VOLUME IV NUMBER 27University RecordFRIDAY, OCTOBER 6, 1899THE UNIVERSITY AND THE TEACHER*BY THE RT. REV. J. L SPALDING,BISHOP OF PEORIA.The chief concern of every man is not, as it shouldbe, the formation of his character. The most wishmerely to find a recipe for comfort or a way to acquireriches or whatever else they aim at. — Goethe.Whether the rule of the people shall approveitself as a wise, beneficent, strong and enduringgovernment will depend largely on its attitude toward religion and education, the fountain-headsand safeguards of right human life. When poweris placed in the hands of the multitude, and opportunity is offered to all alike, whatever makesfor utility, for comfort and ease, for physicalhealth and well-being, will be held in high esteem,will be cultivated and promoted, for the need ofall this is felt by all, and where there is freedom,all will labor to provide it. Consider for a moment this great metropolis, where but yesterdaythe wild fowl screamed among their fellows. Itsgrowth and wealth are the marvel of a century ofwonders. Not in London or Paris or other centers of the Old World shall we find more statelystructures or more commercial and industrialactivity. In the presence of this vast achievementof human energy, the most thorough idealist can-* The Convocation Address, given on the occasion of theThirtieth Convocation of the University, held in Central Music Hall, Chicago, October 2, 1899. not but stand in awe ; for such power, such energy,such efficacy of will, on whatever objects it maybe exerted, is awful. Here, assuredly, it has beenexerted almost wholly on what is material, onwhat is simply useful. Look qn these lofty buildings, observe the eager throngs hurrying throughthese busy thoroughfares and ask yourselves whatit all means. Why have these edifices beenerected ? Why are these streets filled with people,who hasten on as though pursued by Death ? Onethought, one purpose, dominates the whole. Thiscity, with its population of two millions, has beencreated for commercial and industrial ends. Itexists to provide the useful, to feed, clothe, house,warm, and carry men, and it does this work withsuch enterprise and skill, with such unremittingtoil, that it is not possible to withhold admiration.All honest work is sacred, and they who laborwith the hands, not less than they whose mightierinstrument is the brain, are, if they are filled withthe right spirit, God's workmen ; and since ithas not yet been found possible to teach the multitude to make efficacious use of their nobler endowments, manual labor is their salvation, andtherefore the safeguard and basis of civilization.But there are higher things than those whichare merely useful, and consequently there are menwhose function is of vastly more importance thanthat of the toilers who provide us with food and142 UNIVERSITY RECORDdrink and clothing. These are indispensable;all must have them and the whole world takes carethat they shall not lack; but genuine human, lifeemerges, not when we eat and drink, for this wedo as mere animals. We first become men andwomen when we think and love, when we hopeand believe, when we listen to the voice of Duty,however hard its command ; when we rise throughaspiration and imagination to those inconceivableheights where . time and space are no more andthe soul is alone with God. In this world, whichis the proper human world and man's true home,it is not easy to dwell. It is within us, it is likestunto what we really are, but to become consciousof it and to feel the need of the blessings it holds,man must ascend from his primitive to his idealnature ; and the effort to do this with methodand system is education, which is a consciousstriving to fulfill in one's self the ideal of the perfect, and as a means to this end, to transformboth one's self and one's whole environment.The aim is to make one's self the best it is possiblefor a man to become, and the world he lives inthe most suitable to the development and play ofthe higher faculties. Even the savage succeedsin getting what is simply useful — food and drink— and, when it is necessary, some sort of clothing ;but there must be at least a beginning of civilization if man is to undertake the task of raisinghimself from his primitive to his ideal nature —endless task, not to be accomplished by any oneindividual or people. It is the work God imposeson the whole race for all time ; and the highestindividuals and races are those that contributemost to this divine consummation.In this metropolis, created by the very spiritof the wide-spreading and teeming MississippiValley, to be a purveyor and provider of whateverministers to man's material needs and comforts, tothe wants of his primitive nature, it is altogetherright and desirable that a center of intellectuallight and moral influence should have beenestablished where great teachers may dwell andwork, men whose thoughts and aspirations and lives are suffused -with a glow caught from higherworlds. A university, I think, is not so much aplace where all that is known is taught, as a placewhere noble and luminous minds create an atmosphere which it is impossible to breathe and notfeel the quickening of new and larger hopes andaims — minds that are less concerned to impartinformation about anything whatever, than tosolicit, call forth, sustain, strengthen and bringinto act the powers which lie latent in the humansoul, striving themselves, day by day, to becomewiser and more loving, that with each access ofnew life they may thrill, inspire and impel othersto generous and persevering self-activity. It is>only in a university that such minds can be broughttogether, and they, be they few or be they many,,are the life and essence of university teaching,.for they create an intellectual and moral climatein which one cannot live without imbibing thespirit of self-culture. The important consideration for those who have the will to become all thatis possible for them to be, is not what they shall*study, but where they shall find a genuine vitalman who teaches anything, who while he teaches,still continues to learn and upbuild his own being.The teacher, then, must first of all be a real .man.Scholarship is secondary. The only wholesomeinfluence which man can have on man is exertedby his personality. It is admitted that whereobservation is possible we may not rest contentwith explanation. Let the pupil be brought faceto face with the thing itself that he may exercise his powers on this and not on words aboutthe thing. This is the method of all right teaching, which is never merely talk about science orphilosophy or literature, but is above all exemplification, concrete presentation of the subject; andsince the highest we know on earth becomes concrete only in man, the first thing to be asked for,.when there is question of a school of whateverkind, is a genuine, noble, wise, and loving personality. This is the presupposition in all theoriesand problems of education. Like begets like, andto hope, to illumine, exalt, and purify, when weUNIVERSITY RECORD 143ourselves are dark, low, and unclean, is to hopefor a reversal of the laws of nature. He whowould develop in the young a sense of religionand duty, of honor and freedom, must himself beall alive with these elemental powers. There isdoubtless a science and an art of education, andconsequently there are principles and methods ofwhich the teacher must make use, if he is to dogood work. Is it not plain that history or literature or geography or mathematics may be rightlyor wrongly taught ? Is it not necessary that themethods of teaching be adapted to the subject aswell as to the mental condition of the pupil ? Nowthis is pedagogy — it is little more than goodsense applied to the purposes of education. Theobject is to control individual experience, by general experience. It is certainly most importantthat the teacher should live and act in the lightwhich the history of education throws on hiswork. Nevertheless it is a fundamental error tosuppose that the principles, rules, and methods ofpedagogy are the chief requirement in education.Neither a fund of accurate and pertinent information nor the most approved methods can supply the essential and indispensable pedagogicalrequisite — the awakened mind, the loving heart,the quick and comprehensive view, to which as tothe eye of a skillful general or physician, the exigencies of each moment and situation are revealed.The true teacher is at once a leader, an inspirer,and a healer. He is neither a slave of methodsnor a victim of whims and hobbies. He knowsthat rules are but means, and he does not enforcethem as though they were ends. He is not amachine, but a living soul, obedient to the lightof a cultivated intelligence and to the impulses ofa generous heart. His task is as difficult as it isimportant, as full of trials and hardships for himself as it is of blessings for those whom he influences. Let him then be free, let him be trusted,let him be cheered in his work. To make him theslave of minute observances, the victim of a system of bureaucratic regulations, is to render itimpossible that he should find joy and delight in his work, is to superinduce in him a servile disposition, is to degrade him to the level of a machine,is to make him unfit to mold and inspire freemen. If he is to train his pupils to a wiseself-confidence without which nothing great isever achieved, he must not be made to feel thathe himself is unworthy of confidence.Montaigne holds that the teacher needs a well-made rather than a well-filled head, which is hisway of saying that learning is of less importanceto the educator than an open and sincere mind,capable of judging with fairness and of reasoning with accuracy. Thus a father or a mother,simple and unlettered, but endowed with goodsense and with the love of truth and justice, hasa more profound and lasting educational influence on the child than any which may be exertedby the doctors of the universities. Nothing hassuch power to draw forth human strength andgoodness as love. The teacher's first business isto win the heart, and through the heart the willof his pupils ; and to this end a generous faithin them is the most effective means. By trustingthem he shows them how to trust themselves ; bybelieving in them he leads them to believe inthemselves, thus awakening in them a desire torealize the high things of which they see theyare held to be capable. Nothing destroys theconfidence of the young so quickly or so thoroughly as to know that their teachers are insincere or unjust. Ttetter rule by brute force thanby deceitful devices. If there be anything falsein them it cannot be hidden from the quickglance of youthful eyes. " A man passes for thathe is worth, " says Emerson. What he is engravesitself on his face, on his form, on his fortunes, inletters of light. His sin bedaubs him, mars allhis good impression. Men know not why theydo not trust him ; but they do not trust him."The weak and the ignorant are the quickest tothreaten and punish, and it is only where teacherslack moral and intellectual power that they resortto harsh measures. The bitterness they feelmakes their own and their pupils' lives bitter.144 UNIVERSITY RECORDHow pleasant it is to hear Montaigne tell thathis father did not permit him to be wakenedexcept by the sound of some musical instrument.So possibly does God awaken us from life.Whatever others may hold let the teacher be persuaded that the faults of the young are due toweakness and ignorance rather than to malice ; and if he find a few who have inherited oracquired a vicious disposition let him not imaginethat they can be corrected and improved by anything but patience and loving-kindness, assistedpossibly by medicine and hygiene. The mastermust first