&be 1Ilntver0it$ of CbicagoPrice $1.00 founded by john d. rockefeller Single CopiesPer Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOHfoe MniveiBttv of Gblcago ptemVOL. Ill, NO. 36. PUBLISHED EVERY FRIDAY AT 3:00 P.M. DECEMBER 2, 1898.Entered in the post office Chicago. Illinois, as second-class matter.CONTENTS.I. Assistance to Ministerial Students : Its Administration. By the Reverend C. E. Hewitt, D.D. 223-225II. Assistance to Ministerial Students: Its Justification. By the Reverend J. W. Conley, D.D. 225-226III. Official Notices - - 226-227IV. Official Reports : The Library ; the College forTeachers 227-228V. The University Elementary School - - - 228-229VI. University Extension in London. By EdmundJ.James 229-230VII. The Calendar 230Assistance to Ministerial Students: Its Administration *By the Reverend C. E. Hewitt, D.D.,The University of Chicago,Ministerial students must and should have financialsupport ; but this is no more certain than that thissupport should be administered with discriminationand discretion. To give to every applicant a certainspecified sum, so much and no more, without regardto his ability, his attainments, his services and hisneeds, is as unwise as it would be to have a fixed anduniform salary for all pastors, without regard to theirpersonal qualities and environments.1. Regard should be had in the first place to naturalability and adaptation to the work of the ministry.There are good men who are willing to devote theirlives to religious service, who can never attain successin the ministry for want of the requisite natural gifts.They lack the capacity to acquire knowledge or theability to express it. They are not born to instruct,* Read at the Conference held in connection with the Twenty-fifth Convocation of the University, October 4, 1898. to organize, or to lead. They have not the native tactwhich will enable them, like Paul, to become "allthings to all men." To encourage such men to enterthe ministry by extending to them financial aid is bothto do them injury and to hinder the cause of Christ —is to use funds, by perversion, to the detriment of ourdenominational interests, which should be used fortheir furtherance. Granted that this ability and adaptation of the student cannot always be definitely predetermined, it should nevertheless always be regardedas a factor in the problem under consideration.2. Another factor to be considered is the full andofficial approval of the church to which the studentbelongs, or its pastor, or both. A call to the ministryis a personal matter betwTeen the individual and hisGod ; neither church nor pastor can give it or take itaway. Primarily and ultimately each person must beguided by his own convictions, as to his relation tothe work of the ministry. But others must be guidedby their convictions, not by his, and should act according to the dictates of their own God-given commonsense in the matter of giving him encouragement andassistance to prepare for this important service.Those who are administering funds provided forministerial education should therefore as a conditionof financial assistance consider hot only the convictionand purpose of the student, but also the convictionand judgment of those who know him best. Untilthis conviction is settled and this judgment is matured,a formal license should not be given by the church,and before such license is given, financial aid frompublic funds cannot wisely be extended.3. A wise administration of educational funds willalso take into account the conduct and progress of the224 UNIVERSITY RECOBDapplicant before and during his student life. Onlythose who are honorable, diligent, studious and willing to accomplish such service as is practicable, shouldreceive assistance. The young man who does notpossess these qualities is not only unworthy of aid,but also manifestly lacks the qualifications which arenecessary to success in the ministry. A man whodoes not do his best as a student, will not do his bestas a pastor, and the man who does not do his best asa pastor will fail in the work which he undertakes.One who takes money as a student and does not dohis duty faithfully in study and in Christian serviceas he has strength and opportunity, is likely to becomea minister who will preach " for revenue only," and isnot worthy of encouragement and support. Dronesand shirks and cranks may find their way into theministry, but it is not the province of educationalsocieties to open the door for them.4. Granted now that applicants are capable, fit;approved, diligent, seviceable and progressive, and, byvirtue of what they