THEUniversity RecordOFTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLERPUBLISHED WEEKLY BY AUTHORITYVol. VI 'JUNE 28, 1901 ^th^^3MONTHLY— DECENNIAL— NUMBERCONTENTSThe University's Decennial CelebrationThe Conferences, Addresses, Social Functions, and ConvocationThe Alumni Exercises and Class Day ProceedingsThe Congregation DinnerReports of Actions of University Ruling Bodies forMay and June, 1901The Morgan Park Academy(The Detailed Table of Contents will be found upon the first inside page)CHICAGOZbc inniver0it\> of Cbicaso pressANNUAL SUBSCRIPTIONONE DOLLARENTERED IN THE POST OFFICE OF CHICAGO AS SECOND-CLASS MATTER SINGLE COPIES25 CENTSIt Makes MuscleIt is getting to bepretty well knownthat Quaker Oatsis better than meatto build up theathlete's musclesand to sustain himin extreme exertion — just asgood for everydayworkers.Quaker Oats"stays by you."At all Grocers . Only in2 -lb. Packages, with QuakerFigure.Cook it RightDirections on PackageTABLE OF CONTENTS.Frontispiece — The Tablet.PAGEThe Decennial Celebration of the University - 25-139General Features of the Celebration - 25-26Educational Conferences 26-61Social Need of Greek, by Chancellor E. Benjamin Andrews, 26 ; The Relation of ProfessionalSchools to College Work, by President George E. MacLean, 30 ; Problems of the Modern College,by President Charles F. Thwing, 33 ; The Next Steps in College Development, by ProfessorAlbion W. Small, 35; Physical Chemistry, by Professor J. H. Van 't Hoff, 38; The Relations ofthe National Government to Higher Education and Research, by Director Charles DoolittleWalcott, 40; Le role des universities dans la formation de l'ide*e nationale, by M. Jules Cambon, 49 ;The Plot of King Lear, by Professor G. L. Kittredge, 50; Education and Specialization, byProfessor B. L. Gildersleeve, 51 ; The Gospel Miracles, by Professor Marcus Dods, 54; TheOutlook for Christian Theology, by Professor W. N. Clarke, 58.The Official Opening of the School of Education 61-64The Address of Professor Nicholas Murray Butler, 61 ; the Address of Director Parker, 64.Illustration — The Old University of Chicago.The Alumni 64~73Exercises of Alumni Day: the alumnae dinner, 64; the annual business meeting, 65; the alumnidinner, 66 ; Notes and communications, 67 ; Necrology, 70 ; Additions to alumni directory, 71.The Class-Day Exercises - 73~77Presentation of Tablet, by Mr. A. E. Bestor, 74 ; Acceptance of the Tablet, by Mr. FranklinMacVeagh, 75.Junior College Day 77The Students' "As You Like It," by Professor W. D. MacClintock 77~8oThe Meeting of Phi Beta Kappa _._-,- 80-81Illustration — The Group of Buildings.Corner Stone and Dedication Ceremonies 81-95Address at the Press Building, by Professor J. Laurence Laughlin, 81 ; Address at HitchcockHall, by Professor Paul Shorey, 83 ; Address at Commons Building, by Professor A. W. Small,85 ; Address at Tower, by Professor Richard G. Moulton, 86 ; Address at Student Club House,by Associate Professor George E. Vincent, 88 ; Address at Mandel Hall, by Professor E. G.Hirsch, 89 ; Address at Dedication of Nancy Foster Hall, by Mrs. Alice Freeman Palmer, 92.The Social Side of the Decennial Celebration 95-103The Congregation Dinner : Toasts by Mr. Charles L. Hutchinson, Mr. George E. Vincent, Professor W. W. Goodwin, Professor Marcus Dods, Mr. John D. Rockefeller, and PresidentHarper.The Thirty-Eighth Convocation - - - - - - 163-123Address by President Martin A. Ryerson, 104 ; Address by Professor F. F. Abbott, 106 ; Addressby Mr. A. E. Bestor, 109; Address by Mr. George E. Adams, no; Address by Mr. John D.Rockefeller, 112; Statement by President Harper, 114; Awards of Honors, Prizes, etc., 118;Award of Degrees, 119; Conferring of Honorary Degrees, 120.Official Delegates to the Decennial Celebration - - - - - - - 123-124Illustration — Hitchcock Hall.Statistics of Spring Quarter, 1 90 1 - - - . - - - - - - - - 124-125The Exercises of Convocation Sunday - 125-139Bible Study: "Sacred Wisdom:" Addresses by President Harper, Professor R. G. Moulton,Professor Mathews ; The Baccalaureate Address, " Religion and the Higher Life," by PresidentW. R. Harper, 127; "Is Religion Progressing in Numbers?" by Dean E. B. Hulbert, 128.; "IsReligion Progressing in Comprehension ? " by Professor Marcus Dods, 130; "Is Religion Progressing in Practice?" by Professor E. G. Hirsch, 132; "Is Religion Progressing in Influence?" byChancellor E. B. Andrews, 130.The Yerkes Observatory. The First Annual Meeting of the Visiting Committee, with the Report of theDirector r - - - " " - ' I39~M4Report of Actions of University Ruling Bodies for May and June 1 90 1 - - - - -" - 144-147The Morgan Park Academy - 1 47-1 48Professor Starr's Recent Work in Mexico -. - - - - - -. - - - - 148The Russian Lectureship 148-149VOLUME VI WHOLE NUMBER 13MONTHLY NUMBER 3University RecordFRIDAY, JUNE 28, 1901THE DECENNIAL CELEBRATION OF THE UNIVERSITY.GENERAL FEATURES OF THE CELEBRATION.The Decennial Celebration of the Universityof Chicago began on Friday, June 14, and continued to Tuesday, June 18, at 5:00 p.m.Each of these days was filled to overflowing witha variety of exercises, and each, at the same time,had its distinctive character. Friday was the daygiven over to the Junior Colleges; Saturday tothe Alumni and the members of the graduatingclass; on Sunday religious exercises of a specialcharacter appropriate to the period of graduation,to a time of retrospection and anticipation, occupied the day. Monday was called EducationalDay, because the special feature was a series ofEducational Conferences, and Tuesday^ wasmarked by the Convocation Exercises, partakingof the nature of a celebration, of the ten years'existence of the University. So full of interestand significance were all these exercises that itseems altogether suitable to preserve a somewhatdetailed record of the proceedings and addressesof this inspiring occasion.The circumstances attending the Decennialwere such as to give it added attractiveness andsuccess. The weather was almost ideally perfect,cool and bright during the entire period, a fewdrop^ of rain falling at the time of the Convocation, and' a sharp shower at the time of the meeting of the united Christian Associations on Sunday evening. The chief exercises were held intwo tents, the smaller pitched in the Graduate Quadrangle, to the north of Haskell OrientalMuseum, the larger standing in the center of theUniversity quadrangles. Both tents were admirably decorated.That Mr. and Mrs. Rockefeller could be present was a special gratification to all the membersand friends of the University. They reachedChicago Saturday morning, and on being drivento the president's house, found at the early hourof 7:15 a double line of young women from thewomen's halls standing on either side of thewalk from the president's door to Lexingtonavenue. Through this line, greeted by a handkerchief salute by the young women, the partypassed into the house. After having receivedthe cordial acknowledgments of Mr. and Mrs.Rockefeller, the young women sang the " Rockefeller " song and raised the University yell.The University band rendered signal serviceon various occasions. Particularly admirablewas their concert on Tuesday evening at the timeof the convocation reception, at which the following selections were rendered:1 Trojan March . . . . . Goldsmith2 Selection, Serenade . . . . Herbert3 Sword Dance . . . . . . Voelker4 Selection, Martha . . . . . Flotow5 March, Independentia . ¦'¦. . . Hall6 Overture, Bohemian Girl . . . . Balfe7 Mill in the Forest; . . . . . Eilenberg8 Selection, Maritana . .'¦... . . Wallace9 Indian War Dance . . ... Belhtedt10 Priests' March from Athalie . .. . Mendelssohn2526 UNIVERSITY RECORDAt the same time, the buildings and groundsof the University were illuminated, lights beingplaced in the majority of the two thousand windows of the buildings facing upon the quadrangles, producing one of the most strikingeffects of the entire celebration.THE EDUCATIONAL CONFERENCES.The series of Educational Conferences held onJune 17 and giving the name to the day ("Educational Day " ) began at 10 : 30 a.m. in the University tent on the Graduate Quadrangle. President Harper spoke a few words of welcome :I desire on behalf of the members of the University to express our thanks and gratificationthat the representatives of so many institutionshave done us the honor to meet with us thismorning in this educational conference. Manyof us have felt that the most important featureof our celebration would prove to be this comingtogether of university and college representatives for the consideration of problems which havea common and a serious interest.Before presenting to you the distinguishedgentlemen who have consented to speak beforeus this morning, I desire the privilege of makingtwo or three brief remarks.I wish to offer to the official representativesof the colleges and universities here assembledan expression of cordial thanks for the kindand courteous consideration which you as institutions have always exercised towards the latestnewcomer in your midst.If I mistake not, the University of Chicago isthe youngest in years of the institutions represented here this morning. We celebrate ourtenth year of existence. You have already celebrated, in many cases, the twenty-fifth, the fiftieth,or the seventy-fifth, and in some cases the hundredth, the one-hundred-and-fiftieth, and thetwo-hundredth. We appreciate the fact perhapsmore keenly than many of you understand, thatwe are still not only young, but actually theyoungest. It is, therefore, as the youngest member of the college and university fraternity hererepresented that we greet you, and we ask a continuation of that same kind and gentle consideration which the older member of an associationor a family extends to a younger. Chancellor E. Benjamin Andrews, of the University of Nebraska, gave the opening addressupon the subject,/' The Social Need of Greek."The address is as follows :The attitude of progressive schoolmasters on the importance of learning Greek is widely misunderstood and misapplied. The effect of their utterances is quite different fromwhat they meant to produce. Not a few school boards interpret the so-called argument against Greek to the effect thatGreek study is of no use and may as well be laid aside everywhere. This mistake ought to be corrected.The last years have witnessed a marked change of viewtouching the place which Greek studies should hold ineducation. Till about 1870 in all colleges of rank throughout the English-speaking world Greek, Latin, and mathematics were the pillars of liberal education, forming at the sametime a large part of the superstructure. Each of the trio wasdeemed essential. Those supposed competent to judge considered a man ignorant of Greek not educated. He couldbe extremely able, amiable, and worthy, but not literary orcultivated. Mental training without Greek might suffice foran engineer or in any other practical calling but not for professional life as then understood. If you questioned thiseducational creed you were arrested, imprisoned, and hungas a traitor to culture.A new thought on the subject has now asserted itself.Scarcely a considerate friend of education longer demandsfor Greek its old place. Intense devotees of classical letterscontent themselves with asking for the classics moderaterecognition, only representing them as highly desirable, tobe pursued if pupils have inclination, time, and funds. Ailadmit that youth of a certain type, alert and destined to continue numerous, would probably obtain their best possiblemental development, their most fitting preparation for life,by much direct contact with Greek thought and thingsthrough the Greek language. All agree, too, that for anywell-to-do community of size to ignore young people of thisstamp, or to neglect provision for their best education, wouldbe a mark of barbarism. But the intelligent public is convinced that while runners likely to reach their goal in thefinest condition by the way of Greek ought to find that pathopen, hosts of equally promising candidates should never beforced into that path.The long discussion leading to this consensus has unfortunately ignored the social aspect of the case. If you askwhat it is for an individual to be well educated, the answercertainly need not refer to Greek. I affirm here over againall that I for my part have ever said in that tenor. A mancan be thoroughly, liberally, even roundly educated, yet notread Greek. It is intolerable that anyone should be drivento study the Greek tongue on pain of being regarded aANDREWS : SOCIAL NEED OF GREEK 27.pariah in the learned world. But the social view of the caseis very different. If you raise the question whether any considerable community is or is not well educated, a circumspectanswer cannot avoid some reference to Greek. On the various problems so lustily debated hitherto, making up amongthem the Greek question — the disciplinary power of grammar, the importance of familiarity with inflected language,the helpfulness of practice in translating from one tongue toanother, the utility of study in a literature whose motives liewithin itself — on all such matters be of what mind you like ;believe, if you please, that for yourself or for any number ofother people an education in science or in technology wouldbe superior to a classical one ; still, taking into view theintellectual prosperity of any whole society, you cannot butwish classical schooling to go on and to flourish.To be real and rich community culture must be complex.To be truly cultivated a community must know everything.In many nations habit, or social, or church influences renderit unnecessary to guard this interest artificially. A democracy, particularly a young democracy, needs at least to beconscious of its danger here. In his Liberty, Equality, andFraternity (p. 254), Sir James Fitzjames Stephen questions" whether the enormous development of equality in America,the rapid production of an immense multitude of commonplace, self-satisfied and essentially slight people, is an exploitwhich the whole world need fall down and worship."Americans cannot relish gibes like that. If we at presentmerit such it should be the work of our schools to effect achange. Especially if we are to lead the world in materialwealth, we ought not to be the world's hindmost nation inthe good things of the spirit.No man worthy to be heard as a critic in education canever have forgotten how vast the debt owed by the civilization of today to the Greek race. This is why those whopleaded for the deposition of Greek from the imperial position in education formerly accorded it did not wish Greekstudies remitted. To a man they valued such studies highly.They simply demanded that other disciplines, particularlymodern languages well taught and modern sciences welltaught, be put on a level with the classics. Educationalreformers take it for granted that Greek will forever continueto be studied by multitudes. They wish it to be. Theysuppose that all understand this, which perhaps explains theirtoo little care to make the attitude perfectly explicit. Mostof them would probably never have figured as reformers hadthey expected their influence to help threaten the suppressionof Greek. What pro-Hellenists urge touching the Greekorigin of basal elements in our civilization, reformers uniformly admit as a conclusive reason why Greek learningshould never cease.To feel what a reproach a state or a city would deserve ifnone or only a very few of its people could consult theGreek originals, one need but recall the variety, importance, and vitality of the elements in our modern civilization whichhail from the Greek world. In this matter Greek cannot fora moment be considered as on a par with Sanskrit, Gaelic,Persian, Aramaic, or Arabic. The majority of educatedpersons in a society may be ignorant of Greek, but all cannot be. A remnant large enough to diffuse the cultivationproceeding from it must know the tongue, and that at firsthand.During the classical period of history art, philosophy^administration, law, and religion assumed forms whichalmost promised to be final. Oriental, Grecian, Roman,and Christian elements cooperated to that result. Barringthe German, these are the sole storehouses out of which thethought-world of today has received its stock. It is wellfor modern men occasionally to pass these elements inreview, particularly the Greek cluster of them — the contribution made by old Greece to the highest life which mankind has reached. The field is a fertile one, whence, innumerable and copious as have been the harvests it has alreadyborne, your last plodding gleaner may yet gather a sheaf. ;Greek culture was not transmitted by blind convention orfashion. It forced itself on the world by its sheer superiority and by the mental dominance of its bearers. Itpossessed supreme genius for growth and movement, foreordaining it to endure and to permeate and transform societies. When there was Greek conquest and colonization/and miniature Greek commonwealths were planted on everyshore and island of the Mediterranean and the Euxine, thenew communities did not lapse to the culture level of nearpeoples, but retained the culture of the mother land, some ofthe^n considerably surpassing her in it.A still broader and more fruitful dissemination of Greekideas attended the conquering march of Alexander. Hisempire crumbled, but the civilization by him introducedremained. The seeds of civilization early sent to Greece byEgypt and Asia were paid for in the matured fruit. Theselands were Hellenized, bearing the culture which Mohammedanism later took up and transplanted to Spain. Alexandria rivaled, and at last excelled, Athens as a focus ofHellenism. From Alexandria went forth a new Judaism,everywhere profoundly and permanently modifying the old.Not Athens, but Alexandria, Jerusalem, and Antioch, trainedthe great thinkers who gave the Christian doctrines theirfirst philosophic form, outlining theology for all time.The salient traits of the Greeks •-*- lending a whollymatchless excellence to their historjr and literature as culture studies — were inquisitiveness and resolute devotionto ideals. They valued mind as no earlier people haddone. To them thought was greater than things. By themultimate being, no less than visible nature, was regarded asknawable. They viewed the world as constituting an objective and steadfast order, but they were not awed or dismayed by nature, as contemplative Asiatics were. In Greece28 UNIVERSITY RECORDbrutes did not receive worship either as deities or as thesymbols of deities. The ancient Pelasgi, so early, like theGermans and the Persians, adored the Supreme Being without images or temples. Greece prized individuality, liftingmoral life and struggle into prominence. Statesmen, orators, generals — fine, strong, personal characters — toweredabove the multitude. "Absolute despotism, human sacrifices,polygamy, deliberate mutilation of the person as a punishment, and the selling of children into slavery existed in somepart or other of the barbarian world, but are not found in-any city of Greece in historical times." In connection withthis race, history exhibits its first examples of states at thesame time civilized and free.It was in Greece that thought first became organized,assumed system, struck deep its roots, began to grasp problems with consciousness. "However much knowledge,skill, and wisdom, as shown in maxims," says Lotze,"earlier nations may have had and employed in the regulation of social relations and in systematic art, the thought ofseeking out the very grounds and bases of our judgment ofthings and of combining them demonstratively and deductively in a system of truths, the foundation, in fact, of science, will forever remain the glory of, the Greeks." Thesun rose from horizon to zenith as if in a morning. At noother time has the human mind come so near the exertion of- its supreme energy as in Attica during and just after theage of Pericles. The political power of Athens might wane,but her supremacy in the republic of letters went on for centuries more and more perfect and conspicuous.Among the Greeks general literature, history, oratory, thedrama — in a word, the world's settled intellectual life — hadtheir beginnings. So of systematic education as pursued inschools. The Romans received this from Greece; we received it from the Romans, through Boethius and Cassi-odorus at the court of Theodoric, and Alcuin and his colleagues at the court of Charlemagne. From Ennius toTacitus Rome's best literature and intellectual activity tooktheir shape and inspiration almost entirely from Hellas. AsTowell says: "If the Greek language is dead, yet theliterature it enshrines is rammed with life as perhaps noother writing except Shakespeare's. . . . Oblivion looks inthe face of the Grecian Muse only to forget her errand."Philosophy as an orderly discipline owes its very birth tothe Greeks, and it requires but a glance at their work in itto show how exceedingly little of an original nature has beenadded since. Only Kant has touched the fabric creatively.In metaphysics the Greeks boxed the compass. As a meta-physic materialistic thinking remains today exactly whereThales, Heraclitus, Empedocles and Democritus left it. Nosystem of idealism since has been much more than an exposition of Plato. In the same way all mediating doctrinesattempting to reconcile materialism and idealism are echoesof Aristotle. The various theories which have cropped up from time to time of transcendental knowledge, of non-discursive truth-grasp, truth-grasp through mere vision, goback to new-Platonism. Stoicism and Epicureanism arestill at war today.Even in their original character the various schools thusnamed long outlasted Greece. From the time of the Antoninestill they were silenced by Justinian's edict in 529 an unbrokenline of Platonists, Peripatetics, Stoics and Epicureans taughtin Athens at public cost. Stoicism spread westward, passing into Roman law and Christian life ; Platonism, more andmore tinged with theosophy, loved the East, affecting Christian doctrine and discussion more. Three great conceptionspeculiar to Platonism are present in the Nicene creed. Inthe middle age Aristotle was " the philosopher." When theJesuit Scheiner, contemporary with Galileo in observing thespots on the sun, made known his discovery to his provincialsuperior, the superior refused to believe in the spots or evento look in the telescope, saying that he had read Aristotlethrough many times without finding aught like what Scheinerdescribed. This distemper Thomas Hobbes used to call"Aristotelity."The Greeks surpassed all other people in the keennessand discipline of their sense of beauty. We have fromGreek artists no easel coloring and from the greatest Greekartists no paintings whatever, but innumerable mosaics, walldecorations and vases which have been preserved whereimitators have endlessly . repeated the old masterpieces,justify the fame of Polygnotus, Zeuxis and Apelles. Thisold painting revealed marvelous beauty of form, the utmostdiversity of subject, fineness and grandeur of conception,and economy and simplicity of means in producing intendedeffects. It is often said that Greek painters executed illbut there is reason to think this criticism much truer ofthe imitations now stocking the museums at Naples than oftheir originals. In the other departments of Greek art weare more fortunate, possessing the richest variety and number of originals, evidently from among the best, some ofthem unsurpassed. In comparison with Michael Angelo'schiseling Greek sculpture certainly lacks somewhat in powerthrough its negligence of anatomy, but it surpasses MichaelAngelo's in grace through diligent and practiced notice ofliving forms. The great Greek styles of architecture havenever been superseded or improved. Changes have beenmade in minor elements but the principles, proportions andgeneral form of all fine buildings since have reproduced theclassic tradition. Even in details taste has twice, at theRenaissance and again at the close of the eighteenth century, emphatically condemned departure from the antique,both times commanding return to classic models. The mostperfect new buildings on earth, the Banca Romana at Romeand the Kunst-Gewerbe Museum in Berlin, might serve asrestorations from the Athens which Pericles ruled. I couldname also the new public library in Athens itself, which is,ANDREWS: SOCIAL NEED OF GREEK 29absolutely antique to the finest dot and flourish. The Greeksdid little in music, but in drawing as well as in sculpture andin architecture they quite equaled the moderns.All classical art whether originating in Rome, MagnaGrecia or Etruria was essentially Greek. No proper Romanschool or Christian school of art ever rose. Under Augustus,even under Hadrian, few other than Greek artists wrought atRome and none but Greek models and traditions were followed there. In all the Christian art for centuries God andChrist were figured with Apollo's head. How scant tasteor originality in art the Romans developed is illustrated bythe incident that Consul L. Mummius, having conqueredCorinth in 148 or 147 B. C, in forwarding the pictures andstatues to Rome, told the sailors that if they lost or damagedany they would have to replace such with others of equalvalue. The arch and the dome were importations thoughthey received development and perfection at Rome. TheBasilica may be regarded ©s a Roman product. In plasticart the Antinous cycle, which rose in Hadrian's time, comesnearer than aught else to being of Roman origination.The Greeks are our earliest instructors in politics. Theirgreat statesmen^ and lawgivers still rule men from theirurns. The twelve tables of Roman law and the Servianconstitution at Rome were drawn up after study of Grecianmodels and maxims. Few if any other political writings havehad the influence of Plato's Republic and Aristotle's Politics. But for these books, Thomas More, Algernon Sidney,Locke and Montesquieu would not have written or wouldhave written quite differently. In his Leviathan (chap.xxix) Hobbes remarks : " Now as to rebellion, in particular against monarchy, one of the most frequent causes, of itis the reading of the books of policy and the histories of theancient Greeks and Romans."Greece furnished the types of nearly all the governmentalpolities which have had place since. If you seek specimensof royalty there is the old- Aryan or heroic monarchy ofHomeric times, the more absolute Macedonian and the effeteor nominal Spartan. Sparta was an oligarchical aristocracy, Athens a democratic one. Many federations appear in Greek history, some with a single head over each,like the Athenian supremacy or the Spartan or the Thebanor the Macedonian, while the Achean and Etolian Leaguesplaced all the members on an equality.The history of the interaction, vicissitudes/ and destiniesof these differently constituted Greek states has neverceased to affect political society and never will cease to doso. Besides those legitimate polities tyranny showed itselfin Greece, now for good, now for evil. Evoked in part bythis was that zeal for freedom so strong and general in theHellenic race, which burns in the orations of Demosthenes.As individual tyranny nursed enthusiasm for freedom, thetyranny of states over states bred patriotism, not identicalwith the other sentiment, yet nearer to it then than now since antiquity made more of civil than of personal liberty.Even this passing look unto the rock whence we wereintellectually hewn and to the rhole of the pit whence wewere digged must, it seems to me, impress every thoughtfulman that no modern community can, as a community, dispense with Greek studies unless it elects to be barbaric.Communities cannot, any more than individuals, live uponthe past. The present and the future of right command us.But surely we cannot build best today of tomorrow if weforget such a yesterday .as Greek antiquity lifts before thethought of the thoughtful.You may hear it urged that as one need not know Germanto feel the spirit of liberty which came from the Germanforests, or to be aware that what he thus feels has reachedhim from this source, so one need not know Greek to learnand appreciate the lesson of the death of Socrates. Such anobservation is in place to this extent, that it is not necessaryfor all intelligent people or even for a majority of them toread Greek, but it is utterly misleading if taken to meanthat a whole society can depend upon the haphazard infiltration of Greek elixirs to supply the Hellenic life which itought to possess. The important data of Hellenic culturecannot be learned through translations, paraphrases, citations, references and literary imitations, Greek grammarand texts being disused. German and French scholars cannot do for us the needed work in this great cause, even ifwe are unpatriotic enough to wish them to. We have borrowed from Europe far too long. Our notes in that bankhave been protested for a century. Let us make ourselvesrich enough to pay with full interest, and then to havetreasure to lend. I hope it will not always be necessary toconsult foreign books and brochures to find the latest anddeepest discussions upon classic themes.Extant Greek literature is far from being all translatedinto English. Some of it, highly important for certain purposes, as the skeptical writings of post- Aristotelian times,cannot be. read in English. Much of what is translated, asthe severer parts of Aristotle, is translated very poorly. Atbest a translation is no more than a makeshift. Emerson tothe contrary notwithstanding, it is impossible to carry acrossthe chasm separating one tongue from another the finemeaning or shades of meaning or the rich stylistic aroma ofa literary work.Were we to confine our thought to the revelations ofGreek literature and history which scholars have alreadyverified and passed upon, Greek data which are widelyunderstood and influential in contemporary thought andlife, we should still need to bear, in mind that the exactmeaning and import of such knowledge would little by littlefade away were not many people forever rediscovering itfrom the primary sources. But something far more important than this is true. Within the range of those Greek30 UNIVERSITY RECORDworks which have been accurately translated and readinnumerable times, the facts of Greek life are still veryimperfectly understood. Parts of their meaning have notbeen ascertained ; larger parts are not yet published. Greeklaw, for instance, is as yet by no means fully mastered.Inscriptions giving information upon it and upon variousother aspects of Greek civilization are dug up and deciphered every year. New light is incessantly springing fromeach of the great Greek classics as it is the millionth timeread by those who love it. Mankind's culture demands thatthis work go on forever. Here, again, first hand familiaritywith the language and the literature is obviously indispensable.The Greek" world still presents vast reaches of literaryvirgin soil, life motives suitable for literary treatment, whichhave not yet been worked up so as to be available to the read^ing public. I am acquainted with no poem or novel settingforth the Greek religion as it was popularly apprehended.The main elements of that religion are of course well-known,but I think there is not in our language a work in which thepractical feelings and ideas of the Greek common peopletouching their gods are rendered at all so familiar as English popular religious ideas and feelings are made in theworks of George Eliot. By deeply studying inscriptions,the poems of Homer, Plato's dialogues, and the chorusparts of the Greek drama, the popular modes of seizing andof feeling religion among the Greeks could be gotten at andpresented. No doubt many other Greek themes await literary treatment in the same manner. Quite obviously thestudy necessary to such work would have to be done throughthe original Greek.Two observations of a more special nature may not beout of place here.I have a deep impression which I have never had opportunity to verify, caught from reading in Gibbon, in Freemanand in Holm, that there are in Greece, Constantinople, AsiaMinor, Sicily and Lower Italy, rich stores of still unusedhistorical , materials written in Greek and waiting utilization by scholars to throw invaluable light on opaque stagesin the history of civilization since classic times, manuscriptsvaluable not as classic texts but as historical sources.Why should not American scholars help explore thesewritings ?The oracles of Christianity, the religion of the world'sforemost nations, are in Greek, and cannot be fundamentallystudied wittiout a knowledge of that tongue. The same istrue in a sense of the Jewish sacred books, as the Septuagintis inmost of its parts older than the 'oldest Hebrew textswhich have been preserved. Of course these facts do notmake it necessary for the commonalty of Christian people toread Greek. It is not indispensable that clergymen them-selves^should all know Greek. The facts cited, however, dorender it a necessity that many individuals in every civilized community should be able to read the Christian and theJewish Scriptures in the Greek.Our train of thought suggests the propriety of the following admonitions :I. Social and not merely individual needs should be bornein mind in all large educational planning.2. All believers in a rich and rounded social educationshould feel, think, speak, and act appreciatively towardGreek study.3. Colleges and high schools with reasonably ample facilities should be encouraged to continue teaching Greek ifalready doing so ; if not, to begin.4. Since the excellence of the Greek discipline is lessobvious than that of most studies, teachers should see thatpupils likely to profit by it in a high degree at least considerthis discipline and should advise those pupils if they wish,and such a course is possible, to elect and pursue Greek.5. Pupils in Greek who show special ability and taste forit should be urged to the utmost proficiency in it.6. Scholarly candidates for the Christian ministry shouldbe pressed to make themselves familiar with Greek unlessthey have positive aversion for it or a very special taste orability in some other direction.7. Intending students of ancient history or literatureshould be warned that they will never be able to push toultimacy any inquiry in those fields unless they have a reading knowledge of GreeksPresident George E. MacLean, of the StateUniversity of Iowa, followed upon the subject," The Relation of Professional Schools to CollegeWork." He spoke as follows :The topic assigned me is " The Relation of ProfessionalSchools to College Work." Amidst the rapidity and complexity of evolution in education, signalized by the decennialof the magical development of this magnificent university,the subject translates into the twentieth century the giganticspirit of Goethe. As we attack our problem we are comforted as the shade of Faust sweeps before us, saying," Da muss sich manches Ratsel losen,Doch manches Ratsel kniipft sich auch."The size of our problem appalls. It is indicated by thegrowth from only two professional schools at the birth ofthe Atlantic seaboard republic in 1776, to 532 schools with10,029 instructors, 55,669 students — or, including our newpossessions, 58,924 — in 1899 in a rejuvenated, continental,and colonial republic.1 Practically, in the decade we arecelebrating, the statistics are from 1888 to 1899, the number of professional students increased 24 per cent, in theology ; 224 per cent, in law ; 84 per cent, in medicine ; 380per cent, in dentistry; 31 per cent, in pharmacy; and 171 University of the State of New York, Bulletin 5, October 1899, p. 6,MacLEAN. ¦ PROFESSIONAL schools and COLLEGE WORK . 31per cent, in veterinary medicine. The increase, to somethinking of the former lack of protection from incompetency in professional practice, would be discouraging. Inreality, it marks extraordinary progress, because in thisdecade restrictive legislation has flourished and the termsof admission and graduation have been advanced. ImperialIllinois leads for the first time in professional students withher 7231 in 1899, but her pride is moderated in comparisonwith other states by the lack of proper control of the powerto grant degrees and licenses, though since 1899 ner statutes advance with unequal step.The conditions are favorable for the solution of our problem as shown by the advance in the decade of the standardsof the professional schools. The completion of a full high-school course has become the least entrance requirement inreputable schools. The annual increase in the per. cent, ofcollegiate graduates in the schools of theology, law, andmedicine is illustrated by the statistics of J 897-8: intheology from 49 to 53 per cent.; in law, 24 to 29 per cent.;medicine, 14 to 21 per cent. The lengthening of thecourse to three years in reputable law, dental, pharmaceutical, and veterinary schools, and to four years in theologicaland medical schools, combined with the lengthening of theterms to collegiate years of nine months, synchronizes theschool with the college year.At length the tendency to secure organic university relations" and supervision has become predominant. In 1899,excluding theology, 138 professional schools were separateinstitutions, and 229 were departments of colleges or universities ; and of the 165 theological schools, 46 had yieldedto the tendency. Henry L. Taylor, Ph.D., well says: "Aslong as the public had practically no protection fromincompetency in professional practice, independent proprietary schools flourished. With proper restrictive legislation,such institutions will either die or fall under universitysupervision. Many professional schools not under universitysupervision show a self-sacrificing zeal for high standardsand an absence of the commercial spirit that might well beemulated by all institutions connected with colleges or universities. Nevertheless, independent institutions are realizing more than ever before the disadvantages of workingwithout university privileges, and tend more and more towarduniversity connections or university relations." xThe irresistible inference brings home to us the responsibility of our problem so to relate professional schools to theuniversities and raise their plane that only the fittest schoolswill survive. The professional school should be elevated inname as well as fact to a college in organic relation as apart of a university. The American commercial or practical trade school for a profession must be restored to theearliest tradition conserved in the history of the so-calledfirst university, which was simply a college of medicine at1 University of the State of New York, Bulletin £, Salerno, as was Bologna of law, and Paris chiefly oftheology. The professional school historically was essentially a university college. In America it has descendedbelow the college, but the college of arts was originallypreparatory to the professional and essentially universitycollege. The proposition that the college of arts shall bepreparatory to the professional college may be repugnantto the pride of a provincial modern, but in the light of history it should not belittle the college of arts. In Americanlife we seem to be upon the threshold of a sisterhood ofcolleges co-equal at least in the requirements for admission,in the educational values of the studies, in the spirit andlaboratory and research methods of instruction, in Lernfrei-heit, as well as in Lehrfreiheit, and, in the high purpose offorming individual character subservient to the supreme lawof service to humanity. That the college of liberal arts andthe professional colleges should be connected organically, sothat, in addition to the common life and privileges, studentsmay pass from one to the other, and be put upon a level asto requirements for admission, will be a mutual advantage.In the words of President Eliot : " Liberal education is notsafe and strong in a country in which the great majority ofthe men who are engaged in the practice of law and medicine, in journalism, the public service, and the scientfic professions, and in industrial leadership, are not bachelors ofarts."2 One of the reasons given by President Eliot in 1884for this state of things has practically passed away, namely,"the antiquated state of the common college curriculum, andof the course of preparatory study at school." Since then,the liberal arts man has learned that concentration uponsingle lines develops advanced teaching and results in thegeneral raising of the level of instruction.On the other hand, the professional man with the highdemands made upon him by modern science, has learnedthe need of a thorough preliminary education. As neverbefore, the lawyer demands the study of logic, ethics, history, politics, economics, sociology, the use of English ; andthe physician demands English, Latin, French, German,chemistry, physics, biology. President Gilman exemplifies thisin his address upon modern progress in medicine : " Medicalscience is very complex. It is rather a network of sciences.Medicine and surgery are based on pathology, pathologyrests on physiology, physiology on chemistry, chemistry onphysics, and physics on mathematics. After these preliminaries the candidate must have a long period of practice inexperiments and demonstration. . . . Moreover, it is indispensable that he should have a good command of English,French, German, and Latin. Logic will teach him to reason; history and literature will refresh his weary hours." 3Both President Eliot and President Gilman lay stressupon the length of time required to secure this liberal and2 Charles W. Eliot, Educational Reform, pp. 120, 138.3D. G. Gilman, University Problems, p. 230.32 UNIVERSITY RECORDprofessional education. With the continual multiplicationof studies, raising of standards, extension of time in grammar and secondary schools, colleges liberal and professional,the breaking-down point has been reached. The youthseeks short-cut courses, the practical American public rebels,certain charlatans flourish, slaughtering educational innocents with fallacious advertisements and panacean courses.Educators are striving to solve the problem, some by time-thrift through concentration and correlation in studies andimproved methods of instruction ; some by a simplificationof courses, sacrificing " constants " necessary to sound education ; and some would take the kingdom by violence, dismembering historical American institutions and defying thetime element. It is now commonplace to talk of three yearsin the arts course for a degree, though we hesitate to takethe leap, as well we may, until certain reforms are accomplished in secondary and collegiate education and morethorough work is done.The greatness of our distress is seen in the curious suggestion of W. F. Edwards, former president of the University of Washington, in an article upon the learned professionsin state universities.1 He would abolish the college, havethe high school begin with the seventh grade with a courseof six or seven years, from which one would immediatelyenter the university without an undergraduate college, andproceed to the advanced and professional degrees. One familiar with the- history of -institutions knows that only in aplay of fancy would one deem it possible to uproot something so deeply planted as the American college.We are impelled, however, rightfully from every side toreduce the time requirements. The way has been preparedto do so without sacrificing the naturally developed order ofgrammar and secondary schools and of colleges of arts andof the professions. The educational revolution, or better,evolution enables us to meet the time demand by freedomand reforms in courses of study, sequences in studies, andschools connected not only by accrediting and by preliminary professional courses, but most successfully by the association of colleges organically related in the one university.Where the professional school has been advanced to a realcollege and is located practically upon the same campuswith the other colleges of the university, combined coursesbecome, in my opinion, not only the ideal solution of ourdifficulties, but an actual stimulus for the development of theultimate ideal university.Combined courses are rapidly passing beyond the experimental stage. Columbia and Michigan openly, and otherinstitutions like Harvard perhaps less definitely, have beenpioneers. The precursors to their success without the defi-niteness of curriculum after which Americans have everhankered, is found in the universities of the continent andEngland, with the four co-ordinate faculties.i Gunton*s Magazine, Vol. XVIII, January 1900. One of the latest and fullest developments of combinedcourses may cause me to be pardoned for referring to theState University of Iowa. It is in some sense typical, inasmuch as it has seven colleges bound together by a graduatecollege, all of collegiate standing in their requirements foradmission. Furthermore, the five professional colleges aregrouped practically on a common campus with the collegeof liberal arts and the graduate college. The combinedliberal arts and law course is open to students of the collegeof liberal arts who have completed their junior year. Theymay be enrolled in the college of law and receive credit forone year's time in law studies by complying with the following conditions :They must schedule for five hours per week in the collegeof law in the subjects of the first-year course, and five hoursa week in the college of liberal arts from the group of studiesembracing history, sociology, economics, political science,and philosophy. The remaining five hours may be electedin any course the student desires, subject to the regulationsof the college of liberal arts.Students of this combined course who have taken elementsof jurisprudence, constitutional law, and international law,public and private, in the college of liberal arts, will be excused in the college of law from courses in elementary law,international law, and constitutional law, except constitutional limitations as given in the college of law. Studentselecting fifteen hours a week in accordance with the conditions mentioned will receive credit in the college of law forone year's time, but must pass examinations in all the subjects of law except the set-offs enumerated.In turn, liberal arts students are permitted during thesenior year to take five hours per week in the first year of/the law course as a substitute for a corresponding amountof work in the liberal arts course.Combined courses have been laid out in the college ofliberal arts and the college of medicine and of homeopathicmedicine. It is deemed possible for students of markedability to complete this course in six years by the properelection of material sciences in the first, second, and thirdyears, and by the pursuit of medical work exclusively inthe fourth, fifth, and sixth years. If the student is not oneof marked ability and the highest preparation, at least twoterms of the seventh year will be necessary. Likewise,students pursuing classical and philosophical courses mayobtain the degrees of B.A. and M.D. at the end of sevenyears, provided the necessary sequences of material scienceare elected.In an analogous manner, a combined course is offered inthe college of liberal arts and the college of dentistry, leading to the two degrees of B.S. and D.D.S. in six years.Instead of B.S. classical or philosophical degrees may alsobe obtained provided the material science sequences areelected. Combined courses between the colleges of medicineTHWING: PROBLEMS OF MODERN COLLEGE 33and of dentistry, of medicine and pharmacy, and of liberalarts and pharmacy are laid out.The combined course may easily be named a mongrelcourse by an objector. The demands of the profession andof the practitioner, on the one hand, must be met, and, onthe other, we must not forget him who stands for culture forculture's sake. A proper administration of the combinedcourses with our present usages as well as theories of educational values, will save the day. Our venture is not anew one, as the authority of Mr. Rashdall, in writing uponthe universities in the Middle Ages, shows. He says : " Wehave been told that the great business of a university wasconsidered to be liberal as distinct from professional education ; we have seen that many universities were almostexclusively occupied with professional education."The rapid development of professional schools in connection with the state universities, to one who has had experienceamong them, so far from being a menace to them, if I mayventure to disagree with my friend, Dr. Nicholas MurrayButler, has been a great help. The great numbers goingout from these schools loyal to the whole univeisity, inducesstudents to attend all departments. The graduate of theprofessional school has been an inhabitant within the wallsof the university. In his innocent ignorance or in his blindzeal for the practical, he may have come to mock at culture,but he who came to mock often remains to pray for andattain culture.We have thus far used the term professional school in theearlier American fashion. Another sign of the progress ofthe decade is that technological schools have gained recognition as professional in the highest sense of the term.It is not an exaggeration to say that perhaps the mostvaluable lesson taught the world during the decade by ourland grant college of agriculture and mechanic arts andstate university, where these have not been unnaturallysundered, has been that the classic and technic in educationcan stand side by side in one organization and reinforce oneanother. The evidence is sufficient to reverse the opinionsexpressed some years ago by continental authorities likeProfessor Reuleaux, of Berlin, and even by President Eliot,that technical and classical schools could not succeedtogether. Doubtless President Eliot himself has outgrownthe inconsistency that appeared in his once radical addressin 1885, upon "Liberty in Education," when he said : "Itshould be understood that all the studies which are allowedto count toward the A.B. at Harvard are liberal or pure ; notechnical or professional studies being admissible."We have learned that pure science is best taught throughapplied science ; that professional and practical studies *irebut the flower and fruit of culture studies. Faraday'sapothegm applies, " There is nothing so prolific in utilitiesas abstractions."The relation of professional schools to college work may cease to be a problem when the school becomes a college.As the Muses, hand in hand, circled in mazy dance uponParnassus, symbolizing the union of the highest in Greeklife and art, so as sisters, classic, technic, professional, andpractical colleges joined in the American university, represent the highest triumphs of modern democracy. With thecontinued blessing of Heaven and favor of faculties, friends,.founder, and president may the University of Chicago towersuch a Parnassus in the Republic of the Americas and ofLetters !President Charles F. Thwing, of Western Reserve University, then spoke upon " Problems ofthe Modern College." x His address is as follows :Ladies and Gentlemen : I wish to say a few things. Iwish to speak of the college problem arising from condition;of the college problem arising from means ; of the collegeproblem arising fiom method ; and of the college problemarising from the end. These four problems, or these foursides of one problem, we can all approach with gladness,for a problem represents life. The more vital life is, themore numerous and the more important are its problems.Death has no problems.Therefore let me say, first, the problem of the collegearising from condition has three parts. One of these partsrefers to time. What shall be the length of the collegecourse ? The discussion arising in the present time touching the reducing of the college course from four years tothree has arisen from two causes. One cause lies in thefitting school, the other cause in the professional. Thefitting school is now doing the work of the Freshman yearof the college of forty years ago. The advancement of professional education has so lengthened the term that the manin the college feels obliged to approach his professionalwork at an earlier age than he formerly could. From thesetwo causes arises the discussion of the shortening of the college course.The solution of the question of the length of the collegecourse, in my humble judgment, is to lie, not in the institution,,not in any method, but is to lie in the elective preference of thestudent himself. Certain men may wish to spend four yearsin college, some will be ;obliged to spend five. Certain menfeel that they can secure better results on the whole by limiting the college course to three years, and in most collegesmen of ability and sound health, and of good working habits,can do the work for the first degree in three years. I firmlybelieve that the solution lies in the preference of the studenthimself.The second part relates to the place of the college in themidst of the material and physical world. What is the bestlocation for the American college ? My friend, ChancellorChaplin, of Washington University, St. Louis, said to1 Stenographically reported for the Record by H. S. Allen.•34 UNIVERSITY RECORD:me some time ago that when he was obliged to take up thequestion of rebuilding the halls of that university, he askedmany college presidents their views touching the best loca-*tion. He asked President Low, "What is the best locationtfor a college ? " and the answer came back, " in the verymidst of a great metropolis." He asked the president ofWilliams College, and the answer came back, " among thehills." And so he went through the whole list, and eachpresident rejoiced in the belief that the location of the college of which he was an officer was absolutely the very bestlocation. In this presence we can say, with all regard forthe advantages of other locations, that the best location for¦a college is in the midst of the most beautiful country partof a great western metropolis.The third part of this problem of condition relates to'equipment, and this problem becomes simply a problem ofwisdom and of money. Wisdom without money is resultless.Money without wisdom is absolute waste. With these two'conditions we can be sure that equipment will be ample.The second problem of the college is the problem ofmeans. This problem has simply two parts — the problem¦ of truth and of personality. The college labors under the'difficulty of getting great teachers. Great teaching is thehardest and most lasting work that the college has to do.The great teacher embodies two elements. He must be aman of truth, and he must be a man of large and noblecharacter. The teacher of truth simply, without largenessand greatness in his personal being, stands for knowing all,but he is as cold and dead as the sphinx of the sands. A man'of great personality, without truth, may become a most destructive agent in human society. The man of both truthand personality is the man the college ever searches for, andTwhen found, crowns with its noblest laurels. Such men are,such men have been, such men are to be. Agassiz was oneof them. The world may abandon his theories, but the~world will never abandon Louis Agassiz himself.On the whole, • I am constrained to believe that the''-teaching in the American college is one of its weakest ele--ments. The other day I asked a class of one hundred and^fifty Freshmen : " How many teachers have you had sinceyou entered school to the present day? " The answer ranfrom ten to thirty. I then asked the question : " How manyof these teachers had an influence over you that you can ap- ,preciate ?" and the answers ran from zero to nine or ten. Ithen asked the question : " What was there in these teachers that influenced you ? " and the answer, of course, is obvious — the personality, the life, the interest, the character. Iknow very well that one teacher who finds you may not find.you, but it is certainly sad that only one in five, or one in sixof all the teaehers that the American youth has had has-had a distinct influence over himself. I have had greatteachers at Andover and at Harvard, great teachers, but"when I came to count them over on my fingers, how few of them have helped me to become the kind of a man I wishedto become ! The problem of the American college, as theproblem of the American school, is the problem of findingthe great man, who knows and feels and uses the great truthas a power to influence manhood..And the third problem of the college is the problem ofmethod. For me this problem has this special reference,What qualities inhere in certain subjects to train mind andman ? After all these years and centuries of education, theeducators themselves and the people are in doubt as to certain values attaching to certain subjects for study. Ofcourse, we can say that mathematics teaches logical reasoning, and language interpretation, and science accurateobservation. But does not language, too, teach accurateobservation ? Is not Greek a study of science, and does nothistory teach interpretation ? This problem of method isseriously important. Its solution, I believe — speaking notas a scholar, for I am none, but speaking as a "looker on inVenice," lies largely in the psychological laboratory.Through that laboratory and from larger and wiser and morecareful observation, in the course of decades we shall be ableto secure certain categories that shall help us largely in thedetermination of the value of the topics of education.I now pass on, if you will bear with me in this hour, tospeak of the fourth side of the college problem, or the fourthproblem itself, the problem in the college of end. This problem, in a comprehensive way, is to make the gentleman,which also, I am more than glad to say, by parity of reasoning implies to make the lady. The end is not to promoteknowledge. Knowledge, of course, is of high significance.That is the problem of the university, of the graduate school.The problem of the college is the human problem, to makethe highest type of the gentleman. This problem may beapproached in several ways. It maybe approached throughthe intellect. The college uses the intellect for making thegentleman. In this connection the single note I wish tostrike is the note of the specialty.At what time should a man begin his special or professional studies ? The answer to this question I wish to makeis : he should begin just as late as possible. It is importantto have enough doctors and lawyers and ministers, andheaven itself knows that we do have enough. It is moreimportant to have men well trained as physicians and ministers and lawyers. When we know that the passing of asingle life means the death of other lives ; when we knowthat so many conditions contribute to the disastrous resultsin humanity arising from the lack of knowledge, let me saythat the man himself should be trained in the largest andnoblest way possible. We say thirty is too late to begin tobe a doctor. It is late, but my dear friends, better begin atforty or fifty if you can save more lives, than begin at thirty.I wish simply to have men largely and nobly trained for theirspecialty. One is first not a doctor or a lawyer or a. minister,SMALL;, NEXT STEPS IN COLLEGE DEVELOPMENT 35one is first, a large type of the gentleman. Upon thisoint I wish to say, too, that in American education I believe_e should recognize that the scientific school is not coordinate with the college, but the scientific school is coordinatewith the professional school of law and of medicine.We can also approach the problem of end from the heart,the keyword of this approach is the word love. I know verywell that when the country wants defenders she can dependupon the college boy. I know very well that the two most-sacred spots on earth to me — outside of most holy and personal places — are the memorial hall of the University ofNorth Carolina, standing for the sons of North Carolina whoJaid down their lives for their altars 'and their fires, and thatother memorial hall on the banks of the Charles, bearingwitness that Harvard's sons were loyal to what they held tobe true. I know very well that the college heart is true, but:also I know very well of the self-wardness — self-wardness,I say, not selfishness, of. the scholar's life. We, largelythrough personal influence, should breathe into the collegeman the belief, that our country is dearest of all, thathumanity, man himself, is worth all, all we can give unto it.Love toward humanity represents one method of approachto the solution of the problem of the end of the college, but.also we can approach this problem through the will, and.here the significant word is achievement. At this point therecent remarks of Mr. Schwab as to the uselessness of a college education become significant. A few days after Mr.Schwab was reported to have depreciated a college course as,a millstone hung about the neck of a boy he also said thatthe great need of the world is brains, brains, brains, and healso said "we should continue these combinations, provided we can find men to manage them." The only pointat which Mr. Schwab or any other man can depreciate theworth of college training in respect to business is this, thatthe college man does not recognize the inexorable. Hedoes not recognize the military element of exactness andpromptness that must belong to all life. But look aboutyou in all the world ; the men of achievement are either menwho are themselves college bred or who do much to giveevery other man the opportunity of college breeding.The fourth means of approach to this problem is from theimaginative or the sesthetieal faculty. The college man is toappreciate and love the beautiful. The imagination teachesone how to see life as a whole and to see and to love lifesanely and in beauty.But I at once pass on to say that the fifth and last methodof approach to the problem of the end of the college educa-cation of the gentleman is the method of the conscience. Ibelieve less and less in rules. You may have your rule inthe fitting school, but any boy in college who needs rules isthe boy who ought to go back to the fitting school. Youtrain the gentleman by trusting him to be a gentleman.Conscience., too,, stands for service, for duty, for right. In Ohio to me one of the holiest spots is the campus of AntiochCollege, for there Horace Mann wrought and died. Theother day I met the president of Antioch College, and hesaid to me : " Do you know the last words Horace Mannever spoke?" I answered: "I know the last words hespoke in public. I do not know the last words he spoke."Dr. Bell said to me : " Horace Mann knew he must die.His mind was clear. He wanted to see the college girlsand boys again, an4 they were called in one by one. Toeach he spoke affectionately, by look, by hand pressure, or byword of mouth. When all were gone, as if in the struggle ofa great soul for deliverance, he was heard to say, 'God —Man — Duty.'" The greatest of American educatorsuttered as his last word the word " Duty." It is the Englishman's word; it is the American's word ; it is the word of thecollege.These four problems, with their various sides, are the college problems. I said, as I began, we can take up theseproblems with gladness. As I sit down, I say we can go totheir solution with hopefulness. We cannot' despair of therace. Some way the race is to come out nobler and finer,with more of the heavenly and divine. The American college can go on to the solution of these problems withabounding hopefulness.Professor Albion W. Small, of the University ofChicago, discussed the subject,, "The Next gtepsin College Development." He said :The evolution of a new controlling idea in college education has gone so far that it is time for us frankly to declareour independence of the time-honored but obsolescent tradition which has been our pillar of fire and cloud thus far.The time for talk is nearly done, and the time for action inaccordance with the perceptions which have recently developed is near at hand. We are actually revolting, in practice, against the dominance of the culture" conception ofcollege education, and we are adopting in practice the calling conception of education. It will presently appear thatthis use of terms is a rhetorical concession to an antithesisin language which does not correspond with fact. Cultureand training for vocations are so inseparably bound togetherthat men cannot permanently put them asunder. For brevity, however, we may employ the antithesis. We are aboutto declare in practice that we will no longer defer and defraud preparation for our vocations, out of deference to anillusory standard of mental depth and breadth. WTe areabout to demand that culture shall be obtained by mostcollege graduates as an incident of preparation for theircallings. In other words, college education is become rudimentary professional education. It is not to displace themore advanced professional schools, but it is to concentratethought for a longer period upon preparation which shallreceive its maturest courses in those professional schools.36 UNIVERSITY RECORDStudents are not much longer to be kept during the largerpart or any part of the college years pursuing the ignisfaluus of culture by means of what is somebody's else professional education. They are to be admitted at once to themore generous and genuine culture of faring directly towardtheir particular life-purpose, with all the help that moderneducational equipments can afford to speed them on theirway.In taking this position one cannot even solace himselfwith the satisfaction which accrues, to some temperamentsat least, from posing as a radical. Instead of containing anything essentially new, the programme to be suggested is theonly consistent and liberal development of the educationalidea which first built the "little red schoolhouse " and thenadded the colleges at Cambridge and New Haven, and theirimitators in all the states. The original American collegecurriculum was a strictly professional course. It was thetraining for the philosopher, the all-around man, the thinkerof consecutive, connected systems of general ideas, withspecial reference to the particular callings of the preacherand the teacher. The conventional A.B. course in ourAmerican colleges always has been a more or less wiselychosen collection of studies whose appropriate result wouldbe the embryo philosopher. The early spirit of self-sacrificewhich planted our American school and college system didnot contain the caste-notion that the philosopher is the onlytype worth education. Precisely the contrary was the fact.Our ancestors felt the need of philosophers as leaders inchurch and state. They aimed to supply that need first.The whole implication of our universal education idea carries with it the intention of providing, as fast as meansallow, for equally liberal training of the other types of menwhich schools of higher learning might help to form. Whilewe have been accumulating educational resources, and perfecting educational methods, we have unnecessarily restrictedthe scope of our educational programmes. Our colleges areconsequently a collection of arrested developments. Insteadfinding out how men of other types might get their growthmost securely, by a programme of study that should be professional in the same sense in which the philosopher's curriculum is professional, we have lapsed into the mechanicalpedantry of assuming that the original professional course fora single type of men is the standard course for all men. Notreferring now to scientific and technical schools, the collegeshave not yet to any considerable extent dared to adopt anysubstitute for this philosophical standard, as a formativeprinciple of other types of training. When we have variedfrom the traditional curriculum, we have either made aricher curriculum for the philosopher still, or we have turnedit into a nondescript affair which produced a larger proportion of the type "perplexed" among the naturally philosophic few, and we have made nothing better than mentalmisfits out of the non-philosophic many. This implies no depreciation of the philosophers. Theywere never more acutely needed in the world than they aretoday. I fondly aspire to be one myself, though my presentargument is probably an infallible means of convincingthose who read it that I can never deserve the designation.It ought to be the hand of a philosopher that rocks the cradleand wields the slipper — for I do not believe that any of ourmodern pedagogics will ever permanently suspend the slipper's moral functions. We need philosophers in the home,the school, the sanctum, the market, the court, the pulpit,and the chair of state; but in the same sense and with thesame calculation of practicable proportions, we also needin all these places the chemist, the biologist, the economist,.the politician, the artist, and the sanitary engineer. Weneed whole men and women everywhere, and we getthem nowhere. The fiction of our philosophy-culture, orour culture-philosophy, never has filled round holes with.square pegs, nor square holes with round ones, and itnever will.Nor is any reflection implied upon the general wisdom ofour present standard culture-courses for their professionalpurpose — -except where we prostitute them to a demandwhich robs "them of their special merits, without substitutingother merit to offset the sacrifice. For my own personaland professional uses the traditional arts course is, if not thebest, at least the best likely for some time to be available.For young men intending to follow my own profession, Icould offer no better advice than that they get the most theycan out of the regular Latin, Greek, Mathematics, rudimentary Physics, Chemistry, Biology, History, Literature, Economics, Psychology, Logic, Ethics, in something like the proportion provided, we will say, in the requirements until recently at Yale. This scheme should also include enoughFrench and German to make any trained worker the possessor of the tools of his calling which those languagesafford. The present contention simply is that the numberof men for whom this philosopher's preparation is a reasonable investment of four years out of their threescore and ten,after they have completed one of our modern college preparatory courses, is a very minute fraction of the wholenumber whom our colleges might make richer and better forlife by a reorganization of resources already at our command. It is not that the present system fails to bring goodgrist to my professional hopper. I have no grievances ofthat sort. The American college should do a dozen different.sorts of things, and do them better than it is now doing thetwo or three sorts of things which have established themselves in its programme.Probably I have seemed to have in mind a policy thatwould turn the college into a collection of trade schools-It may be suspected that the tendency of this argumentwould be to adjourn the study of principles and substituterote-learning of details and rule-of-thumb practice. ItSMALL : NEXT STEPS IN COLLEGE DEVELOPMENT 37doubtless seems to slant toward making the college produceshipping-clerks and machinists and compositors and plumbers. Although some of our bachelors of arts would haveacquired more education, mental and moral, with the technical thrown in for good measure, if they had served anapprenticeship that made them competent in either of thesepursuits, than they actually acquired in college, I meannothing of the sort. Without undertaking to describe howmany distinct professional schools might properly be madecoordinate with the philosophic school which is chief amongthe two or three distinct professional schools that virtuallyhave a place inside our larger colleges, it is easy to namenumerous callings for which distinctive preparation is desirable. A professional school intelligently calculated to fitstudents for either of these callings would be able to vindicate its equal dignity with the professional philosophicalschool. Not to make the list needlessly speculative, we mayspecify the following types as demanding and deservingeach a professional school of its own within the Americancollege: (i) the lawyer), (2) the doctor, (3) the elementaryteacher, (4) the merchant, including the banker, the insurance-man and the railroad-traffic man, (5) the diplomatist,(6) the politician, (7) the editor, (8) the scientific investigator, (9) the engineer, including the manufacturer, the constructing and operating railroad man, (10) the administering philanthropist, that is, "social workers" of all kinds,(11) the musician, (12) the artist, (13) the social leader,either as home-maker or as club-woman. In this list no mention has been made of the extractive industries. The college of engineering would have to include agriculture, mining, forestry, fishing, etc., in addition to the pursuits accordedto it more properly. Nor has the ministerial professionalbeen named, because, as was hinted before, the philosophicalschool already developed is the best proposal yet offered inprimary professional training for preacher and certain typesof teacher. The last profession named in the list is one ofthe most important and one which has been most neglected.I mean the growing class of women many of whom willcommand independent fortunes, or at least abundant leisure,and who should prepare themselves for influential positionsin society. We have thrown open all doors for women toprepare themselves to compete with men, but we have notyet considered what should be the professional training forthat sphere in which men can never successfully competewith women.One cannot fail to be aware that the old-fashioned educational philosopher and the new-fashioned psychologist andthe practical layman will probably alike reply at once thateven if the Freshman had decided which of these courses hewould pursue, he would be a fool not to study many of thesame things that would be necessary for one or more of theother callings in the list. This we must grant of course ; and when it is said that we are bound sooner or later to differentiate our present undergraduate programme into a group ofprofessional schools to coordinate with our present philosophical school, it by no means follows that the subjectsstudied will be mutually exclusive. To what extent thiswould be the case is a bundle of questions of detail whichcan be settled by experience alone. That experience mustbe gained, however, in course of applying the calling-ideaof adapting studies ; not from mere deductive use of the culture dogma.There is very little danger that professional work in amodern university will ever become excessively technical inthe sense that it ceases to be philosophical, and so ceases tobe cultural. From the technical man's point of view, theutmost that any technical school can do for its students isdangerously theoretical at best. Between the outside constituency demanding real knowledge, and the universitydemanding correlation of all knowledge, no professionalfaculty could long continue a programme either of emptyspeculation on the one hand or of blind empiricism on theother. Every profession would be studied as a liberalprofession.Of course we shall never convince by logic the men whobelieve that there is culture in understanding the causes ofthe Trojan War, but none in learning the causes of the warin China ; who respect the intellectual process involved intracing the laws of comparative philology, but suspect themental quality concerned in analyzing comparative industrial or political or legal structures. The difference is inkind, however, not in degree of culture developed, on the onehand by the process of calculating next season's eclipse, andon the other hand next season's over-supply of corn or under-supply of rolling-stock to move the crops. In most cases itis a pure waste of time and strength to argue this with thosewho are not convinced in advance. It is simply the old dispute about tastes, over which we have always known it isfolly to quarry. Personally, if I could live over again myacademic life, with the use of the experience which I havegained, I should choose to learn how to predict the eclipse,and not the state of the market ; but I should do it becauseI know that there are other men who are better fitted thanI to learn to do the other thing, and leave me to pursue myown bent in greater comfort. But why should I have thetechnical training for my calling,- to the prejudice of thesort of technical training that would better fit them for theircalling ?As we said above, when we place the culture-aim in antithesis with the calling-aim, and conclude that the latter willbreak our colleges up into collections of coordinate professional schools, we are apparently discrediting our thoughtby a needless opposition of terms. The question of cultureversus no culture is not involved. I take it that culture is a38 UNIVERSITY RECORDcompound of sense of the realness of things, sense of thecomplexity of things, sense of the time element involved inthings, sense of the interdependence of things, sense of theproportion and harmony of things, and sense of the immediate and ultimate uses of things. . The most utilitarianconception practically possible of preparation for either ofthe callings which I have named, would necessarily includesooner or later all the culture to be got from systematic consideration of each of these aspects of things, in connectionwith their special application to the calling- in view. Itwould be impossible to outline a course of preparation thatanybody would accept for either of these principal vocations,without making it the vehicle of all the culture the studentcould bear. We are standing in our own light, and in theworld's light, when we restrict our conception of culture to asingle type of culture. It is with culture as with medicine ;what may