VOLUME IX NUMBER 3University RecordJULY, 1904EXAMINATIONS FOR ADMISSION TO THE UNIVERSITY OF OHIO AGO, JUNE, 1904.ENGLISH.(time allowed — TWO hours).State :1. At what school you studied English.2. Under whose instruction.3. For how long.4. The text-books used.A . — Composition .Write two short compositions, choosing the subjects from the following topics. Use plain, naturalEnglish, free from errors in spelling, punctuation,and grammar, and correct in idiom. Before youbegin, think what you are going to say. You willbe judged by how well you write, not by howmuch.1. Discuss Pope's translation of the Iliad, covering, if possible, all these points : meter; comparison with other English translations; defects; excellencies.2. Is there any justification for Shy lock?3. Does the character of Uncas agree with yourknowledge of the North American Indian?Write another ending for Ivanhoe.Burke's idea as to the proper mode of raisingrevenue in the colonies.Should women have more or fewer rights thanare suggested for them in The Princess?Was Richard, as portrayed in Ivanhoe, anideal king?Shylock as a business man.Methods of fighting in the Trojan war.4-5- 13-14.14. A battle in the Trojan war from the point ofview of one of the soldiers.What influence had Mr. Burchell in the storyof The Vicar of Wakefield?Describe the best scene in the Rime of theAncient Mariner.Burke's argument against the use of force.What part does Eppie play in the story ofSilas Marner?A little walk in London with the Spectator.B. — Intensive Reading.Who spoke the following passages? What dothey mean? How do they illustrate thecharacter of the speakers? In what part ofthe story of Macbeth do these passages occur?Explain the italicized words :a) Tomorrow, and tomorrow, and tomorrow,Creeps in this petty pace from day to dayTo the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death.b) The instruments of darkness tell us truths,Win us with honest trifles, to betray usIn deepest consequences.c) This guest of summer,The temple-haunting martlet, does approveBy his loved mansionry, that the heaven'sbreathSmells wooingly here ; no jutty, frieze,Buttress nor coign of vantage, but this birdHath made his pendent bed.105106 UNIVERSITY RECORD2. Interpret the following passages :d) Hard by a cottage chimney smokesFrom betwixt two aged oaks,Where Corydon and Thyrsis metAre at their savoury dinner setOf herbs and other country messesWhich the neat-handed Phillis dresses.— L Allegro.b) Some say no evil thing that walks by night,In fog or fire, by lake or moorish fen,Blue meagre hag, or stubborn unlaid ghostThat breaks his magic chains at curfewtime,No goblin or swart fairy of the mineHath hurtful power o'er true virginity.— Comus.3. Interpret the italicized words in the followingpassages :d) How Fairy Mab the junkets eat.— VAllegro.b) And storied windows richly dight.— II Penseroso.c) And you shall putThis night's business into my dispatch.— Macbeth.d) She fables not. I feel that I do fearHer words set off by some superior power.— Comus.e) I can fly, or I can runQuickly to the green earth's end,Where the bow'd welkin slow doth bend.