be master of himself. He must be sympathetic and lowly-minded ; must often effacehimself and suffer his presence to be felt only asa guidance and encouragement to the awakeningminds of his pupils. And how shall this be madepossible for him if his heart is not filled with thelove of God and of human perfection? Beholdthe mother hen moving among her little brood,who, when she has found something of worth,lovingly calls their attention to it, and passes on,leaving them to decide whether they shall take orneglect it. If the teacher show his pupils howfar he excels them in mental power and culture,he discourages them ; for the more susceptible ofeducation they are, the greater is their modestyand self-diffidence. Let him be as one of his little ones — a learner and striven Such have beenand are the mightiest and noblest souls. Only afree spirit can educate the freedom, only a reverent and devout mind can inspire faith in God.The love of liberty springs from the love of truth— truth makes free. Indeed, it is only in the worldof truth, speculative and practical, that man feelshimself free, at home in a realm above that ofphysical law and determination. Healthful workis the mother of brave and joyful hearts ; wherelearners are dispirited and heavy-hearted, theyare not doing the right work or they are not doingit in the right way. When young souls are bursting into bud and bloom, their world should be asbright as the blue skies of spring, overhangingflowering orchards, where the birds sing, and the bees hum, and the sparkling waters leap to seeand hear. Throughout life they should be ableto associate the memory of this fair time of spiritual growth with all that is pure, fragrant andinspiring ; for, should the experience of thoseearly years make it impossible to believe in thesurpassing worth of culture, they inevitably become the victims of arrested development, andlead a stunted existence. In a family in whichthe spirit of cheerfulness reigns there is peaceand happiness ; each one finds his task and performs it gladly. The school is a larger family.If the masters are harsh and morose, the pupilsdiscouraged, the school is bad. The effectiveness of school methods depends upon the character of the teacher. If he lacks intelligenceand individuality, they become mechanical devices, in which the pupils can take but a mechanical interest. Rules and laws are of little use to*those who have not been brought up to desireand love the guidance of law. He who isgrounded in faith in the principle of law willbecome a good man, a good Christian, a goodcitizen; and nothing else will make him so.Faith in the principle of law is faith in God. Ifwe form true men, the rest will form and reformitself. Schools, where many things are taught, butwhere will, courage, seriousness, love of truth, greatmindedness, and respect and reverence for all thatis high and holy are not cultivated, are institutionsof perversion rather than of education. Let theteacher leave nothing undone to make brave,honest, chaste, unenvious men andt women, eventhough they fail in scholarship. If conscience isnot sovereign it is nothing. " Moral education,"says Kant, "should begin, not with reformationof conduct, but with renovation of thought andformation of character." Whatever may help tomake a man is the teacher's business. In himindifference is imbecility ; it is impotence. Thegift of eloquence is of inestimable value to him,but he should not, like the orator, seek to captivate and carry away his hearers, but he shouldinspire, illumine, and prepare them, for independ-UNIVERSITY RECORD 145cnce of thought, for freedom of view. They arethe best teachers who make study most attractive.This the best genius does for its possessor ; forwhat is it but an inner impulse which urges himjoyfully to the pursuit of truth, goodness, andbeauty ? Nothing fatigues like dullness. Fromthe weariness it begets there is no escape. Theteacher's character is the best reproof. Themother does not occupy herself with projects forcarrying her child; she is busy teaching it towalk alone. This is the aim and end of all righteducation. Suggestion is a large part of theteacher's business, hence there should be a magnetic something in him — the power to interest,to charm, to inspire, to impel, while he enlightens and guides. Courage is contagious. Bravethoughts, brave words, brave deeds- — courage inhis whole attitude towards life and death, towardsGod and man — this makes the teacher an educator, constitutes him a former and creator of men ;for the heroic mood leads to contact with divinethings and has vital power. Refuse to entertainthy troubles and sorrows and they will leave thee.A great mind can console, and heal, as well astime. Our attitude toward circumstances determines what effect they shall have on us. A generous and active spirit turns to divine uses thethings which weaken and corrupt the timid andindolent. To do for the pupil what he shouldbe inspired and impelled to do for himself, doesnot help, but hinders his progress. Teach himto teach himself by looking, listening, observing,and reacting on the impressions he receives.The imparting of information is but a small partof the teacher's business; his chief concernshould be to develop faculty, to form character,and to point out the means whereby knowledgemay be acquired, and, if need be, communicated.In. the presence of the infinite possible, nay, ofthe vast accomplishment of nature and of mankind, the work of the individual, though he bethe greatest, is insignificant. Let not this discourage thee. Thou wast born to do but a man'swork. Do thy best — it will make thee worthy. Each one's character is largely determined byheredity, environment, and the education he hasreceived. None the less is it each one's duty toshape and build his own being into evergrowingharmony with what is eternally true and right.Only the gentle and loving know how to guidesouls, for they are patient and compassionate.They alone can stoop to all infirmities withoutlosing their trust in Qod or their faith in man.The teacher accomplishes more by making strongimpressions than by constructing lucid arguments.If the heart is moved, if the conscience isawakened, the reasons for right doing becomemanifest. Hence the great moralists have beenimpelled to utter themselves in vigorous andsententious thoughts, in maxims which penetratethe mind and remain as an incentive or areproach. "Do not withhold him from doinggood who is able; if thou art able, do goodthyself also." "The wise shall possess glory.The promotion of fools is disgrace." "Get wisdom,and with all thy possession purchase prudence.""Take hold on instruction, leave it not. Keepit because it is thy life." "Choose knowledgerather than gold, for wisdom is better than allthe most precious things, and whatever may bedesired cannot be compared with it." " The wordsof the wise are as goads and as nails deeply fastenedin ; " and unless for us they are as goads and asnails deeply fastened in, they profit us in no way.All things belong to thee, if thou but lovethem, and what thou possessest will give theepure delight, if thou hold and use it for thebenefit of others. The life is the best whichissues in the highest knowledge and the purestvirtue — all else is frivolous. When our moralconvictions are profound and living we easilycommunicate them to those about us ; but if theessential goodness is lacking in ourselves, thewords we utter, however fine, will not bear toothers the seed of divine life. Make thyself freewithin, for turn outward whithersoever thou wilt,thou shalt find that confining walls proclaim theeprisoner.146 UNIVERSITY RECORDEducableness is man's true characteristic, andthe teacher who loves his calling and understandshis business will give his chief thought and labor toeducation, whether it be his own, or that of a few,or of the whole race. " Where is the learned ?Where is he that pondereth the words of the law ?Where is the teacher of little ones ? " In the rightspirit, which is the important thing, whatever wedo, there is either knowledge or a genuine yearning and striving for knowledge; but the teacher'sknowledge, whether of method or psychology, orof whatever other pedagogical art or science, islittle worth to him as an educator unless he havethe right spirit; for it is this that creates devoted-ness, gives insight, arouses interest, and stimulatesself-activity. As a wise man thinks little of hissuccess and much of his failures, that he may learnto make them good, so when teachers shall havebecome educators, less attention will be paid tothe bright pupils, and vastly more to the weak andthe slow. A school is more safely judged by thoseit fails to improve than by those it helps. Whatmore worthy end can the teacher propose to himself than to accustom his pupils to find pleasurein the practice of virtue and to turn with disgustfrom what is base or wrong ? If they be led todwell habitually with high and true thoughts, theywill become part of their being, give warmth andglow to their feelings, and impel the will alongthe paths where their light falls. We are transformed by what we meditate not less than by whatwe do. The word which God spoke in the beginning is the word which he forever utters : " Letthere be light ; let knowledge grow ; let wisdomincrease ; let love prevail." The light of the mindmakes the world harmonious and beautiful. Thenoblest people is not the richest or the strongest,but the people whose soul is filled with the highestthoughts and the divinest aspirations. Take fromany country a hundred of its greatest men inreligion, philosophy, poetry, science, and art, andthe life of all falls to a lower plane. Let theteacher then strive day by day to lift his pupils tothe world where these hundred best have made their home. The only serious instruction is thatwhich cultivates reason and conscience. Thewords which the teacher utters, -however true orwise, have less influence on his hearers than his.character. The man, not the speech, is eloquent..A hero, like a beautiful woman, persuades by simply appearing. It is the spirit that is divine, andwords have irresistible force only when they springfrom the hearts of God-like men. They whacreate new and beautiful ideals which give a newand holier sense of the worth and goodness oflife, are our greatest benefactors. How blessed itis for a country to have good soldiers, good thinkers, good priests, good artists, good workers inevery sphere ! The supreme need is of good men,for only they upbuild the kingdom of earth andheaven. It is hard to love the multitude for whatthey are — the wise love in them the ideal of ahigher life which they strive to realize here, believing and hoping that they thereby cooperatewith the Eternal for ends which are absolute.Sadden not the hearts of the young. Theirworth as men and women will be in proportionto the joys of their childhood. Forbid as little.as possible, but help thy pupils to do gladly,wholesome and profitable work. Only theyknow how to teach who know how to rouse, to*encourage, to incite. This is everything; forthey who go bravely to work with joyful hearts.will learn whatever is needful. The power toawaken ideas, so to use words, that, like an enchanter's wand, they make what they symbolizerise into view, as though it stood before the eye,.is a gift of genius, but it is also a talent whichmay be cultivated, and there is none which givesto the teacher's work more life and charm. It is.important to make things plain, to throw aboutthem the revealing light of the mind, but theywho set the world aglow with the warmth andmagnetism of an ardent and passionate soul, arethe true inspirers and teachers. We little suspectwhat power of devotion and heroism there is inthe simple people by whom