cure one patient may kill another.I hope to live to see the following programme carried out byour great universities : Men or women will be singled out because of special interest in education for one of the cardinalcallings or groups of callings, which have been named. As deanor head of a corresponding faculty, each of these college officers will be charged with the duty of shaping an educationalprogramme for students looking forward to the particular calling in which he is interested. In cooperation with the facultyhe will be permitted to find out by experiment the very bestthing that the college can do for the typical, or even the exceptional candidate for that profession, and he will be allowedfreedom to act accordingly, regardless of the programmesfound wisest in other cases. This arrangement will do morethan any other plan that can be named to save waste of students' energy; to prevent blunting of students' ambition, andto concentrate the largest proportion of students' strengthupon work that will combine training and culture. Therewill be world-wide difference between a young man simplygetting credits for courses that to his mind have only anarbitrary connection with his present or future interests, andthe same man studying many of the same subjects with theconviction that the best evidence available has set downthose subjects as the best possible schooling for his vocation. There would also be inestimable difference of emphasis and of detail between the same studies pursued by anarchitect and an engineer, for example. I would have boththe pharmacist and the philosopher study chemistry ; but Iwould not have them study it in the same way and in thesame class, unless I saw reasons for sacrificing either one tothe other, or both to some conventional idea.Probably Tennyson would not have had the courage ofhis "flower-in-the-crannied-wall" convictions, as the rest ofus have not, in spite of quoting his lines for a generation asthough we endorsed them. We profess to believe that wecan start with the flower in the cranny, and never find a place to stop until we have encompassed everything. Ye-we return to our old idol and refuse to see that a real lifeproblem embodied in a cardinal human vocation is centralenough to permit and demand an enlightening and ennoblingsurvey of life.I will not make a plea. I am simply venturing a predicttion. What logic could hot do, our sense of humor maypresently accomplish.The conferences were resumed at 3 : 00 p.m. in.three sections.In the Science Section meeting in Kent Theater, Professor Van 't Hoff and Director Charles B.Walcott, of the United States Geologic'al Survey,,were the speakers.Professor van 't Hoff spoke as follows :As I am to deliver in the course of the next few days a.series of lectures upon some parts of physical chemistry intheir details, I should like to use this educational conference as an occasion for presenting an introduction to mylectures.I add at once that one of our best modern historians,Ladenburg, in his Development of Chemistry in the LastTwenty Years, sustains that the more and more prominentposition of physical chemistry characterizes the developmentof our whole chemical science during the last twenty years.Let me briefly trace how this physical chemistry has grown^and what it is at present. Allow me in doing this to relypartly on personal observations.When, as a student of the Bonn University, I studiedchemistry first, about thirty years ago, under the guidance ofone of the most famous men, Kekuie, chemical science hadyaccording to our master, come to a dead point.The existence of atoms, though an indirect chemical conclusion, seemed to have been well established, corroboratedas it was by the conception of molecules — a conceptionwhich rested merely on physical grounds. The details-about the mutual relation in which these atoms stood in themolecule either were already known or in the case of complicated or new compounds a knowledge of them was but aquestion of time. Thus H3COH was used to represent themutual relations of the atoms in the molecule of a simplecompound, methyl alcohol ; that is to say, it was known thatthree atoms of hydrogen are held in some unknown way bythe atom of carbon, the fourth hydrogen atom is held by theatom of oxygen, and this in turn again by the carbonatom. Yet all such formulas were merely schemes in themind, or diagrams on paper, and chemistry was lookingout for a kind of Newton who might tell us the lawswhich hold together these atoms in their constellations, themolecules.VAN'T HOFF: PHYSICAL CHEMISTRY 39*You know as well as I that up to the present time thisNewton has never come. Yet, only a few years after Kekule"sdisappointing prophecy (which, by the by, a teacher shouldnever express before his pupils) stereochemistry awoke, andis now a fully developed and well founded branch of chemistry. By stereochemistry so much at least was attained that,admitting the existence of atoms, we now know to a large extent, not only the mutual relations, but also the mutual positions, which these atoms occupy in the molecule. H3COHbecomes jjIH— C— O— H .' IHThat is, the three atoms of hydrogen and the atom ofoxygen were found to be arranged in space around the carbon atom in such a way as to occupy the four corners of atetrahedron, in the center of which the carbon atom lies.But there we stood, and still stand since more thantwenty-five years, still ignorant of the laws to which theirrelative position is subordinated, though a recent attemptseems to me hopeful.Nevertheless, research went on in a way which had verylittle to do with that architecture constructed by the mindwhose building stones are atoms. So, fifteen years afterKekuld's discouraging prophecy, a second child of hopeawoke, and this was physical chemistry. It did not appearat once -¦ — a scientific branch hardly ever does -r- it developedas a plant unseen in the shadow, till it felt the sun, and thengrew up to be a giant tree.Some, as Duhem, even say that physical chemistry is athird fundamental science, entitled to be placed betweenphysics and chemistry. Others, like Winkler and 'Laden-burg, say that, to begin with, we might allow it a prominentplace in chemistry and substitute for the division into thetwo branches, organic and inorganic, a division into three.It will be of interest to add that the University of Gottingenhas recently organized the chemical department on this principle. But, apart from all principle of division, which in theend is always arbitrary, because our whole science, likenature, which it reflects, is only one thing, though ratherlarge, we ask : What has physical chemistry achieved ?There are two ways along which a reply to such a question can be given. I might trace in outline the general conclusions, and might speak to you of the laws of chemicalchange, of reaction velocity, of electro-chemical processes,but I should not be able to do much without the use ofrather complicated formula, which the character of thisintroduction excludes.The second way is of a special nature, and I will ventureon it, to trace on what lines physical chemistry wrought outits conclusions and what success it met with. The particulars will apply to one of the best known and farthest reaching achievements, to the investigations on osmotic-pressure.Let me begin with that particular attraction for water,,which we find in some substance very familiar to us, say in>ordinary burnt lime. If the lime is kept in a well-filledr.flask or bottle, which is not hermetically sealed, water from,the surrounding air will be attracted by the lime. This willaugment the volume of the lime, and the flask or bottle willeventually give away; a tremendous force is thus developed, too large, perhaps, to be exactly measured.But, on a smaller scale, we may follow up quantitatively-the analagous process with sugar, for instance, in a dilutesolution, say a I per cent, solution. This will attract water-also, as may be shown by filling with the solution a flask,.porous, but permeable for water only, and by placing thisflaak, when well sealed, in water. Then water will enter ittill, if the flask holds, a pressure of two thirds of an atmosphere is attained, as was measured by Pfeffer.We may generalize and say, every solution has the tendency to diffuse into the solvent as if it were attracted by the-solvent, and this tendency will produce a pressure if the,diffusion is prevented by a membrane. This pressure, formore than a century studied as osmotic pressure, has a well-defined amount ; it was known to vary with concentration,,with temperature, and with the nature of the substance dissolved, etc., and this was all we knew about it until the wayin which physical chemistry worked, was applied to it. The;result was so transparent that every student may now calculate readily for any dilute solution what its osmotic pres-.sure is ; for all may be summed up in this one expression :,P = 0.08 C T,with P, the osmotic pressure in atmospheres, T, the absolutetemperatures, C, the concentration or number of gram mole-.cules of dissolved substance in one liter of the solution.,The above value of the pressure for a 1 per cent, sugarsolution is, at once, got at by this formula. Let me onlyinsist on the different way in which physical chemistry works,as compared with stereochemistry. Physical chemistry does,not seek the solution of problems by trying to reveal the.constitution of matter, but it works out between measurablethings relations to which the calculus may be applied.This is not all. Looking upon the tremendous work^which atomic chemistry has achieved, one must acknowledgethat in research relatively little up to the present has provedof value as to what most interests us, the problem of life..Quite the opposite can be maintained with the lines followedup in physical chemistry; and even ten years ago, I used an,occasion like this at Utreqht to point out the large partwhich this osmotic pressure, the laws of which physical^chemistry revealed, plays, in physiology.I could indicate the result of many a physiological investigation, pointing to, t]&e f^ct tfrat osmotic pressure is a.40 UNIVERSITY RECORDfundamental factor in the most different vital functionsin plant and animal existence. According to de Vries/itregulates the growth of the plant ; according to Daudres itregulates the functions of the blood ; according to Mussart itregulates some functions of the human eye as well as thelife of the most deadly infectious poisons, like the typhusbacilli.Since then, literature on the same subject has appearedwhich might fill a new and most interesting volume, in whichthe most startling fact up to the present would be the factrealized here by that splendid discovery of Professor Loeb,that the act of fertilization in lower organisms, as seaurchins, may be substituted by a given increase in theosmotic pressure of the surrounding medium.And I may well quote in conclusion his summary that :" At no time since the period immediately following the discovery of the law of conservation of energy, has the outlookfor the progress of physiology appeared brighter than atpresent, this largely being due to the application^ physicalchemistry to the problems of life."Director Walcott spoke on "The Relations ofthe National Government to Higher Educationand Research":When one considers the relations of the government tohigher education and research, one of the first questions toarise is : What, within the limitations imposed by the constitution, can the government do ? Other pertinent inquiriesare : What has been done ; what is the present policy of thegovernment ; how are its educational resources being utilized, and what can be done that is not already being welldone by our universities, colleges, and technical institutions ?Many of our wisest and best statesmen and jurists areof opinion that the general government has no powerunder the constitution, to appropriate money for educationalpurposes, that important function having been left to thestates. A glance backward over the history of colonial andnational discussion and legislation is interesting and instructive.HISTORY OF COLONIAL AND NATIONAL DISCUSSION.In colonial times Oxford, Cambridge, and Edinburghwere to American youth the centers of learning and highereducation. They furnished all that was needed by the well-to-do student, and local colleges were given scant attentionand support. The founders of our college system wereobliged to meet adverse conditions which developed in themthe same qualities that led their compatriots to the conquestof the continent.Early in the seventeenth century (i 6 19) the Virginia Company granted ten thousand acres of land " for the foundationof a seminary of learning for the English in Virginia." Atthe suggestion of the king, the bishops of England in the same year raised fifteen hundred pounds to aid in the education of the Indians in connection with the proposed grant ofland for the seminary. A portion of the land was occupiedand the seminary started under the direction of GeorgeThorpe, a man of high standing in England. But the institution was short-lived. It, with its inmates and founder,perished in the Indian massacre of 1622.In 1624 an island in the Susquehanna river was grantedfor the founding and maintenance of a university, but theundertaking lapsed with the death of its projector and ofJames I. and the fall of the Virginia Company.For a time the movement for higher education was delayed,but in 1636 Harvard was founded ; then William and Mary,in 1660; Yale, in 1701 ; the College of New Jersey, in 1746;the University of Pennsylvania, in 1751 ; Columbia, in 1754 *»Brown, in 1764; Dartmouth, in 1769; the University ofMaryland, in 1784; North Carolina, in 1789-95 ; Vermontin1791 ; and Bowdoin, in 1794.The university spirit was well developed when the Constitutional Convention met in 1787. James Madison, a member of the convention, acting in harmony with the knownwishes of Washington, proposed to give the national legislature power —To establish a university.To encourage, by premiums and provisions, the advancement of useful knowledge and the discussion of science.Charles Pinckney also earnestly advocated a plan for theestablishment of a national university, and Mr. Wilson supported the motion ; but the matter was dropped, on the groundthat Congress already had sufficient power to enact laws forthe support of national education.John Adams, who agreed with Washington in believingthat " scientific institutions are the best lasting protection ofa popular government," was always a strong advocate of thepromotion of intelligence among the people. He securedthe insertion in the constitution of Massachusetts of a provision recognizing the obligation of a state to promote ahigher and broader policy than the mere protection of temporal interests and political rights to the individual. Thisprovision was :It shall be the duty of legislators and magistrates in allfuture periods of the commonwealth to cherish the interestsof literature and science .... to encourage private societies, and public institutions, rewards and immunities for thepromotion of agriculture, arts, sciences, commerce, trades,manufactures, and a national history of the country.1George Washington sought to impress on Congress andthe people his earnest conviction that the government shouldestablish and support a great national university. To thisend he made a bequest in his will, and if Congress hadtreated it as did the legislature of Virginia his bequest forthe endowment of Washington College, there would be today*G. Brown Goode, The Origin of the National Scientific andEducational Institutions of the United States, 1890.WALCOTT: THE GOVERNMENT AND HIGHER EDUCATION 41a fund sufficient to give adequate support to a great institution for investigation and original research in the capitalcity.In his will Washington expressed the fears he entertainedas to the effect of foreign education on the youth of America,and the desirability of having an American university. Hislanguage was as follows :That as it had always been a source of serious regret withme to see the youth of these United States sent to foreigncountries for the purpose of- education, often before theirminds were formed, or they had imbibed any adequate ideasof the happiness of their own, contracting too frequently notonly habits of dissipation and extravagance, but principlesunfriendly to republican government, and to the true andgenuine liberties of mankind, which thereafter are rarely overcome. For these reasons it has been my ardent wish to seea plan devised on a liberal scale which would have a tendency to spread systematic ideas through all parts of thisrising empire, thereby to do away with local attachments andstate prejudices, as far as the nature of things would, or,indeed, ought to admit, from our national councils. Lookinganxiously forward to the accomplishment of so desirable anobject as this is (in my estimation), my mind has not beenable to contemplate any plan more likely to effect the measure than the establishment of a university in a central partof the United States, to which the youth of fortune and talents from all parts thereof might be sent for the completionof their education in all the branches of polite literature, inarts, and sciences, in acquiring knowledge in the principlesof politics and good government, and (as a matter of infiniteimportance, in my judgment), by associating with eachother, and forming friendships in juvenile years, be enabledto free themselves in a proper degree from those local prejudices and habitual jealousies which have just been mentioned, and which when carried to excess are never failingsources of disquietude to the public mind, and pregnant ofmischievous consequences to this country.Madison, though defeated in his effort to secure the approval of the Constitutional Convention for the establishment of a national university, did not fail, when president,to call the attention of Congress to the subject. In hissecond annual message he said :I cannot presume it to be unreasonable to invite yourattention to the advantages of superadding to the means ofeducation provided by the several states a seminary of learning instituted by the national legislature, within the limitsof their exclusive jurisdiction, the expense of which mightbe defrayed or reimbursed out of the vacant grounds whichhave accrued to the nation within those limits. {Annals ofCongress, 1810, 181 1, 1813.)1Various other attempts have been made from time to timeto establish a national university.In 1796 a proposition was before Congress in the form of,a memorial praying for the foundation of a university.{Executive Documents, Fourth Congress, second session.)Again, in 181 1 a committee was appointed by Congress to1 Frank W. Blackmar, Ph.D., The History of Federal and StateAid to Higher Education in the United States (Bureau of Education," Contributions to American Educational History," edited by HerbertB. Adams, No. 9, 1890, p. 32). report on the question of the establishment of a seminary oflearning by the national legislature. The committee reported unfavorably, deeming it unconstitutional for thegovernment to found, endow, and control the proposed seminary. {Executive Documents* Eleventh Congress, third session.)In 18 16 another committee was appointed to consider thesame subject, and again the scheme failed. {ExecutiveDocuments, Fourteenth Congress, second session.)1When the disposition of the Smithson fund (1838-46) wasunder consideration, the subject of founding a national university was fully and freely discussed, and the plan was,rejected by Congress.Another attempt was made in 1873, an(i since then manybills of like import have been introduced in Congress. Noneof these have received even so much as a favorable reportfrom the committee to which it was referred, either of theSenate or of the House of Representatives.The trend of opinion has been and is that the governmentshould not found a national university in the sense suggestedby Washington and those who have followed him. TheCongress has, however, generously aided technical andhigher education by grants of land to states and territoriesfor educational purposes. This policy was established bythe act of 1787,2 and subsequent enactments have added tothe benefits.The most important act, after that of 1787* was that of1862, granting land for the endowment of colleges forteaching agriculture and the mechanical arts. It is to benoted that by this act the responsibility was thrown entirelyupon the states, and that, so far as the administration of thefund was concerned, it was state, not national, education.The total grants of lands aggregate about 13,000,000acres, or 20,000 square miles. Of this 2,500,000 acres, or4,000 square miles, were for the establishment of higherinstitutions of learning. This land, divided among thirtystates and territories, gives an average of a little more than80,000 acres, or about 130 square miles. For technicalschools, called "colleges for the benefit of agriculture andthe mechanical arts," Congress has granted to forty-fivestates 10,500,000 acres, or about 16,000 square miles. Thisis an average of 230,000 acres, or about 360 square miles.Congress now grants annually to each of these forty-fivecolleges $25,000, this appropriation aggregating more thana million dollars, all of which is expended under the direction of state boards.The government maintains, and has maintained since1802, an academy for training its army officers; also, since1845, an academy for training its naval officers. The1 Ofi. cit., pp. 39, 40.2 Reserving one section of land in each township for public schools, andtwo sections for the support of a literary institution, to be applied to theintended object by the legislature of the state.42 UNIVERSITY RECORDgovernment does not maintain, and never has maintained,any institution for training its civil officers.The policy of the government, as gathered from its acts,has been and » is to relegate the direct control of education ,to the states, aiding them in this work by grants of land,and in the case of technical education by grants of moneyalso.PRESENT POLICY OF THE GOVERNMENT.Turning, now, to the question, What is the present policyof the government ? we have just seen that aid is given bygrants of land, and, in the case of the experiment stations,by grants of money. The policy in relation to the use of itsliterary and scientific collections by students was defined bya public resolution of Congress approved April 12, .1892,which reads as follows :Whereas, Large collections illustrative of the variousarts and sciences and facilitating literary and scientificresearch have been accumulated by the action of Congressthrough a series of years at the national capital ; andWhereas, It was the original purpose of the governmentthereby to promote research and the diffusion of knowledge,and it is now the settled policy and present practice of thosecharged with the care of these collections specially to encourage students who devote their time to the investigationand study of any branch of knowledge by allowing to themall proper use thereof ; andWhereas, It is represented that the enumeration of thesefacilities and the formal statement of this policy will encourage the establishment and endowment of institutions oflearning at the seat of government and promote the workof education by attracting students to avail themselves ofthe advantages aforesaid under the direction of competent.instructors ; therefore,Resolved by the Senate and House of Representatives of theUnited States of America, in Congress assembled, That thefacilities for research and illustration in the following andany other governmental collections now existing or hereafterto be established in the city of Washington for the promotion of knowledge shall be accessible, under such rules andrestrictions as the officers in charge of each collection mayprescribe, subject to such authority as is now or may hereafter be permitted by law, to the scientific investigators andto students of any institution of higher education now incorporated or hereafter to be incorporated under the laws ofCongress or the District of Columbia, to wit :One. Of the Library of Congress.Two. Of the National Museum.Three. Of the Patent Office.Four. Of the Bureau of Education.Five. Of the Bureau of Ethnology.Six. Of the Army Medical Museum.Seven. Of the Department of Agriculture.Eight. Of the Fish Commission.Nine. Of the Botanic Gardens.Ten. Of the Coast and Geodetic Survey.Eleven. Of the Geological Survey.Twelve. Of the Naval Observatory.The privileges of this act, it will be noted, are limited toinstitutions incorporated under the laws of Congress or ofthe District of Columbia. This limitation was removed byan act approved March 3, 1901, which reads' as follows : That facilities for study and research in the government. departments, the Library of Congress, the National Museum,the Zoological Park, the Bureau; of Ethnology; the FishCommission, the Botanic Gardens, and similar institutionshereafter established shall be afforded to scientific investigators and to duly qualified individual students, and graduates of institutions of learning in the several states andterritories, as well as in the District of Columbia, under suchrules and restrictions as the heads of the departments andbureaus mentioned may prescribe.DISCUSSION AND ACTION IN RECENT YEARS.Dr. Daniel C. Gilman, in 1897, summarized the situationin relation to the establishment of a national university.He said :xFirst, there is a strong desire, not only among the residents of the federal city, but among the lovers and promotersof learning throughout the country, that the libraries, collections, instruments, and apparatus belonging to the government should be opened to students, not as a favor, nor byexception, nor as a passing entertainment, but for study andexperiment, according to suitable regulations, and especiallyunder the guidance of such able teachers as may be alreadyengaged in the service of the government, or may be enlistedhereafter for the particular offices of education. So far asthis there would be a unanimous, or nearly unanimous,assent.Second, the universities existing in Washington and nearto it, including those of New England, would regard withdisfavor, and probably with distrust, an effort to establish,by congressional action, the University of the United States.In some places there would be positive opposition Third, outside of academic circles, as well as inside, thereis a great distrust of the principle that Congress shouldprovide for and direct university education. The fears maybe foolish. It is easy to laugh at them. Apprehensions maybe pronounced groundless; nevertheless it will be difficult toget rid of them. There will be an ever-present expectationof political interference, first in the governing body, then inthe faculty, and finally in the subjects and methods of instruction. It is true that partisan entanglement may be avoided,but it will be difficult indeed to escape the thralldom.In the same article it is suggested that the SmithsonianInstitution take charge, so that —*t: The literary and scientific institutions of Washington maybe associated and correlated so far, and so far only, as relates to the instruction and assistance, under proper restrictions, of qualified students. .... Such a learned societymay be developed more readily around the Smithsonian Institution, with less friction, less expense, less peril, and withthe prospect of more permanent and widespread advantagesto the country, than by a dozen denominational seminariesor one colossal University of the United States.In February, 1899, Dr. William H. Dall, of the GeologicalSurvey, outlined very clearly the conditions and possibilitiesfor post-graduate work in Washington, and urged that, ifany organization was attempted, it should be free fromgovernment control.2Secretary Wilson, of the 'Department of Agriculture, hastaken the lead in actually bringing qualified students into1 Century Magazine, November 1897.2 American Naturalist, Vol. 33, pp. 97-107.WALCOTT: THE GOVERNMENT AND HIGHER EDUCATION 43the laboratories of a government department and settingthem to work. He has inaugurated a new class, called"student assistants," and has demonstrated its practicalvalue. In his report for 1898 he says : xGeorge Washington, by his will, left property to be devotedto university education in the District of Columbia. Thereis no university in the land where the young farmer maypursue post-graduate studies in all the sciences relating toproduction. The scientific divisions of the Department ofAgriculture can, to some extent, provide post-graduate facilities. Our chiefs of division are very proficient in their lines;our apparatus the best obtainable ; our libraries the mostcomplete of any in the nation. We can direct the studiesoif a few bright young people in each division, and when thedepartment requires help, as it often does, these youngscientists will be obtainable.They should be graduates of agricultural colleges andcome to the Department of Agriculture through a system ofexamination that would bring the best and be fair to allapplicants. The capacity of the department is limited, butsomething can be done that will indicate to Congress thevalue of the plan. The department often needs assistantsto take the place of those who are tempted to accept highersalaries in -state institutions. The opening of our laboratoriesto post-graduate work would provide an eligible list fromwhich to fill vacancies as they occur, supply temporary agents,and be a source from which state institutions might getassistants in scientific lines.The Department of Agriculture naturally turns to the professedly agricultural colleges for its student assistants, butif other institutions gave their students such instruction aswould qualify them for the work of the department, thereseems to be no good reason why they should be discriminatedagainst.Little, if any, advantage was taken of the congressionalresolution of 1892, which restricted opportunities for studyto the educational organizations of the District of Columbia.With the recent rapid growth of the Department of Agriculture, provision has been made for student assistants, anda considerable number have been given opportunity forstudy and practical training. In the Geological Surveygraduate students, being the best men available for temporary field assistants in both geologic and topographic work,were given preference ; but, as the development of the workprogressed in this and other scientific bureaus, it becameimpossible to find men qualified for the permanent positionsopen to them. Graduate students were obtainable, but theywere without practical training for the work. The CivilService Commission was called on, but it had no eligibleson its lists. The only way out of the difficulty seemed tobe for the heads of government scientific bureaus to selectbright, well-educated young men and train them ; this theyhave been doing for several years.In the Department of the Interior the Geological Surveycooperates with such institutions of learning as are willingto give the advanced instruction necessary to fit students toJ Yearbook of the Department of Agriculture, 1898, pp. 18, 19. engage in the several special lines of investigation carriedon by the survey. This cooperation consists mainly in theemployment of graduate students and instructors. A highstandard is maintained by the character of the examinationsheld for selecting temporary employes. For example, in theexamination for temporary geologic assistants held April 23and 24, 1 90 1, the applicants were required to conform to thefollowing requirements :I. The writing of an essay of more than a thousandwords, setting forth either an original geological investigation by the applicant or the main features of the geology ofa state with which he was familiar.2. General geology, under seven questions, so selected asto test the applicant's knowledge of the science of geologyin general.3. Special geology, under the five heads, stratigraphy,petrography, palaeontology, physiography, and glaciology,any of which could be chosen by the applicant.The weight given to the various subjects was as follows :Geologic essay, including composition and drawing - - 30 per cent.General geology 15 per cent.Special geology 25 per cent.Education and experience - - 30 per cent.Fifty-two persons took this examination, and of theseforty-six made an average of more than 70 per cent. Thesuccessful applicants have received degrees for academicand graduate study from the following institutions of learning:Harvard University Johns Hopkins University -University of Chicago Yale University -,---.Cornell University, Ithaca University of Wisconsin University of California University of Kansas Stanford University Iowa State College Amherst College Munich, Germany Alfred University Beloit College Columbia University Columbian University Cornell College, Iowa Denison University -Gates College -------German Wallace College -Hamilton College Heidelberg College, Ohio -Heidelberg, Germany Indiana State University ... -Lafayette College Lawrence Scientific School -Moore's Hill College - New York University Ohio Wesleyan University University of Illinois -University of Minnesota University of Missouri University of Nebraska University of Oregon University of South Carolina -Williams College 13665444 UNIVERSITY RECORDThe total of forty-six divides by state residence as fol- Washington. A committee on graduate study in Washing-lows : ton7 was appointed in July, 1897.* In the following AprilMassachusetts - - 9 t/his committee met in Washington to study the conditionsNew York - 7^ I under which work might be undertaken. In a report madeIowa 3 in November, 1898, the committee said in part:MfesJSri"^ _____.. . - 2 After long deliberation and full discussion your committeePennsylvania - 2 is unanimously of the opinion that the time is ripe for ex-South Carolina^ - 2 peditious action.Indiana - 2 r^g jnqUjrjes and investigations so far made lead theLa lforma - - - - 1 committee to the conclusion that it is entirely practicable toKansas --"-."----"- - 1 provide for the use of the Library of Congress and the col-Kentucky - - 1 ' lections of the Smithsonian Institution, the National Muse-New Jersey - * um, and of the various scientific and other, bureaus in theOhio - - - 1 several departments of the general government, by graduateOregon ---------- 1 students of the land-grant and other colleges, for study andTennessee - - - 1 research, and that it is also practicable to organize, coordi-WvoSn"1 ..".."."."..."- 1 nate, and direct such work so as to make it eminently effective.Of those who passed, forty have received appointments to The committee has been greatly desirous that some exist-temporary positions. It is probable that 50 per cent, of the ing agency be found to undertake such work of organization,number will become permanent members of the survey; 38 coordination, and direction, and has naturally turned toper cent, already hold or will obtain positions as instructors ^^thsonian Institution as the one best fitted for thein educational institutions, and the others will enter state ^^committee is unable, at the present time, to present asurveys and private employment. complete outline of the legislation necessary to effect theOf the temporary geologic force of the survey other than general purposes of the resolution. It submits tentatively,those mentioned, and who receive pay only when actually however, that Congress might be asked to provide for the. '. ... . , -., • ... .. r establishment of an administrative office in Washington,employed, the majority are connected with institutions of preferably in the Smithsonian Institution, in which graduatelearning, as follows : students of the institutions we represent, and others as well,Harvard University - - - - - - - 4 might be enrolled and directed to the appropriate depart -University of Chicago - - -. - - - - 4 ments. (Bulletin No. 65, Department of Agriculture, pp. 6 1,University of Wisconsin -------3 62.)Yale University 2,1,Columbia University ------- 2 In a report by the subcommittee of the committee of theStanford University - - - - - - - 2 National Educational Association on the establishment of aAmherst College - - - - - - - - 1 national university, we find that the active cooperation ofColby University - - - - - - - - 1 the Smithsonian Institution is contemplated, in the conductUniveSftyofvrrinia "1 of the proposed school or bureau, but that the committee ofClarke University - - ¦ - - - - - 1 the regents of the Smithsonian Institution feel that the pow-Ohio State University - - - - - 1 ers of the institution, as at present organized, are insufficientUniversity of Michigan - 1 xUniversity of California - 1 to embrace the work proposed.2University of West Virginia - - - - - 1 At a meeting of the Smithsonian regents held on JanuaryVanderbilt University ------- 1 24, 1900, Dr. Alexander Graham Bell introduced a resolu-The preceding statements illustrate the intimate relation tion to the effect that Congress be asked to provide for anexisting between one division of one bureau of one depart- ¦<¦ Resolved, That a committee of five be appointed by the president toment of the government and the higher educational interests ^estigate consider, and, if practicable devise a plan whereby graduate. ' students of the land-grant and other colleges may have -access to and theof the country. A close analysis of the personnel of otheruse of the Congressional LIbrary atld the collections in the Smithsonianbureaus will doubtless show that the government is thus Institution, the National Museum, and the scientific bureaus of the vari-indirectly doing a great work in fostering higher education ous departments at Washington of the United States government for theand research. It must also be remembered that the educa- PurP°ses.of *tudy an<* research, said plan to include suggestions as to the. . manner in which such work may be organized, coordinated, and directedtional interests of the country are giving to the government to the bbst advantage . the composition and organization of such a staff asservice some of the best results of their efforts in educating may be necessary to properly coordinate and direct such work, and also anand training men and women for the highest technical, outline of such legislation as may be necessary to effect the general pur-scientific, and educational positions. P0Ses °j *is ^solution (Proceedings of the Twelfth Annual Conven-tion of the Association of American Agricultural Colleges andThe Association of Agricultural Colleges and Experiment Experiment Stations, held at Washington, D. C, November 15-17,Stations realized the importance of giving their students the 1898, p. 58; being Bulletin No. 65, Department of Agriculture.)training necessary to meet the conditions prevailing in 2 Science, N. S., Vol. XI, March 16, 1900, pp. 410-14.WALCOTT: THE GOVERNMENT AND HIGHER EDUCATION 45• tant secretary of the Smithsonian Institution in chargef research in the government departments, etc. This resolution was referred to a committee which, on January 23,001 reported a modified form of the original resolution.This' modified form was adopted by the board of regents.It reads as follows :In order to facilitate the utilization of the governmentdepartments for the purpose of research, in extension of theoolicy enunciated by Congress in the joint resolution approved April 12, 1892:Resolved, That it is the sense of tfre board that it is desirable that Congress extend this resolution so as to affordfacilities for study to all properly qualified students or graduates of universities, other than those mentioned in the resolution, and provide for the appointment of an officer whoseduty it shall be to ascertain and make known what facilitiesfor research exist in the government departments, and arrange with the heads of the departments, and with the officers in charge of government collections, on terms satisfactoryto them, rules and regulations under which suitably qualifiedpersons might have access to these collections, for the purpose of research with due regard to the needs and requirements of the work of the government ; and that it shouldalso be his duty to direct, in a manner satisfactory to theheads of such departments and officers in charge, the researches of such persons into lines which will promote theinterests of the government and the development of the natural resources, agriculture, manufactures, and commerce ofthe country, and (generally) promote the progress of scienceand the useful arts, and the increase and diffusion of knowledge among men.This resolution referred the matter to Congress. Manymembers of both houses doubt whether Congress has powerunder the constitution to appropriate money raised by taxation for purposes of education, and nothing was done byCongress, as the resolution was not officially brought before it.ORGANIZATION OF THE WASHINGTON MEMORIALASSOCIATION.At this point the Washington Academy of Sciences undertook to give the proposition to utilize the resources of thegovernment for higher education and research a practicalform, independent of direct government support or control.For several months the academy had been conferring withthe George Washington Memorial Association with referenceto the erection of a memorial building to be dedicated toscience, literature, and the liberal arts. The president ofthe academy suggested to the Memorial Association that itshould so amend its act of incorporation that it could cooperate with the academy in carrying out the objects commonto both organizations. The suggested amendments weremade, and an agreement was entered into substantially asfollows :The objects of the George Washington Memorial Association are, first, as implied in its name, the creation of a memorial to George Washington ; and, second, as stated in itsamended act of incorporation, the increase in the city of Washington of opportunities and facilities for higher education, as recommended by George Washington in his various annual messages to Congress, notably the first — i. e.,"the promotion of science and literature," substantially asset forth in his last will, and by and through such otherplans and methods as may be necessary or suitable. Theobject of the Washington Academy of Sciences, the federated head of the scientific societies of Washington, is thepromotion of science, the term "science" being used in itsgeneral sense — "knowledge, comprehension of facts andprinciples.7'The two organizations agreed, first, that, although American universities have so developed since George Washington's time that they fulfill many of the objects of thenational university outlined by him as desirable for theyouth of the United States, there is still need of an organization in the city of Washington which shall facilitate theutilization of the various scientific and other resources ofthe government for purposes of research, thus cooperatingwith all universities, colleges, and individuals in giving tomen and women the practical post-graduate training whichcannot be obtained elsewhere in the United States, andwhich is now available only to a limited degree in the cityof Washington ; and, second, that the best method of securing the objects for which both organizations stand is theestablishment, within the district selected by Washington asa site for the permanent seat of government of the UnitedStates, of an institution whose object shall be the realizationof Washington's repeatedly expressed wish and recommendation that provision be made for the promotion of science andliterature.The membership of the academy includes most of theleading scientific men of Washington and the country atlarge. The academy, familiar with conditions in Washington and with the efforts of the committees of the Associationof Agricultural Colleges and Experiment Stations and theNational Educational Association, and knowing that theSmithsonian Institution could not under its limitations takean active part, realized that the time was opportune for thecreation of a new organization. Their committee draftedand secured the passage of the act approved by CongressMarch 3, 190 1. The committee next drafted a plan oforganization, which was accepted by the academy andMemorial Association. The plan was, in brief, as follows :1. Organization. — -A private foundation, independent ofgovernment support or control.2. Objects. — {a) To facilitate the use of the scientific andother resources of the government for research.(b) To cooperate with universities, colleges, and individuals in securing to properly qualified persons opportunitiesfor advanced study and research. «3. Government.— -The policy, control, and management tovest in a board of fifteen trustees, and in addition there shallbe an advisory board composed chiefly of the heads of executive departments, bureaus, etc.46 UNIVERSITY RECORDArticles of incorporation were then drawn up and executed, and were filed on May 20, 1901. They read as follows :ARTICLES OF INCORPORATION, WASHINGTON MEMORIAL.INSTITUTION.We, the undersigned, persons of full age and citizens of theUnited States, and a majority of whom are citizens of theDistrict of Columbia, being desirous to establish and maintain, in the city of Washington, an institution in memory ofGeorge Washington, for promoting science and literature, dohereby associate ourselves as a body corporate, for said purpose, under the general incorporation acts of the Congressof the United States enacted for the District of Columbia ;and we do hereby certify in pursuance of said acts as follows :First. The name or title by which such institution shallbe known in law is the Washington Memorial Institution.Second. The term for which said institution is organizedis nine hundred and ninety-nine years.-Third. The particular business and objects of the institution are : to create a memorial to George Washington, topromote science and literature, to provide opportunities andfacilities for higher learning, and to facilitate the utilizationof the scientific and other resources of the government forpurposes of research and higher education.Fourth. The number of its trustees for the first year of itsexistence shall be fifteen.In testimony whereof we have hereto set our names andaffixed our seals, at the city of Washington, in the Districtof Columbia, on the 16th day of May, 1901.Daniel C. Gilman. [seal.'Charlotte Everett Hopkins, [seal/C. Hart Merriam. [seal.'George M. Sternberg. [seal._Chas. D. Walcott. [seal.'Carroll D. Wright. [seal/District of Columbia, ss:Be^it remembered that on this 1 6th day of May, A. D.1 90 1, before the subscriber personally appeared the above-named Daniel C. Gilman, Charlotte Everett Hopkins, C.Hart Merriam, Geo. M. Sternberg, Chas. D. Walcott, andCarroll D. Wright, to me personally known and known tome to be the persons whose names are subscribed to theforegoing instrument of writing, and severally and personally acknowledged the same to be their act and deed for theuses and purposes therein set forth.Given under my hand and official seal the day and yearabove written.^[seal.] (Signed) Herbert W. Gill,Notary Public.On May 27 fifteen trustees were elected, and on June 3the officers for the first year were chosen. Lists of these aregiven herewith :BOARD OF TRUSTEES, WASHINGTON MEMORIAL INSTITUTION.1. Dr. Edwin A. Alderman, president Tulane University.2. Professor A. Graham Bell, regent Smithsonian Institution.3. Dr. Nicholas Murray Butler, professor of philosophyand education, Columbia University.4. Dr. C. W. Dabney, president University of Tennessee.5. Dr. D. C. Gilman, president Johns Hopkins University. 6. Dr. A. T. Hadley, president Yale University.7. Dr. William R. Harper, president University of Chicago.8. Mrs. Phoebe A. Hearst, regent University of California.9. Mrs. Archibald Hopkins, president George Washington Memorial Association.10. Dr. C. Hart Merriam, chief United States BiologicalSurvey.11. Dr. Cyrus Northrop, president University of Minnesota.12. Dr. H. S. Pritchett, president Massachusetts Instituteof Technology.13. Dr. George M. Sternberg, surgeon-general UnitedStates Army.14. Hon. Charles D. Walcott, president WashingtonAcademy of Sciences and director United States GeologicalSurvey.15. Hon. Carroll D. Wright, commissioner of labor.OFFICERS OF WASHINGTON MEMORIAL INSTITUTION.Daniel C. Gilman, director.Charles D. Walcott, president board of trustees.Nicholas Murray Butler, secretary board of trustees.C. J. Bell, treasurer.An advisory board also was selected, as follows :President of the United States.Chief justice of the United States.Secretary of state.Secretary of the treasury.Secretary of war.Secretary of the navy.Secretary of the interior.Secretary of agriculture.Postmaster-general.Attorney-general.Secretary of the Smithsonian Institution.Commissioner of education.Librarian of Congress.Commissioner of labor.Commissioner of fish and fisheries.President of the civil service commission.President of the National Academy of Sciences.President of the National Educational Association.President of the Association of American Universities.President of the Association of Agricultural Colleges andExperiment Stations.Dr. Charles W. Eliot.The duties of the director as defined in the by-laws areas follows :The director shall be the chief executive of the institution,and, under the guidance and control of the executive committee, shall conduct its affairs. He shall make all arrangements for cooperation between the institution, on the onehand, and the government, universities, colleges, learnedsocieties, and individuals, on the other, subject to theapproval of the executive committee.EXISTING FACILITIES FOR STUDY AND RESEARCH.The policy of the government, as expressed, is to aid inhigher education and research by granting the use of suchfacilities as are at its command in the District of Columbia,The direct control of higher education has been relegated toWALCOTT: THE GOVERNMENT AND HIGHER EDUCATION 47the states, the government aiding by grants of land, and inthe case of technical education at agricultural experimentstations by grants of money.The government has carried on original research for itsown purposes in the District of Columbia through grants ofmoney to its various scientific and technical bureaus, notably those of the Department of Agriculture, the Coast andGeodetic Survey, the Geological Survey, the NationalMuseum, the Bureau of Ethnology, the Fish Commission,the Bureau of Education, the Library of Congress, etc.Of the total sum appropriated for the fiscal year 1 901, atleast 25 per cent, or $2,020,000, may be regarded as expendable for scientific and research work and in the interest ofhigher education.Department of Agriculture:Weather Bureau $1,168,320.00Bureau of Animal Industry - - 1,154,030.00Bureau of Plant Industry - 204,680.00Bureau of Forestry - . - 185,440.00Bureau of Chemistry .... 35,800.00Bureau of Soils 109,140.00Division of Entomology ... 36,200.00Division of Biological Survey - - 32,800.00Agricultural experiment stations - - 789,000.00Miscellaneous ----- 222,000.00$3>937,4io.ooWar Department :Army Medical Museum and Library - 25,000.00Navy Department:Hydrographic Office - 136,518.00Naval Observatory - - - - 226,461.08Nautical Almanac - 15,900.00378,879.08Interior Department:Geological Survey - 1,023,423.11Bureau of Education - 59,370.001,082.793.11Treasury Department :Coast and Geodetic Survey - - - 830,345.00Bureau of Standards - - - - 167,140.00Marine Hospital 71,100.001,068,585.00Smithsonian Institution:National Museum .... 289,400.00Bureau of American Ethnology - - 50,000.00National Zoological Park - - - 80,000.00Astrophysical Observatory - - 12,000.00International exchanges ... 24,000.00455,400.00Commission of Fish and Fisheries - 543,120.00Botanic Gardens 24,393.75The Library of Congress ...... 565,345.00Total .--___- 8,080,925.94This is about 10 cents per capita for the entire population.Great collections of material and appliances have beenassembled in Washington. Statistics of its principal libraries reveal the presence of a large number of books, maps, and pamphlets, many collections of which are exceptionallycomplete in special lines of research, notably those of theDepartments of State and Agriculture, the Geological Survey, the Naval Observatory, the surgeon-general's office,the Bureau of Education, the Museum ,of Hygiene, thePatent Office, the National Museum, and special collectionsin the Library of Congress.Library of — BOOKS. PAMPHLETS. MAPS.Congress 1,000,0001 55»7°oSmithsonian Institution - - - 250,0002United States Supreme Court - - 80,0002Army Medical Museum - - - 135J058 229,546Department of Agriculture - 68,000Bureau of Education - - - 81,872 140,004Patent Office 74>*4°Department of State - - - 63,000 2,500Geological Survey .... 47,600 77,027 29,185National Museum - 25,000 30,000Coast and Geodetic Survey - - 16,405 6,178 25,000Weather Bureau - - - - 18,000 5,000Museum of Hygiene - 11,969Hydrographic Office - - - 3,000Bureau of Ethnology - 12,000 4,000Bureau of Statistics - - - 6,000 5,000Department of Justice - - - 30,000Department of Labor - - - 7,051 4,454Corcoran Gallery of Art - - - 2.500Treasury Department ... 22,000 3,000War Department .... 49,000 2,000Navy Department ... - 335635Interior Department .... 15,000Post-Office Department - - - 12,000Light -House Board .... 5,000War Records Office - - - 2,000Naval Observatory .... 20,000 4,000Nautical Almanac Office ? - 2,200 2,5002,092,430 SiSi*°9 109,885Other libraries in the district bring the grand total to morethan 2,500,000 volumes, 570,000 pamphlets, and 100,000maps, assembled in large part by specialists in every field.All the libraries are accessible and are maintained at ahigh standard of efficiency.Collections. — The collections of the National Museum,though inadequately housed and with insufficient laboratories for the work of the regular museum force, are, nevertheless, of such character and are so arranged for exhibitionand study that they will be of great service to all who maywish to use them. Under the present organization of themuseum there are three departments : anthropology, biology, and geology. All the exhibits are systematically classified and placed in immediate charge of specialists acquaintedwith the results of man's activity in almost. every form inwhich such results admit of study and representative exhibition. As provided by statute, the collections made by thegeological and other surveys are deposited in the National1 Books and pamphlets.2 These figures included in the 1,000,000 assigned to the Library ofCongress.48 UNIVERSITY RECORDMuseum after they have been used by the organizationwhich collected them. This has resulted in an immenseaccumulation of material, much of which has not yet beenfully studied, and upon which, when sufficient laboratoryspace is provided, students can be employed under theoversight of the' specialists in charge.The collections of the Army Medical Museum have aworld-wide reputation and contain a great quantity ofunique and valuable material. There are large collectionsof living animals at the Zoological Park, and a fine series,illustrating fish culture, at the Fish Commission building.The museum of the Agricultural Department contains valuable material, especially the working collections of the different divisions, and the Botanic Gardens are capable ofgreat development under scientific direction. To the student interested in the development of American inventivegenius and the industries represented by patents the collection of models and drawings in the Patent Office offersexceptional opportunities. Mention should also be made ofthe collections of apparatus of various kinds in governmentlaboratories, and of the illustrations of the evolution ofapparatus in the National Museum and Smithsonian Institution.In art, while the collections are not so large as in otherlines, yet there is a collection of excellent quality in theCorcoran Art Gallery, which maintains a free school. Inthis school day and .night classes, are taught the arts ofdrawing and painting, free of tuition fees or charge ofany kind. Up to the close of 1899, 844 pupils had received instruction in the day school and 1,483 in the nightschool.The Naval Observatory has a good equipment, includinga chart and chronometer depot, an extensive collection ofinstruments used in taking astronomical photographs, a finetelescope, and transit instruments used in carrying on itsroutine work.The newly created National Bureau of Standards is tohave buildings and a fine equipment of all necessary apparatus. When fully developed it will be second to none inthe character and value of scientific and practical work.The functions of this bureau are defined in the organic actas follows :The functions of the bureau shall consist in the custodyof the standards ; the comparison of the standards used inscientific investigations, engineering, manufacturing, commerce, and educational institutions with the standardsadopted or recognized by the government ; the construction,when necessary, of standards, their multiples and subdivisions; the testing and calibration of standard measuringapparatus ; the solution of problems which arise in connection with standards ; the determination of physical constantsand the properties of materials, when such data are of greatimportance to scientific or manufacturing interests and arenot to be obtained of sufficient accuracy elsewhere. Law and diplomacy. — The State Department has accumulated a valuable library relating to international law.The law library of Congress contains more than 50,000volumes exclusively legal in character, and accommodations are provided for students who wish to use it. TheSchool of Diplomacy of Columbian University is one of theunique features of the educational organizations of Washington. ,The Supreme Court of the United States and the Court ofClaims bring together the foremost American lawyers. Theres also the supreme court of the District of Columbia, whichhas the common-law, equity, and probate jurisdiction of statecourts, besides that of the circuit and district courts of theUnited States.There are, of course, unequaled opportunities for studyingthe development of legislation and for meeting the leadingstatesmen and public men of the country.Medicine. — The Army Medical Museum has one of the.finest collections of recent pathological specimens in existence. These, taken with the library of' the surgeon-general's.office, in the same building, afford a rare opportunity for themedical student. In the adjoining National Museum thereis a most complete collection illustrating the materia ?nedica.of the United States and of foreign countries. There arealso several hospitals, at each of which clinical instruction is given,Congress has enacted that these vast collections andresources shall be available for higher education andresearch, but it has not provided the machinery for making them practically available. As in the case of thegrants of land to colleges, Congress provides facilities andindirectly the means, but it leaves to private hands thetask of devising ways and means to make them practicallyuseful.The government is obliged to train most of its specialists..Opportunities for post-graduate study and research exist ata few of the strongest universities, colleges, and technicalschools of the country, but at best the training given,, except.in a few branches, is of a preparatory character. MostAmerican youth who are ambitious to fit themselves forhigher study and research have little opportunity, owinglargely to the fact that the instructor's duties leave him littletime for research and practical work. Post-graduate students,seek instructors distinguished for research, even to the extentof undergoing many privations and leaving their country.In the Gity of Washington the government has assembled.the largest body of original investigators to be found in anyone place in the world. Most of these investigators arewilling to train suitably qualified students because of the:assistance the students can give thenv in the work theyhave in charge, the method being to have the students doactual, practical work, and not to instruct them in the ordinary sense of the word. An unofficial inquiry indicates the;WALCOTT: THE GOVERNMENT AND HIGHER EDUCATION 49following as a possible number of instructors and studentsin the various departments and bureaus at Washington :INSTRUCTORS. STUDENTS.i. History and diplomacy - i 52. Historical research .... 5 IO3. Library administration and methods - 5 154. Statistics 2 55. Magnetism - -. - - - - 1 26. Meteorology ...... 5 157. Tides - -. - - - - 1 28. National Standards (Bureau of) - - — —9. Astronomy - - - - "- - 3 810. Physics ...... 2 311. Hydrography - - - - - 5 1012. Cartography, etc. .... 2 513. Topography ------ 10 2014. Chemistry ------ 6 1015. Mineral resources 2 516. Geology .''... . . . IO Zj17. Palaeontology - 5 718. Animal industry - - - - - 10 2519. Anthropology and ethnology - - - 4 1320. Zoology 34 5021. Botany - - - - - - - 11 2522. Forestry ... . - . - 10 20, 134 272With the development of a well-considered plan, justalike to the student and to the officers of the government,the number of students — or, more strictly speaking, studentassistants — would increase from year to year. Most of thestudents would naturally come from institutions of learning.In all such cases the student should be certified to the director of the Washington Memorial Institution, and finallycertified back to the parent institution after completing hiswork, such certificate to be based on the work done and theproficiency made by the student. In the case of individualstudents not connected with any institution, let each prove' his capacity to profit by the opportunities, and then accredithim to the special officer who has charge of the field of workin which he may wish to study. On satisfactory completionof the work undertaken, the certificate of the WashingtonMemorial Institution might be addressed " To whomsoever itmay concern." Students working in government laboratories,museums, and libraries would be subject to the rules obtaining therein.It is the belief of many acquainted with the educationalsystems of the country that the policy above outlined willresult in a body of trained students, ready for expert work,many of whom will undoubtedly enter the government service, while others will become instructors in institutions oflearning or be engaged as experts in private capacity. Thiswill avoid competition with other institutions, will give .mostvaluable training and practical experience to students, andwill be especially helpful to instructors in educational institutions, who might wisely be sent for six months or a yearto Washington, as at present some are sent abroad. There should be no thought of providing a general or liberal courseof education. Coming as student assistants, there should beopportunities and encouragement only on clearly definedlines of study and investigation. There are many large andsmall problems to be worked out by the officers of theWashington Memorial Institution, but, with the skillededucator and organizer now at its head as director, theirsuccessful solution is only a matter of time. It is anticipated that the Washington Memorial Institution will, underthe direction' of Dr. Gilman, begin. its work by November I,1901.The government's part in the work, when once under successful headway, will be to enlarge the quarters of the various bureaus concerned. This will be necessary eventually,even if no student assistants are provided for. The government has done its part nobly so far. It is now for the educational institutions of the country to come forward andassist by setting a high standard of scholarship for admissionto the privilege of becoming a student assistant in the government bureaus. Only students of the type of those whowin fellowships or excel in. ability should be certified oraccepted.The Washington Memorial Institution should, and I believe will, exert an educational influence that will be felt inthe remotest parts of the country. It should set a standardto which all persons seeking higher education may look asto an ideal, a standard that will meet the approval of all ourcolleges and universities.The institution should occupy a most important place inthe great educational work of our country. With the heartycooperation of our collegiate institutions and of the officersol the government, there is little question that it wjll ultimately become the federated head and clearing-house ofall the higher educational interests of the country.The relations of the national government to higher education and research are intimate and complex ; but the complexities are already partially resolved, the present is auspicious, and the future outlook is most promising. Long agothe nation recognized its obligation " to promote a higherand more extended policy than is embraced in the protection of the temporal interests and political rights of the individual." The action of Congress in the present year inopening the government bureaus at Washington for studyand research is a long stride forward, and, if carried out ingood faith, must result in another and higher standard forAmerican endeavor.The Language and Literature Section unitedwith the Historical Section in a meeting in theUniversity tent on the Graduate Quadrangle.His excellency M. Jules Cambon spoke uponthe subject, " Le role des Universites dans la50 UNIVERSITY RECORDformation de lTdee nationale." The followingis a brief abstract of his address.The subject upon which I desire to speak to you todaywas suggested to me by Mr. McKinley the last time I hadthe honor of seeing him. After his return from the longjourney through the United States I had called upon him in.order to express the sympathy of France in his anxiety overMrs. McKinley's illness. And as I was leaving I asked himwhat had impressed him most during his memorable tripfrom Washington to New Orleans and San Francisco.He gave, this striking answer : "It is the unity of the nation."Truly Mr. McKinley could have said nothing more worthy-of America's greatness, and as I was meditating over it I wasled to the subject of my talk : " The Role of the Universityin the formation of the National Spirit."First of all : What is a nation ?Many men from Hegel to Renan have tried to give an•adequate definition.Is a nation the result of geographical situation ? Byno means. Geography constitutes empires, not nations.Look at Brandenburg and the Rhine in Germany, at Brittany and Provence in France, at your own Maine and your-California. Geography influences nations, but does notmakethem.Is a nation produced by political unity ? No. Politicalunity constitutes states not nations. By political unity anation comes into conscious possession of itself, but is notborn of it. Italy was a nation long before her struggles forpolitical unity were crowned with success, and, despite herpolitical unity, Turkey can hardly be called a nation.Does the national spirit emanate from race unity. ? France,the oldest of living nations, is a mixture of a hundred different races, and so is the youngest of the nations, the Americanpeople.The national sentiment is a modern one. In the orientalempires of Ramses and Nebuchadnezzer it was as absent asin the narrow and jealous cities of Greece. The proudRoman aristocracy no more than the Roman people had forRome that devoted and filial affection which we today feelfor our countiy. The only germ of the national idea among.ancient peoples is to be found in the Jewish nation. It is aquasi religious sentiment of solidarity, a sentiment wherethe thought of our forefathers' trials and struggles and sufferings is mixed, with the hope in our children, and whichindicates that a nation is indeed a person with a moral andintellectual individuality. The national spirit is one which ittakes time and great trials to develop fully. France, old as..she is, had to wait until the Hundred Years' War before shesaw her national unity symbolized in the most heroic andpure symbol, Jeanne d'Arc. And so with you. It took¦athe dark years of your Civil War to give to your latent patriotism a sudden, tangible, and immortal symbol, as Lorraine has given us Jeanne d'Arc, so has Illinois given youAbraham Lincoln. If a nation is a moral person, it musthave a moral and intellectual individuality, and here therole of the universities appears. The universities must be atthe same time the cause and the effect of national sentiment.Patriotism is like a religion. The simple-minded accept andfollow the creed, but there is no religion without a religiousscience, a theology, or religious philosophy, without itspriests, theologians, or philosophers, without a warehousewhere the truth is stored and kept and ministered. Keptand ministered by the university this truth must be fromthe chairs and from the laboratories.Such was the role of the Sorbonne, whose history isindeed the history of France ; such was the role of the universities in Germany and in Italy, and such must be the taskof the American universities.Old Europe is getting very, very old. She has done herwork in the best way she could, and under difficulties youwill never experience. She has struggled nobly and unceasingly, and is about to surrender to you the heritage of history.You are the toilers of the eleventh hour, the last comers, andthe others are weary and weak. All countries of Europehave yielded to you their best ; you are the mirror whichreflects them all. You are not a mere twig of one old thoughglorious branch. A part of your formidable heritage is yourduty to all nations. You are expected to do it, to carry fartherthe conquests of civilization, to make the world better andhappier.I know that you are ready to shoulder the burden proudlyand courageously, and that to the book of humanity you willadd a new and original chapter. I am convinced that in thegreat work before you, Chicago, the heart of America, willlead the way, and that the University of Chicago, the youngAmerican giant, will be worthy of Chicago, America, and theworld by the broadness of her teachings, of which broadness we see already so many proofs.Professor G. L. Kittredge, of Harvard University, read a paper upon "The Plot of King Lear,"of which the following is an abstract :It is unsafe to analyze Shakespeare's plots without scrutinizing their sources in gross and in detail. Neglect of thissimple rule of common wit has more than once led eminentcritics astray. Shakespeare has often been blamed (orapplauded) for one or another detail which in fact he tookdirectly from the tale or chronicle that he was utilizing atthe moment. King Lear affords an excellent opportunity toillustrate and enforce the principle here suggested. Ananalysis of the story shows that the weakest point in it — thestubborn refusal of Cordelia to gratify her father's cravingfor some expression of the love which she bears him — ispsychologically indefensible. But a moment's study of theGILDER SLEEVE; EDUCATIONAL ADDRESS 51Id tale, from which Shakespeare drew, makes it equally clearthat the poet is not responsible for this incident. It is thecentral point of the mdrchen of Lear and his daughters. Assuch, it had to be retained by Shakespeare if he was to dramatize the mdrchen at all. Any modification would havebrought the tragedy to a happy ending before it had wellbegun.Similar considerations prove that it was not Shakespeare'sintention to represent Lear as of unsound mind at the outset.His division of the kingdom and his wrath against Cordeliado not require to be accounted for. Like Cordelia's lack ofcomplaisance, they are essential features of the old tale, whichantedates the modern demand for psychological consistencyin fiction. The alienists who have made a diagnosis ofLear's case err in ascribing his actions to senile dementia.His madness, as Shakespeare conceived it, was acute mania;as such, it was curable ; and, in fact, he recovers his reasonfor a short time, just before the end of the play.In modifying the catastrophe of the old story, or rather inunifying the two catastrophes which the chronicle shows,Shakespeare proceeded with a nice sense of the dramatic proprieties. He had introduced the tragic underplot of Glosterand his sons, and this he utilized with great skill in motivating the new denouement. Edmund, who has nothing todo with the legendary material of King Lear, is the determining agent in the combination which Shakespeare wishedto effect. Thus in that very plot which, from its nature,necessitated the retention of an illogical and unnatural incident, the dramatist demonstrated his constructive ability, aswell as his supreme creative imagination.Professor B. L. Gildersleeve, of Johns HopkinsUniversity, delivered the following address :With the special invitation to join your family party atthis happy time came the intimation that some kind of address was expected of me. The commission was rathervague, the notice rather short, but I faced the situation, andfor a week I imagined myself once more in a vast auditorium struggling with the circumambient air, which usuallydeclines to transmit my voice, and with an illimitable theme,which invariably gets the better of me. I had hoped thatmy previous failures had earned me some repose, but I manfully accepted my fate, and in the crowded hours that preceded the closing of my own workshop I endeavored to setin order some thoughts that came to me, after due stirring,about some subject that might be deemed appropriate to sogreat an occasion as the decennial of the University of Chicago ; and my little discourse was practically finished whena program of the celebration was handed me and I foundthat I had to change my base from a performance intendedfor a larger public to an educational conference. So I ruefully committed my manuscript to one of the pigeon-holesin which repose my numerous wind-eggs,, and addressed myself to my new task, which would be even harder thanthe other, if I undertook to meet the conditions in all theirgravity. As it is, the only contribution I can make to yourconference is a bit of human life, or, if a classical scholarmay not be supposed to have life, a bit of scholastic experience. For while I may be a teacher, though I often havemy doubts about that, especially at the end of a session, Iam most assuredly not an educator. There is no noviceamong you who cannot give me points about methods ofinstruction or the workings of the human mind in childhoodand adolescence. Like so many men of my time, I becamea professor because I was elected professor, and a professorship seemed to be the best way of utilizing a certain amountof knowledge I had acquired or supposed I had acquired ;but when I delivered my first lecture, nearly forty-five yearsago, I did not look upon a professorship as necessarily acalling for life. It was a sphere in which I was to do myduty, as I understood it, to the best of my ability, until something better offered. How different all this is now ! Theprofessorship has become a profession for which one is prepared as for any other profession and one passes throughregular stages, docent, assistant professor, professor, andhead professor. And there is a science of education, andthere are courses of psychology necessary thereto. This isan era of trained nurses for the body and trained trainersfor the mind, and when I venture to look into the new methods, I sigh and say to myself : If Professor James had beenborn a little earlier or I a little later, what results- might Inot have achieved, whereas the only good I have got outof Professor James' delightful books is the assurance, thesweet assurance, that there is some work in this world forthe desultory mind to do, and that a message of importancemay be delivered by an interrupted current.So far as I can see, then, it is the delight in activitythat is the main thing in educational life or in any otherlife, and as I have had to do with the classics all my lifeand have retained unabated my interest in the study, itseemed to me that, in the absence of any special theme, Imight utter a few safe platitudes on the joyousness of joy;or haply indulge in some variations on a motif furnished bya lady who had so much joy in her life that when she cameto the end of it she said : " If anyone had proposed to mesuch a life as I have led, I should have died in advance ofdespair." But what was the exact wording of Ninon del'Enclos's famous sentence : " La joie de l'esprit en fait laforce " ? This is the way I learned it years ago, but anotherversion has it that joy does not constitute force, but indicates force. That is a much flatter way of putting it, anddoes not amount to much more than our English use of" play " in the mechanical sense, or when we speak of " theplay " of an engine. It is this play of the intellect, of theemotions, of the will, that makes up the effectiveness ofteaching and transmits the delight in learning which was52 UNIVERSITY RECORDPetrarch's refuge in a time when, as in Shakespeare's time." captive good attended captain ill." It is this joy thatmakes the young teacher often so much more effective thanthe old, and many men really live on the repute they gainedin their early efforts. What old teacher has not had thesad experience of seeing in his auditorium some ancient disciple, whose gray hairs were a revolting object to one whowas born young and had continued in the same, and of having the said ancient disciple come up afterward and sayhow vividly the lecture recalled the old times ? In the centuryor so that had intervened the lecturer had reconsidered hisviews from beginning to end, had gathered great wealth ofmaterial, and had builded an entirely new structure. And herecomes this visitant from a primaeval sphere who fails to recognize the vast