VOLUME V NUMBER 25University RecordFRIDAY, SEPTEMBER 21, 1900THE EDUCATIONAL SOLUTION OF RACE PROBLEMS.*BY THE REVEREND GEORGE C. LORIMER, D.D.,BOSTON, MASS.The actual and vital relationship of great universities to the progress of mankind should neverbe overlooked. And yet there is a possibilitythat in a commercial age, when business interestsoccupy the attention, not only of merchants, butof kings and embassies, and when the "goldenfleece" of trade hangs even on the "sacred oaks"of religion, and the pilfering Jasons are much inevidence, the influence of the schools on practicalaffairs may fail of recognition, or at most maycome to be regarded as inoperatively academic.It were well for those who are the victims of thisillusion to recall the history of ancient Athens,whose culture drew to her bosom, and " then sentback to the responsibilities of life, the youth of thewestern world for a thousand years," and amongwhose later disciples we discover Marcus Aurel-ius, Cicero the orator, and Gregory of Cappa-docia — men who left their imprint on the philosophy, jurisprudence, and theology of theirtimes.f Cardinal Newman is warranted in speakingof Athens as the early " preacher and missionary ofletters," who developed the intellectual activity ofthe Ionian and ^Eolian cities, and extended* Delivered on the occasion of the Thirty-fifth QuarterlyConvocation of the University, held at Studebaker Hall,September 18, 1900.\ Historical Sketches, Vol. III. enlightenment and civilization along both sidesof the Euxine, penetrating Italy and invading thecoasts of Africa and the forests of Gaul. Shewas in a very real sense the mother of what wasnoblest and best in the social state of these oldlands, evolving and molding, not indirectly andnegatively, but directly and positively. Andwhat may be claimed for her may also be claimed,though perhaps in a lesser degree, for the schoolsof Alexandria, of Paris, of Padua, of Bologna, ofHeidelberg, of Oxford, of Cambridge, of Edinburgh, of Harvard, Yale, and others. Particularlymarked has been the influence of Oxford on themaking of modern England. If we go no fartherback than to the period of Wycliffe, we find that"genuine offspring of the university" laying thefoundations of spiritual independence which havesurvived to the present time. Oxford, in itsprime, was liberal, and took part with the baronsand de Montfort against Henry III. While notalways liberal, it has been the seat of variousgreat movements which have powerfully modifiedEnglish thought and activity, among which maybe named the Wesleyan revival and the morerecent revival of mediaeval Catholicism. But, togive no additional instances, and others could becited from the history of American as well as ofEuropean institutions of higher learning, theseare certainly sufficient to counteract the impression that universities are not potent factors innational well-being, acting, even though unob-237238 UNIVERSITY RECORDserved by the masses, on men and things in aneffective and practical way.Correctly interpreted, however, this power isonly another name for responsibility. Its realsignificance should never be misapprehended bythe members of a vast studium generale, whetherprofessors or students. They should never for amoment imagine that it is but the symbol of rankand dignity, and not of* obligation and duty. Itis not for them to make their school, what manyseem to believe nearly all schools are, merely aliterary center, a seat of polite accomplishments,and, at best, an arsenal and drill ground for professional training ; or, in other words, an institution useful in its way, but working remote fromthe great world, and having little in commonwith its grave perplexities and solemn controversies. Why the aggregation of brilliant menand women in university halls, why the blessingof academic freedom, why the abundant meansand appliances for original investigation, if societyis not to be aided in dealing with the issueswhich divide its counsels and which often impedeits advance? Especially when the issue in debateis one that involves questions which directly concern education itself, and on which universitiesshould be able to speak with authority, has notsociety a right to expect light from the sourceof light to illumine its way of darkness and distress? I believe that those who honor me witha hearing will not challenge the conclusion towhich these queries point. And if there everwas a time when it should weigh with thoughtful men and should bring forth fruit, that timeis the present; for there has of late loomed intoprominence a problem, which has always possessed a charm for the enthusiast and the poet,but which now has taken to itself an unwontedpractical significance, entering into politics,national and international, and touching closelyand sharply the social life of communities, if notof the world, and in the solution of which universities are eminently fitted to aid, not merelyby fixing the terms of its theoretical settlement, but by furnishing the instruments whereby todemonstrate that their theories are neithervain nor visionary. From this responsibility theycannot shrink without loss of dignity, and that theymay be stimulated to meet it seriously and thoroughly, I speak as I shall today.Within the past few years the impression hasobtained extensively that the most highly favored races, such as the Saxon, the Teuton, theLatin, are bound to commiserate the conditionand labor for the happiness of the less favored,such as the Negro, the Hindu, the Egyptian, theMalay and the Chinese. In a fluid and nebulousway this obligation has been acknowledged before ; but recently there have entered into its discussion so much intensity and fire as to createthe suspicion that there are special and almostpersonal reasons for its immediate consideration.And undoubtedly such there are. The white manhas not "dropped into poetry," as a certain well-known character from the pen of Dickens u&edto do, and become heroic over his "burden,"simply because he has been reading his Bible andhas been made conscientiously solicitous for thewell-being of his weaker brother. He has ratherbeen roused from his normal indifference by themarch of events, which has brought him intoactual and close contact with yellow skin andblack skin, and which from its very nature hascompelled him to look on his duty to inferiorraces in a very practical way, and in a mannernot wholly devoid of self-interest. The exigenciesof trade, and the necessities, real or imaginary,for colonization, the emancipation and new aspirations of once servile peoples, combined withthe extension of sovereignty over sem ^civilizedtribes, have had much to do in making Europeansand Americans conscious of their responsibilityfor the future development and ultimate destinyof the inferior races. But whatever maybe trueof motive or of aim, it is evident that now, asnever in the past, the more civilized portion ofhumanity is face to face with the less civilized,and must adopt apo licy toward it, and must reachUNIVERSITY RECORD 239some coherent conclusions regarding the dutiesof the one and the rights of the other.It is this altogether unique and unparalleledstate of affairs which has given rise to recent discussions of what is termed the " Race Problem,"though to my mind it might as well be called" Race Problems ; " for fliey really are not onebut many, though all having much in common.They embrace a series of perplexing issues, suchas : What can be done, to develop the highest possibilities of Asiatic and African ? How rescuethem from the savagery that yet inheres in them ?How make them most valuable to a commercialage ? How link them to ourselves in friendship ?How unfold among them the nobler forms ofsocial life ? How bring them to an appreciationof the Christian spirit and to the exercise of theChristian virtues ? How, in a word, can they becoordinated and adjusted to what is worthy ofacceptance in Saxon civilization, and how canthey be related to the Saxon himself on terms ofpolitical and industrial equality ? These problems do not, however, include how to appropriate their territory, how to outwit them in business,how to loot their shrines, how to coerce them inthe name of freedom, or how with smug hypocrisy to beguile them into the belief that we areonly anxious about themselves when in reality weare striving for what is theirs. How to accomplish these ends are open secrets familiar to everyhuckster politician, every tavern brawler, andevery adept in official jobbery, and they need noamplification here. But it is different with thosedeeper, profounder, and more humane issueswhich we have enumerated. How can the superior races lift the inferior to their own level, sothat something like brotherhood can be realizedand the richer possessions of the one be sharedby the other ? We had thought that only oneanswer could be given to such a question : Education, employing that term in its most comprehensive sense. But of late the efficacy of themeans has been sharply challenged. In theNorth: American Review (June 1900) Professor J. R. Straton discredits the sufficiency of education to solve the race problem ; and, while hisargument is directed against the negro, the illustrations he uses, derived from experiments attemptedelsewhere, as in the Sandwich Islands and Tasmania, are evidently susceptible of a wider application. He contends that schools have rather injured the negro than improved him. And nowhe is followed by the chief justice of Mississippi,who bluntly declares :The negro should have remained in ignorance.The methods now used to solve the negro problem[by education] will make that problem a fearful one.The negroes are getting farther and farther awayfrom the very basis upon which they can remainpeaceably in this country, a distinct recognition of theracial superiority of the whites.And as though to lend significance to thesesentiments, New