworthysectarianism finds place. On occasion six, eight, or more different denominations meet together and willsing in perfect unison oi voice and spirit :" Glorious things of thee are spoken,Zion, City of our God ;He whose word cannot be broken,Formed thee for his own abode I "But how does this larger view regard the university? What does it stand for? It stands for thewhole field of education, physiological, psychological,philosophical, aesthetic, moral, religious, executive,professional ; for processes of testing and developingqualities of personality according to the laws of physical, psychical, ethical, and social life. It aims to giveknowledge — universal knowledge; to give the trueart of acquiring knowledge by the highest teachingprocesses ; the art of applying knowledge. It devotesitself to the development of all fields of knowledgethrough aggressive, exhaustive, original research. Itaims at the development of men qualified to prosecutesuch research. As President G. Stanley Hall puts it :" To train superior minds to the leadership which istheir right ; " and in its completeness it aims at thebuilding of personal character in harmony with thetruths it has discovered, systematized, and applied.In our day the university really represents the*whole field of education from the earliest mentalmovements of childhood in the nursery, in the kindergarten, through the early pathways of learning in the*primary and the secondary schools, all the way up to*the seminar researches of associated students, and the-observations, inventions, hypotheses, and final conclusions of the most learned professors.It is an interesting fact that within twenty -fiveyears the hand of the university has been reacheddown to the very beginning of educational processes,as is illustrated by President Hall of Clark in hisscientific studies in child nature, President Eliot ofHarvard in his attention to the history, the presentstatus, and the necessary improvement of the secondary schools in view of their relation to the college andthe university, and by President Harper of The University of Chicago, who by comprehensive plans of affiliation has helped to unify the various educationalagencies, and to arouse a popular interest in thehigher learning.We cannot with too much emphasis commend thisunion of the highest and the lowest, the scholarly andthe popular, this development of sympathy, thoughtf ul-ness, wise device and careful experiment, by whichmother and kindergarten teacher, through suggestions from the wisest university men, may be able tolay foundations on which may be built better superstructures in the secondary schools and because of132 UNIVERSITY RECORDwhich scientific and adequate preparation in the earlyyears, college and university may have greater advantage when their hour comes.The university stands for all educational facilities —buildings, libraries, gymnasia, laboratories, apparatus,progressive curricula, and all the essentials of organization and administration. It provides incentive toself-confidence, true ambition, rewarding diligence byrecognitions, promotions, and honors.It would not be inappropriate to place on its campusnear the gate of entrance a marble group representingthe American family — father, mother, and childrenlooking toward the buildings which represent the widefields to which the institution itself is devoted. Andabove the dome of its loftiest structure might stand astatue of the scholar crowned with the honors mencan give and gazing upward toward the ungained butnot undreamed of heights which through the eternities he is invited to ascend.Why should the church monopolize sentiment andIdeals, songs and dreams? Do not teachers also see"visions? Are they not thrilled with inspirations akinto those which possess the men surrendered to thework of the Christian ministry? Does not the university represent home, kindergarten, primary schools,secondary schools, Sunday schools, the college, thespecial schools, observatories in foreign lands, discoverers and investigators who have gone to theends of the earth to study phenomena to collectspecimens, and to bring back otherwise inaccessiblematerial to students of all classes ? The professordeals with human souls. If he be a true professorhis heart holds them with its warm pressure whilehe is engaged in the hard tasks of disciplining andtraining ; and what outlooks and ideals brighten hisown inner life, and what power must be kindledwithin him when he remembers that these his students are to tread halls and senates, to march withcourage and victory on battlefields, to extend investigations into the heart of the mountains, the heat ofthe tropics, and the silent whiteness of the polar circles!The church and the university are one. The churchfounded the university and has inspired it with thespirit of Christian philanthropy. Founders, presidents, professors of the modern university are, as arule, Christian men. The church has emphasized thealtruistic spirit, and the university has recently beengiving lessons to the church by its altruistic service,by its scientific study of men, its practical ministry inuniversity settlements, its investigation of comparativereligion, of ethics theoretical and practical, of the relation of physiology to