Gbe TUniveretts of (EbicaeoPrice $J»00 founded by john d. rockefeller Single CopiesPer Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOXTbe Tllnfversits of Gbicago ptessVOL III, NO. 31. PUBLISHED EVERY FRIDAY AT 3:00 P.M. OCTOBER 28, 1898.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. The University of Chicago College for Teachers.By Professor Edmund J. James, Ph.D. - - 187-190II. University Extension Celebration at Cambridge,England 190-191III. Extension Work in Connection with the University of Berlin 191IV. Official Notices - 191V. The Twelfth Conference of Affiliated and Cooperating Schools 191-192VI. The University Elementary School - - - 192-194VII. The Calendar 194The University of Chicago College for Teachers.*This is a red-letter day in the history of the University of Chicago, and in the history of the UniversityExtension movement which has been so intimatelyassociated with it from the beginning. The workwhich we inaugurate tonight is a legitimate andhappy outgrowth of the work carried on by theClass-study Department of the Extension Division ofthe University for the past six years. We have beenconducting classes in the various branches of literature, science and art ever since the opening of theUniversity in 1892 at points within the city of Chicago and vicinity for the benefit of those persons whodesired this kind of work and yet were so situatedthat they could not give their entire time, as is required of students in residence. This instruction hasbeen carried on ^under many obstacles and discour-*An address by Professor Edmund J. James, Ph.D., Deanof the College for Teachers, at the Opening Exercises ofthe college held Friday evening, September 30, 1898, at theStudebaker Concert Hall, Fine Arts Building, Chicago. agements and it has been subject to much criticismboth within and without the University — some of itjust — more of it unjust. No one can be better awareof the defects of this work than those of us who havebeen entrusted with its administration. Owing tothe fact that the University has as yet received nospecial endowment for this branch of its activity, wehave been compelled to content ourselves with themere bringing together of the instructor and his possible students. We have been compelled to relychiefly upon the tuition received from this department to enable us to do its work. It goes withoutsaying that the limits thus set for us are comparatively narrow. This system discourages both instructor and student. We have not been able definitely toannounce classes far in advance since the possibilityof conducting them turned upon finding a sufficientnumber of students to justify the instructor in doingthe work. The instructor naturally hesitated to bindhimself for fear the requisite number would not beforthcoming ; the student naturally hesitated to enroll, since he could never be sure that the class wouldactually be formed. It has been impossible for usunder such conditions to organize our work so as toresemble even remotely anything which could becalled a curriculum.And yet, in spite of this fact, there is ample evidence that this work has, on the whole, been welldone and welhworth the doing. It has grown and expanded with every passing year* The income fromthe tuition in this department has risen from lessthan $4000 three years ago to over $80d01ast year, andthere was a fair prospect of its reaching the $10,000188 UNIVERSITY BECOBDmark this year; showing by one of the best of all evidences, willingness to pay for it, the high value whichthe students have set on this work.At this juncture, by the generosity of Mrs. Blaine, weare enabled to take a long step in advance of anythingwe have been able to accomplish up to the present.We can now fix upon a definite unit of work, arrangea comprehensive scheme of courses, and group themin such a way as to offer the curriculum of a regularcollege of the University, leading upon its completionto a regular degree. Our class-study work will becarried on as hitherto. Indeed, it will receive increasedattention and dignity, and will become a most essential support and supplement to the work of the College for Teachers, as the latter will itself become amost important aid to it.The work of the new college is exactly the same asthat of the other colleges of the University, except asto the form, the time, and the place of instruction. Inthese three respects changes have been made so as toenable it to conform to the needs of the persons forwhom it is intended, viz., any and all persons qualifiedto do the work, who are so engaged by other imperative duties as to .make continuous attendance at theother colleges of the University impossible. The curriculum has been resolved, so to speak, into its component