Price $J.OOPer Year Gbe TUntverstty of CbicagoFOUNDED BY JOHN D. ROCKEFELLER Single Copies5 GentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOGbe inniveteitB of Gbtcago ©reesVOL II, NO. 46. PUBLISHED EVERY FRIDAY AT 3:00 P.M. FEBRUARY 11, 1898.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS. There are, then, wise and foolish methods, accordingI. Pedagogical Talks to Graduate Students : to their relation to the principles involved. But aII. Some Principles of Language Teaching. method is always too local, too personal to admit of^Associate Professor Starr Willard Cut- successful transfer from one party to another as some-II. Report of the University Elementary School, V. 359~363 thinS ready-made. The intellectual make-up, theBy Miss May Taylor 363-364 education, the experience, and the point of view of aIII. Official Notices 364-365 language teacher, for instance, will inevitably go aIV. Religious - - - - .- - - - - 365 long way in shaping his particular method. Discus-V. Dramatic Performance for the Benefit of the . „ ,, ; . ,, , „ ,, .Settlement 365 sions of methods can m the nature of things neverVI. Current Events - 365 take all these items adequately into consideration,VII. The Calendar - - - 366 and are always proportionately fruitless. The indi-- vidual adjustment of the teacher of language to thePedagogical Talks to Graduate Students. principles whose validity has been proved will consti- tute his method. Such adjustment can never ben. some principles op language teaching. reached by a priori reasoning. It is always in a largeby associate professor STARR willard cutting^. sense the result of experience. To avoid all chaseIt is my present purpose to emphasize some general after this empirical will-o'-the-wisp, I address myselftruths derivable from a careful consideration of the at once to a consideration of some of the principlestask of the teacher of language. Such truths rest in derivable from the nature of language.part upon the nature of the subject of instruction and 1. Language consists primarily of a sequence ofin part upon that of the acquiring mind. Their im- variously related sound symbols, definitely adjusted toportance is obvious in the light of the consideration a corresponding sequence of ideas or of thoughts. Itthat the degree of their practical observance gauges is, therefore, primarily addressed to the ear and not tothe success of both teacher and taught. Such general ^ the eye. The written or printed page substitutes atruths are what I mean in this discussion by prin- series of visible symbols for the primary sequence justciples. They are not to be confused with methods, mentioned. An adequate interpretation through itThe latter are particular applications of the former, of the train of ideas or thoughts in the mind of thePrinciples have a universal validity not true of meth- speaker or writer is rendered difficult by the doubleods. A method is an individual or a community way set of signs involved. For only he who hears as hisof doing something that rests, or unfortunately often eye glances over this " visible speech " the rising andfails to rest, upon sound and definite principles, falling cadence of the sound sequence thus symbolized360 UNIVERSITY RECORDenjoys face to face communion with his author andproves to be the latter's adequate interpreter.So strong is the instinctive feeling that a soundsymbol lies behind each and every visible word that weinvariably attempt to pronounce, after a fashion, whatever words meet our eye, even those of languagesentirely unknown to us, if only the alphabetical signsare familiar. Students of a foreign language are forcedby the cumulative habit of previous years to attemptthe pronunciation of the new vocables studied. Is itpossible that the question as to whether they shouldreceive painstaking instruction in the exact values ofthese sounds and in their reproduction at the veryoutset admits of more than one reply in the light ofcommon sense? A bad habit of pronunciation willlinger long and usually outlast all subsequent impressions intended to eradicate it. But the sounds wehabitually associate with the visible signs of a language, and not any more or less faint remembrance ofthe pronunciation of our teachers, constitute for usthe music or the dissonance of the language in question. And yet we are told with an air that implies thediscovery of a new principle that man is in thesemodern days much given to visualizing ; that the eyeis now doing a vast amount of work that once devolvedupon the ear; that the habit is still rapidly increasing,and that we as teachers