we are daily surrounded, and who often appear to us altogetherUNIVERSITY RECORD 147commonplace. Let but the proper occasion ariseand we shall behold their souls transfigured bythe light of higher worlds and clothed with almostsuperhuman strength. Thus there is in the humblest man or woman a divine something beforewhich the greatest may bow with reverence. Letthen the teacher learn to recognize the God thereis in every child's soul, and let him strive religiously to unwind the bonds which hold him prisoner. "He who undertakes to form a man,"says Rousseau, "must first have developed truemanhood in himself." Again: "The pedant andthe teacher say much the same things ; but theformer says them in and out of season ; theteacher only when he is sure they will producetheir proper effect/' What we are capable ofknowing depends on the power and quality ofour minds. Deep truth grows shallow in theshallow brain. Hence the genuine teacher giveslittle time to cramming his pupils with information for which they are not prepared, but hedevotes himself to their whole being, which heexercises in every way, that they may gain strengthand freedom, that they may become self-activeand address themselves gladly and perseveringlyto the pursuit of truth and perfection.He must know how to govern ; for what is education but the art of governing ? But how shallhe learn to govern unless he forget and denyhimself that he may think solely of the good ofhis pupils ? Is not this the secret of the mother'spower, who, if she know how to love, is theworld's first and highest teacher ?Passion of some kind lies at the root of humanactivity, physical, intellectual, and moral. Studysprings from a desire to enjoy, and they who cannot be made to feel that to know is itself joy,lack the inner impulse without which lastingmental effort is not possible. The inferiority ofthe multitude is due to their spiritual indolence.Their routine work performed, they sink at theend of each day into somnolence and lethargy ;and this is true whether they read or talk or aresilent, for in all cases they are passive. Their at tention is not really aroused and their minds arenot really at work. In their social gatherings andamusements they are distracted, and in their intercourse with one another there is no spark ofgenuine intellectual and moral activity. Hence, inthe domestic circle the young receive no incitement to high and worthy effort, and they carrywith them into the school the careless and indifferent habits which they have acquired from theirparents. So long as this remains true, so longwill the multitude, in spite of schools and teachers, remain inferior." In my dealing with my child," says Emerson,"my Latin and Greek, my accomplishments andmy money, stead me nothing ; but as much soulas I have, avails." The highest wisdom is thatwhich teaches us how to strengthen the will andto turn it resolutely to the love and practice ofvirtue, without which life is worthless. Hence itis unwise, not to say immoral, to commend virtueon the ground of policy, for virtue may not bepolicy, and to love it for anything else than itsown Tightness is to sin against its very idea ; andso, if we would seek truth profitably, we mustlearn to feel that it alone can rightly nourish ourintellectual and moral life. If we wish to distinguish between education and culture, we may saythat education ends with our life at school ; whileculture, the self-imposed task of upbuilding ourbeing on every side, then properly begins. Is itnot plain, therefore, that the impulse the teachergives is more important than the knowledge heimparts ? In the home, in the sick room, on thebattlefield, the great helper, consoler, strengthen-er, and light bringer, is a loving, cheerful, brave,and luminous spirit. Where he breathes and acts,suffering, and death even lose their terrors ; andthe strength and wholeness which are born ofsuch a spirit alone make the best work possible.Let the teacher then put far from him all worry,cowardice, pettiness and spite, as well as whateverelse may weaken hope, confidence and love. "Allthings are hard. Man cannot explain themby word." In the end as in the beginning148 UNIVERSITY RECORDtrue wisdom lies in reverent faith and devoutstriving.Without an ideal of some kind life has no significance. Above every doorway that leads toaction is written — Why ? Over the lintel of thehouse of pain and sorrow we read — Wherefore ?Why should a man do and dare? Whereforemust be suffer and bear ? For the right ? Butright supposes the eternally righteous .One. Fortruth ? But there is no truth if at the core ofbeing there is only emptiness. God is the idealor there is none. Turn resolutely then fromwhatever may weaken thy trust in God, and inthyself, whether it be the love of money or thefavor of the high placed, or sensual indulgence.Use as best thou canst what force is thine, nordoubt that aught which is needful to a worthy lifeshall be lacking to thee. Keep thyself alive,eager for light and warmth, nor be troubledbecause thou drawest thy nourishment also fromearth's soil — for whatever is an aid to strong,generous, human life is from God. If thy mindis open and sincere every real view will bringthee joy and strength, though it disturb thee byforcing thy old opinions into a new light. Whatmatter whether truth be profitable ? It is to besought, followed and loved, though it bring calamity and death. Accept the fact, wherever andwhatever it be ; for not to accept it is to stultifythyself. The passions are good, they are thesource of power and energy ; but power misusedis evil. Let not thy sympathy weaken the innersource of life, and thus rob thee of vital force ;for thy first duty is to be strong and self-contained,since so only canst thou be wisely loving and helpful. If thou hast good will, if, like God, thoulovest all that he has made, what else dost thouneed but knowledge and strength, the power tomake thy good will prevail ? The universalobstacle to progress is within. The light of heavenshines on all, but it shines in the midst of darkness, as in interstellar space, because only hereand there are there minds and hearts which offera fit medium for its diffusion. The fatal fault is in ourselves, and the awful discouragement comesof the consciousness of what we and all men are.Let thy past be for thee as if it had not been.Forget the good and the evil thou hast done, andbegin today as though now for the first time thouheardest God's voice bidding thee win immortallife.They are not wise or brave who are not able todraw greater profit from insult than from praise." Then welcome each rebuff,That turns earth's smoothness rough,Each sting that bids not sit nor stand, but go."The shadows, at least, of great thoughts fall onall, but for the most they are like the shadows*castby the wings of birds that pass for a momentabove their heads. For a moment the soul feelsthe nearness of higher and holier things, and thensuddenly finds itself again in the profane world ofits everyday life. It dwells habitually on the hardand noisy earth, like the body, instead of risingto its true home in the serene realm where Godreveals himself as ever-during light and love.The sensual appetites exist for the preservationof the individual and the race. They are means,not ends, and to seek happiness in their indulgence is to smother the soul in filth and blood —it is apostacy from truth, from God. Our thoughtsgo forth to external things, or if we think of ourselves it is only in so far as we are affected bywhat is outside of ourselves. Our desire is forsuch things ; in them our hope is placed. Shallwe never learn to live with ourselves, that we maybecome alive in God? Thus alone is it possiblefor us to live truly, and to be no longer merecenters where a vain and transitory world mirrorsitself. To live truly is to be good ; and he whois good does good. In striving to improve thyself thou laborest for the good of others, and inhelping others thy own life is made richer andpurer. If we are to be teachers of men we mustbe soul-inspirers ; we must work in the spirit ofprophets, priests, and poets. Mechanical drill isthe mill wherein the corn is ground ; but onceit is ground, it will never take root and grow.UNIVERSITY RECORD 149Religion brings into accord our intellectual,moral, and emotional natures ; it appeals to theimagination as nothing else can. It is the inexhaustible fountain of hope, courage, and patience ;it is the chief consoler in the midst of the troublesand sorrows of life ; it is the eternal light whichshines on the grave and lifts our thoughts toenduring worlds ; it gives an immovable basis tothe ideas of right and duty; it justifies faith inthe superiority of mind to matter, and of pureand generous conduct to gross indulgence ; it isthe bond which holds men together in the familyand the state ; it is the source of the ardor andenthusiasm which suffuse morality with fervorand give it contagiousness ; it is the consecration of our holiest yearnings, and highest aspirations ; it is the force which enables us to transcendthe sway of the fatal laws of a mechanical universe,and to rise to the pure sphere where God, theInfinite Spirit, lives, and loves, and is free. Howshall the teacher be a builder of character, aformer of men, if he be not illumined, strengthened and consecrated by divine faith ? How shallhe communicate the thrill of awe if he feel it nothimself? How shall he teach reverence, whichalone saves from shallowness and vulgarity, if hisown spirit is profane? Culture, like religion, ispropagated from soul to soul, not developed.The ideal of culture is expansion and elevationof mind ; that of religion, purity and lovingnessof heart. To attain the wholeness and perfectionof which human nature is susceptible we mustthink and strive in the light of both these ideals.The open, flexible and exalted mind must benourished and steadied by the religious andmoral sentiments which are the sustenance of ourbeing. If the teacher himself has not made theeverlasting affirmation, if his life is not enrootedin a noble faith, and sustained by unalterable convictions, what vital thing can he say to his pupils ?What that it is worth while to say ? They whosereligion is a code of rules and a system of practices, but who are not gentle, loving, andenlightened are repellent forces. They have no power to educate. The greatest grow the longesttime, and they whom nothing can arrest in theironward march to the fountain head of truth andlove are divine men and women. That which,like a mathematical demonstration is wholly evident, leaves us indifferent; it is the infiniteunknown that fills us with boundless yearningsand draws us ever on and upward. Our aims andideals are revealed by the objects and ends whichwe seriously strive to attain ; by what, day by day,we labor for with heart and soul, unafraid andundiscouraged.If thy life seem to thee a useless burden, stillbear it bravely, and thou shalt find at last that,like St. Christopher, thou hast carried a godacross the troubled stream of time. Whosoeverdoes what is right in a generous and brave spirit,feels that he acts in harmony with eternal laws,and is, in his deep soul, conscious of the divineapproval," Woe," says Bossuet, "to the sterile knowledgewhich does not fulfill itself in love." And again :" God is with us when we love." There is a loveof the soul for souls — it is the only love whichmay be called love ; it springs from the infinitesoul, and makes us feel that there alone is ourtrue and eternal home. Become conscious of thysoul, bend thy ear to its whisperings and thoushalt hear the voice of God. In the depths, inthe depths — here alone is life. And the noise ofthe world ; the desire to be known, the thirst forpleasure and gold, and whatever