Zbe iriniveraity of CbtcaaoPrice $J*00 founded by john d. rockefeller Single CopiesPer Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGOZbt xnniversttg of Gbicaao iPressVOL. IV, NO. 23. PUBLISHED EVERY FRIDAY AT 3:00 P.M. SEPTEMBER 8, 1899.Entered in the post office Chicag-o, Illinois, as second-class matter.CONTENTS.I. Official Notices - - - 125-126II. Some Suggestions in Regard to Methods ofTeaching History in University Extension.By Dr. A. M. Wergeland 126-128III. The Calendar 128Official Notices.QUARTERLY EXAMINATIONS.The Examinations at the close of the Summer Quarter will be held on Wednesday, Thursday, and Friday,September 20, 21, and 22. Examinations for morningclasses will be held on three successive mornings;for afternoon classes on three successive afternoons,as follows :Wedn, Sept 20, 8 30-11:30 a.m.Thurs. " 21, 8 30-11:30 a.m.Fri. a 22, 8 30-11:30 a.m.Wedn. " 20, 2 00- 5:00 p.m.Thurs. « 21, 2 00- 5:00 p.m.Fri. a 22, 2 .00- 5:00 p.m.8 309 3011 0012 002 003 00ENTRANCE EXAMINATIONS.The Autumn Examinations for admission to theJunior Colleges will be held in Cobb Hall, Wednesday, Thursday, Friday, and Saturday, September 13,14, 15, and 16. The Dean of Affiliations will furnishparticular information on application. Reports for the Summer Quarter. — All instructors are requested to observe that all reports forcourses given during the Summer Quarter are due atthe Recorder's Office (or the Faculty Exchange) notlater than 12 : 00 m., Monday, September 25. It is of theutmost importance that every course be recordedfully andpromptly. Blanks will be furnished throughthe Faculty Exchange not later than Tuesday, September 19. The University Recorder.Registration for the Autumn Quarter. — Students now in residence who desire to register for theAutumn Quarter will find it to their advantage to doso during the week September 11-15, at the regularoffice hours of the respective deans.The Final Examination of Harold L. Axtell forthe degree of A.M. will be held Friday, September 8,at 3: 00 p.m., in Room 2 B, Cobb Hall. Principal subject, Latin ; secondary subject, Greek. Thesis : "Authenticity of the Fifteenth Heroid of Ovid." Committee : Professor Abbott, Associate Professors Castleand R. F. Harper, and all other instructors in thedepartments immediately concerned.The Final Examination of Andre Beziat deBordes for the degree of Ph.D. will be held Friday,September 8, at 3:00 p.m., in Room 13 C, Cobb Hall.Principal subject, French; secondary subject, Spanish.Thesis: "Le Subjonctif en Bearnais." Committee:Assistant Professor Howland, Doctors Pietsch and vonKlenze, and all other instructors in the departmentsimmediately concerned.126 UNIVERSITY RECORDThe Final Examination of Edgar HutchinsonJohnson for the degree of S.M. will be held Saturday.September 9, at 9 : 00 a.m. in Room 38, Ryerson PhysicalLaboratory. ^Principal subject, Mathematics. Thesis :" A Conf ormal Map of the Surface of a Sphere on theInterior of an Ellipse." Committee : Professor Bolza,Associate Professor S. W. Stratton, and all other members of the departments immediately concerned.The Final Examination of Samuel Chiles Mitchellfor the degree of Ph.D. will be held Monday, September 11, at 3 : 00 p.m. in Room C 1, Cobb Hall.Principal subject, Political Science ; secondary subject,(Modern) History. Thesis : " The Change from Colony to Commonwealth in Virginia." Committee : Professors Judson, Goodspeed, A. C. Miller, and all othermembers of the departments immediately concerned.The Final Examination of Otto Heller for thedegree of Ph.D. will be held on Friday, September 15,at 3:00 p.m., in Room 13 D, Cobb Hall. Principal subject, German; secondary subject, English. Thesis:"Die Ahaswerussage in der Litteratur." Committee:Dr. von Klenze, Professor Manly, Associate ProfessorR. F. Harper, and all other instructors in the departments immediately concerned.The Final Examination of Warren Coleman Hawthorne for the degree of M.S. will be held Friday,September 15, at 3:00 p.m., in Room 20, Kent ChemicalLaboratory. Principal subject, Chemistry. Thesis:" Hydrogen Peroxide, Ozone and Processes of Oxidation." Committee: Professor Nef, Dr. Millikan, and allother instructors in the departments immediatelyconcerned.The Final Examination of George Lincoln Brownfor the degree of Ph.D. will be held Friday, Sept. 15,at 3: 00 p.m., in Ryerson Physical Laboratory, Room 36.Principal subject, Mathematics; secondary subject,Astronomy. Thesis : " A Ternary Linear SubstitutionGroup of Order 3.360." Committee : Professors Bolzaand G. E. Hale, Associate Professor S. W. Stratton,and all other instructors in the departments immediately concerned.The Final Examination of Floris Winton Kings-ley for the degree of B.D. will be held on Monday,September 18, at 2:00 p.m., in Room 36, HaskellMuseum. Principal subject, Church History; secondary subject, Homiletics. Thesis : " Machiavelli."Committee: Professors Huibert, Johnson, Moncrief,Anderson, Henderson, and all other instructors in thedepartments immediately concerned. Some Suggestions in Regard to Methods of TeachingHistory in University Extension*BY DR. A. M. WERGELAND.In my opinion there are generally speaking and canbe only two methods of teaching — the subjectiveand the objective. The subjective is by all meansthe more common among us, and is looked uponas the most natural one. It really means that theteacher presents to the pupil his own ideas, hisown opinion. He gives due regard, perhaps, to theactual conditions of the case, and in teaching ofhistory to the sense of the matter, as far as that isknown to the world ; yet there is a strong color of hispersonal view of people and conditions which sometimes completely overshadows the cool impersonaljudgment which is supposed to be the fairer one.Still, in spite of this