Orleans has decided to disconrtinue the grammar schools which heretofore havebeen open to colored children, affording themhenceforth only the advantages of primary instruction. But may it not be that this reactionarymovement rather expresses a fear of educationthan a serious doubt of its power ? We must remember that conditions are peculiar in the South,and that in some quarters there exists a not unnatural apprehension that negro supremacy mayprevail. To avert this political catastrophe extraordinary measures have been adopted ; amongthem the rule that only those who have compliedwith certain educational requirements shall bepermitted to vote, and the next step has been toprevent the negro from obtaining the necessaryqualifications. And to some degree the justification of this policy has inspired labored attacks onthe value of education itself to the negro, and, atleast, by implication to other cognate races. Tothe difficulties that beset the southern people wecannot be indifferent, and neither should we assume that we would act very differently were wesimilarly situated. But we think, in view of allthe circumstances, that their position on this subject exposes them to the suspicion that it is the240 UNIVERSITY RECORDsuccess of education they fear and not its failure.This apparent misgiving reasonably awakens distrust in the soundness of their contention, andit is because I believe this distrust to be wellfounded, and because the contention reaches beyond the negro and has at present an almostworld-wide importance, that I desire in reply todiscuss and defendTHE EDUCATIONAL SOLUTION OF RACE PROBLEMS,It is assumed by many who oppose the educational solution, that inferior races are unassimi-lable in their nature to the higher civilization. Ifthis is true, then there is not much room left forcontroversy. We are therefore compelled to scrutinize somewhat closely this confident assertion.Proof is sought for the statement in the decadenceor disappearance of the "Turanian peoples ofEurope," "the natives of South America and theWest Indian Islands," the "natives of Tasmania"and of North America. In explanation of the"evils" that overwhelmed these peoples we aretold that when they were touched by the strongerhistoric nations they gradually died out of theirown accord, because they felt the effect of " thehopelessness of their position" and "the aimless-ness of life arising from removal of incentive toeffort." But a further elucidation of the tragedyis given by Professor Straton, when he says thatthe weaker races imitate rather what is bad thanprofit by what is good in the' higher civilization."We take these savages from their simple life.... and attempt to give *hem an enlightenment for which the stronger races have preparedthemselves through ages of growth .... Theseweaker races are brought into contact with all theallurements, temptations, and dangers; the terriblestrain of this civilization, without having growninto the strength which would enable them tosafeguard themselves against the dangers." Thiswriter believes that the evidences are growingwhich demonstrate that the negro cannot take onour civilization in the true meaning of the term,and suggests that segregation might prove advantageous to the South and to the race. It is not easy to deal witfi some of these representations. Several of them have the seemingsupport of history, and others are sufficientlyplausible as to bewilder if not to convince. Butthe reasoning, as a whole, cannot stand the testof honest criticism. What is this civilization thatis so fatal in its operation? What do we meanby the term? What is that exalted somethingbefore which the African and Asiatic must perish?Does it consist in armies, machinery, saloons,breweries, greed, affluence, railways, steamboats— and certain commercial methods which arefatal to truth and honesty? Baron Russell, LordChief Justice of England, included none of thesethings in his conception of its character. He isrecorded as saying : " Its true signs are thoughtfor the poor and suffering, chivalrous regard andrespect fpr woman, the frank recognition of humanbrotherhood irrespective of race or color or nationor religion, the narrowing of the domain of mereforce as a governing factor in the world, the loveof ordered freedom, abhorrence of what is meanand cruel and vile, ceaseless devotion to the claimsof justice. Civilization in its true, its highestsense, must make for peace." I agree with LordRussell ; and there are few tribes, however low,that cannot be as fully assimilated to this ideal asthe Saxon himself, and had the Saxon, in his intercourse with inferior peoples, adhered to thisconception, it is not likely that even they wouldhave fallen into decay. I insist that such a civilization as this must be conducive to the well-beingand happiness of earth's millions. Not by itspresence and power were the aborigines of any landsmitten by death. What destroyed them were itsexcrescences, its barbarities, its savagery. Whenreference is made to the fatal effect of the contactwith Spanish civilization in San Domingo, do wenot have the sequence to the conquest of Peru,and in it the clear evidence that the natives perished, not by the action of civilization, but by themurderous effects of its absence? It may be true,as Dr. Strong has said, that the Tasmanians werenot exterminated by the* whites and were treatedUNIVERSITY RECORD 241humanely ; but it is also true that by the supremacy of the whites they realized the hopelessnessand aimlessness of their existence, and were thevictims of vices imported by their masters. Allthat these words imply is admitted by ProfessorStraton and illustrated by references to the Sandwich Islands and the United States. Helen Hunt'sCentury of Dishonor throws much light on thepassing of the Indian, whose argument is confirmed by Hoffman, who shows that four Indiantribes which have not come into close contactwith the whites have preserved a high standard ofmorality and are increasing numerically.Let us discriminate. Galton, Lombroso, andMax Nordau make out as strong a case of degeneracy on the part of the whites under moderncivilization as any theorist has developed againstyellow or black skin. Let anyone read GeneralBooth's submerged tenth, and let him visit thesqualid neighborhoods of great cities, and thedesolate refuges of multitudes in the mountainsof Europe, and he will be sorely tempted to. despair of his own kin. But is civilization toblame for these wretched masses ? No ; it is thebarbarity that has survived ; the barbarity ofgreed, of strong drink, of animalism, of selfishness, cruelty, and oppression. These are layingwaste untold millions of white people, robbingthem of virtue, depriving them of hope. Arethey culpable ? Is there such a defect in theirnature that no education can assimilate them tothe higher civilization ? My answer is, that inuntold instances they are victims and not criminals ; and that they are amenable to the influences of the higher civilization, but that it is thepotency of the lower in modern life which overwhelms them. Their . only hope is education,and if the remedy can serve them, withstanding the savageries of the new age, it cannot fail tobe of help to those whose skins are of a different. color. What the more intelligent and influentialclasses of the community need to realize today isthe imperative obligation to civilize civilization.-Critics condemn the children of other ethnic families because they succumb before scourgeswhich are decimating their own, when theyought to denounce the scourges and help toobliterate them. I hold until this is done, wehave no assured ground for the position that theseother ethnic races cannot be assimilated to ourcivilization, or cannot assimilate it in theircharacter and life. And it follows, if such athing is possible, then the means by which it isaccomplished for our own blood must be employedon their behalf. But if the end itself is reallyunachievable, then what right have we to thrustourselves into the territories occupied by theseunhappy tribes, who cannot be improved, but bemade worse by our mathematics, our lookingglasses, our books, and our fellowship ? Whydeprive them of their innocence, why renderthem unhappy and touch them, when the touchmeans death ? Is the answer : that we need themfor the development of trade — for the increase ofwealth ? But that is the argument of the assassin.He desires gain. It cannot be acquired unless hekills. But is he justified in killing ? And anation has no more right, for the sake of its owncommerce, to enter the territory of the feebler,when it knows that its presence and operationsmust surely exterminate the inhabitants. Bywhat authority, in the revelation of God or in theconscience of humanity can such a crime be condoned ? Who has made the Saxon superior tomoral obligation, who has given him the right tocrucify the yellow and black skin for his ownaggrandizement ? If no such right exist then heis shut up to the duty of segregation, not only,however, from the African, but from the Asiaticof every type. He must exclude himself fromeastern lands, and abandon the policy of colonization and expansion. But if, on the other hand,all this talk about the impossibility of civilizingthe weaker races is misleading, having grown outof misconception and the unwillingness to discriminate, then the Saxon is warranted, for thethe advancement of mankind, in going everywhereand in trying to impart whatever good or adtfan-242 UNIVERSITY RECORDtage he possesses : that is, believing in the possi-sibility of civilizing he must civilize.The alleged incapacity, which I have venturedto challenge, is sought to be established by proving the failure of education in America to elevatethe negro. His case, however, is not to be takenas exceptional, for, as I have shown, the argumentof the North American applies with equal force toother dark-skin