—Ibid.C. — Rhetoric.1. What is a) a barbarism, b) an impropriety, c) asolecism?2. Rewrite this paragraph, recasting the sentencesto improve their unity and emphasis :These men living a life of high tension in thewoods, where life is always in danger, becomeso used to dodging death that it becomes aninstinct, and great recklessness of characterdevelops. Hence, in the environment in which these men stand, in a country wherenearly everyone drinks, and to enter a saloonis habit and custom, these men with their reckless temperaments naturally go to extremes,then who are we, living in our carefully guardedcity homes, to mock at them when they yieldto the temptations?3. State, with reasons, your opinion of the following terms as theme subjects: "Bravery;""The Advantages of Fraternities in Preparatory Schools ; " "Automobiles ; " " The JudicialSystem of the United States;" "A Week'sVisit in New York."4. Observe the following sentence: "The practice that afternoon was long and hard, so thecandidates returned to their quarters exhausted."a) Is it correctly punctuated?b) Is there any objection to it in point ofstructure independent of punctuation?FRENCH (1).(TIME ALLOWED — ONE HOUK.)(Re*pondre en fran£ais aux questions suivantes.)1. Definissez les mots suivants et faites-les en-trer dans une phrase :midi, boire, vice-roi, beau-fils, souverain.2. Rendez par un nom en -ail ou -aille les definitions suivantes :a) Ce qui sert a diriger une barque.b) Ce qui sert a s'£venter.c) Ouverture qui sert a eclairer une cave.3. Qu'appelle-t-on suffixes diminutifs ? exemples.4. Donnez deux synonymes a chacun des nomssuivants :logis, bataille, terreur, joie, bourg.5. Combien y-a-t-il de genres, en francais ?6. Quand enfant est-il masculin ? fSminin ?7. Quel est le pluriel des noms terminus ausingulier par s, x, z?8. Nommez les adjectifs demonstratifs.UNIVERSITY RECORD 1079. Quand le, la, les sont-ils pronoms ?10. Quelle remarque faites-vous sur les verbeshair, courir, mourir.11. Donnez les temps primitifs de :craindre, vouloir, faire, avoir, lire.12. Definissez les mots suivants :trop, horloge, encre, palais, aout.13. Donnez le feminin de :cheval, chat, poete, auteur, coq,Henri, Yvon, Charles, Jules, Jean.FRENCH (2).(TIME ALLOWED — ONE HOUR AND FORTY-FIVE MINUTES.)(Re*pondre en franacis aux questions suivantes.)1. Que signifie:un enseigne, une enseigne ; un m£moire, unem£moire; un page, une page; un voile, unevoile ?2. Quand les noms propres employes au plurieln'en prennent-ils pas la marque?3. Nommez les articles contractus; quand con-tracte-t-on l'article ?4. Composez deux phrases avec chacun desadjectifs suivants employes comme attributs :frais, noble, fidele, doux, dur.5. Quels sont les temps primitifs de :interrompre, paraitre, sour ire, croitre, faire ?6. Comment fait-on pour faire passer une phrasedu passif a l'actif ? Donnez trois exemples.7. Conjuguez au present de l'indicatif et aupasse* indefini:se coucher, se lever, se flatter, se plaindre, sedire.8. Que signifie le quatrain suivant :" Veut-on doubler le peu qu'on donne ?II faut donner avec bonte\Et que, la main faisant l'aumdne,Le cceur fasse la charite."9. Comment s'accorde le participe passe conju-gue" avec Tauxiliaire avoir ? 10. "Le carnaval s'en va, les roses vont eclore;Sur les flancs des coteaux deja court legazon.Cependant du plaisir la frileuse saisonSous ses grelots legers rit et voltige encore,Tandis que, soulevant les voiles de Yaurore,Le printemps inquiet parait a l'horizon."Expliquez les expressions en italique.FRENCH (3).(TIME ALLOWED — TWO HOURS.)(Re*pondre en francais aux questions suivantes.)1. Convertissez chaque mot en une p£riphrase :Paris, Wellington, le lion, le printemps, l'au-tomne.2. Expliquez les locutions ci-apres :a) Battre l'eau avec un baton.b) Jeter son argent par les fen^tres.c) Avoir la langue bien pendue.d) Se laisser mener par le nez.e) Trouver visage de bois.3. Inventez une historiette ayant pour conclusionle proverbe ci-apres :" On a souvent besoin d'un plus petit que soi."4. Decrivez la campagne au printemps.niv6se.Grele et vent, la rameeTord ses bras rabougris;La-bas fuit la fum£e,Blanche sur le ciel gris.Une pale dorureJaunit les coteaux froids.Le trou de ma serrure.Me souffle sur les doigts.