VOLUME VII NUMBER 8University RecordDECEMBER, 1902THE AMERICAN TEACHER*By WILLIAM HENRY MAXWELL, A.M.,Superintendent of the New York City Schools.The right of the state to educate is in thiscountry almost universally admitted. That rightrests upon no unsubstantial or visionary foundation. It is implied in the end for which menhave established government. The end of government is to accomplish the objects of organized society. Among the chief objects of organized society are, first, the development of thebest powers — intellectual, moral, and physical —of the individual; and, second, equality ofopportunity in the pursuit of whatever makeslife worth living. Universal education is the oneessential condition under which these objectsmay be realized. Without universal educationthere cannot be universal individual development. Without universal education there cannotbe equality of opportunity for all. To provide,to insure, and to compel universal education isan undertaking far beyond the powers of anyauthority short of the state itself. As JohnStuart Mill argued, because parents are unableor unwilling to provide the best education fortheir children, or, being able and willing to provide education, do not know what the best education is, the state must undertake the work.Without universal education, moreover, nogovernment that rests upon popular action canlong endure. Where the people are sovereign,1 Delivered on the occasion of the Forty-fourth QuarterlyConvocation of the University, held in the StudebakerTheater, December 16, 1902. the people must be schooled in the knowledgeand in the virtues upon which free institutionsdepend.2 If for no other reason, public schoolsare necessary to keep alive the traditions of ourhistory ; are necessary lest we forget the gloriesof Yorktown and Bunker Hill, the principles ofthe Declaration, and the memories of Washington and Lincoln.In words of weighty import, Andrew D. Whitehas warned the United States of the danger ofneglecting popular education. He has said :A number of great republics, officered by great men,have existed in the world. Their history has been verybrilliant, and yet, of them all, only two remain — only twocan be said to have lasted. [He regards the republic ofFrance as still only an experiment.] I am speaking ofSwitzerland and the United States. Those two republicsdiffer from all the others in only one particular. Otherrepublics have been deeply religious. The republic atFlorence was as deeply religious as any community thatever existed. They have had every virtue except anenlightened body of citizens. Switzerland and the UnitedStates have that.The lessons of recorded history are in accordwith the theory that the enlightenment of thegreat body of citizens through universal education is the sole condition under which a republiccan endure.But then the question arises : What is education ? There have been some great definitionsof education — all sublimely true, but each opento some objection. When Comenius says:"Things that should be done must be learnedby doing ; " when John Dewey says : " Education is not preparation for life, it is life;" when3Woodrow Wilson, The State,?. 667.227228 UNIVERSITY RECORDPestalozzi says: "Education is a generation ofpower;" when Froebel says that education is" the harmonious growth of the body, mind, andsoul," we all feel the force of the words, but wealso realize that the language is too mystical forgeneral comprehension. Even when ColonelParker grew eloquent — and when was he noteloquent? — on the ideal school as the idealcommunity, we could not, when released fromthe spell he wove around us, help feeling thatthere was something lacking — that he wasdescribing the ideal conditions for educationrather than ideal education itself.Perhaps the first approach to a scientific definition of education was that made by John StuartMill in his St. Andrews address. Education, hesays, is " the culture which each generation purposely gives to those who are to be its successors,in order to qualify them for at least keeping up,and, if possible, for raising, the improvementwhich has been attained." President Butler hasshown that there is a scientific .basis for Mr.Mill's definition which Mr. Mill himself probablynever suspected, because he never realized the fullsignificance of the doctrine of evolution. President Butler takes as the starting-point of educational science John Fiske's great contribution tothe evolutionary theory, that the prolonged periodof infancy in the human race which is necessaryto bring about the adjustments — physical andspiritual — of the child to its environment, lies atthe foundation of the human family and therefore at the foundation of society, and of institutional life.3 As Dr. Butler puts it :After the physical adjustment is reasonably complete, thereremains yet to be accomplished the building of harmoniousand reciprocal relations with those great acquisitions of therace that constitute civilization ; and therefore the lengthening period of infancy simply means that we are spendingnearly half of the life of each generation in order to developin the young some conception of the vast acquirements ofthe historic past and some mastery of the conditions of theimmediate present.*3 Butler, The Meaning of Education, p. 10.* Ibid., p. 13. In other words, the doctrine of evolutionteaches us to look upon education as the workof adapting and adjusting our self-active organisms to the acquisitions and attainments of therace which have well been called our spiritualinheritances.Our spiritual inheritances Dr. Butler classifiesas our scientific inheritance, our literary inheritance, our aesthetic inheritance, our institutionalinheritance, and our religious inheritance. Thisclassification is sufficiently comprehensive. Nopart of the achievements of the human race — notscience, not literature, not art, not history andlaws, not religion — may be omitted from thework of education. For one and all of them, ifour republic is to be preserved through theenlightenment of its citizens, if all our citizensare to have equal opportunity for individualdevelopment and for advancement, place must befound in the education of the school and theeducation of the home.And yet there still seems something lacking.A man may, like Coleridge, have entered generously into the spiritual inheritance of the race,and yet remain an eater of opium and a dreamerof dreams ; he may hide his talent in a napkinand have nothing to show for his stewardship; hemay wrap himself in the cloak of selfishness orpour forth his strength in sensuality; and theworld is full of examples of men of great intellectual attainments who have oppressed and maltreated their fellow-men; all these things andmore a man may do in spite of his intellectualacquisitions, unless he has developed certain qualities of mind and heart without which neitherknowledge nor riches avails.Mr. Benjamin Kidd in his great work on SocialEvolution has, to my mind, made a most important contribution to the theory of education whichmay help us to find what seems lacking in thedefinitions of Mill and Butler, and to explain whatis mystical in the definitions of Froebel andPestalozzi. He first shows that the stupendousachievements of the human mind during the nine-UNIVERSITY RECORD 229teenth century in mathematics, in pure science,and in the applications of science to industry,were not the colossal products of individualminds, butThe results of small accumulations of knowledge slowlyand painfully made and added to by many minds throughan indefinite number of generations in the past, every addition to this store of knowledge affording still greater facilities for further additions.So far, Mr. Kidd's doctrine of progress is in accordwith MilPs and Butler's theories of education. Butthen he finds another element. It is not so muchintellectual capacity, he claims, that has caused theevolution of the highest civilization, but thedevelopment of certain other qualities which wemay call ethical, moral, or religious. He says:A preponderating element in the type of character whichthe evolutionary forces at work in human society are slowlydeveloping would appear to be the sense of reverence. Thequalities with which it is tending to be closely allied aregreat mental energy, resolution, enterprise, power of prolonged and concentrated application, and a sense of simple-minded devotion to conceptions of duty.It would appear, therefore, that in any educational scheme to exalt a nation we must include,not only the acquisition of our intellectual inheritance, but also the development of the ethicalqualities of reverence, resolution, power of prolonged and concentrated application, aud simple-minded devotion to conceptions of duty. Quiterecently President Eliot in a notable addresstraced the existence of many of the ills to whichmodern society is heir — the gambling habit, thedrink habit, the reading of ephemeral and degrading literature, and the appeal to force instead ofto reason, as in strikes and mob violence — to thefailure of the schools to train the intelligence, thereasoning powers of their pupils. Doubtless thereis much truth in the statement, and PresidentEliot did a great public service in calling attention to the truth. But is it not also true that thesevery evils are due quite as much to the lack ofmoral principle as to the lack of reasoning power ?Gambling and intemperance are quite compatiblewith high intellectual attainments, but not with reverence and simple-minded devotion to conceptions of duty.Again, does not the adjustment of the child tohis environment in that process which we calllife necessarily involve an ethical as well as anintellectual element? Not only is the childmolded by the environment into which he is born;but for good or for evil he helps to modify thatenvironment. He has his influence on all withwhom he comes in contact. Every action he performs produces some reaction in others. Arethese reactions good in their tendency or are theyevil? Surely this is a question every man shouldput to himself. Surely every child should learnto ask himself : What will be the effect of this actionof mine upon my fellows ? Will it injure them ?Will it help them ? In defining education, accordingly, in terms of the adjustment of man to hisenvironment, we must not, while seeking for theinfluence of environment on man, forget that maninfluences environment, that action always begetsreaction. Education ought to train men to transform their environment for the better. And thisis of the very essence of morality.Now, if education is necessary to conserve thetwo main objects for which society is organized —to promote individual development and to secureequality of opportunity to all ; if, further, universal education is necessary to the preservation ofour republican institutions ; and if, lastly, education involves the development -of the highestethical qualities, as well as the acquisition of ourintellectual inheritance, in order to adjust thechild to his environment; surely it follows thatthe persons to whom this all-important work isintrusted cannot be too accomplished, cannot betoo highly trained, and cannot be held to too rigidan accountability. If we think of the teacher'swork as the foundation and the safeguard of ourpolitical institutions, we may not unreasonablysuppose that he should possess some of the attributes of a statesman. If we keep before our mindsthe vast task of introducing the young into theirintellectual inheritance, we may look for the230 UNIVERSITY RECORDmark of the philosopher. If we think of his dutiesin the inculcation of a high morality, we mayregard him as "an under-shepherd of the Lord'slittle ones," even as a great evangelist. If wethink of the battles he is called upon to fight,especially in our great cities, against ignoranceand vice and against the abhorrent forces thatwould prostitute the public schools to selfish purposes and drag them in the mire of party politics,we may think of him as the soldier of a hundredbattles. Ofttimes, too, when we see his high-mindedness in presence of affront, his fortitudein resisting tyranny, and his patience in opposingintrigue and enduring scandal, we should not befar amiss in placing the crown of martyrdom onhis brow. There are few in whom are foundmixed all these qualities of the ideal teacher. Onesuch, however, there was whom Chicago knewwell — Francis Parker. Him the University ofChicago delighted to honor, for he was a statesman and he was a philosopher, and he was anevangelist, and he was a soldier, and in verytruth he was a martyr. The memory of such amartyr is the seed of the schools. To few in anyage are given the great abilities and the greatopportunities that made Francis Parker theheroic figure he was. Yet none need despair.The opportunities for efficiency come to everyteacher. The humblest mistress in a countryschool, who inspires her pupils with the thirst forknowledge, the love of truth, and the desire forthe higher life, is as truly in the class of realteachers as Socrates or Froebel, Pestalozzi orParker.And yet the most ardent admirer of our public-school system will be constrained to admit thatteaching, except in the case of college or university teaching, is not recognized as one of thelearned professions, as the professions of law,medicine, and theology are recognized; thatpublic-school teachers are not doing all that mightreasonably be expected to foster the growth ofintelligence and morality ; and that they neithermeet with that social and financial recognition nor exercise that influence in the communitywhich the supreme importance of their callingdeserves and demands.How are we to account for this strange anomaly—that teachers should be called upon to dothe work which is most needed to preserve therepublic, and yet receive so little recognition,either financially or socially, at the hands of thepeople whom they serve ? Some would accountfor it by the undoubted fact that the teacher'scalling leaves its mark on the teacher and by somuch unfits him for general society. CharlesLamb gave expression to this view when he askedthe question : " Why are we never quite at easein the presence of a schoolmaster ?" He answers :Because we are conscious that he is not quite at his easein ours. He is awkward and out of place in the society ofhis equals. He comes, like Gulliver, from among his littlepeople, and he cannot fit the stature of his understanding toyours. He is so used to teaching that he wants to be teaching you.The unerring shaft of Lamb's genial satire discovers a weak point in our harness and inflicts awound — though a wound that is not mortal.May not we teachers retaliate by asking what calling there is that does not leave its mark, physicalor intellectual, on him who follows it? The blacksmith through the constant use of his brawnyright arm becomes lop-sided; the sailor rolls inhis walk on land as a ship rolls at sea ; the popular physician acquires blandness of manner and adeferential smile and the habit of never committing himself lest he should afterward be convictedof error; the preacher rarely throws aside hispreaching voice; while the lawyer speaks of ordinary matters in the language of his brief, and isalways "objecting" to your conclusions or cross-examining you on your facts. The fact is thatall vocations leave their impress on the physicaland intellectual man. It is only the very strongest souls that preserve their perfect poise and keepthemselves free from the mannerisms of theircalling. This, then, cannot be the reason whyteachers receive so little recognition.Others would account for the schoolmaster'sUNIVERSITY RECORD 231position at present and for the ridicule that hasbeen heaped upon him in literature by the deplorable fact that from time immemorial he hasused corporal punishment as an element in teaching. There is only too much truth in the statement. Everywhere, doubtless, the conduct ofthe schools is today far more humane than it wasin the Middle Ages, when, to use Oscar Browning's words, teaching was conducted amid theshouts of the teachers and the lamentations ofthe taught. It has grown more humane evenduring the last ten years. And yet, we who areseeking a better way cannot free ourselves fromthe contumely that has come down to us fromtwo thousand years of cruelty to children.Though we must endure this reproach, we shouldnot be surprised at it. Cruelty is the characteristic of the savage ; loving-kindness, of the civilized man. The humane man or woman not onlyhates cruelty in and for itself, but despises it inthe teacher as evidence of lack of skill in hiscalling. We cannot help despising in any callingor in any action the substitution of brute forcefor intellectual skill and moral influence.Other reasons, however, there must be to account for the lack of appreciation for the teacher'sposition. All of them are more or less historicin their character.The first, perhaps, is that the teacher's callingwas until a comparatively recent date in theUnited States, and still is in most Europeatn-eeuiwtries, subservient to the profession of theology.Not only have the clergy had the appointmentand supervision of the teacher, but the mostprominent and highly paid teaching positionshave been reserved for clergymen. Public schools— tax-supported schools — are an institution ofvery recent growth. At the beginning of thiscentury all schools in the United States werepractically under the control of the clergy. Invariably clergymen were selected as presidents ofcolleges. Only two years ago a layman for thefirst time took his seat in the presidential chair ofYale, and only a few weeks ago did Princeton for the first time come under the direction of a president who was not a clergyman. In England theheads of the colleges in Oxford and Cambridgeand the heads of the great public schools arealmost invariably in holy orders. The discussionover the education bill that has stirred Englandto its depths is in the last analysis nothing moreor less than a fight as to whether the clergy shallappoint and control the teachers ; and, unfortunately for England, the clergy for the time beingappear to have won. But it can be only for atime. No profession can thrive or receive popular recognition and support while it remains subservient or subordinate to another profession.Schools in which the teachers and their interestsare under the control of clergymen can never bethe best schools, because dependent teachers cannever do their best work. What position wouldarchitects occupy if they were subservient to engineers, or lawyers if they were placed under thecontrol of physicians ? Yet the anomaly isscarcely greater than that once presented in thiscountry, and still presented in England, of thedependence of the teacher on the clergyman.Teachers still suffer in public opinion because inthe past they were in all things dependent on theclergy.Only very slowly has the withdrawal of theclergy from the active management of publiceducation resulted in greater independence for,„ the teacher. He has been relieved of the rule ofthe "clergy j too often he has found the thraldomof the politician. To gain place or promotionhe has been obliged to pull political wires, tofawn upon men whom he despised, and to seekto obtain by influence what it was impossible toaccomplish by merit. True, it is the tendencyof the educational legislation of the day to deliverteachers from the serfdom of politics ; but stillthe record of the past causes the world to lookupon the teacher as the member of a dependentprofession. The ignominy to which he was inthe past subjected clings to him even when hehas been accorded all his professional rights.232 UNIVERSITY RECORDAgain, lack of appreciation results from mea-gerness of pay and insecurity of tenure in office.Especially is this true in America, where commercialism holds far too wide a sway in everywalk of life. A man with a very small salary willnot, as a rule, wield any great amount of influencein the community, and particularly so when it isknown that at the end of a year he may be kickedout by someone who knows nothing about teaching, in order to make room for a successor withno higher qualifications, but with a stronger"pull" than himself. That I am not exaggerating will be seen when I state the fact that theaverage monthly salary paid to city elementaryand high-school teachers in the United States isonly, according to the last report of the UnitedStates Commissioner of Education, $47. 