psychology, and of psychicphenomena to spiritual experience. Never before has the university been so chargedwith the true freedom, freshness, and force of religious thought. The recognition of universal orderhas fostered the theistic monism. Extended investigations in every field have enlarged evidences of adivine power, majesty, and beauty in the universe.More and more has science entered the realm of theinvisible where she finds hidden and at work thegreatest forces with which she has yet becomefamiliar. She goes from tangible and visible matterto invisible atoms. The ether on which she dependscan neither be weighed, measured nor seen. Out ofinvisibility spring the electric forces. In so manyways the university is ministering to the higherspiritual teachings of the church.The church is rendering her share of service to thedepartment of education. Hers is the true field ofreligious, ethical, and altruistic illustration. It is forher to show the steadiness and strength of the religious life out of which are developed the true habitof study, loyalty to righteousness, hunger for truth,ethical impulse with Christ as its inspirer. Thechurch is coming more and more to recognize thesanctity of all culture, and less and less does sheemphasize the seeming antagonism between trueChristianity and true science. The church inspiresthe youth of the land to continue in the high school,and then sends them to the college. When shall wehave in every church a class of " intending collegians "to prepare the student for his new experiences andprotect him against the peculiar perils of the collegelife? Were the church to do her duty, were she fullyabreast of the times in teaching the latest and bestthought on biblical interpretation, less of a shockwould be caused the faith of young students. Thechurch need not ignore difficulties. She must notcondemn doubt. She must not dogmatize. It is forthe church to develop reverent and earnest character.The university and the church cannot be separated.They have the same ideals of personal attainment.The university cannot be at its best without thechurch, nor the church without the university. Culture is an end of religion, a necessity of religion, ahelp to religion, the adornment of religion. The university deals immediately with the training of theintellectual faculties. The church deals immediatelywith the moral and religious faculties. But what arefaculties but forms of activity in the same personalunit? All things which are necessary to the highestefficiency of any one faculty belonging to the unity wecall man must address the whole man.Church and university stand like separate columnsby the wayside. They must be united by the spring-UNIVERSITY RECORD 133ing arch. Not that one [column is of clay and theother of gold, or one of granite and the other of onyx,but each from base to platband and from platbandthrough the springers to the keystone must send upthe double lines of culture and grace. That mysticarch, living and radiant must throb and glow with thelight and life of the same spirit.We must concede that perils lie along the paths ofhuman culture. In university life there is of necessity a large class of students young, immature, untrained, ambitious, with strong personality, and a senseof self-importance, who find themselves early acceptingnew views. Almost unconsciously they turn fromparental and church authority and cultivate a spiritof independence. These men form a class which atonce exerts great power over younger students. Theirsis a dangerous mastership. It is ready to risk everything. It fears nothing. It leaps to extreme positions. With both audacity and ardor it rejects theold views and boldly avows its faith in the new.The air of the college and university is full of freedom. The very newness of the student's position increases his danger. All things are changed. Hiscompanions are men who are supposed to be thinkers ;who sometimes fancy themselves thinkers when theyare not ; recklessly independent, unhampered by theold notions which, simply because they are old or distasteful, lose grip and authority. The student was aboy once, but he is a man now. He thinks for himself. He lives in a new world with new horizons, newideals, new ambitions ; and it is to him a gloriousworld. He brings every subject, even that of religionto the test of his own reason. He looks at the churchfrom a new point of view. He hears depreciatingthings said about it and does not resent them. Hisassociates are men united on the basis of culture, andthey form a great university fraternity. They find itnot only easy but desirable to conceal their particulardenominational alliances. The stronger the bond ofcollege brotherhood, the greater the motive for suchconcealment ; for religion may become a discordantelement in this academic fellowship. If in his earlyreligious training he has been accustomed to mere formalities, or what seemed to him puerilities in worship,or to excessive spontaneity of emotion with the minimum of religious thoughtfulness, he will be the morelikely under these new conditions to regard lightly thereligious side of life.The higher culture may, moreover, give birth to aspirit of arrogance and scorn, and although the firstresult of his intellectual training is a