VOLUME VII NUMBER 1§1114!University RecordMAY, 1902THE SCHOOLTHE BUILDING.The permanent building for the School ofEducation is now in process of erection. It issituated on Scammon court, between Kimbarkand Monroe avenues, and faces the MidwayVlaisance. The building will be of stone, withtile roof to correspond with the other buildingsof the University, although the actual detailsof the style are somewhat different. It willhave a frontage of 350 feet, and a depth,through its two wings, of 162 feet. It will befour stories high, but passenger and freight elevators will give easy access to the upper floors.An attractive feature of the plan is the large opencourt, the quadrangle, which is now accepted asthe best arrangement for a university building.The court will offer great possibilities for landscape effects, and in the final plan will be symmetrical and surrounded with buildings. Thewings on the east and west sides are low to insurea circulation of air in the court, and also to takeadvantage of the prevailing western winds insummer. To increase the effect of the whole,and to insure a certain privacy, the building isset upon a terrace.The west half of the building will be assignedmainly to the professional department, and thefirst three floors in the east wing to the elementary school.In the general plan it has been the aim to locate the rooms for the various kinds of hand-workas near as possible to the ordinary class-rooms. OF EDUCATION.In the east room, on the first floor, between thekindergarten and the primary grades, is the roomfor clay-modeling. Immediately below, in thebasement, is the casting and kiln room. Above,on the second floor, is the room for manualtraining, to be equipped with the best appliancesobtainable for this important kind of work.Overhead, on the third floor, the entire wing isdevoted to the department of home economics.This contains two rooms for kitchens — one forelementary and one for advanced work — andample space for laboratory and other purposes.On the fourth floor, almost all the correspondingspace is to be devoted to domestic arts. It willinclude a dyeing room and liberal allotments ofspace for the various branches of textile work.On the same floor, near the middle, a large lunchroom has been provided, with its own completekitchen equipment.The kindergarten and the first and secondgrades are on the first floor in the east half of thebuilding. The kindergarten is placed in thenorth end of the east wing ; the room over it isdesigned for a play-room. The third, fourth, andfifth and the sixth, seventh, and eighth gradesare on the second and third floors, respectively.Connecting with each grade-room there is asmaller ^"room, half the size of the grade room, tobe used for purposes of group-work.The first floor in the west wing will be devotedto lecture-rooms and to recitation-rooms in mathematics and astronomy. The larger part of thisI - -1-UNIVERSITY RECORD 3wing will be equipped as a physical laboratory,which will be used by the pupils of both theelementary and the pedagogical department. Thelaboratory equipment will be ample and modern.North of the laboratory is a room for faculty conferences.The large area on the second floor, in the central part of the building, is intended to accommodate the library. Next to this, on the west, arethe rooms for history and literature. The westwing will be equipped for the study of geographyand geology, with a third room for blackboarddrawing. In the north end, over the faculty-room, is the room for speech, oral reading, anddramatic art. This will be provided with a finestage and the necessary accessories for the presentation of dramatic work.The space on the third floor immediately overthe library has been assigned to the museum.The museum will be furnished with gas and water,and a small area in the southeast corner, inclosedin glass, will be used for plant propagation andother experimentation. It is intended that themuseum shall be used largely for practical workin connection with all the departments of theschool. Adjoining the museum on the west aretwo rooms for biology, one for elementary, theother for advanced pupils. The room for thelatter occupies the south end of the wing, thusreceiving light from south and west. The northend of the wing will be devoted to work inchemistry. In connection with this departmentare a weighing-room and a photography-room.The space in the center of the building on thefourth floor, immediately over the museum, hasbeen assigned to art — drawing and painting. Itwill be lighted in part from the ceiling. Theremainder of this floor will be used for varioushandicrafts — metal work, bookbinding, printing,etc. A small geographical laboratory will occupythe southwest corner.Two large suites, including offices, vaults, andwork rooms for administrative purposes, and reception rooms, have been located on the first floor, one on either side of the main entrance andadjoining the spacious lobby. Near one of themis the passenger elevator.By reference to the accompanying floor plansit will be seen that the general arrangement issuch as to insure plenty of light for each of therooms and for all of the corridors. From thisfact it is believed that the building will lend itselfeasily to the decorative effects which can beplanned with a view to an appropriate treatmentof the building as a whole. The corridors willbe lined with brick of a soft gray color, and thefloor will be of cement, in a shade of red harmonizing with the walls. The finish overheadwill be in rough plaster to add life to the coloreffects. The interior woodwork will be of dark-stained birch. Birch has been selected ratherthan oak or other woods of a more porous nature,because of the ease with which it may be keptclean. With the exception of the kiln room andthe casting room, there are no work rooms in thebasement. The building will be equipped with acomplete interior telephone system. The heatingand ventilation will be of the Plenum system,the same as in our public schools, except that theamount of air furnished each person per hourwill be greater, and the velocity of the air entering the room not so great. In addition, thelaboratories are equipped with an exhaust system.THE FACULTY.The Professional Department.William Rainey Harper, Ph.D., D.D., LL.D., Presidentof the University.John Dewey, Ph.D., Director and Head of the Department of Philosophy. *Wilbur Samuel Jackman, A.B., Dean, and Professor ofthe Teaching of Natural Science.Ella Flagg Young, Ph.D., Professor of Education.Nathaniel M. Butler, A.M., D.D., Professor of Education.James H. Van Sickle, A.M., Superintendent of Schools,Baltimore, Md. (Summer Quarter, 1902).George W. Myers, Ph.D., Professor of the Teaching ofMathematics and Astronomy.* Elected upon nomination by the Trustees of Chicago Institute, bythe Trustees of the University of Chicago, May 20, 1902.7* °' 4UNIVERSITY RECORD 5Emily J. Rice, Associate Professor of the Teaching ofHistory and Literature.Martha Fleming, Associate Professor of the Teaching ofSpeech, Oral Reading, and Dramatic Art.Zonia Baber, Associate Professor of the Teaching ofGeography and Geology.John Duncan, Associate Professor of the Teaching of Art.Alice Peloubet Norton, A.M., Assistant Professor ofthe Teaching of Home Economics.Thomas P. Bailey, Jr., Ph.D., Assistant Professor of Education.George Herbert Locke, A.M., Assistant Professor ofEducation.Herbert Ellsworth Slaught, Ph.D., Assistant Professor of Collegiate Mathematics, the Department ofMathematics (Summer Quarter, 1902).Addison Webster Moore, Ph.D., Assistant Professor ofPhilosophy, the Department of Education (SummerQuarter, 1902).Carl J. Kroh, Assistant Professor of the Teaching ofPhysical Training.Flora J. Cook, Principal of the Francis W. Parker School(Summer Quarter, 1902).Eleanor Smith, Music (Summer Quarter, 1902).Bertha Payne, Instructor in Kindergarten Training.Ira B.Meyers, B.E., Curator, and Instructor in the Teaching of Natural Science.Lorley Ada Ashleman, Associate in French.Eduard Prokosch, A.M., Associate in German.Irene Warren, Librarian and Associate in School LibraryEconomy.Caroline Crawford, Associate in Physical Training:Anthropometry and Corrective Work.Antoinette B. Hollister, Associate in Art, Clay Modeling, and Painting.Elizabeth Euphrosyne Langley, Assistant in ManualTraining, and Sloyd for Primary Grades.Annette Butler, Assistant in Manual Training: Woodand Iron Sloyd.Zoe Smith Bradley, Teacher of Music.Ida Cass a Heffron, Assistant in Art (Spring Quarter,1902).Irving King, A.B. (Fellow), Assistant in Education(Summer Quarter, 1902).The Elementary Department.Katharine M. Stilwell, Associate in Latin ; CriticTeacher, Eighth Grade.Viola Deratt, Critic Teacher, Seventh Grade.Jennie Curtis, Associate in Geography; Critic Teacher,Sixth Grade.Harriet T. B. Atwood, Associate in Science ; CriticTeacher, Fifth Grade. Gertrude Van Hoesen, Associate in Elementary Mathematics ; Critic Teacher, Fourth Grade.Gudrun Thorne-Thomsen, Associate in History andLiterature ; Critic Teacher, Third Grade.Clara Isabell Mitchell, Associate in Art and Textiles ;Critic Teacher, Second Grade.Elsie Wygant, Critic Teacher, First Grade.Anne Elizabeth Allen, Associate in Kindergarten.Mary Howell, Teacher in the Kindergarten.Mary Reed, Assistant Critic Teacher, Seventh Grade(Spring Quarter, 1902).Jennie Hall, Grammar Grades, Model SchooL (SummerQuarter, 1902).Special Lecturers, Summer Quarter, 1902.G. Stanley Hall, Ph.D., LL.D., President of Clark University.John Merle Coulter, A.M., Ph.D., Professor and Headof the Department of Botany.James L. Hughes, Inspector of Schools, Toronto.Advisory Members.Thomas Chrowder Chamberlin, Ph.D., LL.D., Professor and Head of the Department of Geology.John Merle Coulter, A.M., Ph.D., Professor and Headof the Department of Botany.William Gardner Hale, A.B., LL.D., Professor andHead of the Department of Latin.Henry Herbert Donaldson, Ph.D., Professor and Headof the Department of Neurology.William Darnall MacClintock, A.M., Professor ofEnglish; Dean of University College.Rollin D. Salisbury, A.M., professor of GeographicGeology; Dean of the Ogden (Graduate) School ofScience.Frank Frost Abbott, Ph.D., Professor of Latin.Marion Talbot, A.M., Associate Professor of SanitaryScience ; Dean of Women.George Edgar Vincent, Ph.D., Associate Professor ofSociology; Dean of the Junior Colleges.Members of the Faculties of Arts, Literature, and Science,Whose courses are recommended to students inthe School of Education.Thomas Chrowder Chamberlin, Ph.D., LL.D., Professor and Head of the Department of Geology.John Merle Coulter, A.M., Ph.D., Professor and Headof the Department of Botany.James Laurence Laughlin, Ph.D., Professor and Head ofthe Department of Political Economy.Albert Abraham Michelson, Ph.D., Sc.D., LL.D., Professor and Head of the Department of Physics.Eft £'3UNIVERSITY RECORD 7Charles Richmond Henderson, A.M., D.D., Ph.D., Professor of Sociology in the Divinity School.Charles Reid Barnes, A.M., Ph.D., Professor of PlantPhysiology.William Darnall MacClintock, A.M., Professor ofEnglish.Rollin D. Salisbury, A.M., Professor of GeographicGeology.James Hayden Tufts, Ph.D., Professor of Philosophy.Oliver J. Thatcher, Ph.D., Associate Professor of Mediaeval and English History.Marion Talbot, A.M., Associate Professor of SanitaryScience.Frederick Starr, Ph.D., Associate Professor of Anthropology.William Isaac Thomas, Ph.D., Associate Professor ofSociology.George Edgar Vincent, Ph.D., Associate Professor ofSociology.Alexander Smith, Ph.D., Associate Professor in GeneralChemistry.Francis W. Shepardson, Ph.D., Associate Professor ofAmerican History.George H. Mead, A.B., Associate Professor of Philosophy.Charles Benedict Davenport, Ph.D., Associate Professor of Zoology and Embryology.Robert Herrick, A.B., Associate Professor of English.Frank Rattray Lillie, Ph.D., Associate Professor ofEmbryology.Albert Harris Tolman, Ph.D., Assistant Professor ofEnglish.Myra Reynolds, Ph.D., Assistant Professor of EnglishLiterature.William Hill, A.M., Assistant Professor of PoliticalEconomy.Robert Morss Lovett, A.B., Assistant Professor of English.Addison W. Moore, Ph.D., Assistant Professor of Philosophy.Charles Riborg Mann, Ph.D., Assistant Professor ofPhysics.Robert A. Millikan, Ph.D., Assistant Professor of Physics.Henry Rand Hatfield, Ph.D., Assistant Professor ofPolitical Economy.Bradley Moore Davis, Ph.D., Assistant Professor ofBotany.David Judson