424511Gbe Tllntverettp of (tbtcagoPrice $J.OO founded by john d. rockefeller Single CopiesPer Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOtTbe Tamversitg of Chicago pressVOL. IV, NO. 1. PUBLISHED EVERY FRIDAY AT 3:00 P.M. APRIL 7, 1899.Entered in the post office Chicago, Illinois, as second-class matterCONTENTS.I. Democracy and Culture. By Henry van Dyke,D.D., LL.D. 1-8II. Official Notices 8III. Governor Theodore Roosevelt's Visit - 8IV. The University Elementary School - 8-10V. Current Events 10-11VI. Official Reports: Library ------ UVII. Vesper Services for the Spring Quarter 11VIII. The Calendar 12Democracy and Culture*BY HENRY VAN DYKE, D.D., LL.D.On such an occasion < as this a prudent speakerwill choose a spacious subject. By putting good,large words into the title of his address he may suggest to the minds of his hearers, through association,more than he may be able to utter in speech. Theaudience, bound by politeness to present the appearance of listening to the inevitable discourse, maycompensate themselves in secret, by letting theirthoughts fly out at the window to follow original andprofitable trains of meditation.Thus the orator, relying upon the significance of hissubject for eloquence, and upon the intelligence ofthe listeners for originality, may move about for alimited time in an unlimited space, with the confidentassurance that he will not exhaust his topic, and with*The Convocation Address delivered in Connection with theTwenty-eighth Convocation of the University, held in theFine Arts Building, Chicago, April 1, 1889. the reasonable hope that he may not exhaust hishearers.Of such advantages as these I have not been unmindful in setting out to speak to you today of Democracy and Culture. These are important words —words of dignity and consideration — too large to bedefined, and too clear to need it.By democracy we mean not a fixed theory of tliestate, nor a particular form of government. We meana tendency, a spirit, a current of ideas and aspirations.It is a sense, not of the actual equality of all men as afact, but of their potential equality as a hope. It isthe endeavor to realize this hope, not by the concentration of power in the hands of a few, but by thediffusion of power in the hands of the many. Theremoval of those ancient barriers of east,e which haveceased to represent actual differences of character andintelligence and have come to stand in the way ofgeneral progress : the absolute denial that authorityover one's fellow-men can be inherited, and the consequent affirmation that it must be earned by meritand maintained by service : the doctrine that publicoffices are public trusts and not private spoils : thesubstitution of natural for artificial distinctions : thebelief that the best way to fit men for responsibilityis by conferring rather than by withholding it, andthe effort to prove this faith by widening the boundsof suffrage as rapidly as may be consistent with publicsafety — these, it seems to me, are some of the notesof true democracy, as we see it working out its salvation with fear and trembling, in our own country,Now as regards this fear and trembling, let usacknowledge frankly that they are not without reason,while at the same time we maintain that they are2 UNIVERSITY RECORDperfectly consistent with the most firm and loyal faith.We believe that democracy is right, that it will triumphin the end, that the magnificent experiment which isnow in progress in our country will result in a splendidsuccess. But we are not unconscious of certain inconveniences which attend the experimental stage ; norought we to be careless of certain dangers whichthreaten to delay our national advance, and possiblyto divert it from its true course so widely that we maybe forced into one of those periods of reaction, bywhich a nation that has too hastily followed a falselead, returns upon its course in order to get a freshstart.These discomforts and dangers of democracy are ofa very different color from that in which they areusually painted by the effete European imagination.The foreigner, setting out upon a voyage of discoveryto the wilds of America, expects to meet Indians onthe Battery and buffaloes in the Bowery. He bidsfarewell to his dress-suit, and buys a revolver to defendhimself against the cowboys of Chicago and Omaha.But in point of fact he finds that the security of lifeand even of personal dignity, is quite as great here asit is in Manchester or Marseilles, and considerablygreater than it is in Moscow or Madrid. So far as theconveniences of living, the general order of society,the efficiency of law, and the proprieties of humanintercourse are concerned, it is within the bounds ofmodesty to say that our country will compare favorably with almost any other in the world.But just here, in our material prosperity, our rapidadvance in mechanical inventions and the arts of life,the wide diffusion of what the old divines called"creature comforts," and in the consequent goodhumor and self-complacency which prevail amongthe different classes of society, lies one of our greatestperils. We are in danger of making too much of thesethings, and imagining that there is something permanent and stable about them. We are inclined tointroduce "I believe in machinery," as an article ofour creed, and to suppose that an American has onlyto present himself before the Judge of the Universewith a new kind of a sewing-machine, or an improvedtelephone, or a rapid-fire gun, to be crowned at oncewith glory, and received into the kingdom of heaven.We are tempted to rely upon our physical prosperity,our wealth, our industrial advance, as a pledge ofsecurity, and to adopt a policy of letting the moreimportant things take care of themselves.Thus it comes to pass that a tone of airy carelessnesspervades our political life. Large powers are sufferedto fall into the hands of small and incompetent men.Our city governments speak with various brogues. We receive without discrimination, and almost withoutthought, the miscellaneous hordes of immigrants whoare poured upon our shores, very much in the spiritof the man reproved by his wife for mingling cider withmilk and lobster-salad at supper, and who replied," My dear, I have absolute confidence in my digestion. rrThe confidence would be more valuable if it werejoined with respect. Our national digestion is powerful, but there is a point at which it may break down ;and it is a serious question whether the signs of political and social dyspepsia are not already apparent.The American idea has immense vigor, but it maybe swamped. A democracy, falling into the hands ofthose who do not understand what it means, nor atheart believe in it, swiftly transforms itself into a tyranny or into an anarchy. Physical force and materialwealth may afford a sufficiently firm basis for a despotism, a bureaucracy, an imperial system. But a republic must have moral and intellectual foundations.And these can never be laid in the community saveby first laying them in the individual. A kingdom isas wise, as strong, as righteous as its king. But a republic must measure its wisdom, its strength, itsrighteousness