peoples. We may, however, forvarious reasons, confine ourselves in the main tothe children of Africa on our soil. The professor at the outset seems to confuse educationwith " a sudden effort on the part of a superiorpeople to lift up inferiors at a single stroke."He rightly says that such efforts must fail. Butthat very process enlightened publicists are notfavoring. As there is no royal road to knowledge, so there is no short cut to education.Scholarly teachers see that no constitutionalamendments, and no mere change in externalconditions can civilize. For that reason theyplead for the slow and difficult process of education. Never once has it been supposed that thenegro or Asiatic could be developed in any otherway than the Saxon has — by the steady, persistentgrowth through long ages. And part of thisprocess is to make him self-reliant, to charge himwith responsibility, and compel him to strugglefor existence. It is implied in the articles I amincidentally reviewing that the people of Tasmania and New Zealand, as well as our ownIndians, perished because they were called on toshare the obligations and burdens of citizenship.This sudden call to the franchise, and to thecares of political duty, is supposed to have beentoo much for them. But the facts do not bearout the implication. These tribes were ratheradopted as wards. They were in tutelage. Theybecame servants to vigorous masters — the theorybeing that they must be educated to self-government by being governed. But the Saxon was neverdeveloped in this way. We are now assured bycompetent observers that England's occupation ofEgypt has not fitted the Egyptians to rule them selves, and the same is said of Austria's paternalism over Bosnia and Herzegovina. I hold, andI think facts warrant the conviction, that theso-called inferior races perish because the superior races undertake to do for them what theyought to be compelled to do for themselves.The Saxon had to struggle for his own side byside with the Norman, more cultivated, morecommanding, more resourceful in wealth, andmore expert in war, and he survived the contact.So, in air essential respects, the negro must fighthis way. He is not to be helped by taking fromhim his vote, or by changing his political status,but by holding him accountable for his acts,while affording him all the means for mental andmoral discipline. The process, we grant, is slow.But it is the only one. We who believe in education have never expected a sudden success, andwhen a contrary impression is undertaken to bemade, neither the logic nor the candor is abovereproach.Our friends on the other side of this contention seem to have no hope that even the slowmethod of education will ever elevate the yellowand black races to the high level of Saxon civilization. They bewail the failure of the effortsput forth in America to enlighten the negro, andargue that these have rather injured than improved him or his condition. If comparativefailure were all that these critics mean, we wouldnot feel as intensely as we do on this subject ;for today, among the most thoughtful, the outcome of education in the case of the whites isnot as satisfactory as could be desired. Goetheto Eckermann, in his time, complained of the inefficiency of much that passed for instruction inGermany. Froude has quite a philippic againstthe barren results of college training ; and wehave in the United States not a few who complain of the woful defects of our public-schoolsystem. And now, that is within the last fewyears, the emperor of Germany voices the existing discontent. Among other things he said :" The schools have done superhuman work ; IUNIVERSITY RECORD 243consider that they give us too many learned men ;they turn out more learning than is good for thenation at large, more than is good for the indi:viduals Through this excess our country isnow like a flooded field which can bear no further watering." And yet who is there who doesnot deplore his loss if he has not had the benefitsof college training ? Napoleon always regrettedhis lack of early training ; and Meissonier, at theheight of his success, felt that he could have donebetter had he been college-bred ; and AbrahamLincoln, when asked some question involvingaccurate information, would say smilingly andyet with a sigh, " I am not a college man, askSeward." With all defects, we are still proud ofour educational system, and mean to adhere to itand improve it. But why should we be less tolerant in dealing with the education of the blacksthan we are when reviewing the education of thewhites ? We should remember that multitudesof the latter fail to profit as they should by themeans provided for their instruction ; and that inthe case of the former, if the numbers are greater,it should not be overlooked that, if Lessing,Leibnitz, and Pascal are to be believed, there isan education of the race as well as of individuals, and that, as the African race has practicallyhad no schooling until the end of the Civil War,we may credit its members with having doneexceptionally well. Let all the facts be takeninto consideration : the previous condition ofservitude, the present home surroundings, in amajority of instances unfavorable to study, andthe comparatively slim equipment of many oftheir teachers — and the outcome of the educational experiment, I am sure, more than justifiesits continuance.Nor is this favorable estimate merely born of asentimental interest in the welfare of the coloredraces. General C. H. Grosvenor, member of Congress from Ohio, writes {Forum, August 1900)more than corroborating my convictions. He says,referring fo the colored people of America :"Take the whole country over, it has been a world's wonder that they have sought after andhave obtained such a degree of education as theyare shown to have acquired." President BookerT. Washington, replying to Professor Straton inthe North American (August 1900), argues that" it is too soon to decide what effect general education will have upon the rank and file of thenegro race, because the masses have not beeneducated, in the larger number of districts schoolsbeing rarely in session more than three monthsin the year;" but stoutly maintains that as faras it has gone its results have been encouraging.And speaking as an expert, he does not for amoment admit Professor Straton's wide-sweepingassertions regarding the increasing immorality,shiftlessness, and decay of the negro populationwhere the educational advantages are greatest.From three hundred replies to letters of inquiryaddressed to southern representative whites, hegathered that, in their judgment, education hadhelped the race. And tlxat is a home thrust wherehe states that "prostitution for gain is far moreprevalent in the cities of Europe than among thecolored people of^our cities," and that in therecord of crime " there are few instances wherean educated black man has been charged withassaulting a white woman." He also calls to hisaid statistics to show that the negro is not dyingout and is not as shiftless as he is representedas being. Of course a case may be made outfull of discouragements, and one may feel warranted in reaching adverse conclusions. But inmy opinion such conclusions are at present premature. Before the Civil War there were no reliable statistics preserved as to crime amongnegroes. Misdemeanors were usually punishedby masters, sexual transgressions were not alwaysdiscouraged nor dealt with as very serious affairs,and usually the race was not regarded^as exceptionally diligent and industrious. Thefdisposi-tion on the part of writers to paint the slave inideal colors, as temperate, chaste, truthful, andcontented, tends only to mislead and has no realfoundation in fact. Doubtless he] was as^good as244 UNIVERSITY RECORDhis surroundings permitted ; but he is much better, happier, and stronger now. Compelled tolook after himself, it is not singular that he shouldoften be indifferent to sanitation and hygiene, andso increase the dangers of disease, as in theMiddle Ages among the whites; nor is it strangethat the new freedom should come to mean tomany an opportunity for license and idleness, orthat the cities, a new home for the colored man,should prove for a time a source of temptation tovice. Only let us not forget that the white man,not the black, made the city with its pitfalls andevils ; and if stumblin g in them is regarded as a markof deteriorization in the black, shall their creationbe taken as a sign of elevation in the white ? Moreover, the restricted sphere of activity available totrained artisans and scholars of the ostracized racemay have something to do in producing some ofthe conditions which critics justly condemn. Butwhat would you have ? You shut the door in theface of skilled mechanics, and you admit reluctantly, if at all, to every profession except thatof the clergy, because complexion and lineageare not as yours, and then you affect surprise thatthese debarred men and women are discontented,are unwilling to become day laborers, and perhapsfall into vicious courses. What would we do werethe cases reversed ? Would you submit to suchtreatment with philosophical meekness ? If it didnot crush you, it would anger you. Ought we not,then, to make allowance for its crushing effect onthe negro, and judge his shortcomings accordingly ?Though the criticisms we have examined cannot have impaired our confidence in the educational solution of race problems, they must havecreated the impression that enlightened measures,wise precautions, and generous provisions are indispensable to success. And, if we acquaint ourselves with some of these necessary requirements,it will probably serve to establish our faith in theefficacy of the remedy we are defending. Thusit will go far toward disarming antagonism ifpains are taken to show by vivid examples the fitness of education to elevate and civilize theso-called inferior races. An instance of