advance and talks about the same dear oldroots. Then there is that other old pupil, who tells you in avoice tremulous with age, either his own or whisky's, allthat he owes to your instruction, and as he mentions this orthat point, you are made sadly aware that the hydraulic ramof your teaching had been pumping into a broken cisternthat could hold no water, that the only result of yourlabors consisted in the few wild flowers that had been nurtured by the overflow, and that the by-products were all thathad paid in the extensive and expensive manufacture. Inshort, all that I know about education is summed up in thedelight of learning and transmitting, or, if you choose, in theword "radiation." When I entered upon my work in Baltimore twenty -five years ago, "radiation ".was the watchword,and, to show us how the thing was to be done, a great radiator was set in the midst of us, James Joseph Sylvester.How many are there in the world, how many in the realmof mathematics even, who appreciate his special lines ofwork ? He used to call himself a mathematical Adam, because he had added so many names to the mathematicalvocabulary, and the names were largely the names of hisown children. He used to take me aside and try to explainin a figure — for he abounded in figures, other than mathematical — the significance of his great discoveries, and mymind toiled after him in vain. Why, such was his joy in hiswork that he would propound to me the most extraordinaryquestions, as when he asked me why we Americans were sofond of four dimensional geometry. His wrath, very easilykindled, was hot against our people, and I, being a trueAmerican, having been hammered into the same, could onlyreply that we Americans, being a young people, were proneto practical jokes, and that this whole branch of mathematicsseemed to me a gigantic practical joke on space. He waswith us seven years, this co-variant«of the universe, radiatingall the time. What was within the photosphere we couldnot understand, but the photosphere we saw and felt.But you will say that Sylvester was a genius, and Rus-kin's rule, Be born with genius, is a futile rule. To this theanswer is ready. There must be some part of your work that appeals to you more than any other. If there is, workat that, and the radiation will come. Together with Ninon'ssentence I put the sentence of my old teacher Ritschl :"Enthusiasm lies only in specialization" — or, as he statedit more frankly, more brutally almost : " Enthusiasm liesonly in one-sidedness." Those who sit high and lifted upon the top of the educational world deplore this and that.They command the wider area and observe the encroachments of this or that line of linguistic study on the symmetry of the great field, somewhat as the old-fashionedscholar watched the encroachments of the feminine negative on the masculine, in later Greek. Now there is toomuch phonetics, now too much syntax. To syntax gave upwhat was meant for the Muse. Never fear! Out of the tenuous mist will in time be precipitated the few drops of crystalwater that the world really wants, and short -method schoolgrammars will be. enriched by all this aqueous radiance. Ispeak as a specialist, as narrow a specialist as you can findin the range of Ihe classical teachers of America. And yet,if I could utter the thoughts that arise in me when I contemplate the problems on which my mind pivots, the ballbearings of the machine, so to speak, I am fairly certainthat you would participate in my love of the participle andtake a more than infinitesimal interest in the articularinfinitive ; that I could induce some of you to listen to thelong roar of the wave that sweeps the wreckage of a worldon the shore, or to watch the Titanic orator as he hurls, firstone smooth stone after another at his foe, and then, whenammunition fails, gathers up in his mighty grasp the loosesubstance of the earth, balls it into a weighty mass, andbrings it crashing on his adversary's head. To him whoknows the foliage and the branchage of every tree the woodis no mere smudge of green, and to him who knows the finerarticulation of language the groves of Academe are something more than a row of broomsticks. The vocabularymay furnish the colors that enliven the long procession. Itcannot give the gesture of the hand, the flash of the eye,the gleam of the set teeth, the stoop of the figure that untiesthe knot, the stately swaying, the hurrying step, the deliberate gait — all that is revealed by the kinematoscope of thatsyntactical study which has recently fallen under the ban ofeducational authority on this side and that of the Atlantic.Of course, specialization has its sorrows as well as itsjoys ; more sorrows than joys perhaps, for that seems to bethe general award of love. And I must confess that Imyself am in mourning just now because of the genitiveand expect to go mourning all my days because of the genitive. In fact, I am tempted in dark hours to curse thegenitive and die, or at any rate to say with Dame Quickly:" Vengeance of Jenny's case ! Fie on her ! Never name her ! "The fact is, the genitive, the Greek genitive, seems to havegone wrong, and I find it hard to accommodate myself to thereversal of the old views on the subject of that beautifullyGILDERSLEEVE: EDUCATIONAL ADDRESS 53blended case. Theoretically, I know how much a landscape•ns j^ being viewed headdown, and the regimen of thegenitive is doubtless much more beautiful when you set theold theory on end, but when one is not only stiff in hisintellectual joints, but has worn the academic and epiceneattire of a professor for a few scores of years, the operationis not so easy as when one was more limber in his structureand had the freedom of bifurcated garments. But this is asubject on which I dare not expand before a bisexualaudience, and time would fail me if I were to recapitulatethe tenth part of the major and minor miseries of thespecialist's heart, the greatest of ; all being when a strangerattempts to intermeddle with his joy and to flirt with theGrammatical chorus-girl he once deemed fondly his own.So let us turn from the harrowing survey of these sorrows,and let our eyes rest on an antique work of art, which is alwaysa soothing process, according to the books. The boy withthe o-oose is one of the most popular genre groups that havecome down to us from antiquity. It is found in replicaeverywhere, and with my moralizing tendency, that has beenencouraged by my Greek studies, I have for years lookedupon this boy with the goose as the type of the specialist,and this interpretation was strengthened by another goosegroup, which many of you have seen, the Gdnsemdnnchenfountain of Niirnberg, in which a peasant is represented ascarrying a goose under either arm. That to my mind is thewell-balanced professor with his well-distributed subject,just as the mischievous boy with the struggling goose is thetype of the specialist, the goose being the unmanageablesubject and the boy, say, the author of the doctoral dissertation. But my interpretation of the group has been somewhat disturbed of late, though disturbed only to be deepened,by the judgment of Solomon Reinach, who tells us thatthis is no ordinary boy, this no ordinary goose. The babyfigure is the child ^Esculapius, and the bird is that sacredbird that has never been untrue to the medical professionfrom that day to this, the bird that ^Esculapius inheritedfrom his father Apollo. But, as I have just said, the newinterpretation deepens the significance of the symbolism andbrings home the conviction that the speciality, which to oneis a frivolous struggle with an ignoble game, is to anotheran image of the divine. The oath by the goose, the Rhada-manthine oath, is verily an oath by Zeus, and no young doctor or doctorand could swear by anything greater than hisown dissertation. Let us take comfort, therefore, in thisglorified boy with the goose. It is an older symbolism thanthe poet on his Pegasus, and the goose may well figure asthe center from which specialization becomes radiation,There must be some center of radiation. The firemust be kindled somewhere. In the middle of the court,if you choose, where maid servants and blasphemingapostles may gather round the cheering flame, or in onelittle corner, where the fire must indeed be hot, if it is to penetrate to the remotest recesses of the vast corridor oflearning. We hear people talk of narrow specialities.There is no such thing as narrow specialities, unless thespecialist is a narrow man, but even the narrow man hashis uses for chimney-sweeping, and the light-weight may doservice as a steeple-climber, but the other figure, I contend,is the better figure and the effectiveness of the specialistlies in his power of radiation. Men may complain of him,do complain of him, but the radiant energy that informsthe studies of a generation is not wasted.True, this flame must be well fed, and I rather like theword noui-ri, which French critics use wdien they wish toindicate that a work is a work of substantial erudition, andI cannot help thinking that the sawdust of learning willmake a hotter fire than the shavings of rhetoric. But thecondition of success is a transforming heat, a vitalizingpower. In the first volume of the Harvard Classical Studiesthere is a learned treatise by my friend Professor Morgan,on "The Various Methods of Kindling Fire among the Ancients." No more appropriate theme for such a collection,but I am afraid that antique methods will not always work,and for the spark most people will look to Dame Nature.It cannot be elicited by rubbing two lobes of a woodenbrain together, but fortunately we Americans are a livelyrace, and I have no fear for the future of our studies. Still,here and there one may fancy that a command of the facts,the digestion of facts, may lead to radiant glory. Alas!There is no mechanical receipt for radiation, and some menremain all their days good summer stoves. There must bedraught ; there must be current ; the wind must blow, notwhere it listeth, but in the path of the fuel. The most damning thing that was ever said of any man of a certain rangeof knowledge and activity was said of La Harpe, an oven inwhich everything gets warm and nothing gets cooked.Fuel there must be, but fuel will not give out heat. It maysimply serve to choke.Some years ago I had the happiness of reading Pausaniasin Greece, and though I have forgotten much that the oldgossip says about Elis, I shall never forget his little storyof Lepreus. Lepreus was a gentleman who found that hecould eat as much as Heracles. Now, Heracles was notedfor his ravenous hunger ; he was the typical old soldier inthat respect, and when the Stoics made him their modeland bade him live cleanly and forswear sack, the up-to-date Heracles was lonely in the pulpit into which he hadbeen pitch-forked- and thought of the time when he hadeaten and drunk his fill in the palace of that country gentleman whose wife he afterwards brought again from thedead. He was too robust a person to have any maudlinrepentance about the unseemliness of his conduct on thatoccasion, Euripides to the contrary notwithstanding, anddoubtless he thought to himself: If it had not been forthat meat and drink, I should never have had the courage to54 UNIVERSITY RECORDgo after Admetus' wife and bring Alcestis back. At allevents, Heracles was a great eater, as doubtless was Samson,and Samson, as you know, became a university man, justas Heracles became the patron saint of the Stoics, andSamson's effigy was set up in the old university town ofHelmstedt, and his riddle became the motto of the university, so that down to this day the Philistines are the oldfogies, the slow bellies, the timid eaters, the patrons of intellectual pepsin. And as Samson had his rivals, so there werethose who thought that eating was one of Heracles' imitableperfections. But he outdid them all, until there arose thatLepreus whom I have just mentioned as figuring in Pausa-nias' "Handbook to Elis." Lepreus was also one that wasnourished by his victuals and had no lack of appetite, andwhen he found that he could eat as much as Heracles, hewaxed flesh-pot-valiant and challenged the hero to arms,and so perished miserably /ca/cos kclkus. So there are somescholars, some helluones librorum, who take on fuel enough,but that fuel does not convert itself into the radiant energyof the extensor muscles. Feed the fire, open the draughtlet the current of daily life flow through the furnace of theschool, and every speciality, even grammar, will be vitalized.The Theological Section held its meeting inthe Congregation Hall, Haskell Museum. Professor Marcus Dods, of New College, Edinburgh,spoke on " The Gospel Miracles," and ProfessorW. N. Clarke, of Colgate University, upon " TheOutlook for Christian Theology." These addresses are given in full.Professor Marcus Dods :At the present time the idea very commonly obtains thatChristianity would float more buoyantly and prosperouslywere the miraculous element in the gospel narrativethrown overboard. Men favorable to Christianity and ofweighty mental caliber disparage miracle and deny that itis needed. Matthew Arnold goes so far as to say {Literature and Dogma, 137): "There is nothing one would moredesire for a person or a document one greatly values than tomake them independent of miracles." And the idea verywidely prevails that the gospel miracles are an excrescencemarring the simplicity and beauty of the life of our Lord,and that, if once they served a purpose, which is very doubtful, it were better now to say nothing about them. Theethics of Christianity, if cut free from this incubus, wouldassert their superiority and attract men. And, of course,so long as the miracles of our Lord are not recognized as anessential part of his revelation, so long will they be felt tobe a hindrance and not a help to faith. But Jesus evidentlyconsidered miraculous works of healing an essential elementin his work ; and whoever feels uneasy about the miraculousand fancies that perhaps it would be well to yield the point and surrender miracle, must be looking at the matter withvery different eyes from those with which our Lord viewedit. Hence the importance of considering his attitudetoward miracles.It has recently been most pertinently asked, " If it wasworth Christ's while in his short earthly life to fatigue himself in physical miracles of healing, is it not worth ourwhile to attend to the fact, to be grateful for it, and to handon to others, undiminished, the full record of his gracioushelp to human need, and of his manifold appeal to humanfaith?" (Mackintosh, Apologetics, p. 48).Why, then, did our Lord perform miracles of healing ?Not to convince people that he was the Messiah, but becausehe possessed that divine love and power which made him theMessiah. He wrought no miracle for the purpose of convincing men of his messiahship. From the first, indeed,this constituted one of his typical, normal temptations. Thepeople expected that by some stupendous sign, such as leapingfrom the temple-roof and alighting unhurt in the court below,the Messiah would declare himself. But any such sign,wholly disconnected from the spiritual character of his work,he resolutely, peremptorily, and persistently iefused. Norwere any of the wonderful works he did done for the purpose of persuading men. Their primary purpose was to relieve distress. He came to proclaim and establish God'skingdom among men, to manifest God's presence and love.This he did more effectually by his works of healing than byhis teaching. It was his miracles that impressed men witha sense of the divine compassion ; they were the revelationof the Father's sympathy. Disease, Christ felt, is incongruous with the Kingdom of God ; and if he is to exhibit 'thatkingdom it must be manifested in the physical as in the spiritual sphere. He was grieved when confronted with disease and death. This, he felt, is not the world as the Fatherwould have it and means it to be. In so far as ,he hadpower to remove the distresses of men he felt called upon todo it. These healings were the works given him by theFather to do. They manifested God's love because done outof pure compassion in the Father's name. This compassionwas so true that it would be said of Christ, as God's representative, " He bare our sicknesses," into such thoroughsympathy with the sick did he enter. As it was by the powerof God he achieved these cures, so it was the love of God thatprompted them ; and, therefore, he could say, If I, by thefinger of God, cast out devils, then is the Kingdom of Godcome unto you. They were the works congruous to God'spresence, and accomplishing results which exhibited thekingdom.But just because the primary purpose of the miracles wasto give expression to God's mercy and not prove his messiahship, on this very account they can be appealed to'as evidence that Jesus was the Messiah. The poet writes becausehe is a poet, and not for the purpose of convincing the worldDODS: THE GOSPEL MIRACLES 55that he is a poet. And ,yet his writing does convince theworld that he is a poet. The benevolent man acts preciselyas Christ did when he laid his finger upon the lips of thehealed person and charged him to make no mention of hiskindness; and, therefore, all who do come to the knowledge0f it recognize him as a charitable person. Actions donefor the purpose of establishing a character for courage orcompassion are much more likely to establish a characterfor vanity and love of display. And it is just because theprimary intention of Christ's miracles was not to establish acharacter for this or for that, but directly to help needy persons and so give utterance to God's love, that they do convincingly prove him to be the true king of the new kingdom.Accordingly Jesus does not scruple on occasion to appeal tohis miracles : " The works which the Father hath given meto finish, the same works that I do, bear witness of me, thatthe Father hath sent me," "Though you believe not me, believe the works !"St. Matthew (16:1-4) records a significant conversationbetween our Lord 'and the combined Sadducees and Pharisees on this point. They came to him with their usual demand for a convincing sign from heaven ; continuing thusthe initial temptation to end all dubiety about his messianicdignity by some astounding feat or outward display. Tothis appeal he replies : "In the evening ye say it will befair weather, for the sky is red ; and in the morning therewill be a storm today, for it is lowering. Ye know howto read the face of the sky and can ye not read the signs ofthe times ? " You know the sequences of nature and understand that certain results uniformly follow certain appearances. But you have no eye for spiritual sequences. Youdo not recognize that a clever feat or a supernatural marvelwhich makes men stare has no natural relation to the blessings of the messianic kingdom. Neither do you perceivethat the presence among you of one in perfect harmony withGod and devoted to human interests must result in a kind ofweather altogether new in the spiritual world. You do notsee that the entrance into the world of perfect humanity, ofGod in human form, applying himself with all his divinelove and power to the actual needs of men, portends moregood to the race than the greatest physical marvel wouldsuggest. Suppose I did clothe the sun with a cloud as yegaze upon it in the bare heavens ; suppose I commandedthese mountains to be removed, or leapt unhurt from thetemple roof to the courts below, there is no necessary or infallible connection between such marvels and the establishment of God's kingdom among men or their deliverancefrom sin. You could not from your observation of suchphenomena predict what would result ; but if "you could readthe signs of the times, you might infallibly argue that one inperfect accord with God could not enter into this world's lifeand become a part of its history without setting in motion atrain of never ending and infinitely beneficent consequences. Very markedly and repeatedly in the fourth gospel is thefaith that is quickened by a sense of the personal majesty ofJesus shown to be more trustworthy than a faith founded onhis miracles. But we must not on that account deny anyvirtue to miracles in creating faith. As he himself toldNicodemus, the Kingdom of God is a spiritual thing andcould only be spiritually discerned by those who are born ofthe spirit. Those only could enter it who were attracted tohim by spiritual affinities. His claims were recognized bythose who had eyes to see them, i. e., by those who couldappreciate divine goodness, the glory that consisted inhumiliation and in being the servant of all. But the miracles served as object-lessons for those who were not in thefront rank of the spiritually sensitive. His power to givethe blind their sight suggested God's desire to remove spiritual blindness ; his feeding the hungry was his way of saying, Your Father suffers with you and cannot see you want ;his strengthening of the impotent man plainly said, I willthat you have eternal life and vitality. They were, in short,a prominent, important, and legible part of the revelation ofthe Father made by Christ.It is, then, to misunderstand Christ's own conception ofhis miracles and their function, either, on the one hand, tosuppose that their main function was evidential, or, on theother hand, to suppose that they have no evidential function.To consider them an obstacle rather than a help to faith isto misconceive the situation. The fact that they occupy solarge a part in the narrative and so large a part in the lifeof Christ is proof enough that they served an important purpose. That purpose was to bring the love of the Fatherinto contact with the woes of men.The objections which at present are brought against thegospel miracles are chiefly two : that they cannot be proved,and that they are useless even though proved. There isrindeed, the much more serious difficulty raised by philosophical presuppositions, that miracle is impossible.But both Professor Huxley and the. late Matthew Arnoldadmit the possibility, or, at any rate, do not dispute the possibility, of miracle. Professor Huxley says : " Strictly speaking, I am unaware of anything that has a right to the titleof an 'impossibility,' except a contradiction in terms. Thereare impossibilities logical, but none natural. A * roundsquare,' a ' present past,' ' two parallel lines that intersect,'are impossibilities, because ideas denoted by the predicatesround, present, intersect, are contradictory of the ideas denotedby the subjects, square, past, parallel. But walking onwater, or turning water into wine, or procreation withoutmale intervention, or raising the dead, are plainly not4 impossibilities ' in this sense." "It might be otherwise,"he says, "if our present knowledge of nature exhausted the:possibilities of nature, but it is sufficiently obvious, not onlythat we are at the beginning of our knowledge of nature,,instead of having arrived at the end of it, but that the56 UNIVERSITY RECORDlimitations of our faculties are such that we never can be ina position to set bounds to the possibilities of nature. Wehave knowledge of what is happening and of what has happened ; of what will happen we have and can have no morethan expectation grounded on our more or less correct reading of past experience and prompted by the faith begottenby that experience, that the order of nature in the future willresemble its order in the past."Similarly Matthew Arnold does not argue against thepossibility of miracles. On the contrary, he shows the fallacy of Mill's argument and thinks it enough to say that" the time has come when the minds of men no longer putas a matter of course the Bible miracles in a class by themselves. Now, from the moment this time commences, fromthe moment that the comparative history of all miracles is aconception entertained and a study admitted, the conclusionis certain, the reign of Bible miracles is doomed" {God andthe Bible, p. 46).It is, then, the impossibility of proof, not the abstractimpossibility of miracle, that is now brought to the front.This difficulty received a great impulse from its being formulated by Hume in the following words : "There is not tobe found in all history any miracle attested by a sufficientnumber of men, of such unquestioned goodness, education,and learning, as to secure us against all delusion in themselves ; of such undoubted integrity as to place them beyondall suspicion of any design to deceive others ; of such creditand reputation in the eyes of mankind as to have a greatdeal to lose in the case of their being detected in any falsehood, and, at the same time, attesting facts performed insuch a public manner and in so celebrated a part of theworld, as to render the detection unavoidable : all these circumstances are requisite to give us a full assurance in thetestimony of men." This sentence with all its pompouspedantry seems to me singularly incompetent. It would notbe difficult to show that some of the New Testament miraclessatisfy all Hume's requirements. And although Fluxleyjoins his faith to Hume, he has perhaps had some inkling ofthis, for he depends rather on the strangeness of the eventsthan on the insufficiency of the testimony to prove that NewTestament miracles are incredible. He asks if any testimony would suffice to make it credible that a centaurhad been seen trotting down Regent Street. This illustration was not chosen with Huxley's usual sagacity ;for in two respects, and these most significant, the supposed centaur bears no analogy to the New Testamentmiracles.1. The centaur is itself a monstrosity. The miraclesof the New Testament are all on the plane of nature.Feeding the hungry, healing the sick, raising the dead — allthese are removals of obstructions which hinder nature frombeing the expression of God's good will to man. They arehints of an ideal state which nature will one day reach, accelerations of her slower processes. So far from the truthis Matthew Arnold's dictum that " from the moment that thecomparative history of all miracles is a conception entertained, and a study admitted, the conclusion is certain, that thereign of the Bible miracles is doomed "— so far is this fromthe truth that it is when you bring the miracles of Jesus intocomparison with the prodigies or portents of Greece andRome that you more clearly than ever discern the finger ofGod, and detect, perhaps for the first time, the essentialand distinctive character of the works of Christ as trulyrevealing the God of the nature we know.2. But secondly and especially the centaur is an isolatedphenomenon; proceeding from nothing, going no whither,accomplishing nothing, signifying nothing — meaningless,irrelevant, incredible. The fact that a man of Huxley'ssagacity should compare such an appearance to the miraclesof the New Testament is another warning to us to examinefor ourselves, another demonstration that able men may oftenbe satisfied with but touching the surface of a subject. Themiracles of the New Testament were wrought by a unique person, by one who has actually revealed God and altered theworld's conception of God ; they were wrought as a part ofthat revelation and they have actually enabled men to thinkof God as merciful ; they appear as the natural outcome of amanifestation which had been prepared for the expectedthrough a long course of years. Between miracles so imbedded in the supernatural, so significant, so congruous tothe circumstances and trailing such a history behind them,and a centaur strolling down Regent street, where is theanalogy ?But it is precisely here where all assaults on the credibilityof the Christian miracles fail. The very strongest evidencein their favor is their congruity with the person who wroughtthem and with the revelation in connection with which theywere wrought ; and this evidence is regularly left out of account. In this respect Matthew Arnold who compares themwirfi the marvels recorded in Grecian history, is as superficialas Huxley. Of course we should find it difficult ' to believein the resurrection of Julius Csesar or of Trajan; but given aunique person, a person already miraculous, in his sinless-ness, and on whose resurrection the hope of the world depended, and I find the incredibility immeasurably diminished.Is it nothing in favor of the miracles that they were wroughtfor the accomplishment of the greatest end that is to be, served in this world ? Does it make them no more credible,that they were relevant, significant, congruous, necessary ?The miracles are Christ's miracles, and that makes precisely all the difference.The other objection to miracles which one meets everywhere at present is, that even if probable they are useless.The doctrine* proves the miracle rather than the miracle thedoctrine. To this objection Matthew Arnold has given theclassical expression in his well-known words : " One mayDODS: THE GOSPEL MIRACLES 57say indeed, Suppose I could change the pen with which Iwrite this into a penwiper, I should not thus make what Iwrite any the truer or more convincing. That may be so inreality, but the mass of mankind feel differently. In thejudgment of the mass of mankind, could I visibly and undeniably change the pen with which I write this into a penwiper, not only would this which I write acquire a claim tobe held perfectly true and convincing, but I should even beentitled to affirm and to be believed in affirming, propositions the most palpably at war with common fact and experience " (Literattire and Dogma, p. 132).Every friend of Arnold must wish his pen had beenchanged into a penwiper before he wrote this sentence, forit shows that he misconceived both the nature and the purpose of the New Testament miracles. It is a libel on thecommon sense of the mass of mankind to assert that theywould be influenced by a mere piece of legerdemain whichhad no relation to the truths to be enounced. We accept themiracles of Christ because they embody the very thing to beproved. Miracles are not gratuitous, superfluous, inconvenient and irrelevant credentials ; they are themselvesdidactic and revealing. They were not credentials of thekind that can be examined, approved and then laid asidethat the substance of the mission may be gone into. Theywere something very different from the seal on a letterwhich as soon as recognized is torn off and thrown awaythat the contents of the letter may be read. They wererather like the very contents of the letter which in everyline reveal and certify the writer. They were like themunificent gift which suggests but one possible giver;the far-reaching benefaction which guarantees its ownauthorship.But though all this went for nothing the strongest argument, the most convincing proof remains. There remainsthat which drew to Christ his earliest, most convinced andsteadfast followers ; his own personality. It is in him thatwe meet the highest we know. In his person, speakinghuman language, mingling freely in human society, theworld saw that which permanently raised its idea of God.Seeing Christ it was God nien saw, and saw him to be moreand better than they had thought. But for any man to planand carry through what «might seem to be an incarnation ofGod would prove itself to be an impossible audacity. Tobegin as a human child, to carry this idea through boyhoodand youth, to exhibit a life congruous to this idea amidst allthe temptations, excitements, and exigencies of manhood isso impossible that anyone who attempted it would betray inconstant failure that he had both inadequately conceivedthe part and could only inadequately play it. Inconsistency,extragavance, grotesque assumption, unjustified claims andunfulfilled pretensions would betray the would-be incarnateone at every point. But in Jesus there is no such betrayal. In the judgment of generation after generation of godlysouls he has perfectly fulfilled the part. God is revealedin him, and our hope of knowing God better is our hope ofknowing Christ better.For to escape from the admission of the supernatural atthis 'point by denying the sinlessness of Jesus is a sorryshift. He says to us, as to his contemporaries : "Which ofyou convicteth me of sin?" And this is the marvelousthing, that he who by his own purity most clearly detectedthe faintest taint of evil should himself claim to be absolutelyuntainted. All other testimony fades before this. We havethe honest Peter frankly owning that his Master was not asother men. We have Pilate washing his hands to clear himself of the guilt of condemning the innocent. ' We haveJudas, who had marked him with the keenest scrutiny, andwho would have welcomed any excuse for betraying him,sinking under his awful guilt unable to recall one act whichmight help to justify him. We, have his own brother Jamesthe Righteous, one who had grown up with him through allhis boyhood and early manhood ; we have this man whojudged by the severest standard and with whom nothing wasa claim to homage that did not come in righteousness andwho knew Jesus with the intimacy of a brother, speaking ofhim as the lawgiver and judge of men. But more than all,we have the voice of Jesus himself. The holier anyone is,the more clearly does he see his own shortcomings, but withJesus there is no sense of sin, no penitence, no prayer forforgiveness, no need for a redeemer. This is the crowning,or it should be said, the fundamental miracle — a miraclecontinuous, innate and inseparable from his own person; amiracle,unique, separating him indubitably from all othermen, and which makes all other miracles congruous andcredible. Is a miracle in the spiritual world less, or is itgreater than a miracle in the physical ? Which is the moredivine, the turning water into wine, or the perfection ofcharacter that is impervious to ,sinful thought or desire ?The one thing is as unexampled as the other, as trulybeyond experience.What then are we to make of this sustained spiritualmiracle inseparable from the person of Jesus ? Here is onewho stands alone in the history of mankind, who has alsointroduced and maintained in other men a new life and thehighest conceivable type of humanity. By his three yearsof manifestation, he lifted the world once for all out of darkness into light, and has become _the source of life eternal tothe race. This at any rate is certain, that it is in his personwe most surely find God. It is here God speaks to us mostplainly, manifests himself most indubitably. Whatever difficulties remain concerning Christ's person, concerning thenature of God and his relation to the world and to Christ, itremains certain that in him we meet God and a God whomwe can reverence, worship, and serve.58 UNIVERSITY RECORDProfessor Clarke's address on "The Outlookfor Christian Theology" is as follows:In this Decennial Celebration I have the honor to represent the oldest institution for the training of ministers thatthe Baptists possess. The Hamilton Literary and Theological Institution formally began its work in 1820, though itsactual service was begun two or three years earlier. It wasa school for ministers alone, and its first two students becameeminent in foreign missionary work. Twenty years later itopened its doors to students not for the ministry. In 1846it was incorporated as Madison University; in 1890 it tookthe name of Colgate University. It has served the nineteenth century for God and his truth, and desires to servethe twentieth. At present it maintains one of the smallcolleges of our country, and a theological seminary. It hasconnections with this place and hour, for it gave theologicaltraining to John C. Burroughs, long the president' of the oldUniversity of Chicago, while the present Dean of yourDivinity School, Dr. Hulbert, and Professor Franklin Johnson are among its theological alumni. I bring the greetings of Colgate University to its younger companion in theholy work of education.When I learned that I was expected to speak today, mythoughts turned instantly to the outlook of the study inwhich we are all interested. How hopeful, I immediatelyasked myself, is the outlook of theology? How far mayone cherish a bright and cheerful thought concerning thetheological prospect ? What of the night — or of the morning ? If we are not in the perfect day, which twilight arewe in, the morning or the evening ? Is there a hopefuloutlook for theology ? Perhaps I cannot meet the presentoccasion better than by following this first suggestion.Before I could answer my own question, I was compelledto inquire what kind of outlook I would consider hopeful.On this point two must agree before they can discuss thequestion that I propose, and on this point one must have aclear vision before he can judge the prospect. On this vitalpoint for my inquiry, however, we have to confess that notall who are devoted to theology do agree. One would callone outlook hopeful, and another another, while perhaps oneman might judge differently in different moods. I therefore must tell what things I consider most to be desired intheology, if I am to say anything that is worth saying onthe question whether the outlook is hopeful or not. What,then, are the things to be desired?To this question I found two answers, or an answer in twoparts. For theology I see two things very greatly to bedesired.In the first place, it is greatly to be desired that theologymay grow in religious depth and simplicity.Our noble study occupies two fields. It is at once a scientific and philosophical discipline, and a religious work. On the one hand it involves critical research, philosophicalinquiry, and scientific treatment of results; on the other handit involves spiritual discernment, sympathy with holinessand love, and profound religiousness of spirit. As I havelived on and wrought at my daily toil in theology, one viewof our work and our field has impressed me more and more:the religiousness of the work has grown more urgent andprecious in my heart. To the other aspect of the field Ithink I have not been indifferent, but the need of religiousdepth and simplicity in theology has impressed me moreand more.I think I may show how this great need has been bornein upon me, if I point out what our task and undertaking intheology really is. By theology, of course, I mean Christiantheology, for we are Christians here, and our theology isthat which we hold in connection with our faith in Godthrough Jesus Christ. In theology, what do we seek to do?A word will tell. We endeavor to hold up the truth that isknown to us through Jesus Christmas the torch for illumination of the field where all our questions lie. We are notmerely students of the Christian revelation, who seek toknow what it contains: that is our first work; but after itcomes at once that for the sake of which it was done,namely, the further work of using what Christ has broughtus for the illumining of all facts and questions that concernthe spiritual life and destiny of man. All matters thatconcern the soul of humanity we study in the light of Christand his revelation, seeking to know first what Christ hasreally taught us, and then what is the Christian meaning ofthings, the Christian solution of the problems of existence.The study of theology is simply the study of all questions ofspiritual meaning, in the Christian light.Now, our Christian joy and glory is this, that the Christianlight is a religious light. Jesus Christ made plain what isthe right relation between man and the real and living God,and showed us how to live in the realm of what we callreligion. This is the heart of his message and revelation.It may seem late in the day to be saying that Christianity isfirst of all a religion, and Christ is first of all a religiousmaster, the inspirer and guide of the true religious life; butthis is true, and I must say it today, for my plea for religiousness in theology turns upon it. First of all, Christianityis a religion, or rather a light and power in the realm ofreligion, and Christ's revelation is a fresh and gloriousrevelation of the truths and forces that make religion to bethe crown and glory of our life. Hence to hold up theChristian light for the illumining of all things in theologyis to hold up the religious light. We view all in the lightof a true discernment of God and the relation of his creatures to him. We perceive the God whom Christ makesknown, and interpret all in the light of his existence; andthe doing of this is the work of our theology.CLARKE: OUTLOOK FOR THEOLOGY 59If this is the nature of our work in theology, our course in, -nCf ^ is clear. If Christianity is first a religion, Christiantheology must first be religious. We must first be religiousourselves. We must live inside Christianity, so as to knowfrom within what it is, and breathe its spirit ; and then,when we are in the spirit of Jesus, we must proceed to thinkof all questions in earth or heaven that concern the soul, inthe spirit that we have thus come to make somewhat ourown. First, master the religion, or be mastered by it, andthen use it for the illumination of all things that theologyrequires us to consider.This puts religion always at the front, and makes the spiritof religion dominant in all the work of theology, whateverit may be. Theology has, as I have said, its philosophicalside. It comes at length to have a view of God and theworld, a large solution of the universal problem. To offersuch a solution sometimes seems presumptuous, and yet wecannot decline somewhere in the course of our work to propose, from our chairs of theological instruction, a comprehensive view of existence, a universal philosophy. ..Butwhat I have just said shows how we must get our view ofGod and the world, and what its place is in our theological system. It comes as a result, not as a first step. TheChristian philosophy is the outcome of the Christian religion. Nay, it is the outcome of the Christian life andexperience. When we have so entered into Christ as tolearn to look with the eyes of Christ upon the world, thenwe may begin to sketch the lines of a Christian philosophy, oran interpretation of matters that we need to understand. Itis a mistake to think of beginning theology with a universalphilosophy, or of breaking the road by speculation. Experience, not speculation, is the road-breaker. It is religionthat prepares the way of the Christian philosophy. Whenwe have learned Christ, we shall know God, and when weknow God, we shall begin to understand life and the world.Religion first, philosophy afterward, is the order — and thephilosophy itself must be a religious philosophy.How thoroughly religious the tone of theology ought tobe is plain from these considerations. Religion first — firstto be cultivated and first to be served. And as this necessity is inherent in the nature of the case, so again it is urgedupon us by the special necessities of our time. The deepestconflicts of our time, so far as the field of theology is concerned, touch upon the nature and possibility of religion.We have not chiefly to discuss this form or that of the greatreligious question : it is the religious question itself thatis upon us. The fundamental issue in our day is whetherreligion is properly a legitimate element in human life atall. After ages of assumption that it was entitled to exist,religion has now to show its right, to contend for its life,and to get itself legitimately recognized among the realitiesthat the new thought can allow to be received. It is verytrue that not all Christians are aware that this question is upon us now, or, if they have in some degree discerned it,have perceived that they have something to do about it. Butas soon as we deeply read the meaning of our times, we findreligion summoned to show its credentials and prove itsright to live. In such a case what shall we do ? Twocourses may be proposed. One of them may come verynaturally to mind in the presence of a new age, when allthought seems likely to be reconstructed. We may say thatwe will work out, in company with the new thought, a newscheme of the world and life ; we will let science and philosophy tell us what manner of world this is, confident thatsomehow it will prove to be a world in which religion is stillpossible ; and then, at length, we will inquire what kind ofreligion is possible in that newly known world, and seek tobring it into life as it is to be. Or, on the other hand, wemay say that religion, whose eternal right to exist we claimon what we feel to be sufficient grounds, ought to be itselfthe chief formative element in the construction of thatscheme of the world and life which is coming ; that it isable, far better than any other power, to make that schemetrue and satisfying to humanity; and therefore we will holdreligion forward in our thinking and seek to honor it in thelife of mankind ; that religion shall not merely be toleratedin that new world which is to be, but shall be the chiefpower that helps to make that world. This is the right way.Thus alone can religion be duly honored, or even preservedin its true vitality. In the fight of religion for its life, religion can be saved only by religion, not by speculation.Religion must be formative, too, if it is to be itself. Wemust offer at last a view of God and the world, a schemeof existence, but it must be a scheme that has been born ofChristian faith, a view suffused with the glory of God, as webehold it in the faith of Jesus Christ. Hence for all reasons— for reasons essential and reasons temporary — it is necessary that in the work of theology religion be placed at thefront. What does this mean? It means that we mustrecognize the primacy of the religious questions, and turnour theologizing first, if not alone, to the giving of lightupon them ; that we must recognize the primacy in theologyof the religious revelation of God, as we have it in JesusChrist ; that we must give the primacy in theological workto the religious tone and spirit ; that the primacy of thereligious aim must always be acknowledged and acted upon.Theology must help students to be religious in their studying. It must contribute to the religious life of the time.It must become directly helpful to ministers of Christ,whose work is- the promoting of simple and strong religion.It must help all people to see their life and all its meaningin the religious light. This is the calling of theology, andto this it is much to be desired that theology may more andmore be faithful.In addition to growth in religious depth and simplicity,there is another thing that is much to be desired in theology:60 UNIVERSITY RECORDnamely, that the study of theology may become more free.This is no radically additional demand, for religiousnessand freedom go hand in hand. Which leads the other, whocan tell ? Each implies the other. Religion is freedom.Religion, as we know it in Christ, is the life of man in filialfellowship with God ; and that filial fellowship with Godwhich Jesus exemplified in himself and taught to usinvolves freedom for the soul from all masters except theOne. There is no one between God and the soul of man ;wherefore the experience of religion is an experience ofemancipation from human authority. If theology is religious,it will be free. In so far as it is held and hampered by anyhuman authority, it is therein forbidden to be truly religious,that is, turned to God alone. In this field there can be onlyone real master, the God of truth.It will not be difficult to tell more specifically what ismeant by the desire that theology may become more free,and why the desire arises. The desire for a larger freedomfor the study of theology takes form from certain facts inthe past and certain conditions in the present. Lookingback over the history of theology, and pausing over its attitude in recent times, one can hardly fail to notice that thework of theology has consisted very largely in the formingof systems, or else in the maintaining of systems formed,the defending of views, the confirming of conclusionsalready obtained. The controversies of theology within itsown field have been strifes for the defense of this view orthat, contentions in favor of what has been thought out andis held sacred. The controversies of theology in relationswith the world outside have partaken largely of the samequality, and the attitude has been largely a defensive one.Attack and defense have raged about positions alreadytaken, and a theologian's work has been estimated andapproved in proportion to his conformity to definite standards already accepted. When I say that theology needs tobecome more free, I mean that the study of theology oughtto consist less in the building up of theories, the maintaining of accepted doctrines, the reinforcing of positions longheld, and more in simple free inquiry as to what is trueThe primary points of inquiry for a Christian theologian areexactly two : What is the truth which I may learn fromJesus Christ, and what is the effect of that truth when Iapply it to questions of theology as they arise ? What isthe original Christian truth, and what further does this truthteach or lead us into, when we study in the light of it?What is the Christian light, and what does the Christianlight show when we hold it up for illumination ? To answerthese two questions theologians exist — not merely to defendanswers to them that have already been given — and toanswer them is their calling. To answer these questions,therefore, theology should be entirely free, and should claimits liberty.Such freedom as this does not need to be argued for, when once the grounds of it have been stated. But it is urgedupon us now, not only by the nature of the case, but by theconditions of the time. Religion, as I have already said, iscontending for its right to live. As for Christianity, it isfreely doubted and assailed, and many of the forms ofthought in which it has long been known are freely discredited by many whom we cannot overlook as unintelligent.There are many who seem unlikely to receive Christianityin any of its familiar forms of thought or of method ; andthe whole force of religion itself is in danger of beingweakened in our generation through revolt against theChristianity that is familiar. Moreover, they object to ourtheological method and attitude. We do not care to knowwhat is true, they tell us, but only to show that certainthings are true. We are not seeking truth, but only todefend our views of truth. Theology is the only study, theysay, in which men hold their conclusions before makingtheir investigations. In the presence of these objectionstheology has to do its work. At such a time it is notenough to be defending old positions, or maintaining thatwhat has already been held is surely right. Whether ornot we have inherited true views is not the point. . If wedevote ourselves to confirming what we have, we shall notserve our generation. We shall not thus serve even theChristian people, whose pressing need is the reconstructionof their Christian ideas on a more rational and satisfactorybasis. Even new system-building is not the first thing needful. As for the duty of confirming and conforming, that islong left behind. The living question today is, What istrue in religion ? and theology must be free to ask thisquestion, and free to answer it. Our work is not to defendwhat our fathers saw of truth, or what we ourselves beganwith: we are summoned to meet the need of the hour byseeing whether there is some fresh thought that is truer tothe great reality, and some statement that goes deeper tothe heart of things. For the fulfilling of this calling, critical inquiry, historical investigation, theological research,spiritual and experimental discovery, all need to be mostfree — -free to find whatever truth there may be anywhere,and free to use it in the interest of religion for the world.A word now concerning the outlook, of which I set outto speak. Is it a hopeful outlook ? With these two desirable things in mind, what if the question were referred tothis present company whether or not there is room for anything like optimism in our field? I wonder what the response of your judgment would be. Are these desirablethings coming into the field of vision ? Is the movement ofthe time toward them or not ?There is good reason, as it seems to me, for hope. Thereare signs enough to the contrary, it must be confessed ;nevertheless powers that have promise of the future arecoming in. I cannot describe them — only the barest mention must suffice. As to religiousness in theology, nothing isOPENING OF SCHOOL OF EDUCATION 61clearer than that our days are days of gain. Both formallyand informally, religion is coming to its own in theologicalthought. The merely speculative and philosophical theology is out of harmony with the times, and has no promisenow. Professional thought and popular thought both presson toward a deeper religiousness in theology. The greatRitschlian movement, whatever its defects, is at heart astrong and earnest endeavor after religious reality and simplicity. Popular movements, such as the demand in thePresbyterian church in America for reconstruction of anancient creed, tend to do new honor to the religious spirit ;for the demand is that the creed be conformed somewhat tothe teaching of the heart in religious experience. In thewhole field it is a most welcome and inspiring fact that thecharacter of God is tending more and more to become thedeterminative fact in theological conceptions. Nothingcould possibly be better than this, except more of this, forthis is that very thing that was mentioned a little while ago,the turning of the divine light of the Christian revelationupon the questions that in theology we discuss. The character of God and his relation to us is what Christ showedus ; and now we are trying to learn what this revelation ofhis teaches us about the meaning of our life. In the marchof theology no better step than this could possibly be. Yes,the movement of the time presses on toward a deepeningof religiousness in theology.Concerning freedom for the study of theology, perhapsthere is less gain to be reported, but yet there is gain, andthe outlook has its. strong element of hope. It is true thatmany among us think there is too much freedom now, andfear the consequences if a more definite theory of freedomwere let in. Many would doubtless resent and reject theconception of freedom that I have presented, as contraryto the interests of Christian faith. Still is a theologianpopularly expected to conform and confirm rather thanto lead on, defend rather than to acquire, to say the thingthat has been said rather than to seek out the thing thatis. Not yet has it come to pass that a man is acceptedand approved among his brethren because he is simplyseeking to know what is true, and willing to say itwhen he thinks he knows. Still is dissent dangerous,and a new idea, or a decidedly new presentation, suspected. Nevertheless, the idea of a higher calling fortheology is abroad, and the voice of a larger freedom isheard. It is beginning to be perceived that we have fromGod a higher call than the call simply to defend what hasbeen said before us ; that there is urgent need of knowingwhat is true, even if we have not known it yet ; that theologyitself is required by the nature of its field to be searcher andproclaimer rather than defender, pioneer rather than dwellerin the tents where the ancient race has dwelt. Liberty hasthe future, and shows some signs of claiming its own. Itsway, no easy course, is the path of righteousness and of hope. In so far as there is progress toward better things intheology, our duty is clear — we must move on with it. Inso far as there is none, our duty is equally clear — we mustbring progress in. Whatever the situation may be, we mustacknowledge our calling, and labor to make it more andmore the fact that theology grows in religious depth andsimplicity, and that the study of theology becomes free toprosecute, in reverence and hope, the simple inquiry : Whatis true ?THE OFFICIAL OPENING OF THE SCHOOL OF\ EDUCATION.The exercises in connection with the openingof the School of Education were held in the University tent and in Scammon Court.The meeting in the tent was called to order at12 :oo m. on Monday by the President of theUniversity. Professor Nicholas Murray Butler, ofColumbia University, delivered the following address :It is a happy coincidence that the celebration of the completion of the first decade of this university's service to thenation should be marked by a great increase in its equipment for the study of education and for the training oftea'chers. It is no less happy that the nobly generousfounder of the Chicago Institute, and the governing boardof that foundation, have realized the immense gain thatwould come to the cause which they hold so dear from theincorporation of the Institute in a great university, highin its ideals, catholic in its sympathies, admirable in itsefficiency. Power many times multiplied is the only possible outcome of a union of such forces. One mayreasonably hope that not alone this city and this state,but this entire nation, will be reached and uplifted bythe lofty zeal and the high intelligence which will goforth from these walls into the schools and colleges of theland.An institution for education is not necessarily an educational institution. It may fall short of its intended aimthrough lack of knowledge or through failure in self-analysisor self-criticism. It may fasten eagerly upon pedantry, orupon its cousin-german, pedagoguery, and mistake eitherfor education, clinging the tighter to its idol as the mistakenidentity is the more complete. History, especially contemporary history, furnishes illustrations in abundance.Pedantry is the substitution of the letter of education for itsspirit; pedagoguery is a travesty upon the letter and thespirit of education alike. The one is manifested by apeculiar intellectual desiccation, combined with grimly passionate attention to the manual of arms of learning ; theother disports itself in cheerfully inappropriate exercises62 UNIVERSITY RECORDwhich are deduced from a ruling principle of method, itselfnone too secure on its foundation. Either is a sorry substitute for education, It is one of the most obvious functionsof the modern university to study education, to teach education, and, above all, to mark off education from the manypretenders to its power and its dignities.But have not universities always done this? Unfortunately,no. Taking their rise in a great popular enthusiasm forknowledge and its joys, the early universities did spreadlearning as fast as they gained it. Of each of their hosts ofpupils it might be said, as of Chaucer's clerk, "Gladlywolde he lerne, and gladly teche." To make teachers wastheir aim, and our historic university degrees representnothing more or less than the several stages of advancementas a member of the guild of professional teachers. Thebachelor is the accredited apprentice, the master the journeyman and the doctor the master-workman. When they firstrose to influence the universities kept their function of training teachers well to the fore, although they discharged thatfunction in ways and by methods which seem to us odd andunsatisfactory enough. As new knowledge poured in uponthem in a constantly increasing flood, coming first throughthe gate of language study, then in succession through thoseof natural science, of the observation of social and ethicalphenomena, and finally of history, the energies of the universities came to be absorbed more and more in keepingpace with the new acquisitions and in adding to them. Atthis point the sharp cleavage between learning and wisdommanifested itself, and it has gone on widening ever since.Knowledge for knowledge's sake shut out every other aimfrom view, and the business both of teaching and of trainingto teach was forgotten. This is the explanation of thecoldly formal university lecture, with the students kept wellat arms' length, bearing the label "made in Germany." Itis the explanation, too, of the total lack of sympathy withelementary and secondary education, and lack of insightinto their problems and their potencies, which have characterized universities almost without exception until a decadeor two ago. It is the explanation of the unscholarly shortcomings of the normal schools and teachers' training classeswhich, left without university guidance and sympathy, gropedin the dark as best they could for the light which that particular dark did not conceal. All these are a high price to payfor the undoubted achievements of the universities in otherfields.In our time, however, a great change has taken place.We are still too near it and too much in it and of it to estimate it accurately or to judge it wisely. A series of forces,in part intellectual, in part moral, in part political, haveconspired to force education itself — education as a process,and not merely the learning which is its tool — into the forefront of human interest the world over. It is so in Russiaand in Japan as much as in France and in the United States. The universities could not, if they would, be indifferent tothis deeply significant development. So it happens that littleby little, grudgingly at first and then with generous enthusiasm, universities in France, in Germany, in England, and inAmerica are laying hold of the subject of education asa topic abounding in problems — problems of historicaldevelopment and interpretation, problems of theory, andproblems of practice and application — • and they are addressing themselves to the solution of those problems with thatearnestness and that patient scientific method before whichthe older sciences of nature and of man have been compelledto yield up so many of their deepest secrets. There is building in the universities today a science of education ; not ascience of mathematical certainties and of unerring forecasts, but a science of patiently gathered and thoroughlytested facts, with their histories, their effects and their interpretations. Nowhere else but in a university can a scienceof education be made. It must have the scientific method,the catholic spirit, and the large outlook which the universities cherish as their very own. The facts to be gatheredinto the new discipline come from every phase of humanexperience which touches man's growth and development.The binding them together in a new knowledge — whole isa task which the universities alone are competent to attempt.So, I repeat, " O terque quaterque beati," those whose wisdom and munificence have united to endow this nobleuniversity with a modern laboratory of education.In the presence of the living child the university will reflectsteadily, thoroughly and purposefully upon the whole process of which its own teaching is a part, and it will tell ofthose reflections in language understood of the people. Onthe other hand, the training of the child from the beginningof school life will go forward under the very shadow of theuniversity and will be supported by all the strength that themany-sided scholarship of the university can contribute. InChicago, as in New York, but as yet nowhere else in theworld, the solidarity and continuity of the educationalprocess will be made evident by the fact that a child mayenter the kindergarten and proceed to the degree of doctorof philosophy under the jurisdiction and oversight of asingle academic authority. From the beginning to the endof his formal education he will be under the inspiration ofone ideal, and that the loftiest which our modern civilizationpresents to us.To be intelligently conscious of one's purposes, methodsand achievements, and of those of one's fellows, is rarer thanwe think, alike in individuals and in institutions. It marksa power of reflection and self-analysis which is beyond thecapacity of the immature. It may be true that "the properstudy of mankind is man," but the undisputed fact is thatman's interests were objective, many and long-continued,before they turned inward upon himself. " Know thyself,"while to us a saw, was to Thales a discovery. The difficultyBUTLER: OPENING ADDRESS 63f the undertaking was admitted by him who suggested it,d it has not grown easier as observer and observed has^own more and more complex. This fact explains to ush th why the teacher's study of teaching has come late andhv it is difficult. It may serve at once as a warning andan incentive to those who are to carry forward the workf the School of Education of the University of Chicago.It points, also, to one fact upon which I wish to lay especialstress. That is that education is a philosophical discipline,and unless it is kept in closest touch with philosophy it willeither wither and die or it will fall into the crudest and baldest empiricism. It is because they unite education and philosophy that teachers of whatever nation listen eagerly forthe words of our own Harris, and for those of Paulsen, ofJames, and of Dewey. When, forty years ago, the presentarchbishop of Canterbury contributed his paper on " TheEducation of the World" to the desperately wicked Essaysand Reviews, he showed, in popular phrase, how the world'shistory may be conceived and interpreted as education.This noble insight, abounding in light and in helpfulness,was established for all time by Hegel in his epoch-makinglectures on the philosophy of history. In those lectures themaster-hand traces the conflict on the vast theater of institutional history of the very forces which spring up eternallyin the life of the individual human spirit and draw us nowin this direction, now in that. Institutional history is modern education's third dimension, and without it our study ofeducation is superficial indeed. But institutions are theembodiments of the deepest thoughts of the race, and whenwe seek to understand them we must call philosophy to ouraid. From this point of view it is true that given a man'sphilosophy, his view of the world, you can deduce his standards and his ideals of education. Conversely, the educational beliefs and practices of an individual or a nationreflect, consciously or unconsciously, the philosophical principles which control their life and thought.This interpenetration of philosophy and education hasdangers and difficulties of its own. The solemn words ofJowett, uttered in his sermon preached in Balliol chapel inmemory of T. H. Green, are profoundly true. " Of allteachers," he said, "the teacher of the high philosophy hasthe greatest responsibility and the greatest difficulty. If hebe a thinker of any force or originality, his own ideas gainsuch a hold upon him that he is apt to lose the power ofestimating them, or of seeing the opposite sides of a question. He may often be betrayed into inconsistencies ofwhich he is not aware ; he imparts to the mind a power likethat which a lever communicates to the arm. The danger isthat it is a lever which he cannot lay aside at will, but whichis liable to encumber him in all his movements." This is awise man's warning lest the very tenacity of our convictionshold us back from the entire truth, in the domain of education as in that of philosophy. Our recourse must be to the scientific method which has justified itself by its results.Face the facts in education, and let him who will harbortheories which are factless !It is to be the task of the School of Education of the University of Chicago to conceive education philosophically andto study and teach it scientifically. Here old problems are tobe stated anew and here new problems are to be solved interms of long-established truth. The limits of our presentknowledge will be extended by the discoveries and insightshere to be developed by this experienced and highly trainedbody of scholars and investigators. The beneficence andthe distinction of the outcome are certain ; for, as Emersonhas told us, " the day is always his who works in it withserenity and great aims. The unstable estimates of mencrowd to him whose mind is filled with a truth, as the heapedwaves of the Atlantic follow the moon."The one great over-shadowing truth which the student andteacher of education unceasingly contemplates, is humanpersonality moving through the slow process of developmentto its mighty heritage of knowledge and of power. Thisone fact is more stupendous and awe-inspiring than all elsein the universe. Before it, stellar systems seem small andinfinite distances petty. Well indeed may the unstable estimates of men crowd to those whose minds are filled withknowledge of the process of human development, and withreverence for it !I must add a word of personal congratulation to ColonelParker. He little dreamed, perhaps, when thirty yearsago he sat on the benches of the university of Berlineagerly seeking for light on the questions which even thenseemed to him to surpass all others in interest and in importance, that he would one day be himself a university teacherof education. His years of toil, of concentrated energy,and of devoted service are now rewarded by this new opportunity for undisturbed and untroubled study of childhood.At the fire of his burning zeal thousands and tens of thousands of torches have been lighted, and at his touch theshackles of educational convention have fallen from manyminds. Long may he be spared to enjoy the fruits ofhis labors and to bring new honor to the University of Chicago.At the close of Professor Butler's address theprocession formed for the march to ScammonCourt, the site of the future buildings of the Schoolof Education. The order of march was as follows :The University band, President Harper and Mr. Rockefeller, Director Parker and Mr. Ryerson, official guests, thefaculties of the School of Education and of the University.At a stand erected in the court, simple exerciseswere held. President Harper made a brief introductory statement. Director Parker then broke64 UNIVERSITY RECORDthe ground for the new buildings and deliveredthe following address :Nothing that is good is too good for the child ; no thoughttoo deep, no toil too arduou's; for the welfare of the childomeans better homes, means an improved state of society,means the perpetuity of our republic, the salvation of theworld. The economy of all economy is the education of thelittle child.We are thankful to God for the universities and for ourUniversity; to him for his mercy, to man for his gifts. Butit can be said that of the great throng of men and womenwho leave the universities there is a large contingent whofail ; their failure due, not to the. universities, but to the education below it, to elementary education. To put moneyinto the education of the child means the building of theuniversity in the broadest and grandest way.Our fathers, inspired, founded the common school for thedevelopment of a free government. Normal schools, nowspread all over the land, were established for the training ofteachers and the advancement of the common school. Thencame the kindergarten to breathe the breath of life into education. The establishment of chairs of pedagogy in universities followed ; and, last, schools of education, ColumbiaUniversity having led the way. Now this, the second schoolof education, is here dedicated to the little child. May it beconsecrated under God to the development of the child andthe salvation of society. We march along the endless pathway of unrealized possibilities. The possibilities lie in thelittle ones who are like Him who was born at Bethlehem.Let me say with Froebel, "Come, let us live with the children."Upon the speakers' stand, beside the founderof the University, the President of the University, and the President of the Board of Trustees,were His Excellency, M. Cambon, the Frenchambassador to the United States, and Mrs. Emmons Blaine, the founder of the School of Education. About eight hundred people were presentand participated in the exercises.THE ALUMNI.EXERCISES OF ALUMNI DAY.The alumni exercises began early in the morning with the breakfast of the Chicago alumnae atthe Quadrangle Club. This proved to be a verypleasant introduction to the day. Dean MarionTalbot with Mrs. Alice Freeman Palmer received.The alumnae were delighted to meet Mrs. Palmerand hear from her before the breakfast was over. She spoke very warmly of her pleasure in beingback at the University again, and of the pleasantmemories of the months spent here when theinstitution was young. She remarked on theproblems and difficulties which the collegewoman, in her life as an alumna, has to meet ; ofthe possible coming reaction against college education for women, and the courage and patienceand true living needed to combat it.The toast-mistress for the morning was MissBlanche Swingley, '99. The first toast was thatof Miss Estelle Lutrell, '96, on the " DecennialCelebration." She said, in part :A greeting from a member of the class of 1896 mightwell be full of reminiscences, but a period of four or fiveyears is hardly time for well seasoned reminiscences. Ourtime has been spent in finding our places. A friend whohad spent years in the nomadic life led on the quadrangledescribed her new home to me. and said enthusiastically," I am now settled temporarily for life." In our university life we are given these contradictory sensations ofpermanency and change. Our development has been sofast that we have felt ourselves growing, and at timesthe painfulness of the process has obscured the fact of progress.Miss Alice Winston, '98, followed with a toaston " Our New Gymnasium," of which she said :Once upon a time a prisoner descried a loose stone in hiscell, and dreamed of liberty. Prying up the stone, he discovered a passageway leading, as he supposed, to the openair. He entered it, turning and twisting his body in thecircuitous way, until he came out at last in his own cell, withthe jailor standing over him. 1 was reminded of this whenI heard that I was to toast the new gymnasium. Our newgymnasium is our old one. We have only the outside of thenew structure, the men have the inside. We ought to beaccustomed by this time to old things, for Eve, you willremember had a second-hand rib at the beginning, and wehave had second-hand things ever since. Girls have alwaysbeen rather in the way. But the women of the University ofChicago are going to accept their second-hand gymnasium ;and we are going to smile, until some kind friend shallnotice our condition and give $500,000 on condition that theAlumnae Club raises the other half of the million." Our College Friendships " was strongly advocated by Miss Julia Dumke, '98, and " The Classof 1 90 1 " was welcomed into the Club in a pleasing speech by Mrs. Leila Fish Mallory; '97. Missoo<u£uft,o>Hw01w>5n?jouKHTHE ALUMNI 65Marion Fairman, '01, responded on "behalf of theclass of 1 90 1. In closing she said :Your warm invitation to join the Association comes hometo us strongly, for it offers us an opportunity not only to continue those friendships already formed, but also to make theacquaintance of you who have been here before us, a privilege we all value highly and will not lightly forego.The large attendance of the graduates of theearlier classes and the large number of the classof 1 90 1, made the breakfast an occasion to beremembered by everyone present.At 1 : 30 p. m. the annual business meeting of theAlumni Association convened in the chapel, CobbHall ; an unusually large number of the alumniwere present, especially those of the old' University. In the unexpected, absence of PresidentBuzzell, Professor Charles R. Henderson, of theclass of '70, was called to the chair. Reports ofthe Secretary and the Auditing Committees wereread and adopted. The report of the MemorialCommittee was read by Allan T. Burns, '97, andadopted. The substance of the report was :1. Provision for a series of biographies of deceasedfriends and benefactors of the old and new University, to bepublished in the University Record.2. Continuation of the plan to erect memorials to Dr.Burroughs and Professor Boise.3. A recommendation that the one fourth of the proceedsof the year, which was to go toward the erection of thememorials, for the present be loaned to the Association tomeet the general expenses.The Association heartily sanctioned the actionof the Executive and Memorial Committees inthe movement to begin the erection of suitablememorials to these friends of the University.A resolution was then offered by Dr. John L.Jackson, '72, in memory of Dr. Northrup, andadopted by a unanimous vote of the Association :Whereas, In the death of George W.. Northrup, D.D.,LL.D., Professor of Theology in the University of Chicago,the cause of education loses a brilliant scholar and this institution a loved and honored teacher ; andWhereas, Through his long service in the professor'schair and as President of the Baptist Union TheologicalSeminary he endeared himself to hundreds of Alumni inthis and other institutions of learning ; andWhereas, He occupied an honorable place among that band of men who took the initiative in the founding of theUniversity of Chicago, thereforeResolved, That we put on record our appreciation of theinvaluable services rendered by this good and great man tx>the cause of learning and particularly to our Alma Mater.Resolved, That we unite with the entire Christian worldin giving honor to one who contributed so much to theemancipation and enrichment of theological science.Resolved, That we express to the president and facultiesof the University, and especially to his fellow-workers inthe Divinity School, our sympathy in the loss of this wisescholar and great administrator.Resolved, That we spread on the records of our association this testimony to the worth of our beloved teacher andtrue friend.The following recommendation of the executive committee at its last irieeting on June 10 was.accepted without discussion :Whereas, The Alumni Association is not represented onthe Board of Trustees of the University, the Executive Committee recommends that the President of the Association appoint a committee of three to investigate and report at thenext meeting of the Association the advisability of such arepresentation.An amendment to Sec. V of the constitutionwas offered by the