are and are doing, and of whatthey promise to be and to do, are worthy of materialhelp, a judicious administration of funds will yetrequire careful regard to economy ; not that a pennywise policy should be adopted, or that the studentshould be formally limited in his expenditures or required to give an account of every dime paid out, orshould be under continual espionage in regard to hisfinancial affairs, but that money should be grantedonly as it is really needed, and should be use^d only tomeet the actual expenses of student life. This, first,for the reason that the money is originally contributed only for this purpose, and much of it by thosewho deny themselves indulgences and luxuries inorder to make their contributions ; and also becausethe average minister needs to be trained to habitsof careful economy in order that he may be able tolive and meet his obligations as an honest man on avery limited salary.5. Again, funds provided for student aid should beso bestowed as to promote independent manliness andvigor ; that is, for a consideration. Something fornothing is not normal, healthful and stimulating, butsomething for something. The general rule holdshere, that the best way to help a man is to help himto help himself, is to stimulate him to activity, andsee that he gets a suitable reward for his accomplishment.We are not to lose sight here of the fact that thechief business of the student is study, and that faithfulness in the accomplishment of this duty is justground for necessary support. The active ministrymay be divided into three classes : pastors, missionaries, and approved ministerial students actively preparingfor their future work. These all have been acceptedas persons set apart to minister in spiritual things,and as such are entitled to temporal support on thepart of those whose time and strength are generallygiven to temporal affairs. All alike have given uptheir worldly business, with its income, and are therefore dependent for support upon the churches or theirfriends or such possessions as they may have previouslyobtained by industry or inheritance. All alike aredevoting themselves to present duty, with a view tothe best interests of the cause to which they havedevoted their lives. Is there any reason why one classshould be supported, which does not apply to allclasses ? Pastors devoting most of their time to individual churches, receive each from the charge to whichhe ministers a salary adequate for the necessities ofhimself and family. Missionaries, doing advancedwork in the waste places of our own land or amongthe heathen in foreign lands, where there are nochurches able to support them, are sustained by thechurches at large through our missionary societies.Is there any reason why the third class, our theological students, so far as they are unable to serve individual churches and receive compensation for such service,should not be supported by general contributions ofthe churches, as our missionaries are ? Have theypossibly a little money of their own ? So possibly havesome pastors and missionaries, certainly not many,and not much in either case. Have they, some ofthem, parents and friends able to aid them ? So havemany young missionaries and pastors ; but who shallsay that any of these who have attained mature age,and have given themselves to the churches and theirwork, ought to look chiefly to such parents and personal friends for support ? The workman is worthyof his wages, whether in the pastorate, on the frontieror foreign field, or in the library and class room andprivate study of a theological student.But the student may do some work outside theclass room and the study, and this should be countedin as a part of the service which he renders and forwhich he receives support, not as a gift, but as a due ;not as a boon to a beneficiary, but as a wage to onewho has done a duty and rendered a service, for whichas a man among men he may receive remuneration.6. The last consideration in the administration offinancial assistance to students now to be mentionedis that of health. Some practical Christian work iswisely required of students in our Divinity School, inconnection with their studies. Careful administrationis able to so arrange as that more or less of what isnecessary to material support can in many cases beUNIVERSITY RECORD 225secured from the fields on which this required work isbestowed. Many of our theological students are sustained in whole or in part in this way. But there arelimits to such service, which must be regarded.There is the limit of opportunity, the limit of experience, and