things draw thesoul to the surface, separate it from the source ofits being and joy, whose waters are clear anddeep, where silence reigns, where the calm eternal face of God is mirrored.An external authority may enlighten and guideus, but it cannot give us the power of knowingand loving. " Let not Moses, nor any one of theprophets, speak to me," says A'Kempis, "butspeak Thou to me, O Lord, Thou from whomproceed the inspiration and the illumination ofall the prophets." Think nobly of thy life, forthy habitual thought tends to become thy very150 UNIVERSITY RECORDself. Renew day by day the will to live, to livein all that is true and good and fair, to livewithin the mind and heart where glow the lightand love which are eternal. We blunder fatallyin our schools in laying stress almost exclusivelyon what the pupils know. The young can knowlittle, and nothing truly; but it is possible toinspire them with reverence for what is worthy,and with faith in what is good, and this, which isalmost the whole duty of the teacher, we neglect,while we apply ourselves to bring out in them amental quickness which leaves untouched thefountain whence human life springs and by whichit is nourished. Man is infinitely more than ashrewd animal, and the teacher who fails to rec-ogn ize this does little else than harm. The instrument of knowledge itself, of the knowledge atleast which is wisdom, is not so much the intellectas the whole man, to whom we must address ourselves if we would make a man. Not the truthwe hold, but the truth by which we are held, nourishes and shapes our lives. Keep open the waywhich leads from the seen to the unseen, for it isonly by moving therein that thou shalt findstrength and joy. We live in the center of divineworlds, and how slight a thing will reveal the godlike virtue which lies asleep in the humblest heart.Not to the most wretched being alive is it lawfulto speak a harsh or disheartening word. Thoughall else in his life be hideous and full of despair,yet shall the teacher bring to him the atmosphereof beauty, courage and love. How much of ourstrength is derived from the opinions we haveformed of the moral purity and goodness of thepersons with whom we have lived, whom we haveknown and loved ? Were it no longer possible tobelieve in their truth and worth, the foundationsof our spiritual being would be shaken.Suffer not, O teachers, that the all-believing,all-hoping, souls of children find that the idealsthey have worshiped are but idols. The goodscatter blessings. In their company all divinethings seem possible, even as cowards lose theirfear when a hero leads them. If we could live habitually as live those who truly love, what joyand wealth should be ours! How easy it wouldbe for us to become poets, heroes, saints. Athought one lives by, however simple, a desirewhich fills the heart, however humble, is enoughto make life rich and fair. We make our properworld according as we believe, hope, desire, andlove. A loving soul illumines and warms thehouse better than a blazing hearth and a lightedlamp. It is not difficult to know what is good;but it is difficult to cherish this knowledge and tolive with it until it becomes love and the verysubstance of our being. " There is," says Ruskin," no fault nor folly of my life whch does not riseup against me and take away my joy, and shortenmy power of possession, of light, of understanding." Yet though thy sins be as scarlet, believethat God's love can make thee white and pure.If, with all thy heart thou seek the best things,failure is not possible. Strive then bravely to betrue, gentle, chaste, loving, strong, and magnanimous, and thy life shall become sweet and noble.The light and peace of heaven shall enter thysoul, for thou shalt feel that God himself upholdsand bears thee on. They who cherish right idealsare better than their characters, for they are ceaselessly rising out of themselves toward higherworlds. How good is silence! It soothes and refreshes like sleep. It keeps us at home with ourselves, wraps us like a blanket, cherishes the vitalwarmth, provides leisure and shuts out the discords and contentions which are never wantingwhere words abound. Learn, O teachers, ye whoare immolated to talk, how precious are the hoursof solitude in which you may be alone with Godand your own thoughts. There are no opportunities for those who have no life purpose. Letthy purpose be the making thyself a man, andwhatever happens thee, the good and the evil willforward thee in thy work. There is no time butnow, and in this now lie the promise and thesecret of immortal life. There is no good butgood will. It is the root of selfhood, the free anddivine Godward and manward impulse in the soul.UNIVERSITY RECORD 151Will to be and do right and thou art right. Makethen the education of thy will the prayer and purpose of thy life. The foundation of thy beingis moral. Knowledge must fulfill itself in deed,or it is vain.To conclude, a university is not so much a placewhere all the faculties are represented, where allknowledge is imparted, where original research isprosecuted, where men are prepared for the variousprofessions which minister to human needs, as aplace where great minds and generous hearts andnoble souls are gathered to bring their wisdom,their love and their faith to bear upon the youngto develop and raise their whole being toward theideal of right life, of perfect manhood. Thewhole question of educational reform and progressis simply a question of employing good and removing incompetent teachers. And they who haveexperience best know how extremely difficult thisis. In a university, at least, it should be possible,for a university is a home of great teachers or itis not a university at all. Costly structures, richendowments, well-filled libraries, thoroughlyequipped laboratories, many students, are butsymbols of those delightful and luxuriant climateswhere all save the spirit of man is divine, if greatteachers are lacking. The chief value of a university lies in its power to attract and hold such men,by giving them the fairest opportunity for theexercise of their high gifts. The hero of abrilliant naval exploit, but just returned to hiscountry, fills the whole land with the noise ofacclaiming voices. It is a tribute of the popularheart to the worth of courage, skill and daring.It is a privilege to be able to feel the thrill ofgenuine admiration in the presence of any highhuman quality, but the noblest hero is he whoseachievements are wholly beneficent, who triumphsand scatters blessings without bringing sorrow ordeath to any child of man. Such a hero is agreat teacher, who lives from generation to generation, in minds made luminous, in hearts madepure, in wills confirmed in the love and practiceof truth. THE PRESIDENT'S QUARTERLY STATEMENT*Trustees, Colleagues, and Friends of theUniversity :I have selected for the quarterly statement thisevening a few topics which I have thought mightbe of especial interest at this time.PROFESSOR NORTHRUP AND THE DEPARTMENT OF THEOLOGY.Certain statements made in public print concerning Professor Northrup and the work of theDepartment of Systematic Theology have givenrise to misunderstanding. These statements havenot been in accord with the facts. ProfessorNorthrup, it is true, has been ill, and his illnesshas been a source of great anxiety to his manyfriends ; but he has in a large measure recoveredfrom this illness and feels himself ready to resumehis work. His physicians and friends, however,have urged the importance of his taking sufficienttime to insure his recovery ; and yielding to theiropinion, he will be excused from official serviceduring the Autumn Quarter. It is hoped that atthe expiration of this time Professor Northrupwill be able to resume work with his old vigorand earnestness. The debt due him from thehundreds of students who owe their success inlarge measure to the influence of his teaching ;the debt owed him by the University for the important service rendered during its early years,as also for the heritage bequeathed to the University — the Divinity School of the University(the fruit of his life and effort); and the debt owedhim by the Christian church at large, for hisbroad and generous exposition of divine truth —these debts, one and all, are very great and cannever be fully paid. It is due him, that weshould appreciate, to the fullest extent, the character and merit of the magnificent service whichhe has rendered the cause of Christian learning.Professor Northrup during the coming quarterwill deliver lectures before the students of the* Presented on the occasion of the Thirtieth Convocation ofthe University, October 2, 1899.152 UNIVERSITY RECORDDivinity School, in which he will discuss the practical bearings of currerft theological questions.It is unnecessary to say that Professor Northruphas not resigned and that he has had no thoughtof resigning or giving up his work ; and that theUniversity would not for a moment consider thequestion of his resignation. The ripest fruit of alifetime of thought is yet reserved for the instruction of those who shall be fortunate enough to behis pupils.PROFESSOR VON HOLST.I regret to be compelled to announce thatProfessor von Hoist will be unable to take uphis work this Autumn Quarter. During the summer he suffered an attack of illness from whichhe has not sufficiently recovered to render it entirely safe for him to undertake the work of hisdepartment. The intense energy with which Professor von Hoist does his work, and the almostmorbid conscientiousness with which he performs the duties of his position, demand a degree of physical strength which, after this illness, he does not possess. At the earnest request,therefore, of his friends and the University, he hasconsented to place himself entirely in the handsof his physician for the next few months, and itis confidently expected that the result of thisperiod of rest will prove to be a new lease oflife.The experience and the scholarship of Professor von Hoist, joined with his utter fearlessness inthe discussion of the questions to which he hasgiven his thought, have combined to render himone of the few strong leaders of thought in ourcountry. Those who differ from him in opinion,as well as those who agree with him, join in appreciation of his earnestness and honesty andability. Men everywhere will unite in a prayerfor his speedy restoration to health and strength.In the meanwhile, the University has officiallyrequested Dr. Ferdinand Schwill, to whom leaveof absence had been given for the year, to remainin residence, and to conduct the work of graduate students in Modern History; and in appreciationof the work which he has already done, and ofhis ability to perform the important service thuscommitted to him, I am authorized to announcethat he has been promoted from an instructor-ship to an assistant professorship in the Department of History.I am also authorized to announce that uponthe recommendation of President Charles Kendall Adams, of the University of Wisconsin, andwith the approval of the Regents of that University, Professor F. J. Turner, of the Departmentof History in the University of Wisconsin, hasbeen given permission to conduct the seminar inAmerican History during Professor von Hoist'sabsence from duty. Professor Turner will spendeach Saturday at the University of Chicago, andthe work of the seminar will thus continue uninterruptedly.The University is grateful to the Regents ofthe University of Wisconsin for thus coming toour relief at an important moment ; and it willeasily be seen that this act of inter-Universitycourtesy is one of striking significance. It isnot too much to expect that in view of the precedent thus established, inter-migration of officersof instruction between universities