Secretary, to be voted upon atthe next annual business meeting. The amendment provides merely for changes in the dates-for sending out notices and paying dues.The reception of the class of 1901 into the Association proved, as it did last year, to be one ofthe most impressive parts of the programme.Just before the report of the election committeewas made almost the entire class of one hundredand two persons, led by their President, ArthurE. Bestor, marched into the chapel in cap andgown and occupied the seats in the center. Professor Henderson in an eloquent impromptu address welcomed the class into the Association.Owen E. Hotle in a pleasing speech respondedfor the class of 1901 and expressed the thanksof every member for the cordial reception giventhem.The report of the election committee was madeby W..E. Miller, '99. The result of the mailedballot was the election of the following officers :Frederick. A. Smith, '66, President; Susan G. Harding,'98, First Vice President; Harry T. Chace, '96, Second Vice66 UNIVERSITY RECORDPresident; Stacy C. Mosser, '97, Third Vice President;Mayo Fesler, '97, General Secretary. Members of the Executive Committee for 1 901-1904: Edgar A. Buzzell, '86;Mary E. Reddy, '98, and Wm. France Anderson, '99.The chairman appointed Edgar B. T^olman, '80,and James Scott Brown, '97, to escort the newpresident to the chair.Just as Mr. Smith took the chair, the Association had the pleasure of welcoming Mr. Rockefeller, President Harper, and Mr. Ryerson tothe meeting. As they came down the aisle everybody stood up and gave them a royal reception,with songs and cheers and clapping of hands.Mr. Rockefeller had requested that he be notcalled upon for a speech, but the warm receptiongiven him caused him to step to the front andexpress his appreciation in a few well chosenwords.The alumni dinner at 6 : 00 p. m. was in everyway the most successful banquet the Associationhas yet given. The Quadrangle Club rooms werefilled to their utmost capacity ; many requestsfor seats had to be refused. The class of '01 hadthe largest representation and was seated as a classon the long veranda.The toastmaster, Edwin G. Cooley, '95, wasunavoidably detained, and Edgar B. Tolman, '80,was requested to act in his place which he didmost acceptably. Contrary to the usual customthe toasts were given between courses. PresidentHarper, the first speaker, responded to the toast"The University" in his usual enthusiastic way,expressing his appreciation of the work of theassociation and their loyalty to the University.He spoke of the future of the University, itsendowments, and its possibilities.The toast of Miss Ruth Vail, '01, who responded on behalf of the class of 1 901, is reportedelsewhere.Theodore G. Soares, Ph.D., '94, who was oneof the first students to register, spoke of "University Tradition." His address is in part as follows :We gathered here, students and instructors, in the lastdays of September. A .little time was spent in registering and examining. Then on the first day of October classeswere called, lectures began, the whole machinery started offwithout a hitch; and has been going continuously ever since.Among the more conspicuous successes of the President ofthe University, I do not believe that the work of that preparatory year, which made it possible for us to start off insuch remarkable fashion, has ever been generally appreciated. Undoubtedly there are advantages and equipmenttoday, which we did not possess, but let me tell you that inthat beginning time there was the essential university spirit,the thorough work, the earnest investigation, the patientacquisition of exact knowledge which is our pride at thisDecennial Celebration.Yet we lacked something in those first days. It was probably an absolutely unique thing that a large body of instructorsand students should come together from eastern, western,southern, and European institutions and at once begin togethera new life. We wanted to ask, " What is proper ? " " Whatis the custom ? " " What is expected ? " But there was noanswer. Nothing was proper, nothing was custom, nothingwas expected. At the University of Chicago in 1892 there wasnothing that could be said to be comme ilfaut. There wasalmost a distressing sense of newness. The University wasas bare of anything traditional as its new gray walls of anytrace of moss or tendril of ivy. There were no universitytraditions. We had a clean page in those beginning days,and I think we wrote upon it with a fair hand. I do notremember that anything mean or ungenerous or undemocratic was started in those days that could be handed downas a custom to those who followed us. I believe that thetraditions that are now gradually growing up continue to begood. My highest hope for the University is that thesecustoms and ideas, which really represent what the University is, may be noble. We have no aristocracy of birth inAmerica. By common consent we are simply laughing atthe few American nabobs who would create an aristocracyof wealth. I hope we shall never make the mistake of supposing that there could be an aristocracy, in the sense of apeculiar privileged class, of culture. That spirit whetherin the silly sophomore girl or in the head professor, is theessential spirit of the snob. The American university isdemocratic. In the social readjustments and perhaps upheavals that are coming the Christian democracy of theAmerican university is one of the hopeful signs. Surelynever here shall we say, " I am from Chicago — stand off,"but " I am from Chicago — your hand." And it is fitting.The scholar only serves as the workman can." All service ranks the same with God,With God, whose puppets, best and worst,Are we. There is no last nor first."Ferd W. Peck, '68, who was to say "A Wordabout the Paris Exposition" was prevented byTHE ALUMNI 67illness from attending the dinner, but a letter written by him to the secretary expressing his regretswas read. He wrote in part as follows :I feel that it is a grand and fitting step on the part ofthose representing the present University to recognize thealumni of the old institution, the memory of which is so dearto our hearts. We are all proud of our Alma Mater and hersplendid successor which stands so grandly today amongthe universities of the world. I feel that our organizationcan do much to strengthen the institution and that there isan important sphere of usefulness for the Alumni Associationof the University of Chicago. It is fortunate that the institution has been placed under the leadership of such a grandman as Dr. Harper.I trust that the present reunion of our members may addnew inspiration to the work of the University in which I feelwe should earnestly cooperate.The last toast of the evening was that ofCharles S. Pike, '96, on "The House that JohnBuilt," a speech full of wit and poetry. In conclusion, he spoke as follows ;But in all seriousness, Mr. Toastmaster, it is fitting at thistime that all classes of the University, present and past uniteto greatly glorify the name of the man who has builded thishouse of learning. It is indeed suitable that honor shouldbe given to the man whose foresight and farsight haveopened to us such rich wells of knowledge and have loosedsuch a bounteous flow of wisdom. We honor ourselvesindeed, when we give honor to such a man as John D.Rockefeller, and to that great institution of learning, " TheHouse that John Built," our Alma Mater,The toasts were interspersed with songs andthe Chicago yells ; and despite the crowded condition of the dining room and the brief two hourswhich were given us for the dinner the occasionproved to be the most enthusiastic meeting of theday or of any alumni day in the history of theassociation.The success of the dinner was due in a greatmeasure to the admirable manner in which Mr.Tolman, though called upon at the last moment,filled the place of toastmaster.The hour had arrived for the performance of"As You Like It" on the Quadrangle, whichmany of the alumni wished to see. At 8 : 30 p.m.the sixth annual dinner of the alumni and thelast exercise of Alumni Day was over — a day fullof enjoyment to all who attended. NOTES AND COMMUNICATIONS.Edgar C. Lackner, '97, is practicing law inSalt Lake City, Utah,Edwin M. Sanford, '96, is principal of the highschool at Argyle, N. Y.Ida M. Gardner, '98, is a teacher in the Calumet High School of Chicago.Charles R. Barrett, '97, is president of the Success Music Company, Chicago.Albert E. Hill, '99, is superintendent of thepublic schools at Lake Forest, 111.Elizabeth E. Buchanan, '00, is teacher in theLake View High School of this city.Wilbur T. Chollar, '96, is manager of the Gluedepartment with Swift & Co., Chicago.Dr. J. H. McDonald, '73, is head surgeon forthe Illinois Car and Equipment Company.Abram B. Hostetter, '68, is superintendent ofthe Illinois Farmers Institute at Springfield, 111.Katherine B. Davis, Ph.D., '00, is superintendent of the Reformatory for Women at Bedford,N. Y.Charles V. Drew, '99, goes to Cadet, Mo., asbusiness manager and superintendent of the leadmines.Dr. Lucy Waite, '80, is head surgeon of the MaryThompson Hospital for Women and Children, inChicago.Fritz Reichmann, Ph.D., '01, has been electedinstructor in physics at Purdue University, Lafayette, Ind.Julius F. Goodenow, '01, is traveling salesmanfor a Chicago firm in Kansas, Missouri, and Arkansas.Edgar B. Tolman, '80, was recently electedIllinois Commander of the military order of Foreign Wars.Joseph E. Freeman, '78, who recently graduatedfrom the Columbian Law School will spend thesummer in Nome City, Alaska, in charge of abank. Mr. Freeman was there a year ago to establish the bank.68 UNIVERSITY RECORDEdwin D. Solenberger, 'oo, has accepted a position as field secretary for the Bureau of Charities in Chicago.Clara A. Tilton, '98, has been chosen instructor0in the Anderson Normal School of Gymnastics atNew Haven, Conn.Alfred E. Logie, '96, superintendent of schoolsat Wilmette, 111., is president of the Cook CountyTeachers Association.John A. Ward, '94, was recently elected professor of political economy and sociology in Western College, Toledo, la.James L. Cheney, '81, pastor of the Willson Avenue Baptist Church, Cleveland, O., dedicated anew auditorium, June 16.Howard P. Kirtley, '00, president of the classof 1900, will return to the University in theautumn for graduate work.Elmer D. Grant, A.M., '97, is instructor inmathematics and physics in the Michigan Collegeof Mines, Houghton, Mich.Caroline S. Moore, '96, has received an appointment on the faculty of Mt. Holyoke college inthe department of chemistry.Henry H. Bawden, Ph.D., '00, formerly of theUniversity of Iowa, has been made professor ofphilosophy in Vassar College.William R. Morrow, '97, instructor in CarrollCollege, Waukesha, Wis., has accepted a positionin the Berwyn, 111., High School.Ned Vaughn, '98, has passed the Illinois barexamination and entered the law office of Washburn, Secor & Munger, in Chicago.George H. Garrey, '01, fellow in the departmentof geology, will have charge of a field class in geology at Baraboo, Wis., for the summer.John J. Halsey, '70, professor of political economy in Lake Forest University, has been appointed head of the department of economicsand political science at Leland Stanford Jr. University. Bertha A. Pattengill, '00, teacher in the highschool at La Crosse, Wis., has been appointed tothe chair of Latin in Hardin College, Mexico,Mo.Howard Woodhead, '00, is spending fifteenmonths in travel through Great Britain andItaly. He will begin postgraduate work in October.Albert E. Jenks, '97, has been appointed assistant ethnologist in the Bureau of AmericanEthnology, Smithsonian Institution, Washington,D. C.Henry W. Stuart, Ph.D., '00, instructor inRipon College, Wisconsin, has accepted the in-structorship in Philosophy at the Iowa State University.Robert L. Kelly, Ph.M., '99, acting Presidentof Penn College, Iowa, goes to Richmond, Ind.,as professor of Philosophy and Dean of EarlhamCollege.William S. Broughton, '00, clerk in the Treasury Department, Washington, D. C, recentlygraduated from the Columbian Law School inthat city.Rev. Cyrus B. Allen, '78, formerly of Omaha,.Neb., is now pastor of the First Baptist Church atCanton, O., one of the largest and strongestchurches in the state.Charles W. Stewart, '96, who recently graduatedfrom a medical school in Denver, Colo., is assistant surgeon of the Union Pacific Railroad, andlocated at Kimball, Neb.The view of the old University in this numberof the Record is due to the kindness of FrankH. Clark, '80, who furnished the photograph fromwhich the plate was made.Samuel B. Sinclair, Ph.D., '01, returns to hisformer position as vice principal of the ProvincialNormal School, Ottawa, Canada. Mr. Sinclairwas granted leave of absence by the Ontario government for a year and a half to attend the University of Chicago.THE ALUMNI 69Charles H. Hurd, 'oo, has been promoted froman instructorship to an assistant professorship inexperimental engineering at Armour Institute ofTechnology, Chicago.Maud L. Stone, '96, director of physical training in the State Normal School at Emporia,Kan., has been present at every annual AlumniDay since her graduation.Cora M. Porterfield, '97, who received the appointment to a fellowship at Bryn Mawr, has resigned the fellowship to accept a position in theMilwaukee-Downer College.W. E. Garrison, Ph.D., '97, delivered an address before the Third Annual Congress of theDisciples of Christ on the subject, " Individualismand the Plea for Christian Union."Walter A. Payne, '95, secretary of the Extension Division of the University, has charge of theUniversity of Chicago astronomical exhibit atthe Pan American Exposition at Buffalo.Dr. John Edwin Rhodes, '76, attending physician of the Cook County Hospital, has been appointed to the professorship of diseases of chest,throat and nose, in Rush Medical College.J. Arnott McLean, '00, former principal ofthe normal and preparatory department of Tar-kio College, Missouri, has been elected superintendent of the South Omaha public schools.Paul Monroe, Ph.D., '97, adjunct professor of thehistory of education in the Teachers' College, NewYork, has been appointed to a seat in the Facultyof Philosophy at Columbia University, New York.Arthur C. Lunn, '00, goes to Wesleyan University, Middletown, Conn., as assistant professor ofmathematics. He will offer instruction in astronomy at the University during the Summer Quarter.George C. Sikes, Ph.M., '94, has been reappointed secretary of the Local Transportationcommittee of the city council. Mr. Sikes wassecretary of the committee before its reorganization. Clara M. Hitchcock, '97, teacher in Lake ErieCollege, Painesville, O., received a Ph.D. degree inPhilosophy from Yale University, in 1900.Ernest H. Dillon, '98, who spent last summerin Porto Rico in the United States secret serviceis now reporting on the Chicago Daily News.Frank J. Wilcox, '74, assistant cashier of theFirst National Bank at Northfield, Minn., andtreasurer of the Minnesota State AgriculturalSociety, was present at all the Decennial exercises.Hermann B. Almstedt, Ph.D., '00, of the Department of German, has accepted an assistantprofessorship in the University of Missouri. Dr..Almstedt leaves many friends among the students,faculties and alumni of the university.Charles R. Dean, '77, private secretary to theassistant secretary of state, is assistant professor ofthe history of European Diplomacy in the Schoolof Comparative Jurisprudence and Diplomacy,Columbian University, Washington, D. C.Three members of the class of '74 were presentand had their degrees reenacted at the DecennialConvocation. They were C. H. D. Fisher, missionary from Japan ; George Sutherland, president of Grand Island College, and Frank J. Wilcox, assistant cashier of the First National Bankat Northfield, Minn.Next year will be the fifth anniversary of thegraduation of the class of '97. Plans will soonbe begun to have the largest attendance of thatclass at the alumni exercises of 1902, known inthe history of the Association. The class of '97is famous for its class spirit, due in great measureto its president, James Scott Brown.Marilla Waite Freeman, '97, librarian at Michigan City and president of the Indiana LibraryAssociation, has been appointed chairman of thesession on " State Library Associations andWomen's Clubs in Advancing Library Interests"at the American Library Association meeting tobe held at Waukesha, Wis., July 3-10.70 UNIVERSITY RECORDThrough the active interest of Albert J. Fisher,'76, the class of '76 was well represented at thealumni day exercises. Because of the crowdedsituation at the annual dinner, the class spentthe evening at the home of Mr. Fisher. The following members were present : Rinaldo L. Olds,Blue Hill, Me.; Henry I. Bosworth, Elgin, 111.;William G. Hastings, Lincoln, Neb.; Samuel C.Johnston, Knoxville, la.; J. Edwin Rhodes, Chicago. A very pleasant evening was spent recalling old times.The Secretary is always glad to receive items ofinterest from alumni which can be published inthe University Record, such as promotions, appointments, publications (magazine articles orbooks), professional or graduate work in otherinstitutions, business successes, etc. Such itemsare of interest both to the University and to therapidly growing body of alumni. He welcomesalso any suggestions concerning the affairs of theAssociation, criticisms of the policy of the executive committee, and methods of making the Association more helpful to the alumni.The president of the association has appointedthe following members of the Nominating Committee for the year 190 1-2. They, with the secretary, form the committee :Dr. J. Edwin Rhodes, '76.Miss Charlotte Faye, '95.William O. Wilson, '97.Rowland T. Rogers, '01.A committee to investigate and report at thenext annual meeting on the question of alumnirepresentation on the Board of Trustees was appointed as follows :Edgar A. Buzzell, '86, chairman.Donald S. Trumbull, '97.Eva B. Graves, '98.The election of alumni members to the Congregation resulted as follows :BACHELORS OF ART, PHILOSOPHY, AND SCIENCE.Grace Read, '84, Chicago.Henry I. Bosworth, '76, Elgin, 111.Ella Haigh Googins (Mrs.), '83, Chicago.Elizabeth Cooley Bruner (Mrs.), '83, Charlottesville, Va. Hervey W. Booth, '72, Chicago.Jessie Waite Wright (Mrs.), '77, Forest Glen, Md.Eugene Parsons, '83, Chicago.Charles E. R. Mueller, '68, Chicago.Luther G. Bass, '77, Chicago.BACHELORS OF DIVINITY.Orson P. Bestor, '77, Milwaukee, Wis.John Gordon, '70, Philadelphia, Pa.A. R. E. Wyant, '97, Morgan Park, 111.Herbert L. Stetson, '78, Kalamazoo, Mich.Bower R. Patrick, '97, Duluth, Minn.MASTERS OF ART, PHILOSOPHY, AND SCIENCE.Caroline S. Maddocks, '95, Chicago.Vernon P. Squires, '95, Grand Forks, N. D.Mary P. Sturges, '96, Oak Park, 111.John B. Curtis, '96, Chicago.Ada Zarbell, '94, Chicago.nccvolOQy. 1900=1901*Alsip, William Henry, A.B. '80.Clark, Faith Benita, Ph.B. '95 ; Ph.M. '97.Coon, John T., A.B. '79.Farnum, William Leander, D.B. '73.Osgood, Ella Marie, Ph.B. '95.Rowley, Joseph, A.B. '65.Shirk, Granville Covey, D.B. '77.Spaulding, Clarence Sidney, D.B. 1900.Willard, Laura (Mrs. M. H. Taft), S.M. '96.Wilson, James K., A.B. '72.ITn /Iftemorian*Ella Marie Osgood, '95.It was with unusually deep regret that the University received the news of the death of Ella M.Osgood, '95. She was graduated from the University with the degree of Ph.B., and elected toPhi Beta Kappa. After completing a course inthe Albany Normal College, she taught two yearsin the high school of Akron, O., which workfailing health compelled her to relinquish.She died at Verona, N. Y., May 22, 1901.Those who knew Miss Osgood knew her as awoman of beautiful character, and more thanordinary ability. She leaves a wide circle offriends among the alumni of the University whomourn her loss.Laura Willard Taft, '95.Laura Willard (Taft) was graduated fromCarleton College in '87. She was for a year preceptress at Denmark Academy, and subsequentlyTHE ALUMNI 71taught in the public schools of Minneapolis andChicago, and in high schools at Spring Valley,Minn., and Muskegon, Mich.In the autumn of '92 she entered the Universityof Chicago. Pier work here in the departmentsof sociology, political science, and politicaleconomy was uniformly of a superior character.In '95 she received a master's degree.She was married in June '98 to Marcus H.Taft, a lawyer of Chicago.Mrs. Taft took a great interest in social problems. She and her husband were members of thesocialist organization, and she was a frequentcontributor to the socialist press.She was a woman of broad sympathies, highattainments, and deeply interested in the labormovements in the city.After a brief illness she died on May 12, 1901,at her home in South Chicago.ADDITIONS TO ALUMNI DIRECTORY,The membership in the Association has beenincreased during the year by the addition of 202Bachelors of Arts, Philosophy and Science, 18Bachelors of Divinity, 22 Masters, and 36 Doctors'of Philosophy. The list of graduates in Octoberwas published in the Alumni Directory. The remainder is included in the following list:Abbot, Lillie Francie, A.B. '01. Teacher. 288 Oakley boul., Chicago.Abernethy, Mary Elizabeth, A.B. '01. Teacher. 553 W. 67th st., Chicago.Anderson, Anna, A.B. '01. 5854 Rosalie ct., Chicago.Anderson, Jacob Nelson, D.B. '01. Missionary. 15128. Morgan St.,Harvey, 111.Ashley, Myron Lucius, Ph.D. 'oi, Yorkville, 111.Atkinson, Henry Lawrence, D.B. '01. Clergyman. Euclid av., Cleveland, O.Baldwin, Francis, A.B. '01. 3852 Lake av., Chicago.Barnard, Minnie, Ph.B. '01. 2813 Shields av., Chicago.Batt, Max, Ph.D. 'oi. 3745 Vincennes av., Chicago. 'Beardsley, Anna Poole, Ph.B. '01. Gibsland, La.Bestor, Arthur Eugene, A.B. '01. Professor of History. Franklin Coll.Franklin, Ind.Beyl, Frederick Alman, D.B. 'oi. Clergyman. Memphis, Ind.Blackwelder, Eliot, A.B. 'oi. Morgan Park, 111.Bode, William, D.B. '01. Clergyman. Austinville, Iowa.Bodler, Anna, Ph.B. '01. Teacher. Germania, Pa.Bogert, Horace Vanden, A.B. '01. 6031 Champlain av., Chicago.Bradley, Lucia Carrie, S.B. '01. 361 Park av., Chicago.Breckenridge, Sophonisba Preston, Ph.D. '01. Asst. to Dean of Women.Green Hall, u. of Chicago.Britton, Charles Walter, A.B. '01. 1112 W. 15th st., Sioux City, Iowa.Brown, Carter Van Vleck, S.B. '01. Graduate student. 4729 Langleyav., Chicago.Brumbaugh, Jesse Franklin, A.M. '01. Teacher. Warner, So. Dak.Burnham. Josephine May, Ph.B. '01. Teacher. Brownell Hall, Omaha,Neb.'Bushnell, Charles Joseph. Ph.D. 'oi. 544 W. 59th st., Chicago.Bushnell, Grace Agnes, Ph.B. '01. 544 W. 59th st., Chicago. Bulkley, Herman Egbert, Ph.B. 'ox. 226 S. Homan av., Chicago.Canfield, Emily, Ph.B. '01. Teacher. Burlington, Vt.Calhoun, Marion Harmon, Ph.B. '01. 5055 Washington av., Chicago.Cartwright, Forest Simpson, Ph.B. '01. Instructor Western Coll. Toledo, la.Chambers, Lucy Eleanor, Ph.B. '01. Graduate student. 5622 Ellis av.,Chicago.Chase, Henrietta Helen, Ph.B. '01. Teacher. Lyndon, Vt.Cole, Florence Chamberlain, Ph.B. '01. 703 W. Monroe St., Chicago.Cole, Stella Lenore, Ph.B. '01. 216 W. College av. Jacksonville, 111.Collins, Carlotta Higgins, Ph.B. '01. Professor. Montana Wesleyanuniversity, Helena, Mon.Corbett, Isaac Allen, D.B. '01. Clergyman. Cookston, Minn.Coulter, John Gay lord, Ph.D. '01. Professor. Syracuse university,Syracuse, N. Y.Cook, May Estelle, A.M. '01. 721 Superior St., Oak Park, 111.Covey, Hyatt Elmer, A.B. '01. Teacher. Leroy, HI.Deinard, Samuel Nathaniel, A.M. '01. 3449 Rhodes av., Chicago.De Pew, Evarts Vaine, S.B. 'oi. Med. student. Wolf Lake, Ind.Didlake, Mary Le Grande, A.M. 'oi. Teacher. Lexington, Ky.Doak, Eleanor Catherine, Ph.B. 'oi. Instructor. Mt. Holyoke college,South Hadley, Mass.Donovan, Frances Marie, Ph.B. '01. 302 Webster av., Chicago.Downing, Elliot Rowland, Ph.D. 01. Professor. Michigan Normal,Marquette, Mich.Doyle, Eleanor Mary, Ph.B. '01. 203 Wood St., Chicago.Dunn, Ethel Laurens, Ph.B. 'oi. Teacher. Westville, Conn.Dunn, Helen Ashenhurst, Ph.B. 'oi. Beaver Falls, Pa.Dye, Charity, Ph.B. TeScher high school. Indianapolis, Ind.Edwards, Edith, A.B. 'oi. Lagrange, 111.Eggert, Carl Edgar, Ph.D. 'oi. 1246 Wilcox av., Chicago.Eldridge, William Franklin, Ph.B. 'oi. Business. 6209 Indiana av.,Chicago,Enteman, Minnie Marie, Ph.D. Hartland, Wis.Fairman, Marian, Ph.B. '01. 4744 Kenwood av., Chicago.Findlay, William, Ph.D. '01. Tutor. Columbia university, New York,N.Y.Fitch, Marjorie Lucille, Ph.M. 'oi. 1803 Barry av., Chicago.Freeman, Mary Ethel, Ph.B. '01, 5760 Woodlawn av., Chicago.Gardner, Helen, A.B. '01. 877, 73d St., Chicago.German, Clara Lavinia, A.B. 'oi. Morgan Park, 111.Gillet, Harry Orrin, S.B. '01. 6810 Parnell av., Chicago,Gillette, John Morris, Ph.D. '01. Student, the University of Chicago.So. Div., University of Chicago.Goble, William Luther, S.B. '01. Westfield, 111.Goetsch, Charles, A.B. 'oi. Student, the University of Chicago. 5622Ellis av., Chicago.Goldsmith, Elliott Robert, Ph.B. '01. Business. 261 Lathrop av., RiverForest, 111.Goodenow, Julian Frank, Ph.B. '01. Business. 10th and Oak St.,Kansas City, Mo.Goodkins, Grace Frederick, A.B. '01. 1416 Central av., Indianapolis,Ind.Gore, Willard Clark, Ph.D. '01. Instructor Chicago Normal School,Chicago.Graham, Mary Charlotte, Ph.B. 'oi. Graduate student. 9 Kelly Hall,the University of Chicago.Grant, Nellie, Ph.B. 'oi. 2900 Groveland av., Chicago.Graves, May Louise, Ph.B. '01. Teacher. 5663 Washington av.,Chicago.Guittard, Francis Gevrier, A.B. 'oi. Student, University of Chicago.5464 Ingleside av., Chicago.Haertel, Martin Henry, Ph.B. 'oi. Instructor, Illinois College, Jacksonville, 111.Haller, Julius Theodore, S.B. '01. Med. student. 420 W. 3d St., Davenport, la.Hand, Olive Mary, A.B. '01. Charles City, la. 'Hardy, Ruth, B.S. 'oi. Teacher. 93 Oakwood av., Chicago.Harper, Sarah Jane, Ph.B. 'oi. 139 Elm St., Albany, N. Y.Harris, Norman D wight, Ph.D. 'oi. 4520 Drexel av., Chicago.72 UNIVERSITY RECORDHart, Walter "Wilson, A.B. 'or. 8gio Erie av., Chicago.Hauk, Mabel Gertrude, Ph.B. 'or. Teacher. 2208 Broadway st., Indianapolis, Ind.Hayne, Coe Smith, A.B. '01. Divinity student. 135 So. D., the University of Chicago, Chicago.Heald, Prescott Silas, D.B. '01, Clergyman. 2101 Cass st., Joliet, 111.Herndon, Carrie Putnam (Mrs.), S.B. '01. Student. 6142 Greenwoodav., Chicago.Hirschl, Ida Theresa, Ph.B. '01. 6054 Kimbark av., Chicago.Hoben, Thomas Allen, Ph.D. '01. Clergyman. Waupun, Wis.Holden, Alma Mary, Ph.B. '01. 1033 Warren av., Chicago.Holstead, Grace, A.B. '01. Toledo, la.Holtzman, Clarence Lee, S.M. '01. Professor in Penn. College. Oska-loosa, la.Honn, Elsie Priscilla, Ph.B. '01. 8x7 5th av., Council Bluffs, la.Hosic, James Fleming, Ph.B. '01. Student, the University of Chicago.Tecumseh, Neb.Hotle, Owen Elwood, Ph.B. 'oi. Clergyman. 427 E. 61st St., Chicago.Hoy, Clinton Luman, Ph.B. 'oi. Clerk, Treas. Dept. Washington, D. C.Hunt, Myrtle Adeline, A.B. '01. 611 5th av., Moline, 111.Johnson, Jane Rachel, A. B. '01. 4249 Indiana av., Chicago.Johnson, Emsley Wright, Ph.B. '01. Lawyer. Elliott & Littlejohn,Indianapolis, Ind.Keller, Paul George William, S.B. 'or. 710 58th st., Chicago.King, Elizabeth Mary, Ph.B. 'oi. Omro, Wis.Kretzinger, George Wilson, A.B. '01. 320 Franklin av., Austin, 111.Kunkle, Edward Charles, D.B. 'or. Clergyman. Kenosha, Wis.Kuyper, Jennie Maria, A.B. '01. Pella, la.Lacey, Amelia Evelyn, Ph.B. '01. Green Hall, the University of Chicago, Chicago.Lackersteen, Virginia Wynne, A.B. '01. Teacher, high school. Hartford,Wis.Lee, Katharine, Ph.B. '01. Rossville, Ind.Lincoln, Mary Cain, Ph.B. '01. 6247 Lexington av., Chicago.Linsley, Wiilis Henry, A.B. 'ci. 5833 Monroe av., Chicago.Lillie, Ralph Stayner, Ph.D. '01. Instructor, Woods Holl, Mass.Lyon, Florence Leona, A.B. '01. Decatur, 111.Macrae, Euphan Washington, Ph.B. '01. Principal Brownell Hall.Omaha, Neb.Magers, Samuel Denis, S.M. '01. 5725 Drexel av., Chicago.Manning, Curtiss Rockwell, A.B. 'oi. 3242 Calumet av., Chicago.Manning, Grace Emma, Ph.B. *oi. 224 W. 12th st., Anderson, Ind.Martin, Marie Evangeline, Ph.B. '01. Clayton, Ind.Mathews, Mary Elizabeth, S.B. '01. Student, the University of Chicago.Foster Hall, Chicago.McBroom, Ralph Amsworth, A.B. '01. 4454 Calumet av., Chicago.McCaskill, Oliver Le Roy, Ph.B. '01. Law student. 525 E. 64th st.,Chicago.McCaskill, Vergil Everett, Ph.D. '01. Professor Normal school. Stevens Point, Wis.McCord, Benjamin Franklin, A.B. '01. Blue Island, 111.McCully, Bruce, A.M. '01. Mull, Ontario, Can.McGuire, Ella, Ph.B. '01. Teacher. 5800 Jackson av., Chicago.McKee, Ralph Harper, Ph.D. '01. Professor Lake Forest University.Lake Forest, 111.McKibben, Ernest Collett, S.B. 'oi. Med. student, the University ofChicago. 5738 Drexel av., Chicago.McKinney, Isabel, A.B.'oi. Brown's Station, N. Y.McWilliams, Donald Saxton, A.B. '01. Law student. 1 Winthrop av.,Cambridge. Mass.McWilliams, Hugh, Lafayette, A.B. '01. 3961 Lake av., Chicago.Merrifield, Fred, D.B. '01. Student. 141 Div. Hall, the University ofChicago.Miladofsky, Emily, S.B. '02. 5828 Ingleside av., Chicago.Miles, Mary Dewhurst, S.B. 'or. Mt. Carroll, 111.Millerd, Clara Elizabeth, Ph.D. '01. Associate Professor in Iowa University. Grinnell, la.Miller, Henry Clay, D.B. '01. Clergyman. Belleville, Mich.Mills, John, A.B. '01. Fellow the University of Chicago. 5735 Madisonav.. Chicago. Mills, Ward Magoon, S.B. '01. Teacher. 5613 Kimbark av,, Chicago.Moore, Anne, Ph.D. '01. 113 Chestnut st., Wilmington, N. C.Morgan, Margaret, A.B. 'oi. Teacher high school. Hammond, Ind.Murray, Eben Hugh. A.B. '01. Teacher. 5624 Ellis av., Chicago.Naylor, Augustine Francis, A.B. '01. Business. 438 E. 57th st.. Chicago.Nelson, Harold Hayden, A.B. '01. Student, the University of Chicago.5735 Madison av., Chicago.Nelson, Roy Batchelder, A.B. »oi. Fellow, the University of Chicago5556 Ellis av., Chieago.Nickell, Marie Baker, Ph.B. '01. 40=5 Lake st., Waukesha, Wis.Norton, Elliott Saltonstall, S.B. '01. 4815 Lake av., Chicago.Norton, Marietta, Ph.B. '01. La Porte, Ind.O'Brien, Laura Edith, Ph.B. '01. 4723 Prairie av., Chicago.Oglevee, Jessie Eagleson, Ph.B. '01. 98 Hamilton av., Columbus, O.Osborne, Clinton Samuel, A.M. '01. Instructor Ethical Culture SchoolNew York.Osgood, Lucy Jennette, A.B. '01. Verona, N. Y.Overton, James Bertram, Ph.D. '01. Professor Illinois College, Jacksonville, 111. ,Padan Robert Samuel, Ph.D. 'or. 515 W. 62d st., Chicago.Paltridge, Richard Weymouth, Ph.B. '01. Draughtsman. Kalamazoo,Mich.Parker, Mabel Lillian, Ph.B. '01. Teacher, High School, 393, 71st place,Chicago.Patch, Albert Eugene, A.B. '01. Student. 152-5 Divinity Hall, the University of Chicago.Parker, Mortimer Brainerd, Ph.B. '01. Business. 247, 57th st., Chicago.Payne, Perry Johnson, S.B. '01. Student, the University of Chicago.5833 Monroe av., Chicago.Pearce?> Haywood Jefferson, Ph.D. 'oi. President Brenan College,Gainesville, Ga.Peter, Eunice Bertha, Ph.B. '01. 5527 Jackson av., Chicago.Pfeiffer, Lillie Anna, Ph.B. Teacher. 4331 Wentworth av., Chicago.Pierce, Alexander Webster, S.B. '01. 5833 Monroe av., Chicago.Prather. John McClellan, Ph.D. '01. 470 E. 55th st., Chicago.Prokosch, Edward, A.M. '01. 5815 Jackson av., Chicago.Ramsey, William Everton, A.B. '01. Architectural engineer. 6605 Harvard av., Chicago.Ramsdell. Lillian Lovina, Ph.B. '01. Milo, Me.Rea, Robert Homer, S.B. 'ox. Culver, Ind.Reichmann, Fritz, Ph.D. '01. Instructor Purdue University, Lafayette,Ind.Rice, Ralph Herbert, S.B. '01. Teacher. 610 Jackson boul., Chicago.Richards, Clarence Whitaker, A.B. '01. Business. 1492 Locust st.,Dubuque, la.Richberg, Donald Randall, A.B. '01. Law student, Harvard University.2227 Calumet av., Chicago.Roberts, Frances May, Ph.B. 1901. 162 North av„ Aurora, 111.Roby, Anne Haworth, Ph.B. '01. 462 W. Mason st., Decatur, 111.Rogers, Rowland Thumm, Ph.B. 'oi, law student. 31 Madison Park,Chicago.Rohmeyer, Walter Fred, S.B. '01. Elmhurst, 111.Ross, Guy Whittier Chadbourn, A.B. '01. Blue Earth, Minn.Russell, Eva May, A.B. '01. Kewanee, 111.Sass, Fred, Ph.B. '01. 847 W. Monroe st., Chicago.Scudder, Benjamin Harrison, Ph.M. '01. Student, the University ofChicago. Center, Ind.Schlicher, John Jacob, Ph.D. '01. Professor State Normal School. Ter-re Haute, Ind. ,Schub, Frederick Otto, Ph.D. '01. Cincinnati, Ohio (Station M).Sethre, John Olaf, Ph.D. '01. Carlisle, Minn.Shipley, Frederick William, Ph.D. 'or. Professor, Washington University. St. Louis, Mo.Shover, Esther Fay, Ph.B. '01. 2033 Broadway, Indianapolis, Ind;Sibley, Edward Allen, Ph.B. '01. Railroad office. 2928 Groveland av.,Chicago.Sinclair, Samuel Bower, Ph.D. '01. Vice Principal, Normal School.Ottawa, Canada.Smith, Arthur Whipple, S.M. '01. Student, the University of Chicago.5039 Lake av., Chicago.CLASS-DA Y EXER CISES 73Smith, Walter Robertson, Ph.M. 'oi. Student, Harvard University.Pratherville, Mo.Somerville, Althea, Ph.B. 'oi. 4301 Washington av., St. Louis, Mo.Spaulding, Myra Louise, A.B. 'oi. Teacher, Mary Baldwin Seminary.Staunton, Va.Speed, Kellogg, S.B. '01. Medical student, the University of Chicago.149, 51st ct„ Chicago.Squier, Mary Permelia, Ph.B. *oi. Teacher. 344 Dearborn av., Chicago.Stoughton, Harry Augustus, D.B. '01, Geneseo, 111.Strawn, Myra Hartshorn, A.B. '01. LaSalle, 111.Synon, Mary Katherine, A.B. *oi. Teacher. 649 W. Harrison St.,Chicago.Taylor, Helen Mary, A.M. 'oi. Hanover, Ind.Thayer, Aline, Ph.B. 'ot. 3302 Indiana av., Chicago.Thompson, Edwin Elbert, Ph.B. '01. Principal, High School. GlennValley, Ind.Thompson, Laura Amelia, A.B. 'oi. Student, the University of Chicago. 6 1 10 Greenwood av., Chicago.Thomson, Thomas Weston, S.B. '01. Medical student. 5553 Drexel av.,Chicago.Todd, Adella Nelson (Mrs.), S.M. '01. Teacher. 15 Westport av.,Kansas City, Mo.Tolman, Judson Allen, Jr., A.B. '01. Student, the University of Chicago.4683 Prairie av., Chicago.Travis, Gideon Baxter, S.B. '01. Walkill, N. Y.Turney, Florence, Ph.B. 'oi. Instructor Academy. Mt. Carroll, 111.Vail, Ruth. S.B. '01. Medical student. 674 La Salle av, Chicago.Vernon. LeRoy Tudor, A.B. 'oi. Staff of Chicago Inter Ocean. 4569Lake av., Chicago.Walker, Clara, S.B. '01. Teacher, high school. 228 E. 56th st., Chicago.Walker, Ella Katharine, Ph.B. *oi. 6119 Ellis av„ Chicago.Waples, Marcia Paynter, Ph.B. '01. Teacher, high school. 973 MainSt., Dubuque, la.Webb, Alia, A.B. '01. Assistant, Woman's College. Lynchburg, Va.Welch, Robin Leslie, A.B. '01. Graduate student. 6235 Lexington av.,Chicago.Wente, Frances, S.B. '01. Teacher. 212 Oak st., Manistee, Mich.Wentz, Zayda, A.B. '01. 7051 Princeton av., Chicago.Weston, Herbert Mantor, Ph.B. '01. Law student. 5498 Lexington av.,Chicago.Weston, Nina Estelle, A.B. '01. Student, the University of Chicago.5498 Lexington av., Chicago.Wieand, Albert Cassel, Ph.B. 'oi. Smithville, O.Wilcox, Ernest Snowden, A.B. '01. 333 Warren av., Chicago.Williams, Clarence Russell, D.B. '01. Clergyman. 29 W. Walnut St.,Germantown, Pa.Williams, Nellie, A.B. '01. Teacher. Clarksville, O.Woolston, Howard Brown, D.B. '01. Fellow, Harvard university. 306W. Beard av., Syracuse, N. Y.Wright, Richard Robert, Jr., D.B. '01. Student. College, Ga.Yocum, Georgia Louise, S.B. '01. Lake City, Fla.Yondorf, Alma M., Ph.B. *oi. 4552 Michigan av., Chicago.Yoshizaki, Enos Hikoichi, A.M. '01. Teacher. Hirosaki, Japan.Zimmerman, Herbert Paul, S.B. *oi. 619 Cleveland av., Chicago.THE CLASS-DAY EXERCISES.1The class of 1901 graduated from the University of Chicago with an honorable record behindit. As members of that class we feel that we havedone something for our Alma Mater and something for classes yet to come. Mr. Manning inhis class history says :The formal history of 1901 as the Senior class is a briefone. We met for the first time on June 6, 1900, and elected1 Prepared by H. H. Nelson, 'oi. a committee on organization of five members, a representative to receive the Senior Bench and another to receive theCap and Gown of Seniority from the class of 1900 at theirclass-day exercises. Then in the Autumn Quarter, after, effecting a temporary organization, we discussed and adoptedthe constitution presented by our committee, elected permanent officers and proceeded upon our career as the SeniorClass.Our most important action as an undergraduateclass was the institution of the Freshman Presentation Exercises. These exercises, at which theFreshman class is presented with a cap and gownof hues fitting their verdant condition, have sincetheir inauguration been observed by every classin turn and bid fair to become in time a firmlyestablished custom of undergraduate life.Early in our University course we perfected anorganization more thorough and efficient thanany of our predecessors. Through this organization we have endeavored to bind our membersmore closely together and to instill into the University life more of the class spirit than ever before. Each quarter we have held some kind of asocial gathering at which the members of the classmight become better acquainted. We secured aprominent place in "The Cap and Gown." Wehave also faithfully continued the custom ofSenior sings around "Old Haskell Door" andwith great success.Thus it was with more than ordinary class spiritthat we arranged for our class-day exercises andour gift to the University. On Saturday, June 15,the appointed day, early in the afternoon, we assembled in Cobb Lecture Hall for our receptioninto the Alumni Association. We passed thetime before our formal admission by songs and afinal farewell gathering and then marched in capand gown to the chapel where the association wasin session. Here we were welcomed most royallyby an address from Professor Henderson in hisusual pleasant and interesting style. After theaddress our representative, Mr. Owen E. Hotle,replied on behalf of the class.From the Association meeting, the class adjourned to the Graduate Quadrangle where the74 UNIVERSITY RECORDexercises of the day were held around the Seniorbench, the gift of the class of '96. The speakers'platform, where sat Mr. A. E. Bestor, presidentof the class, President Harper, Mr. Rockefeller,Mr. Ryerson, Mr. MacVeagh, Dean Tufts and thespeakers of the day, was erected beside the bench.After the "Alma Mater" and class songs weresung, the programme was opened by the readingof the class history by Mr. Curtis R. Manning.Following the reading of the history came thehanding down the Senior cap and gown and theSenior bench by Miss Nellie Williams.Then followed the presentation of the Tabletin memory of Stephen A. Douglas.It may be well at this point to notice how theidea of this gift originated. When Mr. Fesler,the secretary of the Alumni Association, wastraveling in the West in the interest of the Association, he met one of the oldest of the alumni ofthe old University of Chicago, who in the courseof his inquiries about the new University asked ifit had erected any memorial to Stephen A. Douglas, the friend of the old University and the firstprominent champion of higher education in Illinois. When, therefore, the question of a classgift was discussed, and Mr. Fesler was asked forsuggestions, he thought of that made by thisalumnus of the old University, and it at once appealed strongly to the Memorial Committee. Abronze tablet, bearing the bust of Stephen A.Douglas and an appropriate inscription, was atonce decided upon. The committee gave thecontract to Mr. Lorado Taft, of Chicago, and thefrontispiece of this number bears evidence of theexcellence of the gift.The presentation address was made by Mr. A.E. Bestor, president of the class. It is as follows :It is not a meaningless custom for a Senior classon the day of graduation to leave some memorialto its Alma Mater. It is a recognition of thetraining, of the life, of the ideals which the University has given to her sons and daughters. Yetour love for our Alma Mater is not to be measured by the value of this gift. That love will grow asthe years pass; this gift is merely a reminder ofour esteem.We rejoice as we make this gift to the University today. We are proud to be the first class tohonor the memory of one who, in the early yearsof this city's history, recognized the need of aninstitution of higher learning in .the middle West.This tablet is erected to the memory of the Honorable Stephen Arnold Douglas who, by his generous interest in education, founded the old University of Chicago. In honoring this man wehonor not only ourselves and our institution, butthe cause of higher education and this state whomhe served for so many years and in so many capacities. Senator Douglas needs no words ofours to enshrine his memory in the traditions andhistory of our state. He was one of greatest sonsof Illinois ; his state gave him her highest honors.Yet most of all he is to be remembered for hisloyalty to the best things in our political and social life. Therefore we consider it a peculiarpleasure to present to the University this memorial tablet, executed by Mr. Lorado Taft, erectedin memory of Stephen A. Douglas.This tablet is significant too of the bond thatshould bind the students of the new Universityof Chicago to the alumni of the old. The alumniof the two institutions find little enough in common, but they are being brought nearer andnearer together. May our gift today strengthenthis bond of sympathy. This will show throughall time that the old University has not been forgotten by the new; it will show that the founderand father of the old is given credit for his peculiar part in the inspiration for the new.This week we are rejoicing ovef the growththat ten years have brought to our University.In this decennial year, when her future is assured,it is well to look back upon those times of bitterstruggle when, because of lack of interest andfunds, those who were managing the old University found it difficult to sustain their enterprise.Therefore, Mr. President, it is with great pleasurethat we, the class of 1901, present to you thismemorial tablet. May this be but a beginning ofthe honoring of all those who in past years haveso grandly served the institution which bears thename of our great city and to which we shall always look back with gratitude and love as "ourdear Alma Mater."MaoVEAGH: DOUGLAS TABLET 75Mr. Franklin MacVeagh, of Chicago, respondedfor the University in accepting the Tablet. Hespoke as follows :President Harper has afforded me a great pleasure byasking me to accept, for the University of Chicago, thismemorial, so admirably conceived by Mr. Taft, in honor ofSenator Douglas. The memorial, in the faithful keeping andprotection of the University, is to be a constant and endur-•no. recognition of the place Senator Douglas holds as oneof the earliest, one of the most influential, and one of themost generous promoters of university education in this greatcity.Douglas is worthy of this honor. It is a great honor.When one contemplates the proportions to which the highereducation movement in Chicago is evidently to attain, andthe immeasurable benefactions it is to dispense to the present and future populations of Chicago and the West, it certainly is a great honor to be kept in perpetual memory asone of the men who first foresaw the strategic importance ofthis educational center, and first made sacrifices that itmight be established. And it is a great honor, also, thatthis University, already so wise, broad, and distinguished,and with its future looming up so finely and largely, shouldtake this special memory of Douglas into its own perpetualcharge.I have said Senator Douglas is worthy of this honor. Imean that both in relation to his services to university lifeand influence, and to his rank as a statesman. Douglas'memory is widely cherished in Illinois, with which his fameis so closely associated ; but bis place in history is that ofa statesman of large national fame — for in his day noAmerican statesman surpassed him but that one greater Illi-noisan, who surpassed all American statesmen of his time.It no longer dims the fame of a statesman that Lincoln wasgreater than he. And it will always remain a high distinction to Douglas that he was esteemed by Lincoln himself,and by the nation too, a foeman worthy of Lincoln's steel.Senator Douglas, on all accounts, and as we all know,holds a very important place in the history of this country.He is one of the most important of the great men of Illinois— with Lincoln and Grant and Trumbull and Davis in thelist ; and he is one of the very distinguished on the greatrolls of the nation. In a period when the statesmanship,and the citizenship, of the United States were subjected tothe greatest test and strain they ever were put to, except inthe times of the Revolution — and when the minds and soulsof men were tried as they have rarely been tried in humanhistory — Douglas worked his intellectual and spiritual way,through great personal storm and stress, upward to thevery light and to the absolute truth ; and he died, still comparatively a young man, at the highest point of his development, and under the halo, seen of all his fellow Americans, of an exalted and perfected patriotism. It is well for theUniversity to honor him — and to commemorate both hisefforts in behalf of university life and the high victory ofhis own personal and public career.The university which Senator Douglas helped so liberallyand with such enlightenment to establish has passed away.But it lasted long enough to educate many worthily; tomake a rallying point for the higher intellectual life of agiant city in its beginnings ; to emphasize the fitness of university life in this appointed city of educational leadership ;and to break the ground for this far greater University,which came, in due course, to realize in the fuller time everydream and ideal with which Senator Douglas and his associates began their enterprise.And that University ought not to be permitted to pass outthough its halls are closed and its voices are silenced.Though it was only a group of memories before the University was conceived, those memories should be permanentlytreasured — and the spiritual relations between that university and this, the successive efforts of a great underlying educational necessity, should be carefully recognized. And itis a peculiarly happy thing that the Seniors of this year,grounded strongly in loyalty to their own Alma Mater,should, with true catholic feeling, turn their faces for awhileto the first beginnings of university life in Chicago, with thewish to commemorate them gratefully. Certainly no timecould be more appropriate for such cordial reminiscencethan this year, when the new University is celebrating itsunprecedented development and prosperity. I congratulatethe Seniors upon their choice of the occasion ; and upontheir selection of the man, in honoring whom they intend tomark their appreciation of the early strivings of all thoseearnest men and women who, through sunshine and cloud,did their utmost to establish here that higher educationwhich now flourishes all the more appropriately and luxuriantly because of their labors and sacrifices. Not only 'doesthe University accept with heartiness this tribute to SenatorDouglas, and through him to every man and woman livingand dead who wrought for the old university, but I am surethere is no lack of warrant to say that the city of Chicagojoins the University of Chicago in this acceptance; and inthose thanks to the Seniors which I now have the honorformally and warmly to express.And I cannot fail to note, that this worthy sentiment ofthe Seniors is but another welcome expression of what isshowing itself to be the perennial sentiment and fellowshipentertained by the University for its predecessor. Open-hearted hospitality has been shown not alone to the memories, but to the graduates themselves of the old University.These orphaned graduates have been given a new AlmaMater — and yet not without mutual compensations; forwhen the University, acknowledging the only limitations ithas ever seemed aware of, admitted to itself that it had no76 UNIVERSITY RECORDgraduates of its own, these ladies and gentlemen, so fit andready to supply the deficiency, not only added a necessaryequipment, but had an undoubted decorative value into thebargain. I know of no such instance in educational history,of the happy coincidence of a university without graduatesand graduates without a university. Nor can I refrain fromexpressing exceeding gratification, that the University, furthering the affectionate project of a most charming and mostgracious lady, will establish as an integral part of itself amonument to J. Y. Scammon, who is another early Chica-goan, to whom higher education in Chicago and all otherhigh interests of the city should forever acknowledge theirlarge indebtedness.And let us appreciate and understand that earlier Chicago which inaugurated a university for which the timeproved to be not fully ripe* The Chicago of today is not anevolution from immature or unimpressive early days. Insome particulars, indeed, the Chicago of 1865, for instance,has not yet been quite improved upon. That Chicago wasa beautiful and attractive city. It was also a city of delightful manners, of social equipment, and repose ; and it was acommunity of clear and elevated intellectual life, and ofright intellectual ideals and ambitions. I saw this city firstat that time, and I have never seen it since when I felt it wasmore in accord with the higher living, or when it had a society of more elevation. Of course we have grown more powerful and influential since then — our predestined greatnesshas become more evident — our rank as a metropolis hasbecome more assured — we have a great university with asure future, instead of a small university without an assuredfuture ; but neither the men and women of today, nor theideals and standards of today, have warrant to look doubtfully at the men and women or the ideals and standards ofthe Chicago of 1865.But while recalling our agreeable and honorable antecedents, and while speaking of the propriety of honoring themen who did so well in first expressing the educationalinstincts and spirit of Chicago, it is impossible, on such anoccasion as this, to not congratulate ourselves that suchextraordinary educational things have now been done, asthose we see all around us today. And it would be equallyout of the question not to feel the honor due to men whohave carried the educational movement of Chicago, in ashort period of ten years, so astonishingly forward, thatalready the eyes of the world are opening to what some havelonger foretold : that the greatest center of educational lifein America and the greatest center of educational influenceand dominion in America is certain to be this great new city,Important as are the achievements already made, the present growth and development of the educational life in Chicago are but stepping-stones to what is now sure to followas the years go by. It is perhaps impossible yet to measurewhat the educational forces of Chicago will grow to be in even twenty-five years — the forces of^the higher educationof public school education, of professional education, and ofscientific research and of high scholarship and learning ;but that these forces are to become prodigious no reflectingman can doubt.The men and women engaged in bringing about what isalready so finely accomplished, and in making this future soevident, could have been engaged and could be engaged inno greater or farther reaching enterprise.It is not always easy, without some serious reflection, tounderstand why Chicago — a new city, preeminently commercial and industrial, without the reputation of intellectualor spiritual development and without apparent care forbeauty — should be destined to be a greater educationalcenter than any other city in America. But that it is sodestined admits, in my judgment, of no question whatever.While I was writing these sentences I read the fore-statement of a forthcoming article in the Nineteenth Century, byFrederic Harrison, in which he says : " The manifest destiny of Chicago is to be the heart of the American continent." But it is only necessary to understand that Chicago isto be the undisputed and unaided metropolis of the West —the heart of the West — to get a conception of the necessity itis under to be the educational center of the West. And thensee how readily the center is developing ; how it responds.^From the very beginning it has been a place of exceedingeducational interest, and of fruitful educational ideas andenterprise ; and when great new facilities suddenly camewithin its reach, it bounded forward as if it were bprn to thelife. It is born to the life.Chicago is a large city already, and will be a city ofimmense population unless the world is deceived ; and theeducational interests of the city alone, in the light of itsimmensity and of its educational institutions and impulses,will demand facilities and systems and ideas that have notyet been afforded anywhere. But the home interests of education are but a part of Chicago's charge. She must provide central, representative educational institutions in behalfof the great interior of the nation — now so populous and tobecome populous beyond any Anglo-Saxon experience ; andmore than institutions,- she must provide educational andintellectual inspiration, stimulus, and leadership. That is aplace, that is a duty to which Chicago is called by all thevoices of national development.And thus we come face to face with educational interests,educational opportunities and possibilities, educationalduties and obligations never before centered in one citysince education began. And, so far as we now can see orforetell, the very center of this center is, and is to be, theyoung University in which we stand, and whose decennial isso worthy of celebration.And now, having begun this address with a sense of thehonor and recognition due to the earlier men and womenJUNIOR COLLEGE DAY 77ho helped university education in this city, I cannot closeit without expressing my profound appreciation and gratitude toward the distinguished roll of benefactors of the present University.I wish it were possible for a mere layman to say the rightword of applause for the teachers and administrators of thissurprisingly successful institution, but I can only fall backon the distinguished impression they have securely madeupon the entire educational world. In my brief opportunityI must leave it there.And as to those other benefactors who have so generously,so intelligently, and with such elevation of spirit furnishedthe endowments with which these great beginnings havebeen inaugurated, I can only say that they have establishednew standards of benefaction, and have stimulated wealth tonew aspirations and new self-enquiry. These givers — thisroll of men and women- — ¦ are without compare in the wholehistory of giving.I cannot name all of those who have contributed to thefoundation of this great school — this federation of schools —nor can I refrain from mentioning the man who has soidentified himself with the fortunes of the University as tomerit, in the opinion of all, the honor of being named itsfounder. I wish to express my personal gratitude to Mr.Rockefeller, and my personal admiration of the wisdom, thegenerosity and the broad intelligence and humanity of hisdevotion to this great and exceptional enterprise. He evidently knows how immeasurable are the prospects of usefulness of the University of Chicago — and his gifts to it seemto me to be infused with a high recognition and understanding of the truth, that the educational opportunities and possibilities of the University of Chicago are such as neverbefore opened to any institution of learning.And, as a concluding word, I beg to recall the fact that itwas Mr. Rockefeller who induced Dr. Harper to take up,with himself, this continental work ; and to express myopinion that among the great services of Mr. Rockefeller tothe cause of American education, his forming an alliancebetween himself and Dr. Harper is even the greatest.At 6:00 p.m. we joined in the dinner of theAlumni Association. The occasion was a delightful one, the toasts and banquet alike beingexcellent. Our representative on that occasionwas Miss Ruth Vail, who spoke in response to thetoast, "The Naughty Ones."Thus ended our class day. It proved altogethera great success, and we are glad that on the occasion of the decennial celebration of the beginningof the work of the University we the decennialclass have had the opportunity of contributing our share toward making that celebration pleasantand one in every way notable.The presence of Mr. and Mrs. Rockefeller andthe interest which they manifested in all our activities of commencement week will long be gratefully remembered by the class of 1901. We wishto pledge our hearty support and cooperation tothe Alumni Association which gave us such anenthusiastic welcome and which is doing so muchto help and strengthen the loyalty of every graduate of our Alma Mater.JUNIOR COLLEGE DAY.It is hardly necessary in the University Record to describe in detail the exercises in whichthe students of the University, particularly thoseof the Junior Colleges, played the principal part,for these have already been fully detailed in theUniversity of Chicago Weekly. At 9 : 00 a.m.,June 14, on Marshall Field, representatives ofthe various fraternities and of the UniversityHouses contended in athletic rivalry. At 12:30the exercises of the Junior Colleges, consistingof the planting of the ivy and the delivery of theivy oration and poem, took place at WalkerMuseum. A dramatic performance, the playbeing "A Night Off," was given at Rosalie Hallin the afternoon. The first of a series of threebaseball games between the team of Chicago onthe one hand, and those of Wisconsin, Northwestern, and Michigan respectively, attractedmany to Marshall Field. The first of the twoperformances of Shakespeare's "As You Like it"was given under the open sky upon the GraduateQuadrangle at 8 : 00 p.m., and the day closedwith the Junior Promenade from 9 : 00 - 1 2 : 00 p.m.THE STUDENTS' "AS YOU LIKE IT."BY PROFESSOR W. D. MACCLINTOCK.The University and city press have sufficientlychronicled the picturesque success of the students'presentation of Shakespeare's beautiful idyllicromance. The praise of directors and participants has been on the whole both generous and78 UNIVERSITY RECORDjust. It is especially happy that the Universitymembership handsomely appreciated the laborinvolved and the native artistry developed in theclass-room study and the public declamation ofthe great masterpiece. It seems still worth whileto speak of the significance of the event in thelife of the University community and particularlyfor the interests of literary study and oral expression among us. These notes are written notfrom the point of view of a critic of acting andstage management but rather from that of literarystudy and spontaneous and unprofessional expression. No sane person expected or lookedfor a highly unified stage production and well-disciplined correctness of gesture and " business." To notice the absence of these things isto betray the mere prejudice of those who areunaccustomed to the pleasure of natural and inexpert art. We had a right to expect the playersto understand the play, to give us fresh and apprehensive reading of the lines, and that thegestures, scenery and movement should not interfere with our delight in the master's thought andpictures. This was undoubtedly fulfilled, and thesuccess marks a distinct advance in the artisticside of our University life.It shows that in our department of publicspeaking we have an instrument adequately organized and capable of work of heroic size. Itis a demonstration that when our students submit to the guidance and discipline provided theyare at once given a dignified and flexible publicability. It is another proof to the eye that theUniversity is actually performing the duty of preparing its students for all those natural functionswherein ideas are conveyed to the public throughthe human voice and gesture.It is a satisfaction to know that our studentbody is now large enough both in students of literature and the art of expression to give the instructors choice of so great a number as is neededfor a cast of this size. A native Rosalind and aJaques are rare in any community ; doubly soin one so new and so little trained as ours. It is a pleasure to feel that we now have material thatsuffices at least for important enterprises both inpublic speaking and acting.A university community is proverbially criticaland even neglectful of its home talent and enterprises. It should be very pleasing to those interested to find in this instance the loyal support andgenuine delight of the audiences. This enablesus to pay the expense of a large undertaking andsupplies that personal and friendly appreciationwhich has always best nourished the opening abilities of college students.This success would seem to indicate the needof full provision for developing the instinct andappreciation for acting which is latent in mostgenerous young people. This means new coursesin the study of the drama in the departments ofliterature ; new instructors and classes for training in reading and acting, rather than a onesided development in forensics ; and the demandfor a theater equipped for the practical study andpresentation of plays. It is extremely difficultwithout the stage to make students realize thatthe plays of Shakespeare were written for actingand are to be read and interpreted with thisalways in mind.Finally, this performance calls attention towhat is going on here and all over the country,the development of the old department of oratory into a new department in which, reading andacting take equal rank with public speaking.This new department is soundly based on physiology, 'psychology, severe linguistic and literarystudy, as well as upon the arts of teaching andpersuasion through the ear. In this new formthe department claims full recognition as handling a science and producing an art.For the purposes of these notes the elements ofthe actors' art maybe set down as four — the spectacle, the intellectual comprehension and readingof the lines, the natural and immediate expression by voice and gesture, and the compactmovement and power of striking in a harmonized body of actors.MacCLINTOCK: AS YOU LIKE IT 79Of these four only the second and third may'ustly be expected of college students without decided1 histrionic talent and previous training.The first element requires so much machinery, soelaborate accessories, and so costly devices forpleasing the eye, as to make it at once professional. Moreover, a striking spectacle so far decreases the activity of the spectator's imagination as to lower its power, and to hurt one of thefine products of the closet and class-room studyof the drama. A student play should be given fora student audience whose image-making powershave not been corrupted by the practice of themodern theater wherein elaborate scenery takesthe place of strong thinking and costly phraseand verse. This student audience should normally be so familiar with the play that at anypoint the actor's wit should be seconded by theforward child understanding, and every scenehappily realized and loved in what Hamlet calledhis "mind's eye." But even in this case Mr.Wallace's efforts for a show successful enough notto distract attention and jar the imaginative illusion, were happily assisted by the fresh youngfaces of the actors, by their evident joy in whatthey were doing, by the deep blue-black spaces ofthe night seen between the trees, and by the living green of the trees and grass.The last element in a dramatic success — thecompact, harmonized, disciplined unity of theacting, wherein close support and subtle relationsmake a movement at once lithe and powerful — wehad no right to expect of our young people. . Theywere assembled only for a few weeks of study andfewer occasions of rehearsal. Their natural individuality and fractious resistance of group mannerisms make their playing halt, and stops whatWordsworth called the stream of quiet self-for-getfulness. But it would be a merely captious critic,who was not pleased with the movement of ourplay, who did not even wonder that Mr. Clark andMr. Wallace could so noticeably overcome theinevitable limitations of their material. Therewere no awkward jars or breaks, and the high moments of the comedy dissolved and reformedwith genuine ease and rapidity.But we did have a right to expect that a bodyof University students with the modern trainingin English of the preparatory school and collegeshould comprehend the play as a whole and shouldread the lines with that emphasis and variation ofrapidity which shows exact intellectual and emotional understanding of the poet's meanings. Andthis we received in full measure. We owe heartythanks to Mr. Clark and his assistants who performed this work. Rosalind, Celia, Jaques, Orlando, Phoebe — all had read their lines manytimes to delicate and experienced ears. It was ajoy to hear the great words of Shakespeare fallfrom the fresh and sometimes inconstant voicesof young people. It was most appropriate forthe Forest of Arden. The correct phrase andverse accent, the heightening and radiation ofmood over a whole picture, situation, dialogue, ormental process, was all excellently done. Thisjustifies the claim of the department that the mindwhich understands a line cannot fail to read itwell. A good instance of this occurred in theironical and scoffing tone given to the celebratedspeech of Jaques that "all the world's a stage."The ordinary oratorical reading of this makes ita bit of universal, impersonal, absolute philosophy,as if it were Shakespeare's settled wisdom. But aliterary study of its setting reveals the bored andpyrrhonic Jaques merely playing at similes andjeering at the duke's "philosophy."If they read well, so do they act with surprising effectiveness. Mr. Clark's Tong contention isthat if a reader understands his lines and enjoys them he will make natural and living gestures, and that these are beautiful. Whatever hethen produces is artistic, for. him. This wasclear beyond a doubt last week. Of course thestage traditions formed the background of allthe acting. But there was a. delicious spontaneity, freshness, lack of mechanical accuracy,and occasional personal variations which madethe play as new as nature herself. Even more of80 UNIVERSITY RECORDthe tradition of the play might have beenabandoned to the spontaneous and personalinstincts of the students without impairingits charm. This success helps finish the statement now begun in the kindergartens that allchildren are good actors when unconscious, andit justifies the disciples of literature and expression in their contentions that the naturalcomple-tion of dramatic study is in its public presentations.A weakness in the presentation lay in thesevere "cutting" of Jaques' part, which at twopoints left him insufficiently motived. His analysis of his melancholy revealing his boundlessegotism, and his interview with Rosalind, whereinshe defeats him so happily by pointing out thathis attitude comes from selling his own land tosee that of others, give essential explanations ofhis nature and state of mind — "and to travel forit, too!" To make Jaques a rollicking, declamatory jester is to spoil Shakespeare's intellectual,sensitive, artistic, easily wearied critic of hypocrisies, who is at the same time egotistic, unsocial,superficial, a mere traveled, tasting observer of theworld's miscellany of facts. His character, inspite of the fact that it makes too much monologue and mental sparring and too little spectacle,should be given in full.It ofttimes falls out that the secondary and unprepared efforts of a play are as delicious as thosethat are staged. With what gentle but pungentirony the play whose theme is to light upon somesettled low content, fell in the midst of our heroicdecennial celebrations. How kindly but unflinchingly it stated the pain of holding a contentedculture in the midst of an ambitious, usurping,imperialistic atmosphere, wherein worldlings dogive their sum of more to that which had too much,and where life, exempt from public haunt, feelsso easily chagrined in the presence of paintedpomp.Two performances of "As You Like It" weregiven by the students, one on Friday at 8:00 p.m., the other on Saturday at 8: 30 p.m., under theopen sky in the grove in front of the tent on thegraduate quadrangle. At each performance thetent was crowded. The executive staff and castof characters are here given. The entire affairwas under the auspices of the Department of Public Speaking and the play was prepared and presented under the direction of Mr. Frank TorranceWallace.THE EXECUTIVE. STAFF.General Manager: Mr. Elliott S. Norton.Exectttive Committee: Messrs. Edson B. Cooke, Augustine F. Nay lorGeorge McHenry, Albert W. Sherer.Ushers: Miss Amy Hewes, chief; Misses Sara Barney, MarjorieCoulter, Dorothy Duncan, Mabel Hartley, Genevieve Hayner, PearlHood, Meta Lachmund, Esther Lynn, Annie Meade, Louise MillerStella Moore, Mabel Pain, Ruth Vail, Jane Walker, Alia Webb, EdithWiles.Pages: Masters Floyd Willett, Lander MacClintock.CAST OF CHARACTERSDuke of Burgundy Mr. Walker G. McLauryFrederick, Brother to the Duke, and Usurper ofhis Dukedom Mr. Leo KleinAmiens, \ Lords attending upon the J Mr. Donald R. RichbergJaques, f Duke in his Banishment . . \ Mr. Arthur E. BestorLe Beau, A Courtier attending on Frederick . . . Mr. Hyatt E. CoveyOliver, Eldest Son to Sir Rowland de Bois . . Mr. Claude C. NuckolsJaques, \ D ,, t A1. f Mr. Gilbert R. Wallace~ . , > Younger Brothers to Oliver ..-<„,„ «"*««-cOrlando, J \ Mr. Bertram G. NelsonFirst Lord Mr. Aubrey P. NelsonAdam, an old Servant of Sir Rowland de Bois . Mr. William. A. AverillCharles, a Wrestler Mr. John O. BackhouseTouchstone, a Clown . . ; Mr. Edgar G. Frazier?fn' \ Shepherds / Mr. A. Webster PierceSylvius, J ^ Mr. Oliver L. McCaskillWilliam, a Clown Mr. Harry J. LurieRosalind, Daughter to the Duke Miss Grace BairdCelia, Daughter to Frederick Miss Lorena KingPhoebe, a Shepherdess Miss Frances M. DonovanAudry, a Country Wench Miss Agnes R. WaymanLords, Ladies, Guards, and Peasants: Misses Edna Campbell, HelenCampbell, Bessie J. Crary, Zerlina Hirsh, Ethel C. Randall, Tennie F.Rolfe, Rose Rosenberg, Mamie A. Stern. Messrs. Frederick D. Bram-hall, Alfred J. Bunts, Edward L. Cornell, Charles B. Elliott, BenjaminFeniger, Harry W. Ford, Oscar O. Hamilton, Dudley W. Hopkins,Sylvanus G. Levy, Herbert V. Mellinger, Max L. Mendel, Merritt B.Pratt, Lewis A. Pringle, Sinore M. Raffle, Adelbert T. Stewart, DouglasSutherland.Chorus of Foresters: Messrs. Ralph C. Brown, Herbert Cohen, MelvinE. Coleman, Edson B. Cooke, Willis S. Hilpert, Paul G. W. Keller,Augustine F. Naylor, Josef F. Nelson, Perry J. Payne, Mark J. Potter,Walter G. Sackett, Albert W. Sherer, Henry E. Smith.THE MEETING OF PHI BETA KAPPA.The annual meeting of the Beta of Illinoischapter of Phi Beta Kappa in the University was,held on June 17, at 9 : 00 a.m., in Kent Laboratory. Professor Shorey, the president of thechapter, occupied the chair."Si W"1-* • Z—aa xo wH ><" 5'. a" EjSuw-as<v.caCORNER STONE CEREMONIES: PRESS 81The following candidates were initiated intothe chapter :Minnie Barnard, Minnie Ada Beckwith, Arthur FredericBeifeld, Arthur Eugene Bestor, Frederick Denison Bramhall,Norman Moore Chivers, Alice Mabel Gray, Elsie PriscillaHonn, William Reynolds Jayne, Edwin Garvey Kirk, Florence Irene Morrison, Marie Baker Nickell, Nina EstelleWeston.The election of officers resulted in the choiceof Professor J. Laurence Laughlin as president,Dr. H. R. Hatfield as vice president, and Assistant Professor F. W. Shepardson as secretary-treasurer.The annual address was then delivered by President Benjamin Ide Wheeler, of the University ofCalifornia, on the subject, " Things Human."CORNER STONE AND DEDICATION CEREMONIES.The corner stones of six buildings were laid asa part of the Decennial exercises and the ceremonies connected with these were among themost interesting. The formal dedication of NancyFoster Hall was also celebrated. The first cornerstone to be laid was that of the University Pressbuilding. The procession, headed by the band,marched from Haskell Museum on Saturday at9:30 a.m. to the corner of Fifty-eighth streetand Ellis avenue. The following introductorystatement was made by the president of the University :The printing press is the University's most efficient ally.Through the press, instruction which would have reachedtens or hundreds, is received by hundreds of thousands.During the period of its work the Press of the Universityof Chicago has purchased and sold books, stationery, andscientific equipment to the amount of about $552,213; it hasprinted and published 372 volumes of books and pamphlets,aggregating 76,350 pages, together with volumes of twelvejournals and periodicals, aggregating 459 separate issues,amounting to 47,736 pages, and 38 official documents,aggregating approximately 10,000 pages ; a grand total of107 1 publications, of 124,086 pages. This would amountto 413 volumes of 300 pages each. The Press has in addition executed printing for the University and for the publicto the amount of $1 18,585. The purpose of the organizationof the Press was, as stated ten years ago, the following :a) The printing and publishing of University bulletins,catalogues, and other official documents. b) The printing and publishing of special papers, journals, or reviews of a scientific character, prepared or editedby instructors in the various departments of the University.c) The printing and publishing of books prepared oredited by University instructors.d) The collecting, by way of exchange, of papers, journals, reviews, and books similar to those published by theUniversity.e) The purchase and sale of books for students, professors,,and the University library.It is fitting, in the opinion of the trustees, that a work ofso important a character should have suitable quarters.The building will be erected with funds kindly furnished bythe founder of the University. When finished it will servealso as the temporary home of the library.The following list of articles deposited in thecorner stone was read by Dr. T. W. Goodspeed,secretary of the Board of Trustees :Photograph of the founder of the university; official statement of donations for the erection of the building; the University Register; the University Record; Directory ofAlumni ; Chicago daily papers ; programme of decennialcelebration; addresses delivered at the laying of the stone ;catalogue of the publications of the University Press ; University Press style book and style sheet ; representativepublications of the University Press.The corner stone was thereupon laid by Mr.Newman Miller, Director of the Press.The following address was delivered by Professor J. Laurence Laughlin :In laying the corner stone of this Press Building we aresignalizing the invention and progress of mankind in amarvelous method of transportation. Well recognized arethe triumphs of steam and electricity as evidenced in therailway and the telegraph; but the greatest triumph oftransportation known to the human race, far transcendingthose of steam and electricity, is that which we are gatheredhere to celebrate. When Gutenberg gave the art of printing to civilization, he gave to men a boon beyond his wildest dream — a far-reaching scheme for the transportation ofideas. What the vestibule train and the ocean steamshipare to goods and persons, the art of printing and the pressare to thoughts. No more shall there be remote provincesof the intellectual world where men are starved by dearth ofideas ; no more shall there be dark continents of humanignorance, wriere the swift engines of genius never come \ jrouse the sluggish brain or stimulate the aspiring soul.When the devoted monk spent his quiet }^ears in preparing a single copy of the Bible, or of a beloved classic, themasterpieces of literature were the possessions only of great.82 UNIVERSITY RECORDmerchants or of princely houses. There was no rich commerce of thought, no medium of communication betweendifferent masses of men. This was a state of things similar tothe conditions of primitive days when the traveler journeyedonly by slow beasts of burden or by the open boat. But allthis was changed by Gutenberg's invention; the finestUtterances of gifted men could now be sent in myriads ofcopies to every corner of the world. The changes broughtinto primitive life by the introduction of the locomotive andthe telegraph but faintly symbolize the innovations broughtinto the life of the citizen and scholar. The student seeking for new knowledge, new points of view, no longercrawls along by the pack-horse of early manuscripts, buttravels swiftly from field to field of human discovery by theefficient pages of the printed book. It is this marveloustriumph of invention — the transportation of thoughts andideas — that we celebrate in setting a corner stone into thisbuilding today.In more ways than one the establishment of a pressbrings with it heavy responsibilities. High political office,great wealth, wide learning, commanding intellectual force— all these are but different forms of power, and great arethe responsibilities of those who have them. In the sameway, the university undertakes a responsibility to truth aridscience in assuming the function of making and transmitting books. There are difficult questions to decide. Thispress must be open to the Galileo of today as well as to theSir Isaac Newton of tomorrow ; the scorned and despisedscientist who is far ahead of his age must be more welcomeat the gates of this temple than the dogmatic prelate whowould deal out excdmmunication because new ideas hadgiven a shock to his accustomed habits of thinking. Perfect freedom of research, warm hospitality to new truth,should mark the policy of this institution.But while our press is in duty bound to welcome thedespised Galileo, to warm his chilled spirit at the altars oftruth, and to preserve and spread his thinking by type andvolume, confident that his unappreciated thoughts will atsome future day be rated high among epoch-making achievements, it is equally bound to distinguish the Galileos fromthe Jaspers. While it is its duty to listen for the signs ofcoming knowledge, even if opposed to the prejudices of theday, it is no less its duty to refuse its help to well-meaningbut insistent fanatics who, by feeling and emotion, remainimpervious to the lessons of science and learning. This is aresponsibility which cannot be shirked ; the press must facethe decision, no matter how delicate or how difficult it maybe. The Jasper may be as much opposed to the prevalentmental status of the day, as was Galileo in his time. Butmerely because a man chooses to oppose public opinion, heis not thereby entitled to have his thoughts preserved forfuture generations. The press must be willing to decidebetween eager contestants for recognition : between the real and the false, between the Galileos and the Jaspers. Thisis a kind of responsibility that goes with the assumptionof power, which is signalized by the laying of this cornerstone.In giving its attention to the encouragement of researchby creating the means of publication for scholars, the university emphasizes its special function in the community.Its primary end is not to give students the immediate equipment by which pecuniary income is obtained ; its aim is notprofit in revenue, but profit in intellectual power and grasp.Its purpose is essentially cultural, not commercial. Yet itis no paradox to insist that this is, after all, the • surest pathto worldly success. To open the vast world of thought andexperience stored in books is to make the narrow mindbroad ; to change the man of one set of facts into the master of many sets of facts : to show how, in very truth, theman of books may be primarily the man of facts, and, mostof all the practical man, because he is not misled by knowledge based only upon the facts of his own immediateenvironment.Wisely directed, carefully stimulated, how great may be thework of a press which sends forth such books as contain theslow-budding developments of the scholar, the experimentsof years, the observations and studies of a lifetime. Nothere will come the passing trifler of the hour, but into theseportals will come with thoughtful step the student whoseproblem is as yet little understood of men. To the investigator in new fields of biology or medicine, of civic or economic phenomena, the constituency, however, to which heappeals, and which must appraise his contributions, isnecessarily small. The great publisher of the day sees insuch volumes no opportunity for profit ; but yet it is exactlyfrom these studies that the world is eventually to obtain itsgreatest profit of science and wisdom. Not money, buttruth — non fiecunia, sed Veritas — should be the seal of thisPress, imprinted on its title-pages, and expressing the finespirit of research and scholarship. We here dedicate thisbuilding, now and forever, to tolerance and truth.The procession then continued to the corner ofEllis and Fifty-seventh street, where similar ceremonies marked the laying of the corner stone of"the Charles Hitchcock Hall. The president madethe following introductory statement :To have one's residence on the University grounds or inclose proximity to them is a privilege of University lifesecond only to that of enjoying the facilities for instructionoffered in connection with the class rooms, the libraries, andthe laboratories. When it was officially decided ten yearsago to erect, on the quadrangles, University houses for menand women, a most important feature of the University'spolicy was established. There are very few situations inCORNER STONE CEREMONIES .