Lingle, Ph.D., Instructor in Physiology.Oscar Lovell Triggs, Ph.D., Instructor in English.Charles Joseph Chamberlain, A.M., Ph.D., Instructor inMorphology and Cytology.Charles Manning Child, Ph.D., Instructor in Zoology.Ralph C. H. Catterall, A.B., Instructor in Modern History. James Westfall Thompson, Ph.D., Instructor in EuropeanHistory.Forest Ray Moulton, Ph.D., Instructor in Astronomy.Glenn Moody Hobbs, S.B., Instructor in Physics.Henry Gordon Gale, Ph.D., Instructor in Physics.Henry Chandler Cowles, Ph.D., Instructor in Ecology.Wesley Clair Mitchell, Ph.D., Instructor in PoliticalEconomy.James Weber Linn, A.B., Associate in English.Nott William Flint, A.B., Associate in English.Robert Walter Bruere, A.M., Associate in English.Charles Edward Merriam, Ph.D., Associate in PoliticalScience.Henry P. Chandler, A.B., Associate in English.Walter Wallace Atwood, S.B., Associate in Physiography.Frank Baldwin Jewett, A.B., Research Assistant inPhysics.Harry Nichols Whitford, S.B., Assistant in Ecology.Burton Edward Livingston, Ph.D., Assistant in (Botanical) Physiology.Charles Christopher Adams, S.M., Assistant in Zoology(Summer Quarter, 1902).Russell D. George, A.M., Assistant in Geology (SummerQuarter, 1902).John Paul Goode, Ph.D., Assistant in Geology (SummerQuarter, 1902).GENERAL IN FORM A TION.The Professional Department.The University of Chicago School of Education was formed by the consolidation with theUniversity of Chicago, of the Chicago Institutefounded by Mrs. Emmons McCormick Blaine.The Professional Department offers courseswhich deal, from the point of view of pedagogy,with the problems arising in elementary education. The courses are designed for the trainingof teachers and supervisors in elementary andnormal schools, for the preparation of kinder-gartners, and other specialists in educationalwork. Each member of the faculty, being familiarwith the plan and work of the entire school, isable to present his courses so that the relationship of his subject to the other subjects in thecurriculum clearly appears.It is the aim to develop educational theory,imiS3m*UNIVERSITY RECORD 9and to illustrate, in practice, educational principles with special reference to the needs of thosewho are already engaged in teaching or who aredesirous of fitting themselves for such professionalwork.The curriculum in the Professional Departmentembraces the pedagogical presentation of all subjects taught in the elementary schools, and it alsoincludes psychology and the history of education.Admission.i. Admission to regular standing in the Schoolof Education is granted to students who offerany fifteen of the units accepted for admission toa Junior College of the University. This admits(a) graduates of universities, colleges, and normalschools ; (b) students who have taken partialcourses in approved colleges or normal schools,provided they have honorable dismissal from thesame, and provided they offer at least fifteen unitsof admission work ; (c) graduates of high schoolsand academies affiliated or co-operating withthe University.Students meeting the above requirements willbe admitted to regular standing.2. Admission to the School of Education, butnot to regular standing, is also granted (a) toteachers of at least one year's successful experience, when recommended by the Director andthe Dean of the School of Education ; (b) tograduates of high schools and academies not inaffiliation or co-operation with the University,provided such high schools and academies havestandard four-year courses such as are acceptedby the leading state universities ; (c) to studentswho have had, in private schools, courses whichare fully equivalent to those mentioned under (b).Students admitted under the terms of the preceding paragraph are unclassified students. Applicants for admission as unclassified studentsmust present official testimonials or certificatesshowing the amount and kind of work whichthey have done. When the work of unclassifiedstudents has been shown to be satisfactory, they shall be given regular standing in the School ofEducation, provided they present the requisitenumber of admission credits.For admission, either as regular or as unclassified students in the School of Education, studentsmust be free from physical defects likely to impairtheir usefulness as teachers.In the preceding statement, a unit means acourse of study comprising not less than 150hours of prepared work. It corresponds essentially to a course of study running through oneyear, in which classes meet four times weekly.Two hours of laboratory work are regarded asequivalent to one hour of prepared class-roomor recitation work.The following subjects are accepted for admission by the University, with the values assigned :Civil Government )^ ^it-History:History of Greece ----- ^ unit.History of Rome ----- ^ unit.Mediaeval History % unit.Modern History ^ unit.History of the United States, % unit or 1 unit, according to the length and thoroughness of the course.History of England, % unit or 1 unit, according to thelength and thoroughness of the course.Greek - 3 units.If Greek is offered for admission, the minimum whichwill be accepted is two units. This includes thereading of four books of the Anabasis, with exercisesin composition. Six books of the Iliad or Odysseyrepresent the third unit of Greek.Latin ... - - - - - - 4 units.If Latin is offered for admission, the minimum whichwill be accepted is two units. The two units coverthe reading of the usual amount of Csesar's GallicWar, or its equivalent, with the work preliminarythereto. The third unit of Latin is represented by ayear's work in Virgil or Ovid (or equivalent), and thefourth unit by a year's work in Cicero, or equivalent,Latin composition is also required for the completionof four units.French 3 units.Each full year of high-school or academic work inFrench will constitute a unit. A student may offerone, two, or three units of French.German 3 units.-Each full year of high-school or academic work inGerman will constitute a unit. A student may offerone, two, or three units of German.English 2 units.10 UNIVERSITY RECORDMathematics :Algebra to Quadratic Equations : - - I unit.Algebra through Quadratic Equations, %, unit (in addition to the above).Plane Geometry I unit.Solid Geometry % unit.Physics - I unit.The student's laboratory notebook in Physics must bepresented.Chemistry -------- i unit.Geology % unit.Physiography, % unit or I unit, according to the length andthoroughness of the course.General Biology ------- i unit.Zoology I unit.Botany I unit.Physiology - - - - - - - % unit.For fuller statement of the exact character ofthe admission work, see the Circular of Information of the University, the Departments of Arts,Literature, and Science: The Colleges.Information Concerning the Curriculum.Provision is made :i. For a two years' course.2. For a third year's work which allows thestudent, a) to carry professional studies further,b) to specialize within the field of elementary work,and c) to take additional work in the Colleges.The curriculum is as follows :TWO years' course.Geography - -. 3 Mj.History -' - 3"Nature Study - - 3 «Mathematics 2".Speech and Oral Reading - - - - 2 "Home Economics 1 "Psychology (College) 2 "Other College Studies 2 "THIRD YEAR.Philosophy, Education, etc. (in the Colleges) - 3 Mj.Electives in the School of Education - - 3 "Electives in the Colleges - - - - - 3 "In addition to the above credit subjects, thereis work, throughout the course, in drawing, painting, modeling, manual training, physical training,and music — not less than six hours weekly. Onehour a day, also, is spent by each student in themodel school in observation and teaching when, in the judgment of the Faculty, he is qualified forthis part of the professional work.All courses in the Colleges for which studentsin the School of Education are qualified are opento them. Such courses must be elected underthe advice of the Director. With the exception ofGreek, Latin, French, German, Mathematics, andPublic Speaking, the courses most nearly relatedto the work in the School of Education are designated in the statement of courses on page 13.Unclassified students may elect, under the advice of the Faculty, any courses for which theymay be qualified.All courses in the School of Education aretreated as courses in education and are closelyrelated to observation in the Elementary Schooland practice teaching, as shown by the followingschedule of work :FIRST YEAR.Divisions. First Quarter.' Assigned toPrimary Grades.Geography.History.Speech, OralReading and Dramatic Art.Arts. *'Assigned to Intermediate Grades.History.Geography.Home Economics..Arts.*"Assigned toGrammar Grades.History.General Psychol-Geography.Arts. * Second Quarter.Assigned to Intermediate Grades.History.General Psychology.Mathematics.Arts. *Assigned toGrammar Grades.History.Speech.Nature Study.Arts. *Assigned toPrimary Grades.History.Home Economics.Speech.Arts. * Third Quarter.Assigned toGrammar Grades.Geography.Nature Study.Home Economics.Arts. *Assigned toPrimary Grades.Geography.General Psychology.Mathematics.Arts. *Assigned toIntermediateGrades.Geography.Nature Study.Mathematics.Arts. *SECOND YEAR.First Quarter. Second Quarter. Third Quarter.Educational Psychology.Geography.Nature Study.Arts. * History.Mathematics.College Course.Arts.* Speech, Oral Readingand Dramatic Art.Nature Study.College Course.Arts. **This includes the subjects of Drawing, Painting,^ Clay-Modeling,Manual Training (including Textiles), Physical Training, and Music,which are taken in addition to the credit subjects.UNIVERSITY RECORD 11THIRD YEAR.First Quarter. Second Quarter. Third Quarter.Philosophy and Education (Colleges).Elective Course (Schoolof Education).Elective Course (Colleges).Arts. * Philosophy and Education (Colleges).Elective Course (Sch'lof Education).Elective Course (Colleges).Arts. * Philosophy and Education (Colleges).Elective Course (Sch'lof Education) .Elective Course (Colleges).Arts*SPECIAL COURSES.Students are admitted to special courses' in thedifferent departments after having completed theregular course. Those who show by their workthat they have sufficient education and trainingfor special work may be admitted on advancedstanding to these courses.The School of Education is an exponent of thenew education. One of its fundamental doctrinesis the correlation of all subjects into a unity ofphysical, mental, and moral action. Under thisdoctrine of correlation, an isolated study of thekindergarten or the high school, of history, science, geography, or indeed of any subject, withouta knowledge of the relations of these departmentsor subjects to the whole scheme of education, isof little value. For this reason it is not deemeddesirable or practicable for students to enter anyone department of the school, to study the pedagogy of a grade, or to take up special coursesbefore they know that psychology and that pedagogy which lead to an understanding of theorganic and educational relations of all subjects.The Faculty recognizes differences in the intellectual ability and knowledge of the students, andthe teaching is adapted to individuals. Motive,knowledge, power to reason, to study, and to dowork, make up the standard held by the Facultyfor promotion and specialization. Therefore, thetime for entering special courses depends uponthe individual student. The Faculty is the judgeof the ability and fitness of the student to do special work.