55 formen and $39.17 for women, while one-fourth ofour teachers change their places every year.Reasonable pay and reasonable tenure of officeare essential to win the respect of the communityand to preserve that equanimity of mind and thatself-respect which are necessary to anyone whodesires to render good service and to take advantage of opportunities for self-improvement.But perhaps the strongest reason why the teaching profession, notwithstanding its importance tothe state, stands so low in the public esteem, isthat teachers- themselves have too low an estimate of their calling and of the preparation itrequires. They have not as a rule realized thatthe aim of their work is to bring about the highestdevelopment of the individual, to secure equalopportunities for all, and to perpetuate republicaninstitutions. They have not risen to the heightof this great argument. Still less have they realized that the teacher's calling requires the mostthorough scholastic and professional preparation.The prevalent feeling, to our shame be it spoken,has been that anyone who knew the rudimentsand could keep ahead of his pupils was goodenough to teach an elementary school. Notwithstanding all that is being done by our universitiesand colleges and normal schools and training schools for the professional training of teachers,the vast majority of those who are now teachingand of those who are entering the profession, arestill untrained.Were the lack of public appreciation and support all that resulted from the causes I haveenumerated — from the reputation for cruelty tochildren, from the dependence on the clergy oron politicians, from meager pay and uncertaintenure of office, and from the teacher's own failure to realize the importance and dignity ofhis calling — the consequences would be sufficiently serious. But these consequences are onlya part of the evil. The greatest evil is that theteacher's efficiency and his usefulness to the community are impaired. How can a teacher introduce his pupils to their spiritual inheritance whenhe does not understand it himself ? How can helead the children committed to his care into habitsof reverence, self-control, independence, and simple-minded devotion to duty, when he himself isdependent on another profession or on the favorof politicians ? How can he inspire others withhigh ideals if he himself, in order to secure appointment or promotion, must resort to arts thathe must despise himself for using ? How can hedo his best work when poverty freezes the genialcurrent of his soul, and he does not know whatwill become of himself and those dependent onhim at the end of the school year ? Arrestedefficiency is the natural and inevitable consequence to the public school if the teacher's professional standing is impaired.By some it will be argued that much of theresponsibility I have attributed to the schools andthe teacher belongs to the home and the church.The first school was the family; and in the well-ordered home the family influence is of incalculable educational benefit. In the course of time,however, as the pressure of modern life has becomeheavier and social conditions have become morecomplex, an increasingly large part of the educational duties that once devolved upon parents hasbeen transferred to the school ; and, as Dr. HarrisUNIVERSITY RECORD 233has often pointed out, education, as far as it concerns intellectual development, is better carriedforward in the school than in the home, becauseof the attrition of mind upon mind, and because of the impetus to intellectual development given by co-operative work. Indeed, thevery existence of public schools is public admission that the education of the home will notsuffice.And even in the field of purely ethical instruction the church has proved itself deplorably lacking. But a small percentage of our children arereached by the Sunday school. Even if theseinstitutions were thoroughly efficient, I shouldstill say that it is not right, that it is not well forthis nation, to relegate ethical instruction to oneday in the week, and to neglect it the other six.For is not a body of ethical principles part of ourspiritual inheritance, quite as much as art, orscience, or literature? And does not progressdepend at least as much on the development ofethical qualities as on gathering "the long resultsof time"? But even the most obvious form ofethical instruction — knowledge of the EnglishBible — is not well disseminated by the churchesand Sunday schools. The accurate, sympatheticknowledge of the Bible that once characterizedour people is fast disappearing, and now it is a rarething to meet a young American, outside theecclesiastical profession, who has even a superficial acquaintance with that great classic. A distinguished professor of English literature atHarvard tells me that he rarely finds a Harvardstudent who has the slightest appreciation of thebiblical references in Shakespeare.If, then, the public school must be charged, asI believe it must, with the ethical as well as theintellectual training of the vast majority of American youth ; and if it is admitted, as it must be,that the welfare of society and the preservationof republican institutions depend in very largemeasure on the intellectual and ethical training given in the schools ; surely it follows thatit is the business of the state to see to it that the teacher's life is lived under such conditionsthat he can render society his most efficientservice.These conditions are (i) adequate preparationrigorously insisted upon; (2) appointment andpromotion by some means that shall stimulatethe teacher's efforts and preserve his self-respect ;(3) opportunity for self-improvement and for thedevelopment of originality ; and (4) reasonablefinancial support and secure tenure of office forthe efficient.The first condition necessary to secure theteacher's professional efficiency is adequate preparation rigorously insisted upon. New York hasthe honor of having been the first state in theUnion to set up a legal standard of qualificationsfor entering the teacher's calling. In 1895 a lawwas enacted which provides that no teacher shallbe licensed or appointed in any city or villageof the state who has not completed at least ahigh-school course and a course of professionaltraining in an institution approved by the statesuperintendent. Many of the cities of my statehave already set up requirements in advance ofthe statutory qualifications, notably in the matterof professional training. Similar requirementshave been enacted by most of the large cities ofthe Union. But still the great majority of thepersons entering the teaching field have had noprofessional training and but a slender academicpreparation. Two years of professional trainingI should regard as sufficient. But even the four-years' high-school course is, in my judgment,quite insufficient by way of scholastic preparation. The high-school graduate, as he enters thecollege or the training school, is still in theacquisitive period. The period of culture, ofphilosophic thought, of a sense of responsibilityto society, has not yet arrived. As PresidentWoodrow Wilson wittily remarked the other dayof the sophomore, the sap is "Still rising in theman; it has not yet reached his head. I hope tosee the day when the minimum scholastic requirement for teaching in the elementary schools will234 UNIVERSITY RECORDbe a college course of at least two years above thehigh school. Such a requirement, together witha suitable professional training, would do muchto elevate the teacher's calling and would resultin permanent advantage to the schools.The second condition necessary to secure theteacher's professional efficiency is appointmentand promotion by some means that shall stimulate the teacher's efforts and preserve his self-respect. Appointment by the clergy, as in England, and appointment through the favor of politicians, as has been too often the case in America,both violate this condition. The reaction againstthe evils of these systems and the well-intendedand eminently proper effort to place educationaladministration in the hands of educational experts, have led some legislatures and some boardsof education to place the absolute power of appointment, promotion, and removal in the handsof one man — the city superintendent. In myjudgment there can be but one justification for ameasure so radical ; namely, the existence ofconditions so evil that nothing short of dictatorial powers will suffice to remove them. Whensuch conditions are removed, the need for adictatorship has passed. In the ordinary schooladministrative system of America there is noplace for a dictator, for the very simple andall-sufficient reasons that an American citizencannot work under a dictator and still preservehis self-respect and retain that independence ofthought and action which he owes to himself as acitizen and to society as a teacher, and that thedictator may himself through excess of powerdegenerate to the rank of a spoils politician.The only system so far devised that meets all theconditions is appointment and promotion as theresult of competitive examination, with a probationary period before the appointment is madepermanent. By this system, which we haveadopted in Greater New York, the teacher feelsthat both his appointment and his promotion aredue to his own exertions and not to the favor ofanyone, while the schools are amply protected by the probationary term against any incursion ofthe incompetent. The success of this plan, however, depends very largely on the character of theexamination. If the examination is one whichmay be passed by successful cramming, it willlargely fail of its purpose. To serve the purposefor which it is intended it must be of the naturewhich President Hyde of Bowdoin has well described as the " comprehensive examination ; "that is, an examination which calls for a knowledge of a whole subject in its broad outlines,and tests the invention and the reasoning powersas well as the memory. I should say that themost serious fault of the educational work inmost of the high schools and colleges with whichI am acquainted is that tests are applied to eachterm's work or to acquaintance with a particulartext-book, and that there are few or no comprehensive examinations, as in the English colleges,to force the student to take large, broad views ofthe subjects he studies. When he has done ayear's work in a subject or in a book and passedan examination on that work or that book, theexamination is the end and the student thinks nomore of the matter. This is not the kind oftraining that makes the best teachers. The advocates of competitive examination as a method ofselecting teachers or any other civil servants willbe seriously handicapped until schools and colleges learn the wisdom of setting comprehensiveexaminations that will lead to comprehensivestudy.The third condition necessary to secure theteacher's professional efficiency is freedom ofteaching. Much just complaint has been madeof irksome and vexatious restraints placed uponthe class teacher's liberty by principals and superintendents through what has been called " closesupervision." There is ground for this complaint. It is no uncommon phenomenon in cityschools to see a bright young teacher crushedbeneath the incubus of petty rules and restraintsimposed by principals and superintendents. Whensuch is the case she degenerates, unless she is ofUNIVERSITY RECORD 235unusually strong fiber, into the schoolroom drudgewithout enthusiasm and without originality. Onthe other hand, the claim is made, and justlymade, that the undoubted improvements inpublic-school work that have taken place sincethe days of Horace Mann are due in very largedegree to expert supervision. Expert supervisionwe cannot dispense with. It is its abuse thatmust be abated. The abuse lies in the issue ofperemptory orders and the promulgation of ironclad rules as to methods of teaching. This evilarose in the days when all teachers were withoutprofessional training and when there was goodexcuse and probably good cause for dictatorialsupervision. In no other way could John Lancaster, for instance, have succeeded as he did withhis pupil teachers either in London or New York.With the multiplication of institutions for thetraining of teachers, this excuse or cause is rapidlypassing away. Expert supervision there must beto unify and harmonize work, to inspire enthusiasm, and to prevent abuses ; but it should beexercised in such a way as to stimulate enthusiasmrather than to suppress it, to excite originalityand not to stifle it. There are reciprocal dutiesbetween teachers and supervisors. On the oneside, the teacher, if he is to render good service,must be in accord with the ends and aims of theschool or the system. If he is not in such accord,it is his duty to resign. On the other hand,while it is the duty of the supervisor to criticiseand to suggest, he must permit — nay, invite — thefullest and freest discussion both of the teacher'swork and his own theory; and, above all, hemust encourage originality as far as it is consistent with the ends and aims of the school. Everyteacher should be made familiar with those endsand aims, and permitted opportunity for originality as far as it is consistent with them. Such,it seems to me, is the law governing the freedomof teaching.I have spoken of the class-room drudge — eminently faithful, but without originality ; diligentin season and out of season, but without enthu siasm. The type, I am thankful to say, is disappearing, but slowly. Teachers' conferences andreading circles, the system of promotion by competitive examination, summer schools, and thethrowing open of the doors of the universitythrough extension courses, are doing much totransform this kind of teacher. But the processof transformation is neither radical enough norrapid enough. What is needed is larger opportunity for self-improvement. What a boon itwould be to the public education of this countryif every teacher were required to spend at leastevery tenth year in travel and study ! Whatenergy, what new ideas, would be infused intothe schools ! And there is perhaps no class ofteachers who stand more in need of such stimulation than principals and superintendents. Whata splendid opportunity such a scheme presents tothe Rockefellers and the Carnegies and otherwealthy men to divert some of their wealth fromhigher education to elementary education !The last condition which I shall lay down asnecessary to secure the teacher's professionalefficiency is reasonable remuneration. ' Underthis head I include (i) secure tenure of officeduring efficient service after a period of successful probation ; (2) a rising salary based onincreased experience, attainments, and age ; and(3) the right, in case of disability, to a pension,which shall be an inducement to good work anda relief from the greatest anxiety of life — an oldage dependent on charity. President Eliotrecently laid down similar conditions as thehumane conditions of the employment of labor.May we not ask that the teacher's labor — laborof paramount importance— may be conductedunder these humane conditions of employment?I am proud to say that in Greater New York theseconditions have been fully realized. Employmentis permanent after a probationary period of threeyears, a living wage is paid, increasing with experience and attainments, and there is a pension forold age. Several large cities — among them Boston,Washington, St. Paul, Providence, Rochester236 UNIVERSITY RECORDNewark, Omaha, Denver, Emporia, Baltimore,and San Francisco — have recently followed NewYork's example and given their teachers permanent tenure of office. In none, however, has theteacher's position been rendered so secure and socomfortable as in New York. In the first place,the amount to be raised each year by tax forpurely educational purposes is fixed by law at notless than four mills on the dollar of the assessedvalue of the city's real and personal estate. Bythis provision of law the conduct of the publicschools is forever removed from the domain ofparty politics, as no party can manufacture cheapcapital by cutting down salaries or interferingwith valuable educational work such as the kindergarten or manual training; the school authorities are enabled to carry out well-conceivedschemes of educational policy because the financial basis is secure; and the teachers are assuredof a living wage. In the second place, a minimum rate of wages which increases with experience and responsibility, and which is higher thanthe rate in any other city in the world, is alsoestablished by law. And in the third place,ample provision is made for pensions by settingapart the amounts deducted from teachers' salarieson account of absence and by the devotion of apercentage of the city's excise money to that purpose. Such is the provision made in GreaterNew York for the teachers in her public schools,and I submit that her example is one to be followed in every city of the country. I base theclaim of the teacher not on the right to luxury orto wealth; for neither luxury nor wealth is consistent with the teacher's mission to humanity.I base it solely on the ground that the teacher'swork of education for the sake of the people ofthis republic will not be adequately performedunder any other conditions than those of fairsalaries, permanent tenure during efficient service,and relief from anxiety regarding old age.But, suppose the state does all that I haveasked for the teacher ; suppose it requires adequate scholastic and professional training, ap pointment and promotion on merit alone, reasonable freedom in teaching, adequate opportunityfor self-improvement, secure tenure of office during efficient service, living salaries, and supportfor old age ; suppose the state guarantees to theteacher all these things, what does the teacherowe to the state in return? Each individualteacher owes to