movement awayfrom sensualism, if pursued without the higher influence of religious faith, it may have an opposite effect. As Cardinal Newman says : " The very refinement ofintellectualism which begins with repelling sensualitymay end by excusing it."The university man as senior, as graduate student,and as professor, has more influence than he imaginesover undergraduates. Scholarship gives authority.Doubt openly professed by such a man has weight.Therefore the relation of students to the new thinking and their new experiences form a strong argumentin favor of the most positive religious influence on thepart of the professors. Students come to think thatit is brave and fine to ignore religion. Shall the professor give his influence for or against this unfortunate and perilous tendency ? May he not at least showthat while some old notions must go, all old notionsand old faiths should not be abandoned? It is agreat thing for the students of a university to find inprofessorial chairs men who, commanding respect fortheir scholarship, may also command respect for theirreverent earnestness and other spiritual qualities.I must concede that the circumstances of university life almost of necessity weaken the hold of thechurch upon men fully occupied with academic duties.And this is a reason for putting as much as possibleof the religious element into university life. Professors are busy men. It is difficult to be interested tothe point of practical fidelity (to say nothing aboutprofessional enthusiasm) in so many functions — thefaculty meeting, the club, the drawing room, homeduties, the recreative necessities, all of which mustengross the professor's time outside of his library andhis class room. The university itself demands all thestrength he has at command. If he be a man of rareability his services are often called for in civic, university extension, and other movements. It is almostinevitable (and yet it is a pity) that the church shouldhave so little of his service.I am afraid that sometimes he is a bit afraid ofbeing classed among the believers. Does he now andthen find comfort in what is called agnosticism? Thatis a fine title for one who does not care to commit himself to anything. And it is an attitude of virtual atheism to which you can find no answer. It is like attempting to respond with argument to a glance of indifference or contempt. Your logic and vocabulary fail.There, too, are the dogmas, to him vague and inconsistent, which somehow have associated themselves inhis mind with the church. Our professor really doesnot know that most of these old notions have beenpractically abandoned. How can he know ? And heforgets that there is a law of evolution or of progress intheology, and that the theological thinking of the pasttwo decades has been busy finding new and wise ways134 UNIVERSITY RECORDof stating old truths. To him the idea of a church isassociated with narrowness, partisanship, sectarianrivalry, proselytism, ambition for ecclesiastical promotion and all that. To him the church suggests un-charity in spirit, organized selfishness in effort, mediocrity in the pulpit, extravagance, emotionalism, fanaticism, moral cowardice with absurd assumptions ofecclesiastical authority. And holding these opinionsof the church he quietly retires and neglects it. Itis a pity to have the church suffer from these misconceptions when a little more knowledge and a littlemore sympathy with its aims would guarantee it thesupport of every broad and generous scholar.In view of this situation the university and thechurch must eom& to a better understanding. Theuniversity must be aggressive. She must think andexperiment. She can afford to experiment. Progressbegins with rational doubt and tentative hypotheses.Of course she need not publish in her lecture hallswhat her professors have not yet settled in their private researches. But it is her business to explore.And if the university is doing this work well in private, the church that deals with accepted truthshould be conservative, cautious, patient and ready forany revision which well-established conclusions maydemand. If the church be wise, hospitable, and eagerfor truth she can afford to be conservative. The university needs the church tone rather than the churchoffices ; her motive rather than her dogma.The plane on which all life moves, its atmosphere,its quality, its trend are determined by the presenceor absence of the religious force. Manual labor andintellectual investigation prosecuted with religiousmotive — this is true religion. One college, I know ofopens every recitation with a sacred song or a word ofprayer. That seems good, but how formal and meaningless it may become ! There is no place where per-functoriness and unreality are so easily detected andso heartily detested as in the university and amonguniversity men ! One professor possessed by the spiritof reality and reverence is worth a whole library ofprayer books, hymn books, and creed books. Asentence of religious profession from the lips of sucha man weighs more than a whole alcove of volumes onChristian evidences.There are certain old forms of doctrine from whichthe life force has gone. They are in the closed books,but they find no place in the open heart. It is notnecessary to