and students of languagewould best take our cue from this fact. Since we arenow already to a large extent visualizers, let us go astep farther and teach our pupils chiefly if not solelythrough the eye. Were this the place for it, I could giveyou quite an extensive pedagogical bibliography advocating this view. Hence it seems to me entirelyapposite to ask what becomes of the musical beautiesof lyric, epic, and dramatic poetry, or even of rhythmicprose, when interpreted by a student thus visualis-tically trained.Those who thus disregard what seems to me theindispensable cultivation of the ear are naturallyfound on the side of the advocates of habitual translation into the student's vernacular. This procedure,when rigidly guarded by a teacher jealous of theidiomatic purity of the mother tongue, certainly yieldsvaluable discipline in the latter. But in place ofattempting to weld together as closely as possible thesound symbol and the visible symbol, it complicatesthe situation by introducing a sign of a sign of a sign.2. Not in the vocable but in the sentence do we findthe peculiar life principle of a language. In the latterare manifested those organic tendencies that renderspeech the most significant document of the humanspirit. From the point of view of the learner thesentence is the real field of interest. Individual words derive their significance for him from a study of theirfunction in the sentence. To memorize vocables, as ifhuman language consisted of their arithmetical sumtotal, is to follow the ironical advice of Mephis-topheles :He who would study organic existence,First drives out the soul with rigid persistence ;Then the parts in his hand he may hold and class,But the spiritual link is lost, alas !A ready-made paradigm, a list of prepositions, a cut-and-dried statement of syntactical relationship arejust about as interesting and as helpful to the beginnerin language-study as are the formulae of chemicalreactions when presented to the tyro in that sciencewith no previous experimentation. The sentence exhibits all these elements as the embodiment of thesuccessive states of a living mind. Which now is morerational in view of these considerations, to lead thepupil to construct paradigms, to infer prepositionalusage from personal observation, and to detect withhis own eyes the subtleties of the foreign syntax, or tofurnish him with these classifications at the start andto give him a subsequent chance to verify them bycomparison with actual speech usage?3. The language of everyday life reveals the peculiarmental bias of a people in a sense not true of the morestately forms of literature. Here are the strongestmanifestations of the national spirit. In the languageof the hearthstone, of the market place, of the socialclub, we find the people at home in all their nationalinsularity. In the great republic of letters the citizenseasily take on cosmopolitan ways and the sentence ofdignified style deserts the strictly national point ofview.Moreover if we subtract from the entire body ofidiom employed by any language all those expressionsthat may be regarded as international, there willremain a relatively small group of strictly nationalidioms, whose absolute mastery yields the key of thewhole situation. For the sentence is in truth not somuch a sequence of vocables as rather either an idiomor a group of idioms. I use the term idiom here todenote the habitual form assumed by thought, whethernational or international. The latter demands noespecial attention on the part of the learner; it isalready familiar to him save for the slight disguise ofthe foreign vocables. Study adequate to the assimilation of foreign idiom in the course of inductive reading yields a knowledge of all the new words encounteredas a practical gratuity.It is then a matter of no slight importance whetherthe student begin with the sentence of the fireside orwith that of the international forum. Of equal impor-UNIVERSITY RECORD 361tance is the choice of such a dictionary as recognizesat every step the idiomatic nature of speech andfurnishes the successive alphabetical catch- words withclear definitions, amply illustrated by apt citations.It is unfortunately often true that the best is even forthe beginner scarcely good enough. Word for wordvocabularies that accompany annotated texts arecertainly a great hindrance to the acquirement of anadequate grasp of the idiomatic resources of anylanguage. They prolong the period of linguistic helplessness by encouraging dependence, not upon observation, reflection, and personal judgment, but uponthe say-so of the editor.