this powerwe have in the recent history of Japan, whose people have excited the admiration of the West bytheir remarkable progress. They have neitherbeen emasculated nor demoralized by their contact with European institutions and learning. Inscience, in civil engineering, in military prowessand organization, and in civil administration theyare beginning to take high rank. No opium isallowed in their territories, and youths are forbidden by law to use tobacco until they are twenty-one years of age. Efforts are now being made tohave the one-man and one- woman rule adoptedin wedlock. The extremes of wealth and povertyare unknown among this people. They are temperate and know very little of scandals such asare enacted in our police courts ; and if occasionally they have more than one wife, they are bothwives, and not something else. In commerce theyare making rapid strides, though it is said thatthey are in danger of carrying their civilizationtoo far in that they are indisposed, unlike theChinese, to pay their debts. The latter drive ahard bargain, and are keen in trade, but they maybe relied on to keep their promises. FormerlyJapan was as isolated from the rest of the worldas China ; but fifty years of strenuous effort havethoroughly transformed her, and she is now regarded as the England of the East. Similar aptness to receive western civilization is claimed forthe Filipino children of Manila by the superintendent of education in that city, Mr. G. P. Anderson. He says : " The Manila native is not asavage; he appreciates civilization and highlyprizes good education. ' He wants his children toknow English and to obtain a good common-school training."* Given fair conditions forprogress and the great archipelago may witnessas wonderful a change as has taken place in Japan.And in America, in men like Booker T. Washington, we have evidence of unmistakable force, thatthe negro is not necessarily inferior to the Japan-* Forum, August 1900, p. 208.UNIVERSITY RECORD 245ese or the Tagalogs. It may be said that suchmen are exceptional and prove nothing as to therace. But will it be maintained, because the whitesdo not produce an annual crop of Shakespeares,Bacons, and Gladstones, that the common stock isdegenerate and incapable of development ? No,these choice spirits are the very fruit and flowerof the old tree, and indicate what the old tree cando. And to me educated and brilliant coloredpeople are samples of race potentialities, and arethe scattered prophecies of what shall be on awider scale in coming years. These and otherinstances should not be lost sight of by the advocates of education. An ounce of demonstrationis worth a pound of argument ; and multitudeswill be ready to second our endeavors, and weourselves will work with more zeal and less misgiving, if we keep prominent the evidence thatthe educational method has passed beyond theexperimental stage.To this, permit me to add, if we are anxious tosucceed, we must be careful not to press thepoint of race inferiority too far. When we holdin what pretty much amounts to contempt thosewhom we would enlighten, we naturally indisposethem to receive our ministrations, and we are indanger of rendering only slovenly service. Sullen-ness on the one side and superciliousness on theother will render abortive the most commendableand promising enterprises. The race prejudicesof the Saxon, whether English or American, arevery strong ; and he usually takes no pains to conceal them. If he is not cruel, he is domineering,dictatorial, and at times a trifle brutal. He is notliked by yellow and black skins. He is fearedand flattered, but he is not liked. Even theblessings he confers do not reconcile the weakertribes to his rule. It is said that Americans aredistasteful to the people of Cuba and Porto Rico,even more so than were the Spaniards. And yetthey are benefactors ; but, unfortunately, theyapparently have an offensive way of conferringbenefactions and of making the recipients feelthe favor they confer. Thus, while they are doing friendly acts, they are making enemies.This overbearing and haughty sense of superiority which has made the English to be sincerelydetested by various nations, must necessarilyimpair the efficiency of educational endeavors.The feeling of Hendrickje Stoffels for Rembrandtwas doubtless coarsely expressed, when she saidto the elders of the church who were displeasedwith her relations to the painter: "I wouldrather go to hell with Rembrandt Harmens thanplay a harp in heaven, surrounded by such as you ;"but, at the same time, considering the harshness ofthe Dutch inquisitors it was not unnatural. Andthere are multitudes emerging from barbarismwho would rather remain in the hell of ignorance,than suffer the humiliation of being made torealize at every step their inferiority by those whowould translate them to their heaven of knowledge. They too have sensibilities which may beoutraged. The Saxon should lay this to heart.He is not ungenerous or unkind, but he is oftenthoughtless, and is not always considerate ofothers. He should remember that all the goodqualities of human nature are not in his exclusivepossession. The Latin and the Celt excel himin several particulars, and he could hardly havemade his own civilization without borrowing fromtheirs. And in the far East the Hindu and theChinese are not without their racial excellencies.He is undoubtedly more aggressive, inventive, andeven creative than the people of the East; butthey are more meditative, more temperate, andpatient. The negro, also, is not destitute ofnative gifts and powers which may contribute byand by to the general advantage of mankind.These distinctions should not be overlooked ordespised by the new dominant race. Its ownsuperiority and supremacy are acknowledged.No necessity exists for it to prove its mastery.This is acknowledged. He is overlord, and hisempire is not in danger. Let him, then, if hereally desires to solve the problems we are confronting, be generously considerate of the weak,and never forget that they are human beings.246 UNIVERSITY RECORDAs among the people of his own blood, there aremany who are inferior in mental and moralqualities ; and yet are entitled to fair and gentletreatment ; so among the millions of earth'sinhabitants they who are least promising shouldbe dealt with in the spirit of helpful tendernessand sympathetic brotherliness.But yet further, the educational solution demands that we do not forfeit the respect and confidence of those we would enlighten and civilize.If we talk of honor, chastity, purity, freedom,justice as being the crowning glory of our Christian intelligence, an intelligence fostered by ourschools, and then ignore them in our ordinarydealings, it is reasonable to expect that our testimony will produce but a slight impression. Whyshould the heathen go to school only to learnwhat he knows already ; and why should he betolerant of our assumptions when he perceives thatthey do not prevent us from fastening vices onhim for our selfish gain, or from violating solemntreaties when it suits our convenience, or fromstealing his territory when we are minded to enlarge our trade ? The colored man sees that superior intelligence is employed by the white todeprive him of his vote and to keep him fromrising ; is it to be counted surprising if he comesalso to use education as a means to cheat and getahead of others ? Is he to be condemned, if inview of the past, he hesitates to commit himselfto the training of the white man; or, if he does so,does so in the hope that the result will make himas shifty, wily, and calculating as his teacher ?Perhaps he is guilty for not discriminating ; butin his position it is not easy to discriminate. Inall of our great cities we have many shiftlesswhite people, we have intemperate multitudes,and we have criminals of every degree. Thereare crowds of colored people who fall into theirevil ways, and let us admit in proportion to thepopulation in greater numbers, and we do notmake the allowance that we should for the forceof example. But the ratio is no greater than weshould expect ; for taking into consideration their opportunities and advantages, the whites are moreinexcusable than the blacks. The excesses ofboth are to be denounced. No terms are harshenough in which to express our reprobation of theblack man's crimes against person and property ;but no excuses should be sought for the mob violence of the white, whether in the East or South.What is specially needed today is for the superiorrace to act in a superior way ; and by its honorable dealings, by its magnanimity, and by its ownrespect for law, and its determination that thenegro shall not violate it either, to compel thatesteem, reverence, and confidence, without whichthe mission of education will be hopelessly embarrassed.The broader application of the principle we areillustrating is suggested by current history inChina. It is to be explained only by considering certain events which have shaken Chineseconfidence in the European powers. Dr. JamesLegge relates a conversation he had in 1877 withKwo Sung-Tao, Chinese ambassador to London.The question the gentlemen were discussing waswhether England or China morally was the betterof the two ; and when the doctor answered, " England," he was met by the inquiry : " You say that,then how is it that England insists on our taking her opium ?" Well might such a query havestartled Dr. Legge, for it reveals an anomaly inthe annals of Christian England. But the historyof this outrage is only a sign of the policy adoptedby European nations toward China during thelast twenty-five years, and which has led up to thepresent murderous retaliation. Time was, according to Colquhoun, when foreigners were notunwelcome to the Chinese Empire. Marco Polowas well received and even appointed to office, andthe Jesuit missionaries were generously treated.A change, however, came over