parts, and arrangements made so that in thecase of persons who have only very limited time attheir disposal, it will be possible to do one unit orMajor of work by an attendance at lectures and recitations for one two-hour session per week during twoquarters, or six calendar months. If the student hasmore time, he may take two Majors, requiring twotwo-hour sessions per week through six months, or hemay take one of the Majors, which, runningltwo two-hour sessions per week, may be completed in onequarter, or three calendar months ; or, in case he desires still more work, he may combine two or moreof such courses. The instruction, instead of beinggiven at the quadrangles of the University, is given, sofar as possible, in this central place, convenient of access to all parts of the city, and at hours in the afternoons, evenings, and Saturdays, when busy peoplecan take advantage of it.For whose benefit are these courses ? For everyonewho for any reason chooses to take them. The doctorof philosophy, the master of arts, the bachelor of artsor science, the college or university graduate . in anydepartment, the man or woman who never attended acollege or even a high school, one and all, so far asthey are qualified for the work and care to do it.I am not aware that such an organization of collegeand university work in this systematic way for the sake of busy people in such an integral relation withthe university has been attempted by any other university either of the old or new world. The greatEnglish universities, Oxford and Cambridge whichhave carried on Extension work for over twenty-fiveyears have lately introduced an organization calledthe University Extension College. In four or fiveplaces they have succeeded in establishing a localinstitution in which a portion of the regular work ofthe college can be carried on in such a way as to makeit feasible for busy people to complete it in sections.But neither in these Extension Colleges nor in anyother case, so far as I know, has any such a comprehensive scheme been adopted or even planned as thatunderlying our present undertaking.The Teachers College now connected with ColumbiaUniversity in New York City, though an importantinstitution, is of quite a different type. It was atfirst a sort of higher Normal College and is now practically the pedagogical department of the University ;in neither form has it ever attempted the work whichwe attempt here, viz., the organization of the collegeso that busy people can do its work. The New YorkTeachers College is in essence a Normal College, andit requires the continuous attendance of its pupils asdo the other departments of the University.I have said that the courses of this college are opento all persons — whether teachers or not — who arequalified to profit by, and are interested in, its work ?Why, then, call it a College for Teachers ? In thefirst place, because the generous woman who hasmade this novel experiment possible has been muchinterested for years in everything which would improve the character of education in this community,either in public or private schools. She has rightlyfelt that the strategic point at which the lever shouldbe applied is the education of the teacher. Everyaid, every facility offered to the ambitious and aspiring teacher to qualify himself better for his workmeans untold benefit to hie pupils and their children'schildren to the third and fourth generation. Mrs.Blaine has given us this money because she was primarily interested in having the University extend itsfacilities to teachers; though she was also explicit onthe point that it was not to be confined to them alone.As a consequence of this fact, since the means atour disposal enabled us to select only a few of themany courses offered in the other » colleges of theUniversity, we naturally selected those which wesupposed would be most desired by the teachers as aclass, and hence we may rightly call it a College forTeachers. Mrs. Blaine's donation has, moreover, enabled lis also to reduce by about 25 per cent, theUNIVERSITY RECORD 189charge for these courses to persons actually engagedin teaching in the schools of Chicago and vicinity.At this point, however, we desire to guard ourselvesagainst a natural misconception. Although a Collegefor Teachers, this institution is in no sense a normalschool, i. e., a school for mere training in methods.We do not propose to try to teach our students how toteach the subjects in which they are instructing. Weare following in this college exactly the same ends andpurposes which we follow in other colleges of theUniversity. Our object is a scientific, a cultural, adisciplinary one — not a special, technical, or pedagogical one. We may even go farther and say thatwe shall