Price $J.OOPer Year Zbc ^University of CbicaQOFOUNDED BY JOHN D. ROCKEFELLER Single Copi<5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOtTbe XXniveieity of Gbtca^o ipressVOL NO. 48. PUBLISHED EVERY FRIDAY AT 3:00 P.M. FEBRUARY 25, 1898.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS. What that means, you may ponder. We cannotI. George Washington. By the Hon. George R. fathom the methods of Providence, but, seeing thePeck - 375-379 things that are, we may reason and guess on whatII. The Student Spirit in Pedagogical Training. II. m[ M haye bee]Q> The marvel0us career which hasBy R. G. Boone, President of the Michigan .. . , . , , . ., , , .State Normal College 379-383 made us unique among nations would, without him,III. Pedagogical Talks to Graduate Students. III. have been unaccomplished, unthought and unsung.The Standpoint of Science-Teaching in Sec- This University, and the great city of which it is theondary Schools. By Head Professor John chiefest jewel, would have been impossible even inMerle Coulter 383-386 , m, ¦, . ., ', -,.-, & • » • ,-IV. Report of the University Elementary School, VI. 386-387 dreams. They are but the splendid offspring of msti-V. Official Notices 387 tutions which he, more than any other, established,VI. Reports from the Botanical Club - 388 and of a polity which, in good and in evil times, hasJJi' 5Slglous ^," „ " -rT. . T " " " ." " 388 shown how wisely he and his great associates wrought.VIII. Officers of College Divisions for the Winter T^ . J. ., *. ,. . . . ?Quarter 1898 - - - - - - - 388 It is a comely, a wise and a fitting thing for AmericanIX. Current Events 388 students to think of him today — and every day.X. The Calendar 389 But I have sometimes doubted whether the present.= generation is very sensible of the influence andexample of Washington. I may be wrong — indeed, IGeorge Washington* hope so_but x have feared that they are not nowby the hon. george r. peck. what they were when the bloom was on the story ofThe man whose name makes this day significant his life. Great men recede faster than the years, andwas born more than a century and a half ago in an SOOn cease to be perceptible forces. I say perceptible,obscure country parish. He lived something less than f or we do not see all. It is a consolation to believethree score years and ten, and then his dust was given that, seen or unseen, other lives enter into ours, andto the dust of his native Virginia. That would, indeed, are felt in those promptings and impulses which guidebe a short story— if it were all. But think what' our the currents of human effort. No age ever compre-annals would be if they did not contain the name of hends how truly it is the product of other ages. NoGeorge Washington ! It is true beyond question— mind ever measures its obligation to other minds. Noso curiously do events hinge one upon another — that brooding thinker is ever conscious how all philos-without him there would have been no United States, ophies have made him their heir, and have mingledinsensibly in his loneliest meditations. We grasp, not*An address delivered at the University on the occasion of , _,. ., .14.1 • x^- -u u t~ ^«the celebration of Washington's Birthday, February 22, deeding its worth, the prize which would be precious11:30 a.m., Chapel, Cobb Lecture Hall. beyond all our imaginings, if custom had not staled it376 UNIVERSITY RECORDby making it common and familiar. Who thinks,when he uses the telephone, how Edison and Belltoiled sleeplessly to make nerve and wire °the ministers of intelligence ? We hardly know who it wasthat wooed nature to reveal the secret of anesthetics,and tell how pain may be banished and sufferingturned to joy. It is the way of the world. We takewhat is given, and pass on. It is thus we breathe theair of freedom. It is thus we enjoy the libertieswhich have descended from the fathers. It is thuswe claim, as immemorial rights, those great immunities for which in other days men gave their blood tothe uttermost. Let not the students of this University make the mistake which learning so often makes,of forgetting how little we have won for ourselves, andhow much has come to us, borne on the noiselessstream of years. Long before we were born, therewere anxious thoughts; hopes that never could betold, and consecrations to things that are not for aday. We must not worship the past. Men had then,as now, the selfish instinct for individual advantage.It is the inveterate habit of mankind. History, youmay be well assured, has been very human from thefirst ; and yet, out of the past, in a path fringed alltoo seldom with primroses, we have come to this hour.Let us be wise, and take counsel of the worthies thatonce were, while we study the things that now are.Life, death and time are mysteries ; yet here we findourselves struggling, as all the world has struggled,with problems which vex with relentless questioningsThe best we can do — possibly all we can do — is togather up the memories of good men's lives, of brave,heroic deeds, and of achievements that have made theworld happier, or freer, or better.In every list of such names, George Washingtonappears almost first. There he will remain forever.But let us inquire what he was, and what he will be,in the years that are to come. He was not of this daynor of this century, and we see him only in perspective.Abraham Lincoln is ours by the sure title of personallove. We have had him for a friend in sad and happydays. He is kin to us by ties such as no other manever established with his countrymen. All the worldknows him now, as one sang who loved him well :" For the sweetest, wisest soul of all my days."But Washington is far away, and our affection forhim is formal and regular. When we think of him,there comes a vision of a being, cold, reserved, statelyand austere, the very embodiment of awe and majesty.There he is, on high Olympus* up where the ice gathersat nightfall, and where the birds never dare to sing.But, nevertheless, men are men. Washington andLincoln, who seem so different and who really were so different, had many points of resemblance. Bothwere frontiersmen ; both fought in Indian wars ; bothmarched forward from small things to great, in bravereliance upon the sanctions of duty, and each, in theappointed way and at the appointed time, led hiscountry through darkness to light. History will nevername them as rivals, but will give to both the laurelwhich is reserved for the immortals.Let me tell you what Washington really was as Ifind him in books and in tradition.First of all, he was a great man. It has been somewhat the fashion in recent years to disparage his abilityand to represent him as a very respectable Virginiagentleman, of high character and unblemished reputation, but of rather slender mental endowment. Itrust it is no disgrace to be respectable, and I am gladthat he was a man of high character and of stainlesshonor. The world is not in danger of having too manysuch. But notwithstanding his respectability andhis umblemished life, George Washington, measuredby every test, was a great, a very great man. The literature of the world is so full of babbling about suchthings that T must tell you what I mean when I callWashington great. Genius is a much used word, andall forms of intellectual eccentricity and aberrationare counted among its proofs. But I hope you havenot fallen into so poor and vulgar an error. I prayyou remember— for some day it will be useful for youto know it — that the first attribute to genius is absolute sanity. It manifests itself, as Charles Lamb eotruly said, "in the admirable balance of all thefaculties." It is serene, as the Pyramids and Alpsare serene, because it as based, as they are, on afoundation which cannot be moved. George Washington was preeminently sane. There was a depth andclearness in his mental faculties which made themless conspicuous than those of men a thousand timeshis inferior. After all, it is not the flutter of sparrowsin a thicket, but the steadfast wings of birds of flightthat reveal true strength.The career of Washington naturally divides itselfinto two sides ; the military and civil — war and peace.But he was the same in both ; always lofty, alwayscommanding, always sensible. He was little trainedin schools, but has it not occurred to you that someof the world's greatest leaders have lacked the advantage of a collegiate education ? The vesture that menwear does not always determine what they may, orcan, or will do. No one can believe more absolutelythan I, that colleges and universities upbuild andstrengthen human character. Education can transform clay into marble, and change the crude aspirationsof a farmer's boy into the finished type of a man whoUNIVERSITY RECORD 377really knows. But Washington had no degree. Themountain path, the surveyor's chain that measuredfrom settlement to settlement, the rifle and the cheerof ¦ the Virginia backwoodsmen, were his education.Whatever aristocratic tastes he had, were only suchas rest upon that most unstable foundation — familypride. He was descended from the Cavaliers, and froma family of soldiers, but I have never read that hecounted much on that. He was richly endowed