ftbe IHniverstts of ChicagoPrice $J»00 founded by john d. rockefeller Single Copiesper Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOZbc T&nivei&ity of Gbfeago pvceeV0l7|V, NO. 8. PUBLISHED EVERY FRIDAY AT 3:00 P.M. MAY 26, 1899.Entered in the posl office Chicago, Illinois, as second-class matter.CONTENTS.I. The Danish- Norwegian Theological SeminaryCommencement - - 53II. The University Elementary School - - - - 53-56III. Official Notices -------- 56IV. Current Events - 56V. -The Calendar - - - - - - - - '¦«-¦¦ 56The Danish-Norwegian Theological SeminaryCommencement.In the Danish-Norwegian Theological Seminary atMorgan Park the school year closed May 12. Twentyhave attended the Seminary during the year, and thework done has been of the most encouraging character,both from instructors as well as students. This yearwas the fifteenth since the Seminary was organized.The commencement exercises were held in the FirstDanish Baptist Church, Friday evening, May 12. Agood representation from the two Danish-NorwegianBaptist churches were present to listen to the programme. After the opening exercises the dean of theSeminary spoke briefly on the purpose of the Seminary,namely, to fit young men to preach the gospel tothe Danes and Norwegians in this country and in thehomelands. The statistics showed that 114 studentshad received either wholly or in part their educationat the Seminary since 1884, when the Danish-Norwegian department was organized. They are mostlylaboring in the United States, but nine are on themission field in Denmark, eleven in Norway, and onein Africa. In this dark continent one has died, havingdone a good work. The Dean of the Divinity School Dr. Hulbert, was present, and the congregation tookgreat interest in his impressive address. He emphasized especially the importance of unity in all lines ofChristian work. Two graduating students deliveredshort addresses, and their subjects were well presented.Professor Gundersen spoke to the graduating students.In the words of Paul in 1 Cor. 16 :. 13, " Quit you likemen," he exhorted them to be manly servants ofChrist, to show their manliness by fearlessness, bywillingness to labor hard, by tact and wisdom, andby endurance unto the end.Dean Hulbert next presented the graduates withtheir certificates. He impressed upon them the necessity of continued study, but above all the great needof being filled with the spirit of God. The four menwho graduated have all received calls from Danish-Norwegian churches, and begin their work on the fieldat once. H. G.Morgan Park, III.The University Elementary School.[Continuation of work reported in the University Record,Dec. 23, 1898, and March 10, 1899. Average Age of children, sixyears.]GROUP I.The Japanese house mentioned in the last reportwas finished and furnished. Then a short time wasspent in studying the Javanese, in finding out wherethey live on the globe, and how rice, bamboo, andspices could be brought from Java to Chicago. Theroute was traced on the globe. An hour was spent atthe Washington Park greenhouse in looking at agrowing bamboo, and trees and plants of a tropical54 UNIVERSITY EEC ORBclimate. Some of the new words they had learnedwere written for them on the board, and words ofsimilar sound which they suggested.The next people studied were the American Indians,taken up in the same way as other peoples — housesdress, food, customs, etc. Each new people studiedgave an opportunity for comparison with the formerpeoples, and with our own civilization.Much of the time this quarter has been spent out ofdoors, in digging and planting^he garden, in drawing, in excursions for fresh-water animals, and in gymnasium work. The garden seeds were selected, toshow different methods of storing food. In keepingthe plot clear of weeds they learned that the harmfui-ness of the weed was due to its ability to grow in poorsoil, hence it could grow faster and crowd out cultivatedplants ; they learned the kind of soil best adapted toplants, and how to plant seeds. When their seedlingsappeared they made models of them in paper, and todo this had to notice carefully the shape of leaves?and how they were joined to the stem. The leaveswere cut out of paper and pasted on a paper stem.On excursions they have found snails, fish, frogs,and algae, and discussed the food of each. They havebegun to collect insects, and have made a box in theshop in whidh to keep them.The number work of this group is carried on entirelywith relation to things. They have used blocks inbuilding, trading small blocks for a larger one ofequivalent size, and have represented the symbol ofthe number on the board. With their five-inch sticksthey have constructed various geometrical figures, andhave found that the greater number of sides a figurehas, perimeters (which they call the fences) remainingequal, .the greater the area. This was brought out bytrying to find how to enclose the largest pasture withfence rails of one size.In cooking they divided numbers into fractionalparts. They found that one cup of corn meal requiredfive cups of water to cook; but each child was to cookonly half a cup of corn meal, and they found how muchwater this would require. They have learned how tocook various cereals, and all of the group, except one,can select the proper utensils, and prepare the cerealsthey have had for the table without directions. Apart of their work has been learning how to set thetable.Whenever the weather would permit, the work indrawing has been done out of doors. The easels havebeen set up in the yard or neighboring lot, and thechildren have tried to draw the planes of sky andearth, trees, and a steam roller at work on the street.Indoors they have had simple objects, such as an orange, as a model, and have been able to show thecolor, light, and shade which they saw.In music they have had drill in recognizing and reproducing notes, and have learned some of the songscomposed by the children of older groups.GROUPS II AND III.