also the limit of time and strength remaining after one has done his required work in study.A wise administration will not suffer a young man, forthe sake of the little that he may earn by excessiveservice, to rob himself of the time and vigor necessaryto accomplish fairly his work as a student; or worsestill, to exhaust his strength and shatter his nervoussystem, so as to personally injure his health and impairhis usefulness in future years.Of this overwork on the part of our students thereis much danger, which can be effectually guardedagainst only as funds are provided more generouslyfor support, in consideration of service and study.Assistance to Ministerial Students: Its Justification.*BY THE REVEREND J. W. CONLEY, D.D.,The Oak Park Baptist Church, Oak Park, 111,This topic implies a question as to whether or notaid should be given to ministerial students.Some believe that it would be better for the ministryand for the churches if ministerial students wereplaced upon exactly the same basis as all other students. It is urged that the giving of aid to ministerialstudents tends to a lowering of their self respect andindependence, and the placing of them in an unfavorable light before other students and to some extentbefore those who are not students. There must besome basis for these objections or they would not havesuch perennial vigor. Whatever force they may haveis due rather to bad methods than to a false principle.It is not within the province of this address toattempt to justify all the methods employed in administering aid to ministerial students. Theological Seminaries have not infrequently appeared in the lightof bidders for students, and too often the student hasgone to the highest bidder. There is of course nojustification for such rivalry.Some years ago I knew an Educational Societyofficial who was accustomed to request students receiving aid to write to him expressing their profoundgratitude and telling him of their struggles and sacrifices and self denials in order to get along in school— these letters to be used in making public appeals.* Read at the Conference held in connection with the Twenty-fifth Convocation of the University, October 3, 1898. There is no justification for such pauperizing methods. Mere boys in Academy and College have been educated into unmanly dependence or, after years of help,have given up all thoughts of the ministry, showingthat it is a difficult matter to justify the giving of aidto ministerial students whose characters are not established, and who are not mature enough to knowwhether they ought to look forward to the ministry ornot. Nor is there any justification in the use of suchhumiliating terms as "indigent," "beneficiaries,"" dependent " and the like, in connection with studentsreceiving aid. Nor should the appeal for help besuch as to awaken pity or commiseration for those forwhom aid is asked.It might be well to have this whole question considered by a commission from our different theologicalschools.But I am to deal with principles rather than withmethods of administration. So far as the generalunderlying principle is concerned it seems to be essentially the same as that relating to all student aid.Any worthy young person struggling for an educationis deserving of all needed encouragement and help.There is no form of philanthropy more commendablethan that of helping to educate young men and youngwomen. Many persons have found a peculiar satisfaction in helping students through school. Themillions which Mr. Rockefeller and others have givento establish and equip this institution of learning constitute a great sum wisely invested for the aid ofstudents. The principle, then, of aid to students needsno justification. Everyone accepts it, and ministerialaid is simply a special application of this universallyrecognized principle.But perhaps this is the place where justification iscalled for. What right have we to make any suchspecial application ? Is it not enough to make generalprovision for the aid of students, and then leave allupon essentially the same footing? What warrantis there in selecting a particular class for extra andspecial assistance ?Evidently here is where the difficulties and dangersarise. It is not why aid ministerial students, but whygive them special aid"? The church gives this specialhelp because of its dependence upon its ministry.There is a somewhat close analogy here between thechurch and the state. The state makes general provision for the education of all its citizens, but its perpetuity and safety depend in no small degree uponhaving well-trained