by the average man. The cornerstoneof democracy is culture.This statement you will recognize, at once, as a venerable commonplace. I shall hope to win your attention for it once more, by trying to particularize a littlein regard to the kind of culture which must be thesafeguard of a democracy.But, first of all, we must consider certain falseideals of culture which are peculiarly dangerous in anew, prosperous, democratic country like the UnitedStates. There are two of these false ideals, and bothof them originate in qualities which are probably goodand certainly unavoidable.One of these qualities is the strong sense of practicality which is developed in an energetic and freepeople by conflict with the forces of nature and by theexcitement of building up a new system of industryand commerce. The other is the keen desire for individual distinction, refinement, singularity, which isdeveloped by repulsion from the monotony of life at adead level of prosperity. The first quality is characteristic of the masses. It is the natural product of anengrossing struggle for existence. Upon its strengthand substantiality depend the vigor and persistenceof the army of industry. The second quality is characteristic of certain classes. It is the natural fruit ofa disposition which is not content with mere existence, but craves a particular and personal charm inlife, a marked position in the ranks of being, an > unfolding of personality in some distinctive way. UponUNIVERSITY RECORD 3its depth and sincerity depend much of the beautyand interest of the social world.But both of these qualities, unbalanced and unrestrained, have produced false ideals in education. Theone has given us the decorative ideal of culture. Theother has given us the commercial ideal of culture.I shall speak of the decorative ideal first, because,strangely enough, it is likely to take precedence inorder of time, and certainly it is preeminent in worth-lessness. Barbarous races prefer ornament to decency or comfort in dress. Alexander von Humboldtobserved that the South American Indians would endure the greatest hardship in the matter of insufficientclothing rather than go without the luxury of brilliantpaint to decorate their naked bodies. And HerbertSpencer used this as an illustration of the preferenceof the ornamental to the useful in education.The earliest conception of culture seems to be thepossession of some knowledge or accomplishmentwhich is singular. The impulse which produces it isnot so much a craving for that which is really fine, asa repulsion from that which is supposed to be common. It is a desire to have something in the way ofintellectual or social adornment which shall take theplace of a mantie of peacock's feathers, or a particularly rich and massive nose-ring.This nose-ring ideal of culture not only rejects, contemns and abhors the useful, but it exhibits its abhorrence by exalting, commending and cherishing theuseless, chiefly because it is less likely to be common.It lays the emphasis of education upon those thingswhich have little or no relation to practical life. Itspeaks a language of its own which the people cannot understand. It pursues accomplishments whosechief virtue is that they are comparatively rare, andputs particular stress upon knowledge which is supposed to bestow a kind of gilding or enamel upon themind. This ideal is apt to be especially potent in thebeginning of a democracy, and to produce a crop of4i young ladies' finishing schools " and "young gentlemen's polishing academies " singularly out of proportion to the real needs of the country. In its laterdevelopment it brings forth all kinds of educationalcuriosities and abortions.In this second crop of the decorative school of culture we find those strange phenomena of intellectuallife which are known under the names of Estheticismand Symbolism and Decadentism and the like. Theirmark is eccentricity. Their aim is the visible separation of the cultured person from the common herd.His favorite poet must be one who is caviare to thevulgar. His chosen philosopher must be able to express himself with such obscurity that few, if any, can comprehend him. He must know more than anyone else about the things that are not worth knowing,and care very passionately for the things that are notusually considered worth caring about. He mustbelieve that Homer and Dante and Milton and theBible have been very much overrated, and carefullyguard himself, as Oscar Wilde did in the presence ofthe Ocean, from giving way to sentiments of vulgaradmiration. His views of history must be based uponthe principle of depreciating familiar heroes andwhitewashing extraordinary villains. He must measurethe worth of literature by its unpopularity, and findhis soul's chief joy in the consciousness that his tastes,his opinions and his aspirations are unlike those ofcommon people.But the favorite sphere of decorative culture is therealm of Art. For here it finds the way to distinctioneasiest and most open. The degradation and torpor,the spirit of ignorance and blind perversity which fellupon the arts of design and expression in the middleof the present century, and which still prevail to aconsiderable extent among those whom that elegantEnglish Jeremiah, Mr. Matthew Arnold, used to revile as the Philistines of England and America, madeit necessary to begin a reform. A band of people whowere very much in earnest (call them pre-Raphaelites,or men of the new Renaissance, or Impressionists, ormusicians of the future, or what you will), took up thework, and won, together with a great deal of ridicule, alarge reward of fame. In their wake has followed themotley throng of esthetes, great and small, learned andunlearned, male and female and neuter; the peoplewho talk about art because they think it is fine ; whodiscover unutterable sentiments in beds and tables,stools and candlesticks ; who go into raptures over acrooked-necked Madonna after they have looked intotheir catalogues and discovered that it was paintedby Botticelli ; and who insist with ecstatic perversitythat the worst of Wagner is better than the best ofBeethoven. It is the veriest simian mimicry of artistic enthusiasm, a thing laughable to gods and men.True art, — large, generous, sincere, — " the expressionof noble emotions for right causes," — is a noble andennobling study. But art as a fashion, with its cant,its affectation, its blind following of the blind, is apoor piddling inanity. There is no room for it in ademocracy, — nor indeed anywhere in this world whichwas created by the Great Lover of Truth and Haterof Shams. The intellectual dude, the shallow andself-satisfied esthete is the last person who is entitled to set up a claim to the possession of the truetheory and the ripe result of education.At the opposite extreme from the decorative ideal4 UNIVERSITY RECORDlies the commercial ideal of culture. Its object, broadlystated, is simply to develop a man's natural abilities insuch a way that he shall be able to -get the largest return in money for his work in practical life. Nothingis of value, according to this ideal, which is not ofdirect utility in business