¦ 4. Whatever legitimately increases the interest ofthe learner in the object of his attention is pedagog-ically good; whatever decreases that interest is peda-gogically bad. Here we find in the nature of mind, inthe principle of attention, a justification of the inductive treatment of elementary grammar that supplements that derived from regarding the sentence asthe proper object of the pupil's initial study. Ourstudents do not approach the subject in the spirit ofthe professional philologist. They are less interestedin naming and locating the bones and processes of adead skeleton than in watching the growth of a liveorganism. A language lives until we kill it for convenient treatment according to the traditional orderof systematic grammar. What shall we do in thepremises ?5. The distinction between the active and the passivememory is one of prime importance for the languageteacher because of certain implications for his work.The contents of the active memory respond readily tothe voluntary call of the individual ; those of thepassive memory on the other hand fail thus to respond.The bearing of this upon the acquirement of a foreignlanguage becomes at once obvious when we recall itsimportance in learning one's mother tongue. TheEnglish vocabulary actually at our command for theexpression of thought arising in our own minds bearsa relation to a still larger vocabulary of words andidioms, recognized more or less dimly at sight, butnever obeying our call, not unlike that of a smaller toa larger concentric circle. The former is definite?clear-cut, and under control. It is held in readinessby what I have termed the active memory, and is themeasure of our effective grasp upon the resources ofour mother tongue. The latter is a more or less unknown territory. Its boundaries are vague, its contentsare ill assorted and but loosely bound together by theassociative principle, and we are frequently the victimsof its illusions. It is the home of Mrs. Malaprop and isembraced within what I term the passive memory. Half glimpses, distorted views, and downright misconceptions are its staple products. I have no faithwhatever in the judgment that caters to its retentionor extension in the schools. In spite of the mostvigorous efforts to supplant it by something better,enough of this limbo will remain untouched to annoyand distress its possessor through life.Now as far as the mother tongue is concerned, Isuppose we shall agree that a task of prime importanceis to enlarge the smaller vocabulary held by the activememory, until its extent coincides, as nearly aspossible, with the field formerly occupied by the moreor less nebulous contents of the passive memory. Toomany of our colleagues would, I fear, agree with usat this point merely from the consideration that a deftand vigorous oral use of the vernacular is a usefulaccomplishment. My extension of the argument tothe acquirement of any and every language is cogentfor the simple reason that the clearest, and deepest,and widest appreciation of literature is possible onlywithin the range of the active memory.How can the latter be most effectively cultivated ?Much reading aud little thinking within the samerange result in great expansion of the passive memory.Much thinking along the lines of moderate readingreduces the passive in favor of the active memory.For thinMng means combination and recombinationin various sequence of the vocabulary already passedin review, until, through self -activity, the mental processes involved, along with their associated symbols,have become an organic part of the acquiring mind.Impressions not thus welded to the previous totalstock-in-trade of the individual consciousness maylast indefinitely, but they do not become organicelements of that consciousness. No amount of passivereading can take the place of self -exertion in the shapeof oral and written exercises, calculated to exhaust theinflectional and syntactical elements successivelyunder observation. What hints can the teacher fairlyderive from these considerations as to the proportionto be maintained between reading and compositionwork in one form or another ?6. The inflection, syntax, and style of any languagebecome familiar to the mind in proportion to the frequency with which they occupy our attention. In thisthey share the fate of all habit. Thought, the easyand rapid expression or the easy and rapid grasp ofwhich is our ultimate aim in language study, persistently refuses to be easily and rapidly grasped or expressed, until its morphology has passed over from therealm of mere knowledge to that of instinct. Realenjoyment of