*This includes the subjects of Drawing, Painting, Clay-Modeling, Manual Training (including Textiles), PhysicalTraining, and Music, which are taken in addition to thecredit subjects. GRADUATION AND DIPLOMAS.i. On the completion of the two years' and threeyears' courses, respectively, diplomas are given tothe student. In each case the diploma indicatesthe length of the course which the student hastaken, and affords opportunity for the specialindorsement of the individual student by theFaculty of the School of Education.2. The Junior College Faculty receives intothe colleges students who have received the diplomas from the two-years' and three-years'courses, giving them credit to the extent of 9Majors and 18 Majors, respectively. The creditsso received do not set aside the specific requirements of any curriculum for the correspondingBachelor's degree.3. Students entering the School of Educationwho present a credit of 18 Majors in the Collegesof the University, or of other approved institutions, are entitled to a credit of 9 Majors in theSchool of Education. The credits so receiveddo not set aside the specific requirements oftechnical skill.4. Before granting a diploma to any candidate,every means is employed to make sure of a highorder of attainment, and before graduation students may be required to teach for a limited timein positions where their work can be inspected bymembers of the Faculty. Under no circumstances will a candidate be graduated until theFaculty is convinced of his ability to teach successfully in some specified grade, department, orschool, or until his efficiency has been demonstrated.THE LIBRARY.The collection of books is a working library ofsome 12,000 volumes for the use of students,parents, and teachers. It is classified accordingto the Dewey Decimal Classification. There is adictionary card catalogue with full analytical work.Free access to shelves is given. Pictures illustrating all subjects of study have been collectedfrom all parts of the world. They are mounted,classified, and readv for use. The library aims to12 UNIVERSITY RECORDhave on its shelves the best and latest books onthe subjects taught in the school, and to presentcarefully selected and graded reading lists andthe best devices for and methods of collecting,preserving, and making useful books, pamphlets,charts, maps, pictures, and clippings.THE SUMMER QUARTER.Beginning with this year, instruction in theSchool of Education is offered during the wholeSummer Quarter, from June 18 to August 30 inclusive. Admission is given to all who may wishto attend. The courses are so arranged as to recognize the needs of students not in attendanceduring the regular school year. They considerthe subjecl-matter of elementary and secondaryeducation from the standpoint of philosophy andpedagogy. The work is illustrated by practicalapplication in a Model School representing thekindergarten, primary, intermediate, and grammargrades. Detailed syllabi of all the courses areprinted in the July number of the ElementarySchool Teacher and Course of Study to aid studentsin selecting their work for the summer.For regulations for the Summer School — credits, etc. — see "Bulletin of Information," Vol. II,No. 1 (May, 1902), the School of Education.UNIVERSITY EXTENSION.During the year members of the Faculty offercourses in extension work suitable for teachers'institutes, and other professional organizations ofteachers, or of parents.THE ELEMENTARY SCHOOL TEACHER AND COURSEOF STUDYIs the publication of the School of Education.It is issued monthly, except August and September.The journal is designed as a text-book andguide for the students of the school, but its largerpurpose is to extend the benefits of the School ofEducation to teachers and others who wish tokeep in touch with the new educational movement.The scope of the journal is practically the scope of the school. Each teacher in the School ofEducation and in the Francis W. Parker School,which is affiliated with the School of Education,contributes (1) grade or departmental outlines,giving details, methods, and suggestions for teaching, and (2) reviews of the outlines for the preceding month, showing how they worked out inpractice. Essays or lengthy discussions areavoided, and the emphasis is laid upon the correlation and adaptation of subjects to the needs ofpupils. The different numbers contain matter ofspecial interest, e. g., reading lessons in English,French, and German ; psychology and pedagogy;syllabi on special subjects presented by the members of the Faculty for discussion at the weeklyFaculty conferences. Music correlated with thework in other subjects appears in each number.Field study is treated in detail.The Elementary School Teacher is proving itsvalue in many practical ways. Parents whosechildren are in the University Elementary Schoolare enabled to follow and understand the work oftheir children. Teachers find it a stimulus andguide in their daily work. Superintendents andprincipals may place it in the hands of theirteachers as a working outline. Normal Schoolsand classes in pedagogy are using it as a text-bookin pedagogy. School Boards may find it acriterion of teaching that is helpful in maintainingthe highest efficiency in the schools under theircharge.TUITION AND GENERAL EXPENSES.The tuition fee in the professional departmentis $40.00 per quarter.Application for entrance to the School of Education may be made at any time, but students areadvised to enter only at the beginning of a quarteror of a term.Students proposing to enter the ProfessionalDepartment need not apply in advance of the dateof entrance. NThe following table will furnish an estimate ofthe annual expenses for thirty-six weeks of a stu-dent in the University, residing within the quadrangles :University bill, tuition Rent and care of room Board Laundry ,Text- books and stationery $120 0060 0090 0015 0010 00$295 00 $120 00105; 00126 0025 0020 00$396 00 $120 00125 00225 0035 0050 00$555 00It is believed that students who find it necessary to reduce expenses below the lowest of theseestimates can do so. Rooms outside the quadrangles, furnished with heat and light, and caredfor, maybe obtained at from $1.00 a week upwards,the $1.00 rate being easily secured where twostudents room together. Many places offer roomand board from $4.50 upwards. There are student clubs which secure board at cost, the rateduring the past year ranging from $2.25 to $2.75a week. A list of approved boarding places outside the quadrangles is kept on file at the Bureauof Information, Cobb Lecture Hall and information regarding the same may there be obtained.The University Elementary School.GENERAL INFORMATION.In the University Elementary School an attemptis made to provide ideal conditions for the education of children and youth between the ages ofthree and fourteen. The school includes therefore, the kindergarten and the eight elementarygrades. It prepares pupils for entrance to thebest secondary schools. The age of pupils for thevarious grades are : Kindergarten, three to sixyears, Elementary School, six to fourteen years.Pupils are promoted from grade to grade as soon asthey show themselves able to do more advancedwork.PROGRAMME OF STUDIES.The subjects of study include science and naturestudy in all its branches ; geography and mathematics ; civics, history, and literature ; English,German, French, Latin ; home economics, manual RECORD 13training, the arts, and physical culture. Reading,writing, arithmetic, spelling, grammar, and English are correlated with all other subjects, andtaught continuously from the Kindergartenthrough the grades. French and German arebegun in the lower grades and continued throughout the course. Latin is begun in the seventhgrade. Arithmetic and the study of form as apreparation for geometry begin in the lowest.grades, and are correlated with all subjects,throughout the course. Geometry and algebraare a prominent part of the course from the fifthgrade upward.TUITION FEES.The tuition fees are as follows :University Elementary Department, per quarter :Kindergarten - $20.00Lower Elementary (ist to 4th, inclusive) 30.00Higher Elementary (5th to 8th, inclusive) 35-00Blank forms of application for entrance to theElementary School may be obtained at the officeof the Dean.COURSES OFFERED 7902-1903.The Professional Department.EDUCATION.The professional work contemplated under this headin the School of Education has not yet been entirelyreorganized so as to make possible a statement of thecourses that will be offered. It is proposed, however,to provide in this department such opportunities forobservation and study as will enable the students toinvestigate the science and art of teaching from thepoints of view afforded by child-study, physiologicalpsychology, educational psychology, and the principles of pedagogy. The substantial basis for a largepart of the work will be the experiences which thestudents derive from their contact with the pupils inthe University Elementary School, in which, as individual fitness may warrant, they will be given opportunities for observation and actual teaching.The courses here offered for kindergarten trainingare intended mainly for those who take the two years'course as fpreliminary preparation, and who wish tospecialize during the third year in this particularkind of work. Students who have had experience inkindergarten work and training elsewhere may be admitted to these courses, as their claims to advanced14 UNIVERSITY RECORDstanding may seem to warrant. Such cases will beconsidered upon their individual merits.*1. Psychology. — For the Junior Colleges. Repeatedevery quarter.DM. First Term, Summer Quarter ; 8: 30 and3:00. Assistant Professor Moore.Mj. Autumn Quarter ; 3 sections : 8 : 30, 11 : 00,2:00.Assistant Professor Moore and .Winter Quarter ; 8:30.Spring Quarter ; 8:30.Assistant Professor Moore.Note.-— Required of all students before taking a Bachelor'sDegree. It should be taken during the Junior College Courseand wherever possible.*2. Ethics. — For the Junior Colleges. Repeated everyQuarter.DM. Second Term, Summer Quarter; 9:30and 3:00. Assistant Professor Moore.Mj. Autumn Quarter; 9:30.Assistant Professor Moore.Winter Quarter.Sec. a, 8: 30. Professor Tufts.Sec. b, 9: 30. Assistant Professor Moore.Spring Quarter ; 9:30.Assistant Professor Moore.*3. Logic. — For the Senior Colleges.Mj. Spring Quarter; 9:30.Associate Professor Mead.•f5. The Method of Elementary School Subjects.Professor Young.[Not to be given in 1902-3.]|6. The Method of Mental Growth. — This course willdiscuss the question of mental growth withreference to problems of teaching. The conclusions reached will be tested by observationwork in the laboratory school.The three courses (6, 7, 8) offered in Methodwill be especially adapted for students who havenot had experience in teaching, and for teacherswith a limited experience. NMj. Autumn Quarter ; 8:30.Professor Young.fl. The Method of Subject-Matter.M j . Winter Quarter ; 8 : 30.Professor Young. t8. The Method of the School.Mj. Spring Quarter ; 8:30.Professor Young.NATUEAL SCIENCE.The courses offered in Natural Science are designedto assist in the preparation of teachers for the elementary schools. The pedagogic aspects of thecourses will be adapted, also, to the needs of thosestudents who have had sufficient academic training tojfit them for supervision in the grades, or for teachingin high schools or normal schools.Considered from the student's relation to subject-matter, there is a threefold purpose : (1) To put thepupil or the mature student in possession of the landscape as an organism; that is, through field work,chiefly, to develop the nature-image. (2) To examinethe objects and the various phenomena of nature asrelated details (not fragments) of the great whole.This is done, when necessary, by means of experimental work in physics, chemistry, and other subjects,(a) with a view to investigating the nature and theinter-relations of the various facts, and (b) with themotive of determining the economic and industrialapplication of the facts in the affairs of man. (3) Todevelop a conception of nature based upon a rationalinterpretation of natural phenomena; a conceptionwhich shall continue to grow through such modifications as may seem to be warranted by the results ofbetter observation.Considered from the student;s relation to training,the purpose is twofold: (1) To assist image-growth bycultivating in the pupils skill in expression through ailthe various modes — speech, writing, drawing, painting, modeling, and making — and to develop, verygradually, accuracy in judgment by a proper application of the principles of mathematics. (2) In the professional school, to develop also in the students powerand skill in the art of teaching.1. General Course in Nature Study.— Studies of subject-matter adapted to the seasons. Development of a general plan for elementary sciencework based upon the history of the year. Practice in the various modes of expression. Required of first-year students.2Mj. Autumn and Spring Quarters.Mr. Meyers.2. Elementary Physics. — Simple experiments applicable to the grades. Construction and use ofapparatus. Mj. Winter Quarter.Professor Jackman.