rulers and people,and the strongest aversion to strangers and alienswas studiously fostered. This was due at firstto the fear they inspired in the governing dynasty,a fear justified by subsequent events; for onevery possible occasion, and with every provoca-UNIVERSITY RECORD 217tion, the most exacting demands were made bythe European powers. The ports on the Yang-tsze River were opened to trade as an indemnityfor the murder of a British consul (1874). Otherports have been opened through diplomatic threats,and Germany and Russia have not hesitated forslight cause to demand territorial rights ; so thatthe Chinese must be criminally blind if they failedto see that the so-called civilized world is intenton logically concluding a series of unjust usurpations by a final act of shameful spoliation. AsGoret writes : " Rapine, murder, and a constantappeal to force chiefly characterized the commencement of Europe's commercial intercoursewith China," and these things have disgraced iteven to this day. And the LTnited States, by theviolence inflicted years ago on Chinese within itsborders, who were here under the protection of asolemn treaty, a treaty that was annulled to pleasethe sand-lot agitators of the Pacific slope,strengthened the intensity of hate existing inChina toward foreigners. I am not saying thatthe interests of our country did not demand amodification of the then existing treaty. But itought to have been brought about in a differentway, in a way consistent with national dignity, andnot in a way to suggest that they who managed itsabrogation were more anxious for party successthan for national honor. It is the fault of manypoliticians and statesmen that they do not takeinto their calculations, I do not say the retributiveaction of providence, for most of them believethemselves sufficiently quick-witted to provideagainst that, but the normal workings of thathuman nature which they profess to understandand to have mastered. History is full of instanceswhere rulers and their advisers have trampled ontheir subjects and scorned their protests, imagining that in the end they would settle down quietlyand submissively. But their fools' paradise hasnever been enduring. Human nature, whetherMongol or Caucasian, will bear just so much, andthen despair inspires revenge, and we have themassacres of the German peasants' war, the bloody terror of the Revolution, and now the impotentand diabolical fury of the Chinese. Statesmennot intoxicated with admiration of their owngenius, would, or should, have anticipated this outbreak. It is the product of blundering, vicious,selfish and rapacious conduct, as devoid of realstatesmanship as of Christian honor. We sow thewind, and we wonder we reap the whirlwind.Whether after the crisis is past, a crisis full ofdanger, we shall have learned the lesson, that ifwe would influence others we must act so as topreserve their respect and confidence, remains tobe seen ; but if we have not, we shall find both athome and abroad that the triumph of educationwill be retarded and fatally compromised.If it is to be advanced, there is another measurewhich must not be slighted. It is the alliance andaffiance of education with religion. I am notfavoring the subordination of the school to thechurch, or the superintendence of the school bythe church ; for my reading has satisfied me thatwhere such relationship has existed it has oftencome to pass that the relationship has been substituted for the piety and morality which it wassupposed to foster. This, perhaps, does notnecessarily follow. But still it is a peril. LetChristian denominations found schools, and letindividual Christians feel an interest in their management and share in the government, but theofficial control had better not be vested in churchorganizations as such. The day, however, hasnot come, and never will, for a divorce of the cultivated intellect from the Christian conscience.Professor Straton complains of vicious tendenciesamong the educated negroes ; and we have reasonto complain that among the whites, also, there ismuch in the way of unrighteousness to be deplored.The white man may not fall into the same excesses as his black brother, but of that I am indoubt ; still he is far from realizing in his conduct anything like the ethical conceptions ofJesus. The land is full of reports of his greed,his tricks of trade, and his disregard of sacredobligations, and there is an impression that some-248 UNIVERSITY RECORDthing must be done to arrest the drift. Primarilythe duty of stemming the tide rests with thechurch, but of her ability to do so there are serious doubts. Her power over public morals doesnot seem to be very great, and her grip on theethical life of the world does not appear to bevery strong. I am sure, with the resources at herdisposal, she is capable of doing better work thanshe is doing. The schools and colleges musthasten to cooperate with her. Without the religious spirit education will not solve race problems ; for without it, education may foster intellectual pride, and fail to inculcate a just view ofthe rights of the weak, and may at least createonly an aristocratic oligarchy of culture. If experts are to be credited, there are now goodreasons for colleges and universities to labormore ardently than ever on behalf of spiritualprogress. They have, of late, incurred the suspicion of a bias against evangelical faith, thusimpairing the foundations of personal and socialmorals, without being able to furnish other orbetter ones. I do not undertake to pronounceon the justice of this allegation. But I am persuaded that it is a matter of surpassing momentto the world that our schools should everywherefoster Christianity — historical, inspired, spiritual,broad, tolerant Christianity — if education is toachieve its best, and is to succeed in solving theproblems of race and color.Education, what a word is this, how vast, comprehensive, and far reaching, so exhaustless in thevariety and richness of its meaning, that throughthe centuries and at this hour in a thousand institutions of learning, thoughtful men have beenstriving to discover the terms of its definition.And this inquiry must continue; for so long as ithalts, blunders are possible, and possibly it isthese blunders that call forth criticism, and impair confidence in the power of education itself tocoordinate and harmonize the races. It will notdo to assume that we have sounded its depths andscaled its heights, and that it has no new unsuspected potentialities to be brought up from its deeps, and no fresh vistas and visions to be discovered from its summits. Not until we knowman more completely, man in the mystery of hishigher nature, in the capacities of his thought andthe resources of his feelings ; not until we knowhim more thoroughly in the complexity of hisphysical being, and in the subtilties and solitudesof his spiritual essence, and not until we knowhim in his strange variety of race and blood, andmore than this, not until we know more scientifically how to relate him to the universe, seen andunseen, and how and by what fine instrumentsto quicken and call forth into activity all that isnow latent in his soul, can we hope to fashion sucha conception of education as will be commensurate with its grandeur and with the sublimity ofthe mission it is destined to accomplish. Untilthen we are merely stumbling along, not altogether sure of our ground, but doing our best,and thankful that it is no worse. Our relativefailures, however, are not due to the weakness andinsufficiency of the method relied on, but to thecrude and narrow ideas of its nature and scope, andto the comparatively coarse and immature meansand appliances at our disposal. Nevertheless, wemust not be discouraged. As critics and reformers have suggested no other, and certainly nobetter, substitute for the solution of race problemsthan education, and merely assail and disparageour only hope, let us press forward and strive,and still strive, to relieve it from defects and perfect its facilities and instruments. This is theduty of the present hour. Education to beeffective in compassing the end we have been considering, must be intellectual, spiritual, scientific,technical, practical, and cosmopolitan. It mustmake the man master of himself, of his mind,passions, will, and, humanly speaking, master ofhis world-destiny. But, in addition, it must trainhim out of his localisms and provincialisms, outof his race and creed prejudices, must teach himto discern in every human being a brother, andopen his eyes to see that his heritage is the entireearth and the universe as well. Measures andUNIVERSITY RECORD 249provisions calculated to promote and secure suchan education as this may well occupy the thoughtof our most cultured men, and may well appealto the generosity and affluence of our mostsagacious and philanthropic citizens ; and in proportion as they are furnished and adopted willrace problems become a memory of the sad andsavage past, and the way be cleared for the finaltriumph of the highest, and the only true, civilization.In this noble work we have a right to expectthe great universities to lead. It is just herethat they find their opportunity in modern life tobe true to the traditions of their earlier history.We pointed out at the beginning of this discussion that from Athens to Oxford they had potentlyand directly influenced national development.They must not fail society now. It is for them,assuming the proud name " University," to beuniversal in their spirit and scope. They mustnot be content to exist for themselves alone. Notonly ought they to perfect education in its ideals,aims, and methods, they ought also to train,equip, and inspire men and women to go forth tothe ends of the earth as its missionaries. FairHarvard in bringing Cuban teachers to its summer schools has set a notable example of whatthe institutions of higher learning can do