closely relatedin sympathy and purpose, will become a characteristic feature of higher educational work. Wedesire to express our heartiest thanks to our sisterUniversity for this act of courtesy and also toexpress the feeling that such acts as this representthe real spirit of friendship and common sympathy which exists between our institutions —a spirit which would seem to be entirely lackingif the statements concerning athletic relationshipwere to be taken as the standard of judgment.THE DEPARTMENT OF BIOLOGY.During the summer the University has beenhonored by having two of its younger officerscalled to the headship of departments in otherinstitutions. Assistant Professor Sho Watasehas received appointment to a professorshipUNIVERSITY RECORD 153in Zoology in the University of Tokio, Japan.After many years of residence in foreign lands henow goes back to his native land to perform aservice for which he has been eminently prepared by his contact with American institutionsand by the scholarly work which he has performedin his chosen subject.Assistant Professor William M. Wheeler of thesame department has received an appointment tothe headship of the Department of Zoology in theUniversity of Texas. The best wishes of the University will follow these men to the distant fieldsin which their future work is to be done.We are fortunate in being able to fill one of thevacancies thus created by the appointment of Dr.Charles B. Davenport, instructor and second inrank in the Department of Zoology in HarvardUniversity.Dr. Davenport's investigations have been chieflyalong general biological lines. He has been one ofthe leading exponents in this country of the fruitful line of the research known as ExperimentalMorphology. Upon this subject he is writing anextended treatise in four volumes, two volumes ofwhich have already appeared. He is also theauthor of a work upon the Application of theStatistical Method to Biological Investigation and ofmany special monographs.THE UNIVERSITY SETTLEMENT.For several years a most important section ofwork connected indirectly with the University hasbeen that of the University of Chicago Settlementin the Stockyards district. This work has furnished an incentive to members of the faculty andto many students to consider the more unselfishand practical side of life which not infrequentlyis lost sight of in university communities. Underthe leadership of the head resident, Miss MaryE. McDowell, the work has made steady progress,and has attained greater and greater success. Bythe great kindness of friends, the trustees of thesettlement have been permitted to purchase , ground and to begin the erection of a settlementhouse. One portion of this house, costing $7500,is now in progress of erection. The annual expenses of the settlement have been between threeand four thousand dollars. In recognition of theclose connection between this work and that ofthe University, and of the value of the servicesby the head resident, I have the privilege of announcing that Miss McDowell has been appointedby the trus tees to a place on the staff of the department of sociology, and that hereafter she willserve the University as an assistant in that department.Settlement work in the social and in the university world is assuming a growing importance.The facts connected with development of this newphase of missionary and philanthropic activityand the principles which underlie this development, deserve special and scholarly consideration.In our own University the growth of the work andits influence upon all concerned have been marked.There are still many phases of the work concerning which little is known. In view of the generalinterest in the subject, and of its important connection with the work of sociology and divinity,the Trustees have appointed the Rev. CliffordW. Barnes to an instructorship in the Departmentof Sociology, in connection with which opportunity will be afforded for investigation andinstruction along the lines just suggested, viz.,those of settlement work. Mr. Barnes has alsobeen appointed to the directorship of the University Settlement work, and will officially represent the University in connection with all formsof settlement work which may be undertakendirectly or indirectly. Mr. Barnes was the first manon whom the University conferred the Master'sdegree. This appointment in the University hasbeen made in cooperation with the trustees ofthe University Settlement, and it is believed bythe friends of the settlement work that much maybe expected in the way of help and assistance tothe work at large as a result of this action.154 UNIVERSITY RECORDOTHER NEW APPOINTMENTS.The following additional appointments havebeen made in the University since the first ofI. W. Howerth, appointed Dean in the Collegefor Teachers.W. R. Schoemaker, appointed Head of MiddleDivinity House.P. P. Bruce, appointed Librarian of the DivinityLibrary.Nott W. Flint, appointed Head of North Halland Reader in English.J. M. P. Smith, appointed Docent in SemiticLanguages.D. H. Carnahan, appointed to give instructionin French.O. T. Morgan, appointed to conduct correspondence work in Hebrew.PROMOTIONS.Merton L. Miller, promoted to an Associate-ship in Anthropology.NEW AFFILIATIONS.During the quarter that has just closed twoinstitutions have entered into affiliation with theUniversity. Elgin Academy (chartered 1839)and Dearborn Seminary (organized 1855). In asection of country so young comparatively as isthat in which we live, institutions in which workhas been conducted without interruption duringperiods of forty to sixty years are institutionswhich have shown their right to live. It is astriking fact connected with the history of theElgin Academy that the charter granted by special act of legislature in 1839 included a provision for instruction in manual training. Thecitizens of Elgin may well be proud of an institution of the character and age of the academy,and with the liberal support which has alreadybeen promised, this academy, located in the center of one of the most prosperous districts of theState of Illinois, will fulfill the dreams of thosewho founded it. The principal, Mr. G. N. Sleight, has already given evidence of the peculiarability required in the development of such work.The Dearborn Seminary is known as one ofChicago's oldest institutions. In June last thealumnae of the seminary established. a scholarship of three thousand dollars in the University.Under the guidance of Assistant Professor MarthaFoote Crow and Dr. Merton L. Miller, both ofwhom retain their connection with the University,,the seminary promises to do more efficient service than ever before in the preparation of youngwomen for higher educational work. The manypersonal friends of Assistant Professor Crow andDr. Miller will join with the University in congratulating them upon the auspicious circumstances under which the work of Dearborn Seminary, thus reorganized, is henceforth to be conducted.RUSH MEDICAL COLLEGE.Within the past year Rush Medical College has.taken several steps which signify progress. If wemay judge from a short experience, the numbersof the college seem to increase in proportion to>the elevation of the standard for entrance. Thenumber enrolled for last year was the largest in thehistory of the College, and this number, in spiteof the fact that a higher standard of admissionhas been fixed, will be larger during the comingyear. The examinations for entrance to the collegeare now conducted, in accordance with the law of thestate, by the University. Special pains have beentaken to adhere strictly to the regulations announced. It is understood that with each succeeding year the requirements will be increaseduntil only those will be received into the Collegewho have finished the sophomore work in a reputable institution. In accordance with the unanimous vote of the faculty, approved by the trustees,regular instruction was given for the first time during the Summer Quarter, and in this period, although no announcements were issued until a fewdays before the opening of the quarter, there wereregistered one hundred and twenty students. Inconnection with the adoption of the policy ofUNIVERSITY RECORD 155holding a Summer Quarter, it was decided likewiseto adopt the quarter system and to organize thework on the basis of the University calendar. Theapplication of this system to a strictly professionalschool will be watched with much interest. Perhaps the most important step taken by the facultyduring the year has been the introduction of elective courses. This plan will counteract manyevil tendencies, and will develop an independencewhich has not hitherto been gained through theordinary curriculum.THE ELEMENTARY AND SECONDARY SCHOOLS.In connection with the Pedagogical department, and as the working laboratory of thatdepartment, two schools for children have beenconducted, the elementary and secondary. Inthese schools it has been proposed to carry oneducational work of every grade, from the lowestto that which precedes entrance upon the University. By means of these schools the University isable to conduct the education of the child frominfancy up through the various stages and intocollege and university work. As has been said,the work of these schools is intended to occupythe place of a laboratory. They have not beenconducted for the purpose of training teachers,but rather for the purpose of working out a truepedagogical system. This laboratory work hasbeen studied closely, not only by those who arenear at hand, but likewise by many who live atgreat distance. It has been agreed that no moreimportant pedagogical experiment has been triedthan that which stands connected with the workof these schools. The South Side Academy,under the direction of Assistant Professor WilliamB. Owen, has served as the secondary school.The work of the lower grade has been under thepersonal direction of Professor Dewey, head ofthe Department of Philosophy and Pedagogy.The University is greatly indebted to thosefriends of children's education who have supplied the funds needed for carrying on this work.The amount thus contributed has varied from three to five thousand dollars a year. Themoney required for the elementary school duringthe present year has been secured. The secondary school has obtained new quarters on Lexington avenue, near 55th street, a building havingbeen erected with a view to the special needs ofthe work. These schools, which have hithertobeen separate, will now be more^closely connected,and within a short time they will probably beplaced under a single management. Theseschools have served the University for its Pedagogical department, just as the hospital would beof service for the Department of Medicine. Aformulation of the principles and methods involved in the work of the Elementary School hasbeen prepared, and, through the courtesy of Mrs.Emmons Blaine, will shortly be published.THE COLLEGE FOR TEACHERS.1 The exercises this evening are intended to servethe double purpose of Convocation exercises andexercises in connection with the autumn openingof the College for Teachers. The results of lastyear's work exceeded our highest expectations,and it will not be strange if, during the presentyear, we shall be unable to maintain the phenomenal interest which was manifested last year.This college was established primarily for the advantages which it might secure to the teachers ofChicago. Their hearty response last year wassufficient evidence to justify the organization ofthe work. The address of the evening has servedto show, in a most effective way, the function ofthe University in the work of assisting teachers.THE ALUMNI SECRETARY.It is a source of encouragement and satisfactionto the University to observe the rapidly