VOLUME IX NUMBER 1University RecordMAY, 1904ADDRESSES AT THE DEDICATION OF EMMONS BLAINE HALL, SCHOOL OF EDUCATION.*INTRODUCTORY ADDRESS.BY WILLIAM RAINEY HARPER,President of the University.We are to celebrate this afternoon the formalopening of an educational undertaking towardwhich many persons have made their contributions. In the few introductory words which Ishall speak, I desire to point out the particularfactors which have been thus united, and I propose that, as the exercises go forward this afternoon, we shall all keep constantly in mind theseseveral elements which, taken together, nowform the University of Chicago School of Education. It is not my purpose to describe thesefactors ; I have it in mind merely to name them,and the order of naming will be neither logicalnor chronological.I may name first the factor now universallyacknowledged to have been the work of a greatand strong man, wrought out with struggle andenthusiasm, gradually taking most definite formand expression through the co-operation of aband of loyal men and women known as thefaculty of the Cook County Normal School.Then came the inspiration of an intelligentand sympathetic mind interested in helping humanity, and aware that humanity receives itsgreatest help through effort put forth in connection with its children. The impulse thusgiven can never be fully appreciated. No more1 These addresses were delivered in the Leon MandelAssembly Hall on May 14, 1904. magnificent exhibition of intelligent sympathywith the higher forces has ever been exhibitedin this great western country. These two factors brought together became a power the forceof which was invincible.Turning in another direction, we note still athird and a fourth factor which in time likewisewere to unite and become one. Twenty yearsago the Chicago Commercial Club, realizingthe importance of manual-training, establishedthe Chicago Manual Training School, and,under the leadership of an earnest and sober-minded guide, undertook to show this westernworld the significance of a new movement ineducation. A decade later there sprang up of itsown accord another educational movementwhich was soon to play an important part insecondary education. This undertaking wascharacterized by intense personal enthusiasm onthe part of its leaders and its students. Amarked emphasis was placed upon the individualism of the student, and the close relationship between the students and the leading spiritin this work was noteworthy. In the subsequentunion of these two factors, results were to begained which should exhibit the two great elements of modern education, namely, the principleinvolved in the manual-training movement andthe fundamental meaning of personal interest.Looking in still another direction, we see twoadditional agencies, the fifth and the sixth,which, likewise working in close co-operation,2 UNIVERSITY RECORDwere to represent new and important contributions. In the first days of the University of Chicago it was proposed that sooner or later thesubject of education should occupy a prominentplace in the curriculum of the institution. Thevery fact that the great majority of the studentsin the University were preparing themselvesto teach, emphasized its purpose. The plans ofthe University included, among other things, theproposition that there should be offered instruction adapted to the needs of the youngest children as well as to those of the most mature manor woman, and that a system of work should beprepared extending from the lowest grade tothe highest.At this point still another distinct agency wasdeveloped in the Laboratory School of the Department of Philosophy and Education, throughwhich new insight into the problems of education was to be gained. Here was performed acareful, patient, and scientific investigation, insome respects unique in the history of educationitself. An acute and logical mind was enabledto work out in laboratory fashion, through astaff of faithful helpers, a solution of most perplexing problems. This factor was to be one ofgreatest importance in connection with the otherefforts that had been made.And so it has come about that in each case twoagencies have united with each other; and thatfinally all six have been drawn together. Thesewere Colonel Francis W. Parker with hisfaculty, and joined with them the sympathy andinterest of Mrs. Emmons Blaine; the work ofthe Chicago Manual Training School -underMr. Belfield, and with it that of the SouthSide Academy, developed under the leadershipof Mr. Owen ; and, finally, the creative work ofMr. Dewey in his Laboratory School, and inconnection with this the factor represented bythe University itself.The history of thesev several movements andof their union with one another has been one ofpeculiar interest. Many difficulties have pre sented themselves from time to time, but one byone these difficulties have disappeared. Whatthis School, made up thus of many elements,shall in the end contribute to the cause of education no man can predict. We may hope, however, that the results will be in proportion to theearnest effort thus far put forth by the manywho have had at heart the sacredness of thecause. In so far as the School shall representtrue ideals, it will help on the work. No morethan this could be expected ; no more than thiscould be asked for. The names of Colonel Parker, Mrs. Emmons Blaine, Mr. Belfield, Mr.Owen, and Mr. Dewey are written in large letters on the foundation stones of this newstructure.A BRIEF HISTORY OF THE SCHflOL OF EDUCATION.BY WILBUR SAMUEL JACKMAN,Dean of the College of Education.It would be a dull soul, indeed, who couldcontemplate the history of this School andfind adequate expression in merely a rigidarray of statistics. These exercises are to thosewho truly imbibe their spirit a commemorationnot less than a dedication. There lie in thehearts of all of us, at this time, treasured memories of the past which mingle themselves withvisions of the future ; and it is a source of pleasure and satisfaction to the well-wishers of theschool that, whether we look backward or forward, the prospect is equally inspiring.The history of this institution, which we nowformally dedicate to the service of the teacher,is the narrative of a movement as well as astory of men. As the description of a movement, it forms an interesting and an importantchapter in the general recital of events markingthe long struggle toward greater freedom for theindividual. As an account of men, it is therehearsal of unselfish devotion, of self-sacrifice,of wisdom, and of unflinching courage — qualities that have always marked the reformers, theleaders, and the benefactors of the race. As aUNIVERSITY RECORD 3movement, it has not been marked by conquestsof territory or impoverishment by spoliation, butby an increase in our intellectual possessions anda permanent enrichment of the spiritual life. Asa story of men, it tells not of those who havesought place and power at the expense of theweak and the unfortunate, but of those who,with the insight of genius, recognizing the inherent worth of the individual, whatever hisstation or calling, have had the courage to turnand hold at bay those who seek to fatten andprosper at the expense of the helpless. TheSchool of Education jrepresents, in concrete form,the results that have crowned the efforts ofsome of America's greatest educational leaders,within the past twenty-five years, in their attempts to organize the material and spiritualforces of life for the development and educationof the young.Since the days of Horace Mann, the problemsthat relate to the intellectual and moral growthof the people have all centered in the training ofthe teacher. It was his thorough convictionsupon this point that, on January I, 1883, broughtFrancis Wayland Parker to Chicago to takecharge of the Cook County Normal School. Aclose student of educational conditions, with avaried experience as a teacher, soldier, principal,and superintendent, he selected Chicago for thefield of his labors because, as he often said,he believed that it was to become the educationalstorm-center of the country. As many of usnow can testify, for almost twenty years helabored industriously that the prophecy whichhe made might be fulfilled to the uttermost.On that date Colonel Parker dedicated hislife and consecrated his spirit to the emancipation of the teacher from the thraldom of educational traditions. He also sought, with equaldetermination, to bring to the children in theschool that freedom from restraint and thoseopportunities for self-nourishment which wenow believe to be essential in the early trainingof citizens in a true democracy. In building up the school, at that time the only county normalschool in the country, there was encountered inan aggravated form almost all of the foes thathave ever developed against the cause of populareducation. The very site upon which the schoolstood was in constant jeopardy, and many timesit seemed as though the original owners anddonors of the land would be able to destroy theinstitution. At one time a boodling CountyBoard of Commissioners almost accomplishedits ruin. Dependent for its existence from yearto year upon appropriations made by this board,it became the particular prey of the politicians.Time and again a band of devoted friends ralliedto its support, and saved the school and its workto the community and the world. Among thosewho never faltered in their belief in the causethat was there represented, and who more thanonce saved the day, may be mentioned Dr. A. H.Champlin, for a long time member and presidentof the Board of Trustees ; Orville T. Bright, atfirst superintendent of the district, and afterward of the county ; Albert G. Lane, as superintendent, first of the county, then of the city;Hon. Charles S. Cutting, member of the CountyBoard of Education.As an essential and integral part of the Normal School, the model school was organizedas a means of study and practice for those taking the course in professional training. Themost noteworthy features of this school, andone of the chief sources of its strength, was theclose relationship which it aimed to develop, andwhich it actually secured, with the homes andhome life of the pupils. Through organizationsof various kinds with the parents and citizens,and not through the ordinary system of reportcards, the patrons were made intelligent as tothe methods, aims, and ideals of the school. Itwas the constant endeavor to harmonize the lifeof the pupil in school with the natural and inevitable interests that enlisted his attention andbest efforts at home. The school came to beregarded, not merely as a place in which to learn4 UNIVERSITY RECORDlessons, but the organized effort to inspire anddirect the life of the children in accordance withthe highest demands of the community at large.In carrying out this purpose, the school tooksome of the first steps in the teaching of certainsubjects, which were then known as fads, butwhich, today, are found in every well-conductedschool. In this school was established the firstmanual-training room for elementary schools inthe country. It was placed under the direction ofDr. Fitz, now of Harvard University. Mr.Charles H. Ham and Colonel Augustus Jacob-son, already staunch backers of the ChicagoManual Training School, were likewise warmsupporters of these beginnings of elementaryhand-wrork at the Normal School.The work began in a basement room in September, 1883. Under the later direction of Mr.Walter J. Kenyon, a graduate of the NormalSchool and of Naas, and afterward under Mr.I. M. Carley, this work was carried into closerelationship with practically every departmentof the school. The same principles of teachingwere applied to all other subjects, which had theeffect of reducing them to the common denominator of childhood. Field work was introducedand fostered as the basis of the work in naturestudy and geography. History ceased to be adry narrative of facts recorded in books, and itbecame the means of interpreting our presentlife. It no longer consumed the time of thechildren wholly in the details of conquest andwar, but it became a study of the social and industrial conditions of the common people in aslow evolution to higher levels of intelligence.Physical culture, under Mr. Carl J. Kroh, became an organic part of intelectual and moraltraining. Subject-matter as a whole was classedunder the two heads of nature and man, but itwas all presented in accordance with the sameprinciples. As an outgrowth of such presentation, there was incessant demand for all formsof expression, and drawing, painting, clay-modeling, constructive work, language, oral and written, and dramatic work gradually becameestablished exercises on the program.With the removal of outward restraint, it wasinevitable that the question of governmentshould at once arise. From this point of view,the school was looked upon as a means towardthe proper organization of the social life. Tothe pupils, the school became an instrument bymeans of which they could acomplish whatthey wanted to do. This induced gradually afeeling of responsibility and care for the institution that placed it under self-government of thebest type. Not that order was always perfect ;nor was the school ever wholly free from a moreor less troublesome class ; but the growth towarda clearer conception of the mutual relations ofpupils to one another and to the teachers wassteady and natural, and it constantly bore fruitin terms of a thoroughly wholesome spiritthroughout the school community.In brief, the school stood for (1) the unity ofpurpose and effort between home and school;(2) the enrichment of the curriculum by thepresentation at first hand of an enormousamount of subject-matter in all the subjectsunder the two principal heads of nature andman; (3) the greatest possible freedom in allforms of expression, and the cultivation ofskill under the direct impulse of actual thoughtthat was felt by the pupil to be necessary in hisevery-day life ; (4) the personal freedom of thepupils. The sole test of a rule of conduct wasfound in the economy of action it insured andin the general good of the whole.In accordance with these ideals, in the faceof endless difficulties, but supported by the enthusiasm and influence of hosts of friends, theschool grew from at training class of forty anda model school of one teacher to a size thattaxed the capacity of the building. In February, 1896, it was turned over by the countyto the city and became the city training school,and the patronage was then limited to residentsof the city and county. In 1898 the course wasUNIVERSITY RECORD 5changed from one year to two years. In June,j 899, Colonel Parker and a considerable numberof the faculty left the school to spend a year inorganizing the Chicago Institute, in which theyhoped to work out their ideals less hampered bycertain hostile influences than they had been inthe normal school. After a year's work thatgave much promise of influence, a union waseffected with the University, under the auspicesof wThich the work began at the opening of theSummer Quarter of 1901.A quarter of a century ago the schools werecompletely under the tyranny of books. Therewas scarcely any recognition of the part that thehand plays in the education of the brain, andthere was no clear acknowledgment of what theeducated brain may realize through the trainedskill of the hand. The line between scholasticism and practical matters was sharply defined,and the differentiation of the scholar from theman of affairs was complete. It was thisstrained and unnatural condition that gave riseto one of the fundamental constituents of ourschool. It was in 1882, on April 19, that theChicago Manual Training School Association,composed exclusively of members of the Commercial Club of Chicago, was incorporatedunder the laws of the state of Illinois. The control of the school was vested in a board oftrustees, nine in number, elected by the association. The first board consisted of the following named gentlemen: Messrs. E. W. Blatch-ford, president; R. T. Crane, vice-president;Marshall Field, treasurer; William A. Fuller,secretary; John Crerar, John A. Doane, N. K.Fairbanks, Edson Keith, George M. Pullman.The school began its work on February 4,1883, under the guidance of Mr. Henry H. Belfield, in a new building at the corner of MichiganAvenue and Twelfth Street, and it was continued in this place until June, 1903. This schoolhas stood for education into freedom throughthe training of the hand and brain together.Its curriculum has never been intended, a part for the brain and another part for the hand ; butall of it has been for both. It comprises a unified high-school course of mathematics, science,language, art, and shopwork, which then covered a period of three years.As to the value of such a course, as a meansof general education, the testimony of its graduates is perfect. As a complete refutation of theassertions, many times made in the earlier daysof manual-training history, that it would interfere with the development toward higher culture, it may be cited that its graduates, nownumbering 872, represent in their chosen fieldsas wide a range of activities as the graduates ofthe traditional and more bookish schools. Thefirst independent manual-training school in theUnited States, its pioneer influence has beenwidely felt both at home and abroad. In this city,the Jewish Manual Training School, the Armour Institute, and the public manual-trainingschools are directly due to its influence. Themanual-training system of the British schools ofIndia was introduced by one of its graduates,Mr. Lay. Under the fostering care of Dr. Belfield, who still directs its affairs, the school hasgrown from a place of educational insignificancein the public mind to a position that is recognized as being second to none in the developmentof the young.The University High School also contains inits academic division the school organized