or a profession. Nothingcounts which has not a cash value in the world'smarket." Send my boy to high school and college ! " says thekeen man of business, " what good will that do him?Seven years at the dead languages and higher mathematics will not teach him to make a sharp bargain orrun a big enterprise." He thinks he has summed upthe whole argument. But he has only begged thequestion. The very point at issue is whether the boyis a tool to be ground and sharpened for practical use,or a living creature whose highest end is personal development.The influence of this cash-value theory of culturemay be seen in many directions. At its lowest stageit reduces itself to an absurdity in complete contemptfor education, and utter indifference even to themarket-price of knowledge. We might suppose thatthere is little of this in a country like ours. And yetwhat shall we make of the fact that the number ofpeople who cannot read is actually on the increase insome regions of the United States ?Certainly this indicates that there must be somesections of our country where the youth are not beingtrained for intelligent citizenship. It suggests a serious flaw in our much-vaunted public-school system.Surely it cannot be called an unqualified success, sinceit fails to keep up with the march of stolid ignorance,and is so far from conquering new empires that it actually loses a portion of its own territory with everydecade. Such a growth of illiteracy makes it evidentthat one of two things must be done to save therepublic. Either the suffrage must be limited bysome educational qualification while there are stillenough intelligent voters to impose it, or else somebetter means must be found to reach and enlightenthe illiterates before the limitation becomes absolutelynecessary. For when the absolute necessity of limitation arrives, the possibility of making it will no longerexist.But it is not only at the lowest extreme of life thatthe influence of the so-called practical spirit, whichfails to perceive the worth of education for its ownsake, may be seen. We may trace it all the way upthe scale.It is manifest in the quality of our common -schoolsystem. It is far too mechanical. The children arerun through a mill. They are crammed with facts and figures, while their ideas and feelings are left totake care of themselves. They are fattened for examination like little pigs. Their imagination, that mostpotent factor of life, is entrusted to the guidance ofthe weekly story-paper, and their moral nature to theguidance of chance. The over- worked and under-paidteachers are forced by a false system of competition topack their little minds as full as possible of ruleswhich they do not understand, and definitions whichdo not define, and assorted fragments of historical,.geographical, astronomical, grammatical, and physiological knowledge, which are supposed to have aprobable cash value.Pray do not suppose that I am finding fault withour public-school teachers as a class. They are asearnest and noble a body of men and women, takethem all in all, as can be found in our country. Theydeserve more honor and better treatment. The soundof their complaining is familiar. They are set to makebricks without straw. It is the system which is atfault — the stupid, mechanical, parsimonious, cash-value system, which overloads the teacher with pupils,.and overcrowds the pupil with so-called " usefulstudies," and seeks to get the most, not the best, forits money, and so makes the highest results impossible.It would be a good thing if every city and town inAmerica would spend twice as much as it is spendingtoday for common-school education. It would be agood thing if we could have twice as many teachers,and twice as good. And then it would be a good thingif we could sweep away half of the " branches " thatare now taught, and abolish two thirds of the formalexaminations, and make an end of competitions andprizes, and come down, or rather come up, to theplain work of training children into thoughtful, earnest, honest men and women, fit to be the citizens of agreat democracy.The cash- value ideal of culture makes itself felt also,to a considerable extent, in what we call the higherinstitutions of learning. We can trace its effects inthe tendency to push the humanities aside in order tomake room for the technical side of education. Theyoung idea is to be taught to shoot by training it,from the earliest possible period, upon the trellis of aparticular calling. Every branch, every tendril whichdoes not conform to these lines, must be cut off. Theimportance of studies is to be measured by their directeffect upon professional and industrial success. Boysare to be trained not for living, but for making a living. They are to be cultivated not as men, but asjournalists, surveyors, chemists, lawyers, physicians,painters, musicians, manufacturers, mining engineers,sellers of wet and dry goods, bankers, accountants,UNIVERSITY RECORD 5and what not. In obedience to this theory the attention of the student is directed from the outset to thosethings for which he can see an immediate use in hischosen pursuit. Those languages which even Timehas not been able to make dead are neglected for thosewhich have just begun to live. The library is no longer regarded as a spiritual palace where the studentmay live with the master-minds of all the ages. It hastaken on the aspect of a dispensary where useful information can be procured in small doses for practicalpurposes. The liberal arts are treated as elegant superfluities, and literature becomes an anachronism.Half-endowed technical schools spring up all over theland like mushrooms after a shower. We have institutes of everything, from stenography to farriery;colleges agricultural, architectural, pharmaceutical,and acrobatical ; it remains only to add a few more,such as an Academy of Mesmerism, a College of MindHealing, and a Chiropodist's University, to round outthe encyclopedia of complete culture according to thecommercial ideal.Let no one imagine that I mean to say a wordagainst technical institutes and trade schools. Onthe contrary* I would speak most heartily in theirsupport. So far as they do their work well, they arean admirable and needful substitute for the earliersystems of apprenticeship for the various trades. Democracy needs them. They are really worth all themoney that is generously put into them. But the error is in supposing that they can take the place ofculture. By their own confession they move on another level. They mean business. But business isprecisely the one thing that culture does not mean.It may, doubtless it will, result in making a man ableto do his own special work in a better spirit and witha finer skill. But this result is secondary, not primary. It is accomplished by forgetting the specialty andexalting the man. And it does this at a time whenthe spirit is most susceptible, in the formative periodof life.Culture must begin and continue with a fine disregard of pecuniary returns. It must be catholic, genial,disinterested. Its object is to make the shoemaker gobeyond his last —Sutor ultra crepidam,and the clerk beyond his desk, and