assail them. Let them alone. They cando no harm. No, it is not necessary to "rescindthem." They have a certain historic value. The olddaguerreotype of your best friend you do not destroy.You keep it to compare with later and the latest pho tographs. And in their light, and in the presence ofyour old friend as he is today, you and he smiletogether at the ancient effigy, trace the lines of resemblance, and prize the picture all the more becauseit is so little like the dear friend of your heart's lovetoday. Some of the old creeds are old pictures ofreality as they once appeared. Let them stand. Treatthem with reverence. To the dead honor is due —sometimes because they are dead !Every true professor aims at four things : first, thewidest and fullest knowledge of his chosen field ; second, the latest knowledge of collateral and relatedfields ; third, an interest in his department sufficientto excite vital and steadily increasing interest on thepart of students ; and fourth, skill in securing to hisstudents the most fruitful self -activity.Such is the intimate relation between religious faithand motive and the true aims of a student that inevery department of learning the religious element isnecessary to this "most fruitful self-activity." Theworld is full of religious questions. Some of therichest literature of the age is religious literature.The foremost philosophers, poets, psychologists andstatesmen are today impressed by the religious problems and give them reverent consideration. Whatprofessor in our times can wholly ignore the questionswhich burn in the soul of every earnest student, andto which the flippant student should have his attention called by his professor that he may not lack theearnestness indispensable to his highest success as- astudent !I know that all subjects are not equally importantand that one man cannot know all. But every professor should know all that he can know on all subjects for the teaching of which he is in any measureresponsible. I insist that while formal dogmaticteaching may be beyond his province, the teaching ofreverence for God is a part of his professional work.Concerning the water which his family drinks everyday and the security of his furnace and flues he maysay with professional coolness : " I know nothingabout such things ; they do not belong to my department," but he ought to know and ought to care toknow because, while they may not belong to hisdepartment as a professional, they belong to him asman and husband and father and neighbor andcitizen.A professor's personal opinions and preferences arenecessarily a large factor in his pedagogic efficiency.In this age of doubt and struggle a presumption infavor of theism on the part of men of culture oughtto be declared. Agnosticism is virtual atheism orpotential theism. The professor may think that hisUNIVERSITY RECORD 135opinion cannot weigh much with his students, butthere is not one to whom that opinion is not important.And it is all the more important in view of a greattruth forcibly stated by Prof essor William James ofHarvard in his remarkable paper on " The Will toBelieve," where he ably sustains the proposition that" the question of having moral beliefs at all, or nothaving them, is decided by our will." The professorasks : "Are our moral preferences true or false, or arethey only odd biological phenomena making thingsgood or bad for us but in themselves indifferent?How can your pure intellect decide? If your heartdoes not want a world of moral reality, your head willassuredly never make you believe in one."And what is the highest aim of university training?Is it simply to fit men to fill certain worldly positionsthat they may earn bread or gain gold or glory ? Oris it to build up a wise, strong, brave, broad manhoodin the men they teach? If the latter then it does makea difference, a radical difference, what a professor'sreligious convictions are. You remember ThomasHughes' tribute to Professor Arnold ? He says : " Welistened to a man whom we felt to be with all his heartand soul and strength striving against whatever wasmean and unmanly and unrighteous in our little world.It was not the cold, clear voice of one giving adviceand warning from serene heights to those who werestruggling and sinning below, but the warm livingvoice of one who was fighting for us and by our sidesand calling on us to help him and ourselves and oneanother. And so wearily, and little by little, but surelyand steadily on the whole was brought home to theyoung boy for the first time the meaning of his life ;that it was no fool's or sluggard's paradise into whichhe had wandered by chance, but a battlefield ordainedfrom of old, where there are no spectators, but theyoungest must take his side, and the stakes are lifeand death."In a Christian university under Baptist supervisionwe cannot discuss the question of church and university without comparing the relation of both institutionsto what we call " the denominations." The opinions ofgood people differ in theological theory and their tastein matters of worship. Perfect freedom to the individual makes necessary diversities in creed forms, orderof service, and systems of administration. The trueunity of the church is promoted by denominationaldiversities. As Dr. George Dana