in1892 by Mr. Edward O. Sisson and Mr. RalphP. Smith, two teachers who had been associatedwith Mr. William B. Owen in conducting aschool at Morgan Park. When Mr. Sisson became director of Bradley Polytechnic InstituteMr. Owen assumed charge of the Academy.This school has sought to create and maintainthat cultural element in education which formsa proper fitting for university training and forall the duties of active life. It brings to theschool its ideals of training and culture in language, history, science, and mathematics thatare no less worthy than those that guide instruc-6 UNIVERSITY RECORDtion in the studies that are supposed to be of amore practical character. It is this division thatbinds more closely than any other the preparatory work of the School of Education to thestrictly academic university course.The School of Education contains anotherfactor, of later growth, which has exerted astriking influence in modifying and shapingeducational methods and thought. In January,1896, the University Elementary School, generally known as the Laboratory School, wasstarted by Dr. Dewey as a part of, or at leastin close relationship with, the pedagogical department of the University. The term " laboratory " was applied to this experiment in education, because the school was established for thepurpose of investigating certain problems forwhich it seemed worth while to attempt to workcut more or less definite solutions. There werecertain points involved in educational philosophywhich it seemed worth while to test. The schoolstarted out with four such problems in mind:1. What can be done, and how can it be done, tobring school into closer relation with home and neighborhood life — instead of having the school a place wherethe child comes solely to learn certain lessons?2. What can be done in the way of introducingsubject-matter in history, science, and all that shall havea positive value and a real significance in the child's ownlife ; that shall represent, even to the youngest children,something worthy of attainment in skill or knowledge;as much so to the little pupil as are the studies of thehigh-school or college student to him?3. How can instruction in these formal symbolicbranches — the mastering of the ability to read, write,and use figures intelligently — be carried on with everyday experience and occupation as their background andin definite relation to other studies of more inherentculture, and be carried on in such a way that the childshall feel their necessity through their connection withsubjects which appeal to him on their own account?4. Individual attention.In order to work upon these problems it wasnecessary to deal directly and fully with thespontaneous activities of the pupils, and withthe experiences which children naturally acquire.As a direct means to the end, hand-work in great variety became an integral part of the curriculum. Home and its occupations afforded astimulus as well as a basis for the study of thearts, history, and science. The government ofthe school was based upon that form of government found in the best organization of familylife.Above all and beyond all this, its teacherswere sincere and earnest students of educationwho were intelligently seeking the best thingsfor the children. It is not surprising that in ahalf-dozen years this school should not onlyincrease in numbers, but that it should reach aposition of commanding influence in the educational forces of the country.Such are the elements — diverse in their origin and methods, but harmonious in their aimsand ideals — that make up the School which wededicate today. Each has its unique history ofwhich it may well be proud. For nearly a quarter of a century these forces have been shapingand molding themselves, and today consummates their final blending into a single source ofinfluence which henceforth is to be nurturedupon this spot.One part of the history of this School remainsto be told. Each of the important factors whichcompose it would still be working within itsown narrow limits, had it not been for onewhose insight into the significance of the movement and whose faith in the men led her to provide the means whereby the union could beeffected. This unified School represents nonovelty in education. The step which has madethe combination possible was taken only afterthe most careful deliberation. For years thedonor studied carefully the principles uponwhich the work was founded, and the motive bywhich it was directed, before the decision wasreached which has given to the city and thecountry this splendid building and its equipmentand its united schools. But, far beyond andabove the material value of this massive monument in stone, we prize and cherish the spirit ofUNIVERSITY RECORD 7its builder. Her single-minded devotion to theprinciples for which the School stands keepsever fresh the purpose, and gives solidarity tothe work of the Faculty that no material conditions alone could ever furnish. It is tothe maintenance of this spirit that all of theteachers stand fully pledged.It is one of the most significant facts in thehistory of the institution that the School ofEducation forms an integral and co-ordinatepart of a great university. The University,itself an inheritor and conservator of customs,has not hesitated to make common cause withan institution whose entire history has been acontinual protest against tradition. The ceremonies today close a great chapter in educational history. It is the chapter that recites thesupposed distinctions, once thought to be fundamental, between higher and lower education;between the education of the few and the many ;between the education of the aristocrat and thatof the common man. This day celebrates atriumph and it opens up a vista. It marks thetriumph of the principles of Pestalozzi, of Froe-bel, of Mann, of Parker, and of Dewey. It givespromise of an education that from lowest tohighest shall be marked with unity of purpose,and that at last shall adequately meet the changing needs of a slowly evolving social state.ADDRESS FOR THE CHICAGO INSTITUTE TRUSTEES.BY CYRUS BENTLEY.As President Harper has said, the ChicagoInstitute Trustees have been made advisers ofthe School of Education — this by the courtesyof the University. We gratefully acknowledgethe honor, but I do not think we shall magnifythe office. Today, at any rate, we bring no message of advice.The Chicago Institute was founded on anindependent basis. Its destiny, however, soonbecame manifest. After two years, in which weplanned more, perhaps, than we were able to perform, we surrendered our charge to the sheltering care of this great University. And Ibear testimony, after three years more, to thefidelity and sympathy with which you, Mr.President, and those about you, have administered the trust that you received from us. Incircumstances difficult — sometimes quite perplexing — you have gone beyond the letter ofyour obligation more than once in our behalfand made the written covenant between us cheapindeed. We have known the liberal friendshipof the University Trustees and of many members of its several Faculties, and have felt theinfluence of that philosophic mind which servesthe cause of education everywhere.On an occasion such as this, though we thinkof the future, memory also has its place ; andwe remember him whose love and work for children, whose enthusiasm and devotion, inspiredthe thought and purpose which have beenwrought into yonder building. He rests fromhis labors. Those labors and their results will,doubtless, in the course of time suffer correctionand gain large additions ; since the true philosophy of education can hardly be made perfectuntil human nature is much better understood.But his works follow him, and his spirit willsurvive in the living truth which he perceivedand handed on to others for perpetual transmission.Each new example, such as that which wededicate this afternoon, of interest in the training of the child, makes a fresh appeal to theimagination. If we look back far enough, it willseem to us that the curtain has but just nowrisen on the human drama. For every generation that has passed since the actors first appeared upon the scene, ages were given to thebuilding and the setting of the stage. And fromthe long period of preparation it is easy to infera slow development of the plot, with its finalsituation still remote. Indeed, there is small8 UNIVERSITY RECORDexaggeration in the thought that the family ofman is as yet too young, at all events in wisdom, to know its own capacities and needs —how to exhaust the one and satisfy the other.In all that affects society and the relations between men, working hypotheses, for the mostpart, furnish our rules of conduct. Such is thecase in respect to education; concerning itsessentials and true principles there is much ofdoubt and disagreement. Yet every year millions drawn from private sources are added tothe heavy burden of taxation borne, as we believe, for the good of those who are to follow us.The American people place their great annualinvestment in the means and instruments of education, and then, with uncharacteristic patience,wait upon the future for returns — returns inwhich the share of those who make the sacrificeis almost wholly indirect ; returns, in large proportion, of uncertain value. In this we seem toact less on reasoned policy than, as it were, inblind obedience to some categorical imperative.But, whatever doubt exists as to the elementsof motive and the principles of action, is it notcertain that our passing generation, in dealingwith the practical affairs of life, is writing itsown chapter in a most authentic history, thestory of that veritable quest of the Holy Grail —the search for Truth ? To this catholic religionwe give today another temple, believing that thework which centers there will surely and continually expand : its purpose, not to provide forhuman needs the raw material of facts, but bynew use of history and nature to furnish favoring conditions for the growth of character, giving new sanction to the virtues that are knowntill other nobler ones are proved; its end, theperfecting of the wisdom which includes allwisdom — that is to say, the knowledge and theunderstanding of relations, those of man tonature and of God to both. ADDRESS OF WELCOME ON BEHALF OF THE NORMALSCHOOLS OF THE COUNTRY.BY AUGUSTUS DOWNING,President of the Normal College of the City of New York.Mr. President, Mrs. Blaine, Ladies and Gentlemen:By whatever avenue our thought has been ledto a participation in the ceremonies of this occasion, we must admit that the occasion is noordinary one, whether we view it from the interest of commerce, of science, or of government ;but when we view it from the interest of education, it is an extraordinary occasion. It is notlocal, it is not state, it is more than national.The honor and joy has been accorded to me tobring, on behalf of the normal training schoolsof this great country of ours, a most cordial andhearty greeting and the warmest of welcomes.For more than half a century the men andwomen devoting their lives to the education oflittle children have known that their occupationin life was one of the most serious; that itneeded, in order that the office might be performed before man and God satisfactorily, themost careful study and training for the work.And so common-school men more than half acentury ago established, through the state, normal schools for the training of teachers. Sobusy were the colleges and the universities inpreparing scholars first and afterward membersof the professions that they gave little attentionto the needs of the children. They received theproduct of the school, and if the product wasunsatisfactory, it was dismissed almost withouta thought. But in later years the colleges havecome to believe that there is something in elementary education worthy of their consideration; and now today we are dedicating for asecond time an educational institution devotedpurely to the training of teachers, an institutionwhich is part of one of the great universities ofthis country.At the gateway of the country in the East —New York city — stands one of the great universities ; and its present head foresaw years ago,V.o<uDawOJooaoJ<300mV.cSawOwuz«zw<aUNIVERSITY RECORD 9before he occupied the responsible positionwhich he now fills, that it was necessary that auniversity should have an institution set apartfor, and devoted to, the training of teachers.That work has gone on systematically to a highstate of perfection until the present — for aboutseventeen years. By and by, at this middlegateway, was to be established an equally greatuniversity ; and as indicative of the progress ofthought, we have heard today from the President of this University that from the very inception of the University it was determined that atthe earliest date possible there should be setapart such an institution as today we arededicating.Ladies and gentlemen, because of the fact thatthese two universities, presided over by men fullof the wisdom and experience of the past, andpossessed of the energy and determination ofyoung men to carry on this great, work of educating teachers — because of that, I say, thenormal schools of this country bring to you agreeting of the warmest and most cordial. Notlong since there was in this country a commission which visited your institution. Thatcommission, the Mosely, came here becauseAmerican men, students of American universities, had demonstrated to Mr. Rhodes and Mr.Mosely that they excelled the men trained in anyother and in all other universities.If we are to maintain the reputation whichthose men have established for us; if othernations are to believe that our men and ourwomen are better equipped than the men andwomen of other nations, our boys and girls musthave teachers better equipped than are the teachers in other nations. And it is for us here todayin the dedication of these buildings, beautiful asthey are, embodiment as they are of the high-mindedness of those who have contributed totheir building, it is for us, not only formally todedicate the buildings, but to dedicate ourselvesanew to the task which we have undertaken. Ifit shall be true that our youth shall in the gener ations to come be purer in mind, nobler in purpose, capable of sustaining this great nation'sreputation ; if this government shall ever be ofthe people and by the people and for the people,we and those who follow us must have dedicatedour lives absolutely, with that same spirit whichcharacterized the life of Colonel Parker, to thetraining of teachers, for the benefit, first of thechildren, afterward of the state.The normal schools of this country welcomewith joy this latest ally of ours, coming as itdoes with intelligence for action and with equipment such as no other institution yet has had forwork.DEDICATORY ADDRESS.BY MRS. EMMONS BLAINE,Donor of Emmons Blaine Hall and Founder of theSchool of Education.When the dedication of the buildings of theSchool of Education was planned and I wasinvited to make some utterance, I declined,deeming the honor thus tendered to me one forwhich I was hardly fitted.It has occurred to me, however, that there isone word I should like to say about myself, onthis occasion, which perhaps no one else couldsay. And thus it comes about that I thrust myself into the place where I am permitted to stand.This has its merit, however, in being more trulyillustrative of my connection with the Schoolthan otherwise it would be.What I should like to say is for the sake ofclearness and correct understanding of fact, inthe summing up of the schools that have beenfor the school that may be — that in the givingof these first buildings of the School of Education to their work of usefulness every stone maybe in its own place and no other.The term "founder of the school" has beenused in my hearing as describing my connectionwith some phases of the School's history. Ishould like to correct that, if I might be permitted. I did not found it — I simply found it;10 UNIVERSITY RECORDand those who find this School ever in somemeasure belong to it.The founders, I take it, were the men whoset in motion the educational forces which heremeet to flow in one mighty stream : Francis W.Parker, who saw the ideal, and out of his ownsoul set on foot the effort to realize it, withwhatever means were at hand — his own unbounded faith in the end and his clear vision ofit, though afar off, being his great reservoir ofpower whose depth was never reached ; JohnDewey, who, likewise seeking his ideal, startedhis stream of effort, which stream still winds onbefore us, so that we may happily not pass uponits entirety, but only predict its greatness ;Henry H. Belfield, who for years has fought thefight for the practical training of youth, to theuplifting and strengthening of education in ourwhole city; and all the others whose initiatingwork is here represented.Finder is the only claim that I can make to astatus in this school. But by virtue of that —and to just the extent found — owner, possessor ;and by necessity of that, worker — thoughamong the workers who wrought to this resultI was the least.But on these claims I rest. I beg exemptionfrom any status as donor, for I count it the least ;and would not be ranked by the sous given, butby the wealth received.Happily in this School one is not marked byfigures — unless it has departed from the oldway ; and the dollars were the incidents, wherethey could be found but the accident, of thework.Since the joy of creating it cannot be mine,I ask no better place than a Finder of thisSchool, or rather of one of its forerunners, theold Normal School, which still exists, throughits transmigrations of soul, in the School ofEducation.To be a finder with satisfaction one must befirst a seeker ; and a little searching for relativevalues and proportions in this confused civiliza tion of ours makes a good preparation fordiscovery.And what was the thing one