* Offered in the Department of Philosophy. f Offered in the Department of Education. These coursesare credited as courses in the School of Education.1. Pedagogy of the Kindergarten in relation to Primary Work. — Study of the mental growth ofchildren from three to eight years. Methodand subject-matter. Relation to the other elementary grades.For Second and Third-Year students.2Mj. Autumn and Winter Quarters.Miss Payne.2. Comparison of Froebers Educational Philosophywith that of Later Educators.For Second and Third-Year students.Mj. Spring Quarter,Miss Payne.UNIVERSITY RECORD 153. Elementary Chemistry. — The purpose of thiscourse will be to enable the student to answersome of the questions which arise concerningour immediate environment. It will include astudy of the most important elements and theircommon compounds, and of the laws governingchemical action. The relation of the gases ofthe atmosphere and of the elements in the soilto the growth of the plant. The chemistry ofcombustion and of decay will be considered.Mj. Winter Quarter.Assistant Professor Norton.4. History of Science and Science* Teaching. — Thetheory of development and the application ofthe principle in modern educational methods*Summary of the facts bearing upon the doctrineof evolution. Assigned reading and special experimental work. Practice teaching. Advancedsecond- or third-year students.Mj. Spring Quarter.Professor Jackman.fl. General Physics. — A course in General Physics inwhich are presented mainly from the experimental standpoint the most important principlesinvolved in the study of mechanics, propertiesof liquids and gases, heat and sound.10 hrs. a week. Mj. Each quarter.Summer Quarter ; 8:30-10:30.Mr. Hobbs.11:30-1:00.Dr. Gale.Repeated. Mj. Autumn Quarter ; 8:3Q-10:30;11:00-1:00. Mr. Hobbs.Repeated. Mj. Winter Quarter; 11:00-1:00.Mr. Hobbs.Repeated. Mj. Spring Quarter; 8:30-10:30.Dr. Gale.Prerequisite : Entrance Physics, or both Majors of Course 0 and Plane Trigonometry.|2. General Physics. — A continuation of Course 1 covering the subjects of electricity and light.10 hrs. a week. Mj. Summer Quarter ; 2:00-4:00. Mr. Hobbs and Mr. Jewett.Repeated. Mj. Winter Quarter, 8:30-10:30.Assistant Professor Millikan.Prerequisite : General Physics 1.f3. General Physics.— A course of lectures and demonstrations intended to complete a year's workt Offered in the Department of Physics. in Junior College Physics. The most importantprinciples of Physics not treated in Courses 1and 2 are presented from the lecture standpoint.5 hrs. a week. Mj. Spring Quarter ; 9: 30.Assistant Professor Millikan,with occasional lectures byProfessor Michelson.Repeated. Mj. Summer Quarter; 9:30.Assistant Professor Mann.Prerequisite : General Physics 1.*1. General Inorganic Chemistry. — ElementaryCourse. Class room 3 hrs. a week, 12: 00.Laboratory 6 hrs. a week.Mj. Autumn Quarter.Associate Professor Smith.*2. General Inorganic Chemistry. — Continuation ofCourse 1. Hours as in 1.Mj. Winter Quarter.Associate Professor Smith.*3. General Inorganic Chemistry. — Continuation ofCourses 1 and 2. Hours as in 1.Mj. Spring Quarter.Associate Professor Smith.1, 2, 3 form a continuous course through threequarters.Jl. General Zoology. — Lectures, conferences, anddemonstrations dealing with zoological topicsfrom the standpoint of general biology such as :the outline of the classifications, distribution,and comparative anatomy of animals in theirrelation to evolution ; animals in their relationto environment ; habit and instinct ; variationsand inheritance ; theories of evolution ; the evolution of man. Mj. Winter Quarter.Lectures: Tues., Fri.; 4:00.Laboratory: 2 hrs. on Friday afternoon orSaturday morning.Associate Professor Davenport.J2. General Biology. — Lectures, conferences, anddemonstrations dealing with topics of a generalbiological nature, such as : the classification ofbiological sciences ; protoplasm ; the cell-theory;unicellular animals ; sex ; modes of reproduction; development; the biogenetic law; theories* Offered in the Department of Chemistry.$ Offered in the Department of Zoology.16 UNIVERSITY RECORDof development and inheritance; the nervoussystem and sense-organs.Mj. Autumn Quarter.Lectures : Tues., Fri.; 4: 00.Laboratory: 2 hrs. on Friday afternoon orSaturday morning.Associate Professor Lillie.Will be given in the Winter Quarter in alternate years.J3. Field Zoology {Introductory Course). — Study ofthe more common animals of the region aboutChicago, including work on life-histories, habits,classifications, and distribution.Mj or DMj. Spring Quarter.Lectures: Mon.; 2:00.Laboratory or Field Work : Mon., Tues.; 3:00-5:00 and Saturday morning.Dr. Child.J4. Field Zoology (Introductory Course). — Similar inplan to Course 3.M or DM. First Term, Summer Quarter.Lectures : Mon., Fri., 2: 00.Laboratory or Field Work : Afternoons andSaturday morning, 16 hours per week for DM ;6 hours for M, in addition to lectures.Mr. Adams.J5 Invertebrate Zodlogy. — Study of representatives ofthe lower invertebrate groups, Protozoa, Pori-fera, Coelentera, Platyhelminth.es, and Nema-thelminthes; including the anatomy of theadult and the life-history, together with somediscussion of habits and distribution.Mj. Autumn Quarter.Lectures : Tues., Thurs., 2:00.Laboratory: Mon., Wed., Fri., 2:00-4:00.Dr. Child.Prerequisite : Either Course 1 or Course 2.[Not to be given in 1902-3.]J18. General and Experimental Embryology .—A studyof the more general phenomena of developmentin invertebrates ; including the sex-cells, fertilization, cleavage, and embryo-formation. Special attention is directed to the mechanics ofdevelopment and the organization of the ovum.Mj or DM. Winter Quarter.Lectures: Mon., Wed., Fri., 8:30.Laboratory: 6 or 16 hours.Associate Professor Lillie.Prerequisite : Course 2. *1. Introductory Course. — The aim of this course is tofamiliarize the student with the structure andfunctions of the human body. Text-book:Martin's Human Body.Mj. Summer Quarter ; Mon., Fri., 8: 30.Dr. Lingle.Repeated in Autumn, Winter, and SpringQuarters; 8:30. Dr. Lingle.|1. Elementary Botany. — A general introduction tobotany. The fundamental principles of biologyare developed from the standpoint of plants, andoutlines of morphology and classification presented. May be followed by Courses 7, 8, or 9.Lectures: Tues., Thurs., 3:00.Laboratory: Mon., Wed., Fri., 2: 00-4:00.Open to all students.Mj. Autumn, Winter, and Spring Quarters*DM. First Term, Summer Quarter.Professor Coulter and Dr. Lyon.|2. Elementary Plant Physiology.— A summary viewof the general functions of the organs of seedplants such as absorption, transpiration, photosynthesis, and respiration. Especially designed for students not prepared for Courses20, 21, 22. Mj. Winter Quarter.Lectures : Tues., Thurs., 2: 00.Laboratory: Mon., Wed., Fri., 2:00-4:00.Professor Barnes and Dr. Livingston.DM. Summer Quarter.Lectures : Daily, 10:30.Laboratory: Daily, 1:30-3:30.Dr. Livingston.Prerequisite : Course 1, or its equivalent.|3. Elementary Ecology.— Plants in relation to theirenvironment. There is field work in the greenhouses, parks, and vacant grounds near theUniversity, with occasional laboratory exercises.Mj. Autumn and Spring Quarters.Lectures: Tues., Thurs., 4:00.Field or Laboratory work : Mon., Wed., Fri.,4:00-6:00,Lectures: Tues., Thurs., 8:00.Laboratory: Mon., Wed., Fri., 3:30-5:30.Dr. Cowles and Mr. Whitford.Prerequisite : Course 1, or its equivalent.Given as M. First Term, Summer Quarter-Mr. Whitford.t Offered in the Department of Zoology. * Offered in the Department of Physiology.f Offered in the Department of Botany.UNIVERSITY RECORD 17*3A. Elementary Ecology. — Course 3, modified bymarine conditions, is repeated in the biologicallaboratories at Woods Hole, Mass.; at ColdSpring Harbor, L. I., and credit for it is givenby the University of Chicago.2 or 3M. Summer Quarter.Dr. Cowles.*6. Field Botany. — A study of the local flora, including the recognition of plants of all groups, andspecial exercises in the determination of seedplants and pteridophytes.DM. Second Term, Summer Quarter.Dr. Chamberlain and Assistant.Daily, 1:30-5:30.Prerequisite : Course 1, or its equivalent.*7. General Morphology of Thallophytes. — Thethorough study of a series of Algas and Fungiforms the basis of lectures upon the morphologyand classification of these groups. Specialemphasis is placed upon such topics as evolution of sex, lines of development, etc.Mj. Autumn Quarter.Lectures : Tues., Thurs., 12:00.Laboratory: Mon., Wed., Fri., 11:00-1:00.Dr. Davis.Prerequisite : Course 1, or its equivalent.*8. General Morphology of Bryophytes and Pteridophytes. — A continuation of Course 7. Thetopics especially elaborated and discussed arealternation of generations and heterospory.Mj. Winter Quarter.Lectures : Tues., Thurs., 12:00.Laboratory: Mon., Wed., Fri., 11:00-1:00.Dr. Davis.Mj. Summer Quarter.Professor Coulter and Assistant.Prerequisite : Course 1, or its equivalent.*9. General Morphology of Spermatophytes. — A continuation of Courses 7 and 8. In this coursespecial emphasis is placed upon the significance of the seed and genetic relationships.Mj. Spring Quarter.Lectures: Tues., Thurs., 12:00.Laboratory Mon., Wed., Fri., 11: 00-1:00.Dr. Davis.Prerequisite Course i, or its equivalent. *34. Physiographic Ecology. — Origin, development,and death of the various plant societies, especially such as are found in the United Statesand Canada. Mj. Spring Quarter.Lectures : Tues., Thurs., 11:00.Field work: Mon., Wed., 4:00-6:00, and Saturday morning. Dr. Cowles.Prerequisite : Botany 3, Physiography, andpreferably Geographic Geology.M. First Term, Summer Quarter.Lecture : Mon., Wed., 8:00.Laboratory: Thurs., 3:30-6:00, and Saturday.Mr. Whitford.HOME ECONOMICS.1. Food. — General course, based on the work in thegrades. Composition of foods and simplest foodanalysis. The right application of heat to foodmaterials.2Mj. Autumn and Spring Quarters.Assistant Professor Norton.2. Cooking. — The principles of cookery and practicework in cooking. This course is supplementaryto Course 1. Mj. Winter Quarter.Assistant Professor Norton.3. Chemistry of Foods. — Experimental study of thedifferent food principles, with methods of identifying and of separating them. Experimentsto determine the amount and kind of changesproduced by different methods of cooking.Mj. Spring Quarter.Assistant Professor Norton.For third-year students.Prerequisite : General Chemistry.4. Household Bacteriology. — The application of bacteriology to the care of the house and to thecooking and preservation of food.Mj. Winter Quarter.Assistant Professor Norton.For third-year students.Prerequisite : General Chemistry and Bacteriology.5. The House. — History of the house and its evolution. Planning of a modern house. Housefurnishing and decoration.Mj. Autumn Quarter.Assistant Professor Norton.For third-year students.?Offered in the Department of Botany.18 UNIVERSITY RECORD*f42. House Sanitation. — This course deals with thehouse as a factor in public health, and includesa study of the following topics.: Situation,surroundings, ventilation, heating, drainage,plumbing, lighting, and furnishing. Specialattention will be given to modern conceptionsof cleanliness and to the investigation of general sanitary conditions from a practical andscientific standpoint.Mj. Autumn Quarter; 11:00.Associate Professor Talbot.*j43. Sanitary Aspects of Water and Food. — Specialstudy will be given to the physiological andchemical principles of water and foods, includingfood analysis, food adulterations, money values,and dietaries. Mj. Winter Quarter ; 11:00.Associate Professor Talbot.t45, 46, 47. Seminar in Sanitary Science.— The workwill be designed only for students capable ofcarrying on independent investigations. It willdeal with new ancl unsettled problems whosesolution will help place the subject of publichealth on a more secure scientific basis. Thetopics assigned will be chemical, physiological,bacteriological, economic, or sociological, according to the preferences and training of theindividual students.3Mj. 4 hrs. a week. Autumn, Winter andSpring Quarters ; 3: 00.Associate Professor Talbot.ELEMENTARY MATHEMATICS.1. Mathematics of Central Subjects. — This coursewill consist of a study of the mathematicalquestions which arise jn the prosecution of thework in the central subjects of the elementarycurriculum. As to subject-matter it will follow the lead of the grade work in general ; andas to method, the preparation, critical examination, and discussion of teaching outlines will bethe determining factors. Outlines which arecarefully prepared will be tested by practice inthe class-room, and discussed on the basis ofsuch merits and demerits as are revealed inpractice.3Mj. Autumn, Winter, and Spring Quarters.Professor Myers.2. Applied Mathematics. — The mathematical aspectsof industrial and scientific subjects, so far asthese subjects are adapted to the elementary school, will be studied more fully in this coursethan in Course 1. The planning and construction of buildings, the mathematics of the steamengine and of elementary surveying, of the farmand work-shop, of manual training, etc., willconstitute the bulk of the work.3Mj. Autumn, Winter, and Spring Quarters.Professor Myers.