—V. Hugo.Expliquez les expressions en italique.5GERMAN (1).(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)How long have you studied German?When?Where?108 UNIVERSITY RECORDWith whom?What have you read?How much practice in writing German have youhad?How much practice in speaking German?I. Translate A into German or ParaphraseB into German Prose.A. i. He found the chair, took it, and went outof the room with it.2. Those black gloves are neither mine noryours; they must be theirs, for they aretwice as large as ours.3. What did the second boy find ? Whoseson was he ? Whom did he see in theforest? To whom did he give his horse?Who was very happy? What kind of aman was the stranger? Which boy did headdress (anreden)? Which one of the twoanswered? Of whom did both boys dream?Of what did they speak in the morning?4. One cannot have everything, and he whohas a house and something to eat oughtto be contented.5. When he had sold the old house in whichwe had lived so many years, we were compelled to leave all our friends and to moveto another place wliere we knew nobody.DIE KAPELLE.B. Droben stehet die Kapelle,Schauet still ins Thai hinab ;Drunten singt bei Wies' und QuelleFroh und hell der Hirtenknab'.Traurig tont das Glocklein nieder,Schauerlich der Leichenchor ;Stille sind die frohen Lieder,Und der Knabe lauscht empor.Droben bringt man sie zu Grabe,Die sich freuten in dem Thai.Hirtenknabe, Hirtenknabe,Dir auch singt man dort einmal.— Uhland. II. Translate into Idiomatic English:Eben hatte die Mutter die Milch auf den Tischgestellt und das grosse, schwarze Brot hingelegt —denn am Sonntag gab es auch ein wenig Brotdazu, nicht nur Kartoffeln — da sah sie von deroffenen Kuchenthur aus die beiden Kinder heran-kommen : " Komm, Feieli, komm, lauf ein weniggeschwinder," rief sie ihm entgegen, " mach' dieBuben los und bring sie zum Essen, der Jos soilden Vater holen." Das Feieli kam schnell herbei,und der Jos sprang iiber die Steinblocke hinunterdem Wasser zu. Er sah sich aber noch einmalum und kam schnell wieder zuriickgesprungen,denn er hatte gesehen, wie die beiden Buben sichgebardeten (to behave). Jeder riss am Feieli undpuffte (to pommel) und schlug mit dem einen freienFuss aus, denn jeder wollte zuerst losgebundenund drinnen am Tisch sein. Das Feieli konnteaber weder den einen noch den andern losmachen,so rissen sie es hin und her. Mit einem Satzsprang Jos zu, packte mit jeder Hand einenKnaben und schuttelte sie tiichtig.— Johanna Spyri.III. Give the 1st pers. sing. pret. subj. of all verbsoccurring in Question II.IV. Name the countries and seas touching Germany.GERMAN (2).(TIME ALLOWED — ONE HOUR AND FORTY-FIVE MINUTES.)How long have you studied German?When?Where?With whom?What have you read?How much practice in writing German haveyou had?How much practice in speaking German?I. Translate A into German or ParaphraseB into German Prose.A. 1. As we had been expecting him for severaldays, his arrival did not surprise us.UNIVERSITY RECORD 1092. If I could have seen him, I should haverecognized him.3. In your letter to my mother you spoke ofhaving had a very cold passage across theocean (die Uberfahrt).4. I was too busy to visit you on Mondaylast, but I thought that I surely should findthe time to see you before your departurefor Europe.B. DIE DREI.Drei Reiter, nach verlorner Schlacht,Wie reiten sie so sacht, so sacht!Aus tiefen Wunden quillt das Blut,Es spurt das Ross die warme Flut.Vom Sattel tropft das Blut, vom Zaum,Und spiilt hinunter Staub und Schaum.Die Rosse schreiten sanft und weich,Sonst flosst das Blut zu rasch, zu reich.Die Reiter reiten dicht gesellt,Und einer sich am andern halt.Sie seh'n sich traurig ins Gesicht,Und einer urn den andern spricht:"Mir bluht daheim die schonste Maid,Drum thut mein friiher Tod mir leid." —"Hab' Haus und Hof und griinen Wald,Und sterben muss ich hier so bald!" —"Den Blick hab' ich in Gottes Welt,Sonst nichts, doch schwer mir's Sterben fallt."Und lauernd auf den TodesrittZieh'n durch die Luft drei Geier mit.Sie teilen kreischend unter sich :" Den speisest du, den du, den ich."