withwhat Tennyson calls " saving common sense." It savedhim in many a close encounter ; it saved us too. Ifhe did not belong to that small column of consummatecommanders which includes Caesar, Napoleon, Cromwell, and Grant, he was the equal of Frederick andthe superior of Wellington.What are the essential qualities of military greatness ? Skill, patience, faith. These he had, and hadthem unfailingly. Tradition still points out the elmtree in Cambridge under which he took command ofan army of ploughmen and villagers, some of whomonly a few months before had blazed up in angry defiance at a British invasion of their neighborhood.The world had heard the shot they fired, and hadmarveled when they stood on Bunker's Hill andfought through that long June afternoon, like veteranstried and true. But yet, they were only a looselyorganized, undisciplined, uninstructed mass when, afortnight later, Washington came to be their leader.If you doubt his right to be named great, read of thesiege of Boston, the seizure of Dorchester Heightsand how the British fleet and army sailed away fromthe presence of a half -clad, half- armed and half -starvedContinental army, and you will doubt no more. Forsteady watchfulness — the picket-duty courage thatdoes not sleep — for quickness to detect the best laidplans of the enemy, for inflexible faith, which, likethe Cameron in the Scottish song, "never can yield,"George Washington stands almost without an equal.Desperate emergencies came to him, and he met themquickly and resolutely, but always calmly as becomesa man. The campaigns in the Jerseys, the long, wearywatch on the Hudson, and the last act of the dramawhen he shot like a thunderbolt from the highlandsabove New York to fall upon Cornwallis at Yorktown,are lessons in the art of war which students cannotstudy too much. The curtain fell upon a scene inwhich George Washington was the central and heroicfigure. Only men of the first order do such things.Secondly: He was a good man. And is not thatbetter than to be crowned with any wreath/that mereintellectual qualities can win? Just, fair, honest,truthful — all men grant him these. They are homelyvirtues, but they are — as Shakespeare makes the beautiful, wise" Portia say of "another human virtue —" mightiest in the mightiest." It is not much to ourcredit that some people have lowered their estimateof Washington's intellectual character, simply becauseof his moral altitude. They have thought — and it isa shame to say it — that a man so unblemished, sohigh in honor and in honesty, must have been ofmediocre ability. Alas ! for the day when such conclusions can come, and alas ! for those who acceptthem. It is of little consequence to him, because history always comes right at last. But it is of graveimport to us, and I bid you take heed that you do notfall into so miserable a delusion,Thirdly : He was brave. It is true, courage is common, and I sometimes think most common in commonmen. Generals have it, but so also do corporals. Thiswould be a poor world if we did not love it. You arestudents, following as students do the footsteps ofmen who have done great things in science, in literature and in art. But I hope the time will never comewhen you will not delight to read the story of the Cid,and of Arthur and of Richard of the Lion Heart.Washington was, no doubt, a different type of manfrom these heroes of fable and tradition, for his courage was self -poised and calm, as was his nature in allways. But it had, in the highest sense, the realquality which is alike in all heroic natures. When anofficer remonstrated with him for exposing himself tothe enemy's shot and shell, he only said : "You are atliberty to retire." That answer was not, perhaps, likeNapoleon, but it was better — it was like Washington.It was the antique spirit speaking after its fashion,and meaning only this: that however and wheneverfate might strike, the duty then visible must be done.But physical courage, the story of which sets ourhearts aflame, is not the greatest courage. All theworld, at least all the civilized world, recognizes this ;for we excuse those who falter in the presence ofmoral danger, knowing how hard it is to stand uprightbefore it ; but nobody forgives a physical coward.Washington, who was the best balanced man in ourhistory, had moral and physical courage in perfectequipoise. On or off the field of battle, he dared todo what, at any instant, seemed right.When the war was ended and the miracle of deliverance was accomplished it would have been easy tosay, " I must rest." Who could have blamed him ?Had he not given seven years to the cause — harderyears than Jacob gave for Rachel ? His arm had heldthe wavering colonies together, and his brave hearthad led the way to victory and peace. Here, I think,the career of Washington reaches its highest, its sub-limest elevation. Before he had fairly begun to378 UNIVERSITY RECORDbreathe the air of Mount Vernon the clouds darkenedand the critical period came on, of which John Fiskehas given us so noble a sketch. The lotus is sweet tothose who have toiled. In quiet afternoons it is pleasant to think of dangers past and to take comfort inthe thought that there will be no more strife, butonly " dreamful ease." History has told how Washington withstood that temptation, if, indeed, it were atemptation to such a nature.There were doubters and dreamers then, as thereare now, and will forever be. They had their say, butno great problem is ever solved by them. The confederation, which had been weak from the start, wasfalling to pieces when the stress and pressure of warhad passed. Wise men saw that the victory they hadwon was only a delusive triumph if the colonies couldnot maintain themselves as a nation among the nations of the earth. There was but one guaranty ofindependence, and that was unity ; a government ofpeople instead of states ; a high commanding authority, supreme, pervasive and direct. But these truths,now so plain, were apprehended then only by sane andsensible men. The brilliant theorists, the orators andthe agitators saw only clouds beyond clouds and noray of hope in all the sky. It is interesting to readhow they declaimed and how philosophical statesmenpointed out the certain ruin that would come to thepeeple's liberties if they rendered the right to bemany and consented to become one. It was thenthat Washington — greater than at Yorktown — gavehis name and his character for a perpetual indissoluble union. There can be no doubt that if he had opposed a constitutional government, or even if he hadbeen lukewarm, it would have failed. Others agitated and supported it with patriotic devotion, but itabsolutely required his calm, steadfast support — andit received it. Again, the sanity of true genius wasillustrated. While others were predicting many woesif the bauble of local sovereignty were given up, theclear, calm gaze of Washington saw that only by astrong, commanding government, free, united andpuissant, could liberty keep any semblance of life onthis continent. The final test of statesmanship mustever be the judgment of future generations ; and ofconstructive statesmanship, which is the moldingtogether of peoples, communities and states intonational sovereignty — this final test is really the onlyone. Ships have been known to struggle bravelythrough perilous seas to break in pieces on the welcoming strand. This was the fate that imminentlythreatened the colonies. From it we were saved, notby Washington alone, but by him and the wise menwho stood by his side for law, for order and for a gov ernment capable of securing both. This is his crowning glory.It cannot be truly said that Washington led in thegreat struggle for the constitution ; but only this, thatwithout him no man could have led successfully. Ifhe were not first, surely no one will ever call him second. There was Hamilton, his young friend and formeraide, the most gifted and versatile statesman thiscountry has known. There was Madison, also a Virginian, and like himself, of a calm, equal temperament,a marvel in the gift of lucid reasoning — well named" The Father of the Constitution.'1 There was Franklin,printer, statesman, sage, philosopher, who anticipatedthe discoveries of science, and " wrung from the heartof lightning the secret of the gods." Many othersthere were who had the wisdom to stand fast in themidst of the noise and clangor of the times. But allof them, all to the very last, were powerless withouthim ; and if he had cast the weight of his little fingeragainst them, the scheme of a stable government wouldhave failed utterly. And with that failure would havedisappeared the hope of anything like liberty in thewestern world.The constitution was not all for which Washingtonstrove. It was not perfect then, and I fear it is notperfect now ; but it is worth your love, and if need be,all else that you have on this earth. It is, as Gladstonesaid of it, the greatest piece of constructive statesmanship the world has seen. It is the everlasting proofthat true genius is sensible and sane.Naturally he became the first President of the newnation. He had helped, more than any other, to buildthe ship, why should he not "keep the