$3. Descriptive Astronomy. — An elementary course,dealing with fundamental facts, principles, andmethods. Mj. Summer Quarter ; 7:30.Mj. Spring Quarter; 8:30.Dr. Moulton.Prerequisite: College Algebra and the Elements of Physics.GEOGRAPHY.1. Geography. — An elementary curriculum. A studyof typical geographic areas in their human andgenetic relations. A brief study of North America ; its physical, commercial, and historic aspects. Chalk-modeling. Plans for teaching.2Mj. Autumn and Spring Quarters.Associate Professor Baber.For first-year students.2. General Geography.— Plans and teaching in elementary schools. Continental study, physical,commercial, and political relations. Chalk-modeling.2Mj. Autumn and Spring Quarters.Associate Professor Baber.3. Commercial Geography.— Plans and teaching.The world's controlling industries based uponclimatic, physiographic, and political conditions. Chalk-modeling.2Mj. Autumn and Spring Quarters.Associate Professor Baber.*44. Commercial Geography.— A study of the variouscountries and their chief products; the effectof soil, climate, and geographical situation indetermining of national industries and international trade, commercial routes, seaports; thelocation of commercial and industrial centers ;exports and imports ; the character, importance,and chief sources of the principal articles offoreign trade. Mj. Autumn Quarter ; 8: 30.Assistant Professor Hatfield.f Offered in the Department of Sociology. % Offered in the Department of Astronomy.* Offered in the Department of Political EconomUNIVERSITY RECORD 19Jl. Physiography. — The earth's features, treatedwith special reference to their origin and significance. Agencies affecting changes in geographicfeatures. Physiographic changes in progress.Genetic geography. This course will also include a brief consideration of the elements ofMeteorology (see Course 4 below) and Oceanography. Mj. Autumn Quarter : 3: 00.Professor Salisbury.This course will be repeated in the WinterQuarter at 12:00, and in the Spring Quarter at9:30. Mr. Atwood.$2. General Geology. — A synoptical course treatingof the leading facts and principles of the scienceand the more important events of geological history; adapted primarily for students not intending to specialize in Geology.Mj. Winter Quarter ; 3: 00.Professor Salisbury.Open to students in the Junior Colleges whohave had Course 1, or its equivalent.$3. History of the Earth. — A general treatment of thesalient features of the earth's history, adaptedprimarily for students not intending to specialize in Geology. Mj. Spring Quarter; 12:00.Professor Chamberlin.Open to students in the Junior Colleges whohave had Course 1, or its equivalent.$4. The Elements of Meteorology. — A brief study ofthe atmosphere and its relations to the rest ofthe earth. The course will include a consideration of weather and climate, and of their effectsupon geologic processes and upon life.M. First Term, Summer Quarter; 8:30.Dr. Goode.$5. Physiography. — The same as Course 1, except thatland surfaces only are brought into consideration.M. First Term, Summer Quarter ; 9: 30.Professor Salisbury.$6. Historical Geology. — A brief study of the evolu^tion of the North American Continent, involvingthe general principles of continental evolution.M. First Term, Summer Quarter ; 11: 00.Professor Salisbury.J7. Field and Laboratory Course. — Study of the geography and geology of Chicago and vicinity, andof relief and topographic maps. The course will include two field trips (one on Saturday) andthree laboratory exercises (or lectures) weekly.For teachers, and for those who wish to learnmethods of field work.iM. Second Term, Spring Quarter ; 3:00.Mr. Atwood.M. First Term, Summer Quarter ; 3:00.Mr. .$8. Field Geology, First Course (outside of Chicago).— This course is intended to form an introduction to the more specialized professional coursesthat follow, and to furnish a basis for the teaching of Geography, Physiography, and Elementary Geology. It involves training in strati-graphic, surficial, and other field determinations,together with mapping, sketching, and technical description. Field is, for 1901, vicinity ofDevil's Lake, Wisconsin, First Term, and theMississippi Valley between Prairie du Chienand Davenport, Second Term.DM and M. First Term, Summer Quarter.Mr. .Repeated. Second Term, Summer Quarter.Mr. George.Prerequisite : Courses 1 and 2, or 3, or 5 and 6.$9. Mineral Resources of the United States. — A review of the distribution, the modes of occurrence, the origin, the methods of extracting, andthe uses of the various mineral products ofeconomic value in the United States.M. First Term, Summer Quarter ; 2:00.Mr. George.$10. Elementary Mineralogy and Petrology. — Thiscourse will include the study of the common* rock-making minerals, and of the common rocks.M. First Term, Spring Quarter ; 3: 00.Mr. Atwood.M. First Term, Summer Quarter ; 11:00.Mr. George.HISTORY.1. History in the Elementary Schools. — Discussionof a course of study in history for the elementary schools and methods of teaching, especially in the higher grades. Relation of historyto the applied arts. M. Autumn Quarter.Associate Professor Rice.For first-year students.% Offered in the Department of Geology.20 UNIVERSITY RECORD2. History for the Primary Grades. — Outline ofwork for the primary schools. Primitive industrial arts. Children's stories.Mj. Winter Quarter.Associate Professor Rice.For first-year students.3. American History in the Elementary Schools. —Colonial history and the industrial developmentof the West. Relation of history and geography. Mj. Winter Quarter.Associate Professor Rice.For second-year students.4. Social Life in Greece and the Middle Ages.—The development of the arts. The relation ofart and history in the elementary curriculum.Mj. Autumn Quarter.Associate Professor Rice.For third-year students.*1, 2. Principles of Political Economy. — Expositionof the laws of modern political economy.Course 1. Mj. Summer Quarter ; 9: 30.Professor Laughlin andAssistant Professor Hatfield.Mj. Autumn Quarter; two sections: 9:30and 2:00.Assistant Professors Hill and Hatfield.Mj . Winter Quarter ; 9 : 30.Dr. Mitchell.Course 2. Mj. Summer Quarter ; 9:30.Assistant Professor Hill.Mj. Autumn Quarter ; 9:30.Dr. Mitchell.Mj. Winter Qurter ; 9:30.Assistant Professor Hill.Mj. Spring Quarter ; 9: 30.Dr. Mitchell.*3. Economic and Social History. — The object of thiscourse is to trace the development of the economic organization of society from the mostprimitive conditions of which we have knowledge to the beginning of the distinctively modern era. Preparation is thus afforded specifically for the detailed study of various phases ofeconomic development in the nineteeth centuryprovided for in the courses upon Railways, Banking, Money, Financial History, Commerce, Agriculture, Industrial Combinations, etc. It isthought, however, that the course may be of* Offered in the Department of Political Economy. advantage also to students of Political Scienceand History by giving them a view of the economic side of the social and political life of thepast. Special attention is devoted to the studyof the manorial system — its origin, characteristic forms, and disintegration — the gradualrise of towns and the life within them, the development and decay of gilds, the mercantilesystem, changes in agriculture, and, finally, theindustrial revolution and its concomitants.Mj. Spring Quarter ; 12: 00.Dr. Mitchell.Jl. Civil Government in the United States.— (For theSenior Colleges; open to Juniors who arecredited with nine Majors.) — This course is ananalysis of the structure and working of government in the United States, local, state, and national. Mj. Autumn Quarter; 9:30.Mj. Spring Quarter; 11:00.Dr. Merriam.Prerequisite : Nine Majors of Junior CollegeWork.•fl. The Mediaeval Period.Mj. (Required course.) Summer Quarter; 8:30.Autumn and Winter Quarters ; 9:30.Dr. Thompson.|2. The Modern Period.Mj. (Required course.) Summer Quarter ; 9:30.Autumn and Winter Quarters; 8:30.Mr. Catterall.3. The United States.Mj. Summer Quarter ; 8: 30.Spring Quarter; 9:30.Mr. Catterall.|8. The Feudal Age, 814 A. D. to 1250 A. D.Mj . Winter Quarter ; 11 : 00.Associate Professor Thatcher.|9. The Age of Renaissance, 1250 A. D. to 1500 A. D.Mj. Spring Quarter; 11:00.Associate Professor Thatcher.|12. Europe in the Nineteenth Century.Mj. Summer Quarter ; 9: 30.Dr. Thompson.Spring Quarter ; 8:30.Mr. Catterall.|83. The Colonial Period. (1492-1789.)Mj. Spring Quarter; 12:00.Associate Professor Shepardson.% Offered in the Department of Political Science.t Offered in the Department of History,UNIVERSITY RECORD 21*80. Teachers' Course in American History, 1760-1865. — Bibliography. Investigation of specialtopics. Open to teachers of secondary schoolswho are interested in the teaching of Americanhistory. Undergraduate students must takeCourse 3, or the courses of Group D, as prerequisites. Mj. Summer Quarter ; 11:00.Associate Professor Shepardson.fl. General Anthropology.— Outlines of the Science.Tylor, Anthropology. The class work will bebased on the text-book named.Mj. 4 hrs. a week. Summer Quarter, 1903 ;12:00. Associate Professor Starr.f24r. Art and the Artist Class. — From the sociologicalstandpoint and with particular reference toorigins. Animal play and rudimentary expressions of art in animal societies. Mutilation,artificial deformation, stimulants, ornament,dress, tatooing, the dance, music, poetry, painting, sculpture, technology, ceremonial, humor,and play among the natural races. The relationof art to work. Art and gaming in Chicago.For graduate students.Mj. Autumn Quarter; 9:30.Associate Professor Thomas.f26. Social Origins. — Association and culture in earlytimes and in tribal life. Early food conditions,migrations, and race-crossings. Origins andrelations of invention, trade, warfare, art, marriage. Class distinctions, the professions, legal,political, and ecclesiastical institutions. Ethnological reading. An introductory course. ForSenior College and graduate students.Mj. Summer Quarter ; 8:30.Autumn Quarter; 8:30.Associate Professor Thomas.f30. Primitive Social Control. — A study of primitivejuridical and political systems and of socialconventions. Family, clan, tribal, and militaryorganization, totemism, tribal and propertymarks, tapu, personal property and property inland, periodical tribal assemblies and ceremonies, secret societies, medicine men andpriests, caste, blood vengeance, salutations,gifts, tribute, oaths, and forms of offense andpunishment, among typical tribes of AustraliaOceania, Africa, Asia, and America.Mj. Summer Quarter ; 9:30.Mj. Winter Quarter ; 9:30.Associate Professor Thomas. f51. Contemporary Society in the United States. — Ageneral survey of natural environment, population and its distribution, industrial and socialgroupings, typical institutions, etc. Designedas a concrete introduction to the study of socialproblems, and as a means of correlating thevarious social sciences.Mj. Autumn Quarter ; 2: 00.Associate Professor Vincent.f52. American Cities. — A study of the modern city,with especial reference to American municipalities. Analysis of physical conditions, publicservices, political, industrial, and social groupings. Designed to afford a foundation for thestudy of special city problems. Expeditions totypical institutions.Mj. Winter Quarter ; 2^00.Associate Professor Vincent.f57. Rural Communities. — Conditions of social existence in the country; organization for improvement.M. Second Term, Summer Quarter ; 11:00.Professor Henderson.f71. An Introduction to the Study of Society. — Designed to serve as an introduction to the specialsocial sciences, economics, political science,ethnology, etc., as they are combined in a general view of society. For Junior and SeniorCollege students.Mj . Spring Quarter, 1903 ; 11 : 00.Associate Professor Vincent.SPEECH, ORAL READING, AND DRAMATIC ART.1. Study of Literature Related to Subject- Matter ofScience and History. — Study of the drama.Practice in oral reading. Study of the elementsof speech. Gesture. Voice. Mj.Associate Professor Fleming.For first-year students.2. Practice in Oral Reading : in Dramatization. —Relation of modes of expression. Professionalliterature. Observation of teaching and criticism of plans for teaching. Teaching in elementary school. History and development ofthe drama. Mj.Associate Professor Fleming.For second-year students.