not adapt the material of our college anduniversity courses to the wants of the teacher as ateacher. That is, we shall make no attempt to prepare the subject-matter in such a way that he canutilize it for immediate work in the schoolroom. Weshall not undertake to prepare a sort of mental papwhich he can administer without further preparationto the infants and youth in his charge. Our primaryaim is scholarship — resulting in a widening of themental, moral, and aesthetic outlook, which will reactin a most favorable way upon the entire activity ofthe teacher.It must be admitted, however, that, owing to thecircumstances mentioned, we have been compelled toselect those courses which, in a general way, lie alongthe line of what we suppose to be naturally the teachers' interest. Thus every grade teacher in the city ofChicago is instructing in English in all its differentforms, Grammar, Composition, Rhetoric, Literature.It would appear as if it lay in her interest, in the interest of the school and in the interest of our society, to extend her scholarship along lines of English literatureand philology rather than along the lines of Egyptology and Assyriology, valuable and important as thesesubjects are. And so we have selected courses inEnglish rather than courses in Semitics. The gradeteachers in this city are struggling with the mysteriesof Nature Study, and it may be supposed they wouldprefer to extend their scholarship in fields of NaturalScience rather than in Hindoo and Chinese Philosophy, interesting and profitable as such study is, andso we have selected courses in Physiography and Botany rather than courses in Sanskrit and ComparativeReligion.In this larger sense, therefore, we have selected thecourses offered in this college with reference to thewants and needs of the teacher — and hence rightlycall it a College for Teachers.We offer instruction, moreover, in Pedagogy, butonly as in other subjects — and with the same end in view — scientific training and knowledge. The list ofsubjects in which we shall offer instruction duringthe first year is as follows : Astronomy, Botany,Chemistry, English, French, Geology, German, Greek,History, Latin, Mathematics, Philosophy and Pedagogy, Physics, Physiology, Political Economy, Political Science, Public Speaking, Sociology, Spanish,Zoology.Friends, if I have succeeded in making clear mypoint of view, you will already have anticipated whatI have to say in conclusion. The modest undertaking which we inaugurate this evening is only the beginning of what we hope will prove a large andexpanding work. We have undertaken to duplicateonly a few of the many courses offered in the othercolleges of the University which are of interest toteachers. We hope, as this experiment succeeds, toadd many more, until all the courses offered to otherresident students which may be of service to teachers,may be duplicated here in a form and at times whichwill enable the teachers to utilize them. But whenthis has been accomplished we shall only have begunour work. There are many other courses which appealespecially to other classes in the community. Thenew College of Commerce and Politics which beginsits work tomorrow contains many courses whichwould be of interest to the young business man, clerk,lawyer, to every one in fact who cares to learn something of the wider and deeper forces which underlieour modern industrial and social life. In the department of Biblical study there are also many othercourses which would be of immediate use and benefitto the young clergyman, Sunday-school teacher, andin general to all who are interested in the scientificstudy of the Holy Scriptures. In fact, my friends, weshall not rest content until we have organized here agreat down-town college in which, so far as possible,all the work of the other colleges in the Universityshall be duplicated which can be of service to busypeople in any line of active life — and this meanssomething for everybody.This is the true University Extension idea and thetrue University Extension ideal. Reproduce the facilities of the college and university in such a form atsuch times and at such places as will enable thosewho are bearing the burden of active life in our societyto participate in these advantages. Every man andwoman in our society should make his education, andby that I mean his systematic intellectual training, acontinuous process extending through life — make itas much a part of his everyday existence as his business, his religion, and his amusement. It is the workof University Extension to promote this idea.190 UNIVERSITY RECORDMay we not rightfully appeal to all of you to aid usby your sympathy, your cooperation, your good will,not merely in this small beginning inaugurated tonight, but in that larger plan toward which we areworking ?Does it seem a long call to this down-town University Extension College thus outlined ? It seemsto me in all good faith nearer and more immediatelypossible than our present achievement, modest thoughit be, appeared a year ago.University Extension Celebration at Cambridge, England.A meeting was held at the University of Cambridgein England on July 6 and 7 last, to celebrate the conclusion of twenty -five years' work in University Extension. The report of the Conference held in theSenate House at that time has just been sent to theUniversity Extension office.