discovered in thescheme of the old Normal School? Was it amethod of teaching? A system of instruction?Not to me, primarily. It was a scheme oflife. It was the human picture — so confusedabout us, so distorted — beginning to takeshape, beginning to find its proportions andvalues, beginning to resolve itself into harmony.As an artist, in forecasting his work, sketchesin his mind or on his canvas the anatomy of histhought, giving each element its true proportion,so we must do in our plan of education ; else thepicture of life we are trying to draw from eachindividual, like the painted one, would be ajumbled mass.And as in the one case, this work must bedone in the beginning, so, in the other, it is thefoundation work that must be so laid ; else thewhole will be but a patchwork. And if important and recognized in every work we know,how much more important in that subtle, delicate, and vital work — the construction of a conception of life in the growing mind — is thesettling of values and proportions?And in this process the first step is the selection of the central theme, the decision as to thenext in importance, and so on to the last detailof finish. But without the anatomy all losesworth ; and the last detail ranks with the fundamental drawing.It was this work — it always seemed to mereconstructive indeed — that Colonel Parker hadso well under way. He had chosen his centraltheme for the work of his human pictures — andit was character.And therein lay his greatness — in his unerring vision of this as the prime principle ofeducation ; and then in his unswerving surenessin holding to it among all the claims andcounter-demands of an age that does not recognize this principle in education, and amid allthe perplexities of overlaid custom built up withUNIVERSITY RECORD 11prejudice. He struck through all to the root,and held all to the bar of his prime demand;and what did not hold there was left aside,while from the foundation was being built, bitby bit, the harmonious whole, consonant withthis central essential principle.Some of the world criticised that work ascaring nothing for learning. One who knowscannot but feel that they were the unseeing ones.One might as well say that because MichaelAngelo's lifetime did not suffice to complete allhis work fully, and he left us those great figuresstill in part unchiseled, he cared naught forfinish. One might as well, while gazing at theirgreat symmetry and proportion, refuse to seethe intention, and, not even observing the Moses,denounce all as crude.This is the spirit of carping criticism which,in applying a foot-rule to measure great works,loses sense of the whole, and, in omitting thewould-be from the is, cuts the ideal out of theactual and loses the essence of some of life'sbest gifts to humanity.It was not that Colonel Parker loved learningless, but character more. Every brain thatworked for the children would have had thetraining of a logician, the stores of the savant,if he could have willed it so. He longed forthese himself and only for that purpose — thathe might give them. Every hand that taughtwould have been the hand of an expert.But no savant, no expert, by virtue of thatclaim, could with his consent injure the soulof a child. He with the tongues of men andangels, he with the informations of the encyclopaedias, would each have had to stand anddeliver his claim to the right to mold the natureof the child with his tools, however wondrousthey might be.It was not that he undervalued the finestinstrument, but that the mind should wield theinstrument, not the instrument the mind. Itwas not that he underrated a complete equipment, but that he who possessed such must still show what he would do with it to that littlechild. And all who know, know how, whenthat was shown and seen, he longed for the fullmeasure of learning to complete the whole ; andto find such teachers, and so to train them, washis life's ideal.In a choice clear and simple— shall it becharacter or shall it be learning that we give achild? — no one would hesitate. So much theChristian light that has penetrated has donefor us.But while we utter the choice, and feel safe inthe words of it, the subtle and deadly temptations that assail the life of education come in athousand forms ; deadly, because, while wedescribe character in terms of action, thesestrike at the root of all, being selfish; subtle,because hidden in many difficulties.The edifice of attainment being once constructed, and the perpetual question from thefirst being not, "What can you do with whatyou possess ? " but, " How much more have yougained than your neighbor?" — ambition takeshold ; and to ambition is added arrogance, whenthe top is reached. Then the last state is worsethan the first ; and some saving grace must comein to undo all.Then comes the problem unmet as a rule. Isthe educational institution to take note of theindividual as a human being or only as a machine ? Can it be that the affirmative answer isto be given to the latter, when the enormousweight of the influence of the schools on theindividual from the first to the last in time andvalue is considered?These are the questions that are at stake forthe world in our education; and these are thethoughts that make one rejoice that the elements that have produced the School of Education have joined hands with the University ofChicago. And though the School must lose itsvalued Director, it still has the upholdingstrength of the President of the University andof the University, to enable it to help to demon-12 UNIVERSITY RECORDstrate the possibilities from the kindergartenthrough the academic life, and to filter outstrength into the nation.These visions make us glad that the truthssought in these schools may be still sought andfound in the University, where the search mayascend into the clear light of learning, in thespirit that is free of selfishness and pride;where learning may be seen to be but new outposts into the vast unknown ; and where, whenwe earthbound creatures dig a little deeper orpierce a little higher, it will not be in the spiritof a race to get ahead, but in the comradeship ofan advancing army.And so shall be found the force making forrighteousness, for freedom, for communitybrotherhood, which our country and the worldhave need of.In conclusion, I would say one word forEmmons Blaine.The President and the University of Chicagohave graciously proposed to honor my connection with the School of Education by namingone of its buildings for him.In that fact I find great honor ; and for himand for myself I wish to thank the Universityand its President. This University just camewithin his earthly ken, and his mind seized uponits great possibilities at once with all the interestand eagerness of his nature ; and it would havebeen one of his deepest satisfactions to do forit in his own great way. I thank the Universitythat his name may rest upon a place that is thehome of so much that he would love.INTRODUCTION OF THE ORATOR.BY JOHN DEWEY,Director of the School of Education.It is with a sense of especial appropriatenessand of unusual honor that I undertake the fulfilment of the duty assigned to me in this day'sauspicious ceremonies — the introduction of Mr.Nicholas Murray Butler, the President of Columbia University and the Orator of the Day. President Butler ranks among the oldest andfirmest friends of that educational work whosesuccessful and beautiful culmination we are hereand now celebrating. His interest and supportgo back to the early days of the struggles andtriumphs of the Cook County Normal Schoolunder the direction of Colonel Francis Way landParker — the true spiritual father of this institution. Those were days when many educationalideas that are now almost commonplace wereregarded as strange and almost revolutionary,and when friendship meant a degree of educational independence and courage all too rare.The attachment then formed was strengthenedthrough the later days of the Chicago NormalSchool and of the Chicago Institute. And so,when the magnificent generosity of Mrs. Emmons Blaine made possible the work whose formal opening we are today signalizing, it is notstrange that the Faculty of the School of Education turned with unanimous acclaim to himwhose voice we are now to hear.Moreover, this historic friendship is so helpful and precious, because, while personal toColonel Parker and his loyal staff, it was alsomore than personal. It grew up and was fostered because of personal interest in, and devotion to, the highest educational aims and idealsconnected with the training of teachers for theircalling. When the educational history of thelast quarter of the nineteenth century comes tobe written, and its significance appreciated to thefull, all will realize the importance of the workaccomplished by Mr. Butler in the founding andnurturing of what is now the Teachers Collegeof Columbia University. It is not too much tosay that the endeavors then put forth representboth the first organized movement in this country to put manual training in its proper place inelementary schools — upon, that is, a strictlyeducational, not merely utilitarian, basis — andalso the first organized movement to put thetraining of teachers upon the soundest andfirmest basis by associating it with university><awXHaoOSIny,aweftm<r,oF<uaaaOaOoauaa<aaz3aCO(/)zoUNIVERSITY RECORD 13ideals and methods. The Teachers College ofColumbia University, of which Mr. Butler waspractically the founder as well as the presentofficial head, was the first institution for thetraining of teachers undertaken in this countryunder university auspices. As the School ofEducation is the second institution of this type,we may safely regard the remarkable successattendant upon its prototype as the happiest ofomens for the realization of the possibilities inherent in the great institution we are dedicatingtoday.Finally, we greet President Butler as a distinguished educational leader — a distinctionwon not merely through apprenticeship in theaffairs of practical administration, but preeminently through the knowledge and powergained in the constant professional study of educational philosophy and educational principles.Finally, then, we congratulate ourselves uponthe honor of having these noble buildings dedicated to the sublime and spiritual cause of education through the kindly offices of one who, byhis own training, study, and writings, has evidenced his right to be an exponent of that cause.I have the honor of introducing PresidentNicholas Murray Butler, of Columbia University, who will deliver the address incident tothe formal dedication of Emmons Blaine Hallto the work of the training of teachers.THE ORATION.BY NICHOLAS MURRAY BUTLER,President of Columbia University.Mr. President, Mrs. Blaine, Members of theUniversity, Ladies and Gentlemen:The building of a great university is one ofthe noblest tasks ever committed to the hand ofman. To watch its roots strike ever deeper intothe nourishing soil of favoring public opinion,and to watch its results spreading over an everwidening area, is an inspiration; but to participate in the building of such a university gives a supreme satisfaction, perhaps appreciated onlyby those who have personally felt it.In the Middle Age it was the great cathedralwhich most fully embodied and symbolized theideals and the aspirations of civilized man. Allover Europe they were rising for centuries,those great, solemn, stately piles, whose pointedwindows and arches and towering spires markedthe aspirations of man for the things of heaven,and stood almost as if they might draw downfrom the unseen depths beyond the clouds something of the divine inspiration that lingeredthere. Into the building of those great cathedrals were poured the wealth of prince andpotentate, and the labor of pauper and of peasant. They were the embodiment of the faith ofa Christian people for centuries, and, representing as they did the dominating ideals of thatfaith, they pictured out in permanent and material form the aspirations of those people.In our own time the university has succeededto the place once held by the cathedral as thebest embodiment of the uplifting forces of themodern time. We still find place for the cathedral, but we place by its side, as more distinctlyour own and as more distinctly representative ofeverything that has entered into our modernlife, the great university as it is found in everynation of the civilized world.When the history of the last century comes tobe written, it will be seen that, after the* fall ofNapoleon and the rise of the democratic movement in Europe, the great impulse that wasgiven to the founding and development of universities represented the very best thought andthe best and highest ideals of the time. Thoseuniversities, striking root in a democracy, havebecome particularly popular institutions. Theyhave put off one by one the marks of privilegeand of exclusiveness, and under the shelteringcare of the modern democratic state they havebecome the pride of a democratic people. Thereare gathered together those devoted bands ofscholars, men and women who are giving their14 UNIVERSITY RECORDlives to the pursuit of truth in its every form,and who are bringing together for the serviceof mankind the results of their search in everyslightest department of letters, of science, or ofart.From the very beginning the essential element in the university has been no plan oforganization, no great scheme or provision ofendowment, no magnificent pile of stately buildings ; the essential thing has been the presenceof the great, inspiring, devoted teacher, whocould draw to himself those who hungered andthirsted to learn. So it was with those whogathered at the feet of the Arab physiciansabout the healing springs of Salerno; so itwas when the students of civic law flocked toBologna to learn from Alericus ; so it was whenthe thousands of students crowded the hilltopsthat now are Paris to hearken to the eloquentdissertations of William de Champeaux andAbelard ; so it was in the quieter cloisters on thebanks of the Isis and the Thames. There is,and there can be, no university built out of stone.There is, and there can be, no university madeof wealth. The university is a thing of thespirit, and that spirit will surely find in thegratitude of a democratic people the body itneeds for its existence.As the university developed and toucheddemocratic life at ever more points, the oldseven liberal arts began to break up; not thatthey were too many, but that they were too fewto keep pace with the new-found knowledges ofman, and that older classification no longer sufficed to give us the material out of which cultureand character could be had and made. Onescience pressed hard upon another, one languagecame on the train speedily of its predecessor;and before long not seven liberal arts, butseventy times seven, were included in the program of studies of the great universities.Why was it, do you suppose, that it tookthe university so long to study itself? Whydid century after century go past before it turned its eye inward and made its own process a subject of analysis, of investigation? Ido not know, unless it be that introspection ofa scholarly and analytic kind comes late in thehistory of human activities. It is true of manhimself that he was first absorbed in the studyof the external world. He was oppressed byit, overcome with it, stupefied at it. He peopledit with gods and demons because the forceswere impossible for him to understand; andreally it was only when Socrates came that theeye of man was turned in, and man's own mental processes, his own power of knowledge, hisown intellectual conquests, were themselvesstudied and related to this vast content that laywithout. Whatever reason there may be forintrospection coming late in the history of therace, there is, I suppose, substantially the samereason for introspection coming late in the history of universities. It took a long time to turnthe university eye in upon its own process. Andwhen it first turned the eye in, as it began to doin the eighteenth century, under the guidance ofprofessors of philosophy in Germany, it wasabsorbed in theoretical discussions peculiar tothe stage of advancement in which the pupilfound himself when he came within universityquarters.It took a still longer time for the universityto grasp the fundamental truth, now so simpleand so axiomatic, that the educational processis one, and that no human power can break itinto parts. You may deal with it in part, youmay cut it up for theoretical purposes into divisions, but no man can draw the point or line atwhich the division takes place. We have agreedupon certain classifications for purposes of practical administration, and it is well that weshould. That is convenient, it is helpful. Butthe moment we attach any great metaphysicalreality to those elements of classification, wehave departed from the one fundamental truthin all human life and human nature, viz., thatUNIVERSITY RECORD 15growth and development are continuous andunending.Finally, under the guidance of the psychologists this time, not the philosophers as atfirst, the university came to see that this entireprocess was one, and that the system of education from birth to adulthood was as importantfor the university as any other subject that ithad taken for its own. Then it left off sneeringat the kindergarten and the elementary school,and it embraced them in its program as elementsof human life to be studied and dealt with in thelight of their fundamental and far-reachingimportance.We have been slow, no doubt, to see all this.We have been slow to be catholic about education. We have been slow to be scientific. Butthanks be, in these great universities of Americathe fight for catholicity and the fight for scientific study of education has been won. There isno self-respecting university in this land todaythat would attempt to repeat the statementsabout education as a process and an art and aphilosophy