* Offered in the Department of History. t Offered in the Department of Sociology and Anthropology.22 UNIVERSITY RECORDART.1. Drawing and Painting correlated with the othersubjects of the curriculum — science, history,geography, and literature. Each Quarter.Associate Professor Duncan.2. History of Art. — Painting, sculpture, and architecture. . Autumn Quarter.Associate Professor Duncan.3. Clay-Modeling.— The clay-modeling will be such asis necessary in connection with the study ofhistory, geography, science, and literature, andsuch as may be needed by the school as a community. It will include illustrations of storiesand historical scenes in the "round" and inrelief; the modeling of typical geographicalareas ; in science, the recording of metamor-• phoses of insects, of the habits and growth ofanimal life, and the growth of vegetable life.Tiles, pottery, and mosaics will be made asneeded. Each Quarter.MlSS HOLLISTER.FRENCH.1. The Pedagogy of French.— The work of this coursewill be correlated with cooking, domestic science, sloyd, and nature study.French literature that will strengthen andenrich the history, geography, nature study, anddomestic science of the grammar grades.Dramatization of such events in history andnature study as will lend themselves to dramatic expression. The knowledge of the mechanism of the language will come throughdiscussions continually arising in writing, memorizing, and acting games and dramatic incidents. Mj. Winter Quarter.Miss Ashleman.MANUAL TRAINING.1. Woodwork.— The manual training will be closelyrelated to the other work of the school. Studyof materials used. Cabinet -making. Woodcarving.The course is designed to give a fair degree ofskill in the use of woodworking tools and anacquaintance with the aims and principles ofmanual training. It includes mechanical andfreehand drawing in their application to manual training, constructive design, and decoration. Each Quarter.Miss Langley and Miss Butler. PHYSICAL TRAINING.1. Fundamental Gymnastics. — A preparatory coursefor primary and grammar teachers, presentingthe fundamental principles of educational gymnastics. Study of normal standards of physicaldevelopment ; its application to school needs.Autumn Quarter.Assistant Professor Kroh.For first-year students.2. Theory and Practice of School Gymnastics. — Acourse in general gymnastics, with special reference to the class aims embodied in the general scheme of gymnastics in the School ofEducation. Application of gymnastic principlesto school recreation ; direction of plays, sportsgames. Winter Quarter.Assistant Professor Kroh.For first-year students.3. General and Applied Gymnastics. — The correlationof school gymnastics with school work in general. Organization; direction; co-operation ofteachers. Practical school anthropometry. Adaptation of developmental measures to class- andgroup-work and to individual treatment. Practice of the higher organized games.Spring Quarter.Assistant Professor Kroh.For first-year students.4. General and Applied Gymnastics. — Pedagogics ofgymnastic instruction. The application of theresults of scientific investigation to the needsof the normal body. Methods of reinforcingprogress; processes in progressive gymnasticdevelopment — sequential order and construction in advanced work ; technique of execution— form. Gymnastic summaries ; study of effectsand comparative results. Adaptation of typicalsports and games. Regulation of organizedrecreation on play grounds. Field days. Planning of indoor and outdoor gymnasia. Planninga gymnastic curriculum for a year. Selection ofspecial group work.Autumn, Winter, and Spring Quarters.Assistant Professor Kroh.For second-year students.5. Body of the Child. — Anatomy and physiology; normal size for age ; growth and development,work, rest, recuperation ; preventable defects.Miss Crawford.UNIVERSITY RECORD 236. Nutrition. — Amount and character of food ; relationbetween food and physical condition ; relationbetween food and blood ; amount and condition of the excretions. Miss Crawford.7. Sanitation. — Physiology of ventilation; lighting;seating ; school diseases ; posture of body.Miss Crawford.LIBRARY.9. Books and Their Use. — History of books. Economic use of books. Reference books and bibliographies. The relation of the library to theindividual, the schools, the museum, and variouspublic and private institutions. Relation ofspecimens, pictures, maps, and charts to books.Children's literature : study of best books andpictures in various subjects.Miss Warren.ENGLISH.*1. Rhetoric and English Composition. — IntroductoryCollege Course. — Short themes and exercisesweekly. Mj. Every Quarter.Summer Quarter.Sec. a (for undergraduates), 9:30.Sec. b (for teachers), 2: 00.Mr. Linn and Mr. Flint.Autumn Quarter.Sec. a, 8:30. Sec. d, 12:00.Sec. 6, 9:30. Sec. e, 2:00.Sec. c, 8:30.Messrs. Linn, Chandler, and Flint.Winter Quarter.Sec. a, 3:00.Sec. 6, 11:00. Messrs. Linn and Flint.Spring Quarter.9:30. Mr. Flint.*3. English Composition. — Required of all candidatesfor degrees who have completed nine Majors inthe Junior Colleges, including English 1.Mj. Every Quarter.3A, General Course.3B, Narration and Description.3C, Exposition and Criticism.Summer Quarter.3A, 2:00. Mr. Flint.3B, 11: 00. Mr. Chandler. Autumn Quarter.3A, 11: 00. 3B, 9: 30. 3C, 3: 00.Associate Professor Herrick, AssistantProfessor Lovett and Mr. Bruere.Winter Quarter.3A, 2:00. 3B, 3:00. 3C, 12:00.Associate Professor Herrick andMessrs. Linn and Flint.Spring Quarter.3A, 2: 00. 3B, 3:00. 3C, 11: 00.Messrs. Bruere and Flint.*40. An Introduction to English Literature.Prerequisite : English 1.In this course selected works of a few of the greatestEnglish writers are discussed. The teaching of literarychronology is confined to the few really importantdates. The main objects of the course are : to secureintelligent reading of the masterpieces chosen 'and interest in them ; to awaken a desire for wider knowledge ; and to cultivate such critical ideas as the student is capable of at this stage of his development.Mj. Every Quarter.Required of all students in the Junior Colleges of Literatureand Science. It is a prerequisite to all other courses in EnglishLiterature.Autumn Quarter ; 9:30.Professor MacClintock.Winter Quarter ; 9:30.Mr. Bruere.Spring Quarter; 11:00.Assistant Professor Tolman.*80. English Literature for Teachers. — The texts, themethods of study, and the aims of teachingliterature will be considered.M. First Term, Summer Quarter ; 9:30.Assistant Professor Reynolds.Prerequisite : English 1 and 40, or theirequivalents.*100, 101. American Literature.2Mj. Autumn and Winter Quarters; 9:30.Dr. Triggs.The Uniuersity Elementary School.THE KINDERGARTEN.Age : Three to six years.The kindergarten supplements the home, is to thechildren a larger home with greater opportunities forrealizing their relationship to their individual homesand to the community. The ideal followed is theorganization of a community life based upon a mutualunderstanding of the rights and privileges of each* Offered in the Department of English.24 UNIVERSITY RECORDmember. This ideal is worked out through creativeplay in such a way as to lay the foundation of a broadand deep education. The everyday occupations andindustries, as well as the fanciful and aesthetic environment, are employed to broaden the experiences ofeach child.Field Work. — Outdoor excursions to park and lake.Observation of seasonal changes, habits of plants andanimals, and the relation of land and water.Construction and Self- Expression : Building withlarge blocks and kindergarten blocks ; use of the kindergarten materials ; clay modeling; molding in sand ;elementary cooking and weaving ; woodwork.Music. — Rhythmic movements ; interpretation ofcharacteristic rhythms in ball games and dancing ;humming melodies; composing simple rhymes andmelodies ; correlated song singing.Plays and Games. — Rhythmical imitative plays;sense games ; dramatization of home life, industries,trades, and natural phenomena.Miss Allen and Miss Howell.FIRST GRADE.The work of the first year is based : (1 ) Upon thoseoccupations employed by the 'children in making aplay house and furnishing it, as manual training,weaving, designing, modeling in clay, and sewing;(2) upon those necessary to entertainments and games,as cooking and serving; telling and dramatizing stories;(3) upon field trips. The purpose in the work is towiden experience in many directions, to secure conditions, for more complete living, rather than speciliza-tion along any one line.History. — Reproducing the home life by buildingand furnishing a playhouse.As the accomplishment of the occupations involvedrequire fuller knowledge, visits are made to museums,factories, and shops to see how other people meet thesame necessities.These visits give the children an opportunity tocompare the results of their crude efforts with thebest that the world has produced.Nature Study. — Observing and making pictorialrecord of changes in landscape color and in plantand animal life, due to temperature. Observation inthe spring of the effect of rainfall on soils and onplant and animal life. Making and care of a garden.Care of animals.Geography. — Outdoor living : Trips to the parks,woods, swamps, lake-shore, sand-dunes, farm. Whenpossible, more than one trip is made to the same place.Cooking. — Cooking and serving luncheon. Theselection of articles cooked will give experience with fruits, starch in vegetables and grains, albumen inegg; the methods, of cooking, baking, boiling, andtoasting.Housekeeping. — Care of room ; setting and clearing table; laundering dusters, napkins, and doll'sclothing.Entertainments. — Parties to other children in theschool ; morning exercises ; celebration of festivals.Literature. — Myths, poems, and stories of heroesnature, animals, and fairies.Manual Training. — Making of playhouse, its furniture ; needed articles for the school ; Christmaspresents.Number. — Used wherever a definite quantity, size,or proportion is necessary to clear thinking, limitedby the ability of first grade children. Drill to secureskill in the necessary operations.Reading and Writing.— Employ ed solely as meansof communication. Writing: in making records ofwork done in the various subjects ; invitations, notesto parents, and receipts for cooking. Reading : eitherto gain desired information, a jingle or story.Art. — Painting, blackboard drawing, and modelingin clay to illustrate stories, record observations, designtiles, wall-paper, and rugs for the playhouse.Music. — Songs, rhythmical games, and dances.Ear-training through perception of scale tones.Physical Training. — Anthropometic measurements;sense tests. Frequent rest periods, spent in plays andgames, out-of-doors as far as possible. Individualcorrective work and class gymnastics.Miss Wygant.SECOND GRADE.The basis of work in this grade lies in: (1) Socialoccupations — cooking, gardening, woodworking, clay-modeling, weaving, and basketry; (2) field work ; (3)games and entertainments.Nature Study. — Simple lessons on the materialsand processes employed in the occupations of schooland home. Answers to questions arising from children's individual observations in the field. Observation of plant and animal life in the garden, on theprairie, in the swamp, and at the lake-shore ; changing colors of landscape ; corresponding changes intemperature.History. — Lessons showing'how other peoples havedone the same things that the children are doing.Hunter, shepherd, and agricultural life as typified byIndians, cave men, Swiss lake dwellers, cliff dwellers,and ancient Hebrews.UNIVERSITY RECORD 25Geography. — Sources from which come the materials used in the daily occupations. Routes andmethods of transportation. Study of swamp andprairie areas. The lakeshore. Making of soils.Scenes of history lessons. Field excursions.Literature. — Bible stories, myths, nature stories,and poems, fairy tales. Occasional dramatization.Mathematics. — Continuation of work in first grade.Telling of time. United States money. Metric scalesof weight. Decimal system of notation. Processesand language of addition and subtraction. Writingand learning of tables as needed.Painting and Drawing. — Illustration of lessonsand stories. Simple studies of subjects of nature lessons.Reading. — Descriptions, stories, and poems neededin all the occupations and studies.Writing.