— Nik. Lenau.II. Give the German cognate forms of: brew,cushion, dull, ear, flint, horse, kettle, mood,neck, oak, otter, pool, read, smack, sore,twinge, vane, warp.III. Translate into Idiomatic English :Im Sommer des Jahres 181 2 brach der KaiserNapoleon mit mehr als 400,000 auserlesenen Kriegern zu Fuss und 60,000 zu Ross, und miteinem Zuge von 1200 Stiicken Geschiitz, in dasgrosse russische Reich ein. Zwei Jahre lang hatteer zu diesem Zuge geriistet, hatte die bestenSchaaren aus alien Landern Europas gesammeltund sie mit allem Kriegszeuge (military equipment) auf's beste versehen ; denn er gedachte dies-mal weit hin in die Lander zu dringen, die seinSchwert noch nicht kannten. Der erste Angriffwar gegen das russische Reich gerichtet; es istaber gar nicht unwahrscheinlich, dass er die Ab-sicht gehabt, wenn dieses durch mehrere grosseSchlachten zum Frieden gezwungen worden,immer tiefer nach Asien zu ziehen und den Eng-landern, die er am meisten hasste, das ganze,reiche ostindische Land wegzunehmen. Dennware es nach seiner Lust gegangen, so wurde erstdas Ende der Erde seinen blutigen Kriegen einEnde gesetzt haben. Aber in diesem Jahre undin diesem Kriegszuge setzte ihm Gott ein Ziel.Denn als er nach einer Reihe morderischerSchlachten bis nach Moskau, der alten Haupt-stadt der russischen Zare, gekommen war, undam 14. September seinen diistern Siegeseinzug inihr grosses, ehrwiirdiges Schloss, den Kreml,gehalten hatte, da ging in den folgenden Tagendie unermessliche Stadt plotzlich in Flammenauf — sein altes Gluck hatte sich von ihm gewandt.IV. Narrate in German the contents of Hauff'sDas kalte Herz, or Zschokke's Der zerbrocheneKrug.Students wishing to transfer credit from aCo-operating School to College credit may substitute for the above a German essay of no lessthan fifty words on any subject read in class.GERMAN (3),(TIME ALLOWED — TWO HOURS.)How long have you studied German?When?• Where?With whom?What have you read?Have you had any practice in conversation?110 UNIVERSITY RECORDI. Translate into German :King Hrothgar and his chosen subjects werewont to sit in his great hall listening to music anddrinking for their pleasure; but their pleasurewas disturbed by their fear of Grendel, a grimand terrible giant, who dwelt in the neighboringmarshes of Jutland. This monster would comeinto the palace at times to see " how the doughty(tapfer) Danes found themselves after their beer-carouse (das Zechgelage)" On the occasion ofhis first visit he slew thirty sleeping men. Fortwelve years he was the terror of the land. Atlast the pitiful story came to the ears of Beowulf,a viking who was noted for his victories over thegiants of the deep. He resolved to go the reliefof Hrothgar. Entering the hall, he promised tofight the monster. When the mists of the nightarose, Grendel came, and commenced a ferociousassault upon a sleeping man. Beowulf faced him(trotz bieten, cum dat.), fought him valiantly, andwounded him so that he died Then there wasgreat rejoicing. But the joy was soon dispelled,for the mother of the monster came to seekrevenge. Beowulf pursued her into deep, darkwaters, where he was seized and dragged to thebottom of her cave; but he was able to let hersoul out of its "bone house."II. Write a German essay of not less than 150words upon either of the following subject :1. Rosegger's Auf der Wacht.2. Moser's Der Bibliothekar.Students wishing to transfer credit from anAffiliated or Co-operating School to Collegecredit may substitute a German essay of equallength upon some topic suggested by their reading in German literature.LATIN (1) — CMSAR.