that were common twenty-five yearsago ; and it is a matter of supreme significance,it is a matter of the supremest significance, thatwe are met today formally to dedicate thesemagnificent buildings that are to stand, let ushope* so long as stone will endure, as a monument to the catholic educational ideals of theUniversity of Chicago and as a monument tothe far-sighted benefaction of those who havemade them possible.Now, what is it that we are to do? We areto do more, members of the University, thanmerely to train teachers. The training of teachers is of supreme importance, to be sure ; no onewould dream of denying that. But beyondtraining teachers we are to study education itself. We are to remember that we are in thepresence, not of something new, but of something almost eternally old that we have neglected to study and observe. Away down fortwenty-five hundred years there have been the voices of seers and philosophers crying in thewilderness, urging mankind to take some interest in this great human institution. But onlynow, only in our own time, are we ready in ouruniversities — ready philosophically, ready psychologically, ready perhaps physiologically —to take up the serious and determined study ofan educational process itself. And then we aregoing to find how closely these bind our universities together by a study which relates itselfwith almost, if not quite, everything else they do.In my judgment, we are going consistently toapproach education on these converging lines.We are going to approach it along the line ofphysiological inquiry, along the line of psychological inquiry, and along the line of social orsociological inquiry. We are going to makeourselves familiar with the laws governing thegrowth and development of the human body.We are going to know the relation, more intimately than we do now, between the physiological and the earlier and slighter pathologicalstates. We are going to lay continued emphasisupon the physical basis of education. And weare going to emphasize year by year health asthe corner-stone of the educational structure.We are going to approach education alongthe psychological line, and there we find muchalready done for us in certain fields. The science of psychology has proceeded by leaps andbounds since Fechner's time. Immense massesof material are at our disposal regarding theadult man, but we are still strangely unfamiliarwith the growing mind and with some of thecomparative mental stages which must enterinto our comprehension of the educational process. We are going to deal more and more inthe university with the study of the genetic andcomparative aspects of psychology. We aregoing to ask how it is that these powers of ourstake their rise, what contributes to their firstmanifestations, how do those manifestationsalter in quantity as they progress. Do theyreach a maximum of perfection and then fall16 UNIVERSITY RECORDaway, or are they able to maintain themselvesupon a common level of ability? Then, in thelight of that information, we are going to asksearching questions about the food that thegrowing mind should have, and when and howthat food should be applied. You say much ofthis has been done. Yes, much has been done.The trouble with it is that it has not beenbrought together, it has not been correlated, ithas not been tested; and we are still without,let me remind you, any such exposition of thescientific process of education as we have ofchemistry or physics or zoology. We are without any such scientific exposition of the principles of education as we have of the scientificprinciples of the law. Not that the materialdoes not exist ; but we have been slow in mastering it, slow in organizing it, slower still instating it in tones which carry conviction because they are consented to by those who havemade the test under scientific auspices.Then we are going to approach this greatfield of study along the sociological side. Thisis one of the fields now most actively cultivated.It was cut off for years by false philosophy,which regarded the individual as somethingcomplete in himself. We are now happily convinced of the truth of the philosophy that theindividual can only complete himself as he completes himself in and through the social wholeof which he is a part. We have been havingthat dinned into our ears by psychologists andsociologists until we have come to see its practical importance. We have seized hold of it,not only as a theoretical principle thoroughly tobe believed in, but as a working principle ofgovernment and education and morals.As we proceed along these three converginglines, we are then going to relate all this subject-matter to the content of education. We are going to see what the scientific test of today has tosay to the experience of the ages as to the material of education. We are going to ask whatit has, if anything, that we have been passing by ; what it has, if anything, that we have beenputting in that should not be there ; what it has,if anything, upon which we have been layingtoo little or too much emphasis or importance.And out of all this, as the years go on, we aregoing to come to a reasonable doctrine in whichwe can believe because it has passed through thecrucible of science, because it has been tested byphilosophic principle, and given to us as something co-ordinated that we can take as a workinghypothesis.It is extraordinary how long we have waitedfor the settlement of some fundamental questions of principles, while the nations of the earthhave been spending treasure lavishly in the pursuit of the ideal, the terms of which they havedisputed ; but there are some things which human instinct is very sure about, even whenhuman reason lags behind.I have searched in vain through the historyof philosophy and the history of education forany educational theory put forward by a responsible authority, that was based either uponnecessitarianism or pessimism. I have beenunable to find any philosopher who, whateverhis theoretical principles have been, has not,when he spoke of education, assumed freely anoptimistic view of the world. Now, if we arebelievers, as I take it we are, in the fundamentalprinciples of a philosophy of evolution — evolution spiritual as well as evolution material —then we are at bottom optimists. We do notbelieve, we cannot believe, that the world isperfect, or that the world in its present state isthe best possible world; but that it is a goodworld progressing toward a better end is thefundamental assumption of every schoolhousein the land.No community would dream of wasting itstreasure upon training for something that wasto be continually worse. The very hopelessnessof the outlook would paralyze our endeavorsmaterially, intellectually, and morally.And so it is with freedom. So it is withUNIVERSITY RECORD 17freedom — the rational use of liberty — the onegreat end of individual existence, the one greatend of the existence of the state. We have beentaught formulas, we have learned the sentencesand the phrases from the philosophers of theeighteenth century; but do they really knowwhat it is to be free — not only free from thethralldom of kings, tyrants, and despots, butfree from the thralldom of low and petty ideals,from mean and selfish and narrow motives, fromungenerous attitudes toward our fellow-men?The one great desire of every university isthe search for truth — truth in every form andevery phase, truth as revealed in the annals ofGreece, Rome, and the Orient ; truth as revealedin the physical world in all its phases ; truth asrevealed in human history, in the study of human nature. Why are we anxious for truth?What can truth do for us? Truth shall makeus free. We are in search of truth because weare in search of freedom ; and we are in searchof truth in educational theory and practice because we are in search of free men and women- — really free, liberated from their thralldom, beit external or internal, and permitted to grow asGod meant that human beings should grow.Something over four years ago it was myfortune to be asked to a gathering in a littletown on the shores of Massachusetts Bay. Iwent down into a company of a thousand people in the little old stone church at Quincy, andI listened to Frank Parker tell the story of theregeneration of the Quincy schools. Simply asa child, that great man stood out before the menand women who were once children at his feet,and told them, without a word of boasting, howtwenty-five years before he had come to thattown and tried to set them free. It was one ofthe most beautiful, one of the most precious,memories that anyone might have — to hearfrom the lips of a great spirit the simple recitalof the beginnings of a great achievement forhumanity.Quincy is a little town with few schools, few teachers, a handful of pupils ; but out fromQuincy went a spirit which has worked to useevery moment to regenerate the elementaryschools of this country. Why ? Because a greatspirit, with his eye fixed on freedom and with aconsuming zeal in his heart for freedom, sethimself the task.Here you knew and loved him well. Over inyonder school he served this community and hiscountry for the most active years of his life.Tender as a child in dealing with children, hewas firm as a rock of adamant when faced witha question of right or wrong in education. Ihave seen him storm and rage when confrontedby the forces of ignorance and corruption whowere trying to undo his work and to tear downhis ideals, and to stand between those helplesschildren and freedom. I have seen him standin their presence and draw them to a consciousness of themselves, and with that to a consciousness of what he meant, by the simplest, mostartless, and most affecting teaching processesthat I have ever seen.That great spirit has gone to his eternal restacross the silent river, but it must be that thatspirit is with us here today. He knows, and thisUniversity will always know, what it is that hashappened that has given such significance to thisevent. He knows, and this University willalways gladly remember, what part he playedin the beginnings of these great things. And itis fitting, as we look hopefully toward the future,as we dedicate a great building which is to servethis nation long after those within the sound ofmy voice today are gone — it is fitting that weshould remember that his spirit, like all spirit,cannot and does not die. He went through lifedoing the best he could to draw things as hesaw them for " the God of things as they are."And now when the veil is rolled away and hehimself sees things as they are, the companionship, the inspiration, and the beneficence of thatgreat spirit are with this company and with thissplendid School of Education we so gladly andso hopefully dedicate.18 UNIVERSITY RECORDADDRESSES IN CONNECTION WITH THE DEDICATION OF THE SCHOOL OF EDUCATION BUILDINGS.THE MANUAL TRAINING MOVEMENT.BY THOMAS M. BALLIET,Superintendent of Public Schools, Springfield, Mass.While elementary manual training has beena part of the school curriculum for many yearsin several foreign countries, the manual-traininghigh school as a distinctive secondary school isan American institution and has been developedmost completely in this country. In this development the Chicago Manual Training Schooland the Manual Training School in St. Louishave led the way, and they have served asmodels for all other similar schools in thecountry. This missionary service, if I may sodesignate it, which these two schools have rendered the cause of education, constitutes theirdistinction and marks their importance evenmore than the number of graduates which theyhave sent out into the world, or the high andinfluential positions which many of these graduates are now occupying both in commercial andindustrial life and in the various professions.My aim, however, is not to trace the historyof the manual-training high school, or of themanual-training movement in general, butrather to state briefly the meaning and purposeof manual training, and to indicate the placewhich it ought to occupy in a general system ofelementary and secondary education.Our conceptions and theories of educationhave undergone very marked changes withinthe last twenty-five years. Education used to beassociated almost exclusively with schools andwith books, and teaching used to be characterized as "imparting instruction." Today werecognize that education is a life-process andis the result of all the forces which act uponour life from the cradle to the grave. In thislife-process the school is only one of many factors, and it derives its significance from the factthat it accomplishes its work at a time when body and mind are plastic, when impressionsmade are deep and lasting, and when the strongest bent can be given to character. The curriculum of the school must therefore be constructedwith this larger education of the after-life inview ; and the school might not inappropriatelybe described as a more or less artificial environment devised for the purpose of interpreting tothe child the environments of actual life and ofpreparing him to react rightly upon them. In abroad sense, the former constitutes his intellectual, and the latter his moral, training. It isobvious that the more the environments of theschool can be made identical with, or to correspond to, those of actual life, the better; theschool, as has been happily said, must notmerely prepare for life, it must be made a partof life.It should be the aim of the school to beginprocesses of development which may afterwardbe continued by the environments of life, inorder that the education of the school and. theeducation of life may constitute one continuousprocess. The school must therefore connectclosely with life, not merely for practical reasons, as is popularly assumed, but also forpurely educational reasons ; and there is nonecessary antagonism between education as ameans of general culture and education as apreparation for practical life, the difference between the two being merely the question as towhere the emphasis should be placed.It may be said incidentally that, in view ofthis general truth, there is much in our theoriesof educational values which needs to be revisedand restated. The educational value of anystudy cannot be determined merely by the development which it gives the pupil while he ispursuing it in school, but must be estimatedrather by what it accomplishes for him allthrough life. The question as to whether Crce-UNIVERSITY RECORD 19sus was the happiest of men could not be answered by Solon, because Croesus had not yetreached the end of his life. In like manner, it isimpossible to assign to any particular study inthe school curriculum its true educational valuewithout taking into account the whole cycle oflife. Viewed in this light, it may be said, without unfairness, that a distinctively classicaltraining has a somewhat lower, and a distinctively industrial or vocational training asomewhat higher, educational value than iscommonly assigned to them in discussions ofthis subject.To speak specifically of motor training, ofwhich manual training is only one form, it maybe said that its importance as an element ingeneral education has been recognized onlywithin comparatively recent years. The discoveries of various sciences and the conceptionof educational problems in the light of the evolution of body and mind have combined not onlyto furnish a scientific basis for such training,but also to emphasize its necessity andimportance.In the evolution of animal life movementseems to have been fundamental — movementtoward food, and movements which enabled theorganism either to escape or to destroy its enemies. It is possible that apparently purposivemovements in the animal series antedate feelingor consciousness, such movements having beenformed through natural selection. At this earlystage of the process, conduct was not only three-fourths of life, it was the whole of life. Feelingseems to have evolved as a means of intensifying movement. There is at least a strikingcorrespondence between the very structure ofan animal's body and its psychic life. The deerand the rabbit, with their mechanism for running away from danger, have also the dominantpsychic feeling of fear which serves to intensifythe running; while the tiger, with its bodilymechanism for destroying his enemy, has alsothe anger and the fierceness which render this mechanism more efficient. A fierce antelope ora timid tiger would probably not survive longin their natural environment. So close, indeed,is the correspondence between the bodily structure and the dominant psychic feelings of animals that one can very readily infer the latterfrom the former.As the primary function of feeling seems tohave been to intensify movement, so the primary function of sense-perception and the rudiments of thought seems to have been to guidemovements. The animal organism in its evolution has been intensely practical in the literalsense of the word — action and movement havebeen fundamental, psychic qualities have beenmeans. Although this relative importance ofmovement and of mind is, no doubt, very greatlymodified in the case of the human being, it maybe safely inferred that anything so fundamentalas bodily movement in the evolution of his animal ancestors cannot be without much significance in his own early education, since he recapitulates in some degree the life of theseancestors.Physiology has demonstrated that a largeportion of the human brain has a predominantlymotor function. In it seem to be generated theneural impulses which, traveling along themotor nerves, cause the contractions of themuscles. The cells in these motor areas mustbe developed, like any other organs of the body,through exercise, and the only means by whichthey can be called into activity is the contractionof the muscles. Motor training is thereforeessential to the normal, healthy development ofthe brain as a physical organ.In this motor region of the brain the areawhich