the surveyor beyond his chain, and the lawyer beyond his brief, andthe doctor beyond his prescription, and the preacherbeyond his sermon. Special training, with an eye fixedon some practical pursuit, works directly the otherway, and against the interests of a true democracy. Itdeepens the lines which separate men. It dividesthem into isolated trades which become close corpora tions, and into rival guilds which defend themselvesby blocking all avenues of intercommunication. Butthe right culture for a democracy is that which opensthe avenues of mutual comprehension, and increasesthe " common ground " of humanity. It broadens andharmonizes men on the basis of that which belongs toall mankind. If it elevates certain persons above theirfellows, it does not therefore separate them from therace, but joins them to it more broadly. It lifts themas the peaks of a mountain range are lifted, with aforce that spreads the base while it raises the summit.The peaks are the unifying centers ol the system.And the springs that rise among the loftiest hills flowdown joyfully through the valleys and the plains.The true ideal of culture in a democracy is thecreative ideal. It does not seek to adorn men withcertain rare accomplishments which shall be themarks of a Brahminical caste. It does not seek totrain men for certain practicalfpursuits with an eyesingle to their own advantage. It seeks, by a vitalizing education, to create new men, and new kinds ofmen, who shall be of ever-increasing worth to the republic and to mankind.Creation, as it is now interpreted, is a process of development. If this interpretation be true, the resultis none the less creative. Species originate, whethertheir origin be swift or slow. New forms of lifeemerge, whether they be evolved or manufactured.Education is the human analogue of creation. Itsbeginning is the culture of something which alreadyexists. But its aim, its motive, its triumphant resultis the production of something which did not exist before. The educated man is a new man. It is notmerely that he knows more. It is not merely that hecan do more. There is something in him which wasnot there when his education began. And this something is of the nature of a novel relation to the past,of which it is the fruit, and to the future, of which itis the promise. It has something of the nature of anoriginal power, which draws its force from a new contact with the world and with mankind on all sides,and which distributes its energy throughout life in allchannels.This, it seems to me, is the ideal of true culture. Itsend is not merely to decorate, not merely to discipline,but to create. Its motto is" O for a man to arise in me,That the man I am may cease to be."Its result is a kind of regeneration. The mind of theeducated man is born again by vital contact with thetruth.I would not have you to suppose that in using this6 UNIVERSITY RECORDlanguage I am dealing in glittering generalities. Theman who receives an invitation to speak at the convocation of this University owes it to the intelligenceof his audience to have a clear and luminous idea before his mind. There is such an idea at the center ofthis address, whether I can succeed in bringing it outor not. The creative ideal of culture is distinct, definite, and different from all others. And though Icannot undertake to work out a complete discussionof its methods, — partly because it is the freest of allideals and the most ready to use any method that willsecure its results ; and partly because such a discussion belongs more properly to an experienced educatorthan to a man of letters, — I can at least express in afew words the principal objects of education as acreative force.It is to develop a new power of accurate perception,to quicken a new power of sympathetic imagination,and to unfold a new power of coordinating reason.In short, plain words, the aim of culture is to makemen able to see clearly, to dream deeply, and to thinksteadily.I use the word " sight " to denote all those senseswhich are the natural inlets of knowledge from without, Most men are born with five, but comparativelyfew learn the use of even one. The majority of people are like the idols described by the psalmist." Eyes have they but they see not ; they have ears butthey hear not ; noses have they but they smell not."They walk through the world like blind men at apanorama, and find it very dull. There Is a story ofan Englishwoman who once said to the great painterTurner, by way of comment on one of his pictures :"I never saw anything like that in Nature." " Madam,"said he, " what would you give if you could ? "The power to use the senses to their full capacityclearly, sensitively, penetratingly, does not come bynature. It is the fruit of an attentive habit of veracious perception. Such a habit is the result of culture,consciously or unconsciously applied to the openingof blind eyes and the unsealing of deaf ears. Theacademic studies which have most influence in thisdirection are those which deal principally with objective facts, such as nature-study, language, drawing,and music. But the education of perceptive power isnot, and can not be, monopolized by schools andcolleges. All life must contribute to it. Every meadowand every woodland is a college, and every city squareis full of teachers. Do you know how the stream flows>hpw the kingfisher poises above it, how the troutswims beneath it; how the ferns uncurl along itsbanks ? Do you know how the human body balances itself, and along what lines and curves it moves inwalking, in running, in dancing, and in what livingscharacters the thoughts and feelings are written onthe human face ? Do you know the structural aspectof man's temples and palaces and bridges, of nature's-mountains and trees and flowers? Do you know thetones and accents of human speech, the songs of birds,the voices of the forests and the sea? If not, youneed creative culture, to make you a sensitive possessorof the beauty of the world. Walter Bagehot said ofShakespeare that he could not walk down a streetwithout knowing what was in it. John Burroughs hasa university on a little farm in the valley of the Hudson ; and if he crosses a field or a thicket he sees morethan the seven wonders of the world. Eugene Fieldcould see life's drama in miniature in a nursery. Thatis culture. And without it, all scholastic learning isarid, and all the academic degrees known to man arebut china oranges hung on a dry tree.But beyond the world of outward perception, thereis another world of inward vision, and the key to it i&the power of imagination. To see things as they arethat is a precious gift. To see things as they were intheir beginning, or as they will be in their ending, oras they ought to be in their perfecting, to make theabsent present, to rebuild the past out of a fragmentof carven stone, to foresee the future harvest in thegrain of wheat in the sower's hand, to visualize the faceof the invisible, and enter into the lives of all sorts andconditions of unknown men, that is a far more preciousgift.Imagination is more than a pleasant fountain ; it isa fertilizing stream. It is the source of