Boardman says :"Unity and not unit. A unit is a single one surveyedexternally in isolation from other ones ; a unity is asingle one surveyed internally, in its parts each andevery part being in mutual adjustment to a commonend. A unit is a bare one. A unity is a coordination of several different ones." Thomas Erskine insiststhat God is the only real center, and separation fromhim the only real schism. Therefore our union toGod must be spiritual, and therefore schism cannotconsist in a difference of form, as unity cannot consistin a similarity of form." Division into denominationsis most conducive to careful and accurate definition,thorough discussion, and practical experiment, and istherefore most conducive to a perfect spiritual unity.It is possible under denominational auspices to createand maintain a university which shall be broad astruth itself. By its church affiliation it acquires authority, and gives a sense of security to people whocare for the maintenance of fundamental Christianbeliefs in the youth they commit to its care,.and thishinders not at all the largeness and liberality whichmake most profitable the ministries which the university fulfils.The fact of denominationalism will never prejudicea thoughtful man against the church of Christ.Every scholar should therefore be identified with somechurch. He may not be able to find an organizationthat completely satisfies his idea as to order, government, theological statement, practical equipment orpolicy. If there were but one external church hewould be hopelessly embarrassed. But from thevarious forms under the sway of the same Spirit hemay be able to make a choice. And he should makea choice. He should be identified with his church athome, abroad, at college, everywhere, always. If notan officer or private member he should at least enrollhimself as attendant and supporter.Above all things the student should avoid religiousindifference. If one is tempted to listlessness in matters ethical and spiritual he should fight it as he woulda foe to his personal well being. Great souls do carefor these things. Flippancy concerning religion isdestructive of personal character. Therefore a manshould compel himself to attend the church serviceeven though he may not be interested in the sermon.He may go for worship in song or prayer. He may goto hear the reading of that great English classic, theHoly Bible. He may find from statements in theleast original discourse some thoughts which, eventhough familiar, should stimulate an active mind toclear thought and holy purpose. Surely, man's mindis not so sterile and stupid that he cannot find in connection with the offices of religion, even in the pooresttype of public worship some sublime and inspiringreflection to strengthen his inner nature.We have not outgrown the function of the publicministry of the Christian church, and we are indebtedto the pulpit of America for educational impulse, for136 UNIVERSITY RECORDpatriotism, for reformatory movements which promisemost largely for the country. It is not unmanly to bereligious. True manhood is always religious. For religion cultivates the sturdy elements of character, prepares a man for the efforts of everyday life, and giveshim insight into his present relations to the spiritualworld.The question between compulsory and voluntarychapel is with many college leaders an open one. Thepresent policy of Harvard after long experience withcompulsory chapel will probably not be abandoned,nor can any student lose the influence of the morningworship in old Appleton chapel. Whether the institution one attends favors compulsory or voluntarychapel, every student should aim to attend the chapelservice, which is the public recognition by the universityauthorities of religion, and of the Christian form ofreligion. It furnishes a place and time for the publicavowal of the Christian faith that college men maybefore their fellows make confession of faith in God.It is a standing reminder of the church, andalthough it does not regularly perform all the functions of an ecclesiastical organization, reminds everyman of the church with which he is at home identified and through which he serves as a disciple ofChrist. The provision of chapel service imposesreligious responsibility upon every student in the university. It encourages students to gratify in an indirect, delicate and beautiful way the feelings of parentswho, whatever else they covet for their sons, do desireabove everything that they may be true men, holdinga true faith, and living honorable, consistent, and upright Christian lives. The chapel is a protectionagainst the peculiar temptations of college life whichnew companions and the new freedom create. Thereis one thing the university can do and which every university ought to do, and that is officially every day tocall the attention of every student to the reality ofGod, and Duty, and Eternity.I close this address with the wise and strong wordsof the distinguished and spiritually minded JamesMartineau :" Heed not the fastidious critic who tells you thatthe world has outgrown the church — that the livingvoice of trust and aspiration shall soon have no response from sorrowing and struggling men. Dependupon it, his is the humour of the hour ; and you whokeep