controls the muscles of the hand andarm is larger than the area governing any othersingle portion of the body except that controlling the facial muscles. This fact alonewould suggest that the enormous variety of thefinely co-ordinated movements of the trained20 UNIVERSITY RECORDhuman hand have a close relation to the development of the physical brain.Physiologists distinguish the muscles of theskeleton and their nerve centers as fundamentaland as accessory. The fundamental muscles arethe large muscles which have to do with locomotion and movements not requiring fine andcomplicated co-ordinations. They are themuscles which we have in common with animals comparatively low in the vertebrate series,and which are therefore biologically old. Theaccessory muscles are those of more recent development, like those of the hand and of theorgans of speech, whose finer co-ordinations arepeculiar to man ; and they are in a special senseconnected with mental processes and the expression of thought. This fact marks a scientific distinction between unskilled labor, whichemploys in the main only the large fundamentalmuscles which have little direct connection withthought, and skilled labor, which employs theaccessory muscles, with their numerous anddelicate co-ordinations, which are in a peculiarsense organs of thought. Only skilled manuallabor is educative in a high degree; unskilledlabor, when heavy and prolonged for unreasonable hours, checks mental development andproduces stolidity and stupidity, of which theFrench peasant, as painted by Millet, is a typical example. Quails flying across the Mediterranean from Africa, when they reach the shoresof Italy seem to have lost, through muscularfatigue, their distinctness of vision and flyagainst walls and towers and drop dead. Mossoaccounts for this loss of vision on the theorythat the excessive work of their muscles hasdrawn the blood away from their brains andthus produced a state of anaemia which reducedthe functional activity of the organ. Possiblythe stolidity and general arrest of mental development which accompany excessive physicallabor of an unskilled kind, especially during thegrowing period of the human organism, may beaccounted for in the same way. The excessive work of the large muscles of the body may robthe brain of its share of blood and nutrition, andthus check mental growth. The distinction between skilled and unskilled manual labor musttherefore be sharply drawn in education, in sofar as the training of the hand is concerned.Unskilled labor may acquire a high educationalvalue as a preventive of idleness, with its attendant evils, as a means of developing steadinessof purpose, or from the altruistic motives whichprompt it.Skilled manual work has a direct bearing onthe development of the mind. Manual skill,so-called, is largely a mental product ; it residesnot in the hand, as the name would suggest, butin the mind and in the brain. It is impossibleto develop a high degree of skill in the idiot,not because his hand is imperfectly formed, butbecause the cells in his brain which govern thehand are fewer and less perfectly developedthan in the normal man or woman. Skilledlabor involves the activity of the brain as aphysical organ and of the mind to an extent thatunskilled labor does not.But while manual skill must be one of thechief aims of the instruction in manual training,especially in its more advanced stages, it is notthe only aim, nor even the chief aim, in the elementary school. As the psychic factors in theevolution of animal life develop in connectionwith movements, it is a question whether inmotor education of any kind the movementshould be dissociated from all psychic accompaniments. In other words, the question maybe raised, for example, whether physical education should ever be purely physical, basedsolely on anatomy, physiology, and hygiene, orwhether it should pay, regard to the psychic lifeand be based also in part on psychology.The instincts represent the psychic elementswhich were developed, in the process of evolution, in connection with the work and social lifeof primitive man and of the higher animals aswell. Man has more instincts than any animal ;UNIVERSITY RECORD 21only they are less conspicuous in his life, because they are normally controlled by reason.These instincts play a much larger role in thelife of children than in that of adults, since theygradually weaken, or die out entirely, as lifematures. The psychic life of children is madeup almost entirely of these instincts, inheritedfrom a past so remote that they have been called"psychic fossils," belonging to the archaeologyof our mental life. Indeed, we may say withstrict scientific accuracy that the primary teacherdeals, not with what is young, but with what isbiologically old; not so much with the mindsof children as with the minds and the psychiclife of their remote ancestors. It is mainly inthe adult that we find the psychic elements ofrecent evolution, and it is the college professorwho deals with what is biologically young inhuman nature.These instincts develop in connection with theserious work of remote ancestors and in connection with their social and community life.The fishing and the hunting instinct, so strongin. every boy, were developed through those longprehistoric ages when fishing and hunting weremore serious industries than they are today.The fighting instinct, equally strong in mostboys, dates back to quite early animal life, andhas been growing through countless ages ofstruggle and warfare.Not to multiply familiar examples, we maysay that these instincts manifest themselves inthe form of play of various sorts, and it is theythat lend interest and zest to play. Indeed, playmay be described as a repetition of ancestralwork, and it is the keen, instinctive feeling ofpleasure which accompanies it that distinguishesit from modern work. It is this psychic element which constitutes the difference between agame of ball or of cricket and sawing wood orlaying bricks.Play has a vast social significance, especiallyin early life. Sallust defines friendship as consisting in the same likes and dislikes. Society is rooted in what people have in common ; it isbased on the greatest common divisor in humannature. As the industrial and social activitiesof prehistoric man were almost identical, theplays of children of all nations are very similar,and the play instinct forms a common bond ofunion extending far into adult life.Play, moreover, has also a deep moral significance in education. The elemental moral ideasof courage, justice, veracity, loyalty, and honestywere all developed in connection with ancestralwork and social life, and they are awakened more effectively in connection with thesesame ancestral activities in the form of playthan in connection with modern serious work.A boy who cheats in a game is ostracized by hisfellows, his offense is deeply resented by all;while if he should cheat in an examination, theoffense might possibly be condoned by everyoneexcept the teacher. The football game is thesurvival in the form of play of ancient tribalwarfare. The captain is the chief of the tribe,and exacts implicit obedience and loyalty fromthe members of the team. The game requiresall the virtues of the soldier — courage, loyalty,justice, and self-sacrifice — and the captain oftenhas more influence over the student body thanthe president of the institution. As the evolution of universal ethical ideas began with tribalethics, it is probable that this same course ofevolution ought to be allowed to repeat itself inthe development of ethical ideas in children andyouth, and that plays and games can be used asvery effective means of deepening and of broadening these ideas.This brings us back to the problems of physical education, Should physical education bemade purely physical, and the mental, social,and ethical factors be ignored? If so, then itmay possibly consist of stereotyped, formalexercises, whose only function is to reachmuscles, nerves, and vital organs. The twoforms of exercise which develop healthy bodiesin animals today, and which developed healthy22 UNIVERSITY RECORDbodies in our ancestors from the remotest times,are play and work — two forms of activitywhich have a psychic basis, the one the instinctive feeling of pleasure, and the other theuseful end to be accomplished. We have untilrecently ignored both in education, and havesubstituted in place of them a carefully worked-out system of drudgery, called formal gymnastics, which bears the same relation to play thatmedicine bears to palatable food. And weignore them no less in practical life. We employ a man to mow our lawn, or to clear oursidewalks of snow and ice, and then go to thegymnasium and pay for the privilege of going,with painful, pathetic faithfulness, through aseries of meaningless exercises for the sake ofour health.It has been shown that the mere physicaleffects of bodily exercise are materially enhanced by interest and the sense of pleasure;and when such exercise is based on racial instincts, on plays and games which involvemovements and feelings as old as the race, ithas a social and an ethical value of which anartificially devised system of gymnastics iswholly devoid. The physical education of thefuture will be based on psychology as well ason physiology, and will not ignore the psychicfactor.Are there psychic factors, other than manualskill and of more importance in the elementarywork, also involved in manual training whichraise it above the plane of mere hand-trainingand invest it with a high social and ethical significance? Should manual training also bebased on racial instincts and follow the lines ofracial industrial development? Should it beutilized to give the child, through progressiveexperiments performed by himself in the shop,an insight into the industrial life of the races,the conditions which have determined its various forms, and the social needs which it hassupplied? These are questions which we cannot seriously ask without realizing how far short all our manual training in the elementaryschools has fallen of solving the real problemsinvolved, and what an external and mechanicalrelation it still bears to the curriculum of whichit ought to form the core. It is sometimes saidthat we are living in an industrial age, and thatpresent civilization is based on industry andmust be interpreted in the light of this fact.But all ages of the world have been industrial,and civilization has in so large part been basedon industry and conditioned by it that the economic interpretation of history has become ourcurrent philosophy of history. The industriesof the various periods of civilization furnish toa large extent the key to that civilization, and astudy of these industries in the light of thesocial needs which they met forms a basis forthe study of history which this subject has nothitherto had in the elementary schools.It is sometimes said that our present phenomenal development of industry is due to therapid development of the physical sciences during the last century and to the rapid advancesof our technical education. While this is true,it is equally true that the industries of every agehave rested on the scientific knowledge of theage, and cannot be studied without studyingthe scientific problems involved. Manual training, therefore, in dealing with the industries ofthe race in their development creates the practical necessity of dealing also with scientificproblems, and can be made a very natural introduction to the elements of the physical sciences.This phase of the problem of manual traininghas been studied at this University as nowhereelse, and its capital importance has been impressed on current educational thought by theliterature issued from the University. For meto dwell upon it at length and in detail on thisoccasion would not only be carrying coals toNewcastle, but would be carrying to Newcastlethe very coals which have come from Newcastle.The manual-training high school, in distinction from the elementary schools, must teachUNIVERSITY RECORD 23manual training in a more technical way. Indeed, I trust it will be made before many years atechnical school of secondary grade. We havea sufficient number of technical colleges to supply us with engineers; our great need is atechnical school of high-school grade, one ofwhose functions should be to train that largebody of men employed in our industries whocome between the engineer and the mechanic,and superintend the work of the latter under thegeneral direction of the former.Such schools should, however, not fosternarrow specialization, but should aim to developa general knowledge of machinery as well asmanual skill, and should maintain thoroughcourses in mathematics, applied science, andEnglish, history, and economics.The future evolution of secondary educationwill, no doubt, be along three lines, namely:literary, technical, and commercial; and thehigh schools of the future will be of these threetypes.The manual training of the elementaryschools and the technical training of the highschools should be supplemented by a system oftrade schools in which the broad manual training of the elementary school may be utilized asthe basis for specialized instruction in specifictrades, and the student be qualified to rendereffectively the social service to his kind towardwhich the manual training in the elementaryschool has all along his course been pointingthe way. In a large sense, the commercial andthe ethical coalesce in the trade school, and thefrequent sharp contrasting of the two in educational discussions is based on a misconceptionof both.ADDRESS FOR THE COMMERCIAL CLUB OF CHICAGO,FOUNDER OF THE CHICAGO MANUAL TRAININGSCHOOL.BY ADOLPHUS C. BARTLETT.During the early years of the Chicago Commercial Club the desirability of establishinglibraries, industrial schools, etc., in this city was, at intervals, discussed by its members, withoutdefinite conclusions being reached. Early in theyear 1882 the subject for discussion at one of themonthly dinners of the club was " The Need ofa School for Industrial Training in Chicago."Papers were read by Mr. Charles H. Ham,Colonel Jacobson, and Mr. R. T. Crane; andspeeches were made by Mr. E. W. Blatchford,Professor H. S. Peabody, of St. Louis, Mr.Marshall Field, and others. At the close of thediscussion Mr. Field suggested that subscriptions toward the necessary sum to establish theChicago Manual Training School be at oncetaken, and volunteered himself to subscribe one-fifth of the desired sum. The subscription wasafterward completed.At a later meeting a committee on organization, consisting of Messrs. J. W. Doane, Marshall Field, R. T. Crane, John Crerar, N. K.Fairbank, E. W. Blatchford, and O. W. Potter,was appointed. The school was organized andthe club elected as a board of trustees : Messrs.Marshall Field, R. T. Crane, Edson Keith,George M. Pullman, N. K. Fairbank, WilliamA. Fuller, E. W. Blatchford, and John Crerar.The board named Mr. E. W. Blatchford for itspresident and Mr. William A. Fuller for itssecretary.The building was erected at the corner ofMichigan Avenue and Twelfth Street, andfully equipped. Professor H. H. Belfield wasappointed director, and, with a corps of efficientassistants and teachers, made the school a success from the outset. The club took pride, notonly in establishing, but also in maintaining, theschool, without accepting proffered donations ofmoney from those outside its own membership.It believed that some body of citizens shouldestablish a school in Chicago for manual training as an example of that method of teaching,and as a model for the schools which, as a result,would follow ; and it gladly undertook the work.When we recall the fact that no member of theCommercial Club was a professional teacher or24 UNIVERSITY RECORDeducator, that whatever measure of success hadbeen attained by a majority of those memberswas largely due to their courage and activity aspioneers who had never had the advantages of atechnical school education, the enterprise certainly appears unique.The success of the undertaking has more thanrepaid the founders and the sustaining members.The school has demonstrated its ability to givea boy in this community who is desirous of making himself an active principle in the real affairsof the world, a mental and physical educationwhich should, ' in general, insure his laterstrength, value, and responsibility as a mechanic,manufacturer, professional or business man, andwhich should, specifically, develop and ripenthat mechanical genius and ability which is somuch needed in the enterprises of this scientificage. It has shown that, as the brain and bodywork together, their education and development,so far as practicable, should be simultaneous.It was not the original plan of the CommercialClub to conduct and maintain the school beyondthe time when its success had demonstrated thenecessity for corresponding instruction in thepublic schools of the city, or after manual training had been introduced in the institutions ofhigher learning.The desired object having been attained, theclub donated its building, equipment, and goodwill to the University of Chicago, confident thatthe school, modestly established two decades before, would, under its new conditions, constantlygrow in strength and usefulness during all thecoming centuries in which this great Universityshall flourish.Subsequent to the organization and before theopening of the school, the Commercial Club ofChicago was the guest of the Commercial Clubof St. Louis, at which time its members visitedthe manual-training school established in 1879and conducted under the direction of Washington University. The visitors were deeply impressed with the exceedingly practical features of the education acquired by the pupils. Manyof the club members there witnessed for thefirst time the storing of minds with book learning and the teaching of handicraft in the sameinstitution. They recognized the decided