ingenuity, aswell as the mark of genius. Nothing great has everbeen discovered or invented without the aid of imagination. It is the medium of all human sympathy.No man can feel with another unless he can imaginehimself in the other man's place. Imagination is thepower that has lighted the way to the succor of theafflicted and the deliverance of the oppressed in everyage, and cried from every darkened shore, from Macedonia to Cuba, " Come over and help us."The chief instrument in the creative culture ofimagination is literature. There is a great differencebetween literature and books. Five thousand booksare published every year in this country alone; o|which more than a thousand are works of fiction, andmost of them are works of affliction. The chemiststell us that the paper on which many of these booksare printed will not outlast a generation. Sinon evero, e ben trovato. Would that the chemists' discovery could be transformed into a law. All newUNIVERSITY RECORD ¦7books . should be printed on ten-year paper. Thiswould reduce the size of our libraries, and increasetheir value.The object of literary culture is very simple. It isto teach a man to distinguish the best books, and toenable him to read them with insight. The man whohas read one great book in that way has become a newcreature and entered a new world. But in how manyschools and colleges does that ideal prevail ? We arespending infinite toil and money to produce spellersand parsers and scanners. We are trying hard to increase the number of people who can write with ease,while the race of people who can read with imagination is slowly dying out. I wish that we might reversethe process. If our culture would but create a raceof readers, earnest, intelligent, capable of true imaginative effort, then we could live for a while with theold writers, and the new ones would be worth morewhen they arrived.But the ultimate aim ol culture is not reached untila man has passed beyond the power of seeing thingsas they are, and beyond the power of interpreting andappreciating the thoughts of other men, into thepower of thinking for himself. To be able to ask,"Why," and to discover what it means to say "Because" — that is the finest result of education." My mind to me a kingdom is,"wrote the quaint old courtly poet, Sir Edward Dyer.But how many there are, in all classes of society, whohave no right to use his words. Discrowned mon-archs, exiled and landless, desolate and impotent,wearied with trivial cares and dull amusements, enslaved to masters whom they despise, and tasks whichpromise much and pay little — what possession is therethat they can call their own, what moment of time inwhich they are not at the beck and call of other men,either grinding stolidly at their round in the treadmill, or dancing idiotically to the uncomprehendedmusic of some stranger's pipe ? We often say of onewhom we wish to blame slightly and to half excuse,"He is only thoughtless." But there is no deeperword of censure and reproach in human speech, forit signifies one who has renounced a rightful dominionand despised a kingly diadem.The aim of culture as a true loyalist of the democracy is that " the king shall have his own again," thatno prince or princess of the blood-royal of humanityshall be self -banished into contented ignorance, or leftin the slavery of thoughtlessness.What part are our colleges and universities to play inthe realizing of this ideal ?This is their part : they are to seek, by the noble discipline of philosophy, first of all, to create men whoshall be able to think steadily, profoundly, and independently as teachers and leaders of their fellow meneBut they are not to stop here. They are to maintainand honor thoughtfulness as the highest test andstandard of culture, wherever and however it may beattained.Many of the most thoughtful men in the world havenot been college bred. The university that assumesto look down on these men is false to the standard ofcreative culture. It should recognize them, and learnfrom them whatever they have to teach. College education is not to be separated from the educative workwhich pervades the whole social organism. What weneed at present is not new colleges with a power of conferring degrees, but more power in the existing collegesto make men. To this end let them have a richer endowment, a fuller equipment, but above all a revivalof the creative ideal. And let everything be done tobring together the high school, the normal school, thegrammar school, the primary school, and the little redschoolhouse school, in the harmony of this ideal. Theuniversity shall still stand in the place of honor, ifyou will, but only because it bears the clearest andmost steadfast witness that the end of culture is tocreate men who can see clearly, imagine nobly, andthink steadily.The salvation of democracy lies in the possession ofsuch men. Popular discontent comes chiefly fromwant of power to see the beauty and interest of life*of the world, of the simplest things in their naturalcharm. Nature-lovers are seldom mob-leaders. Class-hatred, the arrogance of the newly rich, the stupid,blundering cruelties of those who grind the faces of thepoor arise where the faculty of imaginative sympathyhas been smothered in the crass atmosphere of commercialism. Political manias and financial lunaciesand social hydrophobias are the result of a popularcraving for swift action without the trouble of steadythought.The forces that aggravate these evils are many.The yellow journals that disseminate general misinformation with absurd comment; the corporationsthat deal with men as if they were wheels in a machine ; the political bosses who capitalize their conTtrol of votes and sell the stock to the highest bidder ;the labor agitators who promote industry by stopping-work ; all persons and agencies and institutions thatfind it to their interest to foster ignorance and misunderstanding and prejudice and a blind, thoughtless, sensational mode of life, are destructive powers,threatening the welfare of the republic. ¦8 UNIVERSITY RECORD" O thou, my country, dream not that thy foesWill all be foreign-born !Turn thy clear look of scornUpon thy children, who opposeTheir passions wild and policies of shameTo wreck the righteous splendors of thy name !Untaught and overconfident they riseWith folly on their tongues and envy in their eyes ;Strong to destroy but powerless to create,And ignorant of all that made our fathers great,Their hands would take away thy golden crown,And shake the pillars of thy freedom downIn Anarchy's ocean, dark and desolate."Against these forces of destruction there is but onesafeguard ; and that is the influence which men oftrue culture may have, and ought to have, in therepublic. The college men of the country should beits great conservative force. They should conserveits liberty through intelligence, its unity throughbroad-minded sympathy, and its integrity through adeeper appreciation of the true elements of nationalmorality.What a glorious time is this for such men to maketheir influence felt in the service of their country. Wehave advanced, along the pathway of industrial prosperity and