¦_ HITCHCOCK HALL 83which this policy, ordinarily called " the dormitory system,"is undesirable. In an institution located in a great city, itbecomes an absolute necessity.It is frankly to be confessed that up to this time the University has not done for men in this particular feature ofits policy what it has done for women. This inability tocarry out its ideals has been due to the fact that so large ashare of the time and attention of those concerned has beendevoted to the erection of buildings necessary for instruction.With the laboratories of the University now in large measure provided for, it is possible to enter more definitely uponthe work of making better provision for the needs of studentlife. It is a source of much gratification that these needshave already appealed so strongly to some of theJJniversity'sfriends. This morning it is our privilege to celebrate thefirst beginning of a hall which is intended to serve as a contribution towards the elevation and enrichment of studentlife. A woman profoundly interested in the upbuilding ofyoung men, in memory of a husband who in his lifetime was.equally interested, expresses her own high estimate of themagnificent possibilities of human life by erecting the building, the corner stone of which is now to be placed.Dr. Goodspeed read the following record ofarticles placed within the stone :Memorial volume of Mr. Hitchcock ; diploma fromDartmouth College ; admission to practice in United StatesSupreme Court ; Proceedings of the Illinois constitutionalconvention of 1870, of which Mr. Hitchcock was president; photograph of Mr. and Mrs. Charles Hitchcock;photograph of the late D. L. Shorey (by request of Mrs.Hitchcock) ; photograph of the Hitchcock homestead ;bookplates of the Library to be placed in the Hall by Mrs.Hitchcock ; photograph of the founder ; photographs of theUniversity buildings; photograph of Hitchcock Hall;addresses delivered at this corner stone laying ; the University Register ; the University Record ; the Cap andGown, 1 90 1 ; the University of Chicago Weekly; the Chicago daily papers ; directory of alumni ; programmes ofdecennial celebration; official statement of donation forerection of building.Mrs. Charles Hitchcock then formally laid thestone, and Professor Paul Shorey delivered thefollowing address :Charles Hitchcock was my father's college chum and lifelong friend, and it was a kindly thought of the donor of thebuilding that is to perpetuate his name and hers to ask myfather's son to say a word at the laying of its corner stone.Mr. Hitchcock's life was an eminent example of thehappy careers that lay open to the best type of Americanmanhood during the century that has just passed away.Bred on a rugged New England farm, educated at a little New England college poor in dollars, but rich in virtue andintelligence, he obeyed the impulse that turned the steps ofso many of New England's best sons westward to subdue thisvast continent to the uses of the less sturdy generations thatwere to follow. He came to Chicago when Chicago was amalarial town in a swamp. He grew with its growth, andshared by virtue of high professional ability and honorabletoil in its prosperity.The lawyer's fame makes slight appeal to the greater public outside of the professional circle. But those who knowthe history of our state are aware that to Charles Hitchcockas chairman of the constitutional convention of 1870 we owenot a few oi the guaranties of essential rights, and many ofthe most beneficent and humane provisions of our fundamental law. Moreover, in the daily practice of his profession, the conscientious and scholarly jurist exercises anunobtrusive but very potent influence on the commercialmethods, the social organization, and the ethical ideals ofthe community which he serves. And it is Charles Hitchcock's enviable lot, amid all the rapid shiftings of our multitudinous population, to be still honorably borne in mind bythe picked members of his chosen profession as one of themost conscientious practitioners, scholarly students, andacute analysts of the law that have adorned the roll, andhelped to form the traditions of the Chicago bar.In the quiet contented exercise of these high faculties he wonthe beautiful home, the hospitality of which many here present have enjoyed, and acquired the wealth of which she whomhe left as its sole steward, she who shared his name, his life,his inmost thoughts, makes this generous use — so fitting acontinuance beyond the grave of the spirit of cordial sympathy and aid which deserving young scholars never failedto find in the living man., In giving this shape to her benefaction, Mrs. Hitchcock,if I may so far venture to interpret her thought, showedherself among the first to feel an impulse that we may hopeis destined within a few years to transform one aspect ofour university life. She felt that the University had thus farbeen rather a stepmother than an Alma Mater to theyounger men of the undergraduate classes. As comparedwith the imposing line of buildings that contain the gracefuland sheltered life of our young women students, or the hugecontinuous pile of Graduate and Divinity halls, she felt thatSnell, in its splendid isolation, was hardly an adequateembodiment of the esteem in which we cherish our boys.And yet, if one pauses to reflect, it is apparent that theundergraduate youth has greater need of aid to harmonizeand create a beautiful home-like order in his college lifethan the young woman, who may be supposed to possessthe home-making instinct, or the graduate man, who haslearned to shift for himself. To help to make the University a home for its younger men and not merely anassemblage of lecture halls, was Mrs. Hitchcock's wise and84 UNIVERSITY RECORDmotherly thought. And in the prosecution of this design,she not only gives the four walls of this building, but shetransfers to this, the new abode of his name, the books andpictures most intimately identified with Mr. Hitchcock'srefined and scholarly home life, in the full confidence thatthe boys of the University of Chicago will know how toappreciate such a gift and to respect such a trust. Fewthings are better worth while than the creation of such ahome for college boys. For it is the home, not merely ofthe body, but of youthful hope and aspiration; of theearliest awakening of the intellect ; of the first dreams ofmanhood; of friendships that no later bonds formed in lessplastic years can ever replace ; of memories that with eachrecurrent anniversary return more fondly to the place oftheir birth. And I maybe permitted to guess that Mrs.Hitchcock's imagination was kindled and her perception ofthe spiritual significance for finely touched natures of college memories and college ties was quickened by herobservation of their power upon two lives that she knew sowell — by her gracious womanly sympathy with the beautiful friendship born at college, interrupted only by death, ofCharles Hitchcock and Daniel L. Shorey.And if haply she were to acknowledge the promptings ofyet another impulse, who here could censure her? "Fame,"said our laughing modern French critic, somewhat too ful-somely for Anglo-Saxon ears, "fame is after all the oneearthly thing that has the most chance of not being altogether vanity." " The best of them," said the old Greek weeping philosopher, " seek one thing chiefly, among dying men aname that shall not die." Mrs. Hitchcock has walked inthe closes of Oxford and beside the chapels of Cambridge,and has admired the foundations that bear the names ofmediaeval queens and noble ladies. And the thought thatin the days that shall call this morning ancient, she shall benumbered of a like company may well bring the flush to herbrow and the throb to her heart. " Dream of a shadow,"cries the Greek poet, " what are we ? what are we not? " Toredeem himself from this sense of nothingness, to hold fast tosome semblance of perpetuity in the rushing stream of time— this, Plato tells us, is the supreme aim of all mortalendeavor. For this cause men beget sons and rear families.This is the precious bauble they seek at the cannon's mouth ;for this they toil and sweat in the roaring marts of trade ;for this they scorn delights and live laborious days in theservice of poetry, science, and art — that the brief candlemay not seem to go out at once and forever in the silenceand oblivion of the everlasting night, that their names maystill live upon the lips of men, and they be not altogetherforgotten in their graves.And when all else fails, they pile stone and mortar upontheir senseless clay, and build themselves pyramids andmausoleums — stately habitations of death — that somethingof them may seem to abide beneath the visiting moon. How much brighter and more enduring is the memory ofa generous deed ! How much nobler to build as one's monument a house, not for death, but for life, and helpful humanuses ! For ages yet to be, while the swift college generations come and go, the name of Charles Hitchcock will belinked with the glad hours of youthful toil and sport, withthe unfolding promise of the best manhood of this greatcity. Bright-faced youth will return flushed from the tenniscourt, brain weary from the class room, to the pleasant nooksand recesses here provided, and find sweet oblivious antidotefor all weariness and annoy, among his books and pictures.And at future anniversaries, when the petty tale of years wecelebrate has been multiplied many fold, gray-headed menladen with honors and dignities will come back to Hitchcock Hall as the home of their best and happiest days.And long after our little part is played and we have vanished from the transitory scene, when this city shall perhapshave become this world's hugest, and this institution shallhave outgrown our wildest surmise, Charles Hitchcock andshe who bears his name will hold their secure place in thechoir invisible of far-seeing and generous men and womenwho at the close of the nineteenth century laid the foundations of its beneficent activities. There are few more desirable forms of earthly immortality.The ceremonial connected with the laying ofthe corner stones of the block of buildings on thecorner of Lexington avenue and Fifty-seventhstreet occurred on Convocation Day, June 18.The procession assembled at Haskell Oriental Museum, and proceeded through Hull court to thesite of the University commons. The addressesand statements made in connection with thecorner stone laying of three buildings were givenfrom a platform conveniently situated in the center of the group.At the laying of the Commons corner stonethe president made the following introductorystatement :No more difficult problem presents itself in connectionwith the life and work of a large institution than that whichrelates to the preparation of food for the students of theinstitution. Those who engage in intellectual work requirea nourishment of the body which will meet the special demands made upon it. To ignore this fact, to live withoutregard to well-known principles, or to be compelled becauseof poverty to live in a manner known to be injurious, meansgreat loss of power on the part of the individual, and consequent loss to the institution. We are willing to acknowledge that hitherto the University of Chicago has been unableCORNER STONE CEREMONIES .- COMMONS 85form jts fun duty in this direction. For lack of ade-te arrangements the men of the University have been lefttake care of themselves. But now, by the generosity ofChicago man, a friend of the University, whose name mayt officially be mentioned, this great lack will be supplied,nd in the beautiful hall the corner stone of which we arebout to place, the social and spiritual side of student lifewill be assisted, as well as the physical.The following list of articles deposited in thecorner stone was read by Dr. Goodspeed :The University Register; the University Record ; theCat) and Gown; the University of Chicago Weekly ; theChicago papers ; the addresses delivered at the laying ofthe stone ; the photograph of the founder of the University ; pictures of the buildings and grounds ; the directoryof the alumni; the decennial programme.Mr. James Milton Sheldon, chairman of theJunior College Council, laid the stone, after whichthe following address was delivered by ProfessorA. W. Small :Nature makes only apparent exceptions to her beneficentlaw that men who will not work may not eat. The law isequally beneficent, equally universal, and equally difficult toevade, that if any man cannot eat neither can he work. Ifthe order of fundamental necessity had been observed, theact of laying this corner stone would have been the firststep in transforming dedicated wealth into the visible setting of a university. Precision may be lacking, but the essentials are expressed when we describe a university as acompany of adequately fed persons devoting their strengthto learning. Lecture-room, libraries, laboratories, museums,apparatus are logically subsequent details. While the university is not behind the church in exalting the half-truththat man does not live by bread alone, the university is farin advance of the church in demanding fair reckoning withthe other half of the truth, that man cannot live withoutbread. Until now this University has been a species of social epiphyte. It has had no nourishing system of its own.Its aerial and its terrestrial roots have found their way,without plan or method, into the sustaining sources of otherinstitutional life. That the student body has been fed is nomerit of the University. Desperate foraging upon the nonetoo abundant stock of the surrounding community has secured the means of existence and furnished . the fulcrum forscholarly functions. The programme of the University during its first decade has been not unlike Grant's plan of attackupon Vicksburg and Sherman's march to the sea. Althougheach audacity escaped paying its appropriate penalty, theprinciple remains unshaken that the first condition of success in the strenuous life, whether of warfare or of industryor of scholarship, is an assured base of supplies. The strongest statement that words could compose wouldhardly overrate the independence, the security, and the working strength which this building will afford to the University. In pointing the contrast between the anomaly aboutto be removed and the situation about to take its place, itmay seem to have been forgotten that the University hasgenerously supplied the material wants of one portion of thestudents. When we recall this fact, however, we furtheremphasize the anomaly. A hundred years ago it was indelicate to suggest that a refined woman had any use for food.The distance of our departure from the conventions of thattime is marked by the virtual assumption of the Universitythat the women alone need food, while the grosser sex maythrive without physical supplies. The rescue of the University from its contradictory and Utopian plight is one ofthe few triumphs of matter over mind which imply more decisive victories of mind over itself. We frankly welcomethis building, then, for its fundamental utility.Yet this is not the celebration of a flesh-pot philosophy.The work to be done here will first supply an element in thelife of the students without which the most profound andbrilliant instruction would be futile ; and then this buildingwill supply other elements that will make the ablest instruction more fruitful. The incidental and dependent relationsof this building will prove that its primary utility has equalmoral dignity.For example, no feature yet developed in our environmentcontains so direct appeal to the historic sense as will be carried by this replica of the Hall of Christ Church. Ourwhole architectural scheme is historic rather than modern.For the first time, however, we shall now transplant to oursurroundings a distinctly individual historical monument.For the first time we turn to a definite time and place in theold world for support and enrichment of our modern enterprise. It is both a mark and a means of personal and social growth to be able, without self-reproach, to acknowledgedependence upon the past. Our adolescent American lifeis passing into the stage in which it is self-assured enoughto acknowledge the advantage of wise imitation. We shallperform today's task best if we correctly place today's workin the perspective of the world's previous work. The patience that is too sincere to waste by hurry ; the faith thatendures while bearing the unthanked toil which at lastbrings invisible things to light ; the calm that presides overmind and heart conscious of the continuity and the congru-ity of life, will be confirmed by contact with this serenepresence from a venerable past.Again, the aesthetic value of this building will not be leastamong its merits. While an ideal of symmetry and of harmony has presided over their location and their design, yetwith two exceptions our halls convey rather the impressionof the beauty of economy than of the economy of beauty.Both exterior and interior of this hall will chasten the86 UNIVERSITY RECORDimagination and correct the judgment by the unsuspectedpersuasion of their graceful simplicity and their graciousseverity.Once more, the scientific mission of this building is lessimmediate, but not less definite and genuine, than that of itsneighbors. It will be a laboratory for discovering and applying knowledge of dietary science. It will not only solvethe particular problem of a working equation between lowcost and high nutritive power of food for members of thestudent body. It will thereby indirectly help to solve someof the problems of the oldest but most belated of the arts,namely, that of domestic work. It may thus have a sharein mitigating some of the evils that make the drink problem, the poverty problem, and the problem of the ill-assortedfamily.But a better and stronger influence than either of these willbe the democratic associations of this place. Christ Churchboasts that two of the most radically democratic movementsin English history originated with its men. Although theprototype of this hall was built nearly two centuries afterWiclif did his work, it is a pardonable anachronism to thinkof Wiclif and Wesley, the apostles of democratic common-sense, and Pusey, the nineteenth-century champion of intrenched authority, exchanging toleration and stimuluswithin its walls. At all events, there has been no institutionin England more democratic in its effect than the common tablein college halls. In this hall there will mingle on equal termsthe sons of rich men and of ppor men ; of men with memorable names, and of those who left their personal and family record behind when they ventured to these shores. Theywill in this association learn the primary lesson of democracy,that a man is to be measured by what he is, not by what theirony of fortune, or the bungling of an artificial order, hasmade his legal right. Here men will learn to respect thegenuine morality of actual inequality and to despise thespurious morality of conventional inequality.Finally, as everything in this world is connected witheverything else, and thus each partial good is a part of allthe good, we may claim that this building will be an efficientminister of religion.It is a hardship not to be permitted to name, or even to surmise, the benefactor to whom the University owes this gift.We are told only that he is a prominent Chicago businessman. But the vagueness may be fortunate after all. It maypromote more frequent expressions of the respect and regard which the members of the University have learned during the past are due to the business men of our city. Itwould be well if we should hereafter treat every prominentChicago business man as probably the unnamed benefactor.We may not meet the precise individual, but each of our fellow-citizens of this class is always in sympathy, if not inreality, the doer, here or elsewhere, of similar deeds. A verypitiable grade of wit has done its petty worst to make the world believe that the typical Chicago business leader is theoriginal man with the muck rake. This is a fitting occasionfor publishing the truth that the representative Chicagobusiness man has his feet planted square upon the ground,and he toils terribly with material things, but when we getacquainted with the man inside the worker, we find him remarkable for the strength of his instinct that the worth of itall and the reward of it all is the foundation that wealth maybe made to lay for the higher life.May the erection of this hall be a sign and seal of a newcovenant between the men of business and the men of scholarship in Chicago! May it mark the mutual recognitionhenceforth between Chicago business men and universitymen, that each is doing a necessary part, in his own place,in the common work of converting all the goods of life tothe higher uses of the soul!The corner stone of the tower was laid by Mr.Joseph C. Hazen, chairman of the Divinity SchoolCouncil. The president made the following introductory statement :It has been the thought of the university trustees that themost careful consideration should be given to the arrange*ment and architecture of the buildings erected. In aninstitution of learning there must be found ways of cultivating the side of sentiment. In the older universities there isthe sentiment that grows out of age, but this is necessarilylacking in a younger institution. Perhaps nothing exerts astronger influence in this regard than beautiful buildings.As an architectural feature of the entire body of buildings,and as a special feature of the buildings of this group thetower has been planned. Representing, as it will, not onlybeauty, but strength, not only symmetry, but power, we shallhave constantly before our eyes that which will give encouragement by the association of thought, and that which willafford inspiration by the suggestion of the ideal.The building of this tower is made possible by the kindmunificence of one of Chicago's most noted and liberal business men, Mr. John J. Mitchell, president of the IllinoisTrust and Savings Bank.Dr. Goodspeed read the following official recordof the articles placed within the stone :The Holy Scriptures ; the address delivered at the layingof the stone ; the photograph of the founder; pictures ofthe buildings and grounds ; the directory of the alumni ;programme of the decennial celebration ; the Chicago papers;the University Register; the University Record; theCap and Gown; the University of Chicago Weekly.Professor Richard Green Moulton made theaddress.This is a very Festival of Foundation Stones, crowning adecade which has seen not foundations only, but top-stonesCORNER STONE CEREMONIES: TOWER 87our many buildings. At this moment we are laying theer stone of a tower. Now, in the other cases the veryof the building proclaimed its purpose and connectedwith some element of academic life. But what is there inwer ? With what part of educational industry will thishave practical connection ? I have not heard that theh'o- telescope is to be brought from Lake Geneva to be°unted on the top of this tower ; its basement makes noovision of dungeons for refractory students ; distance of.. windows from the lake 'forbids the suspicion of a newdepartment of life saving or nautical signals. Yet, surely,the University is not served by architects who would thinkthat they improved an artistic plan by clapping on a pieceof meaningless structure as an ornament. If in the symphony of stone that is to cover our campus this tower is to be asilent note, then it were well that the first stone, that hasiust now been so deftly laid, should remain the first and thelast.Most unquestionably this tower is the utterance of a message, a message to and for the University of Chicago. Ourvarious buildings- make a fair object to the eye, with theirharmony of silver gray and quiet red ; but at present theyremain a series of isolated and segregated beauties. Thebuilding of this tower will give realization to that part ofthe whole conception of the architect which is concernedwith drawing together the separate parts into a unity ofdesign : a thing of beauty in itself, the tower will coordinateother beautiful things into an harmonious whole. And isnot coordination — -the coordination of particular studiesinto a balanced curriculum — the supreme ideal of universitywork ? So complex and intricate has become the study ofnature and life that it can be carried on only by specialization, the continued establishment of new and ever minuterbranches of research. Such specialization is not to bethought of as the privilege of the scholar ; it is rather theprice he must pay for his scholarship. The soldier in hisbusiness of glory risks his body. The scholar may be saidin some sort to risk his soul : if he is to do true work hemust be content to remove further and further from thebroad common interests of life ; like a river he must narrowhis channel if he is to increase his force. For this dangerthat attends scholarship and specialization the corrective isfurnished by the University. The very sound of the wordsuggests how specialists representing all aspects of the universe are being brought together. They are united in a.common life — good fellowship — in which respect for theman and the colleague may grow into sympathy for studies most remote from one's own. They unite in the common work of education — fellowship of service — withperpetual necessity for feeling after some reconciliation between competing claims. A university curriculum becomesindeed an architect's plan of mental edification : a groundplan of isolated specialties, seen in its elevation to coordi nate into a harmony of drift, and in its ideal climax recognized as truly a tower from which the individual soul maylook out upon the universe.Thus much seems intimated by the very name of a tower.But those who have seen our architect's picture of this towerwill have yet other thoughts suggested to their minds. Thedetails carry us to the old world of Europe, more particularlyto that famous tower of Magdalen College, Oxford, whichAnthony Wood called the most noble and rich structure inthe learned world. In the historic atmosphere, if I may sospeak, of this tower of Magdalen there have been blended— and how little those who laid the corner stones of Magdalen could foresee it— -the most incongruous individualities : Richard III., who unconsciously sat to Shakespearefor a portrait of villainy, and James I., called behind hisback the most learned fool in Christendom ; Cardinal Wol-sey, and the dashing cavalry officer, Prince Rupert ; WilliamTyndale, who founded the style of our English Bible, andJohn Lyly, who started the degeneration of our pulpit eloquence ; Hampden the Revolutionist, and Addison the idealTory. The plan of such a tower further suggests an earlierperiod when the world of learning had to fortify itselfagainst hostile attack. From the top of Magdalen tower, onMay Day, the college choir still sing a hymn at the momentof dawn, perpetuating rites that stretch back in time toprimitive nature worship. Thus our tower, when seen in itscompleteness, will suggest not only coordination of studywith study, but also coordination of the whole with the lifeof the far past. And it is fitting that this should be so.For this newest of the world's universities, associatedthrough its founder with modern commercial enterprise inits vastness, associated through its name with a city that isambitious to be beforehand with the inventions of tomorrow,this University of Chicago is nevertheless ¦ — as those whoserve in it know — a conservative university. Accustomedas I am to the conservative spirit of Cambridge and Oxford,I can testify that in this western university, as much as inits sister institutions, there is put forth at every crisis themost anxious care and effort, alike in the leadership of thePresident and the councils of the Faculty, to find adequatereconciliations between necessary new departures and thelong course of academic tradition. The tower, then, whichwill rise in its stateliness from the stone now laid will standfor us as a double symbol : it will symbolize the coordination that makes harmonious culture ; it will symbolize thecoordination between progress and reverence.Mr. David A. Robertson, chairman of theSenior College Council, laid the stone of the Students' Club House, after the following introductory statement by the president :The average college man receives as much benefit fromhis fellow student as from the officers of instruction in the88 UNIVERSITY RECORDcollege with whom he comes in contact. College life, in aword, is the close association of a body of men who have ingeneral common sympathies. This life is in miniature thelife which these same men will live later in the world atlarge. It includes friendships and animosities, struggleand achievement, disappointment and victory. The collegeworld is the most democratic world that exists. Occasionally, to be sure, politics gains an entrance, as in other democratic communities — but, generally speaking, the man whogains distinction earns it.The Student Club House to be erected on this corner isexpected to become the headquarters of student life andactivity. It is here that friendships will be cemented,battles fought, victories gained, and defeats and disappointments manfully accepted. It is impossible to overestimatethe importance or the significance of this new addition tothe university life. This building is provided by the choiceof a committee representing the estate of Joseph Reynolds,who died February 21, 189 1. It was Mr. Reynolds' desireto do something for boys and young men. In the erection of this building that desire will have been fulfilled. Thebuilding will bear his name and will stand in the future asthe memorial of a man whose life was full of that samevigor which he desired to see cultivated by the men of thecoming generation.The articles placed within the corner stonewere these :The official statement of donation ; the photograph ofMr. Reynolds, the donor of the building ; some memorials ofMr. Reynolds ; the photograph of the founder of the University; the University Register; the University Record ;the Cap and Gown; the University of Chicago Weekly; theStandard; the addresses delivered at the la3dngof the stone ;the directory of the alumni ; the decennial programme ;the Chicago daily papers.The corner stone address was delivered by Associate Professor George E. Vincent, as follows :Yonder stand laboratories devoted to the sciences of life ;here we raise a building dedicated to the art of living.There day by day trained minds peer ever farther into thesecrets of tissue and cell, but they will never lay bare thejoys of comradeship which are to be housed here — thestimulus of wit play, the fusing power of humor, the softtouch of sympathy, the thrill of a common enthusiasm, thesturdy sense of loyalty to one's fellows.The University takes pride in her laboratories, but she alsocovets for her students something of the charm of life in thecloisters and quadrangles of Oxford and Cambridge ; shewould preserve in some sort the democracy of the old-timeNew England campus ; she would unite in a larger brotherhood all student groups, and foster among them a spirit ofwider fraternity. In the early days of our decennium there was much talkof college spirit, as of a commodity to be had somewherethe gift perhaps of an enthusiastic donor. There were bothhumor and pathos in the eager effort to lay hands upon theintangible. We sang of "old Haskell door" before its varnish was yet dry, and of ivy-clad halls which stood in stonyinnocence like Eve before the fall.Now we speak less of the spirit, for the thing itself hasbegun to inspire us. The social life of the University hasorganized itself into various groups, and these in turn aregroping toward unity. In all the circumstances this growthhas been unusually rapid and stable. But the larger grouping has been hampered by lack of a rallying place. Theorganized clubs have had no social clearing-house, andmany students living scattered through the great city areahave looked to the University for a hearthstone, and foundonly a radiator.This ceremony is, therefore, full of meaning for the individual student, for the life of the University, and for theaims and ideals of the higher education generally. We arelaying the foundations of no mere academic barracks or institution for homeless waifs. Here a friend provides a fitdwelling for the growing unity of the University. But uponyou, students, rests the responsibility of building up day byday in this place a worthy standard of friendly courtesy,generous fellowship and corporate loyalty. No outside influence can give much aid. Each one must contribute hisbest and feel an obligation to the whole. This building willoffer opportunity and suggest possibilities, but you and yoursuccessors will give it character and determine its value.Shall it be a mere convenient resort, or shall it throb with thespirit of true democracy and reverberate with the cheers ofa united and loyal student body ? I have faith that yourideals and enthusiasm will make a worthy beginning.This building will stand also as a symbol of the partwhich social contact plays in the higher education. So important is this deemed that as old conditions yield to new,conscious effort is made to preserve and foster the elementof comradeship. Education must cherish sentiment as wellas train reason. To lose the just proportion is to fail. Theunthinking enthusiast, swept away by every surge of feeling, is no more abnormal than the mechanized thinker, insulated from the currents of emotion which thrill the massesof mankind. Our times demand educated men who willthink for themselves, criticise and at times resist, but nevertheless if they are to influence their fellows they, too, mustknow the deep and strong emotions which underlie the national life. College years, with all their extravagances andabsurdities, are a school of cooperation, individual sacrifice,and loyalty to the group. The student who cynically or apathetically holds aloof loses more than passing pleasure : heloses the joy of companionship, the power to feel a commonenthusiasm, to work for a common purpose. Until menCORNER STONE CEREMONIES .¦ MANDEL HALL 89make love by logic, until they rear their children from calculation, until policy spells patriotism, sentiment will fusethem together and inspire them to high endeavor.Let us, then, on this academic soil dedicated to the socialspirit renew our vows of loyalty to our own University, tothe larger commonwealth of learning, to our nation and tomankind.The procession then advanced to the site ofthe Leon Mandel Assembly Hall. The presidentmade the following introductory statement :The sufferings of the members of the University here onthe University grounds during these first years have beenonly less than the privileges and pleasures that have beenenjoyed. In so far as these sufferings affected ourselves wehave tried to be patient and submissive, but when we havebeen called upon to suffer vicariously for our friends whovisit us from time to time the exercise of patience has notalways been observed. Again and again in the history ofthe University, distinguished men have come to us, but wehave had no University Hall in which to receive them, inwhich to give them opportunity to present their message.It has been a source of serious and constantly increasingpain and grief that we could not say to our friends in thecity and from the states about us on these important occasions : " Come and join us." The largest room on the groundstoday will not seat one third of the students. In fact, it isnot large enough to accommodate the members of the faculties and their families. The fact that in these first years wehave not all been able to come together on any occasion hasresulted in great injury to the development of the spirit ofunity — but the clouds are vanishing, and within a yearthese difficulties which have seemed almost unbearable willbe removed. The Assembly Hall, of which the corner stoneis at this moment to be placed, will be that building on thegrounds which more than any other shall represent the unityof our university life. Here we shall receive words from thelips of the greatest characters. Here we shall assemble forrecreation ; on this spot, in short, there will grow up a community of feeling, a center of activity which no other portion of the grounds will furnish.The University is indebted for this great addition to itsgeneral equipment to a highly esteemed citizen of Chicago,Mr. Leon Mandel, whose interest in higher education and inthe work of the University has led him to make this generous gift.The articles placed within the corner stonewere the following :The University Register; the addresses delivered at thelaying of the stone ; the photographs of Mr. and Mrs. LeonMandel ; the photograph of the founder of the University ;the University Record; pictures of the buildings and grounds ; directory of the alumni ; the Standard; the decennial programme ; the Cap and Gown for 1 90 1; the University of Chicago Weekly; the daily papers.Mr. H. M. Adkinson, chairman of the GraduateSchool Council, laid the stone.Professor E. G. Hirsch delivered the followingaddress :In the curious conceits of the Mohammedan world, asalso in the exegetical extravagances of rabbinical reconstructions of his biblical biography, Solomon stands forthpurpled in wonderful power withheld from most kings, andcertainly denied to those of the common clay. To his willbow the winds ; by his direction the clouds pass over thesky's luminous disks. Time lost before his penetrating eyeits terror, and gave up its hidden mysteries, while before hisresolution distance shrank to generous obedience. At hisbeck and call was an army of tireless genii sprites glad todo his bidding at all hours. These he impressed into service whenever whim or wisdom, fondness of display, or fervorof religious zeal suggested the erection of a new palace ora more resplendent sanctuary. With their all-conqueringendurance he reaped victory where other monarchs wereshamed by the bitterness of defeat.This story of Solomon's extraordinary gifts comes to mymind with the force of a most fitting analogy as I this morning look over this campus now dotted with noble buildings,though I and many more can well recall the days when herefrowned in undisturbed autocracy an uninviting swamp.Another Solomon must here have exercised his subtle andbeneficent spell over the busy and willing genii. Yea,another Solomon. For even the miracle of which the bookstell us as having come to pass in the days of that wonderfulruler of Israel has had its double. It is recorded that whilethe temple was rising the sound of hammer and the sighof ax were inaudible in the builders' courts. While thesehalls and laboratories by which we are now surrounded weretaking on shape, the more profound work of the Universitywas conducted to its destined purpose without interruptionor interference. The hammer and ax did not silence bytheir drowning emphasis the teacher's summons or thelearner's appeal.And today the genii are again at their task. He whohas fathomed the secret of their obedience has once moreput into their hands the shovel and the trowel, the mallet andthe plumb line. We may lack the ken ascribed to this royalpet child of oriental folklore of the vocabulary of the birds.None of us but must understand the dialect that lends eloquence to structured granite. About to put into position thisstone naming the hour when another promise of sacredutility and service in the cause to which these quadrangleshave been dedicated began to take on" visible form, we are90 UNIVERSITY RECORDspontaneously stirred by the profundity of the great English,the universal bard's suggestion that there are " sermons instone." This text is indeed not, as are many, culled fromsacred scripture curtained in doubt, which to lift is theburden of the trained exegete. The message accentuatedby these laboratories and museums, and soon to be taken upwith added potency by the hall about to be reared here, caneasily spare the crutches of homiletic orthopedics. In thecanon of our Bible writ in stone this hall will not be classedwith the apocrypha. Rather would I say it was an apocalyptic poem. For it has something of the mastery of theprophetic note of harmonies ultimately to be realized.Should now or at some future day the passer-by, be he student or teacher, son of our University, or a stranger to ourfamily, stop to inquire into the significance of the namewhich this hall will carry over its portals, the answer will beboth plain and powerful. That our country offered opportunity denied to many born under other skies will be its firstand most expressive proclamation. They who know the history of the donor will read his life's record as pointing a moraleasily deduced from that of many thousands that left homeand family across the ocean to seek and find here a newliberty to develop their manhood. He, like so many of hisgeneration, brought to these shores no other capital savethat of determination, no other treasures save those spelledintegrity and devotion to duty. They came not in quest ofgold so much as they did in search of opportunity to investthis their patrimony, so that it might yield them a largermeasure of life's and liberty's obligations. Certainly theyreceived much from the hand proffered in generous welcometo receive them at the port of their landing. But they neverforgot their indebtedness to the land of their adoption andmature love. It is not unessential to recall to the Americans of this generation that our civilization as well as ourpeople did not spring from one source, however clear itswaters, nor rise on one mountain, however lofty. As wehave heard from eloquent lips a few minutes ago, the toweryonder, and the commons over which it will stand guard,recall significant memories of Oxford and other seats oflearning in England. Mighty as has been the influence ofEnglish thought and precept and ancestry in the evolutionof our national consciousness, we must not forget that oursis not a new England. The whole world has been ourmother. America is in very truth a new world. This willbe among the clearest notes which the Leon Mandel Assembly Hall will strike in the reflective minds of those for whosehigh purposes it is destined. Receiving much, the immigrants of other lands conferred much. Representative ofhis class, typical of the impulses regnant in their dispositions, the man for whom this building will be named wasprompted to his gift by the recognition that, if Chicago andAmerica have offered him opportunities, he would be untrueto the best and noblest of his nature, were he not willing to make some return in service and helpfulness in the templeof the higher humanities to his kind city and country. Hewillingly enrolled himself among the generous, large-hearted, and strong-minded merchants of other nativity thathaving made the Chicago of our day, would prepare for theuprearing of a still more superb Chicago of the dawningcentury. A German by birth, an American by election, Mr.Mandel has indeed shown himself to be a typical Chicagoanboth by his commercial sagacity and his liberality.And perhaps another suggestion will assume sound andsignifi cance in the musings of the future visitor of this hallas he studies its designated name. I may be pardoned forlending it words even now. Mr. Mandel might have foundopportunity to manifest his gratitude to the city of his triumphs and trials in other fields. In fact, he has, before theuniversity was even a dim promise, done his part in thesupport of our philanthropies. But, as once before, when theJewish Manual Training School was to be founded, thecause of education appealed strongly to him and was welcomed by him as the channel through which to make effective for good his desire to acknowledge his indebtedness tohis neighbors and fellow-citizens, so, when approached tolook upon the needs of our university, he was not in doubtthat it offered him the best and largest opportunity. Hereinhe was loyal to the best traditions of the religion that heprofesses. In his earliest days he had, as does every Jew,heard the solemn injunction, "and thou shalt teach diligently." Ever since the temple passed away, and evenbefore the greedy flame of Roman usurpation had consumedit, the sole distinction recognized by the religious communityof which he is a member has been that between the scholarand the illiterate. Scholarship, not the priestly blood, not theLevitical descent, is, next to character, the sole gatewayin Judaism to authority and influence. Its ministers arerabbis — masters, as the name indicates, of the treasures ofits literature. In the days when the master of Nazarethwalked on earth, the whole nation was possessed with theenthusiasm for learning. The teacher took precedence overthe prince. To his decision deferred priest to the miterborn. This passion for knowledge is even now burning inthe bones of the Jew. And the modern, the American Jew,bound by no including Ghetto walls, true to the ancestraltraditions, understands that the wider the tent of knowledge,the brighter must shine in increasing splendor the sun ofhumanity. A Jew, the donor of this hall, the appeal of hiscity's university he would not, he could not, ignore.And it is an assembly hall. The time at my disposal istoo much limited to permit of even a superficial indicationof the implications of this name. Ours is the era of distracting and disintegrating specialization. Modern scholarshipand life must pay this price for their increased store ofenergy and power. Still it is a distinct loss that is laidupon us by this law and necessity. A university cannotHIRSCH: CORNER STONE ADDRESS 91but recognize the lines that mark the frontiers of the manyand often small provinces into which the vaster domain ofscience of urgent necessity and natural limitations of humanstrength and interest is divided. And yet a university mustalso be quickened by the deeper consciousness of the unity ofthis many-stated republic. A university in its own work cannot remain true to its prophetic mission if it maintains no vitalconnection between its departments. A university must be,and always is, an organic life and inspiration. Just becausespecialized work is today the only gateway to productive andcreative work,these activities and agencies which make for thecommon and unifying spirit, the sense of interdependenceenergizing the independence of the different departments,must all the more be activized and sponsored and carefullynurtured. The central things must not be forgotten in ourhunger for the special things at the circumference. Ourplanetary family of stars pursuing their own orbits must beheld in equipoise by the central light and life-impartingprocess, the sun. Students must come under unifying influences. The distinctions and the prejudices of their individual social conditions, their intellectual preoccupations,require the strong complement, perhaps the neutralizing, ofa force welling out from the center to the periphery, anddrawing back into and toward the center again. This will bethe function in the ministry of our University assigned to thisassembly hall. Here the pentecostal miracle is to be experienced every day anew. The many nationalities and tongues,so to speak, that have gathered on this campus and builthere their separate homesteads, shall, when gathered underits roof, each hear the language of its own home, but detectwith a new joy unknown before the glow of the common spiritoutpoured. The leaders along the lonely paths of Alpineranges in the sciences shall here speak of their finds andtheir ambitions to the gropers afterlight in the pyramids or themounds in which have slumbered the thoughts and passionsof Pharaohs and Assurbanipals these many millennia. Thethinker that has followed the flight of the great system-dreamers and come back from his excursions to the regionsof the clouds shall here tell the students of the exact sciencesof outlooks and uplooks too often, and to their own hurt,despised by them. Music shall here call to new ecstasieshearts too long enslaved by the smiles of microscopes.Religion, too, shall here be given a new pulpit. In brief,this shall be the clearing-house of our special ideas, and thebookkeeping here shall be done in the terms common to allthe various components of our intellectual syndicate. Theyoung student coming on this campus may often be seizedwith the sense of utter loneliness and despair. Such wealthof learning here exhibited in inviting setting, so many brilliant gems ! Each one cries out : Take me ! Take me ! Butthe temptation must be resisted. Even if with a heavyheart, the choice must be made under the restriction to at theutmost two or three of the charmers that call him their rewards. Still he would occasionally rest his eye in thesparkle of the jewels that he had to ignore. In this hallthis his desire, so legitimate and so hopeful, will be satisfied.Here will come into reality what rabbinical legend reportsto have occurred on the field of dreams where Jacob spentthe first night of his loneliness after leaving his parentaltent. Looking about for a stone whereon to rest his head,he was importuned by every stone in the place to take it.Yet only one did he need. Lo, all the stones were of asudden merged into one. This one stone made of all heconsecrated to be the altar marking the place where he hadtrysted his God. We must choose one stone, one specialty,would we be workers today in the uprearing of the sanctuary of knowledge. But under the spiritual impressivenessof our ideals common to us all these different stones willbecome really one — an altar indeed to truth, to hope, tofaith, yea, to God.I cannot end without, a prayer, in which, I know, all willjoin me. In the legends about Solomon it is said that thegenii would only work while the eyes of their master wereupon them. Dying a whole year before the completion ofhis temple, Solomon went to his rest, adding the certainty of leaving unfinished the work of his life to thegrief of his peopled For a whole year, in order to deceivethe busy genii at their task, did shrewd architects concealthe fact of the king's death from the knowledge of thebuilders. Supporting his frame upon his staff, they kept themortal semblance of the departed mind at the place of hisdaily inspection. But when the last stone had been laid,the staff eaten by worms fell from the cold hands. Thetemple done, Solomon's death became thus divulged to thegenii. Our Solomon,' the man who has commanded thesemany genii builders of these stately halls, our President, likeSolomon of old, has inspired and made possible the realization of the plan. May God spare him to see the completionof the temple ! May his eyes not grow dim until the laststone of every building needed for this University shall havebeen laid !For the dedication of Nancy Foster Hall, whichoccurred on Saturday immediately after the laying of the corner stone of the Charles HitchcockHall, a platform had been erected near the door.Here sat President Harper, Mr. Rockefeller, Mrs.Alice Freeman Palmer, and Mr. George E. Adams.The president made the following introductorystatement :Members of the University, Ladies and Gentlemen:If it is regarded as important that men should have an opportunity of living in suitable circumstances on the groundsof the university, in the case of women this becomes a matter of necessity. The University owes a debt of gratitude92 UNIVERSITY RECORDto the woman whose generosity we celebrate today, becauseten years ago she was the first woman graciously and voluntarily to suggest that she desired to erect a home for womenon the University grounds. The encouragement which thissuggestion gave to us at that time will never be forgotten ;and when, a year ago, a most urgent effort was being madeto comply with the terms of a great contribution, she againproffered to the University a sum of money with which toenlarge and to complete not only the building she haderected, but as well the entire southeastern corner of theUniversity grounds. The debt of gratitude, already large,was more than doubled. To this good woman, whose agemakes her presence, here today impossible, we send theheartiest greetings from the women of the hall which bearsher name, from every woman in the University, from everymember of the University, and from every man or womanwho is, or has been, interested in the cause of woman's education.We rejoice today that her esteemed son, a member of theBoard of Overseers of Harvard University, and a respectedcitizen of Chicago, Mr. George E. Adams, is here today torepresent her in the presentation of Nancy Foster Hall to theUniversity.Mr. President and Ladies and Gentlemen : As thePresident has already said, I am here as the representativeof Mrs. Nancy Foster, the giver of Nancy Foster Hall.Among all her many acts of benevolence — and the worldwill never know how many they are — I believe there is notone that has given her more sincere pleasure than the gift ofthe money by which Nancy Foster Hall, in its original form,was constructed a few years ago. It was more than a giftof money; her heart went with the gift, her heart has beenwith it ever since. The kindly smile that beams from herportrait over the mantel in the old hall is only a token of thetender regard and interest she has felt for the welfare, notonly of the women who now reside here, but for the welfareof the women who will reside here during the generations tocome; and when, as the President of the University hastold us, opportunity came to enlarge and complete the hall,it was a new happiness to her to furnish the money withwhich that was done. It would be a still further happinessto her if she were strong enough to be here and take partin this ceremony which marks the consummation of her gift;She cannot be here. I am here to speak and act for her,and so, Mr. President, it is my pleasant duty, in token of theaffectionate regard of Mrs. Nancy Foster for the Universityof Chicago, and especially for the women of the University,to deliver to you the keys of Nancy Foster Hall. (Applause.)President Harper :I accept this key on behalf of the University, and onbehalf of the women of the University. It is a matter ofrejoicing also, with us today, that on this occasion the address will be made by one who was most closely associated with the first work of the University; one who, so far aswomen are concerned, in large measure formulated and carried into execution the policy of the University during itsfirst years — xVIrs. Alice Freeman Palmer.Mrs. Palmer :Ladies and Gentlemen : Ten years is only a little while;especially the first ten years make but a little while in thelife of an individual, though the life be long and fortunate ;but ten years in the life of a university — how little it seems;and yet, how far away their beginning to some of us wholook about the beautiful quadrangle this morning, and wonder that the trees have grown so high since Nancy Foster'sname was first heard here, so many and so few years ago.Nevertheless, these ten years in the life of the Universityhave been long enough to make certain great contributionsto the history of education, and to lay a new emphasis onthem, not only in this country, but in other countries also.The University of Chicago, with its rare combination ofgreat and noble wealth, guided by high, generous, and enthusiastic leadership for ten years — this combination hasgranted us — -all of us in this country — results which arematters of pride and hope and thanksgiving today.For this University, ten years ago, made certain greatpromises before ever its faculty had gathered here. It promised that here, at last, should be a great foundation, a religiousfoundation, guided in absolute freedom; that here there shouldnever be a smaller test for the scholars who were to be itsteachers and young learners than character and devotion. Itmade another great promise, to which all men and womenlistened ; it promised that here, with its large opportunities,there should be no distinction of sex ; that the daughters aswell as the sons of the people should sit together at the feetof the great teachers drawn from all the world ; that theyshould follow, as far as their young eyes could, the shysecrets of science, revealed in microscope and telescope; thatthey should find wide-open the doors of the libraries andmuseums, and that honors and rewards should crown theirlabors alike. It promised a third great promise — -in theseyears we are learning how great — it promised absolute academic freedom. It said that here no scholar should trembleat his post because he was brave and true. How these threenoble promises are being kept all the world is eagerly andjealously watching; as for ten years it has eagerly andjealously watched. How nobly these promises have beenkept two continents will watch to see and listen to hear inthe decades to come. And we, standing here in the shadowof the finished woman's quadrangle, rejoice together in thelarge and generous keeping of the promises for the girlsand women who long for learning.Another contribution the University has made, and thePresident has referred to the beautiful and gracious ladyPALMER: DEDICATION ADDRESS 93who held out full hands to make it possible so soon:the University offered, not only scientific training of thehighest order, and in every department of knowledge,not only libraries, and laboratories, and collections, and allthe vast and costly appliances of advanced scholarship, forwhich our universities have primarily stood, but also themeans of refined and beautiful life. The University of Chicago, in the heart of the wide, rich West, said that withthe opening of her doors should begin the union of learn-in^ with the fine art of living ; that learning at its sourceand living at its heart should go hand in hand ; and thebeauty and dignity, the grace and charm, of these noblebuildings make answer to the question how that promisehas been honored, how generously and wisely it has beenkept, and that at last the largest learning and the gentlestlife are having opportunity to work together in the formationof the life and dreams and purposes of young Americangirlhood. These are great promises, and we rejoice together in happy thankfulness at the wisdom and firmnesswith which they are being and will be kept.And how, one asks, have women responded to the wiseleadership in the foundation made for them here ? It is abeautiful and touching thing to some of us, as we stand andlook from one corner of these wide grounds to another, toreflect how generously and eagerly women who have passedtheir lives outside college halls have responded to the callof your President. Ten years ago gentle women in shelteredhomes, like the gracious and exquisite woman whose namestands here, replied by quickly making opportunity for beautiful life, and from that time in large numbers, in smallamounts and great sums, women have poured out theirwealth here for every interest. Simple, untrained womenmany of them have been, but they have given us a chance toknow the wide, far-off learning of the Orient which was oldbefore Columbus sailed across the sea; unscientific women,but they have helped to make all science possible to the boysand girls of today. Women who never had a chance to go tocollege themselves, and whom men thought uninterested intheir work, have given their wealth to the Universityduring all the ten years, and this is a fine answer tothe opportunities you have given the younger women oftoday.How have the daughters replied, in their turn? Why,ladies and gentlemen, they have answered so fast that sometimes we are puzzled and afraid. Out of all the colleges inthe country, out of all the universities that have dared toopen their doors to them — from across the seas and theold lands — the girls that have had all that other schoolscould give have hurried to your libraries and halls; theyhave come by the hundreds into your graduate schools, asking for the scholarships and fellowships you have offeredthem here, and for instruction from the great teachers youhave established here. They have taken your honors and carried them far round the world. And the young girls intheir fathers' homes, fresh out of the high-school course,have come in increasing numbers, with sincere purpose, withso much enthusiasm that the only question is, everywherenow, what we shall do with the college girls. And sometimes we answer in one way, and sometimes in another.A lady on the Pacific has decided the question by sayingthat out there they must be limited, and that only five hundred may go to college at a time. On the Atlantic seaboardit has been decided to set a second table for them, becausethey are so hungry, and they seem to have so much they cando with a half loaf, which they thankfully accept and findinfinitely better than none. Whether we like the situationor not, the eager girls come swarming round like the springbees, and a hundred thousand strong they are in our publicand private schools, which are preparing them for college.Last Wednesday I had the good fortune to stand in oneof these girls' schools. They have begun to experimentwith coeducation, for in the kindergarten little boys maycome. The girls were told they could come up after themorning talk was over and shake hands with their visitorwho went to college so long ago. As I stood to receivetheir greeting, the school was led by the tiniest child in thekindergarten, who held a little boy very tightly with onehand, while I took the other. As she looked up at me andgathered courage, little Margaret said : " Now, when may Icome to college?" While I looked speechlessly down inthe little eager face, Margaret did not wait to hear my answer, but said : " Of course, I must bring Johnny with me, youknow." That is rather typical of what is going on all overthe country, and some of us are alarmed about it, and someare asking what is going to happen next. And some of usare hoping that it was a fancy, a fashion, and will pass withthe fashion of sleeves ; and some people have even dreamedthat it was only a bit of feminine restlessness and wouldpass away when we were a little more used to electricity.But some of us who have lived ever since we were sixteen —and that is a long time ! — among the college girls of theEast and the West, can offer you no such encouragement, because we have found the college girl in earnest. Althoughit is only a few years since the history of the college womanbegan, we begin to see what the girls have come to collegefor, and why they will come in greater numbers in the nextdecade than in the last They have not come for purely restless, selfish purpose. They come as comrades of fathers andbrothers from babyhood, with their young eyes ardent andhands outreaching, freely to receive that freely they maygive ; and if one asks what for twenty-five years — Tor eventhe last ten years — have our college girls been doing out inthe world, many fears are assuaged.I live under the elms of the most ancient university of thiscountry, and this spring I am watching a gate go up to markthe main entrance to the historic yard. Hereafter, as the94 UNIVERSITY RECORDstudents enter the wide walk leading to library and chapel,in deep-cut words of welcome will speak the voice of theUniversity : " Enter, and with all thy getting get understanding." On the other side will stand forever the final word offarewell, as the Harvard procession will pass out withfresh diplomas into the needy world : " Depart, not to beministered unto, but to minister." That is a good word forthe last, and it has been the high word at the heart of the girlswho come to this university. It is the best word that canbe said to our sons and daughters alike. For preparation forsuch service the girls will respond by coming to you ingreater numbers in the future than in the past.Because of the chivalry of the men of this country thewomen of America are more independent in the use of leisure and of money than any other women in the world.They are, indeed, I am sorry to say, Mr. President, our onlyleisure class ; there are a few men in club windows on Fifthavenue, I am told, who have nothing to do ; and there isstill, alas ! a great company of the tramping unemployed,but among self-respecting people the women are the onlyleisure class living in this country, and you generous menhave given us this gift. I had a fresh expression of your attitude toward us when I found myself not long since strandedat the very end of Cape Cod waiting for a train. I fortunately found a farmer waiting also, and we grew very confidential. He finally said : " I don't mind telling you that,although I am not sixty years old, I am seeing all my ambitions come true." This wras so astonishing that I beggedfor more information. He said : " When the farm came tome, the mortgage had been growing for forty years, and Idid not know how I should ever pay it. But I had the goodluck to fall in love with the nicest girl on Cape Cod, and Isaid to her, 'If you will join me, I will save, and save, andwork, and before I die all my women folks shall sit in arocking-chair and read a story-book every afternoon of theirlives.'" This is a classic expression of the ideals of allgood American men. They are working hard and savingthat the women they love may sit at leisure with pleasure forcompany. Alas for them, and alas for us, if the rocking-chair and the story-book are the ideals of the women of thisland. Because it has not been their ideal, your colleges arefilled ; because these girls have longed for the learning youhave poured out for them — that is the reason why they havecome, and will go out, not to be ministered unto, but to minister. And they will come for another reason : because inthese busy times you have given over to them — alas that itis so — the leadership of much of the higher life. You havegiven to them that vast amount of unremunerative laborwhich must be done to keep the world going ; you haveasked them to take more than 80 per cent, of all the teaching of your sons and daughters ; you have turned over to themthe organization and management of the bureaus of charityand other means of philanthropy and reform. Whenever the doors of the art galleries, or churches, or concert hallsare thrown open, more than 85 per cent. of. those who attendare women. You have been so busy opening the mines andcutting down the forests and girdling the world and making a nation that you have turned to your wives and sistersand daughters, and have said : " Give us the beauty of life,while we earn the bread."So you are too wise in the University of Chicago, you aretoo practical, to decide to limit the training of your daughters to do steadily and efficiently all these great services forthe community which you have called on them increasingly todo. You have given generously, and they will give youback, I believe, an hundredfold, as the years go by, in giftsgreater than money. They will turn and send all their ownsons and all the boys they teach to college — and, of course,to the University of Chicago. Then the German professorswill not need to write any more passionate and brilliantappeals to this country not to feminize all the higher walksof life.It is not long ago that the workingmen who toiled sixteenhours a day marched together to break the machines which hadcome in to reduce the amount and necessity of men's labor.The wiser men today are not going to break or hamper thenew machinery of industry, though it does at one stroke thework of ten men. Instead they go up to educated men andto legislators and ask that they need work only eight hoursa day, since machinery can do the rest. And your wisemanufacturer will tear down the old factories and build new.And so in this noble university, in the days that are to come,even more than in the past decade, you will train the onegreat permanent power of all the world — personality — forleadership. And here, side by side, our sons and ourdaughters shall bring to pass a new leisure in which our menand women shall share. For of what avail is it if we work buteight hours a day and do not know what to do with the restof our time ? And what shall it avail though we send ourships and commerce round the world, if we do not knowwhat to do with the wealth that pours in so fast it frightensall the other nations ?Not long ago the great author of The American Commonwealth was saying goodbye to a group of American friendsin London. As he took their hands he said : " Go back tothe splendid world across the sea, but don't you make a failure of it." "Why, Mr. Bryce, of all men in Europe, youdon't expect us to make a failure of it." He only saidagain : "Don't you make a failure of it. You cannot go ontwenty-five years more in your great cities as you have beengoing ! Don't you do it ; if you, do, you will set us liberalsback in Europe five hundred years." When I stand in thepresence of the sons and daughters represented here, I seewe cannot make a failure of it! For them and the girls andwomen everywhere in whose name you let me speak, I pray,may peace be within your walls and prosperity within theSOCIAL SIDE OF DECENNIAL CELEBRATION 95splendid palaces you have built. And all the daughters ofthe University join me as we take up the old prayer. For mybrethren and companions' sake, I will now say, Peace bewithin thee!THE 80CIAL 81 DE OF THE DECENNIAL CELEBRATION.The presence of the founder of the Universityand Mrs. Rockefeller during these exercises, together with the attendance of many distinguishededucators, whether as visitors or as official guests,gave to the Decennial a social interest of amarked character. Besides the informal meetings of the educational conferences, several social functions were arranged, whereby an opportunity was given to many members of the University and their friends to greet our guests.On Saturday at i : oo p.m. the first Universityluncheon to the official guests was given in NancyFoster Hall. The same evening, at 6 : 30, occurred the annual dinner of the Alumni Association, at the Quadrangle Club, which is described on another page.The second University luncheon was given onMonday at the Quadrangle Club. The sameevening occurred the President's dinner to theofficial guests, at 6 : 00, at the Quadrangle Club.A large number of persons occupied seats at thelong tables in the dining room. At the close ofthe dinner Dean Harry Pratt Judson'greeted thevisitors in the name of the University. Two briefaddresses were made, the one by President A. S.Draper, of the University of Illinois, representingAmerican universities, who gave a vigorous andglowing eulogy of democratic institutions, and byProfessor Jacob Van *t Hoff, of the University ofBerlin, representing European universities, whodeclared that the deepest impression thus farmade upon him by his visit to America had beenthat of the spirit of idealism which he found everywhere present.Perhaps the most unique and attractive socialaffair connected with the Decennial was the Convocation Reception, held in the great tent onMonday from 8 : 00 to 11 : 00 p.m. The receiving party stationed upon the platform consisted of the President of the University, Mr. and Mrs.Rockefeller, the President of the Board of Trustees and Mrs. Ryerson, and Dean Harry PrattJudson. The tent was beautifully decorated andbrilliantly lighted. Refreshments were served byKinsley. It is estimated that more than threethousand persons were present and greeted theFounder of the University.At the close of the Convocation, on Tuesday,the Congregation Dinner was held in the tent onthe Graduate Quadrangle. More than six hundred persons sat down at the tables. At the closeof the dinner Professor T. C. Chamberlin, vice-president of the Congregation and toastmaster,introduced the speakers.The toasts were as follows : xThe University from the View-point of a TrusteeMr. Charles L. HutchinsonThe Alumni • - - Mr. George E. VincentAmerican Universities - Mr. W. W. GoodwinEuropean Universities - - Mr. Marcus DodsRequisites in Founding UniversitiesMr. John D. RockefellerOur Guests .... Mr. William R. HarperProfessor Chamberlin said :Members of the Congregation, permanentand pro tempore : I beg to extend a most heartywelcome to you who as guests participate with usin the exercises of the hour.It is the impression upon the quadrangles thatsome very entertaining things transpire behind thedoors of the chambers of the Board of Trustees.Our suspicions are not lessened by the fact thatthe Board take care to hold all their meetings atleast seven miles from the quadrangles. If theduties that are the exclusive province of the Boardof Trustees do not take on any diverting phases,certainly that which is sent up from the facultiesfor their consideration has capabilities in thatline.It is the impression, and that impression is fullyjustified I am sure, that Mr. Hutchinson, of theBoard of Trustees, is one of the most good-natured men in the city, and I sincerely hope thatin the laxity of the hour he will reveal to ussome things which in his more guarded momentshe might conceal. If, however, and it may be so, the* Reported stenographically by John Webb.96 UNIVERSITY RECORDduty of a trustee is a wholly serious matter, weshall still be glad to see the University as a trusteesees it. I have the great pleasure, therefore, ofintroducing Mr. Hutchinson, of the Board ofTrustees.Mr. Hutchinson :Mr. President, Ladies and Gentlemen: Ido not know why I am called upon to speak forthe Board of Trustees on this occasion. Itspresident is here. We have heard from himalready once today, but we should like to do soagain.To the members of the faculty I know we arethose bold, bad men who stand behind PresidentHarper and refuse to grant that " extra appropriation so absolutely necessary to the success " ofevery department. But I beg you to bear in mindthat a purse as large as Mr. Rockefeller's and aheart as great as his both combined would be inadequate to answer all your demands. I speak fromexperience as a member of the Board of Trustees.So we must stand between his great heart andyour insatiable desire for knowledge — both arecommendable and both must be preserved, eventhough a few trustees perish in the work, for ourexistence depends on both. Is not the task adifficult one ? So