literature is possible at no previousstage of the work. In other words, from the point of362 UNIVERSITY RECORDview of the learner, language usage is an art and not ascience. For the best results it needs to be not simply,comprehended but assimilated. To stop short at thefirst of these two stages is to misconceive the wholeproblem. To attempt to teach beginners at one and thesame time the art of language usage and the scienceof language development is to invite certain failure.The transparent attempts of otherwise estimableteachers to dignify their humble service as instructorsin an inductive art by giving it a sternly philologicalappearance are a wretched make-believe, deceivingnobody but possibly themselves and certainly theirstudent victims. Literary history, the historical development of a language as a whole, problems ofsyntax and style, and the numerous questions of wordformation and word change are all fit themes forscientific treatment at the hands of one who knowsthoroughly the speech usage of the language involved,at some definite stage of its existence. Far from belittling, the whole argument of this paper exalts theimportance of just this work. But to invite the beginner to a scientific feast of this sort is to duplicatethe stork's politeness in tendering a long-necked-bottle banquet to the fox.Reflections like these suggest the desirability ofintensive rather than extensive cultivation of vocabulary. Only through repeated contact with the essential peculiarities of a language does that degree offamiliarity with them ensue that meets the needs ofthe case. If the reading matter be wisely chosen,these essentials need not be sought through manythousands of pages. How far must we pursue thistrain of thought to detect the fallacy of the reasoningthat dictates many of the so-called rapid readingcourses? This touch-and-go diffuseness of effort isperhaps no further removed from the golden meanthan the confinement of the learner's attention to arange of reading so narrow as to involve a hobbyhorse gallop, with much movement but with little perceptible progress.7. In translation from one language into anotherthe pupil's attention is necessarily focused upon theresources of the idiom into which he translates, provided the teacher demands real translation in placeof mere transliteration. For instance, translation fromany foreign language into English demands not merelyan adequate grasp of the foreign meaning, but firstand foremost such discriminating selection of idiomatic equivalents as to do not the slightest violence tothe spirit of the English language. Thus jealouslyguarded it becomes an excellent discipline in Englishspeech usage. The closer the scrutiny of the idiomatic resources of the vernacular the better this dis cipline becomes. Since, however, the capacity at thecommand of the learner for this close observation is astrictly limited quantity, the fraction of it devoted tosifting the elements of the foreign tongue diminishesin proportion to the success of the translator. If onthe other hand the teacher be lax in the matter ofidiom equivalence and accept as satisfactory versionsthat consist of jumbled foreign idiom, clad in Englishvocables, the resulting obtuseness of the pupil to theexistence of idiom in any language nullifies any fanciedgain in point of time saving or of increased attentionto the substance read. When well done, therefore, itfurnishes a valuable discipline, not in the languagestudied, but in the vernacular ; when ill done it bluntsthe perception of idiomatic distinctions and engendershabits of carelessness and slovenliness that seriouslyimperil the student's future success in language studyof any kind. Even if necessary at first, as a test ofthe pupil's grasp of the foreign meaning, what shallwe say to reducing it even then to the minimum and tosupplanting it as early as practicable by paraphrasesof the meaning in the language studied and by repliesto minute questioning upon the substance passed inreview?If a language is worth studying for its own sake,then translation as a means of acquiring it shouldproceed from the vernacular to the foreign tongue,never the reverse. The thought is here more or lessfamiliar, and the discipline involved in scanning,weighing, and selecting the foreign elements for itsadequate reproduction strengthens the pupil's command of the linguistic resources he is trying to appropriate. And yet the restraint imposed by the idiomaticstructure of the mother tongue is sufficiently great toprevent even such translation from ever taking theplace of free composition in terms of the foreign