[Continuation of work reported in the University Record,Jan. 6, 1898, and March 17, 1899. Average age, seven years.]In connection with the work in primitive life lastreported, the children found out how metals mighthave been discovered, and the ways in which theprimitive peoples might have fashioned them intoweapons or utensils. They made lead arrow heads,and hammered copper into dishes by heating the sheetmetal from time to time to make it plastic, and cleaning off with acid the oxide formed by the heat.As each of the so-called "tribes" (supposed to beliving far apart) had now developed an industry of itsown (raising wheat, or sheep, or working in metals),they were given the task of finding out how each tribecould use its specialized industry to get the benefit ofthe specialized industries of the other tribes. This,of course, involved the subject of transportation.Most of the children had little idea of distance ; so webegan by taking the time it would require to walk thelongest distance they knew very definitely — from theschool down town. Then the children told stories ofrelatives and friends who had covered astonishing distances in a brief time by walking, and we added upthe distance walked in an hour to find the distancethat might be covered in a day or in a week. Havingnow some idea of average distances as reckoned bytime, we went back to our own tribe and their conditions. We found that they had burdens to carry, andwalked not over smooth roads, but mountains andplains covered with vegetation, and we estimatedunder these conditions how far they could carry theirproduce for exchange. The idea of animals as beastsof burden of course occurred to the children, and theylooked through geographies to find all the differenttypes of animals that could be made of use in thisway. They cut out of paper the typical burden-bearing animals, and, in the talk about the habits ofeach, we made the deduction that all burden-bearinganimals are ruminants, or, as it was told to them,"grass-eating" animals.The development made by the tribes during thetime they had been settled in one place was broughtout by the beginning of agriculture and knowledge ofplants, leading to use of certain ones for medicinalpurposes.In the trades of one tribe for the products of an-UNIVERSITY RECORD 55other, which the children called " bartering," the articles made by them were used ; but the wheat raiserswere instructed to " pretend " to give wheat from theirbaskets, as it was thought their imagination was equalto the task. Unfortunately, it was not vivid enough,and they complained of having to give "good buttons"(sheep) for " nothing."The various tribes were next united into a confederation in order to migrate. For this they neededtents, and began the construction of one large enoughto hold the "tribe." This was made of unbleachedmuslin, and when finished was taken to the field andset up where they encamped for the morning.With the tent and the shepherd life which they wereto represent, they were to work out the problem of pasturage and water supply for their flocks. The firstwas easily decided, but the question of water had toinvolve some knowledge of physiography. We studiedthe causes and direction of streams and river systems,and worked them out on a sand map. Then with aknowledge of springs, the children discussed the possibility of subterranean currents, and from this got theidea that in a plain water might be found by digging.We discussed who would be the most influential people in a shepherd tribe, and concluded that it wouldbe the old men, as they would have the largest experience, and could best direct the younger people. Inthe hunting tribes we had found that the old men hadgiven place to the younger men, when they were nolonger able to take the lead in a hunt. Stories weretold from time to time of the life of shepherds to illustrate the character of the life and what conditionswould be likely to occasion quarrels — as in the case ofherdsmen of xAbraham and Lot.With the sheep the tribes had, of course, obtainedwool, and in the study of textile fibers the groups havelearned how to clean, card and spin the wool, how thespindle was developed from the twig on which thefirst spinner wound the yarn spun by hand. The twigthus wound is supposed to have fallen from the hand,and in whirling around in its fall, to have shown howa better made twig, weighted with lead or clay, couldbe used to twist the yarn. From this early mechanical device they took up, with help, the invention ofthe wheel, flyer, bobbin, and distaff as gradually introduced improvements.The use of berries, leaves and roots for obtainingcolor had been noted, and now we attempted to usethis knowledge in coloring cloth; The children weregiven logwood with which they dyed cloth, discovering the use of potash in washing it, and of alum inmaking a fast color.In the construction of their tents the children had worked out the shape of the pieces of cloth that wouldbe necessary to cover two kinds of tents, the tent withthe ridge pole, and the circular tent formed with threepoles. They first made small tents, and found that inthe circular tent, if the poles were covered tightly, theywould have three triangles, one on each side, or thatthe whole would form a cube with three triangularfaces, and that the bases of the three triangles formeda fourth. They also worked out th.6 solid square bymaking paper boxes by definite measurements. Theyfound that if the sides of the tent were rounded out,with the aid of ropes, that more area was securedwithin the tent, and that the form was that of a cone,giving a circle at the bottom. When they came to putup the big tent, they found that they would need ropesto steady the frame, and worked out where these mustbe placed in order to give the greatest pull downevenly on the tent.Beside the number work necessary to work out someproblem in connection with