the state his greatest energy, hismost devoted service, his best ability.Individual effort, however, is not sufficient.The work before the teacher is as wide as humanity. It will never be even measurably accomplished unless teachers combine their forces andform themselves into societies for the accomplishment of common objects. When I speak ofsocieties of teachers I do not mean trades unionsor federations of labor, because, however worthyand necessary these combinations of labor are —and I believe them to be very worthy and verynecessary — their chief reliance for the amelioration of material conditions is the right to strike.This is an inalienable right, but it is a right whichno teacher worthy of the name will ever exercise.The teacher's work is too sacred to permit himto leave it for his own material advancement.Poverty may come, persecution may come ; thetrue teacher will never desert his holy mission tochildhood. No possible conditions will everjustify a teachers' strike. Yet if they join a tradesunion they are bound to strike when so ordered.The true solidarity of teachers is as far removedfrom trades unionism as a profession is from atrade.I mean by the solidarity of teachers organization to accomplish their high purposes under acode of professional ethics which will set a standard of professional honor and professional dutythat will transcend school-board ordinances andstatutory enactments. Such a standard, if everformulated, will be formulated by teachers themselves from a nice sense of honor, from loyalty toa noble profession, and from ambition to realizehigh ideals.Time will permit me to indicate only a veryUNIVERSITY RECORD 237few of the most salient features of such a code ofethics. \In the first place, the code will forbid all under-bidding, all maligning, all pulling down ofthe reputations of fellow-teachers, all effort tosecure another's place.In the second place, the code will forbid theuse of political, social, or religious influence ofany kind to secure appointment or promotion.At first sight, this may seem a hard saying. Aslong as municipal government in our large citiesremains the practical failure which careful students of sociology have proclaimed it to be, Isuppose it is inevitable that politics will exert abaneful influence on the public schools ; schoolboards will reflect more or less the political opinions of the appointing power ; the less worthyamong the teachers will endeavor to get ahead oftheir fellows through " pull ;" and even the moreworthy in moments of weakness will sometimesin self-defense resort to the same disgracefultactics. We may try all sorts of expedientsthrough legislation to prevent politics enteringthe administration of the public schools. Butsuch expedients, however excellent, will alwaysremain at best partial failures until the appeal ismade to the professional honor and dignity ofthe teachers themselves. Let it be once understood that it shall be regarded by the professionas unprofessional to seek advancement on anyother ground than merit, and the difficulties ofschool administration will disappear like the mistbefore the rising sun. It should be as unprofessional for a teacher to use " pull " to secure advancement as it is for a physician to advertise inthe daily press.In the third place, the teacher's code of ethicswill enjoin never-ending preparation for work.It is not enough that the state or private munificence should provide opportunities for self-improvement. It should be part of the teacher'sinmost nature to embrace them with avidity whenthey are provided and to find them when theyare not provided. Fourth, the teacher's code of ethics will enjoina firm belief in progress, in the possibility ofmodifying environment for the better. All history attests such progress. We all believe therehas been progress in the past. But when welook into the life around us, it is often not soeasy to believe in progress in the present or thefuture. We see, for instance, that every new discovery and every new invention throws wage-earners for the time being out of employment,and produces acute and wide-spread suffering.We see the great combinations of capital crushing out the small dealer and manufacturer. Wesee labor and capital, as in the recent coal strike,engaged in fratricidal strife in which the innocentpersons suffer for one who is guilty. In the greatcenters of population and in partially desertedrural localities we find suicide, insanity, vagabondage, drunkenness, and the other various forms ofvice and crime, increase, as the struggle of life,which nature has ordained as the price of progress, increases. " Barbarism is no longer at ourfrontiers ; it lives side by side with us." Often,as we reflect on these things, it is hard not to bea pessimist. Often, as we see man's inhumanityto man, as we see the squalor and wretchednessand sin that lie all around us, it is difficult toresist the cry: "The world is growing worseand worse, and man is moving on toward destruction." But the teacher who succumbs to thisfeeling, all too prevalent in our modern life, hasbelied his profession ; like Peter, he has deniedhis Lord, but without the poor apology of physical terror. The teacher is the officer of the statewhose duty it is to promote progress by enablingeach new generation to build higher on thefoundations laid by its predecessors. As theherald of progress, his first duty is to be an honest, thoroughgoing believer in what PhillipsBrooks called " a great purpose underlying theworld for good, for human fulfilment, which isabsolutely certain to fulfil itself somewhere, somehow." This is the thought to which Tennysonhas given immortal utterance in " In Memoriam ":238 UNIVERSITY RECORDThat God which ever lives and loves,One God, one law, one element,And one far off divine eventTo which the whole creation moves.The teacher who does not believe, notwithstanding all the hindrances, notwithstanding allthe sin and all the strife, in the possibility ofelevating the human race mentally, morally, andphysically; the teacher who cannot see in hiswork, however humble, something that brings ashade nearer that "one far off divine event towhich the whole creation moves," has no part orlot in the ethics of the teaching profession.Sixth, the commandment to believe in progress carries with it the duty to help all who needhelp, and particularly children. Neither talents,nor learning, nor accomplishments will avail theteacher much unless they are devoted to the service of mankind. He should feel, as Felix Adlerhas said, that he is building a temple in whichthe lives of the pupils he trains shall be the building stones.Seventh, and lastly, the teacher's code of ethicswill enjoin him to be humane and gentle towardall children. A harsh word, a cruel look maywound the child spirit to the death; all yourpowers of kindness and magnetism are requiredto call it into action. The ox may crush the lilyinto the dirt ; it needs the glories of the sun ofheaven to coax it into life. As a great teacheronce said: "Ah, believe me, fellow- teachers,where two or three children are met together,unless He who is the spirit of gentleness be in themidst of them, then our Latin is but soundingbrass and our Greek a tinkling cymbal."These, then, are the duties which, whether ornot the state provides the conditions that shallbest promote professional efficiency, the teacherowes to the state : professional courtesy to oneanother, a firm belief in progress, a constant striving toward helpfulness, never-ending preparationfor life-work, and love and gentleness toward allchildren.I offer no apology for discussing before thisgreat university audience the problems affecting the public-school teacher and his work. Publiceducation is the most extensive, the most difficult,and the most important enterprise undertaken inour modern life. Now, it is to the universitiesand to those trained in university methods, thatmen must look for advice and co-operation in allgreat enterprises. With confidence, then, we ofthe public schools turn to the universities foradvice and co-operation. We have been striving,too often blindly and ignorantly, but faithfullyand strenuously, to improve our own work. Weknow it is far from perfect. To secure the conditions that will promote professional efficiencywe need the support, the encouragement, the enlightenment which the university can give.There is a story of George Inness, the greatlandscape painter, that will perhaps illustrate mymeaning. A young artist had striven for monthsover a painting. His friends had told him it wasa masterpiece. His own artistic sense informedhim that, notwithstanding all his effort, the picture was still faulty. Strive as he might, he couldnot supply what he felt the landscape lacked.One day George Inness visited his studio. Hisyoung friend poured out his heart to him in aflood of confidence. The great artist examinedthe picture. He picked up the palette. Selecting a brush he dipped it in a pigment and appliedone deft touch of white paint to a cloud in thesky. Instantly the picture was transfigured. Theflowers bloomed, the waters sparkled, the leavestook on a deeper green. The whole landscapewas glorified. Will not the universities apply thattouch to our public-school work which shallstrengthen it for its great task — the intellectualand ethical development of the individual in ademocracy in which the opportunities of all shallbe made equal through universal education ?THE PRESIDENT'S STATEMENT.Members of the University and Friends :You will join with me in expressing a cordialappreciation of the address which has been givenus this afternoon. A more interesting or far-UNIVERSITY RECORD 239reaching subject could not have been selected.The teaching profession exerts today a larger andmore potent influence on the life of the averageman and woman than does any other single profession. The future place of the teacher in American life will be higher than has yet been reached ;for the evidence is overwhelming that in everydecade of our history there is a perceptiblegrowth in the appreciation shown for the teacher's work. The time is near at hand when the well-equipped teacher in the grammar school willreceive a salary worthy of the responsibility of theoffice, and in some measure corresponding tothe preparation made for the service. Thestruggle for a more adequate recognition of theoffice of teacher which is now going on in thecity of Chicago is only one of many indicationsto be interpreted by the public at large as evidence of a vigorous strength and of a spiritwhich is undaunted in the presence of even thegreatest difficulties. We may not in every casesympathize with the particular method employedto furnish expression of this spirit, and we maycertainly object most seriously to the introductionof illegitimate methods of work; but with thegreat underlying motive of it all we should beprofoundly sympathetic, and we should heartilyencourage every forward step taken in this important work.For my own part, I am convinced that next indifficulty and in importance to the work of thepresident of the United States stands that of thesuperintendent of schools in our great cities. Ican conceive no task more delicate or more responsible, more taxing or more harassing, morehelpful or more splendid than that which fallsto the lot of the superintendent of schools in thecity of Greater New York or in the city of Chicago. The work intrusted to the hands of these.men is as sacred as that confided to any humanbeing, and in the execution of this work theydeserve the enthusiastic support of every goodcitizen. Nor can I conceive any better servicewhich a true citizen can render than that of hold ing tip the hands of the men upon whom restsuch burdens.To Superintendent Maxwell, who has placedbefore us the ideal of an American teacher, theUniversity of Chicago, the teachers of Chicago,and the citizens of Chicago will join in an expression of hearty thanks for the service he hasrendered the cause of education in that greatcenter — New York city — and as well throughout the country; for nothing can be more truethan that the influence exerted in a city like NewYork or Chicago is an influence indirectly exertedfrom one end of the country to the other. Wedesire also to present to him our thanks for thespecial service he has rendered us this afternoon, and to assure him that these words will bea source of profit and inspiration to the hundreds and thousands of teachers who have heardor will have read his words.THE SCHOOL OF EDUCA TION.In this connection I may perhaps refer to thespecial work of our own University, which concerns itself with the education of the Americanteacher. I do not forget that a large proportionof the alumni of this University are teachers. Ofthe thirty-seven, for example, who take the bachelor's degree this afternoon nineteen have chosenthe teacher's profession. But I have particularlyin mind the School of Education, which is nowin its second year of history as a part of our University organization. The progress of the schoolhas thus far been greatly retarded by circumstances over which there was no human control.Hardly had the work begun when its leader wastaken away ; and up to the present time it hasbeen necessary to conduct the work in quarterstemporarily provided for the purpose. But undernew leadership a second beginning has beenmade, and with enthusiastic support the membersof four faculties are joining hands to develop apiece of work which in scope and character willbe worthy, we trust, of him who has passed away,of her who has founded the undertaking, and ofthe great cause for which it was established.240 UNIVERSITY RECORDThe new buildings are rapidly approachingcompletion, and will be ready for occupancy Julyi. With new organization and new facilities it isexpected that contributions of really great valuewill be made to the cause of public school education. With its staff of instructors, including nowthe faculties of the Chicago Institute, the University Laboratory School, the South Side Academy,and the Chicago Manual Training School, underthe leadership of the men and women who havebeen leaders in these several institutions ; withthe facilities made possible by the munificenceof the founder of the institution ; and with thestrength and enthusiasm which come from unitedeffort we may well cherish the hope that in thisMississippi Valley the School of Education of theUniversity of Chicago will during many years bean agency for the elevation of ideals and for thepromotion of true methods of work.THE LA W SCHOOL.It is somewhat difficult for me to describe thefeeling of satisfaction which, I think, existsthroughout the entire University in view of thefact that the Law School is at last actually organized and its work in process of accomplishment.We have been very successful in the effort toestablish the new Law Library. Twenty thousandvolumes have been secured, catalogued, and placedwithin the reach of the faculty and the students.It has been a serious task to select and securethis large number of books within so short atime. For the special help rendered in this workthe University is under obligation to the Dean ofthe school, Mr. Beale, and to Mr, Mack. It maybe said without boasting that no law libraryequally well equipped is to be found west of thestate of New York.The earnest labors of the faculty have alreadyresulted in bringing about a condition of thingsin the Law School which under ordinary circumstances we could hardly have looked for withinthree or four years. With a ripe experience secured from membership in other eminent schools of law, with an admirable judgment growing outof such experience, and with a spirit of unanimityand enthusiasm which has attracted the attentionof the entire University, the members of thefaculty have performed almost a miracle in theway of organization, and of adjustment to a newsituation. I desire to predict that in several particulars the methods and work of this facultywithin a short time will have exerted a stronginfluence on other departments of the University work.Since the requirements for admission are threeyears in advance of those of any other schoolwest of New York, and call for a preparation whichis equivalent to at least three years of a collegecourse; it was hardly to be expected that a largebody of students would come together during thefirst quarter. The number enrolled in the firstquarter, including those occupied in the work ofthe pre-legal year, will exceed eighty. Manystudents coming from other institutions are arranging to take up work in the Winter Quarter.It seems quite certain that the total enrolment ofthe year will exceed one hundred. The generalcharacter of the students and their intellectualability have been the subject of most favorablecomment on the part of all who have come intocontact with them. Their devotion to the workof their particular school and the interest takenby them in the University at large, deservesspecial mention.Last spring the trustees of the University arranged for the erection of a building for the LawSchool. The sum of $200,000 was guaranteedfor this purpose. The plans and specificationshaving been prepared, bids were taken, and itwas found that the building desired would costapproximately $350,000. It has not seemed tothe trustees desirable to restrict the building tothe sum originally provided. At the same timeit has not been thought wise to use so large a sumof money for the building. The architect andthe faculty are at present engaged in a furtherstudy of the plans with a view to a reduction ofUNIVERSITY RECORD 241the expense. It is believed that the building canbe constructed so as to retain all of the desirablefeatures that have thus far been suggested at anexpense not to exceed $300,000, and it is expected that this building will be ready for occupancy October 1, 1903.The law school will conform to the generalpolicy of the University and offer a full scheduleof courses during the Summer Quarter. Thesecourses will be so arranged that students who desire to begin the work of the Law School maymake the Summer Quarter their first quarter.Instruction will also be provided for those whoare prepared to take the second and third yearsof the law course. Provision will also be madefor graduates of law schools who desire to undertake special work in connection with the law ofmodern commercial life. Courses will be offeredin "Business Fraud," "Industrial Combinations,""Interstate Commerce," and the business part of"Constitutional Law." Strong teachers in otherschools of law have been selected and have expressed their willingness to come to the University during the Summer Quarter. An opportunitywill thus be provided for work on the part of ( 1 )those who wish to complete their course in ashorter time than the three calendar years ordinarily required ; ( 2 ) students of other institutionswho wish to do special work in particular subjects; (3) graduates of schools of law already engaged in practice who desire to make specialinvestigations in particular lines; and (4) teachers of law in other law schools who wish to undertake advanced work with professors of law ofinternational reputation.