to the old reverent ways are taking sides with theperpetuity of our humanity. Fear not that you havehere to do with any perishable work. Crowd thepavement of the church with the aged and the young ;make it the favorite storehouse of earnest vows andliving sacrifice; train its echoes to sweet and holy hymns, that shall blend soul with soul, and carry all toGod; and, thus sanctified, let it stand by night andday a silent witness to the world of invisible and heavenly things."Official Actions.At a meeting of the Administrative Board ofUniversity Affiliations held June 19, 1897, the following actions were taken :1) The Faculties of the following affiliated schoolswere approved for the coming year : Harvard School,Wayland Academy, Maynard School, Frances ShimerAcademy, Rugby School, South Side Academy.2) The following schools were accepted as cooperating schools : The Austin High School ; The Evans-ton High School.Official Notices.Official copies of the University Record for theuse of students may be found in the corridors andhalls of the various buildings in the University quadrangles. Students are requested to make themselvesacquainted with the official actions and notices of TheUniversity, as published from week to week in theUniversity Record.Special attention is called to the following regulation :The University Council, at a meeting of June 14Voted:That, in order to secure the full number of classroom exercises for the first term of the SummerQuarter, classes shall meet on Saturday and Monday, July 3 and 5, and, if necessary for this purpose,on Saturday and Monday, July 10 and 12, also.Visitors to Classes. — No one is entitled to attendthe exercises of any class unless duly registered. Permits to visit any class, for two occasions, will be givenby the President or by the Dean of the Faculties ofArts, Literature and Science.Office Hours of the Deans, Summer Quarter.Graduate Students : Dean Judson, Cobb Hall,Room 9 A, Tuesday-Friday, 11:00 A.M.-12 : 00 m.Senior Colleges and Unclassified Men : Dean Mac-Clintock, Monday-Friday, 12-1.Junior Colleges, Men : Dean Capps, Cobb Hall,Room 4 A, Tuesday-Friday, 9:30-11:00 a.m..Colleges and Unclassified Women : Dean Bulkley,Cobb Hall, Room 4 A, Monday and Friday, 11:00-12:00 a.m.; Wednesday and Thursday, 5:00-6:00 p.m.Divinity School : Dean Hulbert, Haskell OrientalMuseum, Tuesday-Friday, 9:30 a.m.UNIVERSITY RECORD 137New students are warned of the danger of drinkingwater which has not been previously boiled.Per order,Dr. C. P. Small, University Physician.Chapel- Assemblies. — The attention of membersof The University is called to the following generalregulation of The University:1) Weekly assemblies of the various schools andcolleges are held as follows : On Monday theJunior Colleges, on Tuesday the Senior Colleges,on Thursday the Divinity School, on Friday theGraduate Schools.2) The time of the assembly is from 10 : 30 to11 : 00 a.m. The assembly hour on Wednesdayis reserved for general meetings of The University.3) The exercises include a brief religious service,official announcements, and such other thingsas may seem desirable.4) Members of the particular faculties concernedare expected to attend, and a meeting of thefaculty for the transaction of business may becalled in connection with an assembly withoutprevious notice.5) Undergraduates are required to attend theirrespective assemblies.6) AH are invited to attend any assembly.The following courses for the Summer Quarter areannounced :XXIII. ANATOMY AND HISTOLOGY.1. Anatomical and Histological Methods. (Eycles-heimer.) The lecture will be given on Tuesday at8:30 a.m.XXV. NEUROLOGY.13. The Growth of the Central Nervous System andits Physical Characters as related to Intelligence.(Hardesty.) M. Lectures and Laboratory work.Friday 8:00-12:00 m.; Saturday 8:00-12:30 p.m.Lecture hour to be arranged.Official Reports.During the month of June, 1897, there has beenadded to the Library of The University a totalnumber of 622 books from the following sources :Books added by purchase, 309 vols., distributed asfollows:General Library, 137 vols.; Pedagogy, 6 vols.; Political Economy, 79 vols.; Political Science, 4 vols.; Sociology, 1 vol. ; Sociology (Divinity), 8 vols.; Comparative Religion, 9 vols.; Semitic, 1 vol.; Latin and Greek,1 vol.; English, 12 vols.; Mathematics, 1 vol.; Homi-letics, 6 vols.; Physical Culture, 2 vols.; Elocution,1 vol.; Scandinavian Seminaries, 11 vols.; Morgan ParkAcademy, 16 vols.; New Testament, 2 vols.; ChurchHistory, 7 vols.; Comparative Philology, 3 vols.; Latin,2 vols.Books added by gift, 287 vols., distributed as follows:General Library, 239 vols.; Pedagogy, 13 vols.; Political Economy, 17 vols.; Sociology (Divinity), 5 vols.;Semitic, 5 vols.; English, 2 vols.; Homiletics, 3 vols.;New Testament, 1 vol.; Systematic Theology, 2 vols.Books added by exchange for University publications, 26 vols., distributed as follows :General Library, 7 vols.; Political Economy, 7 vols.;Semitic, 2 vols.; New Testament, 6 vols,; ChurchHistory, 4 vols.Current Events.At the meeting of the University Congregationheld June 30, at 2:00 p.m., the following topic was discussed : " The Appointment by the Board of Trusteesof special Visiting Committees."Upon this subject the following action was