shortcoming, this is the methodwhereby that most important factor in education, thepersonality of the teacher, can exercise its most potentinfluence ; more characters being molded in that waythan by a less personal attitude towards the questions at issue. Both history and literature, becausethey are intimately related to the ebb and flow ofhuman events, lend themselves readily to an animateddiscussion of the pro and con. There is no doubt thatthe most popular kind of teaching, that which bringsmore fame and more immediate satisfaction, is donein this way. A teacher properly equipped for hiswork and using this method can sway his hearers aspowerfully as any party leader his flock, impartingtruths and ideas in this way which are never forgotten and which later assist in making circles obedientto the teacher's Word that would never have come incontact with his teaching except through his profoundly stirred audience. It is therefore no wonderthat those who can thus most readily impart opinionsand views are counted among the most valuable supports of an institution, acting as guides and guardiansto masses who long for nothing so much as to beinstructed and led to a definite issue. For one otherreason, too, subjective teaching is particularly important and well-nigh indispensable in a democraticsociety, because there more than elsewhere the personal element is looked upon as the keynote to thevaluation of the man — no leadership in the classroomor otherwise can be claimed without that note of command which is supposed to be equivalent to the man'sbelief in himself. Parliamentarism has gone deep intothe very souls of the people, hence the teacher must* Read at a meeting of the Faculty of the Class-study Department, Saturday, September 2, 1899.UNIVERSITY RECORD 127capture his audience by a direct and personal appealin the same way as a public speaker does it. Unlessthe address is eloquent, borne up by personal conviction the subject to be treated falls flat and no adherents or followers are gained.While in subjective teaching the relation betweenteachers and pupils is then a direct and close one, theteacher impersonating the subject as it were, in objective teaching, on the other hand, the aim is the subdualof the teachers personality and the establishment of aclose and direct relation between the student and thesubject, the teacher meanwhile acting as an interpreternot as an impersonator. If subjective, teaching ispedagogy of a largely emotional order, working uponthe mind and will through the channels of feeling, suchas devotion and respect for the teacher, belief in hisunfailing judgment, — objective teaching leaves thestudent directly to his own observation, relying largelyupon his private examination for the formation ofjudgment. This kind of teaching strives to come to asatisfactory result particularly through the training ofthe student's faculties, through his understanding ofthe peculiarities with which he has to deal. The object,therefore, is to make him acute, to give him proper direction in applying his gradually acquired power to thethings to be studied. And these things too must beplaced in their proper position and light so that nothing of interest escapes notice. Study of documents,examining the records themselves, seeing the faded inkof the originals as it were, and studying their curioustracings give or are supposed to give the student asurer estimate, a truer grasp upon the reality and bearing of events than could be afforded by any secondhand presentation, however eloquent. The foremostteachers of history are teachers of this kind, and undoubtedly this sort of teaching makes claims whichcause it to be looked upon as less popular and keep itperhaps from being fully appreciated. To the averagemind such wTork is largely unpalatable because it isdifficult, dispassionate, serious in the extreme, andoffers few opportunities for excitement. Still theteacher that follows the objective method has often adevoted if small following, and suceeds in training astock of teachers after him who hold on to the idealand lift the lamp of knowledge higher than as a rule isthe case with him who confines the ideal within thescope of his own personal bias.If now from the work of the regular students, we goover to that of the irregular, the chance, student andscholar, to people with scant or inadequate preparation,the question of method hardly seems difficult to decide.It is true, University Extension is a child of despair tothose who love a systematic and well ordered progress of work. It would not be too much to say that impartingsubstantial and fruitful knowledge to the audience inthe University Extension is a true touchstone for finding out who is the born teacher and who is not. Whatis all important is to warm the audience, to prod theirminds with your own strong conviction that the matteryou are teaching is of vast importance. From you willhave to come all that push and go which will drive theminto line and discipline them to a united effort. Youwill have to throw all your personality into your workand draw upon^Tour experience for incidents and anecdotes that illustrate the matter in hand. The teachingof history by the aid of jests is fast becoming antiquated in higher education, but it still holds good insemi-elementary work and is justly looked upon withgreat favor by those who love a hint and a homely instance more than the exact sense and a full account.In other words, as Miss Addams once said : " The secretof holding an audience, and above all one half trainedor even uncultivated, is to say great things in a simpleway." Nowhere is the wisdom of " feeling " the intellectual atmosphere of your audience before you beginmore paramount than here. The University Extensionteacher cannot possibly start with a ready-made