^One thing remains to be said which seems tome of special importance. The Law Schoolof the University of Chicago is not an institutionwhich has a merely nominal connection with theUniversity, and is separated either by local arrangements or in spirit from the University atlarge. Its students are breathing the Universityatmosphere, and are not distracted by vain efforts to combine the practical and the theoretical. Its professors sit in the University Senate and areconcerned with the affairs of the entire institution. It is an organic part of the University. Itmakes valuable contribution to the University life,and at the same time it imbibes the spirit and thepurpose of that life. Every effort is made tokeep the law school in close touch with the otherdivisions of the University, and while this faculty,like other faculties, guides its own affairs underthe general supervision of the Senate and Council, it does not treat itself as a separate institutionhaving no association or sympathy with the largerlife of the University. If the future of the schoolmay be measured by the success thus far achieved,there is ground for sincere satisfaction.THE MEDICAL SCHOOL.It was only a year ago this autumn that therecame to us the first class of medical students.This year those men constitute the second class,and a new group of medical stndents has matriculated. As has been announced, the requirements for admission are being advanced eachyear.This year, for the first time, students were required to have finished at least two-thirds of thecollege work of the freshman year. Next autumnthe requirements will be still further advanced,including one-third of the work of the sophomore year ; and within two years admission willbe given only to those who have completed thefirst two years of college work. This will makethe requirements for admission to the MedicalSchool two years in advance of those prescribedin any institution of the country except JohnsHopkins University and Harvard.Under these circumstances it is probable thatthe number of persons admitted will be smallereach year until there has been time for men desiring a more advanced grade of medical instructionto adjust themselves to the new situation. It hasbeen, however, a matter of interest that withthese advanced requirements, so large a numberas 222 students should be enrolled in the medicalwork of the present quarter. Of the medical242 UNIVERSITY RECORDstudents entered this year, 37 have degrees fromcollege, 9 have had three years of college work,10 have had two years of college work, and 14have had one year. Of the Juniors and Seniors,53 have an A.B., 9 have had three years of college work, 13 have had two years of college work,and 30 one year. If with these 222 students thereshall be counted the 400 engaged in clinical workof the last two years of the medical course inRush Medical College, the total number of 622constitutes perhaps the largest medical school inthe country.It has already been announced that overtureshave been made by the trustees of Rush MedicalCollege to the University for a more definiteincorporation of Rush Medical College as a partof the University. In other words, the proposition has been made to make Rush Medical College the Medical School of the University.The following is the proposition of the RushMedical trustees :" The trustees of Rush Medical College believe that thehigh purposes for which the college was founded, and whichit has attempted to carry out for more than sixty years, willbe best served by its organic union with the University ofChicago. To the end that this may be accomplished, wehereby submit, for your consideration, the following proposition:1. If it can be legally done, and upon compliance withthe other conditions hereinafter to be mentioned, thetrustees of the Rush Medical College will, on or beforeJanuary 1, 1903, transfer to the University of Chicago allits property — real, personal and mixed — and its good will,which includes the privileges of the Central Free Dispensary and the Presbyterian Hospital, thus affording privileges indispensable to a medical college, which wouldcost a large amount to obtain There shall, also, betransferred all the appliances and equipment in said buildings, or on said premises, or elsewhere, which belong to thecollege.2. The Rush Medical College, with the consent of thePresbyterian Hospital, will transfer the contract now existing between the Rush Medical College trustees and thePresbyterian Hospital. <3. So far as it can legally be done, the Rush Medicaltrustees will provide that any endowment, hereafter receivedby it, or in its name, shall belong to the University ofChicago.4. The trustees and faculty of the Rush Medical College, with such assistance as may be obtained from its.friends, will endeavor to secure for the purposes hereofthe sum of $1,000,000, to be used for medical buildings, equipment, and instruction, at the discretion of the trusteesof the University of Chicago. In consideration of the foregoing, the University of Chicago is to agree that, uponcompliance with these conditions, and the raising of the$1,000,000 referred to above, it will thereupon assume andthereafter continue to conduct the work of Rush MedicalCollege.In connection with this proposition the following suggestions were made :We recognize that the acceptance of these propositionsby the University would involve it in large expense, but webelieve that their acceptance will enable the University toenter upon its great future, with reference to medical education and research at once, and in a way greatly to its credit,and to the lasting benefit of science, and we suggest the following as worthy of your consideration :1. Rush Medical College has had a long and creditablehistory as the leading medical institution west of the Alleghany mountains.2. It has more than six thousand graduates, and its alumniwill, in this way, become closely connected with the University — thus giving to the University a constituency of greatvalue, and one particularly needed in view of the short timeduring which the University has been established, and thelong time necessary to secure alumni of its own.3. The proposed million dollars would, it is thought, notonly provide for, and complete the proposed buildings atthe present college site on the West Side, but also the necessary buildings for the first two years of work at the University.4. The results of affiliation, which took place four yearsago, are so highly satisfactory as to justify the belief thatthe proposed union would be of inestimable service to thecause of medical education.5. The University will probably feel compelled soon todevelop its medical work, and we believe that the plan suggested would enable it to accomplish a larger work withina shorter time than would any other.With respect to the future development ofmedical work in the University in case the organic union proposed should be accomplished,in urging upon the trustees of the University theacceptance of these propositions, the trustees ofRush Medical College presented also the following statement:Upon the recommendation of those who have given careful study to the subject, we suggest that the future development of medical work in the University, in case the organicunion herein contemplated shall be accomplished, shall besubstantially along the following lines :1. In addition to the present departments of Anatomy,Physiology, Pathology, and Physical Chemistry, which shallalso be part of the Ogden School of Science, three clinicaldepartments shall be created in the University of Chicago,all constituting the Faculty of Medicine.UNIVERSITY RECORD 2432. The work of these clinical departments (Medicine,Surgery, and Obstetrics) shall be conducted for (i) undergraduates, and (2) for research work.For undergraduates : (a) During the third year of the medical course at the University, as soon as satisfactory arrangements can be made, (b) During the fourth year at RushMedical College, at the University, and elsewhere, if thoughtwise, as may be arranged.For research work : (a) At the University, (b) at RushMedical, and elsewhere, as may be arranged.3. The work of each of these Departments shall be undera Dean, who shall correlate the work of the Departments inthe several places.4. All instructors in all departments to be members of theRush Medical College of the University of Chicago. Allinstructors in the fundamental branches of Anatomy, Physiology, Pathology, Physical Chemistry, etc., to be members ofthe same faculty as those of the Clinical Departments(Medicine, Surgery, and Obstetrics); and they shall, also, bemembers of the Faculty of the Ogden School of Science."The University, believing that the aims andideals of the Rush Medical faculty for medicaleducation, as these had been outlined by Dr.Billings, Dr. Ingalls, Dr. Barker, and by other members of the Rush Medical faculty, were of thehighest character; and believing that, if the University were to establish a new medical school,no better thing could be done than to make thepresent faculty of Rush Medical College the basisof the proposed college, approved the union suggested, with the understanding that it should takeplace as soon as the proposed sum of $1,000,000shall have been subscribed by responsible partiesand accepted by the trustees of the University,provided that the sum of $1,000,000 be raisedprior to July 1, 1903. A committee was appointedto co-operate with the Rush Medical trustees insecuring the proposed subscription, and a secondcommittee was appointed to employ counsel toadvise with respect to legal questions involved.It now remains to be determined whether thefriends of medical learning in the city of Chicagowill rally to the support of this new undertaking.When it is remembered that one medical schoolin' this country has today the sum of $9,000,000for the prosecution of its work, and another$7,000,000, it will be clearly understood that themillion which it is desired to secure by next July is only the first of many millions to be obtained.It will be nothing less than a public calamity ifthis enterprise should fail.THE UNIVERSITY LECTURE-STUDY WORK.The nature of the University Lecture-studywork is such that a full and accurate report cannot be made until the end of the scholastic year.Yet statistics are available to indicate a verystriking increase in the amount of work doneduring the Autumn Quarter over the corresponding period of any preceding season. During thequarter just closing 107 courses of six lectureseach have been delivered in 89 different centers,as compared with 88 courses in 81 centers duringthe Autumn Quarter of 1901, and with 55 coursesin 46 centers in the Autumn of 1900. One ofthe principal reasons for congratulation is theincrease in the number of courses of twelve lectures each. During the present quarter 16 suchcourses have been completed, exactly the samenumber given in the entire year 1 901-1902, anddouble the number given in any precedingyear.The University Lecture Association, under theauspices of which the University Extension workin Chicago is conducted, reports an increase inattendance and in interest. In the South Sidecenter a course of twelve lectures on " Studies inShakespeare" has been delivered by ProfessorWilliam Henry Hudson, of London; in the WestSide center a course of twelve lectures on Physiography by Professor Rollin D. Salisbury of theUniversity ; while in the North Side center twocourses of six lecture-studies each have beendelivered — one on "The Study of Literature,"by Professor William Henry Hudson, and theother on "The Music Dramas of Richard> Wagner," by Dr. Nathaniel I. Rubinkam.'¦When it is remembered that the work of theyear closing June 30 had increased about 40 per-cent, over that of any preceding year, and thatthe work finished during the present year hasincreased nearly 20 per cent, over that of the244 UNIVERSITY RECORDcorresponding period for last year, it is evidentthat an important development has taken place inthis division of the University's work. Aftertwelve years of experience we are persuaded thatthe Lecture-study work is to occupy a moreimportant place in the intellectual developmentof the West than was at first supposed.With a larger staff of lecturers, with betterorganized centers, and with more definite plansof operation, we may expect even in the nearfuture such a growth in the work as could hardlyhave been anticipated.THE DECENNIAL PUBLICATIONS.Progress has been made with the DecennialPublications during the past quarter. There arenow 3,41 9 pages actually in type, and articles andbooks are issuing from the press at frequent intervals. The November Record contained thecomplete contents in detail of the eight volumesof Investigations constituting the First Series andthe titles of the separate volumes of the SecondSeries. The names of 109 contributors appear inthis announcement, all of them members of thefaculties of Arts, Literature, and Science alone.Soon after January 1 the Press will have issuedsix volumes of the Second Series and three of theFirst Series. In an undertaking of this magnitude delays are sure to occur, but, consideringthe unexpectedly large volume of scientific material offered for publication, and the consequentenlargement of the scope of the Publications fromthe five volumes originally projected to the present twenty-seven volumes, the University Press andthe Editorial Committee are to be congratulatedupon having brought so near to completion thisimportant project, which, it is confidently hoped,will prove of great advantage to the Universityin fostering the spirit of research throughout itsfaculties. This series of original contributions isdedicated "to the men and women of our timeand country who, by wise and generous giving,have encouraged the search after truth in alldepartments of knowledge." THE ATTENDANCE OF THE AUTUMN QUARTER.Men. Women. Total.The Divinity School;The Graduate Divinity 112IS2736 44 116The Unclassified Divinity 19Dano-Norwegian TheologicalSeminary 27Swedish Theological Seminary 36Totals 190139197 813231 I98The Graduate School:Arts and Literature 271Ogden School of Science 228Totals 3362023^31008q 16315340338&288 499The Colleges:The Senior Colleges 355The Junior Colleges 766University College 488Unclassified Students 377Totals 77019657°2 1,23226295 1,986The Medical School The Law School 22259The School of Education 97Grand Totals i,535 1,526 3,061Deducting repetitions 493Final Totals 2,568COMPARATIVE ATTENDANCE.The enrolment for corresponding quarters inthe past has been as follows :Autumn Quarter 1892" 1893" 1894" 1895" 1896" 1897" 1898" 1899" " 1900" " 1901" " 1902 Men. Women.466 128529 221670 326725 391753 378719 458849 779923 749969 9921399 12471535 1526* Deducting repetitions.UNIVERSITY RECORD 245The Lower Juniors (Freshmen) registered :October I, 1896, were - - - - 1511897, "- - - - 1961898, " 2161899, "- - - - 3311900, " 435" 1901, "- - - - 444" 1902, " 490CHARLES LINDSAY BURROUGHS.The death of Charles Lindsay Burroughs,Traveling Fellow in History, has taken from theUniversity one of the most promising of itsyounger members. After having passed throughhis academic and collegiate courses with us, he hadbegun upon his graduate work in history, andwas pursuing special studies in Paris when deathcame. A man who, both upon the athletic fieldand in his studies had attained brilliant success,he crowned all by the manifestation of a singularly pure and noble ideal of character. He wasone from whom the University had reason to expect much. His race was run all too soon, andwe can only hope that the torch, laid down soearly, will be carried forward by another of theUniversity's sons to the lofty goal whither hissteps were bent.MRS. ALICE FREEMAN PALMER.The educational world has been greatly saddened by the recent sudden death in Paris ofMrs. Alice Freeman Palmer. The University ofChicago has peculiar ground to lament trie closing of her life work. Rich in administrative experience, lofty in educational standards and moralpurpose, inspiring in personal sympathy, she gavethree years of bounteous service to the initialwork of organizing the various activities of theUniversity. Although the interests of the womenwere specially close to her heart, her voice wasgladly heard in the general councils of the University, and the impress of her character and lifewill long abide. A short year ago she gave to usagain from her rich stores of knowledge and ofinspiration, assisted in the organization of theWoman's Union, and gave an address on themeaning of college life which stimulated many of our students to new ideas of living. Thestream of her beneficence seemed boundless. TheUniversity is grateful that it shared so richly inher service to humanity.INSTRUCTORS ON LEAVE OF ABSENCE.During the quarter just closing the followinginstructors have been on leave of absence :Professors: C. D. Buck, Ernest D. Burton, Starr W. Cutting, C R. Barnes, E. B. Hulbert.Associate Professors: James H. Breasted, Frederick Starr,Frank J. Miller, Thomas A. Jenkins.Assistant Professors: William Muss-Arnolt, George C.Howland, H. Schmidt-Wartenberg, William Vaughn Moody,H. E. Slaught, R. A. Millikan, E. P. Lyon, A. P. Mathews.Instructors: Theodore L. Neff, John C. Hessler.Associate: Martin Schiitze.THE SCHOOL OF TECHNOLOGY.Important action has been taken during thequarter in completing the plans for the establishment of the new School of Technology. A committee of the Junior College Faculty, consistingof Messrs. Mann, Salisbury, Chamberlin, Vincent, Kinsley, Moore, McCoy, and Miss Talbot,has made a careful study of the subject from thepoint* of view of the requirements for admission,and of the curriculum for the first two collegeyears. This report, after full discussion in theFaculty, was finally adopted. The essentialpoints in the report are the following :To the funior College Faculty of the University of Chicago:In response to the question as to how to meet the demandswhich are constantly being made upon the University forwork in engineering, the committee on curriculum for technological work unanimously make the following recommendations :I. That this faculty urge upon the Board of Trustees theimportance of providing as soon as possible for the adequateestablishment of curricula in technology in the JuniorColleges. *II. That the faculty adopt the following as the entrancerequirements for engineering work : (a) Specified requirements : algebra, plane and solid geometry, 3 units ; English,2 units ; history, 1 unit ; French or German, 3 units ; physics,I unit; chemistry, 1 unit. Total, 10 units, (b) Electiverequirements : five units selected in accordance with existing requirements from the regular list extended to includeshop work, I unit, and plane trigonometry, }£ unit.246 UNIVERSITY RECORDIII. That this faculty adopt the following as the engineering curriculum in the Junior Colleges : mathematics, eightmajors, including college algebra, trigonometry, surveying,analytical geometry, calculus, analytical mechanics, anddescriptive geometry; chemistry, two majors; physics,three majors; language, two majors, English composition;elective, three majors. Total, 18 majors.Also drawing, four hours a week, and shop work, sixhours a week for all students throughout both years. Students doing shop work to be exempt from gymnasium requirements with the exception of the physical examination.This action of the Junior College Faculty hasbeen approved by the Senate. In the Board ofTrustees the subject has also received consideration, and action has been taken with referenceto the technological work of the Junior College,as well as the more advanced work of the SeniorCollege and the Graduate School. The following general propositions concerning the workhave commended themselves to the Trustees,and on the basis of these propositions steps havebeen taken looking toward the early establishment of such a school.i. The demand for instruction in the technological department is becoming more and morepressing on every side. *2. The University is offering today in theJunior Colleges all the work required for the firsttwo years of the various technological coursesexcept drawing and shop work.3. Additional students to the number of 200or more can be furnished instruction withoutextra cost beyond that covered by their fees.4. The cost of educational equipment forJunior College work would be about $25,000,and for the necessary additional building$125,000.5. The opportunity for developing technological work in the city of Chicago is confessedlya great one, perhaps the greatest in the country.6. The related departments in pure sciencewill be greatly benefited by the development oftechnological work side by side with them.7. The land required for the buildings of thetechnological work has already been provided. 