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)[Note. — Translation should be in good, idiomatic English. Read thepassage carefully before you begin to write.]State :1. At what school you studied this author.2. Under whose instruction.3. How long.4. How much of the author you read. 1. Translate into English:Caesari omnia uno tempore erant agenda:vexillum proponendum, quod erat insigne, cum adarma concurri oporteret, signum tuba dandum, abopere revocandi milites, qui paulo longius aggerispetendi causa processerant arcessendi, acies instru-enda, milites cohortandi, signum dandum. Qua-rum rerum magnam partem temporis brevitas etsuccessus hostium impediebat. His dijficultalibusduae res erant subsidio, scientia atque usus mili-tum, quod superioribus proeliis exercitati, quidfieri oporteret, non minus commode ipsi sibi prae-scribere quam ab aliis doceri poterant, et quod abopere singulisque legionibus singulos legatosCaesar discedere nisi munitis castris vetuerat. Hipropter propinquitatem et celeritatem hostiumnihil iam Caesaris imperium exspectabant, sed perse quae videbantur administrabant.— B. G., II, 20.2. Give construction of all words printed initalics.3. Give principal parts of the verbs from whichproponendum, petendi, and vetuerat are formed.4. Translate (at sight):Caesar postquam per Ubios exploratores com-perit Suebos sese in silvas recepisse, inopiamfrumenti veritus, quod, ut supra demonstravimus,minime omnes Germani agriculturae student,constituit non progredi longius ; sed ne omninometum reditus sui barbaris tolleret atque ut eorumauxilia tardaret, reducto exercitu, partem ultimampontis, quae ripas Ubiorum contingebat; in longi-tudinem pedum ducentorum rescindit atque inextremo ponte turrim tabulatorum quattuor constituit praesidiumque cohortium duodecim pontistuendi causa ponit magnisque eum locum muni-tionibus firmat. b. g., vi, 29.LATIN (2) — ELEMENTARY PROSE COMPOSITION(TIME ALLOWED — ONE HOUR.)State :1. At what school you studied this subject.2. Under whose instruction.3. How long.UNIVERSITY RECORD 111Write in Latin:i. I am afraid that the Germans will pass thewinter in Gaul.2. The general ordered the defeated enemy tohand over the fugitives.3. The scout reports that the town is ten milesfrom the river.4. When the barbarians learned what Caesar haddecided to do, they sent forward their cavalryto keep the Romans from disembarking.5. The soldier informed the commander that thewall was stripped of its defenders, and thatthe troops could soon be driven from thetown.LATIN (3)— VERGIL OR OVID.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)[Read the passage through carefully before you begin to write; the translation should be in good idiomatic English.]State :1. At what school you studied this author.2. Under whose instruction.3. How long.4. How much of the author you read.1. Translate the following passage fromthe ALneid of Vergil :Hortamur fari, quo sanguine cretus,Quidve ferat, memoret, quae sit fiducia capto. 75Hie haec, deposita tandem formidine, fatur :Cuncta equidem tibi, Rex, fuerit quodcumque, fateborVera, inquit ; neque me Argolica de gente negabo ;Hoc primum ; nee, si miserum Fortuna SinonemFinxit, vanum etiam mendacemque improba finget. 