advantages which the combined education gave tovoung men who aspired to do something in theworld. Furthermore, the manufacturers andmerchants, constituting the membership of theclub, foresaw as occupants of their factories,warehouses, and counting-rooms not only theoretically but practically trained men who couldsolve some of the perplexing problems whichconstantly beset employers who are seeking capable assistants. Upon questioning the students,they found that the false ideas regarding thedignity of manual labor, which too frequentlyobtain among learners in schools of higher education, were conspicuous by their absence ; andthat the young men, in many instances, haddeveloped a love and adaptation for branches ofthe work which had with certainty determinedtheir future vocations.Your speaker was somewhat surprised when,in conversation with two bright young men whowere about completing their senior year, helearned that they thought the blacksmith shopthe most fascinating room in the whole institution. This did not necessarily mean that they.would spend their entire lives at the anvil, buttheir frankness and evident enthusiasm did meanthat they considered pounding iron and steeljust as honorable and dignified as pounding apulpit.If nothing further were accomplished thankeeping much of the nonsense regarding thedegradation incident to hand labor out of theminds of susceptible boys and young men, thetime and money devoted to a manual-trainingcourse were well expended.In 1882 the club did not foresee conditionsnow existing in the world of work that willrender this and kindred schools factors in determining the relations which should exist betweenUNIVERSITY RECORD 25labor and capital, employer and employee. Unquestionably many of the greater evils of societycan be corrected by the proper education of itsmembers — not alone the education which entitles the student of a college or university to adiploma or degree, for that is too frequentlynarrow and incomplete ; but that broad, catholiceducation which comes through a thorough mental and physical training, and which affords aclear insight into the lives, capabilities, andrights of the student's fellow-men; which unfolds to the understanding the obligations whichproperly devolve upon the individual; whichteaches those true principles of practical economics that constitute the foundation to whichthe world's machinery of material life is anchored ; that education which makes its possessors leaders of men who are less fully equippedthan themselves.Much of the turbulence existing today in theindustrial world is due to the ignorance whichprevails among both employers and employees— ignorance, upon the one hand, of what constitutes good service by loyal and interestedworkmen, and hence a lack of appreciation ofloyalty and true interest; ignorance of thedomestic and social life of employees, and of thedemands made upon every citizen, whatsoevermay be his station in life, by the advanced civilization of the present day. On the other hand isthat ignorance of natural laws which impelswage-earners to attempt the enforcement of self-made rules which are not sanctioned by the enactments of men or the revelations of God;attempts resulting in lawlessness, distress, andcrime, and which must in the end, for thosereasons, prove total failures.The School for which we are today formallyopening yonder beautiful building, and otherschools of the same order, which are educatingboth the heads and the hands of the mechanics,manufacturers, and business men of the future,will do much toward dispelling the ignorancewhich stands in the way of the more rapid de velopment and progress of this great country.The higher education, the theory and the practice which a course in one of these schoolsaffords ; that perfection of education and development which comes through the library andworkshop, the lecture-room and the foundry,the absorption of moral influences and the fashioning of wood and iron, simultaneously, areguarantees that the graduates will never becomegreedy, unjust, and unscrupulous employers.Neither will any graduate from this School everlift his voice in favor of limiting the number ofyoung men who shall be allowed to learn thetrade of their choice, any more than he willadvocate limiting the number of young men whoshall attend this and similar schools of learning.These graduates will never be in sympathy withleaders of men, not legally constituted, who undertake to say that a son shall not learn the tradeof his father, while at the same time adult foreigners, without limit as to number, are permitted to fill the factories and workshops of thiscountry ; that the indifferent workman shall setthe pace to which the better, more skilful, andmore ambitious workman must conform — inother words, that a good workman can receiveno more pay than a poor one; that a skilledmechanic shall not be permitted to work, however much his services may be in demand, unlesshe can show a certain form of card with hisname inscribed thereon. The graduates of thisSchool will, by virtue of their past environmentand teaching, without doubt be in favor ofunions of capital or unions of labor which shallbe beneficial to those who are interested, provided they do no harm or injustice to those whoare not included.Because of that discipline of mind and ofhand to which the graduates of the ManualTraining School shall have been subjected, theywill early fill the high places in the departmentsof life for which they are adapted, and their influence will be felt among those who have been26 UNIVERSITY RECORDblindly or unwillingly led by either ignorant,self-seeking, or unscrupulous leaders.The Commercial Club, in establishing andmaintaining the Chicago Manual TrainingSchool, wrought better than it knew. Its beneficiary, the University of Chicago, will enlargeand extend the scope of the good work, beguna score of years ago, by the education in apractical and useful manner of thousands ofyoung men, and to the betterment of social conditions. The club is justly proud of an achievement in the educational world which not only itsmembers consider successful, but which is acknowledged and indorsed by the faculty of thehighest school of learning in the great Mississippi Valley.DEPARTMENTAL CONFERENCESIN CONNECTION WITH THE DEDICA TION OF THE BUILDINGS OFTHE SCHOOL OF EDUCA TION.The following Departmental Conferenceswere held in connection with the dedication ofthe buildings of the School of Education onMay 13 and 14, 1904. A General Conferencewas also held on the afternoon of May 13, presided over by Dean Henry H. Belfield, at whichaddresses by Superintendent Thomas M. Balliet,of Springfield, Mass., and Mr. Adolphus C.Bartlett, of Chicago, were given. They arepublished in full in this number of the University Record.On May 13, between the morning and afternoon sessions of the educational conferences,an informal luncheon was given by the University, at Emmons Blaine Hall, to visiting teachersand friends ; and on May 14 another informalluncheon, which was largely attended, was servedto the guests of the University in HutchinsonHall. The luncheon was immediately precededby a reception, held in Emmons Blaine Hall, inhonor of Mrs. Emmons Blaine, PresidentNicholas Murray Butler, of Columbia University, President Augustus Downing, of the Normal College of the City of New York, and otherdistinguished guests. The President of theUniversity and Mrs. Harper were at the headof the receiving line, and they were assisted byvarious members of the Faculty of the Schoolof Education and their wives. FRIDAY, MAY 13.10:00 a. m. Departmental Conferences.Emmons Blaine Hall.The Training of Teachers, Director John Dewey.room 117.1. " The Place of Psychology in the Training ofTeachers," Professor M. V. O'Shea, University ofWisconsin.2. " The Training of Teachers : "" From the Principal's Standpoint," Principal KateStarr Kellogg, Lewis-Champlin School, Chicago." From the Teacher's Standpoint," Head AssistantMary A. Crowe, Raymond School, Chicago.The Arts, Miss Lillian S. Cushman.room 204.1. " Social Needs of ^Esthetic Development in theSchool," Professor Charles Zueblin, the Universityof Chicago.2. " The Fine Arts," Mr. Ernest Fenollosa, New York.3. " Manual Training in the Elementary Schools,"Mr. Ira M. Carley, Francis W. Parker School,Chicago.4. " Household Arts," Assistant Professor Alice P.Norton, School of Education.Music, Speech, Oral Reading, and Dramatic Art,Miss Eleanor Smith.room 214.1. " Pedagogy of Music," Mr. E. B. Norton.2. " Training Children to Speak and Read Aloud."The discussion will be opened by: Associate Professor Martha Fleming and Mrs. Gudrun Thorne-Thompson, School of Education, and Miss JennieHall, Francis W. Parker School, Chicago.SATURDAY, MAY 14.10:00 a. m. Departmental Conferences.Emmons Blaine Hall.History and English, Professor Ella F. Young.room 204.1. *' English in the Elementary School," Mrs. PorterLander MacClintock, School of Education.2. " American History in the Elementary School,"Associate Professor Emily J. Rice, and Miss ViolaDeratt, School of Education.Mr. Henry W. Thurston, Chicago Normal School.Science, Geography, and Mathematics, Professor W. S.Jackman.room 212.1. " Science in Primary Grades," Principal Flora J.Cooke, Francis W. Parker School, Chicago.2. " Geography in Elementary Teaching," AssociateProfessor Zonia Baber, School of Education.3. " The Teaching of Mathematics," President DavidFelmley, State Normal School, Normal, Illinois.The Library and Museum, Librarian Anderson H.Hopkins, Louisville, Kentucky.room 200.1 . " The Library as an Educational Factor." MissMary Eileen Ahern, Editor Public Libraries, Chicago.2. " The Museum as an Educational Factor," Mr. IraB. Meyers, School of Education.UNIVERSITY RECORD 27PRESENTATION OF THE AMERICAN FLAG TO THE SCHOOL OF EDUCATION.Preliminary to the dedication of the buildingsof the School of Education was the presentationof an American flag to the School by the Training Class, May 12, 1904.The ceremonies were held at the south entrance of Emmons Blaine Hall^ and were attended by the teachers and pupils of the entireschool.The following order of exercises was observed :PROGRAM AT PRESENTATION OF THE FLAG.O Columbia, the Gem of the Ocean. . The University BandPresentation of the FlagThe President of the Class, Miss Helen E. PurcellAcceptance of the Flag Dr. H. H. BeliieldRAISING THE FLAG.The Star-Spangled Banner The University BandThe American Flag Joseph Rodman DrakePROFESSOR S. H. CLARK.Hail Columbia The University BandSentiment: When my eyes shall be turned to beholdfor the last time the sun in the heavensWebsterMR. JOHN FISCHER.America The University Band and the SchoolPRESENTATION OF THE FLAG.BY HELEN ELIZABETH PURCELL,President of the Training Class,This beautiful building, so soon to be formallydedicated, is educational in a twofold way.First, it is to be dedicated to the education ofboys and girls so that they may realize the highest end to which they can attain — the cultivation of all that is good in their own personalitiesand the use of that good for the benefit of mankind. Besides this, the founders of the Schoolaim to place such means at the disposal of thosewho are to be the helpers of* the youth of thepresent generation that they may be well fittedfor their work and realize in its broadest sensetheir duty to those under their care.In no country but our own would it be possibleto have a school with ideals such as this Schoolhas. Political equality and a true appreciation of the value of personal worth are necessary forthe growth of an institution such as this; andonly in our own United States do we find thosetwo fundamentals present in the degree in whichthey are necessary for perfect individual growth.That we live in a country that stands for suchideals as this School represents is a reason forjust pride ; and as we review its past and realizethe love of country and faithful adherence toduty which our ancestors have shown, we claimwith joy the right to carry the cause of humanity farther, and to make our country stand forstill more as a nation and an uplifter of mankind.Over this School and every school in the landthe Stars and Stripes should wave as a constantreminder of the greatness of our birth-right, andthe legacy of truth and righteousness which itrepresents. Let us, then, on this the eve of ourdedication, pledge ourselves to the service ofhumanity and country. And may this flag,which I now present to the School as a gift fromthe collegiate department, be to us an emblemof success achieved through many struggles andan inspiration to live the best that is in us.ACCEPTANCE OF THE FLAG.BY HENRY HOLMES BELFIELD,Dean of the Technological Course in the University High School.Ladies and Gentlemen of the Training Class:It is a great pleasure to receive from you, forthe School of Education, this flag. No moreappropriate gift could be given by any class toany school.This is the flag which we all love. We love itbecause it is ours — the flag of our native land.We love it for its history, which grows moreeloquent with each succeeding year. We love itfor what it stands — for opportunity to all wholive beneath its folds ; and we love it becauseit is an inspiration to everyone at home andabroad who can read its message. There aremany of us who never can see this shining ban-28 UNIVERSITY RECORDner without a swelling heart and a moistenedeye.For this flag hundreds of thousands of bravemen have counted it joy to die, in the shock ofbattle on the land, and amid the roar of mightyguns on the rolling sea. And millions morestand ready to spring to its defense in hour ofneed.The generations which have seen this flaggleam in the smoke of deadly conflict in the sadwar in our own now happy land, in Cuba, inChina, in the islands of the Orient, are passingaway. The honor of the flag will soon be committed to you, and to others such as you. We hope that this banner will never again lead intothe flame and thunder of battle ; but if it should,follow you must, and follow you will. But,whether or not this call shall be made upon you,as it is now made upon the men of Russia andJapan, what higher, nobler resolve can you makethan to devote yourselves to the advancement ofthe great principle for which the flag of yourcountry stands — the uplifting of the humanrace?Forever float that standard sheet!Where breathes the foe but falls before us,With freedom's soil beneath our feet,And freedom's banner floating o'er us?UNIVERSITY RECORD 29ADDRESSES OF WELCOME TO THE CHINESE PRINCE, PU LUN.*WELCOME ON BEHALF OF THE UNIVERSITYFACULTIES.BY JAMES LAURENCE LAUGH LIN,Head of the Department of Political Economy,Your Imperial Highness, Prince Pit Lun:Today the youngest university in Americaheartily welcomes to her gates you, the heirapparent of the oldest empire in the world. Itmay be that a young university presents someof the eager aspirations and the larger and moreliberal point of view of the life of youth ingeneral ; but it is certainly true that it welcomesyou today, not merely because you represent theoldest and most interesting empire of Asia, butbecause you have shown a deep and liberal concern in education as a means of progress >.n yourown native land.If a young university may possibly exhibitsome of the progressive tendencies of education,it may also be true that the young nation inwhich we have built this university has an exceptional enthusiasm for liberal progress in politicsand science. Exactly because America has hadthe generous aspirations of youth, and has beenfired with the spirit of progress, has it been ableto appreciate with all the warmth of friendshipthe efforts of China to place herself among theprogressive nations of the earth. If there is anyone thing more than another which has thoroughly delighted the people of America, it hasbeen the policy of Secretary Hay and PresidentRoosevelt in which they have shown themselvesjust, generous, and friendly to China in time ofstress and danger. The cordial relations whichhave thus been established between the oldestand youngest nations of the world are peculiarlyvalued by the true public opinion of the thinkingclass of America. We hope that this is only anearnest of closer relations yet to come.1 These addresses were delivered in the Leon Mandel Assembly Hall on May 16, 1904. On the other hand, if there is any one thingmore than another which has thoroughly humiliated the people of America, it has been themistaken policy of some of our politicians whohave succeeded — we trust, only temporarily —in excluding from this country, not the class ofworkingmen, but the gentry, the buying merchants, and above all the very students fromChina who wish to come here to acquire thespirit of our institutions and to carry back toChina a correct knowledge of our domestic andpolitical life. In welcoming Your Highness heretoday within these academic walls, you are welcomed the more cordially because the universityman is the very first to wish for freedom ofstudy and for freedom to seek knowledge withinthe boundaries of all countries in the world.A nation so great, so ancient, so early in rising to the height of progress in science as China,has much to teach us. A nation which, afteroutstripping the world, has remained stationaryat that stage for two thousand years, has elements which a young modern nation of onehundred and twenty-five years will study andanalyze with deepest respect. We have deeprespect for the veneration of the Chinese fortheir elders in the family ; for their commercialhonor and scrupulous regard for business engagements ; and for their wide tolerance of themost varied religious tenets among theirsubjects.It will be well for Americans to know Chinabetter; and we hail with enthusiasm this visitof Your Royal Highness as a means of comingto know us better, and of increasing the number of those ties which bind the two countriestogether in friendship. You have come to us asa gracious visitor; we hope