their history or constructive work, they have problems to work out inconnection with lessons in cooking. Here the proportions of water to cereal are needed, and are first workedout by actually measuring, then by using the factthus discovered, e. g.t that one cup of the cereal usedrequired two cups of .water to cook — to estimate howmuch water would be needed for any number of cupsof cereal up to sixty, or for quantities less than a cup.In this way they find that adding by twos can beshortened by multi plying by two. Occasionally gamesare played in which a number is given, and the members of the class are to tell how much it lacks of beingten, which they do not know is subtracting.With the beginning of the spring quarter, and inharmony with their life as shepherds and the beginning of agriculture, they were given a plot of groundin the garden in which they were to plant vegetables.They made a list of the plants they wanted, andlearned how to prepare the soil for them and to plantthem. As the plants sprouted we began to studythem. Some of the children thought if roots weretaken out of the earth they would either die or theroots would grow upward. So we planted a pea seedling in a bed upside down, and the next day thechildren were surprised to find that it had turned completely around and gone into the ground. In discussing why the root should behave in this way, webrought out the fact that it must get its nourishmentfrom the soil. Some of the children thought thisnourishment consisted of the moisture or water in thesoil. They knew that some plants can live in wateralone, so we tried an experiment to see whether waterin passing thiough soil absorbed anything from it56 UNIVERSITY RECORDwhich would supply food to the plant We pouredsome hot water and some cold water on different quantities of soil and let them stand to see whether anythingwas absorbed. In their next lesson they evaporatedthe water, and found that it had dissolved somethingfrom the soil.In the shop the children have made a bobbin frameto use in making yarn, and have continued work onsmall articles by which they learn the use of the various tools.In music they have learned some of the songs composed by the older groups, which seem to especiallyappeal to them, as they are in some cases the work ofolder brothers and sisters.In art work they have sketched out of doors, usingcolored chalks ; a cow, tree, or other object of interestfurnishing the model. Gymnasium work has also beenout of doors as often as the weather would permit.From time to time they have made excursions to findwater animals for the aquarium, or insects.Official Notices.Professor Moulton's Recitals.—- There will be noRecital on Friday, June 2. The last two Recitals willbe on June 9 and 16.The preliminary contest in the Graduate School forthe purpose of electing representatives in the Graduate-Divinity debate will be held on Friday, May 26,at 8:00 p.m., in the Chapel, Cobb Hall. All interestedare invited.The Final Examination of Irving Hardesty for thedegree of Ph.D. will be held Saturday, May 27, 1899,at 9 : 00 a.m., in Room 27, Anatomy Laboratory. Principal subject, Neurology ; secondary subject, Physiology. Committee : Professor Donaldson, AssociateProfessor Loeb, Assistant Professor Smith, and allother instructors in the departments immediately concerned.The Final Examination of Henry Messick Shousefor the degree of B.D. will be held Monday, June 5,at 4:00 p.m., in Room 15, Haskell Museum. Principalsubject, Church History; secondary subject, Homilet-ics. Thesis: "The Missionary Career of ThomasCoke." Committee : Professors Hulbert, Johnson,Anderson, and Henderson, and all other instructors inthe departments immediately concerned.Current Events.Associate Professor Zueblin addressed the GraduateClub on " The Industrial Future of Chicago " at GreenHall on Thursday, May 25. Calendar.MA Y 26-JUNE 3, 1899.Friday, May 26.Chapel- Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Division Lecture before Division VI of the JuniorColleges by the President, President's Office, Haskell, 10:30 a. m.Interpretative Recitals of Greek Tragedies in English,by Professor R. G. Moulton, Cobb Hall, at 4: 00 p.m.The Alkestis of Euripides.Romance Club meets in C 7, Cobb Lecture Hall,4:00 p.m.Dr. Rene de Poyen-Bellisle reads on " Modern FrenchDramatic Literature."Saturday, May 27.Meetings of Faculties and Boards :The Faculty of Morgan Park Academy, 8: 30 a.m.The Administrative Board of Libraries, Laboratories, and Museums, 10:00 a.m.The Faculty of the Ogden School of Science, 10:00A.M.The Faculty of the Graduate Schools of Arts andLiterature, 11:30 a.m.The University Senate, 12:00 m.Sunday, May 28.Student Conferences on Religion, Kent Theater,4: 00 p.m.Subject: "The Place of Jesus in Eeligion,1' "ReligiousExperience in the Non-Christian Eeligion s," by Professor Goodspeed ; "Jesus, the Object of Faith," byProfessor Mathews.Union meeting of the Y. M. C. A. and Y. W. C. A.,Association Room, Haskell, 7:00 p.m.Monday, May 29.Chapel-Assembly: Junior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Jun. College Students).Tuesday, May 30. — Memorial Day — A Holiday.Wednesday, May 31.Division Lectures before the Senior Colleges, 10: 30 a.m.By Professor R. G. Moulton before Divisions II-VI in theChapel, Cobb Hall.Business Meeting of thePhilological Society, 10:30 a.m. .Meeting of the Y. M. C. A. in Association Room, Haskell, 7:00 p.m.Thursday, June 1.Chapel-Assembly : Graduate Schools. — Chapel, CobbHall, 10:30 a.m.Friday, June 2.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Division Lecture before Division VI of the JuniorColleges by the President, President's Office, Haskell, 10:30 a.m.Physics Club meets in Ryerson Physical Laboratory,Room 32, 4:00 p.m.Papers: "Index of Refraction of Gases," by H. G. Gale;" Diffraction Gratings "by Associate Professor Stratton.Saturday, June 3.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.