do not think us harsh andunfeeling when we refuse to appropriate the fewpaltry dollars annually which you still need tomake your work complete.I may say that the University of Chicago has aBoard that governs, that bears responsibility. Itis active, is not infallible, but never shirks duty.All the members are deeply interested in the University, giving unsparingly of their time.You may wonder — this is one subject givenme to speak upon — that we have laid stress uponlaying corner stones. You may wonder why wehave emphasized the fact that seven buildingswere to be added to those on the campus andthat the new buildings were to be more beautifulthan those it now possesses. In fact, we hopethat each new building may be more beautifulthan any of its predecessors.. For not the least important is the sentimental side of education,and how can this find better expression than inbeautiful grounds and buildings ? And we believethat a proper housing of a university is no meantask and has a right to demand our careful thoughtand most painstaking consideration.But I must hasten to give expression to thethoughts uppermost in our minds and nearest toour hearts today. Not of buildings and grounds,not of Board of Trusteees or faculty, but of himwho has made all this possible and who honorsus with his presence today.I do not like to refer to him as the founder ofthis University, for he is that, but much more.For he is still our inspirer and his spirit and loveare with us every day. The University is a childof his, and I do not believe a day passes that hedoes not think of it and cherish a better, broaderfuture for it than it has yet achieved. From hisfirst act until today he has ever disregarded selfin a most creditable degree. In seeking a placein which to place this University, he did notchoose a site with which he had any connectionor for which he had any particular attachment. Hechose to place the University in that city where hethought it would be of the greatest service to hisfellow men, and the trustees would express to Mr.Rockefeller on this occasion their great appreciation of the confidence he has evidenced towardsus. From the beginning until now he has neverattempted in any way to influence us in the slightest degree, and whenever we have come to himfor his advice he has replied :" Gentlemen, you have my confidence ; do whatyou think is best and right."His modesty is as great as his generosity, andwe know how distasteful to him is fulsome praise,but we would be unworthy of ourselves if we didnot express our sense of gratitude, and we mustdo so in our own way even though we offend.This community can never repay its obligation toMr. Rockefeller and I trust that he may go fromus convinced not only of our respect and admiration, but also of our grateful affection.VINCENT: CONGREGATION DINNER 97Professor Chamberlin :From the frequent references that have beenmade to the subject in the past few days I neednot tell you that our Alma Mater has not yetreached that uncertain period in which she is, afterher kind, sensitive respecting her age. Confessedlyand proudly she is young and her children arebut laddies and lassies in the intellectual world.However, some of her third degree children areold for their age. They are born somewhat asMinerva was, full panoplied with a lot of knowledge, a Ph.D. and a maroon hood. Many of thesebecome immediately members of faculties of institutions of higher rank. Some are even temptedto assume the hazardous position of heads offaculties. A few of these have yielded to thetemptation and are mourned by their friends.Among the more prudent, however, rumor hasit that one in particular has been mentioned inconnection with divers and sundry presidencies,but he has put the crown behind him as persistently as Caesar did and thus has given his friendsencouragement to hope that he will continue tolead a useful life. If, however, one is willing tofit himself for the sacrifice, there is no place inthe world where he can take a better preparatorycourse in college administration than here, forhere he may see college administration in theconcrete and in the present tense fugitive at therate of two or three schools, five or six buildingsand no one knows how many boards and facultiesper quarter. But I am sure you are all agogfor me to present to you the crown-decliningCaesar who as it happens has just returned fromGaul and Chautauqua, Associate Professor GeorgeE. Vincent, who will represent the Alumni.Associate Professor Vincent :Ladies and Gentlemen : When I cabled toPresident Harper from London insisting upon being permitted to make two or three speeches during the Decennial, I hoped to be assigned someminor task, such as the Phi Beta Kappa oration.Little did I expect to have the honor of representing the Alumni. We are a small band but wemake up in enthusiasm what we lack in numbers(feeble cheers). You hear our vociferous cheers.I deprecate all this talk about our infancy andfeebleness. I for one am not willing to admitthat we are not a most potent and importantbody. Arriving late upon the scene, I have had to getfrom several sources an idea of how things weregoing. I learned from the speakers that everything was eminently successful : some of themwere even willing to make additional addresses.President Draper said he would be glad to showin detail how we Americans have "simplified andpurified the English language." Professor Marcus Dods would like to read a paper on thequestion : " Is wife-beating increasing in GreatBritain?" President Wheeler wants to discussthe paradox: "Greek an illogical subject, buthere to stay ;" while President Andrews is eagerto amplify his thesis : " Greek a rational pursuit,but sure to elude us." Then, Professor NicholasMurray Butler, after Professor Gildersleeve's address, is anxious to discuss whether teachers educate or educators teach. If he is allowed tospeak, he promises to use simple language whicheven Professor Gildersleeve will understand.Professor Gildersleeve, in a side tent, agrees torelate a few choice anecdotes, but only before anaudience which, to use his limpid phrases, mustbe " unisexual, homogeneous, and of the genushomo." So you see it is quite possible to continue these exercises indefinitely.I represent the Alumni. They come to me astheir tribune, and I must make their thoughtsarticulate. They feel that there have been interstices in the programme which might have beenfilled. If you will study the schedule carefully,you will find that there are early hours beforebreakfast, longer spaces about noon, and considerable periods during the night which mighthave been filled by gentlemen who have addressesto deliver.Then, again, there are men who take a differentpoint of view. I heard Professor Small in conversation with a gentleman who said that the addresses had been remarkably fine. "Yes," repliedProfessor Small, "but I happen to know of evenbetter papers which have not been delivered atall." That suggests a sad thought. A sadthought, you know, is always rhetorically effective98 UNIVERSITY RECORDin the midst of gayety. There has been muchtalking, in all conscience, but think of the suppressed speeches, think of the brilliant unspokenaddresses, fancy what eloquence is latent inthe ladies who have listened so patiently, conscious of their own powers ! Out of a vastreservoir of inarticulate speech how small apart has oozed, trickled, gushed, and spurtedthrough the holes which the President and hiscommittee have made in the great dam ofSilence!May I also call your attention to a generalprinciple which seems to underlie the whole programme ? It is clearly this : " When in doubtlay a corner stone."There are still other points of view. I madeup my mind to discover the attitude of thefounder. By a series of ingenious stratagems Idetached him for a few moments from the President. I asked him what he had to say about thegeneral situation. He said his consciencetroubled him. He was represented as too modestto speak, but as a matter of fact the programmewas so full that there did not seem to be a chancefor him. When I asked if I might pay him a"glowing tribute" in my address, he raised hishands in deprecation. "No, no," he said; "saveme for the centennial." I pointed out the probability of his absence from that occasion. "Little*hope of that," was the reply; "I have made acareful calculation. Three days for the fifth anniversary; five for the tenth ; at that rate the centennial will have to come in the third decade. Getthe exercises cut down, and I'll do somethinghandsome for the University, but make me no finespeeches. ' Millions for defense, but not one centfor tribute.' "In conclusion I wish to say this in all seriousness and sincerity, Mr. Rockefeller. You cameto this institution as an honored benefactor ; yougo away with the admiration, love, and personalesteem of the alumni of this institution. In behalf of that small body, filled with enthusiasm, Ipledge to the founder and to the President of this University the loyalty of her sons anddaughters.Professor Chamberlin :Thus far in the history of American collegesand universities there has been nothing more representative of their intellectual life than thosestudies which center on the modes of speech andliterature of the great peoples of the past. It isespecially fitting therefore in selecting one tospeak in behalf of American universities, to invitea student eminent in classical lore, who represents at the same time the senior American university, Professor W. W. Goodwin, of Harvarduniversity.Professor W. W. Goodwin :Mr. President : When you sent me a kind notea week ago asking me to say a few words you putin the judicious remark that in consequence of thenumber of addresses, the speeches were expectedto be very informal and short. I came herewishing to do my duty in every respect and wantto comply with that request, especially as my trainleaves the city soon.Perhaps I cannot do better than say a word ofcriticism. In some remarks of Dean Judson hesaid that he knew with what feelings men fromthe senior universities and foreign guests came tothis festival ; that they might say what theypleased, but in their hearts was a feeling of condescension. I think he has misinterpreted entirely the feelings with which men from the olderuniversities come. I can say for myself and formy colleagues that they come with an entirelydifferent state of mind. They feel the greatestadmiration, the greatest surprise, that so muchcould be accomplished in ten years ; that oneone-hundredth part of it could be accomplishedin ten years. If any one has come to scoff he hasremained to pray, to pray at least that any of theolder ones may have anything like this prosperityin the next few years.We feel that your progress here has beenmarvelous and most creditable. There are agreat many things needed for success. Youneed, of course, great teachers primarily, andGOODWIN: CONGREGATION DINNER 99great teachers cannot always be found. A greatuniversity like this cannot be without greatteachers. I remember the remark of DanielWebster to a young man inquiring whether or notthere was an opportunity for him in the legalprofession : "There is plenty of room at the top."So at the top today the great teachers are notcrowding each other.And then, of course, you need intelligent administration of the finances and other departments of the university; no university hassucceeded without these. And then a universityto succeed at all needs a great deal of money andyou have been wonderfully successful in securingthat. So your great success is owing to your having had these three things. Of course it is alsonecessary for a university to have freedom toteach, each instructor teaching what he believesprovided he teaches it in a proper way ; and professors ought to be wise in that respect. Still,even with these necessary factors so much hasbeen done! I do not think there ought to beany misunderstanding about the feelings of theolder universities in any respect. There is morecomplaint from want of money among them thanhere. I am divulging no secret, as it has beenpublished, that Harvard in the Academic Department has fallen behind in the last two years$80,000. Unless we secure a new income there isno alternative but to diminish slightly the amountof instruction. The moment a universitylaunches out with the idea of doing all it can inany one department the amount of money neededis unlimited. We went further than our resourcesallowed and find we cannot do it. We find weare giving students for $150 what costs $400 ; thedeficit mus tbe made up by endowments, and theendowments do not hold up to that drain. Ihope it will be some time before you come to thatpass.I wish most emphatically, in the name of Harvard University, as I was requested by its President to do and in which I am sure I have thefullest sympathy of my colleagues, Professor Pickering and Professor Kittredge, here, to congratulate the University of Chicago upon its greatsuccesses in the last ten years and we hope thatsuccess will go on for a great many years beforeus. As far as I am concerned myself, I wish togive my warmest thanks for the kind reception Ihave had here and especially for the honor doneme today to make me a member of the University.I wish to hold on to that. I have thought for along time that there are great things going onhere and likely to go on, and I want to be inthem.Professor Chamberlin :In celebrating our little chapter of initial university history it is fitting that we should recognize the initial history of universities in generaland our obligation to the universities of the OldWorld. Perhaps these universities in their initialstages of weakness and of necessity received asmuch of support and of loyal effort from theclergy as from any other or perhaps from allother classes of promoters. If they directed thatearly education in lines which to them seemedmost important, it was but the natural expressionof zeal and appreciation of the high value of university education. And if the support of universities has broadened since and has become thecare of all the better classes and of the public, it isin itself but an evolution which shows their sagacity and their true appreciation of the importanceof higher education. We have just listened toan entertaining response on behalf of the American Universities from one who represents theintellectual streams which flowed forth from thegranite hills of New England. It is a naturalsequence that we should listen to that otherstream of influence which flowed forth in alldirections from the granite hills of Scotland.I take great pleasure in introducing Dr. MarcusDods of Edinburgh.Professor Marcus Dods :Ladies and Gentlemen : I do not rememberthat any greater honor was ever put upon me thanto represent, the European universities. It is avery large order and I am afraid that Europeanuniversities would ask : Who is this that presumesto represent us who comes from the outmost verge100 UNIVERSITY RECORDof civilization, from the land of the mountain andthe flock ?I have to thank you at the same time, mostcordially for asking me to be present at thesecelebrations and to take part in them.I desire to corroborate what Professor Goodwinhas said regarding the attitude of the old universities toward this young university. It is a coincidence that I am under invitation to the celebration in Glasgow of the fourth century of theuniversity there. If I were not here today Iwould be there. But I find here in this University, ten years old, a fuller equipment in manyrespects than there is in that four centuries olduniversity.But, as we have heard this morning, this fullequipment is not all due to the wealth you have.It is largely due to the breadth of education that Ihave found everywhere in this country; and I havebeen astonished by it. We have, I am sorry tosay, even in educated Scotland, nothing to compare to it. I have seen many great things sinceI came into this country. I have almost come tobelieve in the old boundaries of the United Stateswhich we used to learn : " Bounded on the northby the aurora borealis, on the south by theAntarctic ice, on the east by the rising sun andthe west by the Day of Judgment."Really as the chief thing that impressed me onthe voyage over was the vast, limitless, unendingamount of water, so here what has impressed mythought is the limitless, unending amount ofland, and not only the greatness of the territory,but the greatness of the race peopling it andbringing it under cultivation, conquering it andusing it. The greatest among all the things Ihave seen, I think, is this University, which showsmost of all the virility of the people, the extraordinary energy and hopefulness of this greatpeople. There are many things, I dare say, thatage can teach you, but age cannot rival youth inenergy and in hopefulness. I really believe thatthe future is in your hands and therefore it is thatwe should wish well to such a University as this is. I am not here to teach you what you may derivefrom European universities. I am here rather tosee what I should like to carry away from vourUniversity. Of course I should like to carry awaya millionaire. That is an article we would admitwithout duty. We are poor, very poor ; but asthere is strength in wealth so there is strength inpoverty. It has been the boast of Scotland thatshe cultivates learning on a little oatmeal.Let me tell you what happened seventy yearsago.An ingenious citizen of Glasgow died, but before dying he made a will in which he laid out fullarrangements for a university. He appointedtrustees to manage it, named different chairswhich were to be held by various professors andin every way ordered it as a university. Hedied and the will was put into the hands of theexecutors. They found this plan of a great university and found that his whole estate amountedto one hundred pounds; but so admirable was his.scheme that the trustees took up the plan, themselves contributed largely and ever since the citizens of Glasgow have been contributing liberallyto this ideal scheme. Now it is one of the besttechnical schools and ever since its foundationit has been of great service.Since I have come here I find that a large number of persons are under the impression that wehave not coeducation. That^is a mistake. Wehave women's colleges like Wellesley, Smith, andVassar, but have also opened our universities to*female students. And we grant degrees to themunlike Oxford and Cambridge, which examine-and classify, but do not give degrees. We give-degrees in medicine and art, but the difference ishere, that but a small proportion of our girls takeeducation as a liberal culture. Only or almostonly those enter who mean to be teachers. Why,,I do not know. It can scarcely be that our girlsdepend more on their native charms and gracesthan the American girl, but something bars theway and prevents our girls going to college as<much as here.DODS: CONGREGATION DINNER 101Another point, in which I would like our universities to imitate this, is the personal superintendence of the student. Our universities are notresidential. Students live scattered throughoutthe cities in which the universities are. We findit almost impossible to superintend them andknow what they are doing. They come to ourlectures, take notes, stand examinations, and goaway. The result is that a considerable percentage of our young men have found their universitycourse the most deleterious part of their life.Young men, coming from their innocent countryhomes, plunged at once into the city with manytemptations around them and with no superintendence and no friends, have very frequently givenaway to vice and have never recovered their feetagain. Here I find that in all departments thereis an individual superintendence of the students.I trust that the students value that, and know howvery, very much they gain by it. I only wish thacwe could export that practice from America intoEurope.Let me not detain you longer, but say onething more. That is, while I have seen a greatdeal that is pleasant in this country, a very greatdeal more than I ever expected to see, while Ihave met with the very kindest reception everywhere, and hospitality, while I have been delighted with all, the thing with which I have beenchiefly delighted is what I saw in one universitywhere I was speaking, the twining of the UnionJack with the Stars and Stripes. I trust that this isthe attitude of the whole country here, as I assureyou it is the sentiment in Scotland entirely without exception, so far as I know.This I would add, that I cannot conceive anything more calculated to knit these nations together than the studies of such a university as this.We in Scotland know your professors' names ashousehold words. It is not alone from the olderuniversities — such as Harvard, Princeton, Yale,and Amherst — that the names of professors comefamiliarly to us; it is astonishing to hear that thisUniversity was founded ten years ago, because five years ago men teaching here were well knownto us and their books were used in our classes.Now it is this, more than commerce, which knitsthe nations together. Scholars in our countrycan come here and consult with the scholars inyour country in this great University of Chicago.There is no protective tariff on knowledge. Itenters freely into all the countries of the civilizedworld, and it is on that account very largely thatI, with, I am sure, all European universities, wishwell to this young university, and trust it> maygrow to a strong manhood, a manhood worthy ofthe great people that is endeavoring to rear it.Professor Chamberlin :There are some men who cannot be introduced.Everyone knows them already. In the most distinguished cases this is not because they havesought a place in the public eye, but because theyhave devoted themselves so undividedly and successfully to great undertakings that they havedrawn the attention of the world to themselvesby the irresistible attraction of their achievements.In our day the greatest achievements, the moredistinctive achievements, have lain in the discovery of the hidden realities of things about us, andin the organization of the means for the utilization of these in the interest of mankind. Sometimes, rarely, the discoverer has pointed out themode of utilization. Sometimes the discovererof the realities has also pointed out the mode ofutilization, but this double gift is a rare endowment. In the far greater number of cases it hasremained for gifted minds by the power of masterly organization to bring forth the great utilitiesthat lie behind the discoveries of the investigator.Once and again a man who has organized themeans for the utilization of these realities hasturned about with the increased power he hasderived from this and has endowed the sourcesof discovery, and has thus paid and paid againhis obligation to the primal discoverer. Great asmight have been his own achievements had hegiven himself personally to the increase of the intellectual wealth of mankind, he has doubtlessincreased his productiveness manifoldly by devoting himself to those means which have enabledhim to multiply investigators and educators bythe opportunities he furnishes. He becomes,thereby, a hundred-handed discoverer.- If I may102 UNIVERSITY RECORDnot introduce, I may at least present to you onewho by masterly organization in manufacture andcommerce has become vicariously more and more,as the years go by, potentially and truly a multi-handed investigator and educator, Mr. Rockefeller.Mr. Rockefeller :Ladies and Gentlemen: I was very muchinterested in the statement of the morning thatthe contributions to build this University camefrom more than three thousand people. I wasnot only very much interested but also very muchdelighted. I also heard the statement that thecontributions to the University of Chicago camein without solicitation. Now, as you may imagine, that was to me a most interesting statement.Nevertheless, I cannot question the correctnessof the statement. I do, however, know of certaininstitutions of this kind where many solicitationshave been made and a smaller percentage than 91per cent, has been received.I am hesitating with reference to one statementthat I now make. I am fearing that I may betaken by this august body and tried for treason.I may say that I make the statement with no purpose to do you injury. I have no such thought.I only make it in harmony with the idea that prevails here that we see and hear both sides of thequestion. I approve of that idea. The statement is this : a friend of mine, in order, I suppose, to encourage me and help me on, made theremark, and you will probably regard it as a verycheerful remark, that funds contributed for theUniversity of Chicago were thrown away. Itreminded me of a little incident in my own business experience. A bright Boston man, well able totake care of himself, an able and 'experiencedmerchant who, while he was seeking to protecthis own interest was jealously watching to seethat others were not getting any advantage in anyparticular, being suspicious that some neighborsout in the West were receiving advantages whichhe did not receive, addressed them somethinglike this : " I am opposed, I am decidedly opposedto any of -these schemes by which you have the advantage over me, unless I am in it." Now Ineed not explain to you that my dear friend whogave to me those comforting words just referred towas not — at all events I have not heard of himas — a regular contributor to the University ofChicago. I want to say to my friend, concerningthe University of Chicago, I am in it. And it isnot such a case as I once heard of. A New England man trying to give his own description of aburying ground, said that it was a place wherethose who were in could not get out and wherethose who were out did not want to get in. Dearfriends, I do not want to get out. And I have tothank you for allowing me to stay in.What a delightful reception you gave us lastnight ! We very much appreciated it and yourmany other kind attentions. And the beautifulspirit in which they have been given !Recurring again to that reception, that delightful and ever-to-be-remembered reception of lastnight, I desire especially to thank our Presidentfor his kind and well meant advice as to sundryapplications to be used in restoring our right armand hand. Friends of Chicago, you have indeedtaken strong hold of me.Finally may I refer to just one little incident,that of an ignorant young man who was desirousof entering the church. He had not been wellinstructed; he was sincere in his desire to lead abetter life and, as is often the case, there weremany questions asked of him, and probably manymore than there should have been, but he wasasked at last : " What do you think of JesusChrist ?" and the poor, ignorant young man said :" I have nothing agin' him." And so say we todear President Harper, and so say we to you allbefore making our adieus to everyone presenthere today. We have nothing " agin " you. Wehave had a most delightful visit and owe younaught but good will.Arid now, Mr. Toastmaster, if you will allowme before closing, I desire to make reference toone individual not present here today, but whohas attracted great attention and who is greatlyHARPER: CONGREGATION DINNER 103admired as well on the other side of the Atlanticas in his own adopted land. I want to offer threecheers to our fellow countryman who has givenaway more money for good purposes than anyman who ever lived — Andrew Carnegie.(Cheers were given for Mr. Carnegie, followedimmediately by enthusiastic cheers for Mr. Rockefeller.)Professor Chamberlin :There is an eloquence that has no need of floridwords or fluent lines ; it is the eloquence of deeds ;the simple tale of fact. The voice of this eloquence is a familiar voice. Again and again onthese recurring convocations have we been thrilledby it as we are never thrilled by impassioned utterance or lofty periods. I do not refer more to thePresident's official statements than to his familiaraddresses to the Congregation. I wish we mightask for such an address today, but the conditionsdo not permit the freedom offered by the simplermeetings of the Congregation. Still, we cannotseparate without a few words from Dr. Harper.President Harper :Mr. Chairman and Friends : The SummerQuarter programme contains the announcementthat the new year, of which the Summer Quarter isthe first quarter, begins on June 18, at five o'clock.Those who have had rooms at the University arerequired to leave those rooms at five o'clock inorder that new friends may be admitted. It isnow three minutes past five; the new year hasactually begun, for by the vote of the trustees,upon recommendation of the University Council,the new year of the University begins as a matterof fact at this time. The celebration of theDecennial is a thing of the past. We are now entering upon the next year and under all the circumstances it will not be best to occupy much time.I want to say a single word and I am sure I willbe pardoned in the saying of it.Reference has been made again and again —and the reference has been most worthy — to thefounder of the University, his generosity, his kindness, and his interest. I am sure that in all thesereferences we have had in mind also the wife ofthe founder. I am saying nothing that is not to to be known when I say that every step in theprogress of the University, every act on the partof Mr. Rockefeller in its interests, has been takenin close consultation with his esteemed partner.I can remember the day, and the hour, and theminute, and the place when Mr. Rockefeller saidto me : " There ought to be a university in Chicago, and if such and such things can be done Iwill give" — it was after he had given money forthe college — "I will give a million dollars," thefirst money offered for the University as distinctfrom the College. Within five minutes Mrs.Rockefeller took my hand, and her words of sympathy and interest showed that this had been uponher heart, that she had been thinking about it andthat he and she together had decided this thing.In other, words, members of the University, it is afamily matter. And I am sure that I express toher and to him the feelings of all of us when Isay that this visit has not only brought themnearer to us, it has brought us nearer to them.I wish also to say a word of acknowledgmentto our guests from the many universities of ourown land and to our guests from the universities offoreign lands. We appreciate their presence, weappreciate their kind words, we appreciate thespirit which they have shown before and now, andwe thank them for their presence and for theirencouragement. The Congregation Dinner was then declared atan end, and the Decennial Celebration was completed.THE THIRTY-EIQHTH CONVOCATION.The programme for Decennial Week announcedthe hour of holding the Convocation, the crowning occasion of the week, on Tuesday, at 11:00a.m. The interesting ceremonies connected withthe laying of the corner stones of the group ofbuildings on the corner of Lexington avenue andFifty-seventh street, attracted a very large number of people, who, at the close of these proceedings, joined with others to occupy the seats in the104 UNIVERSITY RECORDtent until it was filled to its utmost capacity longbefore the hour arrived.The Convocation procession consisted of threedivisions. The candidates for degrees met atKent Laboratory. The President of the University, the Founder of the University, the Senators,the Board of Trustees, and the recipients of honorary degrees, met at the President's house. Thefaculties and distinguished guests met at HaskellOriental Museum. The first and second sections,uniting, marched to the President's house, andfrom thence the entire procession, numberingmore than five hundred persons, took its way tothe tent.The prayer was offered by the University chaplain. The following address on behalf of theBoard of Trustees was delivered by PresidentMartin A. Ryerson :Members and Friends of the University :The charter of the University of Chicago bearsthe date September 10, 1890; its academic existence began in 1891 with the appointment of thefirst members of the Faculty ; its doors were firstopened to students in the autumn of 1892.This is not an imposing chronological table ;it does not appeal to us through any charm ofage or long association. Any interest which itmay inspire must be derived from somethingother than a long retrospect. Yet we feel thatthere is a special interest in the fact that this isnot only the regular Summer Convocation of theUniversity, but also a part of our Decennial Celebration, an interest derived from the very youthof the University, taken in conjunction with theposition it has attained.We are here to rejoice in this vigorous youthbecause of what it has so quickly brought; we arehere to rejoice in it more because of what itpromises for our own future ; we are here to rejoice in it most because of what it indicates forour country and our times.In this age of rapid change, of quick development, we should welcome every evidence that theworld's great material growth, so threatening in some ways in the minds of many, is but a manifestation of a general progress which is urging usonward intellectually with equal rapidity. We aresurrounded with evidences that theology, science,literature, and art are all ready to„ participate inevery forward movement, but we do not alwaysrealize how full a share they will claim if the opportunity be offered.We should therefore greet this event as significant, not only of a higher progress,- but also of thefact that the world is as ready to respond to earnest and devoted work in moral and intellectualfields as it is to efforts put forth for materialgain.We should rejoice that the short space of tenyears can contain so much of importance in thelife of an educational institution newly founded ;that the termination of that period seems to callfor special notice. That the period just elapseddoes call for such notice no members of the University are in a better position to realize than theBoard of Trustees. We know that these ten yearshave brought a success beyond our highest expectations.We understand that, as factors in the resultsattained, we can claim but a- small part of thecredit. There are many others more importantto share it with us. This gives greater freedomto our appreciation and lessens any sense wemight feel of self-congratulation when we giveexpression to our satisfaction.In touch as we are with both the material and theintellectual sides of our University's life, we havebeen able to note each step in its advance, andyet today we come to this celebration with sensibilities unimpaired and gratitude undiminishedby this familiarity. In fact, close observation ofthe daily progress of the University leaves usmore impressed by the results attained than canbe any stranger who looks upon those results today for the first time, for we have not left so farbehind the obstacles overcome that they cease tomagnify our appreciation of the advance made.To what should we attribute the growth and theRYERSON; CONVOCATION ADDRESS 105success of the University of Chicago? It wouldbe an interesting but a difficult task to analyze allthe elements which have contributed to them.Under the guidance of Divine Providence therehave been many factors, personal as well as conditional. Perhaps the underlying element is thefact that there was a strong latent demand foranother institution of higher education in thiscommunity, that the great middle West was ready• for the establishment of a university in its metropolis. The business sense of the board isimpressed with the feeling that we are supplyinga demand active and growing ; its philanthropicinstincts are troubled by the seeming impossibilityof keeping pace with it.There is a continuous pressure upon us to enlarge the sphere of the University's activity. Inthe guidance of its growth we are embarrassed bythe vigor with which it seeks to expand. Our difficulty lies in choosing rather than in seeking fieldsof usefulness. There are many here at hand —we see them all about us. There come to us atthe beginning of each quarter increasing numbersof earnest students with aptitudes and ambitionswhich justify the best training which modern educational methods can supply, and we owe it tothem, to the community, and to ourselves to keepabreast of their requirements.A second element of our success lies in the factthat we have been fortunate in securing the enthusiastic cooperation of an able Faculty, as loyalto the young institution as though bound to it bythe strongest ties of time and tradition. It wouldgive me pleasure to dwell upon this feature, toexpress more fully the appreciation of the board.If we have had in this connection any cause fordisappointment, it has been our inability to furnish the material requisites for the full fruition ofall the knowledge and the energy which is here atthe service of the University. Particularly mustwe regret that the pressing demands of the growthin which we rejoice have made it impossible toattain our highest ideals of the functions of a university, which should include more encouragement to pure scholarship and original research than wehave been able to give.What can I say that will measure our debt tothe head of this Faculty, the President of theUniversity, Dr. Harper ? Dr. Harper is so boundup in our conception of the University and itswork that praise of the institution is his praise.It is rarely given to a man to identify himself sofully with a great educational work, for it is rareto find untiring energy and unselfish devotionunited with high scholarship and great executiveability and to these given a great opportunity.We who have seen him at work since the earlysmall beginnings of the University, can testify tohis possession of these qualities, and with them animpartial solicitude for all of the departments ofour work. Himself an able specialist in onegreat field of scholarship, he has always shownthe broadest sympathies with the work of thosewho are laboring in other fields.I am tempted at this point to say somethingabout my colleagues in the Board of Trustees,about their patient attention to all the details ofthe University's affairs, and their ready acceptanceof all the responsibilities ; but as I am to speakfor them and not about them, I shall only pause amoment to give expression to our affectionateremembrance of those whom death has removedfrom our number, Judge J. M. Bailey, Daniel L.Shorey, W. B. Brayton, and C. C. Bowen. Theirdevotion to our work may well be recognizedhere. It was given at a time when our responsibilities were very heavy and our difficulties verygreat.I come now, in my brief enumerationf to anelement of our success which is placed after theothers, because I know that it has been called forthby confidence in them. I refer to the liberality ofthe friends of the University who have so generously given it moral and material support.Their number is too great for me to mentionall here. I name only Mr. Field, Mr. Cobb, Mr.Kent, Miss Culver, Mrs. Snell, Mrs. Foster, Mrs.Kelly, Mrs. Beecher, Mr. Mandel, Mrs. Hitchcock,106 UNIVERSITY RECORDMr. Mitchell, Mrs. Scammon, Mr. Yerkes, Mrs.Haskell, Mrs. Blaine, the Reynolds and the Ogdenestates. The University has on other occasionsacknowledged its indebtedness to them, and tothe many others who have given us aid and encouragement.An important acknowledgment still remainsto be made. Its importance has caused it to suggest itself to every one present ; it has carried itself along in our minds as an accompaniment tothis enumeration of all the other elements of oursuccess, for it is the acknowledgment of something which has made all the other elements possible and effective. It is not easy to put it intowords forcible enough to express our sentiments,and which will at the same time be acceptable tothe one to whom they are addressed.Sometimes the comfort and satisfaction whichmen derive from their benefactions are disturbedand even diminished by a recognition which theydeem too forcible. While their broad humansympathies lead them to value the good opinionof their fellow-men, they prefer to any profuse assurance of gratitude the evidence that they aresucceeding in doing the good which it is in theirhearts to do. I shall, therefore, not say all thatcomes to my mind in acknowledging here on behalf of the Board of Trustees the special debt ofgratitude which we owe to the founder of theUniversity, Mr. John D. Rockefeller. We feel itdeeply ; the events of these last few days and allthat has been said must have made this evident.We trust that it is equally evident to him that hisgreat benefactions are doing the good which hehoped for them. I desire, however, to lay stressupon the fact that this is not merely a recognitionof the original impulse given to our work ; it doesnot confine itself to the material aid so generouslyprovided; it is inspired also by the moral encouragement which he has given at every onward stepand by the feeling that Mr. Rockefeller is notonly the founder of the University of Chicago andits greatest benefactor, but also an earnest sympathizer with its highest aspirations. I might perhaps close here, but I am sure thatthe Board of Trustees wish their message to express something more than their satisfaction withwhat has been accomplished; something moreeven than the general optimism which it seems tojustify.Our Decennial Celebration is drawing to aclose ; we are about to enter upon a new decadeand our thoughts naturally turn to the future.Much has been done* but more remains to bedone. The strength of some parts of our workhas, by contrast, made evident the weakness ofother parts. The necessity of strengthening theseweak parts is causing delay in initiating new worknecessary to the symmetrical development of theUniversity. We recognize that our task is onlybegun.These considerations mingle with our rejoicingand might even overshadow it, did we not find inthe past something more than the record of thisincomplete achievement. We do find in it muchmore : we find a promise for the future, not onlyin what has been done, but also in the spirit inwhich it has been done, and in the spirit in whichit has been received. We feel that the same conditions continue, the same demand exists, thesame influences are at work, and, above all, wesee everywhere in the University and among itsfriends a constantly broadening conception of itsmission.Professor Frank F. Abbott spoke as follows,on behalf of the faculties of the University:Mr. President, Ladies, and Gentlemen :Several of our great universities have lately celebrated, or are soon to celebrate, the completion ofsome long period in their history. They look backover a stretch of fifty years, a century, or even twocenturies. We revere them for their honorablehistory, and we pray that some part of the spiritwhich has inspired them in their long and usefulcareers may descend upon us. But though ourlife is a short life, if measured in years, that veryfact brings to us a satisfaction that is almostunique — the satisfaction of embracing within ourABBOTT; CONVOCATION ADDRESS 107own experience the history of this institutionfrom the moment of its founding up to its development into a great university. We have seenits growth from the beginning with our own eyes.We have had some part in all its successes andfailures. Its early history does not come to ustoday through the dim medium of tradition, butwith all the vividness of personal recollection, forits life has been our life. This Decennial has forthe members of this Faculty, therefore, for thePresident, the Trustees, and the friends of theUniversity who are gathered here, an intensity ofpersonal interest which those who take part insimilar occasions elsewhere can scarcely feel.This very vividness of impression calls up somany ideas and emotions that one can say only asmall part of what comes into the mind, and ofthe many things which suggest themselves to ustoday I shall try to touch lightly on only two —one a question of general interest which concernsour future as a university, the other a matter ofpast experience which concerns ourselves as individuals. The first question has a peculiar meaning for us because of our location here at the heartof the nation. It is this : What meaning has intellectual self-dependence for the growth of scholarship in this University and elsewhere in America?One may answer that question correctly, I think,by saying that it means for this country the development of a scholarship in harmony with thenational genius, without undue reverence fortradition and without attempting to reproducetoo closely the ideals of other countries, or toimitate their methods slavishly.The active period of scholarship is only a halfcentury old in this country. It runs back someforty years or more to the time when a little bandof American students brought back with themfrom Germany the sacred fire which has been kindled by their efforts on many an altar throughoutthe land. On two of that little band of pioneerswe bestow today the highest honor in our gift andwith the pride that we feel in the services whichthey have rendered to scholarship is mingled a deep sense of gratitude to our intellectual foster-mother across the sea. Since that day there hasbeen a steadily growing stream of American students who have sought and found inspiration atthe same source, and what American scholarshipis today is due in large measure to Germany. Butis there not at present a danger of ingrafting toodeeply the ideas and methods of another people ?Of course, science, art, and literature are worldwide and of all time, and we cannot sympathizewith those who would have us break away fromtradition, close our ears to criticism from abroad,and neglect the help which may be had from othercountries. Yet there is an element of truth intheir contention which both our position as a newcountry and the history of scholarship, literature,and art among us in the last fifty years make itwise for us to heed. The national characteristicsshould find expression in the products of the reason and imagination, and the scholarship of anation, as well as its literature and art, will havea national, /. <f., an independent, growth only asit develops along the lines of its own character.We have come to recognize this truth in the education of the individual. In fact, the new educationalmovement means that the child in the primaryschool, the boy and girl in the secondary school,the young man or woman in the university, mustbe left free in a great measure to live their ownlives. This is as true in my opinion of a nation asof an individual, and the disastrous results whichfollow the intellectual dependence of one peopleon another have been shown more than once inhistory.They are shown, for instance, in a luminousway in the relations which Rome bore to Greece.Brought as Rome was in the third century beforeour era, when the inspiration to a higher life wasjust stirring within her, under the influence of themost artistic people the world has ever known, shetried to follow in their footsteps and was foreverturned aside from the path along which hernational genius would naturally have guided her.She never developed a strong, independent108 UNIVERSITY RECORDnational literature or art. Her own genius failedto find fitting expression, while the true Greekspirit was but imperfectly embodied in her productions. Ought not America to take warningby the experience of Rome and avoid in theseearly days of her development any attempt toreproduce too closely the scholarship of anothercountry, no matter how honorable the history ofthat country may be as a leader of contemporarythought, no matter how great a debt we owe herfor the inspiration she has already given, us ?This is to my mind a peculiarly fitting question forus to ask ourselves here. We are not beyond thereach of influence from other lands, and yetlocated as we are near the center of our country,we are more sensitive perhaps to the ebb and flowof the currents of national life than those in othersections can be, so that what is good and bad in.our national aspirations is likely to find expressionhere. Is it not, therefore, peculiarly incumbenton this University and on her sister universitiesin this great middle West to bend their bestefforts toward the development of a scholarshipinspired it is true by the achievements of themasters of the past and the great scholars ofother lands, but following along the lines markedout for it by the national genius ?Besides this general question which concernsthe future of this University and of other American universities, there is a personal note in ourmeeting today, and I should do scant justice tomy own feelings and to those of my colleagues ifI failed to recognize it.The experiment which this University made tenyears ago of bringing together a faculty of twohundred men or more was a perilous one. Inmost institutions new men are chosen one by one.They come into a large body with establishedtraditions. In many cases they are graduates ofthe university to which they are recalled to teach.Their own individuality is quickly merged into thelifeof the university. But we came practically ina body. We had no common life to be absorbedinto. We had no traditions to mold us. We came from the North, the South, the East, andthe West, even from across the sea. Some of ushad the conservative bent of the New Englandcollege, others the more radical spirit of the stateinstitution, still others were the foster-children ofthe German university.You will remember the tale by one of our greatstory-tellers of the ship that found herself. Everypiece which made up the great vessel had beenhammered and forged and rolled and molded withthe greatest skill and care, and yet when a heavyAtlantic squall struck the Dimbula off the Irishcoast, the several pieces worked independently ofone another and not as parts of a great whole.There was twisting and straining from stem tostern. "The capstan sputtered through the teethof his cogs ; the deck beams groaned, and therivets chattered." In a similar way some of usrecall the fact that at the beginning of our university career there was friction at one point and afailure to work smoothly at another, but thanksto the great wisdom and patience of the man whostood at the helm and eased the strain here andtightened the action there, without, however,allowing her to swerve from her course, the goodship has found herself.The development of this consciousness oforganic unity, and of the spirit of loyalty whichhas grown out of it, marks the most significantand the most salutary change which has come overthe Faculty of this University. If we should stopto analyze the factors which have contributed toits growth we should find that our common interests and our feeling of interdependence has playedno small part in bringing about the change, butthe first impetus came from the man who tenyears ago laid broad and deep the foundations ofthis University, and thereby showed his faith inits future, from the man whose generosity towardthis institution from the year of its founding tothe present day — a generosity which has beendoubly admirable and beneficial from the raremodesty and wise foresight which has accompaniedit — has shown not only his interest in the cause ofBESTOR: CONVOCATION ADDRESS 109scholarship, but also his unfaltering confidence inour future. This feeling of unity, this spirit ofloyalty we owe also to the President of the University whose kindness and tact, whose wonderfulpowers of organization, whose foresight, amounting almost to prophecy, have brought successwhere any other man would have met with failure.We owe it also to the wisdom of the Trustees,to their unselfish devotion to the cause of the University, which has inspired us with some measure oftheir spirit. Some part of it has come from thefriends of the University in this city, whose generosity and loyal support we here gratefully acknowledge.Today the University of Chicago keeps openhouse. Her doors stand open toward the East,the West, the North, and the South, and we allcome at her bidding to rejoice over her proudsuccesses in the past, to prophesy for her a glorious future, and if our affection for her and ourenthusiasm give a rose-colored tinge to ourremembrances or our forecasts, we are speakingto her friends in whose eyes no prophecies for herfuture can be too bright.Mr. Arthur Eugene Bestor represented thestudents and alumni in the following address :Mr. President : Were this our fiftieth anniversary it would be more fitting for an address to bedelivered on behalf of the students and alumni ofthis University. Then, because of successes gainedand honors won, we would be proud to have a partin this celebration. But the alumni of the newUniversity have hardly had the opportunity ofshowing their mettle or of bringing back and laying at the feet of their Alma Mater the laurelswon in the race of life. As she welcomes backher sons today they are few in number and youthful in appearance, yet they have the training ofself-mastery and strength of purpose in theirhearts, and the hope of youth and the light ofenthusiasm in their eyes.It is, however, fitting that we, the students andalumni of our University, should have this oppor tunity of expressing our gratification over theDecennial Celebration, for it is upon us that ourAlma Mater must depend, to a certain extent, forher good name and high position. As wisdomis justified of her children, so the University isknown through those who have received her training and shared her life. Outside the academicquadrangle little is known of the life of tirelessresearch and of loving sacrifice carried on withincollege walls. The outside world does gain someknowledge of it through those men who, in themidst of struggle and strife, as they grapple withthe problems of society and endeavor to elevateour common humanity, confess that the inspiration for their tasks has come 'from their collegeideals. As Socrates speaks to us through thewords of Plato and Aristotle, as the temple schoolroom of Gamaliel bore fruit in the life of Paul, asOxford and Cambridge are inseparably linkedwith the literary, political, and religious life ofEngland, and as Harvard and Princeton and Yalewill be remembered in this land for the largenumber of men who have so nobly given themselves to the service of our own country, so in thenew century our University will speak to theworld, bear her mature fruit, be linked with thehistory of America, and be remembered in thecoming years of achievement through those whomshe calls her sons.Those of us who have been students here during the first ten years have had an exceptionalprivilege. During that time the habits and traditions of our college life have been developed.Untrammeled by the worthless inheritance whichstill survives in meaningless customs in some institutions, we have had the opportunity of choosing the best elements for our college life. Wehave helped to establish the standards by whichwe have been judged. We have helped to moldthe ideal of college character toward which weare striving. We have entered into the heritageof the past. The best of development has beenvouchsafed to us. It has merely been our dutyto transmute the quartz of accumulated tradition110 UNIVERSITY RECORDand custom into the gold of present-day purposeand reality.Our Alma Mater has been generous with us.Freely she has given us of her treasures of knowledge and wisdom. But most of all has she taughtus the interdependence of learning and life. TheUniversity is not a laboratory for the investigation of chemical properties, nor a library for thepreparation of a doctor's thesis, nor an experimental station for new theories of life and conduct. Primarily, it is a training school, not ofscholars or investigators, but of men and women.President Wheeler, in his Phi Beta Kappa oration,pleaded for the training of normal men, not scholarswhose sole thought is of a mathematical theoremor a Greek root, but thinkers who can help tosolve the problems of society; not investigatorswhose horizon of human sympathy is bounded bytheir laboratory, but workers in the world whocan better the conditions of life about them ; notmachines for the elaboration of so much thoughtor the grinding out of so much knowledge, butmen — men of catholic sympathy, clear vision,strong hand and heart. This is the task beforeour Alma Mater.That she is living up to this high responsibility there can be no doubt. We, as studentsand alumni, are proud of the ten years of unfolding history which we celebrate today. Wehave shared in her honors, her achievements andher life. In a peculiar sense this University belongs to us. The Trustees and Faculty will makeit their life-work to guide her policy, but we, hergraduates, though removed from her inspiringinfluence, will endeavor to carry out her ideals.The sentiment which gathers about any institution of learning is not to be measured by theamount of its endowment or the beauty of itsbuildings. It depends upon the life purpose obtained, the inspiration received, the ideals gained.These are the things which will remain when,busy in the rush of the world's enterprises, weforget the knowledge of the class room. Forthese we return thanks to our Alma Mater today. But our faces are toward the future, not thepast. We rejoice in the grand achievements ofour University in the past decade, but we lookforward to the grander possibilities which lie before her. Mr. President, to you, and to thefounder of the University, whom we have thepleasure of honoring today, I desire^ to expressthe heartiest congratulations on behalf of the students and alumni of the new University of Chicago,and as well on behalf of the alumni of the old,who have been most generously adopted, and arenow closely bound to us by the ties of a commoninterest and sympathy. We hope in the futurebecause of the past. That the same wisdom andself-sacrifice which have characterized your laborof love will continue to mold the ideals and guidethe policies of our institution, we are assured, andthat your highest hopes for her continued growthand far-reaching influence will be realized, we areconfident." For decades and for centuriesHer battlemented towers shall riseBeneath the hope-filled western skies'Tis our dear Alma Mater."On behalf of the city of Chicago, Mr. George E.Adams spoke as follows :It is a fortunate thing and at the same time itis a fitting thing that the newest of our great universities has been established in the newest of thegreat cities of the world. It is a good thing forChicago. It is a good thing for the University ofChicago. It is not merely because this city isgreat and rich and rapidly growing in wealth andpopulation. It is not merely because our men ofaffairs are liberal minded and public spirited. Itis also, and especially because Chicago by reasonof its position and its relation to the rest of thecountry is likely to be, if it is not already, themost American of all American cities. Morethan any other city, Chicago is the place whereall sorts and conditions of Americans are in thehabit of meeting and becoming acquainted witheach other. Here, more than elsewhere, therefore,the forces which control the life of the city areADAMS; CONVOCATION ADDRESS 111likely to be resultants of all the forces which goto make up the life of the people of the UnitedStates.Frederic Harrison lately said that in one sensethe United States seemed to him more homogeneous than the United Kingdom. He found hereno state, city, or large area which has a distinctrace of its own, as Ireland, Wales and Scotlandhave, and he found here one language almostentirely free from local accent and local dialectfrom Atlantic to Pacific, from Dakota to the Gulfof Mexico. I suppose that no great nation sincework stopped on the Tower of Babel has everspoken any one language so uniformly well asthe American people, taken as a whole, speak thelanguage which we call English. As we arehomogeneous in language we tend to becomehomogeneous in life and character.What has made us homogeneous in languageand life and character ? Is it a common origin ?No : for we are sprung from Irish, Scotch andWelsh as well as English and from several otherraces of Northwestern Europe. Is it because allparts of the country were settled by one uniformmixture of these races ? No : for New York wassettled by the Dutch, and Boston, they say, originally settled by the English, has in the Nineteenth Century been resettled by the Irish. Yetboth Boston and New York may fairly claim tobe American cities. Is it because physical environment, which Mr. Buckle thought so strong anagent in molding national character, has beenthe same for all Americans ? No : for we havewithin the limits of the United States all thevaried conditions of climate, soil and sceneryunder which the various nations of Europe havedeveloped their distinctive traits of national character. The one great cause, which, more thanany other, has made us one great nation insteadof several little nations united in one politicalbond like England, Scotland, Wales and Ireland,has been the active and constant movement ofpopulation within the limits of the United States.One proof of this is the fact that local accents, local dialects and local peculiarities of mannerhave rapidly disappeared in proportion as ourrailway system has been developed, and a confirmation of the proof is found in the fact that thepart of the United States where local accent,dialect and manner are most persistent is in thesouthern Allegheny Mountains, which the railways have not yet made their own. That our vastrailway system and the habit of traveling, whichis the cause and the consequence of railwaydevelopment, tends to make us a homogeneouspeople does not mean that we shall ever bereduced to absolute uniformity. Our varied surface, soil and climate will always produce varietiesof national character. The active and constantmovement of population, and what ProfessorLaughlin aptly calls the quick transportation ofideas, will simply make these varieties harmonious. " E Pluribus IJnum " will signify more inour national life than the mere political union ofstates. The typical American of the twentiethcentury is therefore likely to be found in a citylike Chicago, which is near the center of population and at the same time is the greatest railwaycenter in the world, and the social and intellectual character of such a city is likely to have anenormous influence for good or for evil upon thenation at large.In a city like this, has not a great universitysomething to learn as well as something to teach.It has to teach, as Professor Laughlin cold us theother day, a higher idea of life than the merepossession or acquisition of wealth. On the otherhand it has to learn to aid and sympathize withall forms of honorable endeavor in industry aswell as in science and letters. A college president in the East said the other day that the university ought to teach men that it is better to bean educated country schoolmaster than to bean ignorant millionaire. The saying is soundenough if rightly taken. The American millionaire of today cannot well be utterly ignorant andremain a millionaire unless his million is in thehands of trustees. If it meant that the American112 UNIVERSITY RECORDuniversity exists only for those who are to devotetheir lives to science or literature or politics,rather than to industry, it is not a wise saying,considering that it is addressed to a communitylargely made up of men who are either millionaires already or are ready and, willing to take upthe burden of a million whenever it is forced uponthem. The function of an American university,as Plato and Herbert Spencer would agree, is togive to the American citizen a larger intellectuallife, however his life be employed. It is to aidand stimulate the endeavors of the student ratherthan to guide them. The student himself is hisown best guide. If the scope of university education be broad enough, if the rule of the University be perfect freedom there is no danger evenin an intensely industrial community like thisthat the highest interests of art, science andliterature will suffer and the proof lies in thegenerous support given to art, science and literature by those whose lives are spent under theexacting strain of industrial life in Chicago.This great University and this great industrialCity of Chicago ought to be helpful each to theother. Each may well learn the lesson the otherhas to teach. Each may well be an inspiration tothe other. What a Chicago we should have ifour eager social and industrial life were refinedand enobled by the influence of a great institution of learning. What a university that wouldbe in which the pursuit of learning showed thesame courage, patience and zeal which the business men of Chicago bestow upon the dailyduties of industrial life. To city and universityalike the doctrine of the strenuous life is a wholesome and helpful doctrine. Yet it is sometimesmisunderstood even by college presidents whosebusiness it is never to misunderstand. Only theother day the head of an institution of learningat the East in a baccalaureate sermon derided thedoctrine of the strenuous life, as if it meant onlyfighting and rough riding. The reverend doctorought to have remembered that the author of thephrase was a student and a historian long before he was a rough rider and his service in theSpanish-American War was only an incident in hishonorable and generous career.That no man has the right to live to^ himselfalone ; that no man has the right to lead a life ofpleasure, even the refined pleasure which vart andliterature can give ; that the pursuit of wealth andof learning and of political power are all laudable, but that he who has won either wealth, orlearning, or power, is bound to render some service to the community in which he lives; this iswhat Roosevelt meant by his doctrine of thestrenuous life. It is the best lesson which thisgreat University can teach to this great city andthrough this city to the great nation whose influence for good or evil upon the civilization ofthe twentieth century is foreseen with hope orapprehension by thinking men all over the world.The President then introduced the founder ofthe University, Mr. John D. Rockefeller, whodelivered the following address :Mr. President, Gentlemen of the Boardof Trustees, Members of the Faculty, Students of the University of Chicago, Ladiesand Gentlemen : It is a great pleasure for meto be present on this occasion. Five years havequickly passed since my last visit, and I see onevery hand the great work which has been accomplished during that period, greater by far thanour most sanguine expectations at that time.The extent and magnitude of the work are notalone measured by what we see of new structuresand additional lands, together with new booksand apparatus, but also by the steady and remarkable growth in the influence which this Universityexerts. It has stood, and will stand, for the bestand the highest ; for the good of man and theglory of God.I am not here to discuss theological questions,such as whether Jonah's relation to the whale wasthat of tenant or landlord, nor yet the question ofwhether Stephen A. Douglas — all honor to hismemory — or President Harper was the founderROCKEFELLER: CONVOCATION ADDRESS 113of the University of Chicago. But of this I amsatisfied, that the University of Chicago wouldnot be in existence today, had it not been for ourhonored President, William Rainey Harper. Thefriends of the University gave him their confidence and highest regard from the first. It isneedless to say that he has shown himself entirelyworthy of it, and that he has always proved himself eminently fitted for his high position. Nowords of mine can give you a more favorable impression of President Harper in respect to everyquality that goes to make him what he is, one ofthe foremost leaders and educators of our time.Indeed, I do not know where we could have foundanother so well qualified for this important work.I am sure I express the wish of all present heretoday, and a multitude of friends throughout ourland and other lands, that his life and health maylong be spared to continue this great work whichhe has in this very brief period brought to such ahigh state of perfection, and which already rankswith the leading universities of our country andthe world. We, the friends of the University,assure President Harper of our continued cooperation and support.The University is to be congratulated on itsBoard of Trustees. It was no easy undertakingto secure such a board, composed as it is of menoccupying the most important positions in thebusiness and professional world. This task, however, was rendered less difficult on account of thewidespread confidence felt in our President.Much as we value the contributions of moneywhich have been so generously furnished by themany friends of the University, we cannot overestimate the services of the Trustees, which havebeen given with unsurpassed ability, loyalty, anddevotion. Indeed, I am certain that many giftsof money and property to the University of Chicago have been made because of the growing andwell-merited confidence which the services ofthese Trustees have inspired in the public atlarge. In addition to these gifts, it is well knownto you that large contributions have been made by individual members of this board, and Iunderstand there are still others in contemplation.The statement has been made, on good authority, that the Faculty of the University of Chicagois not surpassed by that of any other universityin our country. It has been chosen with thegreatest care by those eminently qualified to makesuch choice. No pains or money were spared insecuring the very best professors and teachers,from every part of our own country and also fromEurope. Certain it is that the high commendations with which they came to this Universityhave been borne out in the work which they havesince accomplished. They have proved themselves broad-minded and progressive men, andthe large body of students from all parts of thecountry who have been in attendance at the University of Chicago is the best testimonial to theirability and efficiency. The confidence and esteemin which the Faculty is held are shared by thePresident, the Board of Trustees, and the community at large. Most friendly and cordial relationsexist between the Faculty, the students, and allothers sharing with the Faculty the responsibilities of the University administration, and at notime has there been so bright an outlook for theUniversity as at present.Students of the University of Chicago, whatcan I say to you that will enable you to make thebest use of your opportunities? You look outupon the world with bright prospects, and from astandpoint far more advantageous than that ofmany who preceded you. Whatever your stationmay be hereafter, do not fail to turn gratefully toyour families and friends who have stood by youin your time of struggle for an education. Manyof them toiled incessantly through long, wearyyears, that you might be possessed of advantageswhich they were unable to secure for themselves.I entreat you not to forget them, and not to fail,as the years go by, frequently to express to themyour gratitude and regard, and to return to them,in loving and helpful attentions, the proof of thesincerity of your unfailing appreciation. These114 UNIVERSITY RECORDexpressions will give happiness to them, and thereflex influence of your words and acts of gratitude will bring blessing to you. We all rejoicein your hope of success. We trust that you willbe so anchored in the possession of sterling qualities that you will turn to best account whateverlife has in store for you. In the end the question will be, not whether you have achieved greatdistinction and made yourselves known to all theworld, but whether you have fitted into the nichesGod has assigned you, and have done your workday by day in the best possible way. We shallcontinue in the future, as in the past, to needgreat men and women to fill the most importantpositions in the commercial and professionalworld, but we shall also need just as much themen and women who can and will fill the humblest positions uncomplainingly and acceptably.The vital thing is to find as soon as possible theplace in life where you can best serve the world.Whatever position this is, it is the highest positionin the sight of good men and in the economy ofGod. I tremble to think of the failures that maycome to some of you who are possessed of thebrightest intellects and capable of the greatestaccomplishments. I shall expect to see manywho are here present among the slow, methodical,plodding ones, who are not at all distinguished asyou are for brilliancy, go forward until at lastthey are found occupying positions of the greatest honor and responsibility. Some of the foeswhich threaten your success may not be apparentto you until it is too late. If you are to succeedin life, it will be because you master yourselves,and if you are to continue masters, and notslaves, you do not need that I should say to you heretoday that you must jealously guard the approachof any foe to your well-being. You will do wellnot to underestimate the strength of such a foe.How many a young man whom I knew in myschool days went down because of his fondnessfor intoxicating drinks ! No man has ever hadoccasion to regret that he was not addicted to theuse of liquor. No woman has ever had occasion to regret that she was not instrumental in influencing young men to use intoxicants. So muchhas been said of late on the subject of successthat I forbear making particular suggestions.The chances for success are better today thanever before. Success is attained by industry,perseverance, and pluck, coupled with any amountof hard work, and you need not expect to achieveit in any other way.Citizens of Chicago, it affords me great pleasureto say to you that your kindly interest in, and generous support of, this University have been of thegreatest encouragement to all those interested inits welfare, and have also stimulated others to contribute to its advancement. It is possible for youto make this University an increasing power forgood, not only for the city of Chicago, but forour entire country, and indeed the whole world.The success of the University of Chicago isassured, and we are here today rejoicing in thatsuccess.All praise to Chicago ! Long may she live, tofoster and develop this sturdy representative ofher enterprise and public spirit !President Harper then spoke as follows :Members of the University and Friends :The Quarterly Statement, the Annual Statement,and the Decennial Statement will be presentedin printed form in due time. This morning Iask the privilege of making a few remarks :We are celebrating today the end of a beginning. Something, it is true, depends upon whatis understood to be included in a beginning, andit must be confessed that the word "end" evenwhen applied to a beginning is indefinite, butupon the whole, the term I have suggested may beappropriately used to describe that period of theUniversity's history which closes with this morning's exercises. Is it, however, a real beginning ?Is it the beginning of something which shall notdie ? For, if it is not such, this celebration is anevent of no historical significance. To satisfyourselves upon this point, it is necessary to askHARPER: CONVOCATION ADDRESS 115two questions: "What has been done?" "Whathas not been done ? " Two other questionsattach themselves respectively to these first two." What has done the work that has been done ? "and second "What will do the work that stillremains to be done?"First, "What has been done and what has doneit ? " I trust that in my answer to this questionthere may not seem to be the slightest indicationof the boastful spirit. I surely appreciate the factthat the making of a statement concerning thatwhich has been accomplished has only one possible justification, viz., that such a statement isnecessary to prepare the way for the second statement concerning what remains to be done.Many of our friends have entertained opinionsconcerning the strength and the resources of theUniversity which are greatly exaggerated. Everymillion of dollars given to the University hasreceived public announcement several times, andour friends not infrequently suppose that eachannouncement is the announcement of a new million, whereas* alas, too often it has been a secondor third or even a fourth announcement of an oldmillion. Moreover the public mind especially inour western country has not yet come to appreciatethe cost of higher education, for it is a notuncommon idea that colleges may be conductedfor the purpose of financial profit. This indeedis the basis of organization in many of our professional schools and some of our colleges. It isquite the proper thing to start colleges and conduct them, entirely without income-producingendowments. It is natural, therefore, that thereshould exist very widely a feeling of skepticism inreference to the wisdom of amassing large endowments, and an apprehension as to their wiseadministration. The fact is, those unacquaintedwith the details of the work or removed fromdirect contact with it do not and cannot appreciate the necessary cost involved in making reasonable provision for the conduct of higher educational work. Even Mr. Rockefeller did notknow what it was going to cost when he consented to take up this piece of work. But the first question I have proposed is : " What has been done ?"If we stop to think a moment, it becomes apparent that nothing of any considerable importancecould have been accomplished in so short a time.What are ten years in the history of an institution ?It is a short period in the history of a man. Howmuch shorter in that of a university ! And especiallywill this be true if the work of the ten years hasbeen carried on with the thought constantly inmind that it is work done for the