* Representatives of mostof the local Centres formed in connection with theUniversity of Cambridge, and from many of the Oxford and London Centres took part in this conference.The Chancellor of the University, the Duke of Devonshire, presided at the important meetings, and madean interesting and stimulating address. The possibility of holding such a celebration and bringingout such interesting and suggestive addresses showsin a very clear way how far ahead in some respects ofour own work the University Extension work in England is at present. From the statistical summarypresented in the report it appears that the number ofcourses given in the year 1876-7 by Cambridge working alone was 83, with a total average attendance of7511. Ten years later, 1886-7, with Cambridge, London, and Oxford in the field, the total number ofcourses given was 228, with a total average attendanceof 25,486. Still another decade later, in 1896-7, withCambridge, London, Oxford, and Victoria conductingExtension work, the total number of courses givenwas 488 with an average attendance of 46,741. Thereports presented to the International UniversityExtension Congress held in London in 1894 show thatin England and the United States in the session1892-3 not less than 930 University Extension courseswere delivered, at which the average attendance was104.460.* University of Cambridge Local Lectures. Report of a conference held in the Senate House, Cambridge, on July 6and 7, 1898, to celebrate the conclusion of twenty-fiveyears' work. Printed for the Syndics at the UniversityPress, 1898. Pamplet, 64 pages. There has been in this movement in England, as inmost intellectual as well as industrial movements, aregular ebb and flow. The curve showing the numberof courses given by years reveals a rhythmic movementup and down, although with a steady general movement upwards.The total results of the Cambridge work for twenty-five years, as far as statistics are concerned, are setout in the following striking table :Total for the Twenty-fiue Years 7873-1898.Amount paid by Local Committees for courses of lectures Number of courses of lectures delivered -Number of persons who attended the 1 ' turesNumber of persons who attended the classesNumber of persons who did weekly paper workNumber of certificates awarded on the joint results offinal Examination and weekly work - £ 96,1512,385221,190105,36938,68530,000If to the amount paid by local committees for coursesof lectures be added the local expenses, the sum totalexpended upon University Extension work by localcommittees in connection with Cambridge Universityalone amounted in the twenty-five years to about£ 120,000, certainly a very interesting and remarkableshowing. The estimate for the London work coveringtwenty-one years is £ 80,000. The Oxford and Victoria wotk together involved an expenditure perhapsof another £ 80,000 to £ 90,000, representing a sumtotal of not far short of £ 300,000, spent on this movement in England alone since 1873.When we consider the stiff requirements whichCambridge University has always maintained, havingin this respect set a higher standard from the beginning than any other institution, and having, in spiteof many difficulties, adhered to it perhaps more faithfully, one must recognize the remarkable record inthe matter of certificates conferred, as compared, forinstance, with anything which the Extension movement has been able thus far to accomplish in theUnited States.The Cambridge authorities are content with a muchsmaller attendance on the average than we have beentaught to think is necessary in the United States.Thus the average number of persons attending eachcourse during the twenty-five years was less than 100(92), but of these nearly one-half (44) attended theclasses and over one-sixth (16) did the Weekly paperwork which rendered them eligible to enter for thefinal examination, and of these 16, 13 obtained certificates, so that on the whole about one-seventh of thepersons attending these courses actually did the paperwork and passed successfully the final examination.The higher certificates, the Vice-Chancellor's, estab-UNIVERSITY