you will go awayas a valued friend. You have come to see andto learn ; we hope you will return with affectionfor the country which has welcomed you ingenerous sincerity and the most cordialfriendship.30 UNIVERSITY RECORDADDRESS OF WELCOME ON BEHALF OF THESTUDENTS.BY WILLIAM JOHN WATERMAN,President of the Senior College Council.Mr. President, Your Imperial Highness, Members of the Faculty, and Fellow Students:When the status of the great Chinese empireis examined today and it is compared with othercountries of the world, especially the eastern,we cannot fail to notice two things :The vast population of that ancient countryis fast coming in touch with the ideas and idealsof other nations, and adopting such as may seemof practical use to it for increasing its ownglory and strength. While the empire is nowenjoying a period of peace and prosperity, themachinery, the financial systems, the customs,the laws of other nations are being criticallyscrutinized by shrewd statesmen and applied toChinese needs. There is also a marked periodof progress in every line; and progress meanspower within and without the home government.We notice, in the second place, that there is afreer, healthier interest existing between Chinaand America than ever before, despite the factthat the immigration law exists. Each freelyexchanges the products of one country forthose of the other. Commercially, the Philippines have increased the advantages of bothcountries. Educational systems in vogue inAmerican universities are being introducedwidely. Missionaries are traveling throughoutthe empire, carrying new ideas concerning law,education, morals, and religion. On the otherhand, Chinese art, literature, and industries arebeing introduced into the United States.Since we know that these conditions exist,and realize that Your Imperial Highness willwish to learn much from observation concerning our country, states, and other institutions,we welcome you to the University of Chicago —a typical American institution — because of itscosmopolitan and democratic spirit. Here youwill find all classes, colors, and kinds of men and women. The high, the low, the middleclasses; the rich, the poor, the successful, theunachieving — each and all are represented.Further, each man exists by and for the othermembers of the University and by and for himself. Every student must stand upon his ownmerit and win his own laurels. He receiveshonor because he has worked for, and achieved,success.We welcome you also because of the University's high physical, educational, and moralstandards. We believe that nations becomestrong and efficient along the same lines thatindividuals master self and make character. Wecan see and acknowledge no other way. Ahealthy people, a population of thinkers, a purenational consciousness are the doorways topower.As students and young people we welcomeyou, because you may here see the men andwomen who will be the future leaders in America. We believe that there are senators, representatives, judges, and perhaps even a presidentof the United States in this audience. If we canpersuade him to accept, we may even electPresident Harper to that exalted position someday.For all these reasons we, the students of theUniversity of Chicago, welcome you, the representatives of that great Chinese empire, andespecially do we welcome His Imperial Highness, Prince Pu Lun, to these classic halls.RESPONSE TO THE ADDRESSES OF WELCOME.*BY HIS IMPERIAL HIGHNESS, PRINCE PU LUN.His Highness said that he had many American friends in Peking, friends in the legations,and also American ladies and gentlemen whoare traveling in China. He was not surprisedto find that the American people in the legations1 The response, which was in the Chinese language,was 'interpreted to the audience by a member of the official staff, General Wong, formerly a student at YaleUniversity.UNIVERSITY RECORD 31and those who were traveling around the worldwere well educated ; but from the time he landedin San Francisco until today he has noticed thatevery man and woman in America seems to beeducated. He could not make out the reasonwhy there were so many educated people inAmerica ; but today, on coming here, he beginsto see why education is so universal in America.He is no longer surprised at the greatness ofAmerica and Americans. He sees that education is the foundation-stone of the great American republic. In the great schools, colleges,and universities of America men and womenare turned out to become good citizens of theUnited States.And now he hopes to be instructed also fromwhat he has seen of education in the UnitedStates ; and he hopes, when he gets home, to tellthe government and the people of China what agreat country the United States is, and that thegreatness of the country is based upon education. He hopes that China will soon be educatedaccording to western education.He hopes that it will not be long before thetwo countries understand each other more, andappreciate each other better ; so that the friendship existing now will become firmer and closer,and the two countries on the shores of the Pacific will ever live in peace and good-will.He likes the President and the Faculty andthe students of this University, who are socourteously receiving him today. He thanksyou for all the courtesy and attention you haveshown in listening to his speech.ADDRESS BY GENERAL WONG,Member of the Official Staff of Prince Pu Lun.It is, indeed, a great honor for me, a comparatively young man, to stand before thistalented audience and say a few words. Tospeak conscientiously, this very warm receptionwhich I have received at your hands makes mefeel somewhat ashamed, because I have some thing to confess. It was my fond hope that HisRoyal Highness should see Yale first ; but sincehe could not first see the first college in the East,he comes to see the first college in the West.The only topic on which I think 1 can speaktoday is that of education. Perhaps, you willall feel interested in the way our people are educated. I may say that we have to go through avery laborious process, a much more laboriousone than you have in the States. In our classeswe have to go back through two thousand yearsfor our information, and we have to learn everything by memory — by rote. We start at the ageof five or six years, and we study through lifewithout getting educated — that is, from yourpoint of view. This really is not a joke on mypart — it is the actual truth. We are beingeducated backward. We are still trying toapply, at the present day, the education that wasgood in China two thousand years ago ; that is,we have to study the mode of government oftwo thousand years ago, and try to apply thatmode to the present day. That is why our education has so far been a failure. We havenever thought very much of the modern formsof armament, the navy, the army, the great guns,and so on. We are still ignorant of the pen, andwe are still ignorant of the fact that the pen isnot mightier than the sword. I do not mean tosay that it is not folly to say that the pen ismightier than the sword, but we have not cometo that time yet. I may say that China is whatSpencer calls " in advance of the times." Nowwe must go back a little; we are getting toofar ahead. And in going back, we are comingout here to the West to see what we can learnof you.In the first place, let me tell you that in ourcountry, for the last forty-five hundred years,we have always recognized education and talent.In our country there are two classes, the nobility— the royal class — and the common class ; thatis, the Chinese nobility is a gentry class. Everyman, in order to enter the nobility, must pass his32 UNIVERSITY RECORDcivil-service examinations, and these examinations are extremely difficult. As soon as a manobtains his first degree, he is not entitled tomuch; the second degree means more; butwhen he reaches the third and fourth degrees,he feels that he has attained much in life. Onhis retirement he enters the gentry class.This is all done by plodding through books —by writing essays ; and there is nothing that isdearer to the heart of the Chinese than to studythrough the old books. So that to ask him nowto give up all the old modes of study, which havebeen used for two thousand years, is very hardon him. Of course, the means that have beenexerted to make him give them up have not beenvery pleasant — I mean the sword and the gun.However, the Chinese are being made to see thatit is useless to stick to the old methods, andtoday we are trying to turn over a new leaf, byadopting the western method of education. Ibelieve that at present all the colleges of Chinaare under American professors; and most ofthem, permit me to say, are Yale men. In myown college 1 believe there are altogether elevenprofessors, and all of them came from Yale. Ido not know the reason for this, but I supposethat Yale got ahead of you by about a hundredyears or so.We have about two thousand Chinese incolleges in Japan, over two hundred in Europe— France, England, Austria, and Belgium —and some in Russia. I think there are abouttwenty-four in the United States. Of course, Iwas educated in this country, and I feel partialto this country ; so that I want both my friendsand the young men of the gentry class to cometo this country to learn, and take back to Chinawhat they get from this country. I may be wrong,but I think I am right in saying that the American system of education is the best in the world ;and whatever I can do toward getting the government of China to accept the American systemof education I will do. I think our government is already leaning toward America to learn howto educate its young men.Coming now to the question of the students,why are there so few in America? Simply because we cannot get in. It is true that accordingto treaty we have a right to get in, but the officials of the ports make it so difficult for us thatwe prefer to go to some other place where wecan get in without meeting so many difficulties.That is why it is so hard for the Chinese to geteducated in this country. I think you haveplenty of education to spare, and ought to helpus in this way.I have always thought that the time for aman to go to another country was when hewas young. Then he can learn the languageand get strong first impressions. I can tell you,ladies and gentlemen, that all the Chinese students in this country have always proved themselves, if not in any way brilliant, at least worthyof the confidence of the government. I canstand here and say, without fear of contradiction, that every man killed in the battles whichhave been waged in China was shot in front.And to get shot in front was learned in America.You, ladies and gentlemen, will soon becomeactive citizens in this country. You are preparing yourselves for such duties ; and, whenyou get into politics, bear it in mind that it costsyou nothing to let the Chinese young men comehere to be educated. You will lose nothing byit, because these young men come to your country, not to take away your money — only youreducation ; and when they go back they will putthe education to good use; and once educatedin this country, you may be sure they will uphold the reputation of America to the best oftheir ability. You will also find them in futureto be good citizens to be dealt with commercially, and you will find them staunch friendsalways.I want to thank you for your attention, andfor applauding me, for reasons which I cannotyet see.UNIVERSITY RECORD 33REGENT REPORTS FROM THE EXPEDITIONThe recent reports from Dr. Edgar J. Banks,the Field Director of the Expedition, are verysatisfactory. "Of the three hundred inscribedfragments which have been found this week afew contract tablets are perfect. Several fragments of a very large tablet with fine writing oneach side were found twelve feet below the surface in Room 3. In the same room I founda nearly perfect tablet, 5 by 8 inches, with fivecolumns of writing on each side. It is still toowet to clean. The style of writing is very lateBabylonian. (January 15.)Yesterday they came upon the immense mudwalls of a palace, and in one of the chambersthey found six tablets and a stamped brick ofBur Sin. I therefore take this to be the palaceof that important king of Isin, and in a fewdays, when the work at the temple has progressed sufficiently for the present, I shall sendall the workmen to this place. (February 17.)Instead of keeping the men at VI, it hasseemed to me best to transfer them to III, thepalace at the West Corner, which I believe isnext in importance to the temple, and there Ihope to find the remaining fragments of thecylinder." (March 1.)The trouble with the Arabs has been amicablyarranged. In his latest report, No. 13, fromBismya, dated March 25, Dr. Banks writes:" Since my last report the excavations havebeen carried on but four days on account ofsevere sandstorms, religious feasts, trouble withan Arab sheikh, and my absence in Kut to meetMrs. Banks and Air. Paige. The finds, as youwill see from the inclosed list, are of considerable interest. I am not yet certain as to thenature of this Ruin III where we are now excavating. It may be a single palace, or a number of small houses and narrow streets. If thelatter is the case, the streets are about a meterwide, and along them are placed water-jars. OF THE ORIENTAL EXPLORATION FUND.All of the tablets found in this ruin are near thesurface, and none have appeared lower thantwo meters. In one room excavations havebeen carried to the depth of twelve meters, andeven at that depth walls and fragments of pottery appear. The tablets which seem to befound in groups of from ten to twenty are allinscribed with the same ancient character ofSargon's time, and the frequent occurrence ofhis name and the appearance of the name ofNaram Sin lead me to suppose that Sargon andNaram Sin once lived here. It seems best tocontinue the work at III, for the tablets are ofunusual antiquity, easy to excavate, and theother finds are of interest.On March 13 we received a telegram sayingthat Mrs. Banks and Mr. Paige were on theirway up the Tigris, but, as the boat was notallowed to stop at Kut-el-Amara, they would beobliged to continue to Bagdad. The next morning, during a severe sandstorm, I started overland for Kut, and on the way I passed threeruins which I am inclined to believe have notbeen visited by other Europeans. The firstmound, about an hour from Bismya, is low andunpromising ; I could not learn its name. Thesecond, an hour farther on, is Lubeiya, of aboutthe same height as Bismya, but far less extensive. On the surface of the lower parts arenumerous fragments of blue, glazed, slipper-shaped coffins, on one of which I saw the faceof a woman. Half an hour still farther on isRuaiya, a smaller but higher ruin, surmountedwith masonry of square Babylonian bricks. Isaw no inscriptions, but one of my workmenbrought me a most archaic tablet which he saidcame from there.At Kut the Kaimakam placed a house at mydisposal, and with the aid of Consul Hurner weobtained from the Vali of Bagdad permissionfor the boat to stop on its return, and on March34 UNIVERSITY RECORD18 Mrs. Banks and Mr. Paige arrived at Kut-el-Amara safely and in good health. The nextday we started down the Shatt-el-Hai in a sailboat, but on account of exceedingly strongsouth winds we were three days on the way. Itaeemed impracticable to return by the shorteroverland route, on account of the amount ofbaggage and the insecurity of the country. OnMarch 23 we left Hai for Bismya, a distance ofabout eight hours by horse. A sandstorm cameup, and, losing our course, we found ourselves,after six hours, on the road to Kut, still sixhours from Bismya, and among a most dangerous Arab tribe. We were attacked and followedby the Arabs, and the frightened muleteers wereinclined to leave the baggage to be plundered,but, aiming my rifle at the head muleteer, andriding ahead, I forced them to follow me, andthe attacking Arabs soon gave up. We lostnothing. The animals were heavily laden, andsome of them fell beneath their loads; but wecontinued toward Bismya until twTo hours afterdark, and then, fearing that we might not be inthe right course, stopped in the open desert forthe night. We had ridden twelve hours thatday. In the morning, as we dug ourselves frombeneath the sand which nearly buried us, Bismya was but half an hour away.During my absence work at the excavationshad been continued but two days, for one of theso-called owners of Bismya came to collectmoney from the workmen. As I had instructed,in case of trouble, Ahmed stopped the excavations, and Sheik Selman, seeing his profits cutoff, at once drove away the pretending owners.At the present time we are having festivals inhonor of Hassan and Hussein, whose death allthe Shiites are lamenting.I have asked Mr. Paige to prepare a reportexplaining the delays and expenses of his trip.As nearly as I can judge, the delays are theresult of circumstances. Cholera in Busreh andBagdad, the refusal of the river boats to takepassengers, and the quarantine at almost every point, justify the delay after their arrival atBusreh. Mr. Paige has now begun work in thephotographic room. I shall now be able tosupplement my reports with photographs andplans.I am pleased to report that the trunk of books,medicines, etc., which was lost in Busreh, hasbeen found, and is now at Bismya, and that theequipment of the old expedition is fairly complete. In a later report I will submit a list ofthe objects of that outfit."Robert Francis Harper, Director.Haskell Oriental Museum,May 23, 1904.PLANS FOR THE NEW BUILDING OF THE DIVINITYSCHOOL.The site originally assigned for the DivinityBuilding by the Board of Trustees was at thesouthwest corner of the main campus, immediately south of the Divinity Houses. Provisional plans were prepared several years ago forthis site, but in the re-examination of the wholematter of the location of buildings in connection with the discussion of the library