8. While the introductory work can be provided at an expense comparatively small, namely$150,000 (see above), the money required forthe Senior College and graduate work would beabout $3,000,000.It is evident that the organization of a high-grade School of Technology in the variousdepartments is a matter demanding a largeexpenditure of money and requiring effort whichmust cover a long period of time. There is anopportunity here in Chicago for a school whichshall sustain a relation to technological schoolsalready in existence like that of the graduatework in the University to the colleges. It issuch a school that we have had in mind. It isunderstood that the school when established shallhave two distinct characteristics: the first, alreadymentioned, will be found in the provision contemplated for graduate work as well as undergraduate work; the second will be the breadth ofthe course. It is believed that the engineer ofthe future should be a man of large attainmentsand broad culture; an expert in his particularprofession, but at the same time a man of comprehensive training and wide sympathies. It isthe feeling of many members of the engineeringprofession that the scope of instruction in theordinary school of technology is far too narrow,and that in this respect a modification or enlargement of the ideals hitherto existing is desirable.How soon the University will be able to carryout its plans is still a matter of conjecture; butit is commonly understood that the establishment of the technological work is the nextimportant undertaking, and, if I am correctlyinformed, this is the urgent opinion of thefaculties of the University as well as of the Boardof Trustees.THE PENSION SYSTEM.One of the most important actions taken bythe Trustees during the quarter has been theestablishment of a committee to make investigation and to report to the Trustees upon theUNIVERSITY RECORD 247question of establishing a pension system for theUniversity officers.The action of the Trustees implied a strongbelief that such a pension system was desirable.It remains for the committee to study the subjectand to make recommendation of the principalplans which in their opinion seem to be mostadvantageous.In the first ten years of its existence, theUniversity of Chicago, in its relations with professors, has been concerned rather with obtainingand retaining men of marked usefulness than ofdetermining what should be done when, in theinevitable course of human life, that usefulnesswas impaired. While, then, the matter has notbeen wholly unconsidered, there has seemed tobe no pressing need of the immediate adoptionof a general policy. But it is wise to be forehanded, and the celebration of our decennialmay well be followed by the discussion of thisimportant and interesting topic.It is supposed that professors who haveattained to permanent positions in a universityhave been put there because of their high competency. If in a given case this is not so, itis because the university has committed a mistake.When, now, such a man, after years of service,reaches the point at which he is no longer asvaluable as a younger man would be, what is theuniversity to do?It has its choice between three procedures,namely : (i) to continue him upon the pay whichhe has been earning during his years of fullactivity ; or (2) retire him upon a part of hissalary, with the honorable title of emeritus ; or(3) to demand his resignation and stop hissalary.The first method is, in point of fact, the onewhich until recent "years has generally been followed by the strongest and most important institutions. The last, probably often unwillingly,has been followed by those of lesser standing andmore cramped finances. The first involves a finan cial waste to the university ; though, from thepoint of view of its general effect upon the community, it is undoubtedly less wasteful than the last.For, no matter how commercial a view one maytake of the office of a university, the news that ithas discharged an old and formerly valued professor comes with a shock not only to those former students who are attached to him by ties ofappreciation and gratitude, but to the communityat large.For some reason or other, it is felt that theservices which such a professor has renderedentitle him to more consideration. Nor is thecontinuance of an income of some sort to belooked upon as a mere matter of charity. Thereis an underlying feeling that it is a matter ofjustice. On what does this rest? It rests uponthe same feeling as in the case of retired officers of the army and navy. It is felt thatthey may have engaged in a service which, how-, ever high the incumbents may rise, never repays them largely in pecuniary ways; while,on the other hand, its very nature precludesthe possibility, and even the propriety, of theirdevoting sufficient time and thought to businessto make it possible for them so to invest theirsavings which at the utmost cannot exceed a fewhundred dollars a year, that in their old age theywill have the means of supporting themselves andtheir families in decency, even with the strictesteconomy. Every business man knows that training and concentration upon business interests arerequired to enable men to invest money wisely.The army officer, the navy officer, the professor, iswholly without this training. If he should takethe time to get it, he would be severely criticised,since it is recognized that this is not his properwork. The statutes of one of our oldest universities contain this apposite restriction: "No officerof instruction shall be employed in any occupation which interferes with the thorough, efficient,and earnest performance of the duties of hisoffice."For this reason, recent years have seen a num-248 UNIVERSITY RECORDber of our strongest universities establishing aregular system of retiring pensions, under whichit lies within the power of the university to retirea man, at an established period, upon a part ofhis salary, without loss of dignity to himself orprestige to the university. Such systems existtoday, for example, in Harvard University, Columbia University, Yale University, and Cornell University. Consideration must be given also tothose cases in which men, because of overwork,lose at an earlier age the ability to perform theusual service required.Such a system does not entail any considerableexpense. The great majority of professors die inthe harness, and long before the age at which thepension system would operate. The number ofmen that have received pensions in the institutions that have adopted the system is small. Aglance at the recent catalogues of Harvard andYale Universities show that in the last five yearsthe average number of pensions given yearly ineach institution in all the departments combined,has been five. These are figures for universitieshaving very large faculties. It is worth notingthat among the names of those receiving pensionsin these institutions are some of the best-knownnames in American literature and science. Andit is also noticeable that, in a number of thesecases, the professorship itself has not been filledwith a new incumbent during the lifetime of, itsformer holder. The upper work has probablybeen distributed among the men next in rank,and a young man added at the bottom. In sucha case the expense to the university is obviouslyless than if the pensioned man had been kept onat his full salary, which would seem to be theonly alternative for any university that did notwish to adopt the third expedient of dischargingthe professor.Thus far there has been suggested only thegeneral effect of the pension system at the pointwhere it is put into application. It has, however,a double usefulness of other kinds. In the first place, it enables every professor to do his workbetter, because he does it with a more tranquilmind. The thought of an undetermined futureof privation, or even complete destitution, such assome well-known American professors in recenttimes have undergone, will sensibly lower the efficiency of work, which requires to be done with atranquil and undivided mind. Again, the existence of a pension system strengthens in anotherway every university which has it. Men are morewilling to accept positions in it from other universities which have it, and less willing to leavesuch institutions for those that do not have it. Ina doubtful case, this one consideration alone mightwell be sufficient to turn the scale.Finally, the effect of the adoption of a pensionsystem upon the general character of our higherinstitutions of learning may well be considered.It is unquestionable that the prevailing low scaleof salaries, and the fact that no professor, however brilliant his success, can hope to receive whata man of corresponding success might expect toearn, in business or in some of the- other professions, has a tendency to deter young men of ability from considering seriously the profession ofteaching. In proportion as security against serious want in old age is among the inducementsoffered by our universities, the attractiveness ofthe life will rise, and, with it, the quality of theability supplied to it. We may draw a lessonfrom the country in which university educationis most effective in its influence upon the nationalculture and character, namely, Germany. In thatcountry the pension system is everywhere established in the universities, and operates not onlyfor retiring professors, but also, for a limitedperiod, for their families after their death. Thesystem has undoubtedly had much to do withdrawing men of ability into university life. ^The trustees of the University have taken^upthe subject for investigation, and it is hopca thatthe result of their study may appear at/an earlydate. /UNIVERSITY RECORD 249HIGHER SALARIES.In connection with the statement just presented in reference to pensions, I feel it to bemy duty to call the attention of the Trustees andfriends of the University to the importance ofincreasing certain grades of salaries. I refer tothose of the Assistant Professor, the AssociateProfessor, and the Professor. The salaries ofthese positions are now fixed at $2,000, $2,500,and $3,000, respectively. These salaries, even atthe time they were prescribed, were not in proportion to other salaries paid in the University,either, on the one hand, to Heads of Departments, or, on the other hand, to Associates andInstructors. It is desirable, and even necessary,that at the earliest possible date the salary of theAssistant Professor be made $2,500, that of theAssociate Professor $3,000, and that of the regular Professor $3,500 or $4,000.I appreciate the fact that during these ten yearsthe rate of interest has declined, and that the investments which seven years ago produced 6 percent, interest are now producing 4 per cent, interest; but, in spite of this discouraging fact, itremains true that the salaries referred to are sadlyinadequate. It is unnecessary for me at this pointto present statistics which shall show that therate of living has increased, or to remind ourfriends that in these ten years new families havebeen established and old families have increasedin number. Our younger men are the flower andfruit of the University. I am not asking fortreatment that is generous, only for that whichis just. With the establishment of the pensionsystem and a better adjustment of salaries, the internal organization of the University will havetaken on a much more satisfactory character.THE WORK OF THE YOUNGER MEN.In every large university there are two greatclasses of workers, between which there are indefinite gradations. The one combines in more or lessequal degree instructional, administrative, andinvestigative abilities; the other, while perhapsnot lacking in two of these, specially exemplifies the high development of one. The first class represents varied and balanced attainments ; the other,unusual power in a special field. The one represents sacrifices in each of three fields to do something in all; the other represents sacrifices in twofields to do as much as possible in one. As representatives of the first class, I have in mind anumber of men who are teachers of unusual power.Clear and vivacious in exposition, they nevertheless use exposition only as a secondary means.Their first endeavor is to awaken the student's ownactivities, to make him think for himself, and todo this under critical stimulus rather than throughleading suggestions. The effort is not so muchto draw out the student's mental action as toforce it out ; not so much to lead as to press thestudent into leadership ; and above all things theeffort is to rectify the student's mode of thought.He is dexterously driven forward amid the snaresand pitfalls of fallacious thinking until he becomes skilled in discriminating the true from thefalse, and learns that there is no safety except inscrupulous adherence to the one and avoidance ofthe other.To this peculiar power as teacher there is addedthe constant prosecution of research, not only asthe foundation for the instruction, but as an inseparable part of it, and as an independent vocation aswell. Their ability as investigators has been recognized at home and abroad by the higher publicof expert scholarship; while the fuller exerciseof this ability is only limited by devotion to educational work. In administration these men havecombined the clearness and incisiveness of theteacher and investigator with promptness in decision and with vigor and fearlessness in execution.The representatives I have thought of as belonging to the other class are not lacking in instructional and administrative ability, but their clearinsight into the intricacies of a difficult field andtheir originality and ingenuity in advancing thesolution of its outstanding problems are so conspicuous as to overshadow these and make themexamples of the creative scholar.250 UNIVERSITY RECORDWhatever the growth of endowments, whatever the increase in buildings and equipment, itmust always be literally true that a university ispoor which cannot count upon the scholarship ofits instructors. The University of Chicago hasspecial cause for pride in the scholarly achievements of its younger and less famous instructors.In this brilliant corps of young investigators is tobe found the chief wealth of the university today,and the true measure of its promise for the future.Their productivity in modern research and investigation forms the basis of a generous confidencethat the inevitable increase in our benefactionswill be well met in coming years by the increase inthe fruits of science and letters. Not only do theauthorities of this institution carefully watch thespecial work of each of these younger scholars,but they are peculiarly anxious to express theirappreciation and pride in their successes. Without their high devotion to scholarship, often oninadequate salaries, this institution would havelittle of that repute of which alone an institutionof learning ought to be most jealous. I wish topoint out most emphatically that not one of thesescholarly achievements has been unnoticed ; in theseveral departments the work of the younger menhas been watched by the Trustees with undisguisedadmiration and respect. The very abundance ofresults, the very ground for large congratulation,makes mention of any specific name gratuitous;but the brotherhood of scholars here and in otherinstitutions has given unmistakable recognitionto the contributions of these men.SEPARATE INSTRUCTION IN THE JUNIOR COLLEGE.When the trustees voted in October to approvethe action of the Junior College Faculty recommended by the Senate, it was announced that atsome future time a statement would be publishedexplaining this action in some detail. This statement has been prepared, presented to a committee of the Trustees and by them ordered published.It will appear soon as a preprint from the President's decennial report. The following is anexcerpt from this statement : I. PROPOSITION BRIEFLY STATED.The proposition briefly stated is as follows : To make provision in the development of Junior College work as far aspossible for separate instruction for men and women, uponthe basis of extending equal privileges to both sexes. Theabove wording, with the exception of the last clause, is theform in which the action was taken by the Junior Collegefaculty and* approved by the Senate. The last clause, viz.,"upon the basis of equal privileges to both sexes," has always been assumed as a part of the proposition, for it wouldevidently be undesirable to give to either sex larger or higher privileges than to the other.II. WHAT THE PROPOSITION DOES NOT INVOLVE.I. It does not mean that one policy is contemplated forwomen and another for men. In the general discussionmuch has been said of the so-called " segregation of women."But nothing has been proposed concerning women that doesnot apply to men.2. It does not mean that those who advocate the proposition desire to see the policy extended to any work outsideof Junior College work. It is, of course, true that some havefavored the proposition who would have voted for its adoption on a larger scale. Three important points are to be recognized in opposing the extension of the proposition outsideof Junior College work : (a) the fact that women are beingadmitted in all leading institutions to the privilege of graduate and higher college work ; (b) the fact that in Rush Medical College, which is practically a part of the University ofChicago, the classes of instruction have been opened to women, this action having been taken within eighteen months ;and (c) the