RECORD 191lished in 1876, and the Sessional, established in 1895,have been taken by comparatively few, but still by avery respectable number, considering the rather stiffrequirements.The avearge cost of the lecture courses per studenthas been eight shillings and eight pence.The Extension work in Cambridge has led to theestablishment of Local Colleges, which are now doinga large part of the work for the communities whichthe Extension movement did twenty years ago. TwoUniversity Extension colleges, one at Exeter, and oneat Colchester, have been the direct outgrowth of theCambridge work, while a third has been establishedat Reading in connection with Oxford.The Secretary sums up the general results of twenty-five years' work on the part of the University, in thefollowing four statements :1) That apart from any need that is felt for moreextended opportunities for technical and professionaleducation, there exists a very considerable demandamongst those engaged in the ordinary occupationsof life for increased facilities for general education.2) That of the persons ready to make use of suchopportunities from 12 to 20 per cent, are prepared todevote themselves to that private reading and morethorough and extended study which is implied by thestatistics of the paper work and certificate awards,and that a fair proportion of these are persons of suchability and industry as to enable them to pursue acourse of continuous and systematic work extendingover a period of years with highly creditable results.3) That every fresh measure of recognition givenby the Syndicate in the way of establishing highercertificates has produced a corresponding result inincreased educational efficiency.4) That the achievements at Reading, Exeter, andColchester indicate that a most valuable purpose maybe served by the University Extension movement atthe present time in coordinating and welding into awhole the various higher educational agencies in atown or district. e. j. j.Extension Work in Connection with the University ofBerlin.It will be remembered that a large number of theprofessors and instructors in the University of Berlinpetitioned the University Senate two years ago to undertake the organization of a system of Extensionwork in connection with the University of Berlin.This petition was refused by a vote of one. The petition was repeated again in the course of this year, butwas refused on the ground that the fundamental statute of the university, adopted October 31, 1816, didnot include this purpose as one of the purposes of theuniversity.An effort will now be made by those professors whobelieve in the desirability of such work to secure achange in the statute, and in the meantime a numberof the most energetic defenders of the plan among theBerlin professors propose to organize a scheme ofextension work on their own account, without directconnection with the university. b. j. j.Official Notices.At a meeting of the Board of University Affiliationsheld October 22, 1898, the following schools were accepted as cooperating schools : Duluth High School ;St. Louis High School ; Terre Haute High School ;La Porte High School ; Girls' High School and LowellHigh School, San Francisco; Preparatory Department of the Milwaukee Downer College ; South SideHigh School and West Side High School of Milwaukee.Officers of instruction are requested to return todepartmental libraries at once all books not in use.An inventory is being made with the purpose of determining the number of books lost from these libraries. jZella Allen Dixson.The Twelfth Conference of Affiliated and Co-operatingSchools.The Twelfth Educational Conference of the HighSchools and Academies affiliated or cooperating withthe University of Chicago will be held on Thursday,Friday, and Saturday, November, 3, 4, and 5. Theprogramme is as follows :On Thursday, at 7:30 p.m., an address will be givenin the Chapel by President G. Stanley Hall.On Friday, from 2:00-3:30, will be held an executivesession of the Deans of Affiliated Academies with theBoard of Affiliations ; from 3:30 to 5:00 a similar session of Presidents of Affiliated Colleges with theBoard. At 7:30 p.m., in Kent Theater, will be held acontest in declamation by representatives of the affiliated and cooperating schools.Saturday morning at nine o'clock a conference ofPrincipals of Cooperating Schools with the Boardwill be held. At 10:30 a.m., in the Chapel, the following addresses will be delivered : " Preparation forCitizenship, or The School and the Citizen," by HeadProfessor A. W. Small, the University of Chicago;" The School as a Democracy," by Rev. S. J. McPher-192 UNIVERSITY RECORDson, D.D., Pastor of the Second Presbyterian Church,Chicago ; " The Formal Teaching of Civics