for theadvancement of enlightenment beyond the boundaries of our own country. Perhaps the nextenterprise should be inaugurated by the Universityof Chicago and should consist in the dispatch ofan adequate body of professors to Manila for thepurpose of instructing the instructors of youth.This would certainly be a species of "affiliation"worthy its highest ambition, and would be a formof "benevolent assimilation" acceptable to bothpolitical camps. Never let us forget that ineastern lands, not excepting China, there is atpresent a wide and open door inviting teachersfrom our western world. The demand for booksand other appliances for the spread of knowledgehas increased wonderfully of late in Asia, and theopportunity for efficient service at home was never greater. What we need is an effective companyof heroic missionary teachers, men and womenwho as ardently believe in the power of educationas the older missionaries believed, and yet believe,in the power of evangelism. These should beraised up and sent forth, as Wycliffe sent out hispreaching friars, by our great universities, thatthey may advance the cause of education in thoseregions on this continent where as yet it has notbeen established, and beyond our borders tothose distant lands where its blessings are yetunknown. And if they shall accept this responsibility, and in the spirit of that expansionwhich has so charmed our American people oflate shall fulfill its manifest requirements, then tothem shall belong the honor of solving those raceproblems which have been the despair of publicists and philanthropists for centuries. But ifthey shall count it a small thing and visionary —well, at least, I shall have delivered my messageand have spoken as the Christ would have spokenon behalf of the despised and ostracized ; andshould these be my last words in this imperialcity, and before this imperial seat of learning, itwill ever be my consolation that they were devoted, as I trust my last words on earth may be,to that great cause of human brotherhood forwhich Christ died, and whose triumph in thefuture no present race antagonisms and classprejudices can hope to defeat : for" Is it a dream ?Nay, but the lack of it the dream,And failing it, life's love and wealth a dream,And all the world a dream."The Reverend G. C. Lorimer was born in Edinburgh in1838. He was educated at Georgetown College, Kentucky,and was ordained to the Baptist ministry in 1859. He hasbeen minister of churches in Paducah and Louisville, Ky.,and of the First and Immanuel churches of Chicago. Hispresent charge is Tremont Temple, Boston. His publishedbooks are Isms Old and New, The Great Conflict, fesus, theWorld's Savior, Studies in Social Life, etc. While in Chicago he was closely associated with the University of Chicago before its reestablishment, serving for a time as itspresident.250 UNIVERSITY RECORDTHE THIRTY-FIFTH QUARTERLY STATEMENT OF THEPRESIDENT OF THE UNIVERSITY.*Members of the University, Ladies and Gentlemen :I have the honor to present the Thirty-fifthQuarterly Statement :In accordance with the usual custom, the University makes at this time its annual statement ofReceipts and Expenditures for the year closingJune 30, 1900. The annual receipts, as comparedwith the Budget estimate made in December,1898, are as follows :Budget estimate Actual receiptsGeneral Administration - $ 10,700.00 $ 10,296.50Faculty of Arts, Literatureand Science - 341,421-75 342,835.40The Divinity School 64,835-59 62,103.17Morgan Park Academy - 20,800.00 19,648.60University Extension - 39,000.00 35,349-29Libraries, Laboratories,and Museums 16,710.48 18,142.21Printing and Publishing 26,400.00 17,609.68Affiliated Work 700.00 705.59Buildings and Grounds 191,000.00 193,384.52General Funds - 39,700.00 40,879-97Totals - $751,267.82 $740,954-93This sum does not include a considerableamount of income on certain investments, whichis due, and which will be collected later ; some ofthis has already been collected since the booksfor the year were closed. The actual expenditures, as compared with the Budget estimated,voted in December, 1898, are as follows :Budget estimate Actual expendituresAdministration and General ExpenseFaculty of Arts, Literature,and ScienceThe Divinity School -Morgan Park AcademyUniversity Extension -Libraries, Laboratories, andMuseumsPrinting and PublishingPhysical Culture -Affiliated WorkBuii dings and GroundsContingent Expenses - $ 72,403.00360.257.OO64,633-4335.665.OO41,773.0054,421.4443,610.007,500.004,500.0062,815.003,689.61 $ 73,528.22363,416.4164,282.2534,916.7842,524.9049,751-0542,956.747,389,934,459-2967,214.91Total $751,267.48 $750,440.48*Made in connection with the Thirty -fifth Convocationheld at Studebaker Hall, September 18, 1900. THE GRADUATE STUDENTS DURING 1899-1900.The total number of graduate students in attendance during the year closing June 30, 1900was 1009.Of these 633 were in attendance one quarteror less; 107, two quarters; 195, three quarters,and 74 were present four full quarters. These1009 students represented the Alumni of 269 institutions (colleges und universities).ATTENDANCE DURING THE SUMMER QUARTER, 1900.With a comparison of the attendance duringthe Summer Quarter of 1894.1894 1900c S315 a a6 *rta * 0 S £ 0HThe Divinity School;Graduate Divinity StudentsUnclassified Divinity Students 4215 I2 4317 17143 25 17348Totals - 57 3 60 214 7 221The Graduate Schools:The Graduate School of Artsand LiteratureThe Graduate School of Science n661 5018 16679 340206 15240 492260Totals .... 177 68 245 546 192 752The Colleges:The Senior CollegesThe Junior CollegesThe Unclassified Students 286669 1017102 3883171 14769143 9563300 242132443Totals ... - 163 129 292 359 458 817Totals - - 397 200 597 1790SUMMARY.1894 1900Divinity Students Graduate Students -----Colleges - - 60245292 221742Grand Totals - 597 1790THE TEACHERS IN ATTENDANCE.Among the students of the Summer Quarterthere were 1069 teachers at the University, distributed as follows :UNIVERSITY RECORD 251256 instructors in colleges, universities, andseminaries.117 instructors in academies and normal schools.384 instructors in high schools and manualtraining schools.312 teachers in the grade schools.THE REGISTRATION OF THE SUMMER QUARTER, 1900.The following facts regarding registration during the Summer Quarter will be of interest tofriends of the University :REGISTRATION AND INSTRUCTION. PHYSICAL AND BIOLOGICAL SCIENCES {continued).Departments Instructors Courses RegistrationsPHILOSOPHICAL-SOCIOLOGICAL GROUP.IA. PhilosophyIB. Pedagogy -II. Political EconomyIII. Political ScienceIV. History -VI. Sociology -VII. Comparative ReligionTotals for Group 5 103 62 42 37 154 81 224 48PHYSICAL AND BIOLOGICAL SCIENCES. 179229655943518761 160LANGUAGE AND LITERATURE GROUP.Ancient Languages:VIII. Semitic Languages -IX. Biblical Greek -X. Sanskrit -XI. Greek -----XII. Latin .... 54267 151031012 21127910118254Totals for Group - 24 50 872Modern Languages: ®XII. Romance -XIV. Germanics -XV. English -XVI. Literature in English 8673 1515134 217256746126Totals for Group -Totals for Languages 2448 4797 13452217Physical:XVII. MathematicsXVIII. AstronomyXIX. Physics --- -1 XX. ChemistryXXI. Geology - 42645 12510159 22155159217135Totals for Group - 21 5i 787 Departments Instructors Registrations CoursesBiological:XXII. Zoology - - - -XXIII. Anatomy and Histology -XXIV. PhysiologyXXV. NeurologyXXVII. Botany - 72228 1222419 16122327 1152 'Totals for Group -Totals for Sciences 2142 3990 3301117SPECIAL GROUPXXVIII. Public Speaking -XXIX. Physical Culture 12 16 58234Totals for Group - 3 7 292THE DIVINITY GROUP.XLI. Old TestamentXLII. New TestamentXLIII. Biblical Theology -XLIV. Systematic TheologyXLV. Church HistoryXLVI. HomileticsVI. Sociology -Totals for Group - 5 154 10(3) (4)1 23 52 31 216 37Philosophical-Sociological 24 48 1 1 60T C Ancient -Language | Mode,n . . . 2424 5047 87213450 . C Physical -Science } Wological - - 21 5i 78721 39 330Special Group - 3 7 292Divinity Group - 19 4i 877*Grand totals (deducting repetitions) 128 266 5443NEW MATRICULANTS.The number of new matriculants for thethe Summer Quarter 1900, was as follows :Men ------- 427Women - - 326Total - - - - - - 753THE UNIVERSITY LIBRARIES.During the Summer Quarter, 1900, there havebeen added to the Library of the University ofChicago, by gift, 202 volumes, distributed as follows :252 UNIVERSITY RECORDGeneral Library, 46 vols.; Philosophy, 1 vol.;Pedagogy, 7 vols.; Political Economy, 30 vols.;Sociology, 12 vols.; Comparative Religion, 13vols.; Semitic, 3 vols.; New Testament 11 vols.;Astronomy (Ryerson), 1 vol.; Geology, 3 vols.;Botany, 49 vols.; Church History, 12 vols.; Systematic Theology, 4 vols.U.. S. Government, 25 vols., documents; Boston Public Library, 3 vols., Massachusetts statedocuments ; Maryland, 4 vols., state documents ;President W. R. Harper, 10 vols., college catalogues and miscellaneous ; Mr. F. W. Shepardson, 14 vols., miscellaneous; City of Philadelphia,3 vols., documents ; Royal Dublin Society, 10vols., Proceedings and Transactions.During the Summer Quarter, 1900, there hasbeen added to the Library of the University atotal number of 1386 volumes, from all sources.Books added by purchase, 826 volumes, distributed as follows :General Library, 27 vols.; Philosophy, 20 vols.;Pedagogy, 35 vols.; Political Economy, 23 vols.;Political Science, 88 vols.; History, 89 vols.;Classical Archaeology, 13 vols.; Sociology, 28vols.; Sociology (Divinity), 10 vols.; Anthropology, 20 vols.; Comparative Religion, 18 vols.;Semitic, 11 vols.; New Testament, 12 vols.;Comparative Philology, 15 vols.; Greek, 27 vols.;Latin, 15 vols.; Latin and Greek, 4 vols.; Romance, 37 vols.; German, 17 vols.; English,1 52vols.; Mathematics, 36 vols.; Astronomy (Yerkes),3 vols.; Chemistry, 4 vols.; Physics, 27 vols.;Geology, 2 vols.; Zoology, 56 vols.; Anatomy, 10vols.; Palaeontology, 4 vols.; Neurology, 27 vols.;Physiology, 17 vols.; Botany, 17 