taken :Resolved, That the Board of Trustees be requested to proceed to carry out the action alreadytaken by them respecting the appointment of visiting committees in the case of any departmentsrequesting such committees.It was also voted :That in the judgment of the Congregation itshould be the duty of the visiting committee tovisit the department concerned, and inspect itswork, to make recommendations to the Board ofTrustees, and to further the work of the department in such other ways as seem to the committeepracticable.The existing method of procedure of the congregationwas modified by authorizing the Executive committee to prepare a list of topics from which at eachmeeting the Congregation should select two for discussion at the following meeting. The committee wasfurther authorized to prepare these two topics for discussion at the meeting at which they should come upby putting them into the form of specific propositions.In accordance with the above action the followingtopics were chosen for discussion at the Octobermeeting :I. That the present policy of required studies shouldbe modified in the direction of wider opportunities for election.138 UNIVERSITY BE CORDII. That professional study should not begin beforethe second year of the Senior College.The following officers were elected :Vice President, Head Professor J. M. Coulter.Treasurer, Associate Professor Edward Capps.Marshal, Dr. Francis W. Shepardson.At the Congregation Dinner, which took place at7:00 p.m. in the Assembly Room, Haskell OrientalMuseum, responses were made to the following toasts :Reveries of a Bachelor — James Scott Brown.The New Minister— Charles Henry Murray.From a Doctor's Standpoint— Paul Monroe.Academic Adoption— Rev. Nathan E. Wood, D.D.An Oracle from Delphi— Professor Thomas D. Seymour.The University in England and in America — Professor H.Morse Stephens.The American Teacher— Professor Nicholas Murray Butler.Moral Earnestness in Education— Rev. W. H. P. Faunce,D.D.The University and the Civic Revival— Professor EdmundJ. James.The following officers of The University were electedin accordance with University Statute XIX, to membership in The University Senate and The UniversityCouncil :By the Doctors of The University,Professor Frank F. Abbott (Senate).Associate Professor R. F. Harper (Council).By the Divinity Alumni,Associate Professor C. R. Henderson (Senate),Associate Professor Shailer Mathews (Council).By the Collegiate Alumni,Associate Professor R. F. Harper (Senate),Head Professor Galusha Anderson (Council).The term of office is one year.The Versification of Lucretius*Introduction. — Very little is known of Lucretius'life ; he is seldom mentioned by Roman authors. Thecriticism of Cicero probably does not refer to the BeRerum Natura as we know it". In modern times Les-sing and others deny that Lucretius is a poet, but hiswork shows both poetic inspiration and mechanicalart. The latter is discussed in this treatise.I. Metre.a) Caesura. — Lucretius shows more irregularitiesin the use of caesura than Virgil. He frequently uses the "third trochaic" and diaeresis after the fourth foot, or bucolic diaeresis.Grammarians differ in the definition of bu-* A Thesis offered in Candidacy for the degree of A.M. (inLatin) by Mabel Earle, June 1897. colic diaeresis. Gildersleeve's statement withregard to diaeresis after the third foot is misleading. Lucretius and Virgil often use amonosyllable before the caesura. The statements of Gleditsch (Miiller's Handbuch, II,838); Christ (Metrik, 183); Frohde (PhiloUXI, 535) and L. Mfiller {Metrik, 32) with regardto the rarity of such cases, are too strong.b) Verse- Structure. — Lucretius is less strict inthe stucture of his verse than Virgil, also inthe use of polysyllabic and monosyllabic terminations. Kennedy's lists of such terminations in Virgil are incomplete and inaccurate.Gleditsch and L. Miiller omit mention of therare termination in Lucretius, II, 309; Gleditsch of the terminations in II, 615, andAen., 11,12; VIII, 679.c) Elision, Hiatus, etc. — In these Lucretius is,as Munro says, sometimes more, sometimesless violent than Virgil. Examples of irregular elision in Lucretius are comparativelyrare.d) Synezesis. — Examples are given of Lucretiuspractice in certain questions of synezesis, etc.II. Alliteration and Assonance.a) Alliteration. — Alliteration was prevalent inearly Latin poetry. Initial syllables, and thosemade prominent by ictus or importance incompound words are counted as alliterative.Lucretius uses alliteration to a very largeextent, perhaps sometimes unconsciously. Hisverse shows three regular forms of alliterationwith two letters ; (1) Parallel xx yy, the mostfrequent ; (2) Alternate xy xy ; (3) Chiasticx y y x. These forms may be combined. Astrong alliteration is often anticipated in thepreceding line or echoed in the following.Virgil uses alliteration in all these forms.Lucretius' favorite alliterations are in c, t, p, sfm, v, r. Vowel alliterations are less frequent.b) Assonance. — Various forms of assonance areseen in the repetition of the same sound or ofsimilar sounds in immediately successivesyllables , in the initial syllable of neighboring words, and in words of similar rhythmRhyme, both final and internal, is often foundin Lucretius, but is probably unintentional.Repetition of word roots, whole words andphrases is very common in Lucretius.III. Adaptation of Sound to Sense.a) Onomatopoeia. — Lucretius is especially happyin his use of words formed originally to imitateUNIVERSITY RECORD 139sounds in nature, and in phrases and lineswhich reproduce sound. The laws of onomatopoeia have not been completely determined.b) Effective Versification.