leaders for its army and navy, andso special provision is made to secure such training.Carefully selected young men are educated at government expense at Annapolis and West Point. There is226 UNIVERSITY RECORDample and universally accepted justification for thisin the necessities of the government.The church must have carefully trained leaders.Its perpetuity and power are in a very peculiarsense in the hands of its ministry. To insure an adequate supply of well-equipped ministers it is necessaryfor the church to aid students in their preparation forthis work. But there is one important point in this comparison between the church and the state where theanalogy does not hold good. The state, when it acceptsa man for its naval or military academy, makes no inquiry whatever into his financial resources or needs,but pays his bills for him without any question as tohis ability or inability to do so. As a consequence thebeneficiary idea does not enter in. The students orcadets, rich and poor, all have essentially the samestanding.Is there a suggestion here for the church in educating its ministry ? Ought it to help just as far as possible but see to it that this help is placed withinthe reach of every man who is admitted to the theological schools without any regard whatever to hisown financial ability ? If there is no other principleentering into the question, except the demands andneeds of the church, then this question must be answered in the affirmative.Very much of the help that is given, as, for example,free dormitories, free tuition, free libraries, free lectureships, and the like, is placed upon this broad,general basis. But how about selecting individualsfrom this class that is receiving special help, and because of their peculiar needs giving them farther aid ?Now we have reached the real gist of the wholematter. Is there any justification for this individualizing of help ? Is it right to inquire into the privateaffairs of a student and bring to light his poverty andmake that a basis of help ? Can it be done withoutdoing more harm than good ?But here we are looking again toward the questionof administration rather than the principle involved.I believe the principle can be justified whatever maybe said relative to expediency or existing methods.There are three institutions that are very closelyrelated, — the family, the church, and the state.Let us look at these in their relation to education.The state, as we have seen, aids in education as amatter of self-preservation and growth. The familyhelps in educating its members, not as a measure ofself-preservation, but because of the paternal and fraternal bonds that exist in the home. The father doesnot send his boy to college to preserve the home,although there may be something of family pride indoing so, but the dominant motive is a father's love for his boy. The state in its help does not individualize but deals with masses and classes ; on the contrary, the family always individualizes. It has to dodirectly with supplying individual needs.Now the church is both a family and a kingdom.These two conceptions of it are very common in theScriptures. It must help to educate as a matter ofself-preservation, just as in the case of the state. Butit must also help because it is a family. And being afamily, it may inquire with true paternal or fraternalinterest into the individual needs of those who wanthelp. The parent does not regard his child as a beneficiary, or as an indigent person when he sends moneyto help him on in school. If he is a wise father, hedoes not give his boy money in a way. to pauperizehim or make him a characterless dependent. Whenthe church aids individual students, it is not helpingpoor beneficiaries, but simply members of the family.And if it be done wisely, it will ennoble the characterof the recipient and strengthen the family aspect ofthe church. Perhaps there has been difficulty with thisquestion of aid to ministerial students because thefamily idea of the church has not been made enoughof. We are a great family-kingdom. Trained leaderswe must have. Prompted by the family love and bythe needs of the Church of Christ in its world conquest we will, if true to the Master, help in every waypossible those who are seeking preparation for thehigh calling of ministers of the gospel of Jesus Christour Lord.