in theSchools," by Mr. Henry W. Thurston, Hyde Park HighSchool; "A Practical Scheme for Self-government,"by Principal C. W. French, Hyde Park High School.At the close of the morning session the Universitywill give an informal reception and luncheon in Haskell Oriental Museum to visiting teachers as its guests.On Saturday afternoon the departmental conferences will take place at 1:45 as follows :Chemistry (20, Kent Chemical Laboratory), led byAssociate Professor Alex. Smith, with the followingsubjects and speakers : "Shall the teaching of chemistry be entirely inductive ? " Discussion led byProfessor W. E. Stone, Purdue University; "Somequantitative experiments suitable for class room orlaboratory work in schools," Dr. H. N. McCoy, University of Chicago; "Note on a safe method of preparing oxygen," Dr. M. S. Walker, West DivisionHigh School ; " The relation of entrance chemistry tocollege chemistry in the fifty-six leading colleges anduniversities of this country and results of an experiment in the University of Chicago," the chairman.English (Haskell Assembly Room) led by HeadProfessor John M. Manly, with subject and speakeras follows: "Method of teaching the facts of literaryhistory in the high schools," Mr. S. C. Newsom,Indianapolis Industrial Training School.History (Cobb Hall, 8 C), led by Dr. FerdinandSchwill. The Conference will consider the subject ofthe Special Topics in Greek and Roman History. Theteachers will be invited to state their experience withthe topics in the past, to give an estimate of their usefulness, and to make suggestions about methods ofinvestigations and about new topics. A number ofteachers who have been actively and successfullyengaged in history work in the high schools andacademies will act as leaders in the discussion.Latin and Greek (Cobb Hall, Lecture Room), led byAssistant Professor F. J. Miller, with two addressesas follows : " Essentials and Non-Essentials, or Common Sense and the Study of the Classics," Head Professor Paul Shorey, the University of Chicago; "TheHistorical Significance of the Latin Language and ofRoman Literature," Professor G. L. Hendrickson, theUniversity of Chicago.Mathematics (Ryerson Laboratory, Room 36), ledby Dr. H. E. Slaught. Subject : " Report on his Observations of the Teaching of Mathematics in thePrussian Secondary Schools," by Assistant ProfessorJ. W. A. Young, the University of Chicago ; opening of the discussion by Mr. John J. Schobinger, the Harvard School.Physiography (Walker Museum, Second Floor), ledby Professor R. D. Salisbury. Subject: "LaboratoryWork in Physiography," with the following speakers :Dr. H. B. Ktimmel, Lewis Institute ; Mr. W. W. At-wood, Lewis Institute; Mr. J. P. Good, late of theState Normal School of Minnesota.German (Cobb Hall, 8 B), led by Dr. P. O. Kern.Subject: "The German School and College Grammars." A discussion to be based upon : Collar-Eys-enbach, by Professor P. B. Burnet, the University ofNebraska : Edgren-Fossler, by Mr. Max Batt, theUniversity Extension Division ; Joynes-Meissner, byMr. Karl Seeligmann, the Harvard School ; Thomas,by Mr. Erich Munter, the South Side Academy.The University Elementary Schoolgroups ii and iii.The members of these groups are between the agesof seven and eight years, the children having beendivided into two groups because of the number inattendance. Both groups are doing the same work.This report covers the work done in all departmentssince the opening of the quarter.In order to make a connection with their work inBotany, which has been the study of seeds and theplanning of a fall garden, the children have made inthe shop seed labels. This gave them some practicein measurements, as well as in the use of tools. Theywere given a strip of pine which they measured fiveinches long and marked, and sawed off. The labels wereto be one inch wide and measurements were made fromeach end and connected by a penciled line. The stickwas then placed in a vise and planed down to the line.A distance of two inches from one end was thenmeasured and marked. The middle of the end wasfound and oblique lines connecting it with the endsof the two-inch line drawn. The triangular cornersthus formed were first whittled off with a knife, thensmoothed with the plane, thus securing a sharp pointto stick in the ground. From the opposite end thesharp corners were cut off, by exact measurement, andwhen the label had been sand-papered it was finished.The subject in cooking, was cereals. The first dutyof the student was to learn the names and arrangementof the cooking utensils, and the order of the tableand closet. The packages of cereals received from thestore were given to the children to put in proper jars,label and arrange on shelves.The preparation of wheatina was