80Fando aliquod si forte tuas pervenit ad auresBelidae nomen Palamedis et incluta famaGloria, quem falsa sub proditione PelasgiInsontem infando indicio, quia bella vetabat,Demisere neci, nunc cassum lumine lugent : 85Illi me comitem et consanguinitate propinquumPauper in arma pater primis hue misit ab annis.Dum stabat regno incolumis regumque vigebatConsiliis, et nos aliquod nomenque decusqueGessimus. Invidia postquam pellacis Ulixi — 90Haud ignota loquor — superis concessit ab oris,Adflictus vitam in tenebris luctuque trahebam, Et casum insontis mecum indignabar amici.Nee tacui demens, et me, fors si qua tulisset,Si patrios umquam remeassem victor ad Argos, 95Promisi ultorem, et verbis odia aspera movi.2. a) State where this passage occurs, and describe its setting.b) Explain the case of nouns and the modeof verbs printed in italics.c) Indicate the metrical structure of lines86-93, showing slurrings (elision) andcaesural pauses.3. Translate (at sight) :[Orpheus begs the shades for the return of his wife,Eurydice.]O positi sub terra numina mundi,In quem recidimus, quicquid mortale creamur :Si licet, et falsi positis ambagibus orisVera loqui sinitis, non hue, ut opaca viderem 20Tartara, descendi ; nee uti villosa colubrisTerna Medusaei vincirem guttura monstri.Causa viae coniunx, in quam calcata venenumVipera diffudit, crescentesque abstulit annos.Posse pati volui, nee me temptasse negabo : 25Vicit Amor. Supera deus hie bene notus in ora est :An sit et hie, dubito ; sed et hie tamen auguror esse,Famaque si veteris non est mentita rapinae,Vos quoque iunxit amor. Per ego haec loca plena timoris,Per Chaos hoc ingens vastique silentia regni, 30Eurydices, oro, properata retexite fata.Omnia debentur vobis, paulumque moratiSerius aut citius sedem properamus ad unam.Tendimus hue omnes, haec est domus ultima, vosqueHumani generis longissima regna tenetis. 35Haec quoque, cum iustos matura peregerit annos,Iuris erit vestri : pro munere poscimus usum.Quod si fata negant veniam pro coniuge, certum estNolle redire mihi : leto gaudete duorum.— Ovid, Met., X, 17-39.LATIN (4) — CICERO.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)[No translation that is not good English will be accepted.Read the passage carefully before you begin to write.]State:1. At what school you studied this author.2. Under whose instruction.3. How long.4. How much of the author you read.112 UNIVERSITY RECORDi. Translate:Sed ea, quae exaudio, patres conscripti, dis-simulare non possum. Iaciuntur enim voces,quae perveniunt ad aures meas, eorum, qui vererividentur, ut habeam satis praesidi ad ea, quae vosstatueritis hodierno die, transigunda. Omnia etprovisa et parata et constituta sunt, patres conscripti, cum mea summa cura atque diligentia,turn etiam multo maiore populi Romani ad sum-mum imperium retinendum et ad communes for-tunas conservandas voluntate. Omnes adsuntomnium ordinum homines, omnium deniqueaetatum ; plenum est forum, plena templa circumforum, pleni omnes aditus huius templi ac loci.Causa est enim post urbem conditam haecinventa sola, in qua omnes sentirent unum atqueidem, praeter eos, qui cum sibi viderent esse pere-undum, cum omnibus potius quam soli perirevoluerunt. Hosce ego homines excipio et secernolibenter; neque in improborum civium, sed inacerbissimorum hostium numero habendos puto.Ceteri vero, di immortales ! qua frequentia, quostudio, qua virtute ad communem salutem digni-tatemque consentiunt ! _/^ cat, iv, 7.2. a) Explain the syntax of the italicized words.b) Point out any devices of rhetoric whichthe orator has used to add effectiveness tohis speech.3. Write an account of the conspiracy of Catiline.4. Translate (at sight):[Cicero accuses Verres of plundering a temple of Juno.]Pro di immortales ! quem ego hominem ac-cuso ? quem legibus aut iudiciali iure persequor ?de quo vos sententiam per tabellam feretis ? Di-cunt legati Melitenses publice spoliatum templumesse Iunonis, nihil istum in religiosissimo fanoreliquisse ; quem in locum classes hostium saepeaccesserint, ubi piratae fere quotannis hiemaresoleant, quod neque praedo violarit ante nequeumquam hostis attigerit, id ab uno isto sic spoliatum esse, ut nihil omnino sit relictum. Hienunc iste reus aut ego accusator aut hoc iudiciumappellabitur ? Criminibus enim coarguitur aut suspicionibus in iudicium vocatur. Di ablati, fanavexata, nudatae urbes reperiuntur; earum autemrerum nullam sibi iste neque inntiandi rationemneque defendendi facultatem reliquit; omnibusin rebus coarguitur a me, convincitur a testibus,urgetur confessione sua, manifestis in maleficiistenetur — et manet etiam ac tacitus facta mecumsua recognoscit. _/* verr.y iv,47.LATIN (5) — ADVANCED PROSE COMPOSITION(TIME ALLOWED — ONE HOUR.)[Do not attempt to render the English into Latin word for word, but graspclearly; each thought, and consider what is the Latin way of expressing this thought.]State :1. At what school you studied this subject.2. Under whose instruction.3. How long.Translate into Latin :In a short time the enemy rushed down fromthe higher places and made an attack upon theRomans, hurling stones and javelins. Galba'sforces fought continuously for six hours, and,though hard pressed, withstood the first assaults.But finally weapons failed them, and, on accountof their small number, not even the woundedcould depart ; but the enemy, when exhausted bywounds or by fighting, kept withdrawing, andfresh forces succeeded them. Then Balbus, whowas the most influential of the centurions, askedGalba what his plan was. He replied that hethought that they should make a sally and routthe enemy. And so, after resting and picking upthe spent missiles, the soldiers suddenly salliedforth and put the Gauls to flight. Galba thenled his legions across the mountains to thecountry of the Allobroges.GREEK (1)— XENOPHON.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)[No translation that is not good English will be accepted. Read thepassage through carefully before attempting to translate.]State :1. At what school you studied this subject.2. Under whose instruction.3. How long.4. How much of the author you read.UNIVERSITY RECORD 113I. Translate :fjVLKa S' rjv yj$r) SeiXrj, <opa rjv d7rtevat rots TroXe-[jllols ' ovirore yap /xetov airecrT paTOTreSevovro ol fidp-fiapOL rov 'EXX^vtKov k^rjKovra oraStW, cfrofiovpevoifxr) rrj<s vvktos ol 'EXXiyves eVtflaivrat avrots. Trovrj-5 p6i> yap vvKros ecrrt crrpdrev/xa IIepo"tKov. ol reyap t7T7rot avrots SeSevrat /cat ws eVt to 7roXv 7T€7ro-Stcr/^evot eto"t roi) /x/9 <£evyetv eveKa, ei XvOdrjcrav,idv re rts Oopvfios yiyvrjraL Set eVto-d^at rov t7T7rovHepcry dvSpt /cat ^aXtvcoQ-at, Set Kat OaipaKiorOkvraIO avapYjvai eVt rov iirirov. ravra Se 7rdvra xaAe7ravvKTO)p Kat 0opv(3ov ovros. rovrov eveKa 7roppa>airecrKYjvovv ru>v EXX^vcov. eVet Se eytyvcoovcovavrovs ol "EXX^ves /3ovXop,evovs attikvai /cat StayyeX-Xop,evovs, €KYjpv^€ rots "EXX^crt crvo'K€vd£eo"0at15 o.kov6vt(x)V tcov 7roXe/xtW. Kat xpovov p,ev rtvakirkcr^ov ryjs 7ropetas ot fiapfiapoi, eVetS?) Se oi/feeytyvero, a-rryo-av ' ov yap eSoKet Xvetv avrovs vuktos7ropeveo-#at Kat KardyeaOai eVt r6 crrparoVeSov.