language. It may profitably be used as a preparation butnot as a substitute for the latter.In conclusion, I recall the salient features of theseconsiderations:1. Language appeals primarily to the ear and onlysecondarily to the eye. Only he who hears as well assees communes with his author face to face. Neglectof this principle involves vices of pronunciation, noteasily overcome, and incapacity for enjoying the musical beauties of literature.2. A language lives in the sentence and is in a stateof suspended animation in the vocable. Shall we concentrate the attention of our pupils upon the formerat the outset, or upon the classified vocables of theready-made paradigm?3. Not in the more dignified forms of literature, butin the language of the fireside, of the market, and ofUNIVERSITY RECORD 363the social gathering is revealed the idiomatic twist ofthe national thought. Pervading but a relativelysmall fraction of the whole vocabulary this nationalbias is at once the most significant and the most difficult feature encountered by the language learner.What should in the light of these facts be the initialfocal point of the student's effort, as far as choice ofreading matter goes ? What is the bearing of thesefacts upon the definition of a good dictionary?i. The interest of the student of speech usage inliving thought is far keener than that in the disjectamembra of systematic grammar. In view of thispsychological fact, shall the pupil be given the latterat once, with the request to verify its statements inthe course of his reading, or shall he be led to construct his own paradigms and rules under the guidance of the instructor?5. The active as distinguished from the passivememory can be cultivated only by the self -activityinvolved in combining and recombining the impressions already received, i. e., in reproduction. Whatbearing has this fact upon the value of theme writingand of composition writing?6. Impressions that are to become the learner'spermanent possession must be frequently repeated.Mere knowledge must ripen into instinct. What inference may be fairly drawn from this principle as tointensive versus extensive reading?7. The translator who does his work well necessarilyfocuses his attention primarily upon the resources ofthe language into which he translates. What hint isconveyed by this consideration as to the proper function of translation in language learning?Report of the University Elementary School.V.Music Study, by Miss May Taylor, Instructor.Before reporting on the work done by the differentgroups, I want to say something of the general aimand method of work. And in this I may be pardonedif perhaps, occasionally, I use the phraseology of onewho has put the problem of music education and itssolution, more clearly than is possible for me. Irefer to Mr. Calvin B. Cady.Mozart said regarding his manner of composing,¦'When I am, as it were quite myself, alone — whentraveling in a carriage, walking, or during the nightwhen I cannot sleep — it is then my thoughts flowmost abundantly. Those ideas that please me I retainin my memory and hum to myself until I find anopportunity of turning the morsel to account. My subject enlarges itself, becomes defined until thewhole, though it be long, stands complete in my mind,so that I can survey it like a picture or a statue, at aglance, nor do I hear in imagination the parts successively but all at once."This last sentence contains the secret, the keynote,I believe, of all true music study. For if in creatingmusic, the tone forms are pictured to the inner ear,before the question of expression either with piano orvoice comes that of re-creating, in the imagination,the tone forms of that piece of music, in order to getthe thought to express. And the problem in musiceducation is to develop in the child the ability to thinktone forms. This is what everyone does who reallythinks music ; he pictures to the inner ear tone formsas he would to the inner eye line forms. In otherwords, he hears his music as the artist sees his picture,before he expresses it. Music thinking is not thinking about notes and keys, things that can be seen ortouched, it is thinking unseen forms. Piano and voiceare only mediums of expression of thought. Thefirst and real work is to realize the idea, the thought,that is, the music.Now, what are the tone forms in music to be realized?A young child looking at a picture sees almost noform, only a mass of color. An adult sees larger andsmaller masses of color in relationship, lines producingfamiliar forms. In just this way, where the generalear hears only a formless mass of sound, the