first taken up.The method used in teaching was to direct the experi -UNIVERSITY RECORD 193ments of the children and lead them to correct deductions. They were asked to select proper utensils, bothfor cooking and for measuring. The children weregiven boiling water, and then cold water, to pour uponseparate quantities of the cereal. They learned thatboiling water produced lumps, that cold water separated the fine grains. Hence in cooking cold watershould first be mixed with the cereal, then boilingwater added.The mixture was placed directly over the flamesuntil the water had been absorbed by the grain, thenthe flame was reduced, and the cereal cooked over anasbestos mat. The children judged when it was necessary to reduce the temperature, and of the timerequired for cooking. During cooking, time was spentin taking care of utensils and in washing dishes andreturning utensils to their proper places.Baskets have been woven, in which work rattan wasused for the foundation, and a vegetable fiber forweaving ; the rattan supplying the necessary firmness,while the vegetable fiber is for beginners easier toweave. This gave the children some control in usingtheir hands, and is a preparatory step to the use ofthe needle.In botany they have taken up the subject of seeddissemination, particularly the question of those seedsscattered by wind and by animals. They have madeexcursions to vacant lots to demonstrate practically" willing " and " unwilling " animals.The subject-matter used with this class in history isprimitive social conditions — pursued by taking awayfrom the child one by one all existing civilizedmodifications of food, shelter, and clothing, and getting from him a statement of what he would do to findshelter, food, and clothing, with the reasons and needof each element.General conditions were given the children, such asclimate, animals existing, and such general featuresas those of a wooded, rocky slope. They were ableeasily to deduce the conditions which were supposedto exist among the earliest people, who found shelterin trees, and whose only weapons were, first stones andclubs, then clubs made more formidable by the insertion of sharpened stones — the first step toward thestone axe and spear.They told various stories of the possible ways inwhich fire was discovered — although the one whichseems perhaps most obvious to us, lightning, had to besuggested. They had heard of making fire with" flint, bythe rubbing of sticks, and of getting fire from volcanicsources. The value of fire as protection necessitatedsome elaboration of the dangers of that time becauseof the abundant animal life existing. The proper materials and ways of making a fire were gone into.The children made fires and discovered or formulatedfor the first time the chief things requisite, i. e., supply of air, use of inflammable material — as kindling —proper arrangement in stacking sticks for the admission of air, etc. Then the need for the preservationof fire brought out the points that hard woods burnslowly, and that by partial covering from air fire canbe kept for a long time.The change from the trees to the rocky caves wassuggested naturally by the children, as was also theuse of fire in the opening of the cave. The subjectof where caves were naturally formed, and how theywere formed, was considered very slightly, and thenatures of the rocks in which some of them had seencaves — limestone and granite — were compared, witha view to the probable shape of caves in each of theserocks.The names of the natural foods found by men werebrought out by children, grouped into four maingroups : berries, fruits, roots, and animal food.The advance of weapons was taken up in connectionwith food getting and defense ; from the club with itsinserted stones to the sharpened stone at the end of ahandle, forming the spear or the axe. The question ofthe material of stone used brought out the idea thatit must be those stones which would break in sharpedges ; that these sharp edges must not crumble orflake off easily. Various stones — limestone, granite,slate, soap stone, and flint were tested by the childrento find out which possessed these characteristics, andwere one by one rejected, leaving only the granite,flint, and harder limestone. An expurgated editionof " Ab," by Waterloo, was used as a story illustratingthe later cave life following this period. Ab excitedgreat interest.This preliminary work was done to give a setting tothe simplest social conditions, in order to bring outthe great advance consequent upon each succeedingdevice for bettering man's condition.The first inventions were, of course, an improvementof weapons, by working out the proper shape for various purposes. These the children made in clay, inimitation