rudder true"as she put out to sea ? It needed such a pilot ; aridfound in his firm hand the touch of one who neverfailed in storm or calm. He was a good president, at atime when a bad one, or a foolish one, would haveruined the experiment of constitutional government.And now, let me ask, what is Washington to you?Do you think your studies here are simply to makeyou scholars? That is noble in itself, but scholarshipis only a husk, a dead leaf, if it be not an incentive touseful living. It is not for you to go out, as the youngWashington did, to fight with Braddock in the darkwoods, nor to sleep in the snow-beleaguered camp atValley Forge ; but something you must needs do ifyou are worthy to be called American scholars. Therewill be questions enough for you to answer, and mayhap battles to be fought, constitutions to be formedor changed, and institutions to be planted deep in ourstill half-cultured soil.You are to leave this place some day, more confidentand joyous than you will be later. You cannot alwaysUNIVERSITY RECORD 379dwell in cloistered halls, nor sip the dew of letters,nor breathe those sweet, intangible influences whichare the very atmosphere of a seat of learning. Youwill come to mingle with those who are wise and unwise, the learned and the unlearned, moving forwardtogether under the same great impulsion — whither?When Bolingbrooke gave us the familiar maxim,"History is philosophy teaching by example," he onlyquoted from one classic who copied from another.But the truth of it is not less but more plain from itsantiquity. Great men serve two purposes. Firstthey actually do, while living, and secondly, theyteach after they are gone. In which respect they accomplish more, is not for me to say. I am comingback — for how can I help it? — to the doubt expressed at the beginning : How much do the example and influence of Washington affect us as Americancitizens? What would we do if ease and comfort andsafety pointed one way and duty another? Dare wechallenge authority as he did when he belted hissword against the British Crown? That is one question ; but a greater and far more solemn one is: Darewe stand immovable against those who believe thatnothing is true except that which has never beentried? As I understand the example of Washington,it means that not crowns, nor traditions, nor laws,can consecrate what is plainly wrong ; but it meansstill more, that doctrines and theories are not necessarily true because they were born yesterday. It isinfinitely easier for some minds to fall in with the newthan to defend what is the old. But in Washingtonthere was a superb blending of the radical and theconservative. He separated from his friend andneighbor, Lord Fairfax, to cast his lot with the rebellion of the colonies, but after the war, in that sad,critical period, he bravely turned his back on thecolleagues from his own Virginia, when he supportedand signed the constitution which they opposed.Time has vindicated his good sense, and his calm reliance on an understanding which seldom failed inbeing right and never failed in being sound andrational.I wish you would study the character and thecareer of Washington. There has been no time inour history when we have more need to know him forwhat he really was. You may, indeed, fail in tryingto shape your lives on such a model, but it wouldbe a glorious thing to try. He led a revolution, andrevolutions are now promised every day. Nothing isperfect in this world, and it will be well for you toremember that not all who cry out have been dedicated. Evermore there will be wrongs to be righted,but those who are to right them must be truly called to the work. The professional revolutionist, the agitator who has no real conception of what he is agitating, can never, for any long period, engage the world'sattention.It has always been true, and it always will be true,that men of tranquil mind, " of large discourse looking before and after," are those who really shape andcontrol human destinies. Poetry is wiser than philosophy, or rather I should say, it is philosophy expanded and enlarged. Bacon, in all his works, nevergave mankind a more profound truth than Wordsworth did in a single line of Laodamia :" The Gods approve the depth, and not the tumult of the soul."What a lesson to us all. It is a warning to lightminds, but it is also a consolation to those who arenot easily moved from the basis of substantial things.Let us think of the depths and not be perturbed bythe shallows. George Washington, in all his greatcareer — soldier, statesman, almost king, moved righton, fearing nothing because he had nothing to fear.What is this day to us? Nothing, absolutely nothing,unless we think. Washington influences no man whois not strong enough to be himself unto himslf. In adeep sense his birthday signifies union, nationality,and the majesty of people governing themselves. Ifwe would truly comprehend it, we must move into aclearer'air than we habitually breathe. As John Mor-ley, the great English statesman and scholar has said :"Our day of small calculations and petty utilitiesmust first pass away ; our vision of the true expediencies must reach further and deeper ; our resolutionto search for the highest varieties, to give up all andfollow them, must first become the supreme part ofourselves."When that hour comes, this nation will see andknow, as never before, how beautiful a thing it is tohonor the name of George Washington.The Student Spirit in Pedagogical Training.R. G. BOONE, PRESIDENT OF THE STATE NORMAL COLLEGE.Ypailanti, Mich,II.III. The Typical Social Relations. — The varioussocial relations as they concern the present discussion,then, and which have been only vaguely suggested inthe last paragraph, may be presented in a systematicway as follows :1) There is the influence which any one individual"A" exerts upon any other "B," or upon every other.2) There is the corresponding influence, implied inthis, which any one receives from every other.380 UNIVERSITY RECORDThese two classes represent not the typical socialrelations at all, but the workings of the individualmind under the influence of the simplest form of socialfriction. The relation comprises such influence asthat of the teacher upon the child, or of one aggressivechild upon another. It is the typical personal influence, and is the primary factor in the didactic process,3) But every individual is a member of a class orsocial group, larger or smaller, of whose life his ownis an organic part. These social groups include suchmore or less permanently organized bodies of peopleas the family (the first and most effective of all theeducative agencies), industrial groups, associationsfor pleasure and profit, fraternities, parties, clubs,aggressive reformers or obstructionists, public improvement societies, philanthropists, partnerships and corporations, and numerous scientific and culturalsocieties. As a third form of the social relation mustbe noted therefore the influence which the individualhas upon his class or the social group to which hebelongs.4) There is, obviously, the corresponding influencewhich each individual receives from the society whoseinterest he shares.Classes three and four represent the true social relation as distinguished from the personal relation characterized in items 1 and 2 above.5) Among the various bonds of connection incidentto associated human life, some, through the evolutionsof the race, have become fixed and permanently identified with its interests and achievements, and exist asinstitutions. These institutions are social groups ororganizations that persist. They endure beyond thegeneration. " They conserve what is best in the pastof the human race." After the family, the primitiveinstitutions, obviously, were the state and the church.In time, to these were added the school and a growingelaborateness in conventional codes. Latest of all,only now in our day coming to the surface with defi-niteness, is the institution of organized industry.As a fifth form of social relations then, mention ismade of the influence which every individual exertsupon each of these institutions, or upon contemporaryinstitution aL life. This is the genesis of formal historyas a science. History is concerned with human conduct. But, more narrowly, it has to do with humanconduct in associated relations only ; what man doesamong his fellows, and with, or for, or against hisfellows, not his private behavior, is made subject-matter of history. Even this is too comprehensiveand a further limitation seems required. History findsits raw material in those forms of human conduct inassociated relations that have become organized in the great institutions. That deed only is historicalwhoever the doer, which has left a noticeable andsignificant impress for good or ill upon one or anotheror several, or all of these permanent institutionalrelations.6) Corresponding to this last, there is the influencewhich the institution — every institution — exertsupon each of its members. In a sense, the churchthe state and the school, one's profession or trade, theconventional codes and culture agencies, are what theassociated individuals make them. In a no less positive way, the