military triumph, to an eminence of wealthand power where the real character of the republicmust be put to the test before the eyes of an attentiveworld. How will America meet her crisis of success ?With fatuous self-confidence ? Or with sober courage ?It may be that the great republic has at last won thelong-coveted and boasted power to " whip all creation."But that is not the chief question of today. Thechief question is, Has she kept the power to conquerand rule and guide herself ?I do not enter now upon the controversy betweenopposing policies ; the continental policy under whichwe have hitherto prospered, and the colonial policyunder which it is proposed henceforth to proceed.But this I say. The present is no time to follow "Destiny " blindfold. The present is no time to discouragesober thought, to stifle free discussion, or to appealto the passion and prejudice of the multitude. Thepeople of America will have what they want. Thereis probably no power on earth that can resist them.All the more reason why they should have time andlight to see what they really want, to imagine vividlywhat it will mean when they get it, and to think soberlywhat it will involve for generations yet unborn.I believe that democracy as it is embodied in thisrepublic is, next to the Christian religion, the mostprecious possession of mankind. I believe that it canbe preserved only under the light and leading of trueculture, which makes the demagogue ridiculous, thenihilist loathsome, the plutocrat impotent, and the autocrat impossible. I believe that the best cultureis that which makes, not selfish and sour critics, butsane and sober patriots. I believe that no man hasthe right culture unless he is willing to put his clearervision, his loftier imagination, and his deeper thoughtat the service of his country and humanity. I believein culture. I believe in democracy.. By democracypurified, by culture diffused, God save the State !Official Notices,Junior College Scholarship "in Chemistry. —A scholarship, covering one year's tuition, is awardedeach year. to the student who receives the nominationof the Department of Chemistry for excellence ofwork in Chemistry during the two years of the JuniorCollege course. All who received the Junior CollegeCertificate between July 1, 1898, and April 1, 1899, inclusive, may become candidates for the scholarship.It is awarded on the basis : 1) of the general standing,2) of the class standing in Chemistry of the student,3) of the result of a special examination to be held onSaturday, May 20 at 9: 00 a.m. The subject is GeneralChemistry.Governor Theodore Roosevelt- s Visit.His Excellency Theodore Roosevelt, governor ofNew York, will visit the University on Monday, April10, 1899, and will deliver an address in the gymnasiumat 11:00 o'clock. Members of the faculties will occupyseats on the platform. A limited number of reserve -seat tickets for friends will be issued. Students maygain admission only by joining the procession whichwill form at 10:30 a.m., in accordance with the programme announced on the bulletin board in front ofCobb Hall. All University exercises from 11:00 a.m-12:00 m. will be suspended.The. University Elementary School.GROUP V.[Continuation of work reported in the University .RecordJanuary 20, 1899. Average age of children, eight to nine years.]In history the study of Virginia as a typical southerncolony has been continued, by taking up the eventsin some detail, and attempting to discover the underlying causes. John Smith was a most interestingcharacter to the children, and they needed no encouragement to make him the hero of the early period, andto give him credit for keeping the colony alive whenthe difficulty of getting food and the hostility of theIndians threatened to end it before it had fairly begun.UNIVERSITY RECORD 9They sympathized with his order to the colonists —too anxious to find gold to be willing to plant corn —that "those who will not work shall not eat," andrealized the dangers of a system which held goods incommon.The story of Pocahontas was read, and her help tothe colony contrasted with the attitude of her father.The coming from time to time of the English shipwith its colonists to replace those killed by the hardconditions of colonial life or the Indians was noted,and the naive attempt of the English government towin the friendship of Powhatan by presenting himwith a crown as emperor of the Indian tribes of Virginia — and to win him to civilization by the gift of thefirst essentials, according to their standards — a bedstead, wash basin and pitcher. The children were divided as to whether Powhatan would receive thesepresents with pleasure, in the opportunity they afforded, or regard them as curiosities of a foreign landto be displayed to his wondering subjects.The inability of the colonists to provide enoughfood to keep them through the winter surprised thechildren. With the abundance of game in the woodsand streams, with the fertile soil which they hadlearned existed in Virginia, it was difficult to understand why there should be a " starving time." To getat the cause, we eliminated from farming themachinerynow in use, saw that only a few (very rude) plows werepossessed ; that the land had to be cleared of trees,and the colonists did not know of the Indian methodof girdling them in the autumn, thus preventing thesap from returning to the branches in the spring ;that English wheat planted in the rich soil developedchiefly stalk ; that the colonists did not know how toplant Indian corn, and above all were not farmers, andhad not come to America for this purpose.The dissatisfaction of the London Company withthe returns from their colony having led to the sendingout of a governor, the succession of governors, andwhat each did for the colony was next takenup. The study of governor — Sir Thomas Dale —brought out the main points of a military regime.The new charter granting a share in the governmentby establishing the Houses of Burgesses, broughtover by Governor Yeardley, was described, and howthe government by a governor, council, and representatives resembled that established by our United StatesConstitution. With the system of private ownership ofland now established, provision must be made for thesupport of the governor, minister, and other officials .This was done by setting apart land for this purpose,and to cultivate it the scheme of "indentured servants" was devised by the London Company; and to provide women for the colony — still composed toolargely of men — "respectable young women" weresent out and sold for their passage expenses to thosedesiring wives.The arrival of the Dutch ship with its cargo ofnegroes was described, and the advantages of owningslaves for the growing of tobacco, now beginning tobe important, brought out.The children were asked to recall what they hadpreviously studied about the beginning of the Plymouth "colony and the Dutch in New York, and torelate these facts chronologically with the history ofVirginia.We took up next the home life of the colonists inVirginia, the new settlements that had been established, the growth of the tobacco industry, and thecauses