problem,it was found to be necessary, in the interest ofthe general plan, to make a different arrangement. The original site was accordingly assigned to the Classical Building, and to theDivinity Building was given the space immediately north of Haskell Museum and east ofCobb Hall. This is the reciprocal position onthe south side to that occupied by the KentChemical Laboratory on the north side.The plans prepared for the new site are fora building in the form of the letter T, withrelatively short stem from north to south, andlong cross from east to west. The buildingwill measure one hundred and eighty feet fromeast to west along the north fagade, and onehundred and fifty-two feet from north to souththrough the stem of the T. The main entrancewill be from the north, and will lead into a cen-UNIVERSITY RECORD 35tral corridor approximately thirty by fifty feet,This central corridor will be flanked on theright hand side by the west arm, fifty byseventy- four feet; on the left by the east arm,fifty by sixty-six feet ; and on the south by thesouth arm, fifty by sixty-eight feet.A notable feature of the building is its chapel.In order to secure the necessary height, and atthe same time to give suitable entrance to thischapel without devoting the whole of one arm ofthe building to it, the floor levels of the westarm will be different from those of the othertwo arms. From the center corridor alreadyreferred to, a short flight of steps will leaddownward to a group of lecture rooms occupying the ground floor of the west arm. Theserooms, although on a lower level than the mainfloor of the other two arms, will be entirelyabove ground, and there will be beneath them abasement for the conveyance of steam pipes, etc.From the floor of the corridor a short flight willagain lead upward to the chapel floor placedjust above the recitation rooms already referredto. The chapel will extend from this high firstfloor level to the roof of the building. The result will be a chapel of dignified and noble proportions, fifty by seventy-four feet on the floor,forty feet high on the side walls, and fifty-sixfeet high in the center.A second notable feature of the building willbe the library, which with its stackroom andresearch rooms will occupy the whole of thethird floor. It is, of course, to be rememberedthat what would otherwise be the first floor ofthe west arm is occupied by the upper portionof the chapel. This library will provide a reading-room seating about one hundred and thirtystudents, stackroom for the storage of books,and research-rooms for special investigators. Abridge about twenty feet in length will connectthe reading-room with the present reading-roomin Haskell Museum, which will in its turn beagain connected by a bridge with the ModernLanguage Building, and the main library build ing when this shall be built. This arrangementwill facilitate the consultation of books in theclosely related departments which will eventually occupy the Divinity Building and the Haskell Museum, and, when the whole librarygroup is completed, will afford easy communication between the Divinity library and all theother libraries located in this group.The first and second floors of the east andsouth arms will be occupied with offices for theDeans and other officers of the Divinity School,lecture rooms, and seminar rooms. The basement will contain lockers and lavatories formen.The architecture of the building will be ofthe same general style as that of the buildingsrecently erected by Shepley, Rutan & Coolidgeupon the campus. Its main fagade will in somerespects resemble that of the new Law Building,but will be a little longer and lower. Anyobjection which might otherwise be felt becauseof this general resemblance will, it is believed,be wholly obviated by the fact that the twobuildings will be so related to each other thatno impression of a mechanical balance will beproduced. From any point from which bothbuildings could be viewed they will present awholly different aspect.THE RESIGNATION OF PROFESSOR JOHN DEWEY,HEAD OF THE DEPARTMENT OF PHILOSOPHY.The resignation by Professor John Dewey ofthe Headship of the Department of Philosophy,and of the Directorship of the School of Education, will take effect January i, 1905, althoughhis active connection with the University willcease at the close of the current Quarter.His work at the University began with theSummer Quarter of 1894, when he came to Chicago from the University of Michigan. TheUniversity work in Education, as well as inPhilosophy, has been under his direction sincethat time, sometimes as a separate department,36 UNIVERSITY RECORDsometimes as a part of the Department of Philosophy; and from the year 1902 he has beenDirector of the School of Education.During this period he has been an active contributor to philosophical and educational literature, and in the Laboratory School, maintainedfor several years in connection with the Department of Education, has attempted a fundamentalinvestigation of the purposes and methods ofelementary education.Professor Dewey will enter upon his work asProfessor of Philosophy in Columbia University in February, 1905.THE ANNUAL ELECTION OF THE UNIVERSITY OFCHICAGO SETTLEMENT LEAGUE.The University of Chicago SettlementLeague, in its regular meeting on May 17 atthe Quadrangle Club, received the annual reports from its officers and the chairmen of committees, and also held its annual election.The report of the Finance Committee showedthat the amount pledged by the League for thesupport of the work at the Settlement had beensuccessfully raised. The membership of theLeague is now 202, which is an increase offorty-five since last autumn.The officers elected for another year are asfollows : President, Mrs. Charles R. Henderson ; vice-president, Mrs. Henry H. Donaldson ;recording secretary, Mrs. John C. Hessler;corresponding secretary, Mrs. Charles Zueblin;treasurer, Mrs. Charles P. Small; director,1904-5, Mrs. George M. Eckles; directors,1904-6, Mrs. Charles A. Marsh, Mrs. Charles M.Child, and Mrs. Edgar J. Goodspeed ; directors,1903-5, Mrs. William R. Harper, Mrs. HarryP. Judson, and Mrs. Horace S. Fiske.The ladies of the League, assisted by theSettlement Association, will give a lawn partyJune 4, on the block between Woodlawn andKimbark avenues, for the children of the University Settlement. THE FACULTIES.Professor Marcus Dods, D.D., of the FreeCollege, Edinburgh, Scotland, was the University Preacher on April 24 and May 1 and 8.Associate Professor Francis W. Shepardson,of the Department of History, was a delegateto the Republican State Convention which convened at Springfield, 111., on May 12, 1904.Dr. Burton E. Livingston, Assistant in theDepartment of Botany, has been awarded theWalker prize by the Boston Society of NaturalHistory for a paper on "Ionic Stimulation inPlants."On May 20, in Lexington Hall, ProfessorEdward Judson, Head of the Department ofHomiletics, gave reminiscences of his father,Rev. Adoniram Judson, the famous missionaryto Burma.Assistant Professor William Hill, of the Department of Political Economy, was a delegateto the Republican State Convention which convened in Springfield, 111., on May 12.Richard G. Badger, of the Gorham Press,Boston, announces the publication of a volumeof verse, entitled Crux Aetalis, by Dr. MartinSchiitze, of the Department of Germanic Languages and Literatures.Dr. Thomas W. Goodspeed, Secretary of theBoard of Trustees, is devoting his energy to theraising of funds for the erection of the proposed building of the Divinity School, plans forwhich have already been drawn and a sitechosen.The fifty-sixth "Contribution from the HullBotanical Laboratory" appears in the Maynumber of the Botanical Gazette, under the titleof " The Nutrition of the Egg in Zamia." Itis illustrated by six figures. The article iswritten by Miss Isabel S. Smith. In the samenumber Dr. Burton E. Livingston, of the Department of Botany, contributes a brief articleon the "Physical Properties of Bog Water."UNIVERS11 Y RECORD 37Under the auspices of the Brotherhood of St.Andrew a reception and smoker was given onMay 1 8 in the Reynolds Clubhouse in honor ofBishop Thomas F. Gailor, of Tennessee.Bishop Gailor acted as the University Preacheron May 15 and 22.Miss Mary E. McDowell, Head Resident ofthe University of Chicago Settlement, gave anaddress before the General Federation of Women's Clubs at the St. Louis Exposition onMay 20, her subject being " OrganizationAmong Working Women."On May 16 Miss Shin Watanabe, of Tokio,Japan, was married to Mr. Shinkishi Hatai byRev. John L. Jackson, of the Hyde Park BaptistChurch, Chicago. In 1902 Mr. Hatai took hisdegree of Doctor of Philosophy at the University, magna cum laude, and is now an Assistantin the Department of Neurology.Dr. Alice Masaryk, of Prague, Bohemia, recently addressed the members of the Woman'sUnion on the subject of "The Education ofGirls in Bohemia." Dr. Masaryk is makingher home at the University of Chicago Settlement, where she is studying the condition of theBohemians who have emigrated to America.The representative of the University of Chicago in the fourteenth contest of the NorthernOratorical League, Mr. Thomas J. Meek, wassuccessful in winning second place and theFrank O. Lowden prize of fifty dollars. Thesubject of his option was "John B. Gordon,the Pacificator." The contest was held at theUniversity of Michigan.On May 6, in an open meeting at the LeonMandel Assembly Hall, held in connection withthe Seventy-Second Annual Convention of theAlpha Delta Phi fraternity, Mr. HamiltonWright Mabie, literary editor of the Outlookand the author of many books and critical essays, gave an address on " Idealism in AmericanLife." The address was one of great interestand literary charm. By the gift of two thousand dollars Mr.Franklin J. Deves, president of the StandardBrewing Company, has made possible the establishment of a German professorial lectureship, which will bring to the University somedistinguished German scholar to give a course oflectures on the German language or literature.The closing session of the National MunicipalLeague was held in the chapel of Cobb LectureHall on April 29, President Charles J. Bonaparte, of Baltimore, presiding. " Student Self-Government " was the main topic of the session,and among those who took part in the discussion was Professor George E. Vincent, of theDepartment of Sociology.On May 19 in the Leon Mandel AssemblyHall the second in a series of recitals was givenby Mr. Lester Bartlett Jones, Associate in theDepartment of Music, and Miss Edith Reider,the University organist. The new pipe organ,the generous gift of Mr. Leon Mandel, of Chicago, is proving a very attractive feature in themany exercises held in the hall.Associate Professor Edwin E. Sparks, of theDepartment of History, gave an illustrated lecture on May 21 in the Chicago Art Institutebefore the Chicago History Teachers' Association. His subject was, "Illustrative Materialfor the Teaching of History." Dr. Joseph P.Warren, also of the Department of History, issecretary of the Association.The Colonial Dames of America in the stateof Illinois have provided two scholarships, eachyielding annually the amount of $150, to beawarded for two years to University of Chicagostudents who, having finished the work of theJunior Colleges, shall have passed the best examinations in American history. For the present year the examination was based on theWritings of Abraham Lincoln, Nicolay andHay's Abraham Lincoln, and the history of theperiod covered by his presidential administration. The examination was held on May 23.38 UNIVERSITY RECORDAt the annual dinner of the Chicago MorrisSociety, on May 4, the list of the speakers included the names of Professor Richard G.Moulton, Head of the Department of GeneralLiterature, and Dr. Edmund Buckley, of theDepartment of Comparative Religion. Professor Charles Zueblin, of the Department of Sociology, was elected a councilor of the Societyfor three years.The effort of the officers of the Reynolds Clubto start a library for the use of members of theclub is meeting with gratifying success. Therehave already been a number of responses frommembers of the Faculties in the way of gifts ofbooks and money. It is the intention of thelibrarian of the club to secure, also, completesets of bound volumes of all student publicationsof the University.Under the auspices of the student organization known as the Blackfriars Mr. Dustin Far-num, who takes the title role in the dramatization of Owen Wister's novel, The Virginian,was given a reception at the Reynolds Club onMay 10. Mr. Farnum spoke of the difficultiesof dramatizing the novel and of acquiring thedialect of his part ; and the dramatic critic, Mr.W. L. Hubbard, of the Chicago Tribune, alsomade an address.Under the supervision of Professor George E.Vincent, of the Department of Sociology, themembers of one of his classes completed, onMay 11, the "make-up" of a daily paper. Assignments to reporters were made, and " copy "was required on schedule time. There werespecial Springfield, Washington, and University correspondents ; and the organization andwork of a metropolitan paper were very fullyillustrated.The opening article in the Elementary SchoolTeacher for May, "Possibilities in MusicStudy," is contributed by Eleanor Smith, of theCollege of Education; " Sight-Reading for Normal and Subnormal Children," is discussedby May Root Kern, of the School of Education ;"An Experiment in Textiles" is described byClara Isabel Mitchell, and " Textile Work Connected with American Colonial History " is thetheme of the closing contribution by AltheaHarmer. Miss Mitchell and Miss Harmer areboth members of the Faculty of the Collegeof Education.The opening article in the May issue of theAmerican Journal of Sociology is contributedby Professor George E. Vincent, of the Department of Sociology. It is entitled "TheLaws of Hammurabi" and has three strikingillustrations, reproduced from The Code ofHammurabi, edited by Robert Francis Harper.The third instalment of George Simmel's " Sociology of Conflict," translated by ProfessorAlbion W. Small, the editor, also appears inthis number, as well as a third contributionfrom Mr. Howard Woodhead, on " The FirstGerman Municipal Exposition." The illustrations of the last-mentioned article show in aremarkably interesting way the German methodof handling street refuse.The Chicago Standard, of May 14, 1904, islargely given up to a series of ilustrated articleson the University of Chicago. Dr. Thomas W.Goodspeed, Secretary of the Board of Trustees,contributes the opening article on " The Progress and Ideals of the University," with a briefaccount of the relation of the Divinity Schoolto the University; "The Architecture of theLmiversity " is contributed by Professor Franklin Johnson, of the Department of Church History; Mr. Arthur E. Bestor, of the Class of1 90 1, writes upon " Student Life at the University of Chicago;" Professor Charles R. Henderson, of the Department of Sociology, givesUNIVERSITY RECORD 39an account of the "Religious Life at the University of Chicago ; " Professor Eri B. Hulbert,Dean of the Divinity School, writes of "TheDivinity School ; " " The University of Chicagoand the Divinity School" is the subject of thearticle by Charles E. Hewitt, Student Secretaryof the Divinity School; Professor ShailerMathews, of the Department of New Testament Literature and Interpretation, writes of "TheDivinity School as a Religious Force;" andProfessor Ernest D. Burton, Head of the sameDepartment, has the closing contribution on" The New Building for the Divinity School."There are twenty illustrations of the articles,besides portraits of the members of the Facultyof the School.Russian Political InstitutionsBy MAXIME KOVALEVSKYFormerly Professor of Public Law at the University of MoscowA sketch of Russian Political Institutions, past and present* The author's task has beento give a bird's-eye <vie<w of the internal development of Russia[SMjr|i50 the present time the standard work on Russia for|K|a3| English-speaking peoples hasbeen Mackenzie Wallace's volume. The aim of Professor Kovalevsky' s book differs widely. Instead ofaiming "to convey a general idea ofthe country and people" (as Wallacephrases his object), it is essentially expository — the history of an evolution.This history has never before beenwritten in English. In the main thebook is one for the student and thescholar, in a much more intimate sensethan is, for instance, Professor Bryce'sAmerican Commonwealth. But the sections dealing with the emancipation ofthe serfs, local self-government, and,especially, the universities and the press, will be found to contain matter not only not elsewhere accessible, but of universalinterest.Few writers have contributed so much to our knowledge of Russian institutions, ancient andmodern, as Professor Maxime Kovalevsky, and no one else could have written so satisfactory a littlebook on the growth and development of the Russian political system from the beginnings of Russianhistory to the present time, as Professor Kovalevsky has done in his Russian Political Institutions. Theopening chapter, twenty-six pages in length, on "The Making of Russia," may be commended to allstudents of sociology as an admirable example of due and balanced attention to the various factors ofenvironment, race, language, temperament, ideas, and customs entering into the social evolution of apeople. Following this introduction are chapters on old Muscovite institutions, the reforms of Peter theGreat, of Catherine II., of Alexander II., on the past and present position of Poland in the Russian Empire, and on the past and present position of Finland in the Russian Empire. All of these chapters arecompact with information and sound judgment. — Political Science Quarterly.310 pp., royal 8vo, cloth; #1.50, net; postpaid, $1.60.At all booksellers > or order direct fromThe University of Chicago PressCHICAGO, ILLINOIS