future, and notfor the present. If the work is of a thorough andsubstantial character, the amount accomplishedcannot be great. I am confident that every manassociated with the effort of the University in theseyears has been inspired and controlled by thethought that he was assisting in laying foundationsfor a superstructure, the full completion of whichwould require at least hundreds of years. In consequence, every step has been a step forward and,so far as we can see, will never need to be retraced.This fact has added greatly to the responsibilityand there have been times when the weight ofthis responsibility was almost crushing ; for it wasevident, that upon the actions of these yearsmore depended than upon those of any like number of years in the future history of the institution.We have realized that in many cases it was wiserto stand still than to go forward even with theslightest risk. But the question still remains tobe answered, "What has been accomplished?"This question naturally involves a statement concerning the origin of the University. How, as amatter of fact, did it come into existence ? As Ihave thought of this question, and it is one whichhas frequently forced itself upon my mind, it hasseemed to me that the real origin of the University may be traced to three things. The first ofthese was the actual demand in this Mississippivalley for an institution capable of doing thehighest work. The history of tea years shows theevidence of this demand. The second thing wasthe appropriateness of the city of Chicago as thelocation for such an institution. The third thing116 UNIVERSITY RECORDwas the breadth of mind and the soundness ofjudgment possessed by a certain business man inan eastern city which led him to see that therewas an educational opportunity in Chicago. Thisforesight was something remarkable. It is easyenough for those of us who are here today toappreciate the fact that Chicago is to be an educational center of great prominence. Few men, however, even ten years ago, believed this to be true.I come. back again to the question "What hasbeen accomplished?" and now, to be perfectlyfrank, I shall not attempt to give an answer.It is unnecessary to answer it. In so far asthe answer to the question is a matter of statistics, how many millions of dollars, how manybuildings, how many students, how many instructors, how many books — the official records of theUniversity will furnish the information. In so faras the answer to the question is a matter of spiritual result, the time has not come for any man togive an answer. That the roots of the University'sinfluence are sinking deeper and deeper into thesoil on every side, no man will question ; that anew life has actually been born, no man will deny.This is all that can be said; and this is enoughto be said. To say more would be to say less.But what are the factors that have produced theresult ? Here I may speak more confidently andmore definitely.First, it is the professorial staff of a universitythat gives it character and enables it to do thework of a university.Whatever position of influence the Universityof Chicago occupies today must be attributed,first of all, to the staff of instructors. It is sometimesthought that the business management or the administrative conduct of an institution is the moreimportant in the achievement of success. This is amistaken conception. The business managementand the administrative conduct are merely meansto an end, and the end is the training and instruction of men and women. It is the educationalwork that produces the results. There are someinstitutions, the names of which I might well fur nish, which are so well managed in a business waythat the educational product proves to be nothing.The glory and the strength of the university isits faculty — the men who can teach, the men whocan investigate, the men who can both teach andinvestigate. I am sure that the representatives ofother universities present will not misunderstandme if I express the opinion that the staff of theUniversity of Chicago in the departments whichit has organized is a staff of which the greatestuniversity might be proud — a staff of scholarswhose names occupy high places in the departments which they represent, a staff of workerswhose vigor has already borne large and richfruitage. It will not be regarded out of place forme at this time to make strong expression of myfeelings on this point. If it is remembered thatthe men of this faculty were called from everyimportant university of this country and of foreigncountries, and that each man came, from the University point of view, because he was believed topossess ideals of his own, and, from his own pointof view, because it seemed that this new fieldwould afford the best opportunity for his furtherdevelopment ; if it is remembered that we cametogether less than ten years ago, and that most ofus were at that time strangers to each other ; if weremember these things, we can understand that itwould not have been thought strange if these elements had refused to mingle. The greatest danger that confronted the new institution was at thispoint ; and there were many who predicted theimpossibility of such mingling. Time provedotherwise. Within the first year there was abundant evidence that, contrary to what might havebeen expected, there had come to exist a spiritof cooperation and a spirit of unity with whichthe greatest diversity of opinion on this or thatquestion could not interfere. If, then, there havebeen results, and if the University is entitled totake rank with its sister institutions, the first andforemost factor in producing these has been the^scholarship, the teaching ability, and the breadthof spirit of the faculty.HARPER: CONVOCATION ADDRESS 117Second, the University is also indebted to itsmany friends. The men and women who havecontributed to the funds of the University duringthese years number more than three thousand.Every one of these has bound himself inseparablyto the institution and its work. This is a greatcompany of helpers ; and yet the word "helper"does not describe them. These are the creatorsof the University; and from the individual whohas given the University a single dollar to itsfounder who has given millions, this great bodyof co-workers in the cause of higher educationwill perhaps agree that never did an opportunityof greater promise present itself for genuine creative work. The cordiality of these me^i andwomen, their appreciation, so frequently andstrongly expressed, of the work undertaken, theirgracious readiness in many cases to do the samething over and over again, has been a constantstimulus and incentive.In these last few days it has been my privilegeto recall in detail some early events with whichour esteemed founder, Mr. Rockefeller, wasconnected. Indeed, it has been a source ofsome satisfaction for both of us to recall hoursand days spent together in discussing the desirability and the feasibility of such an undertaking.I wish today, in the name of our educationalbrotherhood, to express most heartily and emphatically the thanks and best wishes of the friends ofhigher education to this man who has thought itwise to expend such sums of money in the building up, not only of the University of Chicago,but as well of many colleges and many universities in every part of the country. It is evidentthat his work is to be measured not only bythe money given or the institutions helped, butalso by the incentive furnished others to undertake work of a similar character; and no manwill ever measure the influence that has beenexerted in this direction. To Mr. Rockefellerand to the many friends who have joined him,friends whose names are already closely unitedwith the life and spirit of the University, our debt of obligation is indeed a great one — sogreat, in fact, that we can pay it back only bymaking it still greater.The third factor is the Board of Trustees.Here again, I may be permitted, I think, to speakwithout reserve. The financial conduct of aninstitution with a budget of expenditure amounting to a million dollars a year, requires men oflarge conception and steady nerve. A smallman, a narrow man, or a weak man would not beequal to the task. Above all else, faithfulness tothe work and belief in its possibilities are essential. These qualities of strength, and breadth,devotion to the work, and faith in its futurehave been exhibited on many occasions by thetrustees of this University. I recall the manylong and weary meetings of the Board, themany times of test and trial through whichwe have passed; but these difficulties have servedonly to bring the trustees more closely togetherand to deepen, if this were possible, the sense ofobligation which each felt to the work and toeach other in the work. The names of Shorey,Bowen, Bray ton, and Bailey will long be remembered as having done splendid service in thesefirst years of our history.The fourth factor in the success which hasattended our efforts in this University, a factorthan which no other is more important, lies in thecharacter of the students that have come to usand by their coming enabled us to fulfill the mission for which we were established. The menand women who have sought instruction at ourhands have for the most part been men andwomen of pronounced purpose, strong desire,and ever increasing vigor. Their interest in thework has been as steady and as earnest as anythat has ever characterized a student body —ambitious and endowed with native ability,sturdy and able to conquer any difficulty. Thestudents have come and gone, and today they areworking in every state of the union and in everydepartment of activity. Cases of discipline havebeen almost unknown. Rowdyism and vandalism118 UNIVERSITY RECORDare things unheard of — a student body whichwould do credit to those most exacting in theirdemand, a body of men and women worthy ofour confidence and our friendship. It is materialof this kind with which it has been our privilegeto work, and having such material to work with,the results have been even more than satisfactory.But there remains still another question to beanswered: "What has not been done, and whatwill accomplish the work that still remains to bedone ? " Although the opportunity is a goodone, I shall not at this time present the unfinishedwork in detail. It is enough to say that we havetaken only one step, that today we celebrate theend of a beginning. It remains to show theworld what the world does not yet fully comprehend, that money can be used in as large sumsand to as great advantage in the building ofuniversities as in the building of great railwaysystems. If today we were to name a sum ofmoney which, so far as we could determine,would complete and round out the University'swork, tomorrow that sum would certainly beregarded as inadequate. What remains to bedone ? Much, very much, almost everything.The present resources of the University are utterlyinsufficient for the fulfillment of the functionswhich devolve upon it today, and what shall wesay of the needs for the coming years? It mustbe clear that the same principles which governthe business world govern the business side ofeducation. If today it is desirable and feasiblethat there should be great accumulations ofcapital in this or that institution of business, inorder that the business may be conducted withgreater satisfaction and with greater profit, theprinciple holds good also in education. Theworld knows what ten or twelve millions will doin establishing and building up a higher institution of learning. The time has come for theworld to learn what fifty millions can accomplish,and the new century upon which we have enteredwill not be half finished before this privilegewill be granted. And still further, the same factors which have brought about this beginningof the University, will combine to produce alsothe realization of the ideal. With faculties stillstronger and more aggressive, made up of men ofeven higher attainments and more influentialpersonality ; with friends ready to respond toevery reasonable request, able and willing to givemillions where hitherto thousands have been suggested ; with trustees of even higher ideals andgreater breadth, rejoicing to give more and morenot only of their substance but of their time, theseare the factors that will bring t6 pass the realization of what seems now a dream.The end has come, but before closing, I mustask the privilege of expressing again my deepestthanks for the constant encouragement, the loyalsupport, and the kind consideration that havebeen accorded me by faculties, friends, trustees,and students in this period of ten years' service.The awards of honors, prizes, scholarships, andfellowships then followed :The Ferdinand Peck Prize for excellence in Public Speaking in the lunior Colleges was awarded to Harry WilkinsonFord.The University Prize for excellence in Orations in theSenior Colleges to Arthur Eugene Bestor.The Joseph Leiter Prize for excellence in Debate in theGraduate and Divinity Schools to the representatives of theGraduate School, Romanzo Colfax Adams, Sylvanus GeorgeLevy (Special Mention), Nathan Tanner Porter.Honorable Mention for excellence in the work of theJunior Colleges to Earl Brownell Babcock, Edith EthelBarnard, Lynne John Bevan, Katharine Herkimer Bones,Margaret Davidson, Eleanor Doherty, Emma Amelia Dol-finger, Mary Helen Fee, Elsie Flersheim, Frank LoxleyGriffin, Edith Janet Harding, Helen Genevieve Hayner,Julia Coburn Hobbs, Charles Andrews Huston, Clara Josephine Kretzinger, Leon Patteson Lewis, Amory RaymondMitchell, Robert McBurney Mitchell, Sarah Luella Patterson, Mary Roth, Helen Solomon, Verger Rebecca Swift,Ruth Terry, John Joseph Vollertsen, Oscar Gustavus Wahl-gren, Gilbert Raymond Wallace.Honorable Mention for excellence in the work of the SeniorColleges to Lillie Francie Abbott, Mary Elizabeth Aber-nethy, Minnie Barnard, Arthur Eugene Bestor, Eliot Black-welder, Horace Vanden Bogert, Lucia Carrie Bradley,Josephine May Burnham, Emily Canfield, Florence Chamberlin Cole, Stella Lenore Cole, Frances Marie Donovan,CONVOCATION: AWARD OF DEGREES 119Marian Fairman, Helen Gardner, Harry Orrin Gillet, CharlesGoettsch, Elsie Priscilla Honn, James Fleming Hosic, OwenElwood Hotle, Jennie Maria Kuyper, Florence Leona Lyon,Grace Emma Manning, John Mills, Margaret Morgan,Oliver LeRoy McCaskill, Isabel McKinney, Harold Hay-den Nelson, Roy Batchelder Nelson, Marie Baker Nickell,Jessie Eagelson Oglevee, Lucy Jennette Osgood, AlbertEugene Patch, Robert Homer Rea, Guy Whittier Chad-bourn Ross, Eva May Russell, Kellogg Speed, Laura AmeliaThompson, Florence Turney, Marcia Paynter Waples, AliaWebb, Nina Estelle Weston, Ernest Snowden Wilcox.Honors for excellence in particular departments of theSenior Colleges to Lillie Francie Abbott, Latin ; Mary Elizabeth Abernethy, History ; Minnie Barnard, History; ArthurEugene Bestor, History; Josephine May Burnham, English ;Emily Canfield, Latin ; Florence Chamberlin Cole, Sociology ; Stella Lenore Cole, German ; Frances Marie Donovan, English ; Frances Marie Donovan, German ; MarianFairman, History; Helen Gardner, Latin and Greek ; Florence Leona Lyon, Latin ; Grace Emma Manning, Zoology;John Mills, Mathematics and Physics; Margaret Morgan,Latin ; Oliver LeRoy McCaskill, Political Science ; HaroldHayden Nelson, History; Roy Batchelder Nelson, Greek andComparative Philology; Marie Baker Nickell, History; Robert Homer Rea, Biology; Guy Whittier Chadbourn Ross,Political Economy and Political Science ; Kellogg Speed,Chemistry and Biology; Laura Amelia Thompson, History;Marcia Paynter Waples, German ; Nina Estelle Weston,Greek and Latin.Special honors for excellence in a particular departmentof the Senior Colleges to Jennie Maria Kuyper, Latin.A Scholarship in the Senior Colleges for excellence in thework of the Junior Colleges to Nanna Marie Ostergren,Philosophy; Leon Patteson Lewis, Political Economy;Josephine Stone, History ; Elsie Flersheim, Greek ; JohnMartin Redpath, Latin ; Helen Genevieve Hayner, French ;Samuel Strauss, German; Margaret Davidson, English;Harris Franklin MacNeish, Mathematics ; Evelyn ShewellHayden, Physics ; Oscar Olin Hamilton, Chemistry ; WilliamArmitage Averill, Geology.A Scholarship in the Graduate Schools for excellence inthe work of the Senior Colleges to Rowland ThummRogers, Political Science ; Laura Amelia Thompson, History; Elsie Priscilla Honn, Sociology; Ralph AinsworthMcBroom, Greek; Nina Estelle Weston, Latin; WalterHermann Buhlig, Romance; Frances Marie Donovan,German; James Fleming Hosic, English; Walter WilsonHart, Mathematics; Kellogg Speed, Chemistry; EliotBlackwelder, Geology ; Mary Mathews, Botany ; Mary CainLincoln, Anatomy.A Scholarship in American History for 1 90 1-3, given bythe Colonial Dames of America in the State of Illinois toArthur Frederick Beifeld. The following additional appointments for fellowships for1 90 1-2 have been made by the Board of Trustees : BennettMills Allen, Zoology; Edmund F. Brown, Pedagogy ; RoyHutchinson Brownlee, Chemistry; Allen Tibbals Burns,Biblical Theology; Roy C. Clark, History ; Theodore Christian Frye, Botany ; Arthur White Greeley, Physiology ; MarionElizabeth Hubbard, Zoology; Marcus Wilson Jernegan,History; Herbert Edwin Jordan, Mathematics; CharlesHugh Neilson, Physiology; Daniel Graisberry Revell,Anatomy ; Alfred Ogle Shaklee, Chemistry ; George Harrison Shull, Botany; Sheldon Frazer Smyser, PoliticalEconomy ; Louis Neill Tate, Anatomy ; John BroadusWatson, Philosophy.Titles and degrees were conferred as follows :The title of Associate upon seventy- nine students graduating from the Junior Colleges. .The degree of Bachelor of Arts upon forty-fivestudents.The degree of Bachelor of Philosophy uponforty-three students.The degree of Bachelor of Science upon sixteen students.The certificate of the Dano-Norwegian Theological Seminary is conferred by the Universityupon six students.The certificate of the Swedish TheologicalSeminary is conferred by the University uponthree students.The degree of Bachelor of Arts conferred bythe old University of Chicago refinacted in thecase of Charles Henry Day Fisher, '74 ; GeorgeSutherland, '74; Frank James Wilcox, '74; Florence Holbrook, '79.The certificate of the English TheologicalSeminary conferred by the University uponNicholas Wakeham.The degree of Bachelor of Divinity conferredby the Theological Union upon Johan RocSn ;thesis, The Persecution of the Pioneer Baptists inSweden.The degree of Bachelor of Divinity conferredupon :Jacob Nelson Anderson ; thesis, An Exegetical Study ofRomans 3:21-26. Henry Lawrence Atkinson; thesis, TheFeasts of Passion Week. Frederick Almon Beyl; thesis,The Influence of Savonarola upon Art. William Bode;thesis, Isaiah's Picture of the Social Condition of his Day.120 UNIVERSITY RECORDIsaac Allen Corbett; thesis, A Study in New TestamentChristology . Edward Charles Kunkle ; thesis, The Relationof Faith in the Gospels and in fohn. Fred Merrifield;thesis, Paul's Conception of the Significance of Baptism.Henry Clay Miller; thesis, The Humanism of Petrarch asSeen in his Letters and Sonnets. Clarence Russell Williams ;thesis, Strophic Structure and Exposition of Micah Hi.Howard Brown Woolston; thesis, The Teaching Office ofthe Church. Richard Robert Wright, Jr.; thesis, The Industrial Condition of Negroes in Chicago.The degree of Master of Arts upon :Jesse Franklin Brumbaugh ; thesis, A Comparative Studyof Hume's Treatise and Enquiry. May Estelle Cook ;thesis, Browning's Dramas. Marjorie Lucille Fitch ; thesis,Traces of Gallic Influence in the German of Chamisso. BruceMcCully; thesis, Shakespeare's Treatment of History in Richard III and in Macbeth. Clinton Samuel Osborn ; thesis, TheTeaching of Arithmetic and Elementary Algebra. HaywoodJefferson Pearce ; thesis, Suggestion. Edward Prokosch ;thesis, History of German Lyric Poetry in America. EnosHikoichi Yoshizaki ; thesis, St. Paul's Attitude toward EthnicReligions.The degree of Master of Philosphy upon :Benjamin Harrison Scudder ; thesis, The Subject- Matterof History in the Grades. Walter Robertson Smith; thesis,Henry Cromwell's Administration of Ireland.The degree of Master of Science is conferredby the University upon the following students :Mary Le Grand Didlake ; thesis, The Structure of theFeathers of the Pigeon and the Modifications underlying the" Frilled Feathers" Clarence Lee Holtzman; thesis, TheComparative Anatomy of Certain Plants Common to Dunesand River Bottoms. Samuel Denis Magers ; thesis, The Dependence of Pigment Production of Bacteria upon the Chemical Constitution of the Medium. Helen Mary Taylor; thesis,Division of the Lemniscate into Thirteen Equal Parts.Adella Nelson Todd; thesis, The Pedagogy of ReligiousTeaching.The Degree of Doctor of Philosophy upon :Myron Lucius Ashley (Philosophy, Experimental Psychology); thesis, The Origin and Function of Hypothesis. MaxBatt (Germanic, English); thesis, The Treatment of Naturein German Literature from Giinther to the Appearance ofGoethe's Werther. Sophonisba Preston Breckinridge (Political Science, Political Economy); thesis, Legal lender: AStudy in English and American Monetary History. CharlesJoseph Bushnell (Sociology, Philosophy); thesis, A Studyof the Stock Yards Community at Chicago, as a TypicalExample of the Bearing of Modern Industry zcpon Democracy; with Constructive Suggestions. Elliot Rowland Down ing (Zoology, Physiology) ; thesis, The Spermatogenesis inHydra. Minnie Marie Enteman (Zoology, Physiology);thesis, Coloration of Polistes {the Common Paper Wasp).William Findlay (Mathematics, Physics) thesis, The SylowSubgroups of the Symmetric Group on K Letters. John Morris Gillette (Sociology, Psychology, and Philosophy); thesis,The Culture Agencies of a Typical Manufacturing Group,South Chicago. Willard Clark Gore (Philosophy, Psychology); thesis, Spinoza's Theory of the Imagination. NormanDwight Harris (History, Political Science); thesis, The History of Negro Servitude, and the Slavery Agitation in Illinois.Thomas Allan Hoben (New Testament, Sociology); thesis,A Study of the Virgin Birth in the Ante-Nicene Literature.Clara Millerd (Greek, Philosophy, Latin); thesis, Aristotle's Conception of Pre-Socratic Philosophy. Anne Moore(Physiology, Zoology); thesis, The Effect of Electrolytes onRigor Mortis. Virgil Everett McCaskill (Zoology, Physiology); thesis, The Metamerism of Hirudo Medicinalis.Ralph Harper McKee (Chemistry, Physics); thesis, TheIsourea Ethers. James Bertram Overton (Botany, Zoology);thesis, Parthenogenesis in Thalictrum purpurascens. RobertSamuel Padan (Political Economy, Mathematics); thesis,Studies in Interest. John McClellan Prather (Zoology, Botany); thesis, Skeleton of Salaux Microdon. Frederick OttoSchub (German, Comparative Philology); thesis, MiddleLow German Poems from Helmstedt Codices. John, OlafSethre (History, Political Science); thesis, The PoliticalHistory of Minizesota Prior to her Admission into the Union.Frederick William Shipley (Latin, Greek); thesis, A Pa-Iceographical Study of an Unused Manuscript of Livy. Cod.Reg. 762. Samuel Bower Sinclair (Pedagogy, Philosophy);thesis, The Possibility of a Science of Education.At the close of the ceremonial of conferringthe degrees in course, the special ceremony ofconferring honorary degrees in celebration of theDecennial of the University was carried out. DeanHarry Pratt Judson called successively to the platform the following gentlemen :His Excellency, Jules Cambon, Ambassador tothe United States from the republic of France.E. Benjamin Andrews, Chancellor of the University of Nebraska.William Newton Clarke, Professor of Theologyin Colgate University.Marcus Dods, Professor of New Testament Interpretation in New College, Edinburgh.Basil Lanneau Gildersleeve, Professor of Greekin Johns Hopkins University.CONFERRING OF HONORARY DEGREES 121William Watson Goodwin, Professor of Greekin Harvard University.George Lyman Kittredge, Professor of EnglishLiterature in Harvard University.Edward Charles Pickering, Professor of Astronomy and Director of the Astronomical Observatory of Harvard University.Jacob Henry Van 't Hoff, Professor of PhysicalChemistry in the University of Berlin.Charles Doolittle Walcott, Director of the UnitedStates Geological Survey.Edmund Beecher Wilson, Professor of Zoologyin Columbia University.Each one of these gentlemen, as his name wascalled, came upon the platform arm in arm witha member of the University Senate especiallyappointed to accompany him. He took his placein front of the President of the University, whohad risen, and after a recital by the President ofhis distinguished services in politics or letters,closing with the formal conferring of the degree,the hood was placed upon his shoulders by theRecorder of the University. The ceremony wasconcluded by the President taking the hand ofthe recipient, thus welcoming him to the University. The following are the formulae spoken bythe President in each case.JULES CAMBONMinister Plenipotentiary and Ambassador to theUnited States from the Republic of France, soldier,administrator, diplomatist, statesman; conservator ofthe interests of France by advancing the interestsof peace and good will throughout the world ;weighty in the affairs of your own country ;weightier still in the international field of diplomacy ; most of all distinguished for the signal wisdom by which you brought peace to the AmericanRepublic and to the ancient nation with which shewas unhappily at war: — for these distinguishedservices, and especially for the last-named, by theauthority of the Board of Trustees of the University of Chicago, upon the nomination of the Univer sity Senate, I confer upon yoit the degree of Doctorof Laws of this University, with all the rights anaprivileges appertaining thereunto.ELISHA BENJAMIN ANDREWSChancellor of the University of Nebraska; President of Denison University ; Professor in NewtonTheological Institution ; Professor in Brown University; Professor in Cornell University ; Presidentof Brown University; Superintendent of Schools inthe City of Chicago; eminent among the teachers ofyour generation for rare success in stimulating theambition and raising the ideals of students; authorof valuable aids in the study of history and economics; a leader in educational thought and administration; a benefactor of the City of Chicago by instituting reforms in the policy of our public schools and intheir management : — for these distinguished services,and especially for the last named, by the authorityof the Board of Trustees of the University of Chicago, upon the nomination of the University Senate,I confer upon you the degree of Doctor of Laws ofthis University, with all the rights and privilegesappertaining thereunto.WILLIAM NEWTON CLARKEProfessor of Theology in Colgate University;preacher, exegete, and theologian ; exemplar of thebest type of pitlpit discourse; interpreter of the sacredScriptures with an insight that comes of knowledgeand reverence; theologian to whom the divinethought and method are so disclosed as to evince theirintrinsic reasonableness and redemptive efficacy;author of a commentary on the Gospel of Mark;and of other New Testament studies, and notably ofa treatise on Christian Theology, your independenttreatment of which makes an important contributionto theological science : — for which, in particular, bythe authority of the Board of Trustees of the University of Chicago, itpon the nomination of the University Senate, I confer upon you the degree of Doctorof Divinity of this University, with all the rightsand privileges appertaining thereunto.122 UNIVERSITY RECORDMARCUS DODSProfessor of New Testament Interpretation inNew College, Edinburgh, preacher of insight andcourage; champion of academic freedom in allmatters pertaining to theological science; wise andinspiring teacher of students for the Christianministry ; scientific investigator and interpreter ofthe literature of both the Old and the New Testa-ments; editor of a series of theological handbooksfor the people; translator of Justin, Augustine, andAthenagoras ; author of commentaries on the Bookof Genesis and the Gospel according to John : — forthese distinguished services, and especially for thelast named, by the authority of the Board of Trusteesof the University of Chicago, upon the nominationof the University Senate, I confer upon you thedegree of Doctor of Divinity of this University, withall the rights and privileges appertaining thereunto.BASIL LANNEAU GILDERSLEEVEProfessor of Greek in the Johns Hopkins University, founder and editor of the American Journal ofPhilology, at once lover of letters and student oflinguistic science; commentator, in noteworthyeditions, upon Pindar and Persius; author of aLatin Grammar based on scientific principles ; investigator, and stimulator of the investigations of others ;¦author of a work now appearing in which theresults of many years of study of the Syntax ofClassical Greek are summarized ':— for these distinguished services, and especially for the last-named,by the authority of the Board of Trustees of the University of Chicago, upon the nomination of the University Senate, I confer upon you the degree ofDoctor of Laws of this University, with all the rightsand privileges appertaining thereunto.WILLIAM WATSON GOODWINduring forty -five years Professor of Greek at theoldest of American Universities; author of a widelyused Greek grammar, and of a treatise on the syntaxof the Greek modes and tenses, recognized by twogenerations of scholars as the one systematic, complete,and indispensable handbook of its subject; first, Director of the American School of Classical Studiesat Athens; and in the present year editor of whatwill long remain for English-speaking scholars thedefinitive edition of Demosthenes' Oration on theCrown : — for these distinguished services, andespecially for the last-named, by the authority of theBoard of Trustees of the University of Chicago,upon the nomination of the University Senate, Iconfer upon you the degree of Doctor of Laws of thisUniversity, with all the rights and privileges appertaining thereunto.GEORGE LYMAN KITTREDGEProfessor of English Literature in Harvard University, editor of Latin and English classics, authorof Latin and English grammars in which accuratescholarship is combined with clearness and simplicity , friend and helper of the great generationnow passing away and of that just beginning itswork, master of modern as well as of ancient andmediceval literatures, and especially for your workupon the English ballads, the language of Chaucer,and the identification of Sir Thomas Mallory : — bythe authority of the Board of Trustees of the University of Chicago, upon nomination of the University Senate, I confer upon you the degree ofDoctor of Laws of this University, with all rightsand privileges appertaining thereunto.EDWARD CHARLES PICKERINGduring twenty-five years Payne Professor ofAstronomy and Director of the AstronomicalObservatory of Harvard College, an observatorydeveloped through your labors into an institutionforemost in research on two continents ; organizer inthe United States of a system of laboratory teachingof great influence on education in physical science;student of optics; discoverer of variable stars andinvestigator in stellar photometry ; originator ofmany astronomical applications of photography, andspectroscopy , which have revealed the constitution ofthe stellar universe : — for these distinguished services,and especially for the last-named, by the authorityof the Board of Trustees of the University of Chicago, upon nomination of the University Senate, 1OFFICIAL DELEGATES 12'6confer upon you A the degree of Doctor of Laws ofthis University, with all rights and privilegesappertaining thereunto.JACOB HENRY VAN >T HOPEprofessor of Physical Chemistry in the Universityof Berlin, investigator who has brought to bearupon chemical problems a keen and logical mind,endowed with speculative and imaginative powersof the highest order, founder of the theory explaining the space relations of atoms in molecules — atheory which is essential to a comprehension of thechemistry of organized and inorganized matter ;master in the field of dynamic chemistry ; investigator and brilliant discoverer in the domain of themodern theory of solutions, a theory which constitutes one of the greatest advances made by chemical science in the last quarter of a century : —for these splendid and fertile achievements, by theauthority of the Board of Trustees of the Universityof Chicago, upon nomination of the University Senate, I confer upon you the degree of Doctor of Lawsof this University, with all the rights and privilegesappertaining thereunto.CHARLES DOO LITTLE WALCOTTDirector of the United States Geological Survey,Superintendent of the National Museum, author ofnumerous palceontological and geological contributions of eminent merit, notable among which area series of monumental works on the Cambrian System of North America : — for these distinguished con-tributions, and for signal ability displayed in theadministration of the scientific and educationalinterests committed to your charge, by the authorityof the Board of Trustees of the University of Chicago, upon the nomination of the University Senate,I confer upon you the degree of Doctor of Laws ofthis University, with all the rights and privilegesappertaining thereunto.EDMUND BEECHER WILSONProfessor of Zoology in Columbia University,zoologist and worker in the field of biology, teacherand leader of many young investigators, writer of standard text-books in general biology and of numerous philosophical essays and classical memoirs onzoology ; author of a masterpiece of research andpresentation, " The Cell in Development and Inheritance," which embodies the writer's original contributions in embryology and cytology, as well as theresults reached by other workers in these fields : — forthese eminent services in science, especially for thework last-named, by the authority of the Board ofTrustees of the University of Chicago, upon thenomination of the University Senate, I confer uponyou the degree of Doctor of Laws of this University, with all the rights and privileges appertainingthereunto.This ceremony closed the exercises of the Convocation. The benediction was pronounced bythe University chaplain, and the procession reformed and marched from the Convocation tentto the tent upon the Graduate Quadrangle, wherethe Congregation dinner was served. The marshals on this occasion were the following :Marshal — Walter Lawrence Hudson ; Assistant marshals— Arthur Eugene Bestor, Marion Harmon Calhoun, WilliamFranklin Eldridge, Mary Ethel Freeman, Curtiss RockwellManning, James Milton Sheldon, Kellogg Speed, CharlesJulian Webb.OFFICIAL DELEGATES TO THE DECENNIAL CELEBRATION.1. REPRESENTING COLLEGES AND UNIVERSITIES.President O. H. Cooper, Baylor University ;Professor Mosiah Hall, Brigham Young College ;President John H. Harris, LL.D., Bucknell College ; Professor R. P. Linfield, Centenary College ;Professor J. E. Northcutt ; Professor Edmund C.Sanford, Clark University ; Professor Percy LewisKaye, Coe College; Professor William N.Clarke,Colgate University ; Dean Howard L. Hodgkins,Columbian University ; Professor Nicholas Murray Butler, Columbia University; ProfessorGeorge F. McKibben, Denison University ; President J. A. Leavitt, Ewing College ; Professor W.W. Goodwin, Harvard University ; Professor Albert Bushnell Hart, Harvard University; President Clifford W. Barnes, Illinois College ; Professor B. L. Gildersleeve, Johns Hopkins University;124 UNIVERSITY RECORDPresident John F. Forbes, John B. Stetson University ; Professor John J. Halsey, Lake ForestUniversity ; Prof essor William Polks Russell, Lincoln University ; Rev. James A. Cosby, Muskingum College; Professor Robert D. Sheppard,Northwestern University; Professor Rosa E.Lewis, Pennsylvania College ; Professor JL. E.Hicks, Rangoon Baptist College ; Professor R. M.Black, Red River Valley University ; Dr. CharlesJ. Little, Northwestern University ; PresidentBenjamin Ide Wheeler, University of California;President Howard Ayres, University of Cincinnati ; President George E. MacLean, State University of Iowa; Mr. J. H. S. Quick, TrinityCollege; Professor Sydney G. Ashmore, UnionCollege ; Professor John I. Bennett, Union College ; President Andrew S. Draper, University ofIllinois; Professor E. C. Franklin, University ofKansas; Professor Henry S. Carhart, Universityof Michigan ; Chancellor E. Benjamin Andrews,University of Nebraska; Professor Marion D.Learned, University of Pennsylvania; ProfessorWilliam Dayton Merrell, University of Rochester ;Professor F. J. Turner, University of Wisconsin;President B. P. Raymond, Wesleyan University ;President Charles F. Thwing, Western ReserveUniversity; President Charles A. Blanchard,Wheaton College; Mr. James L. Houghteling,Yale University.2. REPRESENTING SECONDARY SCHOOLS.Dean Victor C. Alderson, Armour Institute ;Mr. Theodore C. Burgess, Bradley Polytechnic ;Mr. William W. Bell, Calumet High School ; DeanHenry H. Belfield, Chicago Manual TrainingSchool ; Miss Fredonia Allen, Girls' ClassicalSchool ; Dean John J. Schobinger, The HarvardSchool ; Mr. J. M. Frost, Hinsdale High School;Mr. Alves Long, John Marshall School ; Superintendent J. Stanley Brown, Joliet Township HighSchool ; Miss Annice Bradford Butts, KenwoodInstitute; Dean G. N. Carman, Lewis Institute ;Mr. Thomas H. Briggs, Jr., Princeton-YaleSchool; Professor J. F. Thompson, RichmondHigh School; Dean William P. McKee, Frances Shimer Academy; Miss Mary C. Lewis, SouthChicago High School ; Mr. J. E. Cable, ThorntonTownship High School; Mr. Charles E.Boynton,Robert A. Waller School3. REPRESENTING SOCIETIES.Mr. Charles Evans, Chicago Historical Society ;Mrs. Leslie Lewis, The Chicago Woman's Club;Mr. F. J. V. Skiff, Field Columbian Museum ;Mr. W. H. Finley, The Western Society of Engineers; Mr. Lorado Taft, President of the Societyof Western Artists.STATISTICS: SPRING QUARTER, 1901.INSTRUCTORS, COURSES, AND REGISTRATION, SPRING QUARTER,1901.PHILOSOPHY AND THE SOCIAL SCIENCES.Instructors Courses RegistrationsIA. Philosophy - -IB. Pedagogy - - -II. Political EconomyIII. Political ScienceIV. History -V. Archaeology - - -VI. Sociology - - - -VII. Comparative Religion - 6(1)4535i5 1049713i10 205701269936715216Totals - 29 54 1098LANGUAGES AND LITERATURES.Ancient Languages:VIII. Semitic Languages -IX. Biblical Greek - - -X. Sanskrit -XI. Greek - - - -XII. Latin - (3)(3)246 (7)(7)4714 (130)(148)10in235Totals - 18 39 634Modern Languages:XIII. Romance -XIV. GermanicsXV. English -XVI. Literature in English '55101 1011192 210226439101Totals -Totals Languages - 2139 4281 9761610- -^ H "4 r '*tli i ¦ l& i lull Lis!3^3£i - 1-V-••;r>fit' is' • ( , ; - •ifcMJ i-gf ££*ia-.¦¦>-- 1?|l§] tbj rii».M| M'J JL'lei«J? Sg'B. L:ai i--¦ ©fas:h*.( c^.«: tinQ U [H L -' J it .'¦-:|fcjMj >-L . vu '¦if.-,-; 1£«5•art j»f*—I / ¦itfstK i¦ .13Nv *t .EXERCISES OF CONVOCATION SUNDAY 125THE PHYSICAL AJSD BIOLOGICAL SCIENCES. GENERAL DEPARTMENTS.Instructors Courses RegistrationsPhysical:XVII. Mathematics -XVIII. AstronomyXIX. Physics -XX. ChemistryXXI. Geology - - - 64544 12412129 20124108151109Totals - - - - 23 49 593Biological:XXII. Zoology - -XXIII. Anatomy and Histology -XXIV. Physiology - - -XXV. NeurologyXXVI. Paleontology -XXVII. Botany - 533i. 5 1045310 807m27109Totals - - - -Totals Sciences 1740 328i 334927divinity departments.VI. Sociology - (1) (3) (45)VII. Comparative ReligionVIII. Semitic Languages (XLL,O. T.) - 3 7 130IX. Biblical Greek (XLIL, N.T.) - - - - 3 7 148)XLIII. Biblical Theology - (1) (1) (14XLIV. Systematic Theology 2 3 68XLV. Church History 3 5 79XLVI. Homiletics 1 1 12XXVIII. Public Speaking - - - 1 1 23Totals r 15 28 519PHILOSOPHY AND SOCIAL SCIENCES.Philosophy and Social SciencesLanguages and Literatures:Ancient -Modern - -Totals - - -Sciences:PhysicalBiological -TotalsGeneral ...Divinity -Grand totalsDeducting repetitions -Net totals 291821392317401215135 543942814932812828127 27218 10986349761610593334256 9277305194884338 Instructors Courses RegistrationsXXVIII. Public Speaking -XXIX. Physical CultureXXX. Military Science - - 471 918I l8l528 -21Totals - - - - 12 28 730ATTENDANCE DURING THE SPRING QUARTER, 1901.Divinity Students. Men Women TotalThe Divinity School:The Graduate Divinity SchoolThe Unclassified Divinity StudentsThe Dano-Norwegian TheologicalSeminary - -The Swedish Theological Seminary 101182626 3610 104242726Totals - - - - -The Graduate Schools:Arts and LiteratureOgden (Graduate) School of Science 171118100 108424 l8l202124Totals - - - -The Colleges:The Senior Colleges -The lunior Colleges - - -The Unclassified Students - 21814325651 10814724373 326290499124Totals - - - "-Grand Totals - - - 450839 4^358i 91314204561 THE EXERCISES OF CONVOCATION SUNDAY.The Sunday preceding Convocation Day ofeach quarter at the University is called Convocation Sunday. The exercises of Sunday, June 17,not only partook of the general character of theConvocation Sunday, but in their elaboratenessand more general application, were in harmonywith the Decennial Celebration. The servicesbegan at 8 : 30 in the morning in the tent in theGraduate Quadrangle with a Bible study uponthe subject of Sacred Wisdom. President Harper spoke upon " The Wisdom of the Old Testament," emphasizing the following points :Old Testament Wisdom is one of three divisions of the religious literature of the Old Testament, and as such is distinct on the one handfrom the body of material which we call prophecyand on the other hand from the body of material126 UNIVERSITY RECORDthat we call legislation and worship. This wisdomelement is in the form of riddle, parable, fable, didactic essay as well as in dramatic verse, dramaticdebate and topical sketch. It was a sage who gavethe story of the Shulamite. It was a sage who pictured the experiences of the nation, personifying these national experiences in the personof a Job of great antiquity wrestling in darknessand uncertainty with the most terrible problems,the mystery of suffering, a sage who at last seesGod in clear light and, abhorring himself, restscontent. It was a sage who gave the picture ofthe preacher in which the struggles of the soulare described, reaching the grand conclusion"Fear God." These are the forms in whichsacred wisdom appears in the Old Testament. Asto the scope it is threefold : (i) Sacred wisdomseeks -to know the laws of the universe in orderthat man, knowing them, may bring himself intoharmony with them ; (2) wisdom seeks the lawsof living that by comprehension of them manmay know how to live ; (3) wisdom studies thegreat problems of life in order that having understood their meaning one may live more intelligently. Or, more concisely, its subjects are: (1)world laws, (2) life laws, (3) life problems. Definition : The fear of the Lord is the beginning ofwisdom, the knowledge of the Holy One is understanding.The one idea of sacred wisdom was God. Thiswas the fundamental thought. This lay back ofall wisdom and supported it all. The idea ofGod is the divine revelation accorded to thesesages. Wisdom is the practical application ofthe idea of the life of the people, as prophecy isits practical application to the nation, and thepriestly element is its practical application to thechurch.Every utterance of the sage is the answer toone question : " How shall I live and for what ?"It will be noticed that it is always the individual,never the nation. The word " Hebrew," theword " Israel " never occurs in the mouth of thesage. He is thinking of every man, perhaps, secular as well as religious. He had to do with everyday public life. His work was ethical rather thanpolitical. His aim was to teach the right becauseright is right rather than because there is anythingto be gained by doing right.The Wisdom of the Apocrypha was discussedby Professor R. G. Moulton. The following isan abstract of his discussion : The Apocrypha is the great transitional literature. The distinction involved in the word transitional belongs to theology ; it does not have ameaning to the student of literature. The OldTestament is the literature of the Old Dispensation, the New Testament the literature of theChristian Dispensation, the rest is transitional.One single work may be taken from the Apocrypha as illustrative of our theme, a work which isa portion of the great world literature, interestingalike to all nations and peoples. That it comesunder our subject this morning is clear from itstitle : The Wisdom of Solomon. The writer of thisbook makes two great contributions to thethought of the world in (1) enlarging life by immortality ; laying the foundation of his conception of Wisdom in the idea of immortality, lifebeyond the grave ; (2) seeing in history thescheme of providence. He uses the term Wisdomto express alike the unity of the life within andthe unity and harmony of that running throughthe universe without. To express two ideas bythe same word is a contribution to the sum ofhuman thinking. One and the same thing isWisdom — unity of the world within, harmony ofthe world without. Physically and morally theworld has unity in Wisdom. The Wisdom ofhuman life comes to this writer who sees light inthe life beyond the grave ; the Wisdom of theoutside world is to see all nature and all timeworking for the protection of the holy people ofGod."The Wisdom of the New Testament" was thetheme of Professor Mathews' paper, of which thefollowing is a summary statement :The New Testament contains only one bookwhich can in any way be called a book of Wisdom, and that is the Epistle of James, andyet the New Testament is rich with this samewisdom which we find in the Old Testament andin the Literature of the Transition. The wisdomof Jesus, the son of Joseph, is in the gospels.Wisdom is the formulation in pithy sayings of amoral interpretation of life based on observation or experience. Its literary form is eitherproverbial or parabolic. Jesus in his proverbsstands easily first among all proverbial sayers.His parables are used for two purposes : one isto draw a picture of the nature and progressof the kingdom of God, the other is to illustrate a simple truth or formulate and enforce aduty.HARPER : BA CCALA UREA TE ADDRESS 127As to thp content of his wisdom he says, likeall the sages, that life testifies to the worth ofrighteousness. But Jesus says something more :that as life is, its ordinary relationships may be madepermanent and productive of happiness and holiness, if one follows the rule of love and self sacrifice. I cannot otherwise interpret such sayings,as when struck on one cheek to turn the other ;or the saying that when a man takes your coat togive him your cloak also ; or if a man compelsyou to go one mile, to go two. Such sayings areJesus' aphoristic testimony to the value of non-aggressiveness. Again, from his observation ofhumanity, he knows something better than thepractical worth of righteousness and that is thatman may know from the best of human experiencesomething about his God. There can be nocloser approximation of what God must be likethan is to be seen in the parable of the father welcoming the prodigal son. If God be not likethat father, there can be no God. That is Jesus'presentation of the whole matter of forgiveness,in terms drawn from his observation and experience of human life.At 10:30 a. m., the usual Convocation PrayerService was held in Congregation Hall, HaskellOriental Museum. This service at which thestudents of the University about to graduate meetwith members of the faculties for prayer has become a most delightful institution of Convocation. On this occasion there were present aboutone hundred graduating students.At the close of this service, the procession offaculty and graduating students proceeded to thetent in the Graduate Quadrangle where the baccalaureate service was held. The music for thisoccasion was furnished by Mr. Lester B. Jonesand Mr. H. B. Challis, soloists. The President'sbaccalaureate address upon the subject, " Religionand the Higher Life" is given in abstract as follows :The recognition of the individuality of man was thestarting point of modern civilization. The higher life hasdeveloped in inseparable connection with individual effort,and has found expression in ever varying forms of thoughtand action. - One phase of this higher life is represented bythe long line of the world's master-poets, authors, artists,and musicians. The great philosophers* represent another phase, less attractive to the ordinary man, but higher anddeeper than that of art. The scientist searching after truthis the representative of another phase. Moral effort also isincluded, and thus each man who endeavors to be honestand pure belongs to the constituency of the higher life ; theessential characteristic is that one be moving in the rightdirection — upward and toward everything which elevatesand purifies the soul. It is only the man who lives thehighest life possible for him to live that can be said to livethe higher life ; the failure, at any time, to put forth hisutmost endeavors degrades him from a higher to a lowerposition.The relation of the university man to the constituencywhich tries to live the higher life is twofold. First, in thateveryone who connects himself with an institution of higherlearning, by that very act makes public profession of membership in this constituency, since it is an announcement tothe whole world of his purpose to be of those who interestthemselves in the higher things of thought and life. Secondly, the university man is expected to be, and has been, aleader in this life. The university furnishes the highestideals of life, and by its discipline makes possible examplesof the highest type of living.It is, therefore, appropriate on this occasion to ask, Whathas religion to do with the higher life ? Negatively we maysay that religion is neither the mother of art, science, philosophy, and ethics ; nor is it hostile to them ; it is independent of them, though closely akin to them ; it is essentialfor their fullest development, and it must have certaincharacteristics to work in harmony with them. Nor canart, philosophy, science, or ethics constitute a religion eachin itself for those who are its devotees. These can never" produce that perfect peace of mind, that entire reconciliation with one's self and one's worldly lot, which are thefruits of religion and have ever characterized the trulypious of all ages."Two things must be borne in mind with reference to thecharge sometimes made that religion is the enemy of art,science, philosophy, and ethics: (1) that opposition to theuntrue, the unlovely, and the degrading is not hostility totrue art, science, etc.; (2) that religion must not be heldaccountable for the actions of all who profess to actin her name. Abnormal forms of religion have undoubtedly antagonized the progress of truth and the growth ofthe higher life ; but the truth and the higher life have beenall the stronger for an opposition which was ephemeral.Positively, we may say that religion may be calledthe elder sister of art, science, philosophy, and ethics,constituent elements of the higher life. In art the imagination and emotions have fullest sway ; in science, the intellect and judgment ; in morality, the will ; while in religionthese faculties must be held in even balance, undue emphasis128 UNIVERSITY RECORDupon one or another results in an abnormal and degenerateform, such as mysticism, fanaticism, or moralism. Religionis broader than any of its sister forms of spirituality. Whenits development is normal, it strengthens every function ofman's life.It follows that in seeking the highest, fullest, and truestdevelopment, one must not ignore religion. The artist, forexample, cannot strengthen his intellect and judgment bybecoming a scientist ; this would be to destroy his power asan artist, but he may cultivate the frame of mind whichconstitutes religion, and in this way obtain that of which hestands so much in need. On the other hand, art finds inreligion its closest friend and neighbor, for there can be noreligion without sentiment, an essential element in art. Inlike manner, science, philosophy, and ethics find -in religiontheir most sympathetic companion.To conclude, we may note briefly some of the characteristics of the religion which is best adapted to the needs ofthose whose lives and sympathies are in harmony with thenewer life, (i) It will be simple in its nature. Truth isalways simple. The greatest teachers have thus presentedit. " Its genius does not forbid ornament and variety; butits greatness is in its grand simple and total effect towardwhich all ornamentation contributes." (2) It must be reasonable, or the scientist and philosopher will reject it; thatis, it must stand the test of investigation. It must make nofalse and pretentious claims. It must be reasonable thatthose of aesthetic predilections may find in it what they missin their special field. It must be a religion of toleration;that is, no single form of religious expression must be regarded as containing the sum of all truth. (3) It must bea* religion characterized by idealism, otherwise the artisticsoul cannot endure it. (4) It must be an ethical religion inorder to meet the demands of the moralist and the needs ofthe artist. (5) It must also be a religion capable of furnishing comfort in the time of trouble, for this is what neitherart, science, philosophy, nor ethics can do, and this, afterall, is the greatest demand of the human soul.Religion, thus, has much to do with the higher life. It isone of its essential factors. Without it you lack that whichwould give you strength, calmness, tenderness, and peace.The serious thing is the character of your religion, not itsname. Is it adapted to your needs, and so lifting youupward ? Or is it something foreign to your nature, and sodragging you down ? Is it a source of anxiety and pain ?Or does it bring rest and peace of mind ? If it is not whatit ought to be, do not be content until it is set right, forevery individual must have his own religion, and no otherwill answer his purpose.The religion of Jesus answers all these tests. The greatest minds of nineteen centuries have found it helpful. I donot urge upon you any special form of this religion, but its very essence, that which is common to all forms, that whichmakes it the power history shows it to have been through allthe centuries.At 3:00 p.m. occurred the Convocation Vesper Service in the Convocation tentl Long before the time for this service the huge tent wascrowded to overflowing. The music was furnished by the University of Chicago Military Band,Mr. Glenn M. Hobbs, director, and by the Decennial Chorus, Mr. Lester B. Jones, director, comprising the members of the University of ChicagoChoir and Chorus, the Quadrangle Chorus (Mrs.T. D. Wallace, leader) and the following churchchoirs : the Immanuel Baptist, the Normal ParkBaptist, the Lexington Avenue Baptist, the FirstMethodist (Englewood), the First Baptist (Engle-wood), the St. James Methodist, the OaklandMethodist, the Hyde Park Baptist, the CalvaryBaptist, assisted by Mrs. Clara Henley Bussing,soprano ; Miss Etta C. Levin, contralto ; Mr.Boise Carson, tenor; Miss Mary Tracy, MissMargaret Coulter, Mr. Edward- G. Ewart, accompanists. The general theme of the vesperaddresses was "Is Religion Progressing?"The first address, given by Dean E. B. Hulbertof the University, considered the question, ''IsReligion Progressing in Numbers ? " His addresswas as follows :The subject assigned me forbids abstractions. Religionin general cannot be treated numerically. I therefore confine myself to a particular religion, and to the answer whichnumbers give to the question of its progress. My specificinquiry is : Can it be shown by figures that the Christianreligion is progressing ? The tables found in Gulick'srecent publication furnish the necessary data.I begin with three general statements :I. The centuries show a remarkable increase in Christianpopulation. In the year 1000 there were 50 million nominaladherents of Christianity. In the next 500 years the numbers doubled. In the next 200 years the numbers doubledagain. In the next 100 years Christianity gained as manymore. In the last century there was a gain of six times asmany as there were in the world in A. D. 1000. That is tosay, Christianity has gained in numbers in the century justclosed more than six times as many as in the preceding century ; and in the preceding century the gain was as great asin the two centuries that preceded ; and in those two theIIULBERT: IS RELIGION PROGRESSING? 129gain was as great as in the preceding five ; and in those fivethe gain was as great as in the first ten. In our day thegain in numbers is six times as rapid as in the last century,and sixty-six times as rapid as in the first millennium.2. The government of this world is very rapidly fallinginto the hands of the Christian nations. In 1786 the Christian races ruled 36 per cent, of the population of the globe ;in 1886 they ruled 55 per cent. The Christian nations rule550 million more subjects than they did a hundred yearsago, while the non-Christian nations rule five million less.The European powers are just now dividing among themselves the continent of Africa. If these 130 million Africanswere added to the numbers just given it would appear thatduring the last century Christian governments have subjugated 680 millions of people. If after India and Africathere is to be the dismemberment of the Chinese Empireand the partition of its territory, then in turn the 450 millioninhabitants of that vast empire will become subject to Christian rulers. Nominal Christians constitute less than onethird of the inhabitants of the globe, yet they govern morethan two thirds. The time seems to be rapidly approachingwhen Christian governments will own this world.3. There is a rapid increase in the Christian control ofgeographical areas. In A. D. 1600 the territory under therule of the Christian powers was about 7 per cent, of the surface of the globe ; by 1900 it had run up to 82 per cent. In1600 the Christian powers owned one fifteenth of the landof the world ; today they own more than twelve fifteenths.Of the nearly 50 million square miles under the rulership ofearth's sovereigns, more than 40 million are under theChristian powers.Of these three facts the proof seems to be conclusive :first, earth's soil is rapidly passing to Christian ownership ;secondly, the inhabitants who occupy this soil are rapidlypassing under Christian rulership ; and, thirdly, the inhabitants themselves of this globe are rapidly becoming nominaladherents of the religion of Christ.Passing from these general statements, I ask you to notethat the Christian world is broken into three great divisions,the Protestant, the Roman Catholic, and the Greek. Thesegeographical, governmental, and numerical conquests ofChristianity are shared by all three of these communions.The next question is, In what proportions are these conquestsshared ?Note the comparison as regards geographical areas. InA. D. 1600 the non-Christian rulers held about 46 millionsquare miles and the Christian rulers about four. Sincethat time the Christian have gained from the non-Christiannearly 37 million square miles, leaving the non-Christianless than nine million. The lands of the world have sochanged hands that the non-Christians hold today 18 percent, and the Christian 82 per cent. Of the 82 per cent, theGreeks hold 18, the Catholics 28, the Protestants 36. Next, again, compare the populations under Catholicand Protestant governments. In A. D. 1700 there were 90million people subject to Catholic governments and 32 million subject to Protestant. Since that date the number ofCatholic subjects has increased from 90 million to 242 million, but the Protestant increase has been from 32 million to-520 million. In the last 200 years the Catholic gain hasbeen 152 million, the Protestant 488. Since 1830 the Catholic gain has been 108 million, the Protestant 327.In Europe Catholic and Protestant countries lie side byside. In the Catholic countries the population doubles oncein 138 years, while in the Protestant countries the population doubles once in sixty years. Since A. D. 1700 CatholicFrance has increased in population from 19 million to 38,while Protestant Britain has increased from 8 to 38 — theBritish Protestants outstripping the French Catholics by11 million. In 1588 Catholic Spain sent her "InvincibleArmada "to destroy Protestant England. Spain then had43 million inhabitants and England 4. Since then Spain,the typical Catholic country, has run down from 43 million to 17, while England, the typical Protestant country,has run up from 4 to 38. In the 300 years Spain has lost26 million ; England has gained 34 million, making a disparity of 60 million.There are various other ways in which the relativestrength and growth of Catholic and Protestant Christianitycan be determined. Language, wealth, trade, educationare determining factors.We can see which way this world is going, if we note thegrowth of languages. At the beginning of the last centuryFrench was the European language spoken by the largestnumber, and English by the smallest number (five languages). Today English is first and French is fourth.French has increased from 31 million to 51, but Englishhas increased from 20 million to 130. English and German,the two leading Protestant languages, are spoken by 205million people, while French and Spanish, the two leadingCatholic languages, are spoken by only 93 million, Protestant outstripping Catholic by 112 million in the last century.Our investigations thus far plainly indicate two things :1. That this world in geography, government, and population is rapidly coming under the dominance of the Christian religion ; and2. That the form or type of Christianity which is rapidlybecoming dominant is Protestant and not Catholic.In the few moments at my disposal I can barely alludeto American Christianity. At the beginning of the centuryProtestant church members numbered less than 7 per cent.of the inhabitants ; in the middle of the century they numbered 15 per cent; and at the end of the century they numbered over 22 per cent. During the century the total population increased 12 times, while the Protestant church membership increased 39 times. The figures show that, while130 UNIVERSITY RECORDthe population of the nation is making phenomenal progress,the Christian population is outstripping it three to one.If the question is raised whether this remarkable growthof Christianity in the United States is not confined in largemeasure to the more illiterate among the people, while theintelligent and educated are drifting away, the educationalstatistics will help to answer the question. In the last sixtyyears the general population multiplied less than 4 times,while the school population multiplied more than 7 times.Today more than twice as many young people are attendingschool as there were in 1840, giving thus a rapid gain in thegeneral intelligence of the people.But, great as has been the growth in secular education,the growth in distinctively religious education has been evengreater. I have not time to give figures.The statistics likewise show that with increased learningdevotion to Christianity is likewise increased. Taking theUnited States as a whole, only five young men out of a hundred are church members, while in the highest institutions oflearning fifty-four out of a hundred are members, revealinghow much stronger a hold the religious life has on the highlyeducated than on the masses of young men. The statisticsprove absolutely that it is the ignorant and uneducated whoare irreligious. Education and college training do notencourage infidelity, and nowhere in the land has the growthof Christianity been more marked than in the halls of learning. Think of the time when among the students of Yalethere were only three professors of religion, and at Princetononly one. Contrast this with the 54 per cent, of studentsin our American colleges who are today members of Christian churches. Contrast this likewise with the canvass latelymade of the recent graduates of Harvard, in which out ofa list of 1400, only two declared themselves unbelievers.Ignorance is not the mother of devotion.If by religion is meant the Christian religion, and if tothis religion we are to apply the numerical test, then it mustbe affirmed that, so far as numbers are a proof, religion hasbeen making progress through the centuries, and that neverhas this progress been more marked and rapid than in ourown generation.Professor Marcus Dods of Edinburgh, Scotland,discussed the question, "Is Religion Progressingin Comprehension?" He spoke as follows:When President Harper announced to meyesterday the theme of today's conference I understood by the term comprehension what he hasnow indicated — not comprehensiveness but theprogress in the right conception of religion. Itmay, therefore, be the simplest way to deal withthis subject in the few minutes at my disposal, totouch very lightly on some of the erroneous conceptions of religion from which we are gradually freeing ourselves.• Among the very earliest of these conceptions,very antique, if not antiquated, is the idea thatreligion is a tax imposed by our sovereign Lord,to be paid by us either reluctantly or willingly, ademand made upon our services and our homage.More than two thousand years ago, indeed, anold Hebrew psalmist did his best to explode thisidea when, speaking in the name of God, he said :"If I were hungry, I would not tell thee," and,unfortunately, I think that that word still needsto come home to us. Our Lord himself, recognizing the innate apprehension of men^that religionis a homage paid to the deity, repudiated personalhomage and said that many would call him Lord,Lord, who were not of his kingdom nor in character assimilated to him.Now, I think, we may be thankful to the studyof the science of religion or to the study of comparative religion which has largely rid us of thaterror because that study has brought out verydistinctly the fact that religion is essential tohumanity, that it is innate in human nature andso far from God being the chief recipient ofits benefits men are the chief recipients" of its benefits.Another erroneous conception which has beenvery common and still is^common is the conception of religion as a kind of hospital to which wemay be compelled to have recourse, a hospital forthe relief of those who are in great sorrow, forthe deliverance of those who have come under thepower of gross sin, for the strengthening andhelp of men in the greater stresses and wants of thispresent life. Now, this erroneous conception ofreligion has, I think, done a great deal to preventmen from frankly accepting Christ as their light.Especially in youth religion is looked upon as amonotonous and restricted sanctimoniousness —beginning to live a life in which the pulse beatsslowly and feebly, — and what youth above all elsedemands is to taste life variously, to plumb itsdepths and intensity, to experience great andintense experiences, and that is right. The mistake lies in considering that life can be tastedintensely or can be lived strongly apart fromChrist. He, himself, recognizing what was inmen's minds, expressly told men that he came togive life and that they might have it moreabundantly- Apart from Christ we cannot trulyhave any life worth living. All men who haveDODS: IS RELIGION PROGRESSING? 131tried Christ after they have tried various othermodes of life and after they have made very sadexperience of the various lives presented to usin this world, agree and testify that the differencebetween life out of Christ and life in him is asthe difference between life in the arctic winterand life in the southern summer.Still another erroneous conception of religionis that which considers it as perhaps necessary forthe life to come, but as scarcely even purposingto give us much aid or strength for the presentlife, a kind of sop to Cerberus. Just as the SacredBook of Egypt, the ancient Book of the Dead, is akind of manual full of charms by which the departed soul may find its way successfully throughall perils and horrors into the place of heaven, somany among ourselves have looked upon, andstill look upon, religion as merely a safeguard, apassport into the bliss beyond. The professedsecularist and the practical secularist each says tohimself : " I have duties and occupations in thepresent life which demand my whole strengthand my whole time, and if there is a life beyond,then the best preparation I can have for it is todo thoroughly well the duties of the present."Now I suppose every one of us has felt the attractiveness of that position. It appeals to theAnglo-Saxon within us, to the desire to have ourfeet firm on native earth, to have somethingsolid and practical to go upon. But the question remains : What are the duties of the presentlife? If Christ be true in telling us that the firstrequisite towards life is to believe in God andhim whom he has sent, then all of our labor, allour toil and effort apart from him are misspent.God is as much in this world as in any world,and if he is such a God as we believe him to be,then our duty to him extends co-extensively withail our duties, with our whole conduct in thispresent life. Sometimes very strange results follow from this conception of religion. I remembersome years ago when a sudden darkness overtookthe great town of Birmingham in midday andthe people all thought the end of the worldhad come, some old women, having appealed invain to a policeman for protection, clubbed theirpennies and bought a Bible. We smile at thatanile superstition, but how many able businessmen among us today pity the Christian for theself-sacrifice he has made, but at the end proposeto conciliate the powers beyond by a suddenlyassumed religion. The religion of Christ is forthis world as much as for any possible world — one is tempted to say, more—- and however oftentoiling men complain at the end of their livesthat they have spent all their labor doing nothing,that can never happen in the kingdom of Christ.He offers to every man a career.Let me call your attention to one more of theerroneous conceptions of religion common amongus today. That is the idea that in order to become a Christian one must accept a number ofmental propositions which are by no means easyof comprehension or even of possible acceptance.There is many a young man today who cannotput his name to any creed ever published inChristendom, and he at once concludes that hehas no business in the church. Now may I offertwo counsels to such persons. First, be sure thatyour doubts are real and well-founded. At thepresent time we are deluged with second-handskepticism. Literary men take up propositions contrary to the supernatural and give them currencyin newspapers and magazines. Now literary menoccupy an important place and discharge an important function in society, but that function isnot the teaching of religion. And yet if youtrace to their source the doubts and hesitanciesthat hinder so many young men among us todayfrom being strong and cordial Christian men,you will find that that source is the opinion ofsuch persons lightly expressed in the manner Ihave stated. Now when once a man takes hisreligion seriously he at once throws off the influence these opinions have exercised upon him,and he would as little think of accepting suchopinions as he would of consulting such personsif he were ill instead of going to a medical expert.Another more important counsel is this : thatwhat Christ asks us for is not the acceptance of amental proposition but a wholly different thing— personal allegiance to him. What he said hehad come to do was to found a kingdom of Godand of righteousness. That man only can refuseto follow him who can say that Christ does notlead to God and to righteousness. He asks noman what theory of the atonement he accepts ; heasks no man whether he believes in his owndivinity and miracles. He asks him to accepthim as his supreme, his moral supreme, and thereis no living soul whose conscience does not ownChrist as his moral supreme.Now at this point I should, of course, inaccordance with the subject assigned to me, tryand follow the President this morning in describing the ideal religion. That has been sufficiently132 UNIVERSITY RECORDdone by himself in this morning's address, and Iwill only ask you to distinguish between the idealreligion that we ought to make for, and the prevalent idea of religion as we see it every day.Now the prevalent idea of religion' is, I amafraid, too much tainted by two errors still. Inthe first place, I think that a large number ofpersons, presumably in this country as in ourcountry across the seas, consider that they arereligious and Christian men if they do good asthey have opportunity. Well, of course that isthe great outcome of religion, but there is alwaysthe danger of having a rootless morality and heonly is safe in doing good to his neighbor and indevoting himself to the good of his neighborwho does it because he realizes that God is hisFather and that all men are his brothers. Without this basis, without this soil out of which hisdevotedness grows, it will almost certainly degenerate into a mere bonhomie, a good naturedcharity.Another mistake into which many run is thatwe consider religion almost identical with self-culture. Self-culture is set before us as a great,high ideal to aim at. Specially are those whohave passed through a college curriculum open tothe temptation to aim- high at self-culture. Thatgives the religion of Goethe which was not essentially a Christian religion. This is very apt, also,to degenerate into a mere sentimentalism whichdelights in its own emotions and is far more concerned about itself than the world outside. Theimitation of Christ — one can scarcely uselanguage too strong in praising it ; but evena'Kempis' Imitation was sadly deficient in exhibiting the claims of our neighbor upon us as wellas those of culture upon us.Now let me explain what I mean by the idealreligion towards which we are certainly as apeople making, and which each one of us mustendeavor for himself to cultivate. This morning we heard so much so truly said about therelation of art to religion that I will not dwellupon what I consider a fundamental essential ofan ideal religion, viz., simplicity, and simplicitythat springs out of the true spiritual nature of theChristian religion. The words of our Lord werethis morning quoted that we must worship inspirit and in truth. That gives the key and theessence— it is a spiritual thing. Milton perhapswent too far when he refrained from meetingwith his fellow Christians, never going to churchat all, because he believed that he could meet God as well in private as in public, but whilethat is an error that lies on virtue's side, yet wemust remember that with all the garnishment ofreligion, with all the ceremonies and ordinances,the religion of Christ is absolutely simple becauseabsolutely spiritual.And I think that perhaps one thing, the chiefthing that our religion has to do rs to enter fullyinto Paul's idea of. liberty. We have never yetrisen to Paul's conception of Christian freedom,of what he meant by being a son of God. He, ofcourse, naturally conceived that more readily thanwe do. He had carried a religion that was full ofburden, and spoke as one who felt the contrastwhen he was enabled to cut himself entirely freefrom all ordinances and ceremonies and laws.Now here we come upon a theme that I have notime to enlarge upon but must -commend to yourown thoughts and to the working out of your ownexperiences. I mean that we must as Christianmen and women rise above every kind of fear,recognizing what Paul seems to have taken for hismotto: "All things are ours" as he set his footupon every dragon he met in his life. He was avery bold, undaunted, unwavering man simplybecause he recognized through the Christian religion that he was a son of God, that he was supremeover all things, that there was one family inheaven and on earth, that the interests of Godand the interests of men are one.Our Lord himself taught us the same. Hetaught us that we were his complement ; that hewould not bear fruit in this world but that weshould bear it. He was the vine, we the branchesupon which the fruit is borne. What we have todo when we go out into the world is for ourselvesto work out an ideal religion, for ourselves toenter into the freedom and the spirituality towhich as Christian men and women we are called.Professor Hirsch, Rabbi of Sinai Congregation,made the following address upon the subject " IsReligion Progressing in Practice."Friends, I must confess to a great embarrassment. The central note struck in the testimonyoffered so far this afternoon does not vibrate inharmony with what my convictions would emphasize as the fundamental contents of religion's message. The speakers before me have themselvessuggested this difference. I am, according totheir statements, still walking in darkness. Itrust that between their point of view and myHIRSCH: IS RELIGION PROGRESSING? 