individual is what these make him. It isa commonplace to say that the institution exists forthe individual. Its function is not to perpetuate itsfunction but to lose its service in furthering the individual and social -interests of its members. Everyinstitution, in consequence, becomes an agency foreducation. The state's legislation is a failure if, in theexecution of its laws, men are not raised above theneed for these laws. No authority has been wellexercised, whether ecclesiastical, civil, domestic orsocial, that leaves its subjects still dependent upon it.Items 5 and 6 marking the mutual relations of theindividual and the institution, express the true historical order — personal still and social, but taking holdupon an abiding element wanting in the other relations mentioned.7) Another significant form of this community lifeis the influence which one class or social group exertsupon another and receives from every other which ittouches. The most democratic society exists actually,though denied in theory, in opposition classes. Inevery large^community there are found the complementary groups — male and female; or adults andminors ; or the employed and the leisure ; or the productive and the dependent members ; or the refinedand the coarse ; or the law-abiding and the law-breaking ; or experts and subordinates.No one lives to adult years in however favorableconditions without having felt the influence of thesedifferentiated groups upon his life — now furthering,now hindering his purposes ; making his path broadand inviting, or duty paved and forbidding ; elsewhereand again setting up insurmountable barriers.The great questions of the day are social questionsbelonging to this group of relations. The educationof youth, compulsory school attendance, the higherculture of women and girls, the economic and moralrights of children, the existence and public treatmentof a large leisure class both among the well-to-do andthe needy, the conflicting rights and responsibilitiesof the employing and employed classes, the public careof the defectives and dependents, public manners andUNIVERSITY RECORD, 381morals, the policing of highways and places of generalresort, the punishment of criminals, their reform andnurturing, the prevention of crime, the communityand institutional responsibility for crime, the economicvalues of the several arts, their moral and culturesignificance, and the movements toward makinguniversal or common the culture and skill and foresightwhich are now the possession of experts only : theseare at once the great questions of the pulpit, thepress and the platform, and the vital school questions.8) Of a somewhat similiar character, there is theinfluence of one institution upon another. At certainperiods in the history of the race, culture agencieshave been the controlling forces; this was notablytrue among the Athenians during the times of Platoand Aristotle ; at others there has prevailed government and the exercise of authority. In the middle agesthe primary influence emanated from the church.For shorter periods and in smaller communities, conventional social relations have been dominant. Theconditioning factor of the present day is, perhaps,the economic interest.The cardinal fact in this discussion is that amongall the institutions, there is a recognized and wellestablished interchange of influence, the constitutionand service of each of the six great social institutionsbeing modified, enriched or restricted, in every age,by the contributions which the others make to orwithhold from the existing civilization.9) There is further, less noticeable, though not lessreal, the influence which one class exerts upon thecontemporary institutions.10) And finally, as a complement to the last, there isthe influence which the institution exerts upon theseveral inclusive social classes.The two relations to which reference is here made,comprise the bearing of clubs, voluntary social andcultural organizations, the press, parties, industrialand commercial bodies and other societies, small andlarge, upon the service and responsibilities and permanence of the home, social courtesies, the religiouslife and the state, on the one side, and the reactions ofthe institutions upon these smaller social groups, andthe individual life they make possible.Many times and in diverse ways has the churchbeen both dignified and honored, and its teachingstempered by the quiet service of some little butearnest and growing band either within or withoutthe church whose visions gave them courage to standfor what they conceived to be a higher right. Constitutions and policies have changed through a voluntary but united citizenship. Learning has been enriched by the service of a multitude of scientificand other learned societies.This is the meaning of Endeavor societies, the Ep-worth League, the Y. M. and Y. W. C. A., Students'Christian associations, social settlements, and missionorders ; of industrial guilds, the Grange and Knightsof Labor ; village improvement societies, citizens' committees, municipal leagues; Grand Army and othermilitary as well as civic organizations of patrioticcharacter ; of national educational, scientific and philosophical bodies, ^and geographical explorations ; ofhome protective and humane associations.On the other, hand the several institutions existthat life in these organizations, and the individualworking through them may be enriched, and a futureassured him commensurate with the dignity of hisneed and his powers. No institution has justified itsexistence that has not contributed to the freedom ofman's intellectual and spiritual commerce on thehighest planes he can reach, or multiplied the conditions of his promotion.The relations described by these last four groups,1) the dominance of one social group over others, 2)the dominance of an institution among the institutions, 3) the influence of the class upon the more permanent institutions, and 4) the influence of the institution upon the class, furnish the material for whatmay be called social philosophy or a static view of thephilosophy of history.IV. Pedagogical applications. — I have been atsome pains to characterize in detail the four orders ofhuman grouping as fixing man's social responsibilitiesand privileges, and not at all with the thought of contributing any new sociological outline, but solely witha pedagogical purpose as bearing upon the discussionof my theme.1) The personal relations are ethical and elementaryand should receive attention, directly or indirectly, inall preparatory schools. Here originate questionsof filial duty, parental responsibility, obedience toauthority, personal friendships, business partnerships, etc.2) The true social relations are of great pedagogicaland public significance, and while also ethical, arecomplex and of far-reaching consequences. They canonly be touched in the professional courses for teachers in their rudiments, and superficially. Their clearunderstanding is of profound significance to teacherswho would be educators.3) The historical relations noted as existing betweenthe individual and the institutional life are withinreach of normal schools, or the academic secondaryschools, chiefly through the study of history which is382 UNIVERSITY RECORDthe least pedagogical of the several groups mentioned,and which ignores entirely, as it is commonly presented, the reaction of the institutional life upon theindividual, which is fundamentally pedagogical.4) The last group drops the individual out of consideration except incidentally and has regard for thedistinctively human interests as they appear in thecommunity or other aggregate life. Next to nothinghas been, or, with their present requirements can be,done by the normal schools toward this more philosophical study.It will be understood, of course, that I am speakinghere and now of the advanced technical preparationof a teacher and not the further academic studies,important as these are. The kind and amount ofthese will depend upon the position for which one isto be fitted.How much of each may be safely undertaken by anormal school will best appear, perhaps, from a plainand very brief statement of the work which one ofthem is doing — the Michigan State Normal College.About four-fifths of our enrollment comes to us fromthe public high schools. Speaking very generallyand altogether in averages, the high-school graduatematriculating with us has had an elementary trainingof eight or nine years and four years in a secondaryschool. The average secondary-school course is madeup of something more than 15 per cent, of mathematics and English, each ; 12J^ per cent, each of scienceand a foreign language; a like amount of reviewsamong the elementary branches, half as much of history (a painfully small proportion), and the remaindernot less than one-fourth of the entire course, selectedfrom one or another of these principal groups, or fromseveral of them.Having entered our college, they are given a coursecovering two years, comprising 55 per cent, of prescribed professional work, and the remainder 45 percent, elective. All of this elective work may be, and70 per cent, must be, taken in some one academicdepartment.Combining