growinginterest manifested in the University's progressby the various bodies of its alumni. That thisinterest is something tangible is seen in the factthat the alumni have employed a secretary, whoreceives a salary and devotes the larger part ofhis time to the interests of the alumni and the156 UNIVERSITY RECORDUniversity. Another manifestation of commonsupport on the part of the alumni is seen in therequests which have been received from variousstates and districts for the formal organization ofalumni clubs. In June last the alumni of theUniversity who were living together in Easternstates met together in New York City and effecteda permanent organization. Steps have alreadybeen taken for the organization of associations inIndianapolis and other western cities. The enthusiastic work of the Chicago Alumni Club isknown to all friends of the University. Thisstrong support was hardly to have been expectedat so early a date in the history of the University.Its strength and the results already accomplishedshow that those who leave the walls of the University are not forgetful of their student days andthe influences which experience has shown to havebeen most helpful. The secretary of the AlumniAssociation, Mr. Mayo Fesler, will be pleased toreceive suggestions from any who are disposedto render assistance which shall be of service in-advancing the best interests of the University.THE SUMMER QUARTER OF 1899.The following professors from other institutionswere members of the professorial staff : GeorgeAdam Smith, Professor of Hebrew and Old Testament Exegesis in the Free Church College,Glasgow, Scotland ; Stephen Bauer, Professor inthe University of Vienna, Austria; George E.Dawson, Professor of Psychology in the BibleNormal College, Springfield, Mass. ; ArthurStafford Hathaway, Professor of Mathematics inRose Polytechnic Institute, Terre Haute, Ind.;Richard Hochdorfer, Professor of German inWittenberg College ; John Bell Henneman, Professor of English Literature in the University ofTennessee ; Ernest Brown Skinner, AssistantProfessor of Mathematics in the University ofWisconsin ; there were also present as regularinstructors : Charles Alexander McMurray, AlbertLincoln Smith, Miss Jane Addams, Mrs. Florence.Kelly, Henry Todd DeWolfe. OBSERVATION OF THE TOTAL SOLAR ECLIPSE IN 1900.A total eclipse of the sun is regarded as anevent of great importance by astronomers, becauseof the opportunity it affords of studying the solarcorona and other phenomena which are invisibleat other times. The last total eclipse visible inthe United States occurred on July i, 1889, and agreat number of astronomers from the variousobservatories visited California for the purpose ofmaking observations. The next total eclipse willoccur on May 28, 1900, the path of the shadowextending through the states of Virginia, NorthCarolina, South Carolina, Georgia, Alabama,Mississippi, and Louisiana. Extensive preparations for observing it are being made by manyinstitutions. General arrangements have beenintrusted to an Eclipse Committee, of which theDirector of the Yerkes Observatory is Secretary,appointed last year, at the Harvard Conferenceof Astronomers and Astrophysicists.On account of the exceptionally favorableatmospheric conditions which prevail at LakeGeneva during the day, special attention is givenat the Yerkes Observatory to the study of the sun.A number of important advances in our knowledge of the sun have recently been made here,and when the instrumental equipment now in process of construction has been completed, thisObservatory will be able to undertake more solarwork than any other institution. It is, therefore,of special importance that a party should be sentfrom here to observe the eclipse of May 28, 1900(probably to Georgia), particularly as the nexttotal eclipse visible in the United States will notoccur until 191 8. As the work which has beenplanned for this party will require special instruments constructed for the occasion, the expenseof the expedition will amount to about $3000.It is proposed to undertake three special lines ofwork :1) Photographic observations of the spectrumof the sun's edge, similar to those made at therecent eclipses in India and Nova Zembla, butwith more powerful apparatus.UNIVERSITY RECORD 1572) Photographs of the corona on a large scale,for the purpose of showing the detailed structure.3) Measurement of the heat radiation of thecorona.This last investigation has not been carried outsuccessfully at any previous eclipse. Specialinstruments have been devised for the purpose,which promise to give interesting results. Professor Nichols, of Dartmouth College, who in thesummer of 1898 succeeded for the first time indetecting heat radiation from the stars, at theYerkes Observatory, has offered to assist inmaking these measurements, and expects to furnish part of the apparatus.The Yerkes Observatory did not have the meansto send an expedition to the last eclipse, whichoccurred in India in January 1898. As thepresent occasion is so favorable, and as theexpense involved is comparatively small, it ishoped that the friends of the Observatory willmake it possible to send out a party. The expenseswill include a large heliostat, with accessory apparatus for determining the radiation of the coronaand for photographing the corona on a large scale ;transportation expenses for four astronomers,freight and express charges, teaming, lumber,brick, cement, labor, etc. (for the constructionof temporary shelters for the instruments andpiers). Other apparatus, including spectroscopes,telescopes, and all mirrors for the heliostat, etc.,will be supplied from the Yerkes Observatory.The heliostat and other instruments to bepurchased will, become an important part of thepermanent equipment of the Observatory, to beused in its daily work on the sun.THE STUDENT COUNCILS.During four years we have observed closely theworkings of the student councils. The membersof these councils are selected by the students,and represent them. Until recently no efforthas been made to formulate the duties or privileges of the council. Such formulation, however,has just been made, and today, for the first time, the new councils were given a more specificstatement concerning their functions. In accordance with action recently taken, these councilswill henceforth have larger duties, and will enjoycertain privileges not heretofore granted. It isthe policy of the University to recognize thestudent body in the administration of the University in the largest possible way. There seemsto be every reason why a body of students shouldbe largely self-governing. The ideal of a university life is that of a body of older and youngerstudents, all engaged in the same work and with thesame motive, those who are older giving of theirexperience to those who are younger, the youngerreceiving advice from the older in the spirit inwhich it is given. If the councils as at presentorganized continue to develop, the Universitystands ready to transfer to them additional responsibilities.THE FINANCIAL STATEMENT FOR THE YEAR 1898-9.I desire to present the following synopsis ofthe financial history of the University for theyear 1898-9.Actual receipts for the year ending June 30,1899 :General Administration - - $ 9,592 00Faculty of Arts, Literature, and Sci. 333,780 28The Divinity School - - - 54,737 42Morgan Park Academy - - - 17,067 48University Extension - 36,424 09Libraries, Laboratories, and Museums 19,067 05Printing and Publishing - - 16,87687Affiliated Work - - - - 35143Buildings and Grounds - - - 36,449 13General Funds - - - - 198,737 26Total . - . $723,083 01The estimated expenditures for the year endingJune 30, 1899:Administration and General Exp. - $ 73,425 00Fac. of Arts, Literature, and_ Science 351,417 00The Divinity School - "-. - 62,91600Morgan Park Academy - - - 39,170 00University Extension - 41,064 00Libraries, Laboratories, and Museums 52,740 72Printing and Publishing - - - 45,060 00Physical Culture .... 7,500 00Affiliated Work - 3>ooo 00Buildings an£ Grounds - - - 62,705 00Contingent and Expenses - - 13,102 34Total - $752,100 06158 UNIVERSITY RECORDThe actual expenses for the year ending June30, 1899:Administration and General Exp. - $ 55,955 65Fac. of Arts, Literature, and Science 353,57° I*The Divinity School - - - 62,661 84Morgan Park Academy - - -. 39,977 60University Extension - - - 42,417 57Libraries, Laboratories, and Museums 49,313 19Printing and Publishing - - - 44»027 75Physical Culture - - - - 7,3J0 59Affiliated Work - 2,898 14Buildings and Grounds - 63,129 80Total - $721,262 24LIBRARY REPORT, JULY 1 TO OCTOBER 1, 1899.During the quarter ending September 30,1899, there has been added to the Library of theUniversity a total number of 1756 volumes, fromthe following sources :Books added by purchase, 952 vols., distributedas follows :General Library, 118 vols.; Philosophy, 33vols.; Pedagogy, 46 vols.; Political Economy, 17vols.; Political Science, 47 vols.; History, 127vols.; Classical Archaeology, 5 vols.; Sociology, 8vols.; Sociology (Divinity), 7 vols.; Anthropology,4 vols.; Comparative Religion, 2 vols.; Semitic,21 vols.; New Testament, 5 vols.; ComparativePhilology, 8 vols.; Greek, 11 vols.; Latin, 27 vols.;Latin and Greek, 2 vols.; Romance, 64 vols.;German, 27 vols.; English, 87 vols.; Mathematics,53 vols.; Astronomy (Ryerson), 23 vols.; Astronomy (Yerkes), 30 vols.; Chemistry, 27 vols.;Physics, 20 vols.; Geology, 16 vols.; Biology, 2vols.; Zoology, 3 vols.; Anatomy, 1 vol.; Paleontology, 7 vols.; Botany, 15 vols.; Elocution, 13vols.; Church History, 37 vols.; Systematic Theology? x3 vols.; Homiletics, 4 vols.; Morgan ParkAcademy, 17 vols.; Swedish Theological Seminary,4 vols.; Latin, New Testament, and Church History, 1 vol.Books added by gift, 466 vols., distributed asfollows :General Library, 303 vols.; Philosophy, 5vols.; Pedagogy, 2 vols.; Political Economy, 3vols.; Political Science, 2 vols.; History, 17 vols.; Classical Archaeology, 1 vol.; Sociology, 45,vols.; Anthropology, 1 vol.; Comparative Religion, 3 vols.; Semitic, 1 vol.; New Testament, 1vol.; Romance, 2 vols.; Mathematics, 19 vols.; Astronomy (Ryerson), 2 vols.; Astronomy (Yerkes),48 vols.; Chemistry, 1 vol.; Geology, 8 vols.; Haskell, 2 vols.Books added by exchange for University publications, 338 vol., distributed as follows :General Library, 103 vols.; Pedagogy, 35 vols.;Political Economy, 24 vols.; History, 1 vol.; Sociology, 19 vols.; Comparative Religion, 5 vols.;Semitic, n vols.; New Testament, 15 vols.; Comparative Philology, 1 vol.; Astronomy (Yerkes),86 vols.; Geology, 5 vols.; Botany, 10 vols.; Elocution, 1 vol.; Church History, 11 vols.; Systematic Theology, 5 vols.; Haskell, 6 vols.Special Gifts :Mr. R. G. Moulton, 5 vols. Modern Readers'Bible; Shakespeare as a Dramatic Artist; FourYears of Novel Reading.City of Chicago, 2 vols. Reports.City of Providence, 7 vols. Reports.State of Rhode Island, 2 vols. Reports.State of Illinois, 2 vols. Reports.Mr. P. C. Blackwell, 4 vols. Miscellaneous.Mr. F. G. Miller, 2 vols. Reports of Committee on Education.United States Government, 64 vols. Reports.President W. R. Harper, 23 vols. Bulletins ofthe American Republics and Miscellaneous.Gebriider Borntraeger, 10 vols. BotanischerJahresbericht.Mrs. Julia Whiteford, 5 vols. PhilosophicalWorks.Mr. Edwin E. Sparks, 6 vols. Publications olthe Archaeological and Historical Society Records.New South Wales, 2 vols. Historical Records.City of Detroit, 4 vols. Reports.City of Philadelphia, 4 vols. Reports.State of Ohio, 13 vols. Reports.Province of Ontario, 3 vols. Reports.UNIVERSITY RECORD 159We have listened to the words of our honoredguest this evening with great satisfaction andpleasure. He has held before us an ideal of whichwe may not easily lose sight. For these words ofinspiration and incitement and for the courtesy ofhis presence with us here tonight, we return himour grateful thanks.REPORTS OF ACTIONS OF UNIVERSITY RULING BODIESFOR THE SUMMER QUARTER 1899.1. The Board of University Affiliations:Meeting of July ij. — i) New appointments andreappointments in the affiliated schools and colleges for the coming year were presented by thedirector and approved. 