fact that it would be impossible, for financial reasons, to duplicate most of the courses of instruction in theSenior College and graduate work, although such a possibility might exist in the case of professional work. Thosewho disapprove the proposed movement as well as those whoapprove it should accept the statement of its advocates thatit is not intended to extend the proposed separation to otherclasses than those which are announced as Junior Collegecourses (required and elective).3. It does not involve the institution of provision of separate sections where the circumstances do not seem to; furnishsufficient warrant. There are circumstances under whichinstruction even in a Junior College subject would best beconducted as at present ; for example, an elective Junior College course offered once a year and taken by twenty-five orthirty students will continue as before to be offered to menand women. Nor would such provision be made in caseswhere the use of extra equipment is too costly.4. The proposition does not contemplate the organizationof instruction for women after the fashion of the so-calledannex. In such institutions much of the instruction is: givenby professors who have already performed a full professor'sUNIVERSITY RECORD 251service for the University and for a smaller compensationproportionately do the work with women as an extra.5. The plan does not involve two separate faculties, orany differences in the rules and regulations for the women asdistinct from the men. The work as heretofore will be under one faculty at the head of which will be a single administrative officer, with assistant deans. The chief administrative officer of the Junior College will be as responsible forthe work with the women as for the work with the men.Rules and regulations for both men and women will be madeby the same faculty.6. The proposition does not mean that the women of theJunior Colleges will be taught by instructors who are, forthe most part or exclusively, women.7. The plan does not involve any separation socially inexercises of a public nature other than that which at presentexists. The policy of a separate Chapel service for womenand for men has more than justified itself, but public lectures, except perhaps Division lectures, where given in theUniversity, will be open alike to men and women.8. The plan does not mean the establishment of artificialbarriers to prevent men and women from every reasonablekind of association which is afforded by the opportunities ofcollege life. At the same time it will not compel association.9. ^The proposition does not involve any reflection uponthe students; who have lived in the University during the firstten years of its history, nor upon the plan of coeducation asadopted in other institutions.10. The plan does not contemplate the separation of theyounger women from the older in residence halls. This intime may prove to be a policy deserving of consideration,but it is not in any way involved in the proposition to makeprovision for separate instruction.11. The plan does not involve the transfer of the presentwomen's halls for the use of men, although a quadrangle forwomen may be built. The present women's halls willalways be demanded and used for women who do not wish,for one reason or another, to identify themselves with thelife in the Women's Quadrangle.12. The plan does not carry with it deprivation, so faras either men or women are concerned, of any educationalprivilege now enjoyed, unless co-instruction be so regarded.13, The proposition does not involve any radical or revolutionary action. The change will be so gradual that it willhardly be noticed, and when the proposition shall have comeinto full execution the difference will be much less strikingthan some have supposed.III. WHAT THE PROPOSITION DOES INVOLVE.1. It proposes an arrangement by which those courses ofinstruction in the Junior Colleges (elective or required) which are now given in several sections shall be offered, some exclusively for men and others exclusively for women.2. It proposes an arrangement by which courses nowrepeated in successive quarters may be restricted during onequarter to women and during another quarter to men.3. It proposes the continuation of the separation whichhas already taken place in Chapel Assembly, with possiblyan extension in the matter of Division lectures.4. It permits co-instruction in those courses offered toJunior College students for which the registration is notsufficiently large to warrant division on an economical basis ;for example, at the present time, one-third of all the coursesoffered to Junior College students, roughly speaking, will beoffered to men, one -third to women, and one-third open toboth men and women.5. It would mean that, as the numbers increase, thenumber of courses retained as co-instructional on grounds ofeconomy would be diminished.6. The plan makes necessary the provision of separateclass-rooms and laboratories, just as now separate accommodations are arranged for work in physical culture.7. The plan implies that officers of instruction who teachthe Junior College courses shall divide their time with approximate equality between men and women.8. The plan involves an acceptance of this policy as afactor in the organization of the work in every department,and in the selection of instructors for the special work of theJunior Colleges.9. The proposition guarantees the freedom of women inthe University to enjoy all the privileges of the University,and to take up residence in the proposed Women's Quadrangle or in the present Women's Halls at their pleasure.10. The plan provides for the more thorough developmentof the House system, not on]y in the interest of those whoare able to hold residence in University Halls, but also forthose who prefer to live at home or with friends outside ofthe University Quadrangles ; it being understood that forthe latter there shall be provided study-rooms and luncheon-rooms in accordance with the policy already recommendedby the Junior College faculty.IV. THE PROPOSITION CONSIDERED IN ITS RELATION TOTHE CHARTER OF THE UNIVERSITY.The following letter, written by Mr. F. T. Gates, one ofthe University Trustees, presents this question in relation tothe charter of the University :October 16, 1902.Dr. William R. Harper, University of Chicago, Chicago, III.Dear Dr. Harper :Replying to your esteemed favor of October 13: FromMay, 1888, to May, 1893, I was the corresponding secretaryand executive officer of the American Baptist EducationSociety. I first met Mr. John D. Rockefeller in the winterof 1889. He had already been favorably considering for252 UNIVERSITY RECORDsome time with you the question of the establishment of aninstitution of learning in Chicago. From my conversationswith him I gathered that the sentiment in favor of such aninstitution throughout the Baptist denomination had not yettaken such definite shape, as to character, scope, and initialexpenditure, as to justify present action on his part. I thensuggested to him that the American Baptist Education Society invite a conference of a few representative Baptists inNew York, and ask this conference to define the characterand scope of an institution of learning in Chicago whichwould meet, in their opinion, the approval and activeco-operation of the Baptists of the whole country. Mr.Rockefeller approved the suggestion. The Executive Committee of the American Baptist Education Society immediately adopted the suggestion, and instructed me to invitethe following gentlemen to the proposed conference : President Andrews, then of Brown University; President Hovey,then of Newton Theological Seminary; President Westonof Crozer Theological Seminary; Rev. Dr. Elder, then ofAlbany, N. Y.; President Taylor of Vassar College; Rev.Henry L. ^Morehouse, of New York ; Dr. W. R. Harper,then of Yale University; Dr. Samuel Duncan, then of Haverhill, Mass.; and Hon. Charles L. Colby, of New York.At the same time the Executive Committee instructed meto send to each of the gentlemen named a> series of printedquestions to serve as a guide to the deliberations of the conference on the character and scope of the proposed institution.The gentlemen invited duly met in the rooms of theAmerican Baptist Home Mission Society in New York, andconsidered the questions submitted to them in their order.On most of the questions there was substantially unanimity of opinion; on the twelfth question there wassome diversity of opinion. This question was as follows :" Should such an institution be coeducative ? " referring tothe institution which it was proposed to found at Chicago.This question admitted of a categorical answer, yes or no.The answer actually given was as follows : " The privilegesof the institution should be extended to both sexes on equalterms." The committee avoided a categorical answer. Inthe discussion of this question it was conceded by all thatan institution of learning located in the West, where coeducation was almost universal, should freely open its doors towomen. It was pointed out, however, that certain subjectsin the curriculum could better be studied by men and womenapart ; that the institution was likely to grow and expand inevery direction, and in the course of its history would doubtless teach many subjects not equally adapted for men andwomen ; and that it would be unwise so to phrase the replyto this question as to seem to commit the institution ofnecessity, at all times and under all circumstances, to common classes for the sexes. It was thought that the demandfor the education of women would be sufficiently met if theinstitution admitted both sexes on equal terms, withoutrequiring the institution to give instruction to both sexes inthe same class-room. On this, all varieties of opinion in thecommittee finally united.The findings of the committee were submitted to Mr.Rockefeller. He held them for a considerable time underadvisement. Early in May, 1889, 1 met him by appointmentin New York. It was just previous to the meeting of theAmerican Baptist Education Society about to be held inBoston. The findings of the committee were written outunder his own eye in the form of a series of resolutions tobe submitted to the body. At the same time Mr. Rockefellergave me his pledge for $600,000 toward the first million, with the verbal instructions to hold his pledge in escrow,and not to communicate its contents until the executiveboard of the Society, independently of, the pledge, and without knowledge of the pledge, should adopt the resolutions.If the resolutions were adopted without change, then thepledge was to be submitted to the Board ; if the resolutionswere not adopted, the pledge was to be returned to him.The third resolution was as follows :"Resolved. That the privileges of the institution beextended to persons of both sexes on equal terms."The resolutions were all unanimously adopted, includingthe one recited above. This, then, fixed the character of theinstitution.The Society immediately appealed to the public for theremaining $400,000 "to complete the million dollars, whichhad been fixed by the conference in New York as the smallest sum on which the institution could probably begin. Theresolutions defining the character, location, and scope of theinstitution, including the third resolution, were publishedand made the basis of the appeal for funds ; they formed, infact, an implied contract with every contributor. A yearlater, namely, in the spring of 1890, the necessary fundshaving been raised, the duty of drawing the charter wasentrusted to Judge J. M. Bailey, then Chief Justice of theSupreme Court of the State of Illinois. Judge Bailey wasinstructed to draw the charter in such a way as to preserveall the permanent features of the resolutions, so as to carryout the implied contract with all the donors. Resolutionthird Judge Bailey adopted with as slight change as possible. The following is the language of the charter :"The particular objects for which said corporation isformed are to provide, impart, and furnish opportunities forall departments of higher education to persons of both sexeson equal terms."Thus was actually carried out the purpose of the conference, which was to require the institution to open its doorsto men and women on equal terms, but to leave the institution free to impart instruction to both sexes in the sameclass-rooms, or apart, as circumstances might require.*******Yours very truly, (Signed) F. T. Gates.THE UNIVERSITY PREACHERS.During the Autumn Quarter the University hashad as University Preachers ;Pres. W. D. Hyde of Bowdoin College, Brunswick, Mo.Rev. W. E. Griffis, D.D., of Ithaca, N. Y.Rev. Edward Judson, D.D., of New York city.Rev. H, W. Thomas, D.D., of Chicago.Rev. N. D. Hillis, D.D., of Brooklyn, N. Y.We shall have the privilege of having with usduring the Winter Quarter :Rev. Lyman Abbott, D.D., of Brooklyn, N. Y.Rev. John Humpstone, D.D., of Brooklyn, N. Y.Rev. Henry Van Dyke, D.D., of Princeton University,New Jersey.Rev. S. J. McPherson, D.D., of Lawrenceville, N. J.Rev. W. W. Fenn, D.D., of Harvard University.Rev. E. Winchester Donald, D.D.,*of Boston, Mass.Rev. W. S. Rainsford, D.D., of New York city.UNIVERSITY RECORD 253FIN A NCI A L ST A TISTICS.The following tables are from the annual reportof the auditor :I. ASSETS OF THE UNIVERSITY JUNE 30, I902.InvestmentsBuildingsGrounds -Real estate -Cash and current assetsBooksScientific equipmentFurnitureMaterial and suppliesPrinting office plantTotal $8,674,962.122,812,032.601,297,003.19984,375-17490,164.02314,949.78440,993.4866,804.54- 36,569.28 10,521.77#15,128,375.95ANALYSIS OF INVESTMENTS JUNE 30, IQ02.#4,295,000.30Real estateFeesChicago loansFarm mortgagesBonds -Railway -Street railwayElevated railwayMiscellaneousStocks -RailwayStreet railway -Elevated railway -MiscellaneousTotal - #3,398,450.30- 703,050.- 193,500-2,573,020.13- 144,763.75221,837.801,085,225. #4,024,846.68- 119,275.88,401.26- 102,750.83TOTAL BUDGET RECEIPTS AND EXPENDITURESTHE SEVEN YEARS ENDING JUNE 30, I902.310,427.0944,688.05,674,962.12FORYear. Receipts. Expenditures.1895-96 #589,898.40694,918.33706,973.63723,083.01740,954-93775,654-98977,828.33#5,209,311.61 #636,996.35692,329.07678,399.75719,923-52747,186.621896-97 1897-98 1898-99 1899-1900 1900-01 790,583.68944,348.261901—02 Total #5,209,767.25BUDGET EXPENDITURES I9OI-2 — ANALYSIS, PER CENT,Paid for instruction -Paid for administration expensePaid for general expensePaid for building and grounds -Paid for fellowships and scholarships -6. Paid for printing and publications -7. Paid for departmental supplies and expense8. Paid for books 9. Paid for scientific equipment - 488- 79- 75- 42- 5 BUDGET RECEIPTS FOR SEVEN YEARS ENDING JUNE30, 1902 — ANALYSIS, PER CENT.95-96 96-97 97-9834-73^328.33-21-51.0 98-99 99-00 00-01 01-02From invested funds From students 29.631.029.72.34-33-1 35-33C428.92.91.2i-3 29.137-327,72.61 02.3 28.039-826.92 61.4i-3 27.538.129.03.1.41.9 26.438 031-92.3.9 *.5From special gift From publication From Theological UnionFrom miscellaneous Total 100. 0 100. 0 100. 0 100. 0 xoo.o 100. 0 100. 0VI. ENDOWMENT FUNDS, AVERAGE RATE PER CENT.June 30, 1895 - 5.3June 30, 1896 5.22June 30, 1897 5.2June 30, 1898June 30, 1899June 30, 1900June 30, 1901June 30, 1902 5-055-034.664.444.12Total VII. TOTAL COST PER CAPITA OF STUDENTS ON BASIS OFTHREE QUARTERS' RESIDENCE.The University — Undergradate and Graduate - $340.73Divinity School -- 281.72The School of Education ----- 324.59Morgan Park Academy -. - - - 241.51GIFTS.It is my privilege to announce on behalf of theUniversity the receipt of several gifts :1. During the quarter there have been addedto the library of the University of Chicago, bygift, 498 volumes, distributed as follows : General library, 318 volumes; philosophy 2; pedagogy, 85; political economy, 14; history, 9;sociology, 4 ; comparative religion, 1 ; New Testament, 1 ; Greek, 1 ; Latin, 2 ; English, 7 ;mathematics, 1; astronomy — Yerkes, 18; geology, 9 ; zoology, 1 ; anatomy, 2 ; biology, 1 ;botany 6 ; church history, 5 ; commerce and administration, 1 ; bacteriology, 1 ; pathology, 3 ;music, 2 ; Law School, 1 ; Divinity, 3.2. In addition to these volumes, it gives uspleasure to acknowledge the gift of forty-eightvolumes of periodicals and books, presented tothe University by Mr. Alonzo K. Parker ; 66 volumes of government documents, presented to the254 UNIVERSITY RECORDUniversity through the courtesy of CongressmanJames R. Mann ; 64 volumes of English literatureand history presented by Mrs. A. M. H. Ellis; 8volumes of law books and history, presented byMr. Julian W. Mack; 10 volumes of law booksand history, presented by Mr. Julius Rosenthal ;and 137 bound volumes of the Gentleman's Magazine from the years 1731 to 1775 and from 1777to 1825, presented by Mrs. John J. Glessner.3. The University has received from LieutenantWilliam E. De Sombre a gift of $20 to be usedfor the purchase of a silver medal to be awardedfor excellence in target practice, and "marksmanbuttons" or other insignia to designate proficiencyin gallery practice.4. The University has received from Mr. D.Willis James, of New York city, the sum of $ 1,000to be used as an extra fund in connection withthe* Barrows India Lectureship. These lectures arenow being given in India by Rev. Charles Cuth-bert Hall, president of the Union TheologicalSeminary.5. The sum of $240 has been given by a friendof the University in California toward the fundfor special scholarships.6. The sum of §500 has been given for the improvement in the swimming tank.7. For several years we have desired to buildin the Hull Biological Court a fresh-water aquarium. The lowest bid upon the plans furnishedby the landscape artists and the architect amountedto $6,000. I am glad to be able to say that thissum has been provided and that the proposedfresh-water pond will be constructed as early aspossible in the coming year. This pond will befor the use of the botanical and zoological laboratories, and will have a general diameter of fiftyfeet. It will contain four compartments of varying depths and shore conditions. In these compartments there will be kept desirable aquaticplant and animal forms. Although the pond is tobe artificial and under complete control, the margins are to be natural, and from it a surface brooklet will be led over various conditions of bottom to disappear beneath the building in the generaldrainage system. Complete arrangements aremade in the plans so that all material in the pondcan be secured easily ; and under proposed conditions the pond should include a fair representation of fresh-water and aquatic life.8. It is the custom of the Trustees, in the lastweek of December, to establish the budget forthe year beginning July 1 next. So far as itis possible, the needs of the following year areconsidered in advance, but it not infrequentlyhappens that emergencies arise and material orequipment is needed, for which no provision hasbeen made. In view of this fact, the sum of$8,000 has been presented to the University tobe used from time to time, in addition to theregular appropriations made in the budget forthe purchase of scientific apparatus.9. For some months the Buildings andGrounds