the average high-school and professionalcourses, the least favorable arrangement allows, besides the professional work, 6 per cent, history, 11 percent, of science, and about 12 per cent, each of English and mathematics, beside some scattering electionsin the high school. Applying in the college the principle of specialization, the course shows (combining asbefore the high-school and technical courses) the 20per cent, or more of professional studies, and a possible20 per cent, of history, 24 per cent, of either science orlanguage, and 25 per cent, of either English or mathematics. It is obvious that in the short period of six yearsfrom the grammar school little more can be attemptedthan is here outlined. For a high-school graduate,such as would be admitted to our University of Michigan, we are able to offer a year of psychology, a yearof the history and science of education, and two yearsof professional study in elementary or secondary subjects as instruments of instruction, in addition to theequivalent of a double line of electives throughout thetwo years.But this affords almost no opportunity for advancedprofessional or academic studies. The latter may behad at any good college or university. During thelast year more than seventy of our graduates werematriculated at the University of Michigan in theSchool of Liberal Arts. Some of them in otherschools. Perhaps a half dozen normal schools out ofthe 300 or 400 in the country have become known asbreeders of the student among teachers. It is anenviable reputation.Two ways lie open to provide this advanced instruction : 1) an extension of the normal-school course toinclude the higher studies ; and 2) the transfer of normal school graduates to existing colleges or universities. I have no doubt that you will join with me inthe opinion that the intelligent adoption of eithermeans will stimulate the growth of the other. Fora decade there has been in Michigan a noticeable, andin recent years an accelerated movement toward aricher professional training. Beside a somewhatserious and more than usually extended considerationof the right handling of the elementary branches, thecollege now maintains regular courses in the pedagogyof both ancient and modern classics, in secondarygeometry and algebra, of the history of mathematics,of high -school literature, and high- school history,elementary and secondary physical and biological science, and the selection and distribution of geographicaland historical material. Smaller elective classes havebeen maintained more or less regularly in elementarysociological studies and advanced psychology andethics. The college now maintains a regular four-year course for high-school graduates, leading to thedegree of Bachelor of Pedagogy. Last year, omittingthe University of Michigan, but one other college inthe state conferred as many bachelors' degrees as didthe Michigan State Normal College.Notwithstanding all of which, and I trust I shallnot be misunderstood in my reference to the Ypsilantischool, we are yet poorly equipped, either in librariesor laboratories or faculty to do the amount and qualityof advanced prof essional work needed to fit teachersfor the best places.UNIVERSITY RECORD 383It will be years before normal schools can undertakethrough psychological laboratories the more seriousand critical and scientific study of the mind and theincident processes of learning and teaching. Fullerlibraries, and students better equipped with thelanguages, and especially the leading modern Europeanlanguages, and the scientific habit of mind andmethods of patient investigation, must be had beforenormal schools can attempt the more serious andextended and critical consideration of the social andracial and institutional aspects of education. Thereis needed the intelligent and sympathetic cooperationof the better equipped colleges and universities, working in the true professional spirit upon real schoolproblems, and in view of the existing life.I have already dared to question in previous paragraphs whether normal schools may not fairly be askedto do more to cultivate in intending teachers the spiritthat would lead them to covet this larger preparation :I think I may also ask, what may we expect from theuniversities? I shall be excused if I say we look forsomething more than perfunctory though learnedlectures upon education, and culture values, and historical types, and general philosophy, and the controverted points in pedagogical history. The university'sbest culture should be available to converge uponteaching and education and their arts, to the improvement of the teacher, a critical and patient study ofthe humanities. University libraries and laboratoriesand the class room should be at the service of instruction to enrich the teaching through the contributionsof history, and ethics, and art, and morals, and religion,and philosophy, and government, and sociology, thenatural history of man, and whatever gives a truerinsight into the ways and means of man's living andthe conditions of his improving. The study shouldbe critical and philosophical, mature, liberal ; restingupon a generous culture, and open minded.The programmes of the Teachers* Colleges seem to meto fall far short of this conception of a possible graduate course for trained teachers. Their work may be excellent, much of it, I know to be excellent ; but it isonly elementary at best. It deals and, with the character of the students attending, it must deal with therudiments chiefly if not only. Under present conditions their courses cannot be greatly lengthened.They have no time, and the elementary normal schoolshave less, for extended social and historical and philosophical studies. Pedagogical discussion is oftenscattering, sometimes weak, occasionally puerile, forwant of philosophical insights and the severe imper-vsonaL scientific habit. May we not expect in time, forteachers as a part of their training, these insights and this habit ? A scholarly interest in learning of whatever grade, and learners of all ages ? An effort toimprove the instruction of college youth no less thankindergartners and girls? With the cooperation ofthe universities and the service of clear-headed sympathetic teachers in their chairs it is confidently believed that such much-needed improvements in thepreparation of teachers will be effected. The need iscommended to your consideration.Pedagogical Talks to Graduate Students.III. THE STANDPOINT OF SCIENCE-TEACHING INSECONDARY SCHOOLS.BY HEAD PROFESSOR JOHN MERLE COULTER.The place of science in the secondary schools hasbeen established, but I fear that its effective methodand significance are not thoroughly appreciated. Information about science is one thing, and work inscience is quite a different thing. No amount of recitation from text-books will give the result sought bythe introduction of science into the secondary schools.Without the laboratory, in one form or another, thereis no training in science. This rules out a brood ofsubjects which are apt to masquerade as science in thesecondary schools, such as the so-called "physiology,"astronomy, physical geography, usually geology, andother debris of this kind. These are all useful andeven important subjects to be informed about, but toallow the process of giving this information to countas work in science is an absurdity. If any of these subjects can be so organized as to permit an actual demonstration of their salient facts by the pupil, then theyshould fall under the category of work in science.At present, in our secondary schools but four subjectsare organized for effective work in science, namely,physics, chemistry, zoology, and botany. Others arebeing developed. This statement does not imply thatthese subjects are effectively organized in all secondary schools, but that they are capable of such organization. My purpose, however, is not to considersubjects, but to suggest the real significance ofscience in secondary education. To determine whatone wants to do with a subject is to determine itsstandpoint. What I have to say applies not only tosecondary education, but to all undergraduate education.It is impossible to dissociate the intellectual effectof science from the other factors in training whichhabitually accompany it. So far as I know, no "pureculture" to determine the specific effect of science384 mnVERSXTl RECORDhas ever been attempted ; so that the best that canbe done is in the way of reasonable inference. Therecan be no doubt but that much of its effect is cumulative rather than specific, and so becomes merged andlost among other agencies. In addition to this general result, however, it is claimed that it has an effectof its own, not to be duplicated by any other subject.It is this specific effect of science that we are especially interested in discovering, which must control themethod of teaching. One argument for the study ofnature as a means of general training is based uponthe claim that the subject-matter appeals morestrongly to the interest of the young than almost anyother that can be presented. The enormous momentum gained by interest is too well known to need discussion. That objects in nature, especially