musicallyintelligent listener perceives masses of tone and shadings, chords, their relationships, that is harmony, andthe outlining boundaries, that is melody.The simplest unity in music is melody; so this is firstto be thought. Music thinking, that is pure music orthat disassociated from words is an abstract form ofthought. Because the melody is rendered more definite by words and the child will catch and retain it morereadily the work is begun with songs associated withwords. The words form a unity that stands in verymuch the same relation to the melody that objectsseen or felt sustain to sentences of words.In Groups I and II we have worked wholly fromthis side, letting the words furnish the means to tangible melodic image. With these groups of coursealmost no conscious work is done. It is singing forthe sake of obtaining a natural, free and joyousexpression, of training the child in this manner of expressing himself. We confine ourselves to melodiessimple* in length, range, intervals, and conception.But in the singing, these things have been kept inmind : first, quality of tone, a pure quality arrived atthrough the idea expressed by words. The soft quiettone color of the slumber song, kept in the child's364 UNIVERSITY RECORDthought, awakens a soft tender quality in expression,and also a free and easy form of action; second, in connection with the song singing of little children, therhythmic feeling is unconsciously fostered by themotion of hands, arms, etc. In the bird song therhythm is marked by arm waving up and down aswings; in the snow-flake song by the gentle downwardmovement of hand ; in the lullaby by a rocking motionof the hand.The child sings, at first, purely from imitation andhas no consciousness of the relationship of the tonesin the melody. He does not realize the relationshipsinvolved in such a song as the boat song, which rocksback and forth upon two tones and he would be quiteas likely to represent the song as moving in a linestraight up and straight down. This consciousness isawakened by pictures of songs on board, by pickingout the songs on piano and to a slight extent by thearm and hand motions before mentioned. With thisdawns consciousness of pure music.This work, while done in a limited way in GroupsI-II, has been carried out more fully in Groups III-IV,until they are ready to do something in pure musicthinking. In these groups the idea of rhythm hasbeen presented in a more concrete form. The conception of rhythm is the second step to be taken in learning to think music. This corresponds in a way towhat is commonly known as time, although keepingtime, which is too often hammering out a series ofaccents, is not as difficult to realize as rhythm.Rhythm is proportion, it is relationship ; it is not aseries of separate jerks, it is the relationship of greaterand lesser intensities. There is involved a sense ofcontinuity. And the onward movement of circularforms best represents this continuity, this relation ofstrong and weak pulses. We get at this idea of rhythmin this way : I chose two short songs (with words) withwhich the children were familiar — one of two, one ofthree-pulse rhythm. All melodies in this music workare submitted to this swinging of the rhythm. Witholder children pure melodies are given for rhythmicanalysis ; here, in absence of the verbal sense, musicsense alone is relied upon.In Group IV, and in a very limited way with III,we are taking up the individual character of the relationships, which form the melodies. It is found to bethe same melody by whatever tones expressed, that is,whether in key of C or G. Children do not at firstrecognize it, but when they do an important step hasbeen taken toward abstract thought. Now, theserelationships that make up the melody have an unmistakable character that individualizes them in whateverkey they appear. This individuality can be perceived and named, just like that of any color. The unfinishedmelody brings out the idea that there is a lack ofcompleteness until do is heard; this gives sense ofrest. When this tone assumed a character sufficiently distinct for them to distinguish it wherever itoccurred, they were given a name for it. In this waywe have treated all the relationships, in the more advanced groups. Thus each tone has a character forthem, not that necessarily they can describe thecharacter; nor do they always recognize it readily,but they are working toward a certain and readyfeeling for it.When we have recognized the entities and havenames for them, the question of symbols comes up.We want to express to some one at a distance thismusic idea, or