2) Recommendation wasmade to the board of trustees that the Universityoffer to Franklin College two graduate scholarships on conditions to be designated by the director. 3) The question having been presented ofaccepting the certificates of the Regents of theState of New York, a committee was appointed toconsider this subject and report. 4) DearbornSeminary was recommended to the board of trustees for affiliation with the University, subject tothe approval of a conference of the board withthe heads of affiliated schools. This approval wasgranted at a conference held July 31, 1899.2. The Faculty of the Junior Colleges :Meeting of July 8. — 1) Two petitions were presented from the Junior College Council : a) Thata board of appeal be appointed to consider special cases of absence; b) That the first divisionmeeting be held on some other day than Saturday.A committee was -appointed to report on these petitions at the next regular meeting. 2) The following students were admitted with advancedstanding : Mary A. Clarke, Anna M. Claybaugh,Dudley G. Hays, Monroe N. Work. 3) TheCommittee on Curriculum reported the followingrecommendation : that in the report of this committee on substitution and advanced standing pre sented May 2 in place of the statement undersection ic, there be substituted the following:Students who have been regular students in another college and who entered with full credit for entrance work andwith 9 majors' college credit will be required to completethe curriculum of the Junior College, except when thisinvolves more than 9 majors of requirement. Requirementsin excess of 9 majors shall be canceled, the particularmajors canceled to be specified by the committee on advanced standing.The committee also recommended that in itsreport presented April 29 on proposed changesin the Annual Register the form of footnote Bread as follows :If electives have thus been displaced in consequence ofunfulfilled entrance requirements in subjects other thanscience, the student may recover such electives if he wishesto use them for science to an extent not to exceed 1 majorfor each half unit by which the amount of science offered forentrance may fall short of 3% units.These recommendations were approved and theregulations as a whole were adopted, to go intoeffect on and after date and made to apply topending cases.Meeting of August 5. — 1) The committee onthe petitions of the Junior College Council recommended : a) That the first division meetingbe appointed for another day than Saturday: b)That action upon the request for a board of appealbe deferred to give time for further consideration ;the report was adopted. 2) The following students were admitted with advanced standing :Myra H. Hanson, Edna E. Heywood, Belle C.Jones, R. H. Ritchie, May E. Robinson, Clementine Rowe, Florence Turney.Meeting of September 16. — 1) Students eligiblefor the Junior College Certificate, October 1, wererecommended to the University Senate. 2) Thefollowing students were admitted with advancedstanding : W. M. Martin, B. G. Nelson, E. L.Payne, C. A. Richmond, B. Sanders, H. H. Savage,Sarah E. Scott, Margaret W. Van Wyck.3. The Faculty of the Senior Colleges :Meetings of July z$, and August 12. — 1) Thefollowing students were admitted with advanced160 UNIVERSITY RECORDstanding : P. M. Johnson, George A. Chase, SarahElder, Fanny G. Fisher, M. J. Newell, Dolly G.Pierce, W. G. Rogers, G. S. Stroebe, L. C.Cartwright.Meeting of September 16. — i) Students eligiblefor the Bachelor's degree were recommended tothe University Senate. 2) The following studentswere admitted with advanced standing : H. E.Bulkley, Margaret Doolittle, J. A. Shannon, E. D,Solenberger, Blanche Swingley, A. L. Ward.4. The Faculties of the Graduate Schools :Meeting of September 21 . — 1) Candidates for theDegrees of A.M., Ph.M., S.M., and Ph. D. wererecommended to the University Senate.5. The Faculty of the Divinity School .Meeting of Jzily 22. — 1) Owing to practicaldifficulties the establishment of a daily religiousservice for students was postponed until theAutumn Quarter. 2) Carl Delos Case was recommended to the Senate for the degree of Ph.D.Meeting of August 25. — 1) Students eligible forthe D.B. degree were recommended to the University Senate.6. The University Council :Meeting of July 13. — 1) The registration ofstudents to date was reported as 1477. 2) TheBoard of Trustees was requested to install a uniform system of electric bells, in all the buildingsin which recitations and lectures are held. 3)Summer Quarter instructors were permitted togive three fourths major credit for 9 weeks' workand a committee was appointed to make a statement regarding the registration on the part ofsummer students for a whole or a part of aquarter. 4) Examinations at the close of theFirst Term of the Summer Quarter upon the workof the First Term were authorized.Meeting of September 21 \ — 1) The followingstatement of duties and privileges of Undergraduate Student Councils was adopted, its provisionsto go into effect October 1, 1899 : I. It shall be the duty of the council :1. To consider and present to the faculties communications from the student body ; to considerand present to the student body communicationsfrom the faculties ; to consider and report to thepresident such matters as may be connected withthe best interests of the University ; to considerand report recommendations on such generalquestions of conduct as may be submitted to them.2. To assume the responsibility for the conduct of the finals each quarter; to assume theresponsibility for the conduct of certain holidaysand public exercises hereinafter to be indicated.3. To recommend to the president each quarter nominations for the University marshalship,the nominations to be limited to candidates for adegree, and subject to the rules for the publicappearances of students.4. To be present officially for special duty ateach Convocation ; at any official reception givento the student body of which the council is arepresentative ; and upon Baccalaureate and Convocation Sunday.5. To be present as representatives of the student body on the occasion of funerals in whichthe student body is to be represented.II. It is further understood :1. That no student may be elected councilorat a meeting unless he himself is present at thatmeeting ;2. That the members of the council thus electedwith members at large holding over from the preceding quarter, report on the day of electionto the president to receive official instruction ;3. That the council holds a weekly meeting,at such place and time as each council maydetermine ;4. That the names of councilors are publishedin the Convocation Programme ;5. That the rules regulating public appearancesof students are applied to the councilorship ;6. That each councilor is allowed an extraabsence for each attendance upon a councilmeeting, the total number not to exceed ten eachquarter.2) The following schedule of and arrangementsfor Division Lectures for the year 1 899-1 900 wasapproved :1. Junior Divisions 4, 5, and 6 are joinedtogether under the name of Lower Juniors ;Junior Divisions 1, 2, and 3, under the name ofUNIVERSITY RECORD 161Upper Juniors; Senior Divisions 4, 5, and 6under the name of Lower Seniors ; Senior Divisions 1, 2, and 3 under the name of Upper Seniors.2. For division lectures the Lower Juniors andthe Upper Seniors are assigned to the Presidentand the Head Dean during the Autumn, Winter,and Spring Quarters.3. The division lectures to the Upper Juniorsare given upon the general subject of " the correlation of studies," one quarter in history, one quarterin literature, and one quarter in science.4. The division lectures to the Lower Seniorsare given upon the general subject of "livingquestions," one quarter political, one quarterethical, and one quarter social.5. During the Summer Quarter each student isrequired to furnish a statement that he hasattended ten lectures.3) Committees were appointed to consider simplification of schedules of courses and statementsfor incoming students.7. The University Senate :Meeting of July 8. — 1) The committee on formulating alternatives for Latin in the Junior College of Science reported. Action upon the samewas deferred.Meeting of September 21. — 1) Communicationsfrom the Faculties recommending candidates forcertificates and degrees were forwarded with recommendation to the Board of Trustees.THE ALUMNI.NOTES AND COMMUNICATIONS.The officers of the Alumni Association electedat the meeting of June 30, 1899, are as follows :Frank A. Helmer, '78, president; Henry G.Gale, '96, 1st vice president; Marjorie Cook, '99,2d vice president; Mayo Fesler, '97, secretary;E. A. Buzzell, '86, treasurer.PLANS.The association is planning to organizethroughout the country Local Alumni Clubs wherever there are six or more alumni. These clubs are to admit as members persons who at any timehave been students at the University. Threesuch clubs are already in existence. The ChicagoAlumni Club with a membership of 174; theAlumnae Club with a membership of fifty-five andthe New York Alumni Club with a membershipof fifty. One is at present being organized inIndianapolis with the prospect of a membership ofthirty to fifty. These clubs have become the centers of university spirit and enthusiasm, and theycan be made to exert a great influence for thegood of the University and the association. Thesecretary will be glad to cooperate with individualalumni anywhere who may desire to organize localclubs in their communities.CLASSES.Some doubts have existed in the minds of thealumni as to the proper designation of classes.The plan decided upon by the University andadopted by the association is to classify all thegraduates from July 1 of one year to July 1 of thenext as one class. The graduates of October '99will be considered as members of the class of 1900.APPOINTMENTS.Gordon F. Hull, '98, Professor in Colby University, has accepted the Associate Professorshipof Physics in Dartmouth College.Hadyn E. Jones, Ph.D. '98, has been appointedto a position in the Morgan Park Academy.Daniel P. MacMillan, Ph.D. '99, has receivedan appointment in the Child- study Departmentwhich was recently created in the public schoolsof Chicago.Doctors of Philosophy of the University haverecently been elected to positions in other institutions of learning as follows :Hannah B. Clark, '97 — Instructor in Sociologyin the University of West Virginia.Otis W. Caldwell, '98 — Instructor in Biologyin the State Normal School, Charleston, 111.Herbert N. McCoy, '98 — Instructor in Chemistry in the University of Utah.162 UNIVERSITY RECORDWilliam D. Merrell, '98 — Instructor in Botanyin the University of Rochester, N. Y.James W. Fertig, '98 — Instructor in History inthe Lewis Institute, Chicago.Otto K. Folin, '98 — Instructor in Chemistry inthe University of West Virginia.Annie M. MacLean/99 — Instructor in Sociologyin the Royal Victoria College of McGill University, Montreal.Ora P. Seward, '99 — Instructor in German inthe University of Utah.Among the University Fellows for the year 1899—1900 are the following Alumni :Ralph W. Webster, '95, Physiology.Hyman E. Goldberg, '96, Chemistry.Wallace W. iVtwood, '97, Geology.Alois Barta, A.M., '97, Semitic.Gilbert A. Bliss, '97, Mathematics.Sophonisba P. Breckinridge, Ph.M., '97, Political Science.Edgar H. McNeal, '97, History.Max D. Slimmer, '97, Chemistry. ^Helen