of the massacre in 1622 by the Indians. Anhour each week was spent in reading colonial stories,and a half hour in writing.Under another teacher the class has studied thegeography of Virginia, the rivers and mountains, soiland climate, and has drawn maps of the region. Theyhave looked up the trees and animals native to Virginia, and have noted the lines of travel from Chicago1to the chief cities of Virginia.The work of the group in domestic science has hada practical and a theoretical side. On the theoreticalside the children have studied materials and the processes by which cotton and wool are made into clothing. They examined cotton in the stalks, and a miniature bale of cotton, and from pictures got an idea of a.cotton plantation. They were told the kind of climateand soil necessary for the growth of cotton. Theywere given some cotton to gin by hand and the amountthe whole class could do in twenty minutes wasweighed in order to determine whether — if so slow aprocess were the only one — cotton cloth would be generally used for clothing, and that they might appreciate the advantages of the cotton gin. Their attempthelped to make plain the statement that in the earlycolonial period cotton was expensive and more difficultto make into cloth than wool. When asked what itcould be used for, they suggested wadding, as inquilts.They examined raw wool through the microscope tosee the crinkles which made it possible to spin it intoyarn, and measured and compared the length of woolfiber with cotton. Some wool was carded by hand.Under direction the children then planned a colonialroom. Each child was to be responsible for some partof the furnishing. A four-post bedstead is to be madein the shop, and the bed clothing is to be made as thepractical sewing of the class. Sheets and pillow cases10 UNIVERSITY RECORDhave been cut out of linen, and the hemming will bethe first fine sewing given the children.In the science work last reported an experiment wasmentioned which the children are conducting to findout whether a plant gets its weight in growing fromthe air or from the earth. One of the seedlings" thathad been planted had grown about six inches. It wasweighed with the earth in which it was planted, thenremoved from the pot, dried, to evaporate the waterabsorbed, and weighed. The weight gained in growing was found to be eight grams, and, as the water hadbeen removed, this weight was decided to come fromair and whatever salts from the earth had been dissolved in the water. Another bean plant was foundto have gained 8.2 grams. A record of the whole experiment was written by each member of the class.Some of the children expressed doubt as to whetherair had weight. To demonstrate the fact they weretold to invert a test tube, filled with water, over a panof water, and found that the pressure of air upon thesurface of the water in the pan was sufficient to support the column of water in the tube ; but, if a littleair were admitted, the water in the tube was forcedout.To find what part of the weight of their plant camefrom the earth salts, they weighed a beaker and putinto it the same quantity of water given their plant,This water was then evaporated, the beaker weighed }and an estimate made of the weight of plant due tosalts.Having found that the plant took in air, an experiment was made to find out whether it gave out a gas.A leaf was submerged in a glass of water and put inthe sunlight. The bubbles which soon rose to thesurface were decided to be air or gas. To find out thenature of the gas, they put a plant under a bell jar,with a glass of lime water near if, and left it overnight. In the morning they noticed the cloudy appearance of the lime water, and compared it with limewater into which air from the lungs was blown. Theywere toll that the gas was named carbon dioxide.An experiment was performed to find what gas isthrown off by germinating seed, and the action of thisgas on lime water and in putting out a lighted match,determined its nature.In cooking this group has made a study of cerealsas reported for other classes. The various preparations of wheat and corn have been especially studiedand cooked.In music the group song given in the report inJanuary has been analyzed. This meant determiningwhether it should be sung in four-pulse or six-pulse rhythm. The decision was somewhat complicatedbecause some of the children thought the lines :" George Washington went off to war,Upon a noble steed,"would go best with six-pulse rhythm, which suggestedthe galloping of a horse ; others thought that themilitary idea of the song was best indicated by four-pulse rhythm, and this was finally decided upon.The distinction between the major and minor incidentshas been learned, and the use of the one for joyfulmusic and the other for mournful recognized. Drillin song singing and music writing has formed a partof their work as usual.The art work of this group has been directed toward getting perspective — determining the vanishingpoint and the planes of floor, ceiling and walls indrawing an interior. The largest room in the school,and the gymnasium, was observed by the class, thendrawn for them, to illustrate the principles, and thendrawn by them from memory.A member of the school posed for them in thecostume of Priscilla. For interpretative illustrationthey drew the sailing of the Mayflower. For practicein rapid sketching, different members of the groupposed for a few minutes in any attitude they chose.In the gymnasium the group has had the usual drill,and in the shop a set of quilting frames has beenmade.Current Events,Professor Patrick Geddes of Edinburgh lecturedin the Chapel, Cobb Hall, Tuesday evening, April 4,on " The Proposed Institute of Geography andPhysics."Professor O. C. Farrington of the Department ofGeology read before the Chicago Academy of Sciences,on March 24, an illustrated paper on " The Worshipand Folklore of Meteorites."The announcements of the University ExtensionSummer meeting to be held in connection with OxfordUniversity are recommended to students who may findit possible to avail themselves of its advantages.The dates are July 29 to August 23. An outline ofthe programme is as follows :The main courses of study will be {a) The History, Literature,Science, and Fine Art of the Period 1837-1871; (6) HellenicStudies in the Nineteenth Century-— a course designed to summarize the results of recent research in the History, Literature,Art, and Archaeology of Ancient Greece, and intended especiallyUNIVJERSIIY RECORD 11(though not exclusively) for teachers in secondary schools.There will be also Lectures and Classes on the History andTheory of Education, in Physiology, Geology, Biology, inEnglish Language, in Greek and Latin, and Moral Philosophy.The Lectures are given by public men, by University Professors,and by teachers on the Staff of the Delegacy. They are of necessity stimulative and suggestive, rather than detailed and exhaustive.The Inaugural Lecture will be delivered by Sir William Rey-nell Anson, Bart., D.C.L., Warden of All Souls College andVice-Chancellor of the University, and the following, amongothers, have already agreed to