vols.j PublicSpeaking, 23 vols.; Church History, 2 vols.; Systematic Theology, 9 vols.; Homiletics, 1 vol.;Morgan Park Academy, 2 vols.; ScandinavianSeminary, 2 vols.; Music, 10 vols.; Literature inEnglish (Dept. XVI), 3 vols.Books added by gift, 358 volumes, distributedas follows :General Library, 304 vols.; Pedagogy, 2 vols.;Political Economy, 4 vols.; Political science, 2 vols.; Classical Archaeology, 1 vol.; Sociology,3 vols.; Sociology (Divinity), 2 vols.; Anthropology, 1 vol.; New Testament, 2 vols.; Latin, 1vol.; English, 2 vols.; Mathematics, 1 vol.; Astronomy (Ryerson), 1 vol.; Geology, 30 vols.;Botany, 19 vols.; Divinity, 1 vol.; Music, 1 vol.;Literature in Engiish (Department XVI), 1 vol.Books added by exchange for University pub-lications, 202 volumes, distributed as follows :General Library, 56 vols.; Philosophy, 1 vol.;Pedagogy, 7 vols.; Political Economy, 30 vols.;Sociology, 12 vols.; Comparative Religion, 13vols.; Semitic, 3 vols.; New Testament, 11 vols.;Astronomy (Ryerson), 1 vol.; Geology, 3 vols.;Botany, 49 vols.; Church History, 12 vols.; Systematic Theology, 4 vols.THE PROBLEMS OF THE SUMMER QUARTER.The experience of seven years, in which summer work has been conducted has furnished sufficient evidence of the value of the work and thefeasibility of the plan to warrant the statement onbehalf of the faculties of the University and itstrustees that the Summer Quarter may be definitelyregarded as an established feature of the University organization. Having reached this conclusion, it is now incumbent upon us to take up forserious consideration some of the problems connected with this part of the University's work.One of these problems is the date of openingand closing the quarter It is by no means certain that the best arrangement of time has yetbeen discovered. Many students who attend theUniversity in the Summer are compelled by thepresent arrangement to leave their work eitherat the end of the first six weeks or after furtherresidence of two, three, or possibly four weeks.Two thirds of those students who have occupations outside of the University during the autumnare compelled to begin their work on or aboutSeptember 1. The work of the second termsuffers a certain demoralization, in view of thefact that students are irregularly, though necessarily, leaving the classes from time to time.UNIVERSITY RECORD 253A second problem : As has been indicated thestudents are in attendance during the SummerQuarter from nearly every state in the union. Itis, however, a serious undertaking for a student totravel a thousand miles or more for a residenceof only six weeks. Many students have reportedduring the present summer that unless they areable to secure twelve weeks of instruction theycannot make the financial sacrifice involved intraveling so great a distance. A third problemlies in the fact that in some departments work ofa sufficiently advanced character is not offered,and students who desire to do advanced work inthe Graduate Schools are not accommodated.These and other problems must be studied anda solution of the difficulties involved must, if possible, be found. It has not seemed wise beforethis time to consider the question of a change ofdate. It is, of course, a question whether anyreally satisfactory arrangement can be proposed.But, in view of the large interests connected withthe work, and of the strong representation fromthe faculties of other colleges and universities, itwould seem to be a question that deserves attention.TEMPERATURE CONDITIONS DURING THE SUMMER.During the Summer Quarter just closing themean temperature as shown by the reports of theWeather Bureau exceeded 85 degrees on but oneday. Fourteen days show a mean temperaturebetween 80 and 85 degrees, 13 days had a meantemperature between 75 and 80 degrees, 29 daysbetween 70 and 75 degrees. On 21 days themean temperature was below 70 degrees. On noday during the entire summer did the temperatureremain above 77 degrees for the entire day.NEW APPOINTMENTS.The following new appointments have beenmade since June 19, 1900.Dr. Luanna Robertson transferred from Morgan ParkAcademy to the University and appointed to the headshipof Kelly House.Dr. Hermann B. Almstedt to a Deanship in the University College. Mr. Storrs B. Barrett to Secretaryship and Libra'rianshipof Yerkes Observatory.Dr. Joseph M. Flint to an Associateship in Anatomy.Mr. Maxime Ingres to an Assistant Professorship in Romance Languages.Mr. Harry Nichols Whitford to an Assistantship in Botany.Mr. William Gorsuch to an Assistantship in Elocution.Dr. Wesley Clair Mitchell to an ^Assistantship in Political Economy.Dr. John J. Meyer to an Assistantship in Sanskrit.Dr. W. B. Holmes to a Research Assistantship in Chemistry.Dr. Henry C. Biddle to a Lecture Assistantship in Chemistry.Dr. Lisi C. Cipriani to a Docentship in Literature in English.Mr. A. W. Leonard to an Assistantship in English inthe Academy.Mr. Charles S. Fox to an Assistantship in German inthe Academy.AWARDS AT THE PARIS EXPOSITION.The official list of awards to United StatesExhibitors has just been received and is to theeffect that the University of Chicago is given adiploma of Gold Medal upon its exhibit in Group1, Class 3. This class embraces exhibits in thenature of Higher Education, Scientific Institutions.The list also gives the name of A. A. Michelson,University of Chicago, as receiving a diploma ofGrand Prize in the same Group and Class. Forthe funds which have made it possible to preparethe exhibit at the Exposition the University isindebted to the following gentlemen : FerdinandW. Peck, Silas B. Cobb, O. S. A. Sprague, D. G.Hamilton, George C. Walker, Henry Ives Cobb,E. M. Barton.THE MARSHALS.Acknowledgment is hereby made of the servicesof the special marshals of the Summer Quarter :Mr. Kellogg Speed, Mr. Charles Julian Webb,Mr. Robert Stewart Wright, and Mr. WilliamAlexander Gordon.THE NEW BUILDINGS.In accordance with the action of the Trustees,plans have been prepared or are in process ofpreparation for the erection of ten new buildings.These are the following :254 UNIVERSITY RECORD(i) A Gymnasium for the Morgan Park Academy ; (2) the extension of Nancy Foster Hall ; (3)Hitchcock Hall, a dormitory for men ; (4) a University Commons ; (5) the Students' Club House ;(6) the Leon Mandel Assembly Hall; (7) theUniversity Cafe ; (8) the University Press Building ; (9) a new building in which shall be concentrated the power for heating and lighting ofall the buildings on the University grounds. Ofthe tenth building, mention will be made later.It is hoped that all of these buildings will beunder process of construction not later than thespring of 1901. Inasmuch as ten years of University work will have been finished on July 1,1 90 1, the date at which the first members of thefaculty began their official connection with theUniversity, it will be entirely appropriate to haveten new buildings either finished or in process oferection at that time. It is believed that theseadditions to the equipment of the University willadd very greatly to the efficiency of the work, aswell as to the comfort of those who are engaged init. It seems difficult to understand how we havebeen able to do the work of the University duringthese years without at least some of the buildingswhich have just been named.BUILDINGS FOR PHYSICAL CULTURE AND ATHLETICS.About three years ago, plans were prepared fora University Gymnasium for men. Inasmuch asthese plans were made to include everything thatcould be suggested as desirable in a gymnasium,and inasmuch as they were intended to meet thedemands of the University twenty-five or fiftyyears from the present time, the result can easilybe imagined — a monster building which seemedto be impracticable, if for no other reason thanthat it would dwarf architecturally the otherbuildings of the University. This building wasintended for men, and it was understood that aseparate building should be erected for women.It was suggested, however, that in place of onebuilding of so large a character, it would bebetter for many reasons to build two gymnasiums, and it was soon evident that these could be very easily differentiated, one to be devotedlargely to the work of Physical Culture, and theother to athletic work. It was therefore decidedby the trustees that this general plan of twobuildings should be adopted, instead of the planof a single large gymnasium. It has been understood that these buildings as thus projectedwould be located on Lexington avenue between57th and 56th streets, facing east, and that of the600 feet from 57th to 56th street, these buildings should occupy about 440 feet, each buildingto be 200 feet long by 80 feet in depth, with agateway or tower suitably adapted to intercommunication between the buildings occupying thespace of thirty or forty feet between the twogymnasiums.In this connection it may be stated that theproposed clubhouse to be erected on the cornerof 57th street and Lexington avenue is to be usedfor men only, and the two gymnasiums to beerected on Lexington avenue are to be used formen only. It is proposed, when the requisitefunds have been provided, to erect at some pointin the Woman's Quadrangle a combined Clubhouse and Gymnasium for women only.It gives me pleasure to announce that a friendof the University, in fact one of its trustees, hasformally presented a letter to the Trustees of theUniversity, in which he declares that he will contribute the sum of $125,000 for the erection ofthe gymnasium for physical culture. The first ofthe three University gymnasiums is consequentlyprovided for. The donor of this sum wouldhave preferred that his name should not be mentioned. The building will be erected by himas a memorial. A father will erect this building,which shall be dedicated to the work of thephysical upbuilding of young men, in thememory of his son taken suddenly from life inthe midst of a splendid and vigorous youngmanhood. This young man was himself a college student and intensely interested in thephysical and athletic side of college life. It is inmemory of his son, Frank Bartlett, who died onUNIVERSITY RECORD 255the fifteenth of July, that Mr. A. C. Bartlett, hisfather, a member of our Board of Trustees, erectsthis building. This magnificent donation to theresources of the University is made by a fatherwho would thereby assist the sons of other fathersto gain that physical development which will enable them to be men strong in body and in mind.I wish on behalf of the friends and members ofthe University to extend our hearty thanks to theorator of the occasion, Dr. Lorimer, for the inspiring and suggestive message which he hasbrought us this afternoon.OFFICIAL NOTICES.Reports for the Summer Quarter. — Allinstructors are requested to observe that allreports for courses given during the SummerQuarter and not already reported are due at theRecorder's Office (or the Faculty Exchange) notlater than 12:00 m., Tuesday, September 25. 