Committee of the Trustees has studiedthe question of the permanent improvement ofthe grounds. Eminent artists have presentedplans for such improvement. It is estimatedthat the total cost of providing proper soil forthe growth of trees and for other expendituresnecessary in completing the grounds of thecentral Quadrangles, namely, the space betweenFifty-seventh and Fifty-ninth streets, and betweenLexington and Ellis avenues, will be about$ 1 00,000. The Trustees have decided to adoptthe policy of treating a portion of the grounds ata time and of making the treatment thoroughand comprehensive. As a contribution towardthe beginning of this work, the sum of $15,000has been promised, to be used in that portion ofthe grounds which may be selected by the Trustees. It is expected that a similar or larger sumcan be used advantageously for this purpose eachyear for the next five or six years.?io. It is perhaps true that no other needis felt more keenly at the University by theofficers and students than that of books. TheUniversity has already spent nearly $500,000 inten years, but this, after all, is a comparativelyUNIVERSITY RECORD 255small sum to furnish the books needed forinvestigation and research in the several departments of a great university. About two yearsago a special gift of $25,000 was received for thepurchase of books in the Historical Department,the expenditure of this sum being extended overthree consecutive years. In view of the veryurgent appeal made by the representatives of theBiological Departments, viz., botany, zoology,anatomy, neurology and physiology, a friend ofthe University has consented to give the sum of$20,000 to be used for the purchase of books inthese several departments during the comingyear. With the additions made possible by thisgift, these libraries will be greatly strengthened,and will perhaps be equal to the best libraries onthe subjects in this country.11. It has frequently been announced thatadditional space for lecture-rooms and laboratories was greatly needed, the congestion in CobbLecture Hall having become almost unbearable.Steps are being taken for the erection of aWoman's Quadrangle which shall include hallsfor living as well as gymnasium, club-house, andperhaps recitation halls. It is, however, thedesire of the Trustees that sufficient time be takenfor the study of these buildings to enable themto be made as nearly perfect as possible. Meanwhile, in order to meet the present difficulties ofthe situation, the sum of $50,000 has been contributed by a friend of the University for theerection of a provisional building which shall beused for class-room and gymnasium purposes forwomen. This building will include sixteen largeand well-lighted class-rooms, three laboratories,a commons, reference library, gymnasium, andathletic field. It will be located on Lexingtonavenue directly south of the Quadrangle Club,and will be ready for occupancy February 1.When the permanent buildings just referred tohave been erected, this building will still servefor a period of time as a convenient location forsuch subjects and departments as may not atat that time have secured permanent quarters. 12. In the time intervening since the last Quarterly Statement, made August 31, the Universityhas received for purposes not to be mentionedstill another gift of $100,000.13. As has been publicly announced each yearfor several years, the University finds itself compelled to provide in advance for an annual deficitof from $200,000 to $250,000. The wisdom ofcapitalizing this deficit has often been suggestedto friends of the University, and contributionshave been made from time which are intended tomeet these suggestions. But with the rapid growthof the University in many departments, and withthe declining rate of interest, these contributionshave done little more than keep the University inthe position where it stood three or four years ago.The founder of the University has very generouslycome forward from year to year, and, after anexamination of the proposed expenditures, indicated his willingness to provide the deficit. As informer years, so in this year. After a carefulstudy by his representatives of the financial needsof the University, he has arranged to make provision for a deficit in the budget amounting to$226,000 for the year beginning July 1, 1903,As a matter of fact, by these arrangements thedeficit, calculated on the basis of former years, hasactually been reduced to $150,000, and it is asource of satisfaction to Mr. Rockefeller and hisrepresentatives that this reduction has beeneffected.14. In addition to the gifts just mentioned, Iam authorized to announce that the founder ofthe University has given to the University withinfour days his customary Christmas gift of $1,000,-000 to be treated as an endowment fund.Gifts actually paid in since July 1 amount to$790,041.Gifts actually paid since September 1 (that is,since the last Convocation), amount to $373,613.New gifts promised since the last Convocationamount to $1,436,760.Total gifts actually paid in since 1889,$18,207,316.256 UNIVERSITY RECORDNEW APPOINTMENTS.The following appointments have been madesince September i :Willard C. Gore, to an Assistant Professorshipof Psychology in the School of Education.Adele Lackner, to an Assistantship in the Schoolof Education.Rose Phillips, to an Assistantship in the Schoolof Education.L. H. Livermore, to an Assistantship in Physical Culture.F. H. Irons, to give instruction in the Laboratory School.I take pleasure in reporting that the Board hasbeen strengthened by the addition 6i a new Trustee. A vacancy had existed for many months,filled temporarily by the Secretary of the Board,and a suitable man to fill this vacancy had beensought. Since the last Convocation the fit man,it is believed, has been found in Mr. Frank J. Llewellyn, who has accepted an election as a Trustee.During all the years in which we have been laying the foundations of the University, I haveoften wondered whether we have succeeded inplacing the emphasis where it belongs. Have wekept our own minds and the public mind quiteclear about the true meaning of our work ? Auniversity cannot exist without land and buildingsand books and apparatus and endowment, butthese are after all not a university. They are thenecessary physical means which make a universitypossible. Have we always kept sufficiently in viewthe end which these means are intended to serve ?Have we valued external growth at the expense ofrespect for the spiritual life which it sustains ? Iam not willing to concede that we have madethis mistake, but perhaps we might wisely havedone more to make the true scale of values conspicuous. The real work of the University is,first, to make all known truth more widely current;second, to increase the sum of knowledge in everypossible field of research ; and, third, to stimulate action in accordance with knowledge. While werejoice in constant material growth, we cannot toooften remind ourselves that the life of the University is not in its physical equipments, but in itsstudents, its instructors, and its investigators. Inno boastful spirit, but in due recognition of whatis most important, I would congratulate patronsand friends and members of the University thatthe development of its proper life has been evenmore notable than its outward prosperity. Theworkers upon whom the worth of the Universityat last depends are doing their part to realizethe ideal of a center of spiritual impulse.THE LAW OF HEREDITY, AND ITS GOSPEL ALSO.1By REV. NEWELL DWIGHT HILLIS, D.D.,of Plymouth Church, Brooklyn, N. Y.Text : " Visiting the sins of the fathers upon the children into the third and fourth generation, but showing mercy unto thousands of them that love me and keep mycommandments."Here is the law of heredity clearly, fully, andforcibly set forth. All this, too, hundreds ofyears before Christ, and thousands of years beforescience 'had discovered, much less stated, the hereditary principle. The gist of the argument isthat personality can be handed forward, and thatfuturity is vulnerable at the point named childhood. There is no great man who did not receivehis greatness from his father or mother. And ifthe father and mother stoop over the cradle, behind the parents stand innumerable shadowy forms,who have a part in the solemn ceremony of layinghands on the babe and ordaining the child tostrength or beauty, and goodness. This law ofheredity is so stated as to stir horror in badmen and quicken hope in good men. Let thegeneration that doeth evil beware! Its vicesshall be visitec| upon the sons to the third andfourth generation. Let the generation thatdoeth well gather hope ! Honesty, sobriety,shall be handed down unto thousands of gen-1 Convocation sermon at Kent Theater, Sunday afternoon,December 14, 1902.UNIVERSITY RECORD 257erations. Nature is on the side of virtue, andshe makes the laws of heredity to stand abouther as servants, to do her will. Witness the Hebrews, who came as strangers into a new land beside the Jordan, and gathered power and wealthuntil they drank up all the riches of the land.Nature is against a bad man, and she commandsher laws to go before the transgressor, diggingpitfalls for his feet and compassing his overthrow.Witness the weak faces in Constantinople, inTrivoli, in Naples. Indeed, science is throwingspadefuls of earth on the sins, just as the grave-digger throws the clods upon the coffin. By law,when the heavens are foul with death damp, thelightning is generated from the cloud, and theevil cures itself, furnishing its own flame toscourge away the danger. By law, the pestilencecomes upon those camps, and huts that are givenover to uncleanness and filth. By law, war, withits vultures, gathers about those cities that areproud, arrogant, luxurious, and vice-full. Theevil man and the evil nation shall not live outhalf their days. The history of great men aboundswith illustrations of this principle. The philosopher tells us that the first Webster had greatstrength, with strong intellect. His son DanielWebster had great strength, with colossal intellect, but drank too much. His son had moderatestrength, with erratic intellect. His son had afeeble body with a feeble mind ; and in the nextgeneration the race ran out through exhaustion.And could we talk with those old cities that havebecome heaps, as we sit down and talk with a familiar friend, they would one and all say to us :"We broke the law of heredity, and thereforewe are dead." Nature never does betray theheart of him that loves her, but Nature keeps herbooks, and she never forgives one' who betrays her.She counts the parental vices, and for weaknessshe returns weakness. She counts parental virtues,and for strength she gives strength. Only thevices, put out at compound interest, soon cometo the end, and the race fails within three or fourgenerations. But the virtues, put out at com pound interest, increase and go down unto thousands of generations of them that love Nature andkeep God's commandments.THE FAMILY THE SPRING OF SOCIETY.Consider the scope and sweep of the principle.The argument rests upon the family. The homeis the fountain of fountains. The household isthe spring of greatness. A good stock is a widebranching growth, that spreads. Every house isto be a schoolhouse of morals. Every father is tobe an educator. The instruction is to be given,not occasionally, but incessantly. Children areto have their religion from their parents, as trulyas they have their language, their politics, theirtemperament. The principles inculcated in childhood are to be the highways on which the youngfeet will journey forward. What the parentsteach is to be confirmed and enforced by worthyexample, illustrated in life, and illumined in theevents of the kitchen and parlor and dining-room.The work in the field or factory or shop, to whichthe father leads the sons, is to partake of thenature of a school, and in earning one's livelihood the boy is to find the training groundwhere he practices the virtues. In addition to hisprofession every Hebrew child must be taught atrade, that in the event of financial reverses hemay be able to fall back upon the trade of hishands. The family, therefore, becomes the gloryof the Hebrew state, the institution out of whichall others spring. No other nation has made somuch of the hereditary principle. By that lawthe financial ability of Abraham, the richest manof his age, reappears in the wealth of the Rothschilds. By that law of heredity the beauty ofRebekah reappears in the loveliness of the Hebrew daughters. By that law Joseph's skill instatesmanship reappears in Benjamin Disraeli,and in innumerable other prime ministers. By thatlaw the Celt continues what he was — mobile, fullof deep feeling, quick to laughter, quick to tears.By that law the Swiss, after centuries of war andattack, keeps to the end his love of liberty and258 UNIVERSITY RECORDsturdy independence. By that law the Englishpeople today repeat the same great qualities thatwere in King Alfred and William the Conqueror.By that law the people of China are now whatthey were a thousand years ago, conservative,controlled by memory, blindly worshiping the pastas if every faculty were atrophied save the facultyof recollection. By that law of heredity theUnited States are today what the fathers made us.In the olden time our fathers were barons, standing for greed, with whom might was often right,and who looked upon the people as servants to bespoiled. And that philosophy reappears in theirsons, some of whom hold what the fathers held —that might makes right; that to the victor belongsthe spoils. These views are manifest in municipalcorruption in great cities, and in the brutal wayin which the strong still oppress the weak. Manyancestral springs meet to make up the soul, justas ten thousand rills and rivulets unite to makethe Mississippi, one stream sending in a pureflow of crystalline clearness, the next emptying ina muddy current; one carrying the yellow clay ofOhio, one bringing the red soil of Kentucky, another the blue tint of Kansas and the white limestone of the Dakotas. The analysis of the sedimentary deposit of the stream shows the nature ofthe ten thousand hills and valleys from which thesprings have come. Not otherwise does thestream of power in the soul flow down from theancestral hills. One ancestor lends honesty, andone purity; one lends the soundness of nerve andmuscle that comes from obedience to God's laws;another impurity of blood and weakness of nerveor bone. All the ancestral streams unite togive the child its force, teachers and parentscoming in simply to control the stream as itbears up the fleets, perchance of war, or of peace.Ye are the sons of the prophets, it is said of certain young men, visiting the intellect, the imagination, the conscience, the spirituality of thefathers down to thousands of generations ofthem that love me and keep my commandments. THE LAW DEFINED.What is this law that is placed at the forefront of Scripture, and made to be the veryfoundation of the Ten Commandments ? God'sworld is one world, and the law that rules in therealm of matter rules not less in the realm ofmind If we survey the nature and workings ofthe law of heredity in the physical realm, weshall understand how it influences the parentand child. In general, the principle of heredityis that law by which in the vegetable world eachplant and shrub and tree multiplies after itsown kind. Grapes never come from thorns, figsnever come from thistles. No Tennyson evergrew up in a Fagin's den. This law decreesthat there may be variation in size, but neverin sort. Culture can make a small oak to bea large oak, but culture cannot change an oakinto an apple. By this law, therefore, the racialpeculiarities pass from generation to generation.The child of red parents is red, and the child ofChinese parents is yellow in tint, with almond-shaped eyes. By this law the characteristics arehanded forward, both mental and physical. TheHebrew lawgiver is one of the three greatestintellects in history — Moses, Paul, Shakespeare— these three, no more. But Moses's motherwas the greatest single individual of her era,being the only person who dared defy the commands of a king, and the mother's courage reappeared in her distinguished son. Samuel is thefirst of the judges, but the greatness that was inSamuel was first of all in his mother, Hannah.Solomon is the wisest of the teachers, and hisfather David is among the first of the world'sgreat singers; nor was there a single passion orsin in Solomon that di d not come down to him fromhis father, David. There are four generations ofthe Darwins who give themselves to physicalscience in the study of worms and seeds and rootsand trees. In the realm of reform, sympathy isthe striking characteristic in the Wilberforcefamily, and this quality manifests itself in onegeneration in sympathy for the black slave, andUNIVERSITY RECORD 259in another for the red slave, and in the nextgeneration for the Englishman who is a slaveto strong drink. In the Wesley family, thegreat hymn-writer of the church is Charles Wesley, but a hundred years after the father ofJohn and Charles Wesley had died, his poem onthe " Epic of Man's Soul " was discovered, inmanuscript form, in an old library in Oxford,and lo ! every note that we find in Charles Wesley's hymns we find in his father's poems ; andall that is big in John Wesley's great reform wasfirst of all in the father's and mother's singulardevotion and genius. This law reappears indiverse forms. In our own country we see itworking in the Adams family, the most distinguished family that America has produced in therealm of statesmanship. It is all traced back toa gifted woman, Abigail Adams. Our greatestmetaphysician, thus far, is Jonathan Edwards, whostands for intellect, and our greatest moral philosopher, thus far, is Emerson, who stands for seven *generations of clergymen. This law reappears inthe overmastering influence of the clergymen.Although the preachers of the country have beenonly a handful in comparison with the millions,nevertheless the minister has either been thefather or grandfather of the greatest orators —Henry Clay, Wendell Phillips, Henry WardBeecher, with many others; of the greatest scientists from Agassiz down; of the most popularpoets, like Lowell and Longfellow; while theclergy during the first hundred years of the republic, through their sons and grandsons, practically controlled the law1, and government ofthe country, through judges, legislators, andpresidents. The most distinguished single familyin England is the Arnold family, a family foundedby a clergyman, just as the most distinguishedfamily America has produced, the Field family,represents the sons and grandsons of the oldclergyman in Stockbridge. New England's lawsand institutions were from the Puritans, andslowly the Puritan spirit has journeyed forth,founding the Western Reserve, and the ordinance of 1789 was written by a Congregational ministerof Ipswich, Mass. And then the New Englandspirit journeyed on into the West as far as Kansas, and finally came into collision with slaveryand destroyed it. In the next century the UnitedStates is to be absolutely New Englandized.The ancestral leaven is working. The childrenof the Puritans are the best born, of the hardestbone, the most compact nerve, with brains thatcan work at high pressure action for more hoursa day than any other kind of man this countryhas produced. The strongest survives. Theweakest drop of blood and the softest atom ofnerve and the spongy brain must go to the wall.The most powerful conquers, and the strongestwill will overmaster the weakest will. But thislaw is- not a harsh law ; its working is beneficent;and the outlook is good, and only good.THE LAW OF HEREDITY A LAW OF TENDERNESS ANDMERCY.Consider the mercy of this law of heredity.Superficial and ignorant men often declaimagainst it.