we wish to express it to someone onthe piano. The piano symbols are the keys ; the symbols for writing are staffs, notes, etc. You will noticethat names, symbols and forms of activity are all madethe expressing servants of idea and form. Groups V,VI, VII, and VIII are expressing on the staff themelodies they grasp in such a way as to survey themas pictures. In all this dealing with symbols themusic is never lost sight of, for the writing is donewith the singing ; and the rhythmic feeling is continually fostered by writing the tone signs in perfectrhythm.Groups V, VI, VII, and VIII are working in puremelody almost altogether. All tones of the simplescale have been individualized, two and three pulserhythms established, and two and three pulse tonesmade familiar. Group V is naming and writing shortsimple molodies in keys of C and G. VI and VII havetaken up keys of D and A, and half-pulse tones.VIII is working in three keys, also F, and has justbegun studying the silent pulse.Official Notices.CHAPEL TALKS.Monday-Friday, February 14-18.At the chapel-assembly of the Junior Colleges onMonday, Assistant Professor Clifford H. Moore willspeak of his experiences as a student at Harvard.At the chapel-assembly of the Divinity School onThursday, Professor Shailer Mathews will give thesecond of a series of three addresses on " MinisterialTypes in Fiction," his particular topic being, " TheronWare,"At the chapel-assembly of the Graduate Schools onFriday, Head Professor Coulter will continue theseries of Pedagogical Talks by an address on " TheStandpoint of Science Teaching in Secondary Schools."UNIVERSITY RECORD 365Hon. George R. Peck, General Counsel of theChicago Milwaukee and St. Paul Railway Company,will be the orator for Washington's Birthday. Hewill speak in the Chapel, Cobb Lecture Hall, at11:30 a.m. The music will consist of national airsand college songs.THE UNIVERSITY CONGREGATION.The seventh meeting of the University Congregationhas been called for 3:00 p.m. Tuesday, February 22.Problems for consideration include :1. The following propositions chosen for discussionat the January meeting, and postponed : a) thatthe number of fellowships should be diminishedand the amount of stipend increased ; b) Thatposting should be adopted as a method of discipline.2. The following propositions chosen for discussionat the February meeting : a) That allied departments should hold conferences with a view tocoordinating their courses for the benefit ofstudents ; 5) That the time limit of all Quarterlyexaminations should be extended to three hours?and that no two examinations for any one studentshould be held the same day.3. Such other business as may properly come beforethe meeting.Religious.At the vesper services during the current Quartera series of lectures is being given on " The Placeof Christianity in the History of the World." Theseare the remaining topics :February 13. — The Birth of Christianity. Head Professor E. D. Burton.February 20. — The First Century of Christianity.Professor Shailer Mathews.February 27. — The Christianity of the Centuries.President Chas. J. Little, Garrett Biblical Institute.March 6.— The Christianity of Today. Rev. NewellDwight Hillis, D.D.March 13. — Christianity of the Future. Rev. JohnHenry Barrows.Lectures on Christian Union. — On Friday, February 11, 1898, 8:00 p.m., Dr. L. A. Crandall, of theMemorial Baptist Church, will deliver, in Cobb Lecture Hall, a lecture on "Christian Union" before theDisciples Club. This is to be the first of a series that is to be delivered at the University on the subject ofChristian Union. The next lecture, after Dr. Cran-dall's, will be delivered by Rev. Jenkin Lloyd Jones.A cordial invitation is extended to the students toattend these lectures. William Oeschger,Pres. of Disciples Club.Dramatic PerformanceFOR THE BENEFIT OF THE UNIVERSITY SETTLEMENT.Friends of the University Settlement are lookingforward with much interest to the French and GermanDramatic Entertainment to be given in Kent Theater,Friday, February 18, 1898, at 8: 00 p.m. The followingwell-known plays will be produced: "En Wagon" byVercousin, " Der Vetter aus Bremen " by Korner, and" La Poudre aux yeux " by Labiche. The parts areassumed by professors and students in the Universityand the proceeds will be used toward the support ofsocial settlement work in the vicinity of Ashlandavenue and 47th street. A desire was expressedby several people to have the place of the performancechanged from Kent Theater to Rosalie Hall. Thematter was brought before the Settlement Committeeand the Board of Directors of the University Settlement