livingobjects, arouse the most lively interest in children isthe most common testimony. It seems logical to takeadvantage of this interest in any intellectual training.I have never ceased to wonder at the systems of education which base their training, in effect, upon theproposition that the most natural impulses are to berepressed ; that natural tastes are to be set aside forthose artificially stimulated ; that the great open bookof objective nature is to be closed, and conventionalsubjective matter presented. From my own standpoint, this is intellectual distortion, as much as arethe heads of Flat-Head Indians or the feet of Chinesewomen physical distortions. The subject is difficultto present in its true light, for we are still under thedomination of a conventional education, which hasworked out its results for centuries, and its goodresults are overwhelmingly in evidence, for they areour only results. Now that the democratic idea oflarger rights for all subjects is persistently intrudingitself, the old aristocracy needs most careful scrutiny.It has certainly done the best it could ; but this is noreason why some form of organization may not bebetter. The human mind develops in spite of subjects and teachers; but our purpose should be toremove all possible obstructions. It has been anannual experience of mine for many years to come incontact with the product of primary and secondaryschools from which the study of science has beenrigidly excluded, and it must be confessed that the"all round" training claimed by them has resultedin the narrowest conceivable intellectual product.The evils of early specialization are nowhere so apparent as in the schools which especially prepare forthe average college. It is true that many collegesdemand this specialization for entrance, continue it intheir own courses, and then deny an adequate representation of science upon the ground that this means specialization. The tentacles of inquiry which thechild naturally reaches out to nature become insensitive through disuse ; and only here and there, in thelater college experience are some found still functionalenough to be stimulated into activity. The publicschool system is seeking to better the product, but itis discouraging so long as colleges demand specialization rather than "all round" training for entrance.It may be worth while to call attention to the factthat the study of science holds no relation to the studyof the subject-matter as presented in text-books, andthat such a presentation of it has no value in ascheme of education that does not belong to any othersubject presented in the same way, and for purposesof training might as well be eliminated. The youngmind does not reach out after the text-book, but afternatural objects themselves. This distinction shouldbe rigidly regarded, and text-book work should neverbe admitted into the category of " science." I grantto the old aristocracy all the strictures upon theresults of science study it may care to impose if thisstudy is to be one of text-books. One of the prominent things claimed for science is that it breaks theshackles of slavery to the book, and introduces thatintellectual freedom in which one sees and thinks forhimself. My real purpose, however, is to discover thepeculiar intellectual result of science study, a resultwhich cannot be obtained by the use of any other subject, and without which intellectual development isincomplete.It is commonly stated that the prominent results ofthe study of science are the cultivation of the powerof observation and of drawing conclusions from observed facts. This is certainly a beneficent result,but it cannot be claimed as one peculiar to science,for it simply depends upon a method, the laboratorymethod, which may be applied to a wide range of subjects. It is true that science has introduced the laboratory method into education, but having introducedthe method it cannot lay claim, as a subject, to allthe results. It is true, perhaps, that the laboratorymethod is most conveniently and completely appliedin science, and that in most training the definitetraining in observation and deduction is still obtainedfrom nature study ; but this will become less true asproper educational methods are developed. For thisreason I take issue with a statement too frequentlymade by those who have had no training in science,that the function of science in an educational schemeis to teach laboratory methods. It is true that science,by its example, has been the great teacher of laboratory methods, but that is not its function any morethan the device of algebraic symbols is the function ofUNIVERSITY RECORD 385mathematics. A method is not a purpose, but has apurpose in view.Another conception of the function of science ineducation is that it cultivates the power and habit ofanalysis, and that its purpose is analysis. This is apersistent conception of science in the popular mind,and also in the minds of many teachers of science,judging by their methods. This, however, is no morethe purpose of science than is the laboratory method.The latter is its method, the former its preliminarystep. This preliminary step, called analysis, is nomore peculiar to science than are observation and deduction, although it may be more extensively anddefinitely cultivated in the so-called laboratories ofscience than in other laboratories. The ultimatepurpose of science and its peculiar function in asystem of education is through analysis to reach synthesis. Its purpose is a constructive one, based uponthe facts which analysis reveals. It may seem strangeto some to regard the purpose of science as a syntheticone, and the final synthesis, which gives significanceto analysis, certainly does not find any place in thepractice of many teachers, but without it the realpurpose is missed. To collect facts and not put themtogether is not the purpose of science. It may beclaimed justly that the reaching of synthesis throughanalysis is no more peculiar to science than are observation, deduction, and analysis; but the mentalattitude involved in reaching this synthesis is peculiar. This peculiar mental attitude may be mostclearly stated, perhaps, in the form of a comparison.A very commonly used classification of studies ingeneral is that which divides them into the " humanities" and the "sciences." It lies outside of mypresent purpose to take exception to this exceedinglycrude and misleading classification, but for the sake ofcomparison it will serve as well as any other. The"humanities" are dominated by literature in thebroadest sense, and are claimed to develop in thestudent a kind of culture especially desirable, a flavorespecially characteristic of the educated man. Tothis claim I would not offer the slightest objection,for the " humanities " have been and must continueto be a noble course of intellectual development,without which an education is certainly incomplete.I realize the difficulty today in sharply defining thosestudies which should be included under the "humanities; " and a difficulty equally great in defining thoseto be included under " science," for it is often a thingof method rather than of subject-matter which determines the position of a study. However, there isno misunderstanding as to the general significanceand effect of the group of studies known as the " hu manities," It is the most ancient and best knownform of culture, and being bound up with the development of mankind it must continue necessarily tohold high rank.The general effect of the humanities in a scheme ofeducation may be summed up in the single word appreciation. They seek so to relate the student to whathas been said or done by mankind that his critical sensemay be developed, and that he may recognize whatis best in human thought and action. To recognizewhat is best involves a standard of comparison. Inmost cases this standard is derived and conventional ;in the rare cases it is original and individual. In anycase the student injects himself into the subject ; andthe amount he gets out of it is measured by theamount of himself he puts into it. It is the artistic,the aesthetic, which predominates, not the absolute.It is all comparative rather than actual. The abilityto "read between the lines" is certainly the injectionof self into the subject-matter. It would seem fair,therefore, to state the peculiar effect of the "humanities" as being the power of appreciation or self-injection.My claim is that any education which stops withthis result is an incomplete one, and that there is another mental attitude which is a necessary complement before a full-rounded education can be claimed,and this complementary mental attitude is developedby a proper study of the so-called " sciences." It hasbeen a matter of wonder to me that the student whoconfines himself to " humanities " is so often spoken ofas the "all round" student ; while the one who studiesthe " sciences," and from whom the " humanities " areas a matter of course demanded, is spoken of as anarrow student. In the very nature of things, in thevery structure of our educational schemes, the studentof science is compelled to be the broadest, most " allround " student we have. If