— General lightness ofverse is secured by a preponderance of dactyls.Lucretius has many fine instances of thiseffect. The conventional theory with regardto spondaic endings should perhaps be modified ; Lucretius shows little evidence insupport of it. Other forms of effective versification are sometimes used.Lucretius was a more skillful artist than any Latinpoet who preceded him. His influence is noticeable inVirgil and through much post-Augustan poetry.THE CALENDAR.JULY 2-10, 1897.Friday, July 2.The Lectures and Recitations of the Summer Quarterbegin 7 : 30 a.m.Inspection of The Yerkes Observatory, Lake Geneva,Wis., 8:00 a.m.-4:00 p.m. [For graduating studentsand visiting biologists.]Conference of English Teachers of the North CentralStates, Haskell Assembly Room, 9: 30 a.m.Inspection of the Hull Biological Laboratories, 2:00-5:00 p.m.Dinner to Visiting Biologists, 6:00 p.m.Conference of English Teachers (continued). Address:"The Psychology of Literature Teaching." HeadProfessor John Dewey, Haskell Oriental Museum,Assembly Room, 7:30 p.m.Formal Presentation and Acceptance of The HullBiological Laboratories, Hull Court and Buildings,8:00 p.m. [All members and friends of The University are invited.]Presentation, Miss Helen Culver.Acceptance, The President.Dedicatory address : Professor William H. Welch, M.D.,LL.D., of the Johns Hopkins University. Subject:"Biology and Medicine."Visitation of the Laboratories.Reception to Miss Culver and Professor Welch.Refreshments and Music.Saturday, July 3.The usual daily Lectures and Recitations will be held,morning and afternoon, 7:30 a.m.-6:00 p.m.Biological Conferences in the various Laboratories,9:30 a.m. Conference of English Teachers (concluded.) HaskellOriental Museum, Assembly Room, 9 : 30 a.m.Discussion of the following resolution : Resolved :— Thatthe study of literature in secondary schools should beintensive rather than extensive ; and that it should bepursued by the chronological method. Discussion ledby Assistant Professor A. H. Tolman, University ofChicago and Mr. E. L, Miller, Englewood High School.Reports of Committees and election of officers.The University Chapel-Assembly. — Chapel, Cobb Lecture Hall, 10:30 a.m.Sunday, July 4.Religious and Patriotic Service. Addresses by Rev.W. H. P. Faunce, D.D., Hon. John M. Harlan, HeadProfessor Judson, and others ; appropriate songs andmusic. Hull Court, 11 : 00 a.m.Convocation Sermon by Rev. N. E. Wood, D.D., Boston,Mass. ; Quarterly Report of the Secretary of theChristian Union. Kent Theater, 4:00 p.m.Union Meeting of the Y. M. C. A. and Y. W. C. A.,Haskell Oriental Museum, Assembly Room, 7: 00 p.m.Monday, July 5.The usual daily Lectures and Recitations will beheld morning and afternoon, 7:30 a.m.-6 :00 p.m.Chapel- Assembly ; Junior Colleges.— Chapel, CobbLecture Hall, 10:30 a.m. (required of Junior CollegeStudents).Tuesday, July 6.Chapel- Assembly ; Senior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m. (required of Senior CollegeStudents).Public Lecture (in the French language): Rousseau,by Dr. de Poyen-Bellisle, 4: 00 p.m. [Open to all members of The University.]Public Lecture: Jean P. Francois Millet, thePeasant Painter, by Dr. Oscar Lovell Triggs, 8:00p.m. [Open to all members of The University.]Wednesday, July 7.Music Recital, Kent Theater, 5:00 p.m. [Open to allmembers of The University.]Thursday, July 8.Chapel- Assembly ; Divinity School. — Chapel, CobbLecture Hall, 10: 30 a.m.Friday, July 9.Chapel-Assembly ; Graduate Schools. — Chapel, CobbLecture Hall, 10 : 30 a.m.Public Lecture : Movements of the Earth's Surface, by Professor R. D. Salisbury, 4: 00 p.m. [Opento all members of The University.]Saturday, July 10.The University Council, Faculty Room, 10 : 30 a.m.Material for the UNIVERSITY KECOED must be sent to the Recorder by THURSDAY, 8:30 A.M., inorder to be published in the issue of the same week.University RecordEDITED BY THE UNIVERSITY RECORDERTHE OFFICIAL JOURNAL OFZhe Tllniverstty of CbicaooIt contains articles on literary and educational topics.The Quarterly Convocation Addresses and the President 'sQuarterly Statements are published in the Record inauthorized form. A weekly calendar of University exercises, meetings of clubs ', public lectures, musical recitals, etc.,the text of official actions and notices important to students, afford to members of The University and its friendsfull information concerning official life and progress at TheUniversity. Abstracts of Doctors and Masters theses arepublished before the theses themselves are printed. Contentsof University journals are summarized as they appear.Students for the Summer Quarter can subscribe for the UniversityRecord for the year or obtain single copies weekly at the Book Room ofThe University Press, Cobb Lecture Hall.The Record appears weekly on Fridays at 3:00 p.m. Yearlysubscription $1.00; single copies 5 cents.