— Records, letters, and stories related toall work of the class.Spelling.— Words used in writing.Miss Mitchell.THIRD GRADE.Occupations. — Cooking, baking, preserving. Careof domestic animals : chickens. Gardening : a vegetable and flower garden. Pottery: making of dishes,vases, statuettes, bas reliefs. Woodwork : needed apparatus for the school, gifts for the home, toys.Sewing: a few necessary articles, dusters, bags,aprons.Field Work.— Trips to the park, woods, prairies,lake shore, dunes, swamp.Games and Entertainments. — Outdoor sports andgames : dancing ; gymnastic exercises ; entertainments for special days — Thanksgiving, Christmas;morning exercises ; parties to the parents and children of other grades.Science. — Experiments to answer questions arisingfrom the occupations of the children, food elements,steam, soil. General aspects of the landscapes; interrelation of plant and animal life.Sociology. — The life of the farmer and other workers. Their social environment and organization.How they serve society and how society serves them.Geography. — A study of forms of land adapted tofarming. Climate. Work of rivers. Soils. .English. — Reading and telling of stories. TheIsraelites in Egypt; Greek and other hero stories;fairy tales; nature stories and poems. Reading related to all other work of grade as a means of study.Writing in making notes, keeping records, and writingstories. Mathematics. — Used solely to bring about clearnessand definitions of thought and action. Ideas of balance, proportion, time and force gained through theoccupations, field work, and games. Practice in thefundamental operations to give necessary skill.Drawing and Painting. — In connection with allthe occupations and field work.Music. — Singing : making and reading songs.French. — Taught and practiced while the class isengaged in : care of schoolroom ; preparation forluncheon, serving of luncheon; washing of dishes;clay-modeling. Games made from these different occupations ; games characteristic of French life ; songs ;dictionaries made of vocabulary as it daily increases.In connection with blackboard reading and writing,printed songs, games, rhymes, and simple stories willbe read. Mrs. Thorne-Thomsen.FOURTH GRADE.Central Subject— Chicago, a study of the city as alarger community. The problems requiring solutionwill be based upon observations made and data collected on excursions to particular social centers. (1)Occupations in which the people are engaged : excursions to food centers, as Stock Yards, market, bakery,etc. Buildings and building materials. Textile industries. (2) Transportation : source and method of transporting construction, textile, and food materials. History of modes of transportation. (3) Means of communication in their relation to transportation. (4)Municipal service: water supply; illumination;streets; bridges. (5) The early history of Chicago:Marquette, Joliet, and La Salle.Science. — A general study of the methods of utilizing heat, steam, electricity, and compressed air. Observation and experimental investigation of the materials used in construction. Observations in the falland spring of the life forms of type geographical areasin the environs of Chicago, as swamp, shore, ravine.Number. — Continued use of the fundamental operations. Common and decimal fractions and percentage. An appreciation of the comparative value ofdifferent kinds of labor. All the modes of measurement necessary in the solution of the problems arising in all the work of the grade.Occupations.— Sewing, hand and machine; clay-modeling ; woodwork ; simple metal work ; cooking.English— Stories of heroism: Siegfried, Roland,Horatius. Literature correlated with the other work.Nature myths, and poems. Stories of animal life byKipling and Seton-Thomson. Stories of industriesand descriptions of the sources of material used in theindustries of the city.26 UNIVERSITY RECORDWriting. — Keeping records; descriptions of industries as carried on in the city; original stories ; dramatizing favorite stories.Art. — Drawing and painting in connection with allthe work.French.— -Study of fruits in connection with themaking of jellies. Representation by children ofgrape-gathering in France : " Les Vendanges."French Christmas: "No£l." "Carnaval." Frenchgames. Singing of songs in French festivals, andsongs dealing with home life. Nationalities in Chicago taken up briefly; their native clothing and foodcompared with ours. Excursions to settlements particularly characteristic of foreign life. Excursions tobuildings in Chicago that commemorate French explorers. French reading lessons on Marquette, LaSalle, and Joliet relative to their stay in Chicago.Dramatic incidents connected with these French explorers represented by the children.Physical Training. — Games, indoor and outdoor.Apparatus work. Free exercise for the sake of general development.Music. — Songs adapted to the season and to the ageof the children.Miss Van Hoesen.FIFTH GRADE.The occupations of the Fifth Grade include textilework, which will receive special emphasis, cooking,manual training, and clay-modeling.Cooking. — Planning and preparation of daily luncheons. Cooking of simple dishes for social entertainment. A study of methods of preparing foods on acolonial farm or plantation.Manual Training. — Making of articles needed inthe schoolroom, some necessary apparatus, Christmasgifts, and games.Textile Work. — The principal work is making somebeautiful bit of textile work for the home and forthe various rooms of the new school building. Thiswork involves a close investigation of the textileindustry, including sewing, spinning, and weaving;use of various materials; a study of the process ofcloth manufacture by primitive methods ; stories ofinventions ; investigation of the factory system.History and Literature. — Home life and industrialconditions in the time of our colonial forefathers. Theliterature of colonial times.Autumn Quarter : New England farm and villagelife. A Virginian plantation.Winter Quarter : Dutch homes in Old New York.The Quaker settlement. French colonization inAmerica (see French). Spring Quarter : Comparison of colonies. Conflictof colonial claims to territory. The fall of the Frenchpower in America. The War for Independence.Geography.— (1) Field work: A study of the geographic types in the Chicago region; of the geographic processes which are influencing the featuresobserved. A final working out of the story of theChicago region. (2) Industrial geography. A studyof the principal industries of North America ; an expansion of the work begun in fourth grade. (3) Astudy of the geographical conditions influencing thesettlement and development of the American colonies.Nature Study.— (1) Field work. The plant societiesof the different regions, studied in relation to thetopographic forms on which they have developed, viz.,dunes, beach, bluff, beach ridge, uplands, flood plain,swamp. Animal life of regions visited studied as faras possible in its natural environment. To give opportunity for more careful study, those animals whichwill not suffer by being brought into the schoolroomwill have proper homes provided for them there. (2)Experimental work: Experiments in plant physiology which help to account for differences noted in theplant societies. Experiments in physics and chemistry vital to cooking and to a clearer understandingof the various industries. (3) Observation of theweather and landscape changes, the varying length ofdays and nights, change in position of sun at noon.Recording of data by committees. Study of climaticconditions in other regions of North America in connection with the study of the industries.Art. — Art expression used constantly in connectionwith the subjects of study. Clay-modeling; designing with crayon and water colors ; water-color sketching of landscape and of individual objects; sketchingin white and colored crayon on blackboard and graypaper.Music— Rote songs. Notation and sight-reading.Composing melodies.Speech, Oral Reading, and Dramatic Art. — Drill inarticulation; training in correct utterance of vowelsounds. Dramatization, in costume, of scenes fromcolonial life in America. Oral reading of dramaticpoems and prose selections. Poems studied andmemorized.Silent Reading (study).— Looking up topics assignedor chosen. Reading descriptions and narratives giving pictures of life in other lands and times. Studyof texts of songs. Study of beautiful and inspiringpoems and prose selections, which may. or may not beexpressed orally.Writing, Spelling, English.— Recording of data;field notes. Descriptions of experiments ; of regionsUNIVERSITY RECORD 27visited, and industries studied. Letters to children ofother regions. Written dramatization of stories andof scenes from the lives of the peoples studied.Original stories.Mathematics. — Used whenever it will produceclearer and stronger imaging, and therefore closelycorrelated with all other work done. When greaterskill in combination of numbers is necessary foreconomy's sake, drill is given.French. — Conversation during luncheon and gameswith third and fourth grades. Songs characteristicof French life. French explorations and settlements.Reading selections " du Journal de Marquette, et de lavie de Jolliet, La Salle," etc. Representations bychildren of dramatic incidents connected with Frenchwork. Text-books made from the records of questionsasked and rules arrived at by explanations.Physical Culture. — Fundamental gymnastics,games, plays, and recreation in and out of doors.Measurements, physical examination, sense tests, andfatigue tests. Corrective gymnastics.Mrs. Atwood.SIXTH GRADE.Geography. — A detailed study of the areas uponwhich are enacted the scenes of the history studied.North America, Eurasia, northern Africa : rivers,mountains, plains, plateaus, climate, natural and cultivated products, location of cities, commerce.History. — General theme : patriotism and publicservice. A series of stories leading up to the storyof the American Revolution. The Greek defenseagainst the Persians ; the beautifying of the city ofAthens; Coriolanus; the Gracchi; Hannibal; thestruggle of the Swiss for freedom; the siege ofLeyden.Nature Study. — The landscape as an organismthroughout the year.Autumn Quarter : Use of thermometer, barometer,and rain-gauge. Distribution of sunshine. Distribution of seeds in typical areas. Animal movements.Heat. Steam. Study of coal and other fuels.Winter Quarter : Use of thermometer, barometer,and rain-gauge. Distribution of sunshine. Study offoods: their composition, supply, and prehension.Wood.Spring Quarter: Use of thermometer, barometer,and rain-gauge. Distribution of sunshine. Birds.Earthworms and their relation to soil. Plant life inrelation to soil, light, heat, and moisture. The garden.Mathematics. — Study of angles necessitated by themeasurements of the varying altitudes of the sunfrom day to day and from month to month. Mensura tion of surfaces in the distribution of sunshine. Othertopics arising out of the geography: longitude andtime and latitude. Fractions, common and decimal,used whenever convenient. Percentage, interest andprofit and loss. Scale-platting (ratio and proportion)in connection with manual training. Bills and statements of account in home economics.Cooking. — Canning and preserving of fruits. Flourcookery, especially study of doughs and batters andmethods of lightening them. Percentage of gluten inflour determined. Carbon dioxide from baking powder,and from yeast. Study of fermentation. Air pressure.English. — Same as in fifth, except for greater detail.German. — The language begun. Vocabulary acquired through object lessons correlated with naturestudy, manual training, and gymnastics. Reading:Grimm's Fairy Tales and stories from Greek mythology. Dictation and easy composition.French — Patriotic songs. Heroic tales of patriotism.French life in Swiss mountains ; animal life in Swissmountains, particularly cattle. La Fayette, his life ;the part he took in American Revolution. CurrentFrench