* Misunderstanding, they speak ofheredity as a law of cruelty. The laws of natureare the habits of God. God does not have tostop and think for men. He organizes thesethoughts into laws, these laws think for him.But if God is merciful, his law must be merciful.If there is one law of nature that can be shownto be harsh, unjust, or cruel, then God is harsh,unjust and cruel. Some men urge cruelty againstthe law of heredity, because it visits the vices ofthe fathers upon the children to the thirdand fourth generation. If a man in thethird story of a house should empty red-hotcoals down upon a little babe beneath, thatman would be called a monster. What formof punishment would not be visited upon aparent who would thus burn his own child ?But does not God visit the vices that scourgethe spirit as red-hot coals never can thebody, down upon the children to the third generation? Here is Jacob's duplicity and greed260 UNIVERSITY RECORDhanded forward. By falsehood Jacob robs Esauof his heritage ; then, later on, Jacob's ten sonscoin little Joseph into gold, cashing him like asight draft on the spot. The avarice that was inthe gristle in Jacob the father is in the bone ofReuben and Simeon. Here is Mary Queen ofScots. She has all the sensuality and bigotry ofthe Guise family. Here is Catherine de Medici,daughter of a man skilled in the art of mixingpoisons, and her son is Charles IX, who, seatedin his window, lifts his rifle and fires the shot thatbrings down the Huguenot, the first signal for themassacre of St. Bartholomew. These illustrationsare not exceptions. There is no bad man orwoman who does not work sorrle form of injuryupon his or her children. But when the law isstated as fully as anyone can state it, and enforcedby the strongest possible examples, is it, wheninterpreted, cruel, or kind ? Let us not be superficial in our interpretation. A hundred yearsago the Swiss soldiers went forth as hired servants of the courts of Paris and Rome and Constantinople. Caught in a maelstrom of vice,these young men went down in the maelstrom ofpassion. Many of them returned to Switzerlandbringing frightful blood diseases with them.Physicians said that within three or four generations the Swiss people would be exterminatedfrom the face of the earth. But the three generations have come and gone. A full century haspassed by, and what is the result ? Lo, the Swisspeople are as healthy as any race in the world.How is it ? By what law ? By the law of heredity.And how did the law of heredity bring abouthealth for sickness? By that law, Nature tookthe poison drops of blood and spewed them outof the system. She took the pure drops of bloodand put them out at interest for the children.Nature took the weak and diseased atoms ofmuscle and nerve and spewed these out. Shetook the sound muscle and nerve and put themout at interest for the children. After three generations, Nature has gotten rid of the vices andsins of the fathers. What is the law of heredity ? It is God's automatic device for seeing to it thatparents cannot injure their children. It is hisorganized method of getting rid of the passionsof the fathers. It represents the utmost of mercy,it stands for pity and not harshness, for gentleness and not cruelty. Give Nature half a chance,and she will spew out the sins of the fathers ; butif the father will not give her the chance, then,by that law, she gets rid of him, and the familybecomes extinct. But what about the wisdom ofthe Emerson family ? What about music in theBach family ? What about the genius of LymanBeecher, and what about the great New Englandfamilies ? Visiting intellect, statesmanship, music,eloquence — visiting the prayer, hope, love,righteousness of the fathers down unto thousandsof generations of them that love me and keepmy commandments. The physical law has become spiritual law, mental law, and moral law.For wild rice you have the rich wheat; for thewild thorn apple you have the Jonathan and pippin ; for the wild rose, always, single and pink,you have roses double and of every color. Forthe tiny horse, not larger than a sheep, with itssplit hoof, you have the Morgan horse or theHambletonian. That explains why the race isgrowing taller, healthier, and handsomer. Aristotle is not the ruins of an Adam, but Adam isthe seed and root of a late-blossoming and wide-branching Aristotle. How do we know that therace is growing taller, and handsomer, and healthier? Five hundred years ago the people ofEurope wore armor. Lately all this armor hasbeen measured, and a similar group of averagemen measured. The average man today cannotget the helmet of five hundred years ago over hishead, nor can he crowd himself inside the armorfor his shoulders, while he is four inches tallerthan he was five hundred years ago. This explains Spencer's outlook for the race. He tellsus that Nature loves to mix her bloods, and inthis new country, where all races are being mixed,there is to appear a new man, with the strength andbeauty of a young god. The law of heredity willUNIVERSITY RECORD 261get rid of the vicious and passionful people, whoare poor, and that law will get rid through luxuryof the passionful and luxurious rich. And theGod-fearing and law-abiding middle class will beleft unimpeded by the burden of the one, or bythe wealth of the other, to take up the greattreasures of the country, with its wealth and itsinstitutions, and carry them to heights of excellence hitherto undreamed of. God has sent inthis angel of heredity and this promise given tothe fathers for the children, to lend encouragement and hope. That which is occasional willbecome the rule. John Flaxman, one of thegreatest sculptors of the world, reproducing themood of his mother, who loved and studiedworks of art ; John Ruskin, reproducing his father'spassionate love of land and jsea and sky, and hismother's passionate love of good literature — willnot be the occasional exceptions, but will interpret events, the rule, the law divine, the promiseof God to parents for their children. Never hasa law been so misunderstood as the law ofheredity. Never has a law been so imperfectlystated. So far as I know, there is not one singleauthority that has ever directly or indirectly called attention to the mercy of this law, while athousand authors have emphasized its cruelty.But the time will come when the people will understand that this old statement, found in thisBook of God, will be held to be the very laststatement of science as to the mercy of that Godwho gets rid of the sins of the fathers in thethird generation, and visits their virtues untothousands of generations.But the responsibility of the parent for thechild reappears in the second great word of science, the law of environment and culture andtraining. The child is born a handful of seeds, abough of unblossomed buds. The education andtraining ^determine the size of the growth thatsprings from the seed. And this law puts theparent under obligation to train the child. Forthe development of the body, gymnasiums arefounded. For the training of the reason, schools are established and colleges are made strong. Forthe encouragement of the memory, books arewritten and libraries founded. For the trainingof the affections, homes are founded and friendships established. The church is the school ofconscience, the university in which the spiritualfaculty is developed. But the parent who leaveshis child to the church and to the Sunday schoolhas made his child a moral orphan. Rousseausends his child to the asylum to be taken care ofphysically, and is despised for his neglect; andthe day will come when parents who send theirchildren to Sunday schools to be guided in thedeepest things of the soul will be looked uponwith abhorrence. Now and then a parent appearswho declines the law. He is likened to that English deist who once called upon Coleridge andinveighed bitterly against the rigidity of instruction in Christian homes. " Consider," said he,"the helplessness of a potter's child. A molderstamps the hot iron with the desired image, andthe iron is impotent for resistance. And how selfish is the parent who ruthlessly stamps his religious convictions upon the mind of the child. Ishall prejudice my children," said the deist, "neither for Christianity nor for Buddhism, but allowthem to wait for their mature years and let themchoose for themselves." A little later, Coleridgeled his friend into his garden and suddenly exclaimed : " The time was when, in April, I killedthe young weeds and put my beds out to vegetables and fruits, but the black clods are so helplessthat it seemed unfair. I have now decided to permit the garden to go on to August or September,and then allow it to decide for itself, and to choosebetween weeds and fruit. I am unwilling to prejudice the soil either toward thistles and cockle-burrs, on the one hand, or toward roses and violets,on the other." In that hour the great Coleridgestated the genius of our theme — the obligationof parents for the religious training of their children. Let us confess, however, that there aresome who disbelieve in family training and regular Bible instruction, and urge that systematic262 UNIVERSITY RECORDdrill in the religious life destroys spontaniety;that habit and rule do away with freshness of feeling, and that he who insists on his child attending Sunday school or church, or studying theBible regularly, will make the church unwelcomeand the Bible distasteful; and that, in the revulsion therefrom, children will turn away from Christianity. But of all the superficial positions, thatone is the most superficial. What if some parentshould say to the college president : " I do notwant you to insist upon my son attending thelectures regularly, or upon his studying his Latin,or German, or astronomy, or geology at statedintervals ; I fear that regularity will destroy hisinterest, and prejudice him against the sciences."And what if the young teller in the bank, or theapprentice in the shop or factory, should say: " Ido not wish to be required to appear every morning at eight o'clock. I would like to come tobusiness when I feel like it ; otherwise I fear thatI will develop a distaste, and that the handling ofmoney in the bank, or the working in the storeor shop, will finally become revolting." As ifgreat men who do great work ever work by anymethod save rule and system ! Working to a rule,Nature lays in the tints of the rose, and paints theappleblossom. Working by rule, Nature makes thetints of the strawberry. By rule and law Naturechanges coal dust into diamonds and clay intosapphires ; by rule she covers the hills with richglow of clustering fruit, and lends a spice andtang to peach and pear. In the creative realm,also, just in proportion as men have gone towardhabit and method in the intellectual life, havethey gone toward spontaneity of genius. Thepoet David is, by pre-eminence, the child of creative inspiration, but David says : " Morning andnoon and night do I pray." It is system thatfeeds the springs of inspiration for the greatsinger. Those orators, too, who have been mostfamous for spontaneous eloquence — Webster,Wendell Phillips, Beecher, Gladstone — first gavelong years to drilling themselves in voice, posture, gesture, and expression. Obeying the laws of language, and practicing the rules, the artistshave their perfect style. Obeying the laws ofcolor, the artists have their beauty. Obeying thelaws of melody, the song has its sweetness. Nordoes history show one great architect, sculptor, orscientist, who has attained excellence, who hasnot had his pre-eminence through long training,patient study and drill, and systematic habit andrule. No youth can hope to attain manhood orweight of Christian character who does not spendyears in fashioning that character. The parentwho sees to it that the lecture hall and library dosomething for the child's intellect, that the artschool does something for his taste, is under evengreater obligations to see to it that the whole manis drilled in systematic Christian living. Hewho does not provide for the culture of the conscience, through the long study of the messageof the prophets from Moses to Isaiah and Mala-chi, and of the apostles from Matthew to Pauland John, and of the saints from Augustine toSavonarola, and Socrates and Dante, down to St.Francis of Assisi, and the hymns and prayers ofthe latest singers — such a parent sins againstevery law of man and God.Believing, then, that wisdom is better thanrubies, and that knowledge is more precious thanfine gold, we affirm than the first of the knowledges is the knowledge of God, and of theChristian life that is taught by his Son JesusChrist. We believe that the scholar is the favorite child of heaven and earth — that elect oneupon whom God pours forth his most preciousgifts. We believe that the highest form ofscholarship is the knowledge of the art and scienceof right living. Other knowledges have to dowith clods and stones and stars, but the Christianlife has to do with God, his divine government,his all-loving providence. It concerns these greatquestions : What is conscience ? Is duty or pleasurethe basis of right? Is man free? Is law invariable? What is the rule of righteousness, pleasure,or self-sacrifice? Can a sin be forgiven? If so,who can forgive it? The man himself? Society?UNIVERSITY RECORD 263God? If so, on what ground can God forgive?Is the soul immortal? Shall we ever find ourbeloved dead? What is the rule of right, the lawof life? Is the law of love the greatest law? Andcharacter the greatest form of wealth? Andrighteousness the rule of happiness? Ah, whatquestions are these ! The parent who settlesthem, and settles them aright, has put his stamp,not upon wood that will rot, not upon iron thatwill rust, not into colors that will fade, but intominds and hearts that are immortal. He dealswith the formation, guidance, and culture ofchildhood and youth, and with the establishmentof youth in vital habits, hopes, and faiths. Thehistorian tells us that when the Italian princesswas defeated in battle, the victor claimed herchild as a trophy of war. In the hour when thesoldiers came to take away the child, the motherrushed from the house, tore her jewels from her,and emptied all her golden treasure at the child'sfeet. In the same hour that the brutal generalwould have slain the child that threatened hissuccession, the mother emptied her palace of allits treasures, to save the little one whom she lovedmore than life. Great is this word : "Take heedthat ye offend not nor neglect one of my littleones." It is not given us through hand or voiceto reach forward and touch far-off generations,but there is one door that opens into the longfuture — that door named childhood. Happy thecivilization that has made the family to be thespring of promise ; that makes the home beautifulfor its children ; that makes schools and colleges strong to enrich the mind, and founds galleriesfor the imagination. But, above all, happy thestate whose parents feel the obligation for thereligious life of the children, and ply them withevery possible influence that * makes for weight ofcharacter and personal manhood ! Grateful forwhat the fathers have lent us, of law, of learning,of liberty, our chief debt is for what they havedone for us through the development of instrumentalities to enrich childhood ; and should anage ever come when we neglect the training ofour youth, and cease to ply them with the greattruths of God and Christ, of sin and redemption,of conscience and immortality, an immense losswill befall our American people. Liberty willdepart from the legislative hall, eloquence willdepart from our forum, the light will fade fromthe library and the chapel, the glory will leaveour learning and our laws. We can record nohigher prayer than that the spirit of the fathers,which led them to rise up early and sit up latefor the rehearsing of the truth of God in thepresence of youth, may be our spirit and heritagealso. May goodness like theirs glorify all ourchurches! May wisdom like theirs descend uponour intellect ! May inspiration like theirs fallupon our imagination and our conscience ! Mayheaven drop all its charmed gifts upon our children and our children's children, until all youngfeet run swiftly along those highways that lead tohappiness and peace, and bring society unto thecity of God !THE UNIVERSITY OF CHICAGO,The Law School of the University will be opened October I, 1902. The standard ofrequirements has been so arranged as to make the school practically a graduate school.One year may be saved by the student in the combined work of the college and the LawSchool under a plan which admits to the professional courses in law those who have completed three years of college work, the bachelor's degree being conferred at the end of thefirst year of the professional course.The Medical School work is done in co-operation with Rush Medical College, the coursesof the first and second years being taken at the University. The work of the Senior College(third and fourth years) at the University is elective, with the exception of three Majors(one quarter's work) of philosophy and history, required for the degree of Bachelor ofScience, or six Majors of similar work required for the degree of Bachelor of Arts or Bachelorof Philosophy. The student may elect for the last two years of his course for the bachelor'sdegree, work in the sciences fundamental to medicine, which covers the work of the first twoyears of the medical curriculum. Thus, the bachelor's degree and the degree of Doctor ofMedicine may be secured in from six years to six years and a half.The Divinity School permits Graduate and Senior College students to register in allits departments. In the fourth year of college work a student may elect a large part ofhis work from the curriculum of the Divinity School. The courses thus elected will becounted in credit for the degree of Bachelor of Arts and also for the degree of Bachelor ofDivinity.The School of Education, organized primarily to train teachers for elementary and secondary school work, offers graduate courses in many departments.The College of Commerce and Administration offers courses specially adapted to studentswho plan to enter upon careers in banking, insurance, railway administration, journalism, orgeneral business.The University gives credit for undergraduate work successfully taken in other institutions of similar grade.All communications should be addressed toTHE UNIVERSITY OF CHICAGO,CHICAGO, ILLINOIS.