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.The Final Examination of Daniel Peter Mac--Millan for the degree of Ph.D. will be held Monday,December 5, at 9:00 a.m., in the Anatomy Laboratory,Room 34. Principal subject, Philosophy ; secondarysubject, Psychology. Thesis : " The Negative Judgment." Committee : Head Professor Dewey, AssistantProfessor Angell, Professor Goodspeed,and all othermembers of the departments immediately concerned.The Final Examination of William Ross Schoe-maker for the degree of B.D. will be held Tuesday, December 6, at 2:00 p.m., in Room 28, Haskell Museum.UNIVERSITY RECORD •227Principal subject, Systematic Theology; secondarysubject New Testament. Thesis : " The Central Principle in Christ's Ethical Teaching." Committee : HeadProfessors Northrup and Burton, Professors Foster,Mathews, and Price, Instructor Votaw, and all otherinstructors in the departments immediately concerned.The Final Examination of John Franklin Hunterfor the degree of B.D. will be held Tuesday, December13, at 4:00 p.m., in Room 28, Haskell Museum. Principal subject, New Testament ; secondary subjectSystematic Theology. Thesis : " The Great Awakening under Edwards and Whitefield." Committee :Head Professors Burton and Northrup, ProfessorsFosters and Mathews, Associate Professor Moncrief ,Instructor Votav, and all other instructors in thedepartments immediately concerned.The Final Examination of John Gallup Briggs, Jr.,for the degree of B.D. will be held Tuesday, December15, at 2:00 p.m., in Room 28, Haskell Museum. Principal subject, New Testament ; secondary subject,Systematic Theology. Thesis : "Christ's Attitudetowards His Own Death." Committee : Head Professors Burton and Northrup, Professors Foster andMathews, Associate Professor Moncrief, InstructorVotaw, and all other instructors in the departmentsimmediately concerned.The Final Examination of Henry Ward Hooverfor the degree of B.D., will be held Friday, December16, at 4: 00 p.m., in Haskell Museum, Room 38. Principal subject, Church History ; secondary subject,Theology. Thesis : " George Fox and the EarlyQuakers." Committee : Head Professors Hulbert,Northrup, and Anderson ; Professor Johnson, Associate Professor Moncrief, and all other members ofthe department immediately concerned.Professor Geo. D. Herron, of Iowa College, willaddress the Political Economy Club, Monday, December 12, at 4:00 p.m. All interested are invited.Official Reports.During the month ending November 30, 1898, therehas been added to the Library of the University atotal number of 1040 volumes from the followingsources :Books added by purchase, 703 vols., distributed asfollows : General Library, 40 vols.; Philosophy, 45 vols.;Pedagogy, 70 vols.; Political Economy, 26 vols.; Political Science, 18 vols.; History, 59 vols.; Archaeology, 1 vol.; Sociology, 26 vols.; Sociology (Divinity),5 vols.; Comparative Religion, 1 vol.; Semitic, 40 vols.;New Testament, 8 vols.; Comparative Philology, 3vols.; Greek, 2 vols.; Latin, 6 vols.; Romance, 1 vol.;German, 12 vols.; English, 96 vols.; Mathematics,15 vols.; Astronomy (Ryerson), 5 vols.; Astronomy(Yerkes), 14 vols.; Chemistry, 3 vols.; Physics, 37 vols.;Geology, 15 vols.; Zoology, 3 vols.; Botany, 5 vols.;Elocution, 8 vols.; Church History, 3 vols.; Systematic Theology, 10 vols.; Morgan Park Academy, 49vols.; Dano-Norwegian-Swedish, 77 vols.Books added by gift, 223 vols., distributed asfollows :General Library, 133 vols.; Pedagogy, 51 vols.; Political Economy, 20 vols.; English, 2 vols.; Chemistry,2 vols.; Physics, 2 vols.; Geology, 7 vols.; Botany,3 vols.; Morgan Park Academy, 3 vols.Books added by exchange for University Publications, 114 vols., distributed as follows :General Library, 43 vols.; Political Economy, 16 vols.;Sociology, 2 vols.; Semitic, 30 vols.; New Testament,2 vols ; Geology, 6 vols.; Botany, 5 vols.; Church History, 4 vols.; Systematic Theology, 1 vol.; Homiletics,3 vols.; Haskell, 2 vols.The following table shows the more interestingfacts in regard to the College for Teachers up to November 15, being a preliminary report for the AutumnQuarter 1898 :New matriculants ------- 213Students who have previously matriculated in the University ------- 69Total 282Number of men ------- 56Number of women ------- 226Total ------- 282Number of course registrations ----- 384Number of classes ------ 22Average number per class ------ 17NUMBER OF REGISTRATIONS BY COURSES.MacClintock, English ------ 72Salisbury, Physiography ----- 56Dewey, Educational Psychology - - - - 40Terry, English History 37Coulter, Botany ------- 32McMurry, Special Methods ----- 18Howerth, Sociology ------- 15Slaught, Trigonometry ----- 15McMurry, History of Education ----- 14Judson, Civil Government - 13228 UNIVERSITY RECOItDBlanchard, Public Speaking ----- 10Bulkley, Pedagogy ------ 10Miller, Livy -------- 10Miller, Ovid ------- 