7/is of the utmost importance that every course berecorded fully and promptly. Blanks will be furnished through the Faculty Exchange not laterthan Wednesday, September 19.The University Recorder.THE ALUMNI.NOTES AND COMMUNICATIONS.Herbert A. Abernethy, '99, is with a law firmin Osage, la.Henry J. Smith, '98, is on the editorial staff ofthe Chicago Record.Cyrus F. Tolman, Jr., '96, is a mining engineerand geologist in Anaconda, Mont.Arthur V. Snell, '00, has gone into business athis old home, Geneva, New York.Charles S. Pike, '96, has charge of the advertising department of the Outlook in the West.William M. Henderson, '98, is Superintendentof Schools at New Cumberland, West Virginia.Vashti Chandler, '00, has been appointedInstructor in Lagrange College, Lagrange, Mo. Paul G. Woolley, '98, has been appointed toan assistantship in Johns Hopkins Medical School.Margaret M. Choate, '00, will teach in St.Katherine Hall, a school for girls, at Davenport,la.William R. Morrow, '97, has been elected tothe Chair of Greek in Carroll College, at Waukesha,Wis.Martha B. Matheny, A.M., '00, has acceptedthe principalship of the high school at CrownPoint, Indiana.Eugene M. Violette, A.M., '99, has beenappointed Professor of History at the State NormalSchool, Kirksville, Mo.Ernest G. Dodge, A.M., '95, has accepted theChair of Mathematics in Parker's College atWinnebago City, Minn.Thomas C. Hopkins, Ph.D., '00, has beenelected to the Chair of Geology in Syracuse University, Syracuse, N. Y.John G. Schliemann, '90, was Chaplain of theTwentieth Kansas U. S. Volunteers during theirservice in the Philippine Islands.Rev. Geo. H. Gamble, B.D., '86, formerly ofSt. Paul, Minn., has accepted a call to the Tabernacle Church in Minneapolis, Minn.Richard B. Moore, '97, Instructor in Chemistryat the University of Missouri, Columbia, Mo.,will go to Germany next year for further study.Henry R. Wolcott, '99, has been appointedInstructor of French and German in the Preparatory Department of Cornell College at Grinnell,la.Carl D. Case, B.D., '98; Ph.D., '99, who hasbeen a pastor in South Bend, Ind, since hisgraduation, has accepted a pastorate in TerreHaute, Ind.Annie M. MacLean, Ph.M., '97, Ph.D., 'oo, whohas been Instructor in Sociology at McGill University, Montreal, Canada, has been appointedDean of Women and Instructor in the John B.Stetson University, Deland, Florida.256 UNIVERSITY RECORDGordon F. Hull, Ph.D., '97, Professor of Physicsin Dartmouth College, was at the Universityrecently, looking after apparatus for the physicallaboratory at Dartmouth.Pearl L. Hunter, '99, fellow in the Departmentof Philosophy, has been appointed Instructor inPedagogy and Physical Culture in the SouthwestKansas College at Winthrop, Kansas.George L. Marsh, A.M., '99, fellow in English,presented a paper at Chautauqua on August 28,before the biennial educational conference of theSociety of Friends. His subject was, " WhatFriends have contributed to Literature."Joseph M. Flint, '95, who has been a studentin Johns Hopkins Medical School and spent apart of last year in the Philippines, studyingtropical diseases, has been appointed Associate inthe Department of Anatomy, University of Chicago.Caroline M. Breyfogle, A.B., '96, has beenappointed Associate Professor of Biblical Literature at Wellesley College, Wellesley, Mass.Miss Breyfogle recently passed the examinationin her minor subject for the degree of Doctor ofPhilosophy.Wesley Clair Mitchell, A.B., '96, Ph.D., '99, hasbeen appointed assistant in the Department ofPolitical Economy in the University. Mr.Mitchell has been connected with the CensusBureau at Boston and Washington since takinghis doctor's degree.Edward S. Ames, Ph.D., '95, Professor of Philosophy in Butler College at Indianapolis hasresigned his position in that College to accept thepastorate of the Hyde Park Christian Church ofChicago. Mr. Ames will also offer some coursesin the Department of Philosophy at the University.Andre* B£ziat de Bordes, Ph.D., '99, Instructorin Kalamazoo College, has been appointed to aninstructorship in French, at Columbia University, N. Y. Mr. Beziat de Bordes before he tookhis degree had been Professor of Modern Lan guages, at Wesleyan College, Macon, Georgian-Instructor in the Alliance Francaise and Professorof French Language and Literature in the Peninsular College of Gracia (Barcelona), Spain. Hehas published a text-book on "The Elements ofFrench."The following recent appointments of Alumnihave been reported by the Secretary of theBoard for the Recommendation of Teachers :Bertha A. Pattengill, '00, High School, LaCrosse, Wis.; Sarah W. Addams, '00, HighSchool, Wausau, Wis.; Arthur T. Jones, '99, Calumet High School, Chicago ; Mary A. Long, '98,John Marshall High School, Chicago ; George R.Sikes, '97, High School, Covington, Ind.; MarquisJ. Newell, '99, High School, Evanston, 111.;Anthony L. Underhill. '00, High School, CedarRapids, la.; Howard P. Kirtley, 'do, High School,Batavia, 111.; Nannie G. Oglevee, ?oo, HighSchool, Little Falls, Minn.; Albert N. Young,'99, High School, West Superior, Wis.JOHN B1RDSEY CURTIS.The appointment of John Birdsey Curtis, A.B.,'95, A.M., '96, as supervisor of the education ofthe blind in the schools of the City of Chicagowas received with pleasure at the University, wherehe is so well known.Mr. Curtis entered the University of Chicagoin the fall of 1892 and though handicapped onaccount of the loss of eyesight, his work wasalways of the highest order. He could take nonotes while listening to a lecture but other students loaned him their copies and his motherread the notes to him while he copied them bythe slow and tedious process used by the blind#He took his A.B. degree in 1895 and then spentthe next year in the Department of PoliticalScience from which he received the degree ofMaster of Arts in 1896.Mr. Curtis labored under difficulties whichwould have discouraged the ordinary student, buthe never seemed discouraged. His happy dis-UNIVERSITY RECORD 257position and his determination to succeed wonfor him many warm friends and the admirationof the entire student body.In 1897 the new supervisor was appointed tothe Chair of Civics and Mathematics in the StateInstitution for the Blind, at Jacksonville, 111.,and his success in that position has been so markedthat one in high authority said recently, "Mr.Curtis's tenure of office does not depend uponpolitics. He has become so necessary to theinstitution that politics will play no part in hisreappointment."As an Alumnus of the University he has beenone of the most loyal. He watches with interestevery phase of the University's life and duringhis term of service in Jacksonville, regularly eachday he went to the office of the secretary of theinstitute, Miss Sybil V. Hall of the class of '99,to hear the news from the University whichappeared in the daily papers.The success of this new department in the cityschools — the systematic instruction of the blindunder competent supervision with a corps oftrained teachers — is assured with a man of Mr.Curtis's ability and energy as supervisor.OFFICIAL REPORTS.THE LIBRARY.During the month of August 1900 there hasbeen added to the library of the University atotal number of 363 volumes, from the following sources : Books added by purchase, 256 volumes, distributed as follows :General Library, 7 vols.; Philosophy, 16 vols.;Pedagogy, 18 vols.; Political Economy, 7 vols.;Political Science, 2 vols.; History, 24 vols.; Classical Archaeology, 8 vols.; Sociology, 13 vols.; Sociology (Divinity), 1 vol.; Anthropology, 7 vols.;Comparative Religion, 1 vol.; Semitic, 3 vols.;New Testament, 3 vols.; Comparative Philology,4 vols.; Greek, 8 vols.; Latin, 6 vols.; Latin andGreek, 3 vols.; Romance, 5 vols.; Germanic, 7vols.; English, 7 vols.; Mathematics, 1 vol.; Astronomy (Yerkes), 3 vols.; Chemistry, 2 vols.;Physics, 10 vols.; Geology, 1 vol.; Zoology, 39vols.; Anatomy, 2 vols.; Palaeontology, 4 vols.;Neurology, 13 vols.; Physiology, 1 vol.; Botany,7 vols.; Public Speaking, 14 vols,; Church History, 2 vols.; Systematic Theology, 6 vols.; Morgan Park Academy, 1 vol.Books added by gift, 60 volumes, distributedas follows :General Library, 52 vols.; Pedagogy, 2 vols.;Political Economy, 1 vol.; Classical Archaeology,1 vol.; Sociology, 1 vol.; Anthropology, 1 vol.;Mathematics, 1 vol.; Astronomy (Ryerson), 1 vol.Books added by exchange for University publications, 47 volumes, distributed as follows :General Library, 22 vols.; Philosophy, 1 vol.;Pedagogy, 6 vols.; Political Economy, 3 vols.;Sociology, 1 vol.; Semitic, 1 vol.; New Testament, 1 vol.; Botany, 7 vols.; Church History,5 vols.BRENTANO'SCHICAGO'S REPRESENTATIVEBOOK STOREThe Latest BooksOn SCIENCE, LITERATURE, HISTORY, and ARTare to be found on our counters as soon as issued, and areto be had atLiberal ReductionsFrom publishers' prices. 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