of the finished product of the laboriousworker in Hint. In bringing out the setting of thisperiod the children illustrated the different parts oftheir story with pencil and chalk.Cave life as a whole, with its weapons, utensils, andclothing, was worked out by the children in the construction first of a cave of a definite shape and size,then by putting into it the necessary utensils andweapons of those dwelling in it. Each child workedalone ; then each [member of the class selected that194 UNIVERSI2Y RECORDcave which he would prefer to live in, and suggestedvarious improvements, such as blocking up the doorway which had been forgotten, the proper placing ofthe fire beneath the smoke hole, etc. This cave whenfinished contained a rude spit for roasting, and a stonepot chipped out of rock for boiling ; weapons, hugestone axes and spears ; a bed and clothing of skins ofbeasts that had been slain.The acquisition of the stone pot brought out thecooking of meat and nuts in water by dropping hotstones into the water. This was demonstrated by thechildren.In music they were first drilled in swinging therhythm of three and four pulse time. They unitedwith the older groups once a week in chorus singingand in listening to instrumental music selected with aview to training the ear.These groups are each week given training in thegymnasium, both in the use of apparatus and ingames.Each group has a leader, appointed from day today, whose duty it is to lead the group from one classroom to another, and the position is regarded as oneof trust and honor.Calendar.october 28— november 5, 1898.Friday, October 28.Chapel -Assembly : Divinity School. — Chapel, CobbHall, 10: 30 a.m.Mathematical Club meets in Ryerson Physical Laboratory, Room 35, 4:00 p.m.Mr. B. M. Walker will read ' • Concerning the Quadratic 1-3Correspondence of two Planes."Notes : " Mechanical Properties of a System of Catenaries," by Mr. J. H. McDonald; "A Theorem in Determinants," by Head Professor Moore.Graduate Club meets in Faculty Room, Haskell Museum, at 8:00 p.m. All graduate students are cor-% dially invited.Saturday, October 29.Regular Meetings of Faculties and Boards :The Administrative Board of the University Libraries, Laboratories, and Museums, 8:30 a.m.The Faculties of the Graduate Schools, 10:00 a.m.The Faculty of the Morgan Park Academy, 11: 30 a.m.Sunday, October 30.Vesper Service, Kent Theater, 4:00 p.m.Musical Programme.Union meeting of the Y. M. C. A. and Y. W. C. A.,Haskell Museum, 7:00 p.m. Monday. October 31.Chapel -Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m. (required of Junior CollegeStudents).Tuesday, November 1.Chapel-Assembly: Senior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Senior College Students).Botanical Club meets in the Botanical LaboratoryRoom 23, 5: 00 p.m.Dr. W. D. Merrell will review a paper by Johnson on " Development of the Sporocarp of Marsilea quadrifolia."O. W. Caldwell will present the subject of Chalazogamyas treated by Nawaschin in his publication upon thepollen tubes in the Elms.Philosophical Club meets in Cobb Lecture Hall at8:00 p.m.Mr. Aylmer Maude will speak.English Club meets in the English Library, CobbLecture Hall, at 8:00 p.m.Head Professor Shorey will read on u The Application ofGreek and Latin Metrical Schemes to English Versification." All are invited.Wednesday, November 2.Zoological Club meets in Zoological Laboratory,Room 24, at 4: 00 p.m.Miss M. M. Sturges will read on " The Embryonic Germ-cells of the Squid " and M. F. Guyer on " Recent Literature on Spermatogenesis."Meeting of the Y. M. C. A., Haskell Museum, 7:00 p.m.Thursday, November 3.Graduate Assembly. — Chapel, Cobb Hall, 10:30 a.m.Address by Professor E. G. Hirsch.Bacteriological Club meets in Room 40, ZoologicalLaboratory, 5:00 p.m.Paper by E. E. Irons, "The Germ of Pleuro-Pneumonia."Conference of Affiliated and Cooperating Schools,Chapel, Cobb Hall, 7: 30 p.m.Address by President G. Stanley Hall, of Clark University.Friday, November 4.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Conference of Affiliated and Cooperating Schools :2:00 p.m.: Executive session of Deans of Affiliated Academies with the Board of University Affiliations, FacultyRoom, Haskell.3:30 p.m.: Executive Session of Presidents of AffiliatedColleges with the Board of University AffiliationsFaculty Room, Haskell.7 : 30 p.m. : Contest in Declamation, Kent Theater.Saturday, November 5.Administrative Board of Physical Culture and Athletics, 8:30 a.m.Conference of Affiliated and Cooperating Schools :9 : 00 a.m. : Conference of Principals of Cooperating Schoolswith the Board of University Affiliations, FacultyRoom, Haskell.10:30 a.m. : General Session (see p. 191).1 :45 p. m. : Departmental Conferences (see p. 192).