history told to the school as recorded inFrench newspapers of Montreal, Quebec, New Orleans.Presentations by the children of dramatic incidentstaken from their French reading.Art. — Drawing, painting, and modeling correlatedwith all subjects. Landscape work in color.Industrial Art. — Study of fabrics in connection withhistory. Dyeing of yarns.Dramatic Art. — See fifth grade.Music— Same as the fifth grade, but more advancedTwo-part songs.Manual Training. — Bookbinding. Apparatus neededin nature study. Article for use in the school. Wood-carving.Physical Training. — Developing and corrective exercises. More highly organized games and plays.Anatomy and physiology. Relation of structure tofunction. Miss Curtis.SEVENTH GRADE.History. — Printing, newspapers, and books, bookillustration and bookbinding, as a type of a modernindustry. The history of its development. The history of map making and the growth of geographicalknowledge from the time of the Crusades to the present. Stories of Marco Polo, Prince Henry the Navigator, Columbus, Da Gama, Magellan, Galileo. *Geography. — Study of lines of commerce, travel,and exploration by land and sea. Mathematicalgeography. Making of maps.28 UNIVERSITY RECORDNature Study. — Collection of data to be used in thestudy of mathematical geography. Field work forthe observation of seasonal changes. Meteorologicalrecord. Experiments for solution of problems arisingin all departments of grade work.English. — Reading of stories to be adapted to oneof the lower grades. Preparation of these stories forprinting. Reading in connection with the other subjects. Writing necessary to the entire grade work.Mathematics. — Fieldwork in elementary surveying.Determining of latitude and longitude. Diameters ofearth, moon, and sun. Calculation of wind-pressure.Relative cost of land and water transportation. Practice in fundamental operations sufficient to give easein their use.German. — Reading and adaptation of stories forprinting (see English), e. g., Siegfried Parsifal, Bar-barossa, Meistersingers, Gutenberg. Reading relatedto the general grade work.Hand Work. — Making of sewing-bench, cutting-board and other tools for use in bookbinding. Printing of stories. Binding of these into books for alower grade. Making of Christmas gifts; simpleinstruments used in observations of sun; articlesneeded about the school or at home.Domestic Science. — Simple analysis of foods. Problems arising from the application of heat in cooking.Cooking for the purposes of entertainment and hospitality.Art. — Drawing, painting, and modeling necessaryto the general grade work.Gymnastics, — Gymnasium practice. Indoor andoutdoor games.Music — Seventh and eighth grades organized intoa glee club. Miss Deratt.EIGHTH GRADE.The considerations governing the selection of workin the eighth grade are: (1) characteristics of children of eighth grade age ; (2) needs of community life.1. Characteristics : (a) A growing sense of personalresponsibility; (b) newly awakened social interests;(c) lack of physical and emotional control.2. Needs of community life : (a) Individual efficiency; (b) sense of social duty; (c) esthetic sense.This outline aims only to indicate means through which the eighth grade pupils may secure their ownself -adjustment and meet some social demands. It isnot intended that either the problems or the meansof their solution shall be imposed upon them, butthat in both the initiative shall come from the pupil.History. — Roman (Period of the Republic), to emphasize civic responsibility, and to assist in the solution of the problems before our government today.Current history and its relation to industry.Literature. — In relation to the history, JuliusCozsar, Macaulay's "Lays," etc. Selected poems,plays, and stories which shall give expression to thestrongest emotions controlling the pupils.Language. — Latin, to bring out Roman life andRoman ideals. English : grammar through Latin ;composition, in relation to subjects of study. Modernlanguages continued in a weekly club.Geography. — In relation to Roman history andcurrent history.Nature Study. — Interpretation of observations asapplied in geography. Study of some scientific discoveries and of some scientific explorations and expeditions.Home Economics. — Study of the house and its evolution. Scientific discoveries as applied to home life.Art. — Illustration of subjects of study as applied toschoolroom decoration.Manual Training. — Making objects for the home,things necessary or helpful to other members of theschool community, articles for personal use.Mathematics. — Roman architecture and structuralwork; territorial expansion; number work in NatureStudy; equipment of scientific expeditions ; cost ofliving; decorative form work; mathematics of fieldand shop. Use of equation and algebraic processeswhen advantageous.Physical Training. — Gymnasium exercises. Gamesand plays.Music. — Organization of a glee club to aid in allmusical exercises of the school.General Social Life. — Entertainments; making ofChristmas presents, valentines, etc.; care of the schoolbuilding and grounds, including making of gardenand raising vegetables for school use ; directed effortstoward improving alleys, vacant lots, etc., in theneighborhood of the school. Miss Stilwell.UNIVERSITY RECORD 29NEW PUBLICATIONS OF THE UNIVERSITY OFCHICAGO PRESS.EDUCATION.Some Types of Modern Educational Theory ("Contributionto Education" No. 6), by Ella Flagg Young. 80 pp., i2mo,paper, net, 25 cents ; postpaid, 28 cents. This contributiondoes for the various modes of educational reform already invogue, what is done in the third number of the series for theeducational situation as a whole. Various types in educational standpoints and methods are set forth with referenceto fundamental psychological and ethical principles. Thispaper will be found of great assistance, not only to teachers,but to all interested in finding their way amid the apparentconfusion of contemporary efforts toward educational reform.MATHEMATICS.The Velocity of Light (Preprint from "The Universityof Chicago Decennial Publications," Vol. IX), by Albert A.Michelson. 12 pp., 4to, paper, with illustrations, net, 25cents ; postpaid, 27 cents. Professor Michelson's researcheson this subject while at the United States Naval Academyattracted wide attention among physicists. Following theline of his entire experiments, he now describes a newmethod by which the velocity of light, the accurate determination of which is of such great importance in physical andastronomical research, may be measured with a very narrowmargin of error.RELIGION AND THEOLOGY.The Newberry Gospels (" Historical and Linguistic Studies," First Series, Vol. II, Part I), by Edgar J. Goodspeed.30 pp., royal 8vo, with illustrations, net, 25 cents ; postpaid,27 cents. This publication is the second one to appear ofthe historical and linguistic studies in literature related tothe New Testament issued under the direction of the Department of Biblical and Patristic Greek of the Universityof Chicago. It is a careful collation of this Greek manuscript of the gospels in the Newberry Library, Chicago, andreprints the text as found therein.ENGLISH.On the Text of Chaucer's Parlement of Foules (preprintfrom "The University of Chicago Decennial Publications,"Vol. VII), by Eleanor Prescott Hammond. 26 pp., 4to, withdiagrams, net 50 cents ; postpaid, 53 cents. This publication is a discussion of the genealogical relations and intrinsicworth of the existing manuscripts of this poem, aiming toshow that no text as yet printed is strictly critical, and thatthe critical text will contain certain metrical features, whichif discovered in other reconstructions of Chaucerian originals, will compel a readjustment of current theories as tothe poet's metre. ANNOUNCEMENTS.EDUCATION.The Child and the Curriculum (" Contributions to Educa-.tion," No. 5), by John Dewey. i2mo, paper, net 25 cents;postpaid, 28 cents. This contribution shows that the value ofpsychology is not limited to the matter of methods of teaching,but affects the subject-matter as well. It shows how everysubject stands for a certain region of real experience on thechild's part, and how impossible it is for it to fulfil its purpose in education, unless the teacher grasps the child's experience that lies back of the formal study, and sees this inrelation to the child's experience as a whole. (Ready aboutJune 15.)The Imagination in Spinoza and Hume (" Contributionsto Philosophy," Vol. II, No. 4), by Willard Clark Gore.The Functional versus the Representational Theories ofKnowledge in Locke's Essay ("Contributions to Philosophy,"Vol. Ill, No 1), by Addison W. Moore.Epideictic Literature (preprint from " Studies in ClassicalPhilology," Vol. Ill, No. 3), by Theodore C. Burgess.Unpublished Letters of Wilhelm Miiller, by P. S. Allen andJ. T. Hatfield.Lectures on Commerce and Administration. This publication will contain in book form the series of lectures on commerce and administration delivered during the past winterat the University of Chicago. The lectures were deliveredby representative business men, and cover a wide range ofcommercial activity, including the management and operation of railways, the steel industry, wholesaling and advertising.THE UNIVERSITY OF CHICAGO DECENNIAL PUBLICATIONS.This series will set forth and exemplify the material andintellectual growth of the University during the first tenyears of its corporate existence, and will consist of ten volumes, which are now in an advanced stage of preparation.The first two volumes will contain the President's Report tothe Board of Trustees on matters of administration. Thelast eight volumes will consist of separate articles by representative members of the faculty, containing the results oforiginal research in many fields. The lines of study represented in general will be Philosophy and Education, thePolitical and Social Sciences, History, the Languages andLiteratures of the Old and New Testaments, Theology andChurch History, the Classical Languages and Archaeology,Sanskrit and Comparative Philology, the Romance andGermanic Languages, English, Mathematics, Astronomyand Astrophysics, and the Physical and Biological Sciences.The various articles of the volumes will be issued and circulated in separate form, and will constitute valuable contributions to science. The volumes will be issued in quartoform, S^iXnj4 inches. Many of the contributions will beissued as preprints from the regular volumes. Those alreadypublished are The Velocity of Light, by Albert A. Michelson, and On the Text of Chaucer's Parlement of Foules, byEleanor Prescott Hammond, which have just appeared.Announcement is made of several more extensive contributions in octavo form. Among these may be mentionedWager's The Life and Repentance of Marie Magdalene, anold English morality play, edited with an introduction andnotes by Frederic Ives Carpenter ; Osmotic Pressure in Plants,by Burton E. Livingston ; The Poems of Lady Winchelsea,by Myra Reynolds ; Calculus of Variations, by Oskar Bolza ;Light Waves and Their Uses, by Albert A. Michelson.Gfoe Tflniversits of CbicaooFOUNDED BY JOHN D. ROCKEFELLERCORRESPONDENCE INSTRUCTIONTo accommodate those who cannot attend the class-room exercises, the University of Chicago offers instruction by correspondence in the following subjectsPsychology Biblical Greek PhysiographyPhilosophy Sanskrit ZoologyEducation Greek PhysiologyPolitical Economy Latin BotanyPolitical Science French BacteriologyHistory Italian Old Testament Lit-Sociology Spanish erature and Interpre-Anthropology German tationSanitary Science English Rhet- New Testament Lit-Comparative Religion oric and erature and Inter-Hebrew Composition pretationArabic English Literature Church HistoryAssyrian Mathematics HomileticsEgyptian Astronomy Library ScienceElementary as well as University courses are offered in most of thesesubjects.Each correspondence course aims to cover the same ground as the residencecourse on the same subject.The University accepts correspondence work as qualifying in part fordegrees.A Certificate is granted for each course successfully completed.1250 different students registered for over 1500 courses during the academicyear 1901-2.A student may begin a correspondence course at any time, and is allowed oneyear from the end of the quarter, in which he registers, for completing it.For circulars address THE UNIVERSITY OF CHICAGO (Div. R),CHICAGO, ILU