take part in the meeting: TheLord Bishop of Bristol, the Hon. George Brodrick, D.C.L.,Warden of Merton College (unless unavoidably prevented), theRev. Professor Walter Lock, D.D., Warden of Keble College,Professor Sayce, Professor. Percy Gardner, Professor ErnestGardner, Professor Poulton, F.R.S., Professor Gotch, F.R.S., Dr.Arthur Ransome, F.R.S., Professor Sollas, F.R.S., ProfessorMiers, Mr. M. E. Sadler, Mr. Wells, and Mr. G. C. Bourne.The full programme (price 7d., post free) and all informationcan be obtained by writing to J. A. R. Marriott, M. A., UniversityExtension Delegacy, Oxford.Official Reports.During the month ending March 31, 1899, therehas been added to the Library of the University atotal number of 786 volumes from the followingsources :Books added by purchase, 463 vols., distributed asfollows :General Library, 100 vols.; Philosophy, 18 vols.;Pedagogy, 11 vols.; Political Economy, 4 vols.; Political Science, 46 vols.; History, 20 vols.; Sociology,4 vols.; Sociology (Divinity), 4 vols.; Anthropology,1 vol.; Comparative Religion, 4 vols.; Semitic, 3 vols.;New Testament, 6 vols.; Comparative Philology, 65vols.; Greek, 4 vols.: Latin, 7 vols.; Romance, 4 vols.;German, 3 vols.; English, 38 vols.; Mathematics,8 vols.; Chemistry, 3 vols.; Physics, 45 vols.; Geology,2 vols.; Neurology, 19 vols.; Physiology, 1 vol.; Botany,6 vols.; Church History, 2 vols.; Systematic Theology, 7 vols.; Homiletics, 2 vols.; Morgan ParkAcademy, 15 vols.; Dano-Norwegian Seminary, 10vols.; Physical Culture, 1 vol.Books added by gift, 270 vols., distributed asfollows :General Library, 250 vols.; Political Economy, 7vols.; Political Science, 1 vol.; History, 8 vols.; Semitic, 1 vol.; English, 1 vol.; Mathematics, 1 vol.;Botany 1 vol.Books added by exchange for University Publications, 53 vols., distributed as follows:General Library, 35 vols.; Political Economy 2 vols.;Sociology, 1 vol.; Semitic, 2 vols.; New Testament,4 vols.; English, 1 vol.; Botany, 4 vols.; Church History, 1 vol.; Systematic Theology, 1 vol.; Homiletics,1vol.; Haskell, 1 vol. Vesper Services for the Spring Quarter.In response to the request of many students, it ha&been arranged to give the Vesper Services of theSpring Quarter to a second series of Student Conferences. The programme so far as arranged is asfollows:PROBLEMS OF RELIGION.Sunday, April 9, 4:00 P.M.What is Religion ?What conceptions have been formed of it VProfessor G. S. Goodspeed*What is the true conception ?Professor G. B. Foster*.Question Conference.Sunday, April 16, 4:00 P.M.Is Christianity the Religion for Today ?Is it philosophically tenable ?Associate Professor J. H. Tufts ,Is it practically effective ?Professor C. R. Barnes.Question Conference.Sunday, April 23, 4: 00 P.M.What has Religion to do with Morality ?Philosophically : Does [morality need a religiousbasis 1 Professor G. B. Foster.Practically : Do we need^Religion to enable us tolive morally ? President W. R. Harper..Question Conference.Sunday, April 30, 4:00 P.M.Prayer.What is Prayer 1 Professor C. R. Henderson^Is Prayer rational ? Is it effective ?Professor J. M. Coulter..Question Conference.Sunday, May 7, 4: 00 P.M.Are the Records of|Jesus' Life Trustworthy?What is the historical value of the Gospels ?Professor Shailer Mathews^What other valuable sources are there ?Professor E. D. Burton.Question Conference.Sunday, May 14, 4: 00 P.M.What was the Religion of Jesds ?The Religion which he taught.Dr. C. W. Votaw.His own personal Religion.Professor E. D. Burton.Question Conference.Sunday, May 21, 4: 00 P.M.The Place of Jesus in Religion.Religious experience in the non-Christian Religions. Professor G. 8. Goodspeed.Jesus the object of faith.Professor Shailer Mathews.Question Conference.Sunday, May 28, 4:00 P.M.Christianity a Missionary Religion.Ought philanthropy to be confessedly Christian ?Professor A. W. Small.-Ought Christianity to be preached to the non-Christian peoples 1Professor C. R. Henderson..Question Conference.12 UNIVERSITY RECORDCalendar.APRIL 7-15, 1899.Friday. April 7.Chapel-Assembly : Divinity School.Hall, 10:30 a.m. Chapel, CobbSaturday, April 8.Regular Meetings of Faculties and Boards :The Administrative Board of Physical Culture andAthletics, 8:30 a.m.The Faculty of the Junior Colleges, 10:00 a.m.The University Senate, 11: 30 a.m.Gospel Meeting for Men, Y. M. C. A. Assembly Room,Haskell Museum, 7:00 p.m.Address by C. C. Michener, Intercollegiate Secretary ofthe Y. M. C. A. for the West.Sunday, April 9.Devotional Meeting of Y. M. C. A., Assembly Room,Haskell Museum, 9:30 a.m.Address by C. C. Michener.iStudent Conferences on Religion, Kent Theater, 4:00p.m. (see p. 11).Union meeting of the Y. M. C. A. and Y. W. C. A„Assembly Hall, Haskell Museum, 7:00 p.m.Gospel meeting for all University students. Address byC.C. Michener.Monday, April 10.Chapel-Assembly : Junior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Junior College Students).Address by Theodore Roosevelt, Gymnasium, 11:00a.m. (see p. 8).Germanic Club meets in German Library, Cobb Hall,2:00 p.m.Mr. Braun will report on Americana Germanica, II, 3.New Testament Club meets at 7:30 p.m. with ProfessorMathews, 5736 Woodlawn av.Paper' by Professor Mathews upon "The Historical Features of the Tissot Pictures." Discussion by the Club.Tuesday, April 11.Chapel-Assembly: Senior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Senior College Students). Division Lectures before the Junior Colleges in KentTheater, 10:30 a.m.Botanical Club meets in Botanical Building, Room 23,5:00 p.m.Dr. Chamberlain will present the results of recent workupon " The Embryology of Cycas and Pinus."Sociology Club meets in Congregation Hall, HaskellMuseum, 8:00 p.m.A stereopticon lecture on " Degeneration " will be given byDr. Eugene S. Talbot. All interested are invited.English Club meets in the English Library, CobbLecture Hall, 8:00 p.m.Mr. Henry B. Fuller will address the Club on the subjectof " Modern Italian Fiction." All interested are invited.Wednesday, April 12.Division Lectures before the Senior Colleges, 10:30 a.m.By the President before Division I in Lecture Room, CobbHall;By Professor R. G. Moulton before Divisions II-VI in theChapel, Cobb Hall.Thursday, April 13.Chapel-Assembly : Graduate Schools. — Chapel, CobbHall, 10:30 a.m.Philosophical Club meets in the Lecture Room, CobbHall, 8:00 p.m.Rev. W. W. Fenn speaks on " The Philosophy of the FourthGospel."Friday, April 14.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Mathematical Club meets in Ryerson Physical Laboratory, Room 36, 4:00 p.m." Concerning Plane Configurations," by Associate Professor Maschke.Notes: Mr. Lehmer,"A New Planimeter;" ProfessorBolza, " The Meaning of ' Imaginary.' "Division Lecture before Division VI of the JuniorColleges by the President, Lecture Room, CobbHall, 10: 30 a.m.Saturday, April 15.Regular Meetings of Faculties and Boards :Administrative Board of University Affiliations,8:30 a.m.The Faculty of the Senior Colleges, 10:00 a.m.The University Council, 11:30 a.m.Material for the UNIVERSITY SECOED must be sent to the Recorder by THURSDAY, 8:30 A.M., in-order to be published in the issue of the same week.