133own sufficient agreement will nevertheless be discovered not to endanger the continuity of thoughtthat above all else should run through a symposium like that in which I am to take part. Itis a fact universally conceded that we cannot getaway from our own selves. Our own temperament and experience, training and traditions,enter into our conceptions of what constitutes theessence of religion. Therefore perfect concordance in definition cannot be expected. Our owninner light colors the world sweeping around us.It laughs in response to the gladness treasuredwithin our own hearts or sighs echoing our owndoubts and despairs. Ours is the optical illusionthat so often .casts its spell over the watchers of theocean's gambols. The waters of the briny deepseem gifted with marvelous power to change theirtints as often as fickle caprice suggests. Now theygreet us wreathed in light green, in the next moment they sweep by us clad in the somber habila-ments of deep mourning; and before we havefully grasped the sudden transition from the gay tothe grave, in their outward presentation, they mockus once more and reject our proffered sympathyas well as our answering joy by cloaking themselves in folds of unrelieved and unsuggestiveneutral gray. The fact is that the sea's surface iswithout color. It decks itself in the tints of lightor the tones of darkness as it mirrors the conditions of the sky above. With the sun paintingthe airy ceiling above a gladsome blue, the glassyfloor of the waters' wide palace will also shine inthe hues of joy ; with clouds or night spread overthe firmament, the ocean will seem wrapped incrape. Our own feelings lend the dyes of hopeto the things and movements round about us.Our own doubts weave for them the sable liveryin which at times they present themselves to oureyes.The question, Is religion progressing in practice ? points an inquiry that will find many andwidely variant replies. For the needs of mendiffer and their conceptions of what practical religion implies are also spun of unlike fibers. Forus one of Israel's prophets has named the standard by which to measure practical religion's scopeand its advance. Said he, when asked to specifywhat God requireth of men that would serve him :"He hath told thee, O man, what is good andwhat the Lord requireth of thee, but to do justly,and to love mercy, and to walk in worshipful humility with and before thy God." By the application of this test to the prevailing conditions of our day I believe that I am justified in advancingthe theory that religion, practical religion, hasmade weighty strides onward and upward duringthe years of the century just closed.It were foolish to contend that justice has completely mastered its opposite. Certainly frommany sections of the globe cries of downtroddenmen and persecuted minds still rise in protest toheaven. Violence and selfishness, these minionsof the fires of injustice, have not yet been dethroned everywhere. The truth that men, in thespirit children of one father and under the watchful care of one God, shall make one covenant oflove, has not yet ascended the noontide's gloriousheights. But withal, the signs abound that thedawn has come in splendor. Our propheticdreams about "battleflags furled in the parliament of man " may not have, alas ! they have nottaken on actuality in their entirety. And yet,the world is on the march toward this goal.From the palace and the council chamber ofearth's mightiest monarch went forth the invitation for the Hague peace conference. The international tribunal has within recent weeks beennamed. Nor is the deplorable outbreak of war inAfrica and Asia, almost contemporaneously withthe discussion of the general disarmament of thenations, a proof that national hypocrisy has dallied with holy purposes. Hypocrisy is always,and so in this instance, a tribute of recognitionpaid the better and nobler behests of truth andrighteousness. The fact stands, justice has ceasedtoday to be the preoccupation of the crier in thewilderness. It has grown into a universal anxiety. Nations that rush to the battlefield wouldbe justified before the refined sense of justiceactive now throughout our globe. They will notavow in brutal nudity their passion for revengeor their greed for booty. They cloak their predatory acts in the pretexts of a higher destiny.They apologize for their strategy by invoking thehigher interests of endangered freedom or outraged humanity. They would have their war dignified in the majesty of a holy cause. The swordin their hand, they urge, is consecrated to a nobleministry. It is drawn for no other purpose andunder no other impulse than that of extendingthe confines of civilization and of vouchsafing toa larger number the blessings of organized liberty. Thus even in the evil hours when we resortto the methods of the barbarians, and seeminglylapse into the fatalities of reactivized savagery, wefeel it incumbent upon us to acknowledge our134 UNIVERSITY RECORDfealty to the nobler impulses of a civilizationfounded on justice. We would have the refinedconscience of our fellowmen approve of our decision.The voices pleading for the application ofjustice's most comprehensive formula, the goldenrule, to the intercourse of nations have bothdeepened in volume and increased mightily innumber during the flight of recent decades. Arthas placed her stores of power at the disposal ofthe priests of peace. The brush of the painter,the chisel of the sculptor, the harp of the poet, aswell as the pen of the preacher and philosopher,have thought the theme worthy of their most insistent solicitude. Diplomacy has been broughtto recognize in the preservation of peace its primetask. A survey, however rapid, of the international complications that have arisen in late years,will show that the sense of what is just and anhonest desire to be just have been the motiveforces of international politics while formerlyunder even weaker provocation in the absence ofa less keen passion for justice the sword wouldhave crowded to the rear the pen, and the cannonwould have spoken where the mediating logic ofthe diplomat and statesman was given a willingaudience.And as the dealings of the nations with oneanother, so in the relations between man and mana clearer appreciation of justice's implications hascome to be energetic. In all the clamor of theconflict between class and class, the voice ofappealing and pleading justice has not beensilenced. Justice wears a crown displaying twojewels : Right and Duty. In the philosophy ofthe eighteenth century, which, to a large extent,influenced and molded the practice of the nineteenth, the stress was laid on one of the two tothe exclusion almost of the other. The strugglefor rights constituted the dominant note. Thetwentieth century begins its career with the deeperrealization of the co-relation of rights and duties.And in measure as this creative thought will cometo rule in the desires and ambitions of men thecause of justice will correspondingly advance.If to do justly is the first of practical religion'sappeals, its steady progress in the affections andthe convictions of this generation is amply verified.And the same certainty is ours when we applythe second test. To love mercy is according tothe prophet the sister ambition to the passion forjustice. Blind would he be that could not read in the skies signs in ever increasing splendor witnessing to modern man's emphatic invasion ofthe domain of philanthropy. Our age's preoccupation is not the accumulation of wealth.Man has come to recognize that wealth andpower and opportunity spell obligations and urgeupon him a more devoted ministry at the altar oflove for fellowman. Theology has warmly welcomed as a helpmate a younger sister, sociology.If we analyze the impelling forces that inducemen to rush to the rescue of their weaker brotherswe shall always discover the inspiration of religionin both the resolution and the realization, in themethod as well as in the matter of the effort. Whilea mistaken Darwinian speculation wearies not of itsmagic formula the survival of the fittest, and wouldhave fittest connote the physically strongest andmentally shrewdest ; while the heavens are echoingmuch loose talk about distinctions drawn and conferred by the quality of racial blood; while in theopinions of some of the loudest harranguers fromthe usurped seat of authority as exponents of themost modern truth, not the souls of men but theircolor or the curve of their nose is the determinantof their value ; while on all sides the gospel of raceaffinity and antipathy is varied to accentuate thedestiny and distinction of now the Anglo-Saxon,anon of the Latin peoples, now of the Aryan andanon of the Semite, while Pan- Slavism or Pan-Teutonism or what not of this order of newShibboleths drowns the saner conceptions of men'sunity, as the ideal end of all history and the ultimate of all evolution. Philanthropy deaf to thecacophony of these discordant cries ignores thephilosophy of brutal racialism and proceeds todefy the doctrine that only the strong has theright to live and only the swift the call to enterthe race.And this spirit, under the impulses and sublimity of which beauty and refinement, health andhappiness make their way into the slums of viceand the haunts of crime, into the hovels of povertyand the holes of hunger, the habitations of despair that seeks solace and oblivion in strongdrink, this spirit, I expect, may well be said toproceed from the same height from which cameto the missionary the summons to go forth andpreach his gospel to the waiting isles. The menand women that in these days have found theirlife's labor in the college settlement or in the fieldof reform, of school, family, private and publiclife, are not under the spell of a cold calculationHIRSCH: IS REL1 GION PR O GRESSING ? 135that it is a wise economy to increase the numberof consumers in order that the profits of theproducer may be larger. No! no statistics of whatthe men and women reclaimed from a life ofdegrading self-indulgence in drink or slavery tovice may be worth in the market where men arebought and sold under the law of supply anddemand, constitute their Bible. They are undera nobler consecration ; they are dedicated to thepriesthood of mercy, mercy springing from thethought that to every human being shall be offeredthe opportunity to live the truly human life. Andif we ask for the credentials that indicate a higherworth of human life than goes with that of themere animal, we are at once confronted withannouncements which sage and priest, prophetand apostle have brought to earth. The Jew isdriven to predicate of every man a higher dignitythan can be ransomed in gold by the teachings ofhis religion according to which every man isfashioned in the image of God. The Christianconfirms this doctrine of the Jew when remembering the teachings of his' own church culminatingin the thought that one came to Palestine in thefullness of time in whom the divine and the human were blended in indissoluble unity. Whether,as the Jew puts it, the divinity of humanity or, asthe Christian phrase has it, the brotherhood untothe son of man be the source from which bubblesforth the missionary zeal for a wider mercy, amore comprehensive love for man, sure it is thatreligion inspires modern philanthropy in all of itsphases. It is religion again which holds theultimate solution of the social and economic perplexities. Religion would regenerate man. Theregeneration of man alone will bring to pass theregeneration of conditions. It alone will energizethe forces that will make for a nobler inheritanceto be left to posterity. If it be true that environment and heredity are vital factors, it is still truerthat man can shape his environment and affect thelegacy which he will bequeath to his offspring.As long as we tinker merely with circumstanceand theorize about prenatal influences, the workof uplifting reform is bound to meet with uncon-quered obstacles. But as soon as religion recaststhe inner life both of the strong and the weak, thetempted and the protected, the dependent and thesupporter, the sting will vanish from circumstanceand fatality will disappear from atavism. If thesecond element in the prophet's phrasing of religion's profound implications be invoked as the test, it seems to me the decision must be in favorof the optimistic consciousness of a steady, saneand sound progressive manifestation of practicalreligion throughout civilization.The third factor, according to the text, is towalk humbly, worshipfully — for that is amongthe suggestions of the Hebrew word — in thesight and under the consciousness of a livingGod, "our God." Pessimists of course aboundto tell me that by this very test practical religionwill be found to be on the ebb. Are houses ofworship not empty?Do the set hours for public worship not drawto the place of worship an ever decreasing number of men and even of women ? Is it not the casethat ambitious clergymen, anxious to fill the pewswith a multitude of attendants, have to adopt themethods in vogue with managers of dime museums and vaudeville performances ? Let meadmit all these propositions. Still I remain unshaken in my assurance that in the deeper aspectsof worship our generation has gone up to higheroutlooks. We have, perhaps, changed the symbolism of worship. We are again passing througha stage of transition from a lower to a higher expression of the worshipful impulse. It is truethat much that passed for worship was unworthyof the name. It smacked of the beggar's importunities. The history of worship shows that theimpulse to worship is universal, co-extensive withthe confines of the human race. Its modes ofexpression, however, vary. Once human sacrifice,horrid as it is to our way of thinking, was deemeda worthy form of worship. Later animal sacrificewas thought to be indispensable. But when the altar passed away, yea, even before the Temple wasconsumed by the Roman soldier's torch, prayer,psalm, song offered their nobler measures to theheart's needs. Who knows but that we are about tomaster a new vocalization of the eternal yearningto lift ourselves up into the regions of communion with the Highest. We have even now cometo understand that the silent thought carries oftena larger treasure of reverence than a very Niagaraof spoken appeal or description. Was not the oldJewish prayer under the conviction of a vital truthwhen it said : " Had we the tongues of angels,were ours the depths of the unfathomed oceans,our lips still could only stammer forth Gods'praise." We are widening the poles of our tent.We are coming out into the open to worship. Wewould worship in truth and in the spirit. The136 UNIVERSITY RECORDmajesty that prompted the Hebrew bard »to singthat the heavens declare the glory of God, is stillupon us. The sublimity which the Columbus ofmodern German philosophy transferred from thestars to the revelations of duty sounding fromwithin, is still sceptered and purpled in our ownvision. We still feel that the Father which is inheaven is also with us. Worship has not atrophied. On the contrary, it has been vitalizedagain in these days of wonderful thinking of God'sthoughts and searching of God's ways. And,finally, practical religion would be a bond tounite all men in the doing of the right, thesearching for the truth, the cherishing of theholy. It would bring to flower the sanctities ofthe commonly human, and therefore the commonlydivine. Modern religion is indeed standing inthe dawn of the messianic day. The labels thatmen formerly deemed essential are rapidly fadingand becoming unintelligible. They are writtenin a dialect with which only scholastic theologiansare familiar. The sectarian lines between thechildren of the Christian church are growingfainter every hour. Even the distrust betweenmy religion and its daughter are disappearing.The left wing of the Jewish Radicals, as we arestyled, is touching elbows with the Unitarians ofChristian nomenclature. The chasms dug bydogmatics are bridged by practical religion, byethics. A chain of hands clasped in the confidenthope of an ultimate concordance in the profoundthings, the vivifying hopes foreshadowed now bythe unity of duties and desires to uplift man andennoble his life, is making the round circuit ofthe globe. Gospel and Quran, the Buddhist'sTripitaka, the Parsi's Zendavesta, the Jew's unending Prophecy, and the unchurched's moralpoetry and philosophy sound one fundamentalnote. Each is a movement in a symphony ofinspiring themes. Together they intone the" Te Deum laudamus " in the joy of their common God-consciousness. The day will climb toits noonday heights and then will come to passthe messianic redemption ; then God will be oneand his name one ; one in the fraternity of anall-including love, knowing not the distinctionsbetween Jew and Greek, bondman and freeman,woman or man. Then all shall have entered intothe freedom of the unbounded church of progressive, practical religion. Amen.Chancellor E. Benjamin Andrews, of the University of Nebraska, made the last address upon the subject "Is Religion Progressing in Influence ?" He spoke as follows :We shall not, I hope, carry from this meetingthe conviction that religion has already done itsperfect work in humanity, but we may safelycarry away the thought that it has well begunsuch work.It remains for me to ask and as well as I canin a few minutes to answer the question whetherthroughout the communities where religion hasbegun to function there is a gain or a loss in thepower of religious motives over the average conscience.That question can, I believe, be answered inthe affirmative. You have not time and you havenot the capital to carry a census through theenormous populations of which we have heard thisafternoon, asking each man whether or not he isaware that religious motives increasingly controlhis daily life. You cannot analyze every drop ofwater in the Atlantic ocean to find whether it isor is not up to its proper modicum of salt. Youmust content yourself with drawing a bucketfulhere and there, and making an analysis of thatand then generalizing as well as you can. So inthe matter before us today we have to take suchsigns as we can gather and try to interpret thesesigns, concluding from them whether men areprogressing or not in their obedience to themotives of religion.One thing which seems to me to be deeply significant upon this question is the state of religionin the universities and colleges throughout theEnglish-speaking world. Not knowing so muchabout such institutions elsewhere, I speak particularly in reference to those in the United States.The oldest and a very large proportion of themost influential universities. in America wereestablished in the direct interest of the Christianreligion. It is well understood that professors arenot retained in those institutions unless respectfulto that religion and to the older religion on whichthat was based. But a large, growing, and influential section of the higher institutions of learning inthis country is not professedly or really based onreligion. I refer to the state universities typifiedby the University of Michigan. The money tosupport them is provided by all the taxpayers, andno man is retained in their faculties with anyregard to his attitude on any religious question.In such institutions are welcomed the children ofall people without regard to creed or church.ANDREWS : IS RELIGION PR 0 GRESSING ? 137There have been collected for ten or fifteen yearscareful religious statistics of this class of educational institutions, and the results of these statistics are very remarkable in reference to the matterbefore you. Their students are almost entirelyconnected with religious organizations of somekind. It appears that the movements once cropping out here and there in them antagonistic to religious faith have practically or altogether ceased.Formerly these institutions had professors whowere known to be hostile to the faith, but you findthem no longer. In earlier times little bands ofstudents in almost all these institutions were opposed to any and all forms of faith. You willsearch in vain for such organizations now.Unbelief, at second hand, very superficial, butonce very common, did much mischief in stateand other universities. A student, one of thesepedantic skeptics, came to Benjamin Jowett, whenmaster of Balliol College, lamenting his difficultyin finding a God. He expected from Jowett sympathy in his skepticism, because Jowett was reported to be somewhat free in his own opinions.Jowett listened to him, and measuring the situation, said : "So you have difficulty! in finding aGod, do you?" "Yes, Dr. Jowett, I regret tosay, I find no God." "It is now half-past fouro'clock," said Jowett; "find God between nowand six o'clock or I will expel you from BalliolCollege." The young man found God at half pastfive. University teachers in America have seenthat young man or his mate, but it was years ago.That type of skepticism, like nearly all the moreserious kinds, has disappeared from among us.There is a second note that I should be glad tohave you consider. A hundred years ago manyacknowledged leaders of the world's thought spokeof religion as a childish affair. They referred itto the cruder stages of human civilization anddeclared that so far as it appeared in the laterit was the experience of children, of women, orof weak-minded men. With the rise of the doctrine of evolution mental leaders changed theirtone. Yes, they said, religion is quite natural ata certain stage in the development of mankind,when civilization is young. When men are justbeginning to think, then, certainly, you may havereligion ; and at that stage it pertains, not merelyto the weak-minded, but also to the strongest.But, the expositors went on to say — and this wasthe tone on the part of many until about twenty-five years ago — when society develops, when real civilization supervenes, then religion passes awayfrom all except the imbecile. The point to whichI wish to advert is that this style of utterance isheard no longer. So far as my reading andknowledge extend there is not a man on earth today regarded by his best friends as a leader inthought who would not tell you that religion isan eternal phenomenon, something you have aright to expect in some form in the most civilizedcommunities and in the minds of the maturestmen.Consider still another note. You will find oncareful survey that thoughtful men, shoulderingheavy responsibilities, tend to become religious.They gravitate toward the idea of a spiritualworld, of a living God, toward the thought of adivine providence that gives a meaning to life.Many well remember that William H. Seward,subsequently the great minister to Abraham Lincoln during the dark period of the Civil War, inlaunching out into practical life — it was aboutthe time he was elected governor of New York,or else when he was summoned to Washington asSecretary of State ; it was at any rate in one ofthe crises of his life — wrote a letter to ThurlowWeed, telling him how, as he looked forward to hisnew responsibility, he felt that he could not carryit properly without support from God. . . . Hehad therefore registered a vow to be the servantof God and had united with the church. He saidthat, although he had peculiarities of view at thispoint and that, he wished the spiritual benefit thatmight come to him from membership in a Christian church.Another man whom we do not at first think ofas religious, we have found since the variousprivate papers that he wrote have come out, tohave been at heart most devout. I mean theblood and iron Bismarck, the great German chancellor. I was reading the other day a sentimentof his to the effect that he had no use for the mar*whp did not believe in God. He thought thatone who did not so believe would never dareundertake high deeds. For his own part, he said,if he did not believe there was a God, a providence, a future existence, he would be glad to berid of life and its responsibilities and to die asquickly as he could.At the Washington meeting of the Loyal Legionin 1895 General Dan Sickles told an anecdotewhich, I believe, had never been given to the public before, touching the deep piety of our great138 UNIVERSITY RECORDwar president, Abraham Lincoln. Sickles tookhis hearers back to that awful fifth of July, thenext day after victory had declared for the Unionside on the bloody battlefield of Gettysburg.After Sickles had been wounded and carried offthe field on a stretcher, and had arrived at thehospital in Washington, Mr. Lincoln came to theside of his cot in the hospital. Lincoln said tohim — we have often heard this part of the anecdote — "Sickles, they tell us that you were guiltyof locating your line too near that of the enemy,and, praise God, it appears to be true." Then,telling his experience before the battle was on :" Sickles I knew you would win at Gettysburg.Three days before the battle, when I heard thatthe hostile armies were coming together, I wentto my private room, shut the door, kneeled downbefore God and unburdened my heart to him. Isaid to him : ' O, God, thou hast brought me intothis position. I did not seek it or want it. Ihave done my best for my country in its peril,and now whatever else is needed to save her mustbe done by divine power, by a supreme providence.' So I laid the situation of the countryand of civilization as I conceived it before Godin prayer." Continuing, Mr. Lincoln said:"Sickles, when I arose from my knees I knewthat our arms would be victorious at Gettysburg."He added : "The spirit of prophecy is upon me"(at the time of Lincoln's interview with Sicklesthe country had not heard of General Grant'sconquest at Vicksburg), "the spirit of prophecyis upon me. Inside of forty-eight hours you willhear of another victory, that General Grant hasbeaten the opposing army at Vicksburg, and youwill have new assurance that your country andmine is safe."Not a few great men in science have passedthrough a similar change from skepticism to pietyas they have come to feel their responsibility asinterpreters of life to mankind. They have grownreligious. Perhaps the best-known and mostmemorable example of this is that of George J.Romanes, the founder of the Romanes lectureship at the University of Oxford. In his youngerdays Romanes wrote a review of Theism in whichhe thought he had overthrown the Christian, aswell as all positive, religion. It clearly appearsfrom data published since his death that almostfrom the moment of his putting forth that earlierbook Mr. Romanes changed his views with reference to religious matters, and changed them more and more, until he united with the Church ofEngland and acknowledged himself to all hisfriends as a devout believer, i I suppose it wouldbe going too far to say that John Stuart Mill or Mr.Huxley went through any experience exactly likethis, yet they certainly changed in the same direction as Mr. Romanes. If you read the later utterances of either of these great men you cannothelp wondering what the Almighty would dowith him in making a sharp separation betweenthe sheep and the goats. Whatever the difficultyof placing them among the sheep, they surely donot belong with the goats.In my father's church a deacon, one of thenoblest men that ever lived, became a little insanefor a time. Nothing would please him then exceptto keep declaring that he was going to hell. Inaddressing him my father would say, " Why, thedevil would not let you enter that bad place.Such a good man, always a support to everythinggood, would not be tolerated in the lost world."So in reference to many men whose utterances,some of them, have been antagonistic to religion,they have given proof, as they have matured in life,that their hearts were right, their motives good,their minds serious ; that, while they have notbeen counted with the faithful, they have atheart actually been among the faithful. Did notour great Master teach us that he who is notagainst us is on our side ? We may count asfriends of religion many whom we have not usually counted.One point touched upon by the speaker preceding me so interests me that I beg to repeat it.Every reform now called for by men anywhere inthe civilized world is based for its fundamentalmotive on some religious principle set forth inour Bible. This fact has a meaning as tremendous as it is obvious. It is in such facts, and notin any statistics of church membership, that wefind happy answer to our question whether theinfluence of religion is increasing.In the evening occurred the last service of theday, the union meeting of the Young Men'sand Young Women's Christian Associations. Ashower of rain caused the meeting to be held inKent Theater rather than in the tent in theGraduate Quadrangle as originally announced.Two addresses were given before a crowded audience, the first by the Rev. Ernest M. Stires, onTHE YERKES OBSERVATORY 139the subject: "The Obligation of the ChristianCollege Student to the Young Man of Today."The following is the conclusion of his address :As you go out to face all those problems whichwe are constantly dreaming about and theorizingover, and which you have already undertaken tosolve, which many of us have been working athard for years, beware of any whisper of thetempter that you are to do your part at thedevil's bidding, that you are to make your aimof success the acquisition of any kingdom of thisworld. Because you are God's child never betempted to think that God is going to make exceptions in this case or that, or that the future will notsurely yield the logical fruits of our present life.I leave with you, then, these three words — self-control, self-culture, self-sacrifice ; exhibit themto the world bravely and you will find a joy thatwill not perish, you will find a hope that will notdie, you will find a faith that will not fade, youwill find riches that will not rust, and you willfind realities which are eternal.Mr. Stires was followed by Miss Jane Addams,of Hull House upon the theme, "The Obligationof the Christian College Student to the YoungWoman of Today."Thus ended one of the most stimulating anduplifting days of the entire convocation week — aday whose influence will long be felt in the lifeof the University.THE YERKES OBSERVATORY.THE FIRST ANNUAL MEETING OF THE VISITING COMMITTEE OF THEYERKES OBSERVATORY.The first annual meeting of the committeerecently organized for the purpose of cooperatingwith the Yerkes Observatory in extending its investigations was held at the Observatory on June15, 1 90 1. The following members of the committee were present : Messrs. E. E. Ayer, JohnV. Farwell, Jr., James B. Forgan, Charles G.Fuller, George S. Isham, F. G. Logan, J. S. Run-nells, and H. G. Selfridge. In accordance withthe plan to have present at each annual meetinga distinguished astronomer from another institu tion, the present meeting was attended by Professor E. C. Pickering, Director of the HarvardCollege Observatory. The election of officersresulted in the choice of Mr. James B. Forganfor chairman, and Dr. George S. Isham for* secretary.At the conclusion of an address by ProfessorGeorge E. Hale, Director of the Yerkes Observatory, which is printed below, Professor Pickeringdescribed the work of the visiting committee ofthe Harvard Observatory, and pointed out theadvantages which would result to the Yerkes Observatory from the aid and cooperation of itscommittee. He remarked that numerous questions regarding the policy and the administrationof the Observatory, which are constantly arising,can be best solved with the advice of a committeewhose members are closely in touch with publicaffairs. The problem of rendering the work ofthe Observatory of the greatest possible serviceto science and at the same time useful and accessible to the general public, is one which shouldreceive the careful consideration of the committee.The period of organizing the Observatory's work,and of devising and constructing the various instruments needed to complete the equipment, isso far advanced that attention must now be concentrated upon the necessity of measuring andreducing the photographs already collected, together with the equally important work of rendering the results accessible through publication.The large invested capital represented by the Observatory and its equipment, and the successwhich has been achieved in securing astronomicalphotographs, which adequately fulfill the expectations that had been entertained regarding thegreat power of the 40-inch Yerkes telescope, render it imperative that means be found to complete the staff of the Observatory and to publishits results. The question of admitting the general public, and particularly that of permittingthem to make observations with the great telescope, should not be settled without careful consideration of all the facts of the case. In this140 UNIVERSITY RECORDconnection the large money value of a singleclear evening with the 40-inch telescope, as computed from the cost of the plant and the salariesof the members of the staff employed to use theinstrument, must not be left out of account.At the conclusion of Professor Pickering's remarks a general discussion ensued regarding theadmission of visitors to the Observatory. Afteradjournment the members of the committee observed Jupiter, Saturn, the Ring Nebula in Lyra,and other objects with the 12 -inch and 40-inchtelescopes.At an adjourned meeting questions regarding the admission of visitors and the steps tobe taken in order to promote the work of the Observatory were discussed at length. It was decided to present a report to the Board of Trusteesof the University, and a subcommittee was appointed to prepare a report to be submitted to theVisiting Committee at a subsequent meeting. Thecommittee then proceeded to inspect the Observatory, devoting special attention to the twolarge telescopes in process of construction, andthe various instruments which were shown inoperation.THE REPORT OF THE DIRECTOR OF THE YERKES OBSERVATORY TOTHE VISITING COMMITTEE.In a paper read before the Conference of Astronomersheld in this room in October 1897 I attempted to define theaim of the Yerkes Observatory, The development of astronomy during the eighteenth and nineteenth centurieswas accompanied by revolutionary changes in the methodof attack. An observatory, once a lofty watch-tower fornaked-eye observations, was materially changed as the result of successive improvements of the telescope. The continual growth of the instrument required the provision oflarger and larger domes, movable like the turret of a battleship, to shelter it from storms while still rendering accessible all regions of the sky. The introduction of the transitinstrument and the meridian circle, which are the direct descendants of the astrolabe of the ancients, necessitated theuse of slits through which the sky in the plane of the meridian could be observed. . But here the evolution of theobservatory halted. Such changes as supervened prior tothe invention of the spectroscope did not affect its primepurpose nor its essential structure. The accurate determination of the relative positions of the heavenly bodies remained its principal problem. The advances which we find so abundantly visible todayhad their rise in the discovery by Kirchhoff and Bunsen in1859, of the chemical constitution of the Sun. An instrumentfrom the physical laboratory, capable of solving scores ofproblems in celestial physics and chemistry, henceforth occupied a prominent position in the observatory. In many-cases the telescope to which it was attached became actuallysubsidiary to the spectroscope itself, merely taking the placeof the lens used in the laboratory to form an image of aspark or flame upon the spectroscope's slit. From this timethe attachments of a telescope multiplied, and simultaneously the scope of astronomy, now become astrophysicsbroadened until it came into contact with many branches ofscience.At the present day the astronomer cannot afford to ignore a single discovery bearing upon the interpretation ofluminous phenomena. The radiation of flames under allthe varied conditions which result from changes in thechemical composition, the pressure, the magnetic conditionof the surrounding atmosphere, is a subject of the greatestimportance to the student of celestial physics. In his researches on the stars he is constantly encountering mysterious phenomena not to be elucidated by an appeal to theestablished facts of science. It is therefore essential thathe should have at command the means of conducting in thelaboratory investigations supplementing his studies of thestars.This requirement has transformed the modern observatory. Its equipment includes all of the instruments of theolder type of institution and those of the physical laboratoryas well. The use of electricity for volatilizing the elementsin the spark and arc, and its extensive employment in connection with telescope, rising-floor and dome, as a source ofpower ; the various applications of photography to astronomy, requiring the employment of plates of all degrees ofsensitiveness and an intelligent study of photographicprocesses ; the designing of instruments, and their construction and testing : these, like the introduction of physicalmethods, have tended to broaden and to strengthen astronomical research. The modern astronomer profits by everydiscovery in physics ; by every advance in the study of elements and compounds ; by the discovery of laws governingthe phenomena of the atmosphere ; by investigations in terrestrial magnetism, the transmission of earthquake shocks,and the constitution of the Earth ; indeed, by almost everyadvance in natural science. He lacks evidence of the existence of life on other planets, but he finds instruction andvaluable suggestion in researches on organic evolution.It is thus evident that the investigator in astronomy mustbe more or less of a physicist himself, and that he shouldkeep in touch with the chemist, the meteorologist, the studentof terrestrial physics, and the biologist. The aid he derivesfrom pure mathematics is not less than it was two centuries,HALE .• OBSER VATOR T REPORT 141ago; indeed, the advance of mathematics is brilliantly reflected in the progress of theoretical astronomy. But theastronomer no longer looks to the mathematician alone foraid. The widened field of his subject overlaps the onceseparate domains of contemporary research.In the full and large the problem of an observatory likethis is to increase our knowledge of the laws and thephenomena of the universe. Every man of intelligence is interested in this problem. Since the days ofCopernicus we have known that the Earth, instead of beingfixed at the center of things, with the Sun, the Moon, andthe stars set as lights in the firmament, is in reality only atiny member of a company of planets revolving about theSun. This fact is quite sufficient to give a wholesome respect for the greatness of the universe and a realization ofthe insignificance of man as one of its creatures. But theknowledge more recently acquired, that the entire solar system is moving rapidly through space, that the stars whichare so inconspicuous in the heavens are in many instanceslarger than the Sun, and in all cases enormously greaterthan the Earth, and that their distance from us is too greatto be even remotely imagined — all this has tended to deepeninterest in the great mystery as to whence we come andwhither we go.It is of course not to be hoped that a single institution canhave more than a small part in the solution of so vast aproblem. The profoundest question — the explanation oflife in its varied forms — is not for us to attack. We couldnot even deny a statement apparently so improbable as anaffirmation that the Earth is the only inhabited body in theuniverse. The question of life upon Mars has been widelydiscussed, but the evidence afforded by telescopic observation is wholly inadequate to furnish an answer. We mustleave to the biologist, whose field is restricted to theEarth, the difficult task of tracing the evolution of organicbeings.But the evolution of the stars, although so extensive asubject, is already being worked out with every prospect ofultimate success. Uncertainty exists as to the details of theprocess by which a star is formed from a cloud of nebulousmatter, but the relationship between stars and nebulae hasbeen established, and the successive steps in sidereal evolution, from the earliest stages represented by a white star likeSirius, through the condition exemplified by a yellow starlike the Sun, to the period of decay, of which the red starAntares stands as a type, can be distinctly and clearly defined as the result of spectroscopic investigations. We aremore fortunate than the biologist in that we may study living representatives of every age in stellar history. Thetransition stages from one type to the next are also represented in most cases, though there are a few stars which asyet find no place in any general scheme of stellar classification. But while the spectroscope enables us to trace this general line of progress, we must not delude ourselves with thebelief that the problem of stellar evolution is fully solved. Ihave already remarked that the process by which a nebulacondenses into a star is not yet understood. Laplace'snebular hypothesis, which seeks to explain the formation ofthe solar system, survived the attacks of an entire century.It maintains that the entire solar system was once filledwith a fiery hot nebulous cloud, extending beyond the orbitof Neptune. This mass, which was supposed to be in rotation, gradually contracted through the action of gravitywhich tended to compress the matter toward the center. Asit contracted its rotational velocity increased until the centrifugal force at the periphery became great enough tocounteract the attraction of gravitation. As the contractioncontinued a ring was thrown off, which subsequently condensed about some region of unusual density, and formedone of the planets. Repetition of the process resulted in theproduction of the other planets, and their satellites weresimilarly formed from rings thrown off by the planets whilestill in the vaporous condition.This simple hypothesis has recently been severely attacked,and it is doubtful whether it will survive the blow. Indeed,we may be compelled to seek the origin of stellar systemsin the spiral nebulae, which Keeler's photographic survey,made just before his death, showed to represent a true typeform. It is evident that much remains to be done before themystery which surrounds the genesis of ..stars can be clearedaway.The same may be said of the later stages of stellar evolution. We have much to learn regarding the temperatureand pressure in stellar atmospheres; the mysterious gasesand vapors which abound in certain stars and in the Sun,but are apparently absent from the Earth ; the extraordinaryeruptions which on the Sun send matter to enormous heightsat a velocity of several thousand miles a minute ; thehitherto inexplicable phenomena of comets. I have mentioned at random a very few of the countless unansweredquestions which present themselves for solution. It is evident that the astronomer will never suffer from lack ofopportunity.The bearing of these remarks on the question of observatory policy is not far to seek. If we are to attack the greatproblem of stellar evolution, with all that this involves, it isclear that we must be prepared to apply the most variedweapons of research. The spectroscope is capable ofanswering more of the questions that will arise than anyother single instrument, but it must be supplemented byapparatus of many kinds. We must be able to measure withgreat precision the relative positions of stars, in order thatwe may detect evidences of relative motion, and thencededuce the distance of stars from the Earth and from eachother. Without such data we can form no accurate picture142 UNIVERSITY RECORDof the geometrical structure of the universe, and the positionof the solar system in space. We must seek out close pairsof stars, and study the orbital motion in binary systems.To these same systems we must apply the spectroscope, both,to measure the motion of the two members in the directionof the Earth, and to determine their degree of development.Indeed, the study of double stars is one of the most important subjects of astronomy, for the complete explanation ofa binary system, and a clear comprehension of its originand evolution, would be a great step in the solution of ourmore general problem.An application of the spectroscope of the highest importance is that which permits the precise measurement of astar's motion toward or away from the Earth. A catalogueof the radial velocities of stars, such as is in course of preparation here, will be of immense service in connection withour general problem. The individual velocities of a host ofstars may be of very little interest, but the variations inthese velocities which lead to the discovery of binary systems,the common drift of great groups of stars whose relation toeach other is detected through this unity of purpose, andthe direction and velocity of the Sun's motion in space, areall matters of importance in a study of stellar evolution.Without dwelling upon many other classes of work whichmight be mentioned here I must pass on to two points ofimportance. First, the work of the Observatory must notconsist of a heterogeneous mass of disconnected investigations, Each piece of work should bear upon all the others,and should be chosen so as to derive the most effective contribution from instrument and observer toward the solution ofthe general problem. Second, no more should be attemptedthan can be done well. We cannot expect to parallel theextraordinary achievement of the richly endowed Observatory of Harvard University, whose Director we are so fortunate as to have with us tonight as a member of theVisiting Committee. With the aid of its branch station inSouth America, and the assistance of an immense staffbrought together through the efforts of Professor Pickering,the Harvard Observatory has swept the sky from pole topole, recording upon thousands of photographic plates thechanging phenomena of the heavens, and making discoveriesso numerous that no other institution can hope to matchthem. But I believe that our work may usefully supplementthat done under Professor Pickering's direction. With theinstruments of this Observatory, which differ widely in typefrom those which have rendered his discoveries possible,we can work out in detail some of the problems encounteredin this great work of exploration. Thanks to the extensivecatalogues of remarkable objects that have come to us fromHarvard, we need waste no time in preliminary search, butproceed at once to the study of questions which our instruments are specially designed to solve. In the first and second Annual Reports of the Director ofthe Yerkes Observatory an account is given of the circumstances connected with the establishment of the Observatoryand the work of the first two years. The great telescopeprovided through Mr. Yerkes' generosity afforded the members of the staff the most powerful instrument of research inexistence, as the preliminary tests soon demonstrated. Inaddition to this the equipment of the Kenwood Observatory,including the 12-inch telescope and a good collection ofspectroscopic apparatus, was available for use. But inorder to utilize the full power of the great telescope in variousfields of research many large and expensive attachmentswere needed. As the funds for purchasing these instrumentswere not available, it was decided to add some tools to thoseformerly used at Kenwood and to construct the instrumentsourselves. The instrument shop, which has been successivelydirected by Professor Wadsworth and Mr. Ritchey, hasproved to be of the greatest value. A large number ofinstruments, aggregating ¦ fully twenty thousand dollars invalue, have been constructed here. The specula made inthe optical shop could not be purchased from an opticianfor less than this sum. So we may estimate the total increasein the value of the equipment resulting from the work of theshops to amount to at least forty thousand dollars.Although the period which has elapsed since the dedication of the Observatory has of necessity been devoted inlarge degree to the work of designing instruments and devising methods of research, a large number of importantscientific results have been obtained. Many of ProfessorBurnham's measures of double stars have been incorporatedin the first volume of the Publications of the Yerkes Observatory, which consists of a catalogue of 1290 double stars discovered by himself. This valuable work has received thewarmest reception from astronomers all over the world. Asthe members of the Visiting Committee are doubtless aware,Professor Burnham is everywhere recognized as the foremostliving authority on the subject of double stars. The permanent record of his discoveries, made with telescopesranging in size from the 6-inch used in former years in hisback yard in Chicago to the 40-inch Yerkes telescope, is highlyprized by astronomers, and forms a most fitting introduction to the series of volumes to be issued by the Observatory.The gift which rendered possible the publication of thisCatalogue was made by the late Miss Catherine Bruce, whosemany benefactions to astronomy made her name familiar inevery civilized country.The reviews of Professor Burnham's Catalogue, publishedby well-known astronomers in American and foreign journals, dwelt with unusual emphasis upon a larger and stillmore important volume, the manuscript of which has beenaccumulating for many years. This is nothing less than aGeneral Catalogue of all known double stars, giving measuresHALE: OBSERVATORY REPORT 143and bibliography of each pair. The preparation of this monumental work, which is constantly consulted through correspondence by double-star observers in all countries, was atask which no one without Professor Burnham's experiencecould have performed. Its publication, which has longbeen prevented through lack of funds, is demanded by allastronomers. I believe it to be not only the duty, but thehighest possible privilege, of the Yerkes Observatory topublish this great Catalogue as soon as possible.Professor Barnard's micrometrical observations with thegreat telescope have yielded many valuable results. He hasdiscovered several new objects of interest, detected for thefirst time what seems to be reliable evidence of motion of anebula, measured Jupiter's tiny fifth satellite during severalseasons when it was beyond the reach of all other telescopes,made long series of measurements of the satellite of Neptune, and completed the triangulation of a large number ofstars in certain star clusters. This last piece of work, involving over twelve thousand settings of the micrometer,has been ready for the press for over a year. Its publication must be undertaken as soon as possible.Last July a conference of astronomers met at the ParisObservatory to discuss a plan of campaign for observing thesmall planet Eros, which was about to make its nearestapproach to the Earth. A series of nearly simultaneousobservations of the planet, made in European and Americanobservatories, was expected to furnish the most accuratevalue of the Sun's distance ever obtained. The YerkesObservatory entered into the international undertaking, andin spite of unusually bad weather Professor Barnard obtained a large number of valuable measures. Many of thesecoincide closely in point of time with European observations, and should give a good value of the solar parallax.Professor Frost's spectroscopic investigations on themotions of stars in the line of sight have been largely of apreliminary nature, as it became necessary to design andconstruct a new instrument for this very exacting work. Hehas perfected a simple and accurate method of reducing theobservations, and has completed a great number of preliminary experiments indispensable for the successful prosecution of the routine work. The prisms furnished for thenew spectrograph were shown by rigorous tests to be inadequate, and new ones are just being completed.The large spectroheliograph, constructed after my owndesign for the 40-inch telescope, proved to be excellent froman optical point of view, and good photographs of the Sunhave been obtained with it. The great difficulty of movingthe whole telescope with sufficient uniformity of motion hasmade it seem best to use this spectroheliograph with thelarge horizontal telescope, now building, and a smallerspectroheliograph of different design is under constructionfor the 40-inch, telescope. An investigation of the spectraof the red stars, made by myself with the aid of Messrs. Ellerman and Parkhurst, is now well advanced toward completion, and promises to add an interesting chapter to therecord of stellar evolution. The detection with the largetelescope of a thin layer of carbon vapor close to the surfaceof the Sun is of value in connection with the same problem.Mr. Ritchey's success in utilizing the large telescope forphotography marks an important advance, as it was neversupposed by its maker that the instrument could be employed for other than visual observations. The simplicityof the method, and the remarkable excellence of the resultsobtained, renders it safe to predict that the method will findgeneral application with other visual telescopes. For thedelineation of minute details Mr. Ritchey's photographs ofstar clusters and the Moon seem to surpass the best photographs obtained elsewhere.During the summers of 1898 and 1900 we were fortunatein having with us as a guest Professor E. F. Nichols, of Dartmouth College. By means of his extraordinarily sensitiveradiometer, with which the heat radiated from a man's faceat a distance of 2000 feet was easily measured, ProfessorNichols found for the first time that the stars send us an appreciable amount of heat. His work, especially when it canbe followed up with the great reflecting telescope now underconstruction in our optical shop, will be of great importancein the study of stellar evolution.The expedition sent out from this Observatory to observethe total solar eclipse of May 28, 1900, secured results ofhigh value. The photographs of the corona obtained byProfessor Barnard and Mr. Ritchey with a long horizontaltelescope of our own construction show the greatest amountof delicate detail hitherto recorded, while the conclusionsdrawn by Professor Frost from a study of the photographsof spectra taken by himself and Dr. Isham settle a longdisputed question of solar physics. It is most unfortunatethat clouds prevented Professor Barnard from carrying outhis photographic programme at the recent eclipse in Sumatra, which was exceptional for its great duration.The appearance last February of a new star in the constellation Perseus led to an extensive study of this object,the most remarkable celestial phenomenon discovered during the past three hundred years. A long series of photographs of its spectrum by Mr. Ellerman, and careful determinations of the fluctuating brightness of the star made onevery available occasion by Mr. Parkhurst, have affordedmaterial for an exhaustive study of the phenomenon.Without dwelling upon other work already accomplishedI wish to call the attention of the Visiting Committee to twolarge instruments, now in course of construction in our instrument shops. The first is a two-foot horizontal reflecting telescope of 165 feet focal length, to be erected south ofthe Observatory building. This instrument could not havebeen built without the assistance of the Draper and Rum-ford Committees, which granted an appropriation of $1500144 UNIVERSITY RECORDfor this work. If the telescope accomplishes all we expectfrom it, the results will be noteworthy. Apart from the advantages arising from the great focal length, much is expected from the fact that images of the heavenly bodies willbe brought into physical laboratories where the temperaturecan be kept constant, and where delicate physical instruments, which are useless in an open dome, can be employed.The other telescope will be of immense power, as its 60-inch mirror will collect more than twice as much light as theobjective of the 40-inch telescope. It is greatly to behoped that it can be completed in the near future.During the period which I have attempted to describe, theinstrumental equipment of the Observatory has thus receivedspecial attention, and through the successful application ofnew instruments and methods a collection of the most valuable photographs, far beyond the capacity of the existingstaff to measure and reduce, has already accumulated. Inorder to derive from them the vast amount of informationthey contain the staff must be strengthened by the additionof assistants to measure and reduce these photographs.Furthermore, provision must be made to carry out a largeprogramme of solar research, as our own facilities in this fieldperhaps surpass those of any other observatory. Then physicalwork in the laboratories must also be systematized, and giveninto the hands of men who can devote most of their timeto these investigations, which are so important in connectionwith our stellar studies. When these improvements havebeen effected by the formation of a larger staff, and whenthe possibility exists of publishing Professor Burnham'sgreat catalogue and other volumes of the Publications, theObservatory will be for the first time capable of playing itsproper part among other observatories in the same class.George E. Hale.REPORT OF ACTIONS OF UNIVERSITY RULING BODIESFOR MAY AND JUNE, 1901The Board of University Affiliations :Meeting of May 4. — 1) A letter from the Chicago Hospital School for Nervous and DelicateChildren, accepting the conditions imposed bythe Board, was received and the arrangementwith the University contemplated thereby wasrecommended to the Board of Trustees. 2) TheUniversity School for Girls was recommended tothe Board of Trustees for affiliation. 3) Thefollowing resolution was adopted :For the year beginning July 1, 1901, credits from the following schools will be accepted for admission to the medicalcourse of the University : four-year high schools and acade mies on the accredited lists of the following universities:the University of Wisconsin, the University of Michigan,the University of Minnesota, the University of Iowa, theUniversity of Illinois, the University of Nebraska, the University of Kansas, the University of Indiana, and the University of Ohio.4) Action (taken March 2) adopting report ofCommittee on Relation of Board for the Recommendation of Teachers to this Board reconsidered.Meeting of June 1 . — 1) A recommendation notto grant the request of the University School ofColumbus, O., to accept its home study work wasapproved. 2) The University School for Boys,of Chicago, and Brownell Hall, of Omaha, Neb.,were accepted as cooperating schools..The Board of Physical Culture and Athletics :Meeting of May 4. — 1) The following resolutions received from the Council of Administrationof the University of Illinois :Resolved, That in the judgment of the Council of Administration of the University of Illinois the common usage ofwestern university athletic associations in employing easternprofessionals at large salaries to coach football teams isunwise ; because, among other reasons, it is destructive ofuniversity self-dependence ; because it encourages extravagant expenditure and invites professionalism; because itmakes the game a battle between rival coaches who becomeindifferent to the hazards of the contests; and because itresults in the over-training of the men to an extent which ishurtful physically, and which unfits them for regular university work.Resolved, That as the subject is one of common interestto all western universities of our class, and comprehensiveaction upon it seems desirable, and it is obvious that agreements already made with coaches cannot be changed, werespectfully make known our views regarding it to theauthorities of those universities with whom we sustain athletic relations, and request them to agree with this University that all such related universities, after the football seasonof 1 90 1, require that football and all other athletic teamsshall be coached by none but regularly employed instructors.in the university, aided, if so desired, by former members ofthe team being coached.The following reply approved :Not only is the University in the heartiest sympathy withthese resolutions, but the policy of the Division of PhysicalCulture and Athletics has been altogether in harmony withthis course of procedure since the opening of the University.ACTIONS OF RULING BODIES 145It is the earnest hope of the Board that there may be ahearty and unanimous agreement with these resolutions onthe part of all the institutions of higher learning in theWest.2) The Board received the following queryfrom the University Council :Shall students otherwise ineligible for public appearancebe permitted to play upon second teams or upon freshman-sophomore teams ?The following reply was made :The Board answers this question in the affirmative, itbeing understood that playing on these teams does not comeunder the definition of a "public appearance."3) Recommended that $30.00 be takeo fromthe appropriation for physical culture to payexpense of hiring boats for rowing of womenstudents in Jackson Park.Meeting of June 1 . — 1) Point-winners in Conference Track Meet permitted to compete inIntercollegiate Meet at Buffalo. 2) Recommendedto the Board of Trustees that arrangements bemade to secure for students the use of the Natato-rium for the summer. 3) The following recommendation of the Faculty of the SeniorColleges was approved to go into effect on andafter July 1, 1901 :That there be added to Rule 2, governing the publicappearances of students, the following : " but less than fullwork in a fourth quarter of residence after three consecutivequarters of full work will not disqualify a student."The Board of Student Organizations, Publications,and Exhibitions:Meeting of May 18 — 1) Permission given tothe Musical Club in the Women's Halls to becalled "The Quadrangle Chorus." 2) The request of the Dramatic Club that the members ofthe cast and business managers be credited withone minor gymnasium work was refused. 3) Thesupervision of the Dramatic Club was assigned tothe Department of Public Speaking. 4) The following recommendation of the faculty of theSenior Colleges was approved:That there be added to Rule 2 governing the public appearances of students the following : " but less than full workin a fourth quarter of residence after three consecutivequarters of full work will not disqualify a student." 5) A committee of three appointed, with twoadvisory members, to consider the organizationof the Men's Clubhouse. 6) The plan to organize Kelly and Beecher Houses as German andFrench institutes postponed.The Board of the Christian Union :Meetings of June y and 13. — i).A StandingCommittee on Public Worship ordered. 2) Apermanent list of University preachers arrangedfor. 3) Regular reports ordered from the variousreligious organizations represented in the Board.4) Time of Sunday Service changed to 11: 00 a.m.to take effect at once.The Board of the University Extension :Meeting of June J. — 1) Standing Committeeson ¦ Correspondence Work, Lecture-Study Work,and Library Work ordered. 2) Time of meeting set for the fourth Saturday in the month at1 1 : 30 a.m.The Board of Medical Affairs :Meeting of June 8. — 1) Time of meeting set forthe third Friday of the month at 4:00 p.m. 2)Standing Committees on Admission, Curriculum,Outside Relations, and Scholarships and Prizesordered. 3) Committee on Repairs and Changesin Laboratories appointed. 4) A statement ofthe new organization of medical work in the University recommended for publication in medicaljournals.The Faculty of the Junior Colleges :Meeting of May 11. — 1) Helen A. Sullivan accepted with advanced standing. 2) The following action was taken :The rule for substitutions should be interpreted as applicable to admission requirements or to college requirements ; but not to both.The Faculty of the Senior Colleges :Meeting of May 11 — 1), In view of the organization of a board of medical affairs the pre-medi-cal committee was discharged. 2) A revision ofrequirements in the College of Commerce andAdministration was made whereby candidates for146 UNIVERSITY RECORDdegrees enrolled in this college are relieved fromone of the two required majors in philosophy.3) The following persons were accepted with advanced standing : Ada B. Cox, Ella M. Grubb,Myrtle A. Hunt, Louis Rich, and Clara L. Johnson.Meeting of June 8. — 1) Names recommended forgraduate scholarships. 2) The following personsaccepted with advanced standing :Laura T. Brayton, Nellie L. Carpenter, Emma M. Cowles,Eleanor C. Doak, Edith Huguenin, Moses Maier; Laura M.Parker, Lydia M. Schmidt, Walter Kay Smart, Mildred H.Smith, Georgia L. Yocum, and Mary E. Young.The Faculties of the Graduate Schools :Meeting of May 25. — 1) Following report ofCommittee on Theses approved and referred tothe Board of the University Press :The committee is opposed to the University givingfinancial aid directly to students for the publication of theirtheses and unanimously favors the publication of theses atcost by the University Press.2) The following persons admitted to candidacy for the degrees named :Master of Arts: J. F. Brumbaugh, Edward Prokosch,Helen M. Taylor.Master of Philosophy : Majorie L. Fitch, A. R. Schweitzer.Master of Science ';. S. D. Magers.Doctor of Philosophy: E. R. Downing, A. A. Lawson, J.O. Sethre. E. H. Sturtevant.The Faculty of the Divinity School :Meeting of May 18. — 1) The following personsadmitted to candidacy for the degrees, named :Bachelor of Divinity: William Bode, Fred Merrifield, H.C. Miller, F. F. Parsons, John Roce*n (by Theo. Union), C.R. Williams, H. B. Woolston, R. R. Wright; Doctor ofPhilosophy: J. M. Gillette.The University Council:Meeting of May 11. — 1) A committee appointed to consider and report the necessary administrative details for carrying the following actioninto effect October 1, 1901:After October 1, 1901, each Junior College student shallhave the privilege of selecting from the teaching staff of theUniversity an adviser whose duty it shall be to give counselto the student, upon educational or other subjects concerningwhich the student desires advice. 2) The following plan for medical work wasapproved :1. That on and after July 1 students known as medicalstudents shall be classified as a separate division of studentsin the University, coordinate with the divisions now existing.2. That there be established a Board of Medical Affairs,to consist of five members of the University, and as ex officiomembers the heads or representatives of departmentsclosely connected with the work of medical instruction, andofficers of the University of the rank of associate and above,the larger proportion of whose time is occupied in givinginstruction in medical courses.3. That this Board be given charge, under the generalstatutes of the University, of the curriculum and students ofthe medical division.4. That a special dean be appointed for the administrative work connected with the medical division of the University.5. That students who are candidates for a Universitydegree be registered by the Dean of the faculty makingrecommendations for the proposed degree, and be under therules and regulations of the students of that faculty, it beingunderstood that such registration shall take place after consultation with the Dean of the medical school.3) The following plan for the work of the Schoolof Education was approved :1. That on and after July 1, students two thirds of whosework is in connection with the School of Education shall beclassified as a separate division of students in the University,coordinate with the divisions now existing.2. That there be established the Faculty of the School ofEducation, which shall be coordinate with other faculties ofthe University, and shall consist ofa) Five or more members of the University at large, to berecommended by the President and appointed annually forone year of service by the Board of Trustees.b) Officers of the School of Education of the rank of ass6-ciate and above.3. That this faculty be given charge, under the generalstatutes of the University, of the curriculum and students ofthe School of Education.4. That a Director be appointed for the general administration of the School of Education, and that he be given aseat in the Senate of the University. That a Dean be appointed for the more detailed administration of the affairsof the School of Education, and that he be given a seat inthe Council of the University.5. That the faculty of the School of Education be authorized to make recommendations for certificates.THE MORGAN PARK ACADEMY 147'4) The following plan for the reorganizationof the Christian Union approved :1. That the Christian Union be placed upon a more dis-distinct University basis.2. That to this end its work be placed in the hands of aBoard similar to other University Boards.3. That this work be administered by the Chaplain andby an officer to be designated Vice Chairman, in consultationwith the President.4. That such a Board be established to includea) Five members recommended by the President andappointed by the Trustees.b) The Chaplain and Vice Chairman, the President, andthe secretaries of the University Settlement Board and ofall religious societies in the University.c) Two representatives of each distinct student division.5. That this body meet regularly and do its work throughsuch standing committees as may be established.The University Senate :Meeting of May 4. — 1) The following nominations to the Editorial Board of the Decennialpublication were approved :As assistant editors, Messrs. Salisbury and Cutting ; asgroup editors, Historical, Mr. A. C. Miller; Theological, Mr.Mathews ; Language and Literature, Mr. Buck ; OrganicScience, Mr. Loeb ; Inorganic Science, Mr. Bolza.Meeting of June 8. — 1) The following actionrecommended to the Board of Trustees :That there be appointed a Dean and Faculty with authority over the College of Commerce and Administration, saidFaculty to be composed of those giving instruction in saidCollege together with the heads of all departments furnishing such instruction.THE MORGAN PARK ACADEMY.Especial interest has attached to this year's workbecause the year has been the first under the newpolicy which, excluding the girls, has made theAcademy a school for boys only.The belief, entertained by advocates of thischange, that a growth in numbers would result,has been justified, since the number of boys thisyear in our halls has considerably exceeded thenumber of both boys and girls there last year.There have been occasionally heard from the boysexpressions of regret over the change, but theopinion of the majority is unquestionably one of approval, since beyond any doubt the average boyprefers to attend a boarding school for boys only.To deduce conclusions or to make comparisons relative to the amount and quality of workdone by boys before and after the change wouldof course *be premature. It is interesting, however, to notice that whereas last year of the 118boys in attendance, six attained scholarship rank,this year of 133, seventeen were successful, therequirements for this rank remaining the same.The completion of the new gymnasium washailed with great delight which found fitting expression in the formal opening on the evening ofMay 3. On th^at occasion many of the formerstudents were present, together with members ofthe Board of Trustees, President Harper, andother members of the faculties of other departments of the University, and many friends. Theprogram consisted of a formal reception, President Harper, Mr. McLeish, Mrs. Felsenthal, Dr.Hurlburt, Dean and Mrs. Chase receiving. Therefollowed an inspection of the building and equipment and athletic games, participated in by students, both of the Academy and of the JuniorCollege. After refreshments dancing concludedthe program.The year has brought a very satisfactory measure of success in competitive athletics, our boyshaving won the inter-academic championshipin f pot-ball, and track athletics and having donecreditably in baseball and tennis. Even moregratifying was our winning of the championshipof the Inter-Academic Debating League.Despite the absence of the girls from the school,the social interests have been well sustainedthrough open meetings of the literary societies,musical and dramatic entertainments given by thehall organizations, dances, a student vaudevilleperformance, receptions, and public lectures.The exercises of the closing week began June14 with an afternoon reception to the Seniors,given by Dean and Mrs. Chase at their home. Inthe evening the Juniors gave a dance in the gymnasium in the Seniors' honor. The Seniors were148 UNIVERSITY RECORDinvited to the Vesper Affiliation services Sundayafternoon, June 16, and the whole school participated in the exercises of Founder's Day, June 1 8,being accorded the special honor of acting assole escort of Mr. Rockefeller and President Harper, from the stone laying ceremonies to the President's house. Thursday afternoon the class-dayexercises occurred on the south campus, and inthe evening the Senior reception was held on thespacious lawns of Mr. and Mrs. James Jay Smith,whose home was most generously placed at thedisposal of the class for this occasion. On Friday afternoon the Convocation was held, Dr.Emil G. Hirsch delivering the address on the subject, "Ambitions." The certificates of graduation were conferred by Professor William D.MacClintock who presided in the place of President Harper. In the evening the Convocationreception, held in Morgan Hall, was very largelyattended. All of the twenty-two members of thegraduating class plan to go to college; fifteenenter the Junior College ; two go to Yale ; two tothe University of Wisconsin ; one each to Harvard, the University of Michigan, and the Michigan School of Mines.PROFESSOR STARR'S RECENT WORK IN MEXICO.With his last journey to Mexico, which extendedover four months, Associate Professor FrederickStarr brings the field-work of four years study ofMexican Indians to a close. This study has hadfor its object the careful definition of the physical types of the tribes of southern Mexico.Three kinds of work were done — measurement,photography, and modeling. In each tribe onehundred men and twenty-five women were measured, fourteen measurements being taken uponeach individual. Photographic portraits weretaken of typical subjects, a front view and astraight profile being made of each. Busts inplaster were made of those who appeared mostperfectly to present the racial type, the moldsbeing made 'directly upon the subject. Duringthe four seasons over which his work has extended Professor Starr has visited the following twenty-three tribes : Otomis, Tarascans, Thaxcalans,Aztecs, Mixtecs, Triquis, Zapotec-Mixtecs, Mixes, Tehuantepec Zapotecs, Juaves, Chontals,Cuicatecs, Chinantecs, Chochos, Mazatecs, Tepe-huas, Totonacs, Huaxtecs, Mayas, Zoques, Tzen-dals, Tzotzils, and Chols. While the physicaltypes of the natives formed the chief subject ofstudy, many views were also taken of the scenery,villages, houses, groups of Indians, native industries, etc., etc. The material results of the investigation include measurements from 2850 persons,1200 or more negatives, varying in size from8X10 inches to 4X5, 100 busts in plaster, anda large collection of objects — dress, weapons,implements, and products — illustrating the ethnography of the region. Several months will benecessary for putting all this material into shapefor exhibition and publication. The printedresults of the study will comprise five volumes.Of these, two will be albums of plates, illustratingthe people and the country, under the title TheIndians of Southern Mexico; two will be pamphlets,printed by the Davenport Academy of Naturalsciences, entitled Notes on the Ethnography ofSouthern Mexico; the fifth will probably be issuedas a bulletin of the Department of Anthropologyby the University of Chicago, and will presentthe results of the anthropological measurementsand observations under the name of The PhysicalCharacter of the Indians of Southern Mexico.The first and volume of the Indians of SouthernMexico part first part of the Notes on the Ethnography of Southern Mexico have already beenpublished. The remaining three volumes will beprinted as soon as possibly. It may be addedthat this work of Professor Starr is quite the firstof its kind undertaken in Mexico.THE RUSSIAN LECTURESHIP.It is well known to members of the Universitythat by the gift of a sum of money on the partof Mr. Charles R. Crane, of Chicago, a Lectureship on Russian Literature and Institutions hasTHE RUSSIAN LECTURESHIP 149been established in the University. The firstcourse of lectures is in process of delivery duringthe present Summer Quarter. The lecturer isMaxime Kovalevsky, former Professor of Comparative Politics in Moscow, now Professor ofPolitics and Economics at the new University ofBrussels, and the College of Social Sciences inParis. The general subject of his lectures is "ASketch of Russian Political Institutions, Past andPresent." Following is a detailed statement ofthe topic of each lecture :I. A Bird's Eye View of the Different PeopleInhabiting the Russian Empire.II. Old Moscovite Institutions under the FirstDynasty.III. Moscovite Institutions Under the first twoRomanovs.¦IV. The Political Reforms of Peter the Great,and the Interior conditions of Russia under hisimmediate successors.V. From Anne to Catherine II. — A Picture ofthe higher administration of Russia in the timeof palace revolutions and under the rule of favorites.VI. The Reforms of Catherine II., and moreespecially the re-ordering of Local Administration. VII. The Reforms of Alexander, as far as thenow existing central institutions are concerned ;the composition and the attributes. of the Councilof State, of the Committee and Council of Ministers; the system of Ministries.VIII. The State of Russia under Nicolas L, andthe Reforms of Alexander II.; the Emancipationof the Serfs ; the present condition of the Russianvillage, or township, and of the Russian volostor hundred.IX. The Reforms of Alexander II. continued ;the introduction of elective assemblies, district,municipal, and provincial; the present conditions of local self-government in Russia.X. The Reforms of Alexander II. continued;the judicial reform and the introduction of Trialby Jury.XL The Reforms of Alexander II. continued ;the Army, University, and Press reform ; how farliberty of conscience and freedom of thought arerecognized in Russia.XII. The past and present Position of Polandin the Russian Empire.XIII. 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