schemeor system of his own : he will have to stop first andstudy his audience — nowhere is the analogy betweenhim and a party leader more striking than here. If inuniversity work proper the standard should be put uphigh and the students made to come up to it, in University Extension there is no standard except what theteacher chooses to make and he too must come downto his audience first.Thus far it seems evident that in University Extension only the subjective method can be applied andthat the success of the work depends upon its beingapplied and applied vigorously. The demand on usfrom those that come to hear us is that what we teachshall be alive, and that is the reason why some teachers comply with the demand to such an extent as todiscard text-books and all mechanical aids — meaning to communicate everything through the spokenword, the only thing which is truly alive and able toimpart life. Now this seems to me wrong. A textbook is necessary if some adequate and lasting knowledge is to be at all obtained ; the text-book is usuallythe work of an experienced teacher and sometimes of alearned man who has gone through the process of making ready for a certain level of understanding the vastamount of detailed information he could really give ifhe chose. What he says in the book is the result ofripe thought arid ought to be the mainstay of the student whatever his standard. Besides there are severaltext-books from which to choose, no two being alike.128 UNIVERSITY RECORDBut to come back to the subject of making the thingsthat are taught appear alive to the hearer. In teaching history there is truly no effort too great if this canonly be achieved. I think I might make my declaration even more emphatic. By all means let us remember and remind our students that what is narrated inthe book is neither a fable nor a dry account of eventsunconnected with us. On the contrary, it is all akinto us, what is told there was lived by men and womenof our own kind, and we ourselves shall very likely notescape similar experiences when the ^proper momentarrives; it is life, ours as well as theirs, passed inother conditions, looked at from another point of perspective, apparently small and yet great enough toleave far-reaching results. The personages seemstrangers and yet they are bound to us by evidence ofthe most familiar kind, by a continued line of eventswhose last link is our own existence. But to makehistory thus a thing fully alive, to open a vista fromthe present into the past, it is necessary that someevidence of this past shall be brought to the notice ofthe hearers. Let them be shown examples of handwriting, of costume, or pictures representing the life ofthe time so far as it is unearthed. Let them be takento museums where such things are kept. Thus evenin a University Extension class it may be possible tolead by slow degrees to the adoption of an objectivemethod, and I have no doubt that such a method usedwith proper discretion would prove successful, even ifonly in a limited sense.University Extension class work is probably still in itsinfancy with respect to definitely planned and executedmethods of teaching the multitudes that desire information. To secure adaptability of the teachers to complex conditions is at present the greatest problem to besolved. In addition the teacher of these classes mustnot and cannot be a tyro, either in experience or intraining. For example, the modern or national biasof many teachers obscures the true character of aperiod, and although that may not be considered aserious fault in elementary teaching, such as University Extension is supposed to be, still it is a fault inthe eyes of the better prepared, and for this state ofknowledge we are training the unprepared or thepoorly prepared. It will soon come to be seen thatonly the best trained teachers, the really cultured, themost thoroughly prepared in heart and mind will possess that versatility, that resourcefulness in regard tomethod and that thorough information which arenecessary to make historical teaching such a trainingschool for civic and political life as it is adapted to be.Material for the OTTIVEKSITY BBOORD must8:30 A.M., in order to be published in the issue of the Calendar.september 8-16, 1899.Friday, September 8.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Graduate and Divinity Finals in Public Speaking forthe Joseph Leiter Prize. Debate : Resolved, " That,.the principle of the Eight-Hour Day should berecognized by law in all industries where machineryis largely used. 8: 00 p.m., Kent Theater."Sunday, September 10.Vesper Service is held in Kent Theater, 4:00 p.m.Dr. C. R. Henderson will speak on "The SocializingSpirit."Monday, September 11.Chapel-Assembly: Junior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Junior College Students).Tuesday, September 12.Chapel- Assembly : Senior Colleges. Chapel, Cobb Hall,10:30 a.m. (required of Senior College Students).University Open Lecture :4:00 p.m. "The Expansion of the Union." Assistant Professor Shepardson, Congregation Hall, Haskell.Thursday, September 14.Chapel-Assembly : Graduate Schools. — Chapel, CobbHall, 10:30 a.m.University Open Lecture :4:00p.m. "The Expansion of the Union." Assistant Professor Shepardson, Congregation Hall, Haskell.Friday, September 15.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Senior College Finals, in Public Speaking, for theUniversity Prize. Debate : Resolved, " ThatMunicipal Ownership and Operation of Street Railways is Preferable to Ownership and Operation byPrivate Corporations." 8: 00 p.m., Kent Theater.Saturday, September 16.Meetings of Faculties and Boards :The Faculty of the Junior Colleges, 10:00 a.m.The Faculty of the Senior Colleges, 10:30 a.m.( sent to the Office of Information by THURSDAY,ime week.