B. Thompson, '97, Philosophy.Trevor Arnett, '98, Political Economy.Charles J. Bushnell, '98, Sociology.David M. Robinson, '98, Greek.Daniel M. Schoemaker, '98, Neurology.THE GRADUATING CLASS, OCTOBER 1899.The alumni list of 191 5 graduates from thedifferent departments of the old and new University was increased October 1, by the additionof thirty bachelors, eight masters and nine doctors. Their names, degrees, addresses, and (wheredetermined) their plans for the immediate future-are as follows :The Bachelors of Arts, Philosophy, and Science.Mary E. Casteel, Teacher, Geneseo, 111..Grace E. Chandler, Mineral Point, Wis.Charles W. Chase, Student, Harvard University.John J. Clarkson, Student in Law.. Florence Davidson.Charles B. Dirks, Student in Medicine, Chicago. Olive Donaldson, foreign travel.Fannie G. Fisher, Student in the University.Alma H. Geewe, Teacher of German in theChicago Public Schools.Elizabeth E. H. Greene, Teacher of ModernLanguages, Burlington Institute, Burlington, Iowa.Jennie G. Hutchison, Assistant in Latin, in theIowa State Normal School, Cedar Falls, Iowa.John B. Jackson, Principal of the St. JosephHigh School.Philip M. Johnson, Pastor, Sparta, Wis.Marquis J. Newell, Student, University ofMichigan.Caroline B. Paddock, Tutor for Entrance Examinations, the University.Minnie M. Paisley, Hillsboro, 111.Dollie G. Pierce, Utica, Mich.Charles F. Roby, Chicago.Luther P. Russell, Pastor, Chatsworth, 111.Alfred O. Shaklee, Teacher in High School,Ft. Smith, Ark.Bertha V. Stiles, Teacher in High Schools,Kansas City.Blanche Swingley, Chicago.Henry B. Thomas, Instructor in Physical Culture, Armour Institute.John J. Walsh, Student in Law, Chicago.Albert L. Ward, Pastor, Rensselaer, Ind.Harry B. Ward, Student in the University.George B. Watson, Student, North WesternLaw School, Chicago.The Bachelors of DivinityChr. B. Coleman, Pastor, Springfield, 111.William W. Reed, Pastor.Luther P. Russell, Pastor, Chatsworth, 111.The Masters.Lee Byrne, Assistant in Latin in Bradley Polytechnic Institute.Warren C. Hawthorne, Instructor in Science inHarvard School and Central Y. M. C. A., Chicago.Robert L. Hughes, Principal of High School,Whiting, Ind.UNIVERSITY RECORD 163Robert L. Kelley, Student in the University.Edgar H. Johnson, Assistant Professor ofMathematics in Emory College, Oxford, Ga.Edwin Maxey.Sidney C. Newsom, Teacher of English in theIndianapolis High School.Elizabeth M. Strauchon, Ottawa, Kan.The Doctors of Philosophy.Andre Beziat de Bordes, Professor of RomanceLanguages, in Kalamazoo College.Carl D. Case, Pastor, South Bend, Ind.John C. Hessler, Laboratory Assistant inChemistry, the University.William McPherson, Instructor in Chemistry inOhio State University.Samuel C. Mitchell, Professor of History inRichmond College, Va.Harry A. Millis, Reference Librarian in theJohn Crerar Library, Chicago.Elizabeth L. Moon, Fallsington, Pa.Martha E. Rickert, Instructor in English inVassar College.Malcolm W. Wallace, Professor of English inBeloit College, Wis.OFFICIAL NOTICES.A daily Chapel service, from Tuesday to Friday,is held by the Divinity School in the Y. M. C. A.Rooms, Haskell Museum, at 10: 30 a.m. (on Fridaysin the Chapel, Cobb Hall) to which all membersof the University are invited. The service is ofa devotional character with a brief address. During the week of October 10-13 it will be conducted by Professor Mathews and Dr. Votaw.On Wednesday, October n, the address will begiven by the Rev. B. A. Greene, D.D., of Evanston.The Rev. Professor Graham Taylor will deliverthe address at the Vesper service, Sunday, October 8, on the subject, "The Mission of theChurch to Democracy." This is the regular quarterly service devoted to the interests of the University Settlement. CURRENT EVENTS.The formal exercises connected with the openingof the Autumn Quarter of Rush Medical Collegewere held at the College on Wednesday evening.After a short address by Dr. De Laskie Miller,President of the Board of Trustees, the newprofessor of obstetrics and gynecology, Dr. JohnClarence Freeman, was introduced to make theprincipal speech. Music was furnished by theUniversity of Chicago Military Band. After theformal exercises a reception was given by thefaculty to the new professors and incomingstudents.The University Elementary School began theAutumn Quarter October 2, in the school building, 5412 Ellis avenue, with an enrollment of onehundred and twenty six students. Of this numbertwenty are under six years of age, and are in thesub-primary, or Kindergarten department. Theroom space in this department limits the numberto twenty-five.The teaching force consists of twelve personsgiving all their time to the work of the school2.and seven university students giving part time.The number in any one group does not exceedten, so that each child receives a large share ofthe teacher's attention.With this quarter a new arrangement of groupshas been made, so that the number of the groupin which a child has been placed corresponds, asnearly as possible, with the number of years spentin school : Group I under five years of age, andGroup II, under six ; both these groups belong tothe sub-primary department ; Group III, childrenof six years of age, begin the elementary periodof instruction. There are ten groups in the school,the children in the last beginning the secondaryperiod, or high-school work.To accommodate the increased number roomsin the third floor of the building have beenopened, and classes in art work, textile industriesand modeling will be held there. Another kitchenUATIVERSITY RECORDhas been furnished, and the shop has beenenlarged.During the summer an outline of the course ofstudy in history, or social work, has been printed,showing the plan of work for each group. Otherplans for putting the results of the work of theschool in printed form for the use of parents of thechildren and teachers in other schools have beenundertaken.THE FACULTIES.Mr. William V. Moody, of the Department -ofEnglish, has recently edited in the CambridgeEdition the complete poetical works of John.Milton.Associate Professor Frederick Starr has addedThe Story of the American Indian to his publishedworks in anthropology.Assistant Professor C. B. Davenport, the newlyelected member of the staff in zoology, will shortlypublish Statistical Methods with Special Referenceto Biological Variation, from the press of Wiley &Sons, New York.Practical Public Speaking is a recent contribution to the literature of voice training made byAssistant Professor Clark and Mr. Blanchard, ofthe Department of Public Speaking.A History of New Testament Times in Palestineis the title of a new volume by Professor ShailerMathews, of the Divinity School, which is toappear soon from the press of The Macmillan.Company. The period covered is from 175 B. C.to 70 A. D.Professor Frank B. Tarbell's History of GreekArt, and Professor H. P. Judson's The Growth ofthe American Nation, heretofore published by theChautauqua press, are to bear the imprint of the.'.Macmillan Company in the future. Professor John M. Coulter is at The Savoy,Washington, D. C, where he is working uponsome forthcoming publications. A first book inbotany has already appeared under the title PlantRelations.Assistant Professor Felix Lengfeld has publishedInorganic Chemical Preparations, an elementaryhandbook for workers.Assistant Professor James H. Breasted may beaddressed in care of Professor Adolf Erman,University of Berlin, Germany.A series of text-books, to be called "The Twentieth Century," is being published by D. Appleton& Co. under the joint editorship of Associate Professor Charles H. Thurber, of the University, andSuperintendent Nightingale, of the Chicago Public Schools. In addition to the above mentionedwork on botany by Professor Coulter, contributions to the series will be made in mathematics byAssistant Professor Young, Dr. Herbert E.Slaught, and Mr. Ernest L. Caldwell, three algebra and three geometry text-books, and a trigonometry being announced. Other volumes in thegeneral series will be furnished by Mr. FrederickD. Nichols, Dr. Oscar L. Triggs and Mr. GordonJ. Laing.Among the recent changes of address on thepart of members of the faculties may be noted thefollowing :Mr. S. W. Stratton 6045 Jefferson av.Mr. G. M. Hobbs 6045 Jefferson av.Mr, J. E. Raycroft 6109 Greenwood av.Mr. E. E. Sparks 5716 Washington av.Mr. C. M. Child 6024 Ellis av.Mr. G. H. Locke 2 Graduate Hall.Dr. Theodore L. Neff, who is studying in Paris,France, may be addressed in care of CreditLyonnais.UNIVERSITY RECORD 165^THE CALENDAR.OCTOBER 6-14.Friday, October 6.Chapel-Assembly : The Divinity School. Chapel,Cobb Lecture Hall, 10:30 a.m.Saturday, October 7.Meetings of University Ruling Bodies in the Faculty Room, Haskell Museum :The Administrative Board of Physical Culture and Athletics, 8:30 a.m.The Faculty of the Junior Colleges, 10:00A.M.Sunday, October 8.settlement sun da y.Vesper Service is held in Kent Theater at4:00 P.M.Rev. Professor Graham Taylor, of the Chicago Commons, delivers the address on the subject: "TheMission of the Church to Democracy."Monday, October 9.HOLIDA Y.Chicago Day Parade. Members of the University participate, by divisions, to be led by theUniversity Band.The New Testament Club meets at 5736 Wood-lawn av. at 8:00 p.m.Professor Mathews reads in connection with preliminary forecast of the Club's work for the ensuing year.Tuesday, October 10.Chapel-Assembly : The Senior Colleges. Chapel,Cobb Lecture Hall, 10:30 a.m. Wednesday, October 11.Division Lectures : The Upper Seniors (Divisions I, II, III) meet President Harper inCongregation Hall, Haskell, at 10: 30 a.m.The Lower Seniors (Divisions IV, V, VI) meet inthe Lecture Room, Cobb Hall, at 10:30 a.m.The Division Lecture is delivered by Professor Small.The Upper Juniors (Divisions I, II, III) meetin Kent Hall at 10:30 a.m.The Division Lecture is delivered by Assistant Professor Stieglitz.Thursday, October 12.Chapel- Assembly: The Graduate Schools. Chapel,Cobb Lecture Hall, 10:30 a.m.Friday, October 13.Division Lecture : The Lower Juniors (Divisions IV, V, VI), meet President Harper inCongregation Hall, Haskell, at 10:30 a.m.Chapel Assembly : The Divinity School. Chapel^Cobb Lecture Hall, 10 : 30 a.m.A Reception to members of the Divinity Schoolwill be given in Congregation Hall, HaskellMuseum, at 8:00 p.m.Saturday, October 14.Meetings of University Ruling Bodies in theFaculty Room, Haskell Museum :The Administrative Board of University Affiliations, 8 : 30 a.m.The Faculty of the Senior Colleges, 10:00A.M.The University Council, 11:30 a.m.The UNIVERSITY RECORD of October 13 will contain the Story ofConvocation Week.Material for the CALENDAR must be sent to the Office of Information by THUBSDAT, 8:30 A.M.,in order to be published in the issue of the same week*University RecordEDITED BY THE UNIVERSITY RECORDERTHE OFFICIAL JOURNAL OFZbc IHnivereit^ of (tbicagoIt contains articles on literary and educational topics.The Quarterly Convocation Addresses and the President'sQuarterly Statements are published in the Record inauthorized form. A weekly calendar of University exercises, meetings oj clubs, public lectures, musical recitals, etc.,the text of official actions and notices important to students, afford to members of the University and its friendsfull information concerning official life and progress at theUniversity. Abstracts of Doctors and Masters theses arepublished before the theses themselves are printed. Contentsof University journals are summarized as they appear.Students in Residence can subscribe for the University Record forthe year or obtain single copies weekly at the Book Room of The University Press, Cobb Lecture Hall.The Record appears weekly on Fridays at 3:00 p.m. Yearlysubscription $1.00; single copies j cents.