League. Both bodies concurred in the opinionthat it would not be wise to make the change. Thefollowing have taken boxes for the performance :Mesdames William R. Harper, Charles Zueblin, H.M. Wilmarth, and J. J. Glessner ; the Misses Butts,Mary McDowell, Anna Boal, Myra Reynolds ; Messrs.L. M. Dilman and Philip D. Armour; and FosterHall.Current Events.Professor Edmund J. James delivered two addressesbefore the University of Missouri on Friday and Saturday, January 28 and 29, the first on " The Relation ofthe State University to University Extension," thesecond on "The State University and the Educationof Business Men."Miss Elizabeth Wallace, Associate in the RomanceLanguages and Literatures, and Head of BeecherHouse, has just had conferred upon her the degree of" Eleve titulaire de 1'Ecole des Hautes Etudes " by theEcole des Hautes Etudes, which is a sort of graduateschool of the Sorbonne in Paris.366 UNIVERSITY RECORDCalendar.february 11-19, 1898.Friday, February 11.Chapel-Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10:30 a.m.Mathematical Club meets in Ryerson Physical Laboratory, Room 35, 4:00 p.m.Head Professor Moore: "Concerning Cantor's Well-ordered Totalities."Notes: "On Symmetric Functions of Three Letters," byMr. Richer ; " On Gravitation," by Mr. Moulton.First Term of Winter Quarter ends.Lecture by Dr. Lathan A. Crandall on " ChristianUnion," Cobb Lecture Hall, 8:00 p.m. (see p. 365).Saturday, February 12.Second Term of Winter Quarter begins.Lincoln's Birthday. — A Holiday.There will be no Faculty nor Board Meetings.Sunday, February 13.Vesper Service. Kent Theater, 4:00 p.m.Head Professor Ernest DeWitt Burton on " The Birth ofChristianity."Union meeting of the Y. M. C. A. and Y. W. C. A..Haskell Oriental Museum, Assembly Room, 7: 00 p.m.Monday, February 14.Chapel -Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m. (required of Junior CollegeStudents). See page 364.Germanic Club meets in B 11, Cobb Lecture Hall,3:00 p.m.M. Batt : " The Essay-form in German Literature."Dr. Wergeland : "A Peculiar Element in Norwegian Literature."Tuesday, February 15.Chapel-Assembly: Senior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m. (required of Senior CollegeStudents).Lecture before Junior Division I, B 8, Cobb LectureHall, 10:30 a.m.Lecture before Junior Divisions II-IV, A 6, CobbLecture Hall, 10: 30 a.m.Lecture before Junior Division V, Kent Laboratory,Room 20, 10:30 a.m.Botanical Club meets in the Botanical Building,Room 23, 5:00 p.m.N. L. T. Nelson will review a paper by Eriksson on " TheSand Dune Flora, of Southern Sweden."Head Professor John M. Coulter will speak on the botanicalwork of the U. S. Government.The " Forum " meets in Assembly Hall, HaskellOriental Museum, 7:00 p.m.University Chorus, Kent Theater, 7:15 p.m.Material for the U1STIVEKSITY EEGOED mustorder to be published in the issue of the same week. Wednesday, February 16.Zoological Club meets in Room 24, Zoological Building, 4:00 p.m.Miss Sturgis : " Synapsis in the Squid-egg."Mr. Treadwell : " Recent Work on Annelid Cytogeny."Geological Club meets in the Lecture Room of WalkerMuseum, 4:30 p.m.Lecture before Senior Divisions I and II, FacultyRoom, Haskell Oriental Museum, 5:00 p.m.Bacteriological Club meets in Room 40, ZoologicalBuilding, 5:00 p.m.M.Cohen: " More Investigation upon the Use of Tuber-culin."W.A.Irwin: " Blood and the Identification of BacterialSpecies."Prayer Meeting of the Y. M. C. A., Lecture Room,Cobb Lecture Hall, 7:00 p.m.English Club meets in the English Library, CobbLecture Hall, 8:00 p.m.Reception to Mr. and Mrs. Frank.Poems by Joseph Leiser and others.Thursday, February 17.Chapel-Assembly : Divinity School. — Chapel, CobbLecture Hall, 10: 30 a.m. (see p. 264).Lecture before Junior Division VI, Faculty Room,Haskell Oriental Museum, 1:00 p.m.Informal Talks on Books of Today by Assistant Professor Crow, Lecture Room, Cobb Hall, 3:00 p.m.Christina Bosetti : A Biographical and Critical Study byMcKenzie Bell.Lecture before Senior Divisions III-VI, AssemblyRoom, Haskell Oriental Museum, 5 : 00 p.m.Philosophical Club meets in Faculty Room, HaskellOriental Museum, 8:00 p.m.Subject : The Chapter on " The Sentiment of Rationality"in Professor James' book. Paper by Mr. Buck.Friday, February 18.Chapel- Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m. (see page 364).Dramatic Entertainment, Kent Theater, 8:00 p.m.(see p. 365).Saturday, February 19.Administrative Board of University Affiliations8:30 a.m.Faculty of the Senior Colleges, 10:00 a.m.Faculty of the Divinity School, 11:30 a.m.sent to the Eecorder by THUBSDAY, 8:30 A.M., in