9Neff, French 7Howland, Beginning Spanish ----- 6Pietsch, Beginning Spanish ----- 5Kern, German ------- 4Seidenadel, Beginning Greek ----- 4Eycleshymer, Anatomy ----- 3Seidenadel, Xenophon : Memorabilia - - 3Seidenadel, Thucydides ------ 1Total 384It would thus appear that 91, or nearly 24 per cent.of the total number of registrations were for NaturalScience, and if we add Mathematics 15 (4 per cent.),the total number taking Natural Science would be106, or nearly 28 per cent.; that 82, or nearly 22 percent, were for Pedagogy, including Educational Psychology; that 72, or nearly 19 per cent, were forEnglish Literature; that 37, or nearly 10 per cent.were for English History ; that 27, or 7 per cent, werefor the Classics ; that 22, or nearly 6 per cent, werefor Modern Languages (French, German and Spanish)The other courses are : Sociology 15, or nearly 4 percent.; Political Science 13, or 3 per cent; Public Speaking 10, or nearly 3 per cent. Edmund J. James.The University Elementary School.group VIII.The average age of the children is eleven years.The members of this group who were in the schoollast year studied Roman history 'to the death ofCaesar. They began this year by reviewing the life ofCaesar and have then studied Rome in the time ofAugustus and of Nero, the intervening emperors beingbriefly mentioned.No attempt has been made to fix definite dates oroutlines of facts, but rather to make the children familiar with the trend of events, and give them pictures of the social life of the times on the one handand of political evolution on the other. They have notext-book, but the teacher tells them in a narrativeway the main facts, and reads or has them read selections which are deemed helpful. When conditionshave been presented, the children are expected todraw conclusions, and these are corrected by theirfellow members or the teacher. For instance, theywere told that from the second Triumvirate to thebattle of Actium, when Augustus became sole ruler,Rome had had thirteen years of civil war. They werethen asked to tell the effects, from what they knew of the classes of people in Rome, on the government andeconomic conditions. They were able in this case tostate that the rabble class, accustomed to free grain,would turn highwaymen when it was not forthcoming;that the merchants whose ships had been interferedwith would become poor ; that taxes would be heavilyincreased; that slaves would escape, and that provinces might take this opportunity to refuse theirtribute.Once a week they are asked to write upon a topicassigned. Some sample papers, among those handedin when they had been asked to compare Caesar withany great man they knew, or to personate some one ofthe classes of people in this time, are given to showthe diversity of genius represented. They are givenwithout corrections.The Life of a Soldir Told by Himself.I am going to tell you of my life with Caesar. I spent many ahappy day with Caesar. When I first saw him I was nothingbut a lad and very poor. I was half starved and when I askedhim if he would give me a mosel of bread he said " I will " andwhen he gave it me he said, "Are you a Roman lad" I said Iwas. He then laid his hand on my sholder and said " My Poorboy, 1 relise what it must be to be in your plight. " He thoughta while and then said " My lad would you like to be a drum-'mer." I was very much surprised to hear this for it is not oftenthat a poor lad like I is offered such a position. He saw I waspleased and smiled. From the position of drummer I rose tothe position of a trumpeter. I had a little fortun and I gotmarried. Just after my marriage the war among the Gaulsbroke out and in it I pleased Caesar so much he gave me theposition of Lutenant and gave me a piece of ground and someslaves. Then there was to be a great gladiatoral fight. Thismade me sick at heart and I regret to say Caesar loved it One evening as Caesar was sitting in his chair inthe senate Cashious stepped out and stabbed him. Thenfollowed Brutus. When Caesar saw him he said "Thou toBrutus, so die Caesar."The next paper is a first attempt at comparison.The child took her father as a means of comparison :Mr. B.Mr. B. didn't.Mr. B. was not a general at all.Mr. B. was a very good man to.Mr. B. lived after Christ.Mr. B. was not a great man.Mr. B. does ride.Caesar.Caesar went to war.Caesar was a very good general,Caesar was a very good man.Caesar lived before Christ.Caesar was a great man.Caesar doesnt ride a bycle.The next was suggested by Shakespeare's " Caesar "which was read to the children.Brutus on the Way to the Senate.Yes friends, to-day we kill Caesar, but remember, not out ofhatred to him, but out of love for our country.