the study of nature isconducted so as to cultivate merely a sentimentalappreciation of natural objects, it does not fall in thecategory I am considering, and can in no way be considered a study which acts as a complement to thehumanities. It is merely more of the same thing.Teachers of science are too apt to cultivate a factitiousinterest in their subject-matter by this attempt at self-injection, and so destroy the peculiar advantage of thesubject in intellectual training. If the proper intellectual result of the humanities is appreciation, whoseprocesses demand self -injection, the proper and distinctive intellectual result of the sciences is a formula,to obtain which there must be rigid self -elimination.Any injection of self into a scientific synthesis vitiatesthe result. The standard is not a variable, an artificial386 UNIVERSITY RECORDone, developed from the varying tastes of man ; butabsolute, founded upon eternal truth.It is evident that this basis of distinction will resultin a classification of subjects differing considerablyfrom the ordinary grouping under "humanities" and" sciences," but I am convinced that from the standpoint of mental development it is fundamental. Itwould even result in the divorcing of certain subjectsnow commonly included under one head. For example,it would certainly sharply cut off certain phases oflanguage-study from literature proper, a fact whichthe universities have long recognized. This furtheremphasizes the fact that no hard and fast lines can bedrawn separating the specific effects of the variousstudies. In our analysis we strip off the flesh andlay bare the skeleton, and are apt to lose sight of thefact that the contour is a composite result. Althoughthe skeletons of the humanities and of the sciencesmay differ from each other in the fundamental waydescribed, I cannot conceive of the resulting contourof the one as distinct from combination with the other.The self-eliminating result of science must be associated with the self -injecting result of the humanitiesjeven though science alone be studied ; and the power ofappreciation developed by the humanities must alwaysbe tempered by the scientific spirit. And yet, the twoprocesses and the two results are so distinct and socomplementary, that any system of education whichdoes not provide for the definite cultivation of thesetwo mental attitudes, and which leaves the complementary part merely to the chances of teaching-methods and mental structure, is in constant danger ofresulting in mental distortion.My conclusion, therefore, is that while it is necessaryin the secondary schools to give a great deal of information about science, running through it all must bea cultivation of the scientific method, which observes,eliminates the personal equation, puts together, reachesa formula or law. Facts mean nothing unless theyare put together, and a fact which cannot be relatedto anything has no value in elementary education.On the other hand, a proper synthesis demands morefacts than any beginning student can observe forhimself. Hence, to secure the valuable synthesis,which is the real purpose, there must be facts observedand facts given, either by the teacher or by the book.The teacher and the book are the only uncertainelements in this programme. To secure the best results from the study of science in secondary schools^therefore, there must be a combination of observationand information. If it is all observation, the facts aretoo few for a proper synthesis ; if it is all infoimaticn,it is not even to be called science. Report of the University Elementary School.VI.ACCOUNT OP WORK FOR THE SECOND SCHOOL YEAR.Development of Industries and Inventions. — Theplan of the second year's work is to follow the development of social life historically, in part at least, fromits most primitive beginnings through the barbaricstate to the opening of authentic history. Beginningwith the most primitive ways of living, it takes upindustries and inventions with their influence on sociallife. The children had in their last year's workfollowed the development of the home, as indicativeof social advance, to the point of permanent domicilesnear good hunting grounds, the lake dwellings furnishing one example. This was reviewed very briefly fromthe changed standpoint of progress as the result ofindustrial development.The first invention taken up was the bow andarrow. All the early weapons were taken up in theirdevelopment from the rough flint chips to the finalpolished stone and bored axe head. This subject wasnot only treated from the historical point of view, butalso from what might be considered, if separated, thescientific side ; in this particular instance, the properties of stones adapted for such use (flint, granite, agate,and hard sandstone), localities where they were foundand means used for reducing them to shape.The making of pottery from its first rude beginningsin bowls of sun-dried clay up to the baked and scantilyornamented jars 'of the polished stone period, wasfollowed by the children with much interest. In eachcase the children's hand work, in connection with eachof these early industries, was, when feasible, in theimitation of some of the simpler processes.The material, clay, was studied in this connectionas to the effect upon it of heat, its coloring, and inwhat situations, geologically, clay beds could be found.The collections of pottery in the Field ColumbianMuseum gave them an idea of the finished productand their own rude bowls, jars, and dishes gave themsome idea of the difficulty of the process.When the transition was made to the bronze andiron age, the finding and smelting of ores were developed together with the ways in which these reactedupon the lives of those concerned. But little timewas given to the bronze age, as but a limited portionof mankind passed through this stage. Still this wasfound to be a mistake ; since the greater fusibility ofcopper and tin, together with the fact that they arefound in a native state (thus making the processessimpler) would have made a natural approach to thegreater step of discovery and use of iron.UNIVERSITY RECORD 387The smelting of iron was taken up in detail aftermany discussions bringing out the advantages of thismetal and the fact of its general occurrence in manylocalities. The construction of miniature smeltingplaces brought out the problems of air supply andfuel in small bulk and the difficulty of rightly applying the heat. Other incidental problems were metand solved, as for example, the kindling point ofdifferent materials, which the children burned insmall smelting places. Owing to the material used,the results approximated small kilns rather than thepit smelting places of early metal industry. After having thought out the necessary divisions of labor, andconsequent organization necessitated by this newindustry, the children attempted to carry out such anorganization through their efforts to work in commonon a single smelting place under the leadership of one.At this period, the beginning of the cultivation ofgrains and of the domestication of animals wasdiscussed with reference to the change from a wildto a serviceable state. Each child chose some situation for the tribe in which he was interested. Forinstance, one declaring that his tribe originally discovered iron, placed the tribe at the mouth of a riverand upon the shore of the ocean. The first use it madeof this iron, after the all-important weapons, was inthe construction of more seaworthy boats in whichthey could venture farther along the shore. Anotherchild chose an inland village in the midst of a forestand described the conditions of life there.In this way differentiation of social life as adaptedto differing environments has been introduced. Thesubject of the governmental development had comeincidentally in previous discussions and is now takenup as a subject by itself.The modes of transportation adapted to communication between these different villages was taken upwith the beginning of commerce, in the barter of thenew iron weapons carried on by the more advancedtribes.The Field Columbian Museum furnished a mostcomplete and interesting exhibit of the early modesof transportation.The work of this class in cooking and sewing withthat of the following years will be given in detail in alater report under the title of domestic economy.The general subjects taken up have been the raising of cotton, its spinning and weaving and transportation. In connection with this and some of their historical work, the subject of dyeing was studied, thechildren dyeing some cotton candle wicking and twisting it into a cord for mat weaving.. In cooking, cereals have been used as typical starchfoods. Their boiling in water with the effect of such cooking upon the different parts of the grain, such asthe softening of the woody fiber and the bursting ofthe starch sacs, have been the points dwelt upon.The time spent has been divided as follows : combined history and science four hours and a half eachweek, sewing two hours and a half, cooking one houra week, and visits to the Columbian Museum a halfhour weekly. One half hour each day is spent in thegymnasium. One hour is given to music each, week.