* * s{: *We entered the Senate. At a signal from my eye they bringhim to the ground, and I stabbed him to the heart. As I bentover him I heard the words, Et tu Brute!UNIVERSITY RECORD 229Story of Antony.I hear have Caesar's will. I asked to be present atCsesar'sfuneral. While Brutus was addressing the people I Antonywalked in carrying the body of Caesar.Ceasar.I had an army. I bet the Gauls and England and I was goodto my soldiers. I was a grate general but thay did not like mefor general. I was like Mckinley. Cant right more.In Latin the children have reviewed the work oflast year and learned several fables. The samemethod is used as with Group VII, I e., they learnwords and sentences by having them spoken andacted before they see them written.In cooking they have studied preservation of fruitsand learned the methods of preparing the variouswheat preparations. They have made records of thiswork in the form of comparative tables.The work in the shop has been largely the makingof test-tube racks for the science room and of boxesto hold overshoes in the various cloak rooms.Their number work has been connected with somepractical problems in the school or their wTork in theshop. A six-inch hexagon was shown them and theywere asked to construct one that.wTould be accurate.Some started with a square, some with a circle, andone child worked out the construction by the relationof the radius of a circle to its circumference. Theyhave had drill in fractions on the same plan asGroup VII.In Music they have composed a Christmas song, andhave had the usual drill reported for other groups.In French the same plan is used as with Groups VIIand VI, viz., conversation and dramatization of simpleeveryday life. The group is now at work upon aFrench play which they hope to give before theschool at the close of the quarter.Only two in this group having had experimentalwork before, the work to be done in science waschosen so as to bring in as many general physical andchemical relations and simple manipulations as possible. The materials chosen were those that wouldhave many industrial connections and be in constantuse by the children themselves. The industrial side,meaning by this the various uses dependent uponcertain properties of each metal, was emphasized.The place where the ores were found, the method ofobtaining the metal from its ores, and a slight discussion of the important part played in modern life byeach one was dwelt upon. A little experimental workon the different metals to bring out some of theirproperties and methods of preparation has been done.For example, gold and silver — taken as the mostinteresting of the metals to children, as to the rest of mankind— have been compared as to their weight andphysical properties. To compare their chemical properties, a piece of gold was dissolved in aqua regia anda piece of silver in nitric acid ; to the nitric acid silversolution hydrochloric acid was added, precipitatingthe silver. The silver was then recovered from itschloride form by adding metallic zinc. Zinc and leadwere the next metals taken. Parts of the metals werebrought in contact with mercury and the amalgamation noted. This was a beginning for study of alloys.Records of work are kept by the children and aid incomparison of the new metal studied.University Extension in London.The report of the Council of the London Societyfor the Extension of University Teaching for the session 1897-8 has just been sent to the Extensionoffice. According to this report, the number ofcourses of lectures delivered during the session 1897-8was far in advance of that of any former year. Theproportion of those attending the lectures who havegained the certificates of the society increased from12.7 to 14.1 per cent,The value of the University Extension system ofstudy in the training of teachers for the public schoolswas considered in some detail by a committee appointed by the Government Education Department.This committee said in their report that the evidencecollected shows that the attendance at such lecturesis so great a benefit to pupil teachers (that is, thosepreparing for teachers, what we should call normalpupils), as to make it desirable to encourage in everypossible way the arrangement of courses of UniversityExtension lectures by school boards and other bodiesresponsible for the education of pupil teachers.It appears that during the year 1897-8, 160 coursesof lectures were given, attended by 13,155 persons, ofwhom 1756 received certificates.The statement of accounts for the year endingAugust 31, 1898, contains many interesting items.The total expenditures amounted to £6327. The totalreceipts, £6728. Of these receipts, about £4000represented the payments by local centres for lectures,examinations, etc. Various public bodies grantedsomething over £1000 and private persons added byway of subscription and donation, £223. The summermeeting returned about £1000.The above record shows that it is possible in London, at any rate, if not in other great towns in England, to carry on Extension work on a large scale.It is interesting to note that among the publicbodies which have contributed to the support of Uni-230 UNIVERSITY RECORDversity Extension in the City of London since 1876,the Gilchrist Educational Trust has contributed, altogether, over $15,000; The Common Council nearly$9000 ; and the different London livery companiesvarious amounts from $7000 to $50. The trustees ofthe City Parochial Charities contributed nearly $9000for maintaining courses in the poorer parts of Londonfor artisans and others unable to pay a high fee. TheMitchell City of London Charity has contributed over$7000 in aid of courses of lectures given in the city.This statement shows how clearly the English managers have recognized the necessity of liberal endowment of University Extension, in order to carry it onin the best way. Edmund J. James.Calendar.december 2-10, 1898.Friday, December 2.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Mathematical Club meets in Ryerson Physical Laboratory, Room 35, 7:30 p.m.Professor Bolza will read on " Weierstrass' First Paper onElliptic Functions."Notes: "An Algebraic Theorem," by Mr. Comstock; "ATheorem due to Schonemann and an Interesting Application of it," by Dr. Hancock.Physics Club meets in Ryerson Physical Laboratory,Room 32, 4:00 p.m.Papers to be presented as follows : " The Thickness of theBlack Spot in Liquid Films," by E. S. Johonnott; "TheRatio of the Velocities of the Ions Produced in Gasesby ROntgen Radiation," by P. McJunkin.Saturday, December 3.Regular Meetings of Faculties and Boards :Administrative Board of Physical Culture and Athletics, 8:30 a.m.The Faculty of the Junior Colleges, 10:00 a.m.The University Senate, 11: 30 a.m.Sunday, December 4.Vesper Service, Kent Theater, 4:00 p.m.Associate Professor Zueblin on "Typical English ChurchMovements in Practical WTork."Union meeting of the Y. M. C. A. and Y. W. C. A.,Haskell Museum, 7: 00 p.m.Monday, December 5.Chapel-Assembly: Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m. (required of Junior CollegeStudents). Final Examination of D. P. MacMillan in AnatomyLaboratory, Room 34, at 9:00 a.m. (see p. 226).New Testament Club meets in South Divinity HouseParlor at 7:30 p.m.Subject for discussion: " Religionless Morality in theLight of the New Testament," opened by Messrs. Hobenand Kunkle."Tuesday, December 6.Chapel-Assembly: Senior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Senior College Students).Final Examination of W. R. Schoemaker in HaskellMuseum, Room 28, 2: 00 p.m. (see p. 226).Botanical Club meets in the Botanical Laboratory,Room 23, 5:00 p.m.Head Professor Coulter will speak of " Recent Work inAfrican Botany; " Dr. H. C. Cowles will review " GreenHalf-Parasites," by Heinricher; and Mr. M. L. T. Nelson will review recent papers on "The CommercialSources of Caoutchouc."Wednesday, December 7.Meeting of the Y. M. C. A., Haskell Museum, 7:00 p.m.Subject, "The Prayer Habit," led by Mr. S. C. Mitchell.Club of Political Science and History meets in CobbHall, Room 10 C, at 4:00 p.m.Assistant Professor Freund will speak on the subject," The Control of Dependencies by Protectorates." Allinterested are invited.Zoological Club meets in Zoological Laboratory,Room 24, at 4:00 p.m.Professor D.G.Elliott of the Field Columbian Museumwill give an account of the Recent Field ColumbianExpedition to Africa. The lecture will be illustratedby a large number of lantern slides. All interested areinvited.Thursday, December 8.Graduate Assembly. — Chapel, Cobb Hall, 10:30 a.m.Address by Professor Mathews on "The Teacher and theConventionalities of Society."Semitic Club meets in Assembly Hall, Haskell Museum, 7:30 p.m.Assistant Professor Breasted on " The Latest Discoveriesin Egypt." An open meeting. All interested are invited.Friday, December 9.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10: 30 a.m.Saturday, December 10.Regular Meetings of Faculties and Boards :The Administrative Board of the University Press,8:30 a.m.The Faculty of the Senior Colleges, 10:00 a.m.The University Council, 11:30 a.m.