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.chapel talks.Monday-Friday, February 28 to March 4.At the chapel-assembly of the Junior Colleges onMonday, Assistant Professor E. E. Sparks will speakof his experiences as a student at Ohio State University.At the chapel -assembly of the Divinity School onThursday, Professor C. R. Henderson will make anaddress.At the Graduate-assembly on Friday, Head Professor Chamberlin will discuss the question : " Is itpossible for a future college teacher to prepare himself in methods of instruction as well as in subject-matter? "The Final Examination of Herbert Joseph Davenport for the degree of Ph.D. will be held on Friday,March 4, 1898, at 3: 00 p.m. in Room C 3, Cobb Hall.Principal subject, Political Economy ; secondary subject, Political Science. Thesis: "The French WarIndemnity." Committee: Head Professor Laughlin,Professor James, Assistant Professor Clifford H.Moore, and all other instructors in the departmentsimmediately concerned.The Final Examination of Herbert EllsworthSl aught for the degree of Ph.D. will be held onFriday, March 18, 1898, in Room 36, Ryerson PhysicalLaboratory. Principal subject, Mathematics; secondary subject, Astronomy. Thesis: "The CrossRatio Group of 120 Quadratic Cremona Transformations of the Plane." Committee : Head ProfessorMoore, Professor George E. Hale, Associate ProfessorCastle, and all other instructors in the departmentsimmediately concerned.388 UNIVERSITY RECORDReports from the Botanical Club.the uihlein orchids.Last Friday a party from the Botanical Laboratoryincluding Dr. Chamberlain and Messrs. Smith, Conrad,Whitford and Mr. Edward Kantz visited the conservatories of Mr. Edward Uihlein near the Roby St.Station of the Metropolitan Elevated R. R. Mr.Uihlein's collection of orchids is the finest in the cityand one of the finest in the world. Many rare specieswere in bloom. One room is devoted almost exclusivelyto the Epiphytic orchids. There is also a Mexicanroom, an India room, etc. A person familiar with theordinary conservatories cannot help noticing theunusually thrifty condition of the plants, especiallythose bizarre forms which in nature are found inpeculiar habitats. This is doubtless due to the factthat Mr. Uihlein has visited tropical forests and notedthe natural conditions.Besides the orchids there is a fine display ofanthuriums, nepenthes and other interesting plants.The members of the Botanical Department are indebted to Mr. Uihlein for his courtesy.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 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.Officers of College Divisions for the Winter Quarter,1898.SENIOR colleges.B. S. Terry, Dean; Lawrence de Graff, Chairmanof Council.Division I. — Professor Chandler, Division Officer ;Harry Coy, Division Councilor ; President Harper,Division Lecturer. Division Lecture: Wednesday, 5p.m., in Haskell Oriental Museum.Division II. — Mr. Caterall, Division Officer ; Mr.R. E. Graves, Division Councilor; President Harper,Division Lecturer. Division Lecture (same as Division I).Division III. — Assistant Professor R. E. Herrick,Division Officer; Miss Charlotte Teller, DivisionCouncilor; Professor Barnard, Division Lecturer. Division Lecture : Thursday, 5 p.m., Haskell AssemblyRoom.Division IV. — Associate Professor Tufts, DivisionOfficer ; Mr. J. E. Freeman, Division Councilor; Professor Barnard, Division Lecturer. Division Lecture(same as Division III).Division V. — Associate Professor Blackburn, Division Officer ; Mr. A. L. Barton, Division Councilor ;Professor Barnard, Division Lecturer. Division Lecture (same as Division III).Division VI. — Associate Professor Castle, DivisionOfficer; Mr. F. A. Brown, Division Councilor; Professor Barnard, Division Lecturer. Division Lecture(same as Division III).junior colleges.Edward Capps, Dean ; Mr. C. L. Hoy, Chairmanof the Council ; Miss Marietta Norton, Secretary.Division I. — Associate Professor Capps, DivisionOfficer; Mr. C. L. Hoy, Division Councilor; DeanMacClintock, Division Lecturer. Division Lecture :Tuesday, 10:30, in Room 8 B, Cobb Hall.Division II. — Assistant Professor Smith and Dr. J.W. Thompson, Division Officers; Mr. E. E. Irons,Division Councilor ; Head Professor Laughlin, Division Lecturer. Division Lecture : Tuesday, 10: 30 a.m.,Room 6 A, Cobb Lecture Hall.Division III. — Assistant Professor C. H. Moore,Division Officer ; Mr. R. T. Rogers, Division Councilor;Head Professor Laughlin, Division Lecturer. Division Lecture (same as Division II).Division IV. — Assistant Professor W. B. Owen,Division Officer ; Miss Norton, Division Councilor ;Head Professor Laughlin, Division Lecturer. DivisionLecture (same as Division II).Division V. — Assistant Professor Vincent, AssistantProfessor Hill, Dr. Paul Kern, Mr. Damon, and Mr. A.W. Moore, Division Officers ; Miss Morgan, DivisionCouncilor; Assistant Professor Smith, Division Lecturer. Division Lecture : Tuesday, 10:30 a.m., Room20, Kent Laboratory.Division VI. — Dr. J. H. Boyd, Division Officer; President W. R. Harper, Division Lecturer. DivisionLecture: Thursday, 1:30 p.m., Haskell OrientalMuseum.Current Events.At the last meeting of the Zoological Club, February 23, Assistant Professor S. Watase read a paperon " Photospheria of Nyctiphanes, with Remarks onthe Origin of Luminous Organs."UNIVERSITY RECORD 389Calendar.february 25 to march 5, 1898.Friday, February 25.Graduate Assembly : — Chapel, Cobb Lecture Hall,10:30 a.m.Romance Club meets in Room C 13, Cobb LectureHall, 4:00 p.m.Paper by Assistant Professor Bruner.Mathematical Club meets in Ryerson Physical Laboratory, Room 35, 4: 00 p.m.Head Professor Moore: "Concerning Cantor's Well-ordered Totalities." (Conclusion.)Mr. Moulton : "The Theory of the Resistance of the Sun'sCorona to Comets moving in parabolic Orbits."Note: " Geometrical Representation of Binary CubicForms on the Neumann Sphere," by Miss Cummings.Dramatic Recital, Kent Theater, 4:30 p.m.Miss Ida Benfey : Victor Hugo's Les Miserables.Saturday, February 26.Administrative Board of Libraries, Laboratories, andMuseums, 8:30 a.m.Faculties of the Graduate Schools, 10:00 a.m.Special Meeting of the Administrative Board of Physical Culture and Athletics, 11:30 a.m.Sunday, February 27.Vesper Service. Kent Theater, 4: 00 p.m.President Chas. J. Little of Garrett Biblical Institute,Evanston, 111., on "The Christianity of the Centuries."Union meeting of the Y. M. C. A. and Y. W. C. A.,Haskell Oriental Museum, Assembly Room, 7: 00 p.m.Monday, February 28.Chapel-Assembly: Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m. (required of Junior CollegeStudents). See page 387.Address before the Students of the Divinity School,Haskell Assembly Room, 7:30 p.m.Rev. H. L. Morehouse, D.D., Field Secretary of the American Baptist Home Mission Society, on " The Problemsand Work of the Home Mission Society."Tuesday, March 1.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.Miss Florence May Lyon will present the results of herresearches on Euphorbia corollata.The "Forum" meets in Assembly Room, HaskellOriental Museum, 7:00 p.m.University Chorus, Kent Theater, 7:15 p.m.Wednesday, March 2.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.C. V. BachellG: "The possible spread of Typhoid Feverby Air."W. A. Irwin: " Recent Work upon the Bacillus of BubonicPlague."Prayer Meeting of the Y. M. C. A., Lecture Room*Cobb Lecture Hall, 7:00 p.m.Philolexian Society meets in Room B 15, Cobb Lecture Hall, 8:00 p.m.Thursday, March 3.Chapel-Assembly : Divinity School. — Chapel, CobbLecture Hall, 10:30 a.m. (see p. 387).Lecture before Junior Division VI, Faculty Room,Haskell Oriental Museum, 1:30 p.m.Informal Talks on Books of Today by Assistant Professor Crow, Lecture Room, Cobb Hall, 3:00 p.m.Works of Richard Le Gallienne.Lecture before Senior Divisions III-VI, AssemblyRoom, Haskell Oriental Museum, 5 : 00 p.m.Friday, March 4.Graduate-Assembly: — Chapel, Cobb Lecture Hall,10:30 a.m. (see p. 387).Philological Society meets in Cobb Lecture Hall,RoomB 2,8:00 p.m.Associate Professor Buck : " The Spelling of PrepositionalCompounds in Latin."Assistant Professor Bruner : " The Historical Developmentof the personal Pronouns in the Tuscan dialects."Saturday, March 5.Administrative Board of Physical Culture andAthletics, 8: 30 a.m.Administrative Board of Student Organizations, Publications, and Exhibitions, 10:00 a.m.The University Senate, 11:30 a.m.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.University RecordEDITED BY THE UNIVERSITY RECORDERTHE OFFICIAL JOURNAL OFGbe 'University of CbicagoIt contains articles on literary and educational topics.The Quarterly Convocation Addresses and the President 9sQuarterly 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 atjtheUniversity. Abstracts of Doctors and Masters theses arepublished before the theses themselves are printed. Contentsof University journals are summarized as they appear.Students in Residence can subscribe for the University Record /<?rthe year or obtain single copies weekly at the Book Room of The University Press, Cobb Lecture Hall.The Record appears weekly on Eridays at 3:00 p.m. Yearlysubscription $1.00; single copies 3 cents.