— Xen., A nab., Ill, iv, 34-36.1. Explain the use of all the genitives in theabove.2. What classes of conditional sentences arefound in the passage?3. Where is the form eVttfwvrat found?4. Give the principal parts of yiyvofxai.II. Translate :irpo% ravra /xeracrrdvres ot EXX^ves e/3ovXevovro •Kat a7T€KpLvavro, KXeap^os S' eXeyev eH/xets ovreorvvrjXOofiev us /3ao"tXet 7roXe/x^o-ovres qvV kiropevo-fxeOa eVt /3ao~tXea, dXXa 7roXXas 7rpoc/>do"ets Kvpos5 evpio~Kev, a>s Kat o-v ev olaOa, Iva vp,as re airapao--Kevovs Xdftoi Kat ^p,as ev0dSe dydyot. eVet /xevrotr)8r] avrov ewpcu/xev ev Setva> ovra, rjo-^vvOrjfiev Kat0eovs Kat dv0pco7rovs 7rpoSovvat avrov, iv ra> irpoo'OevXP°v<p Tra/oe^ovres ^p,as avrovs ev iroieiv. eVet Se10 Kvpos reOvrjKcv, ovre /^aortXet avmroLovfAeOa rrjsapX*js ovt1 €0"rtv orov eveKa /3ovXotp,e0' av rr)v /3a-o-tXeoos yu>pav KaK(os 7roteti/, ovS' avrov a7roKTetvat avkBkXoifxev, 7ropevoLfJLe6a S' av otKaSe, et rts 17/Aas ft^Xv7roirj • aStKOvvra [kivroi 7retpao~OjU,e^a avv rots ^eots1 5 dpivvacrBai ¦.... 6 /xev ovrws et7rev • aKoixras Se6 Tio-aacjikpvrjs ravra, e<j>rj, eyw a7rayyeXa) jSacrtXet Kat v/uv 7raXtv rot Trap' Ikelvov • jw-e^pt S' av eya> tJkco,at o~7rovSat /xevovrwv ayopav Se ^/xets 7rapi^ofxev.— Xen., Anab., II, iii, 21-24.1. Explain the use of all the participles in thispassage.2. How does " YjO-)(yv0r)fX€.v irpoSovvat avrov" differin meaning from " rjo-^yvOyjixev 7rpoSovres avrov " ?3. Give the principal parts of opdo).4. Explain the mood of (3ovXoL[ie6a.III. Translate :Kat evOvs dyayovres rovs av6p(a7rovs rjXey^ov Sta-Xa/?ovres, et rtva etSetev aXXrjv 6Sov 77 r^v cj>avepdv.6 /xev ovv erepos ovk €cj>yj /xdXa 7roXXa>v c/>o/5(ov rrpoo--ayo/xevcav • €7ret Se ovSev wc/>eXtp,ov eXeyev, opwvros5 rov erepov Kareo-^dyq. 6 Se XotTros eXeyev, ortovros /xev ov c/)at7y Sta ravra etSevat, ort avra)ervy^ave Ovydrrjp Ikcl Trap' avSpl eKSeSo/xivr) • avrbsS' ec/)^ yiyrjcrevQai Svvarrjv Kat v7ro^vytots Tropcveo-Oat6Sov. epwrco/xevos S', et et^ rt ev avrTy Svcr7rdptrov1 0 x<j)pLOV, kcjirj etvat aKpov, 6 et yu,^ rt? TrpOKaraXrj\f/oiro,dSvvarov ecrec^at irapeXOziv. ivravOa eSoKet cvy-KaXecavras Xo^ayovs Kat 7reXrao-ras Kat rwv 07rXt-twv Xeyetv re ra irapovra Kat ipcorav, et rts avrwvecrrtv oo"rts dv^o dya^os iOiXot av ytvicrOai Katv7roo"ras e^eXovr^s iropevcaOai.—Xen., Anab., IV, i, 23-26.1. Comment on the construction with ervy^ave.2. Of the following phrases group together thosereferring to the same one person in the abovepassage : 6 /xev erepos, rov irepov, 6 Se XotTros,ovros fiiv, avros Se.3. Explain the mood of 7rpoKaraX^otro. Whatwould be its mood and tense in direct statement ?4. Translate: c/^ortv ovk etSevat.GREEK (2)— GRAMMAR AND PROSE COMPOSITION.(TIME ALLOWED — ONE HOUR.)State :(a) At what school you pursued this subject.(b) Under whose instruction.(c) For how long.114 UNIVERSITY RECORDi. Decline 6 b-nXxr-qs (article and noun), povts,7roXvs (in all genders), yeVos.2. Conjugate the aorist optative active of Xet7ra>and rWrjfii.3. Conjugate the perfect indicative active ofTre^Trw. Conjugate the aorist indicative passive Of Xafifidva).4. Conjugate the present indicative and subjunctive of <i>-qp.L5. Where are the following forms found : Xvo-ov,rCOei, rufiaVf Xt7retv, <j>ave'ia$e, povXiqdeiev, etSet^s.6. Translate into Greek :(1) It was evident that he was in the city.(2) We would not come together to fightagainst the king.[Do not express "to fight," etc., by a clause.](3) We were so frightened that we fled.(4) These same soldiers must be brave.(5) He plans to see his friends.(6) They said that the city would not bebesieged.(7) They will follow us, wherever we leadthem.(8) Let us not wait five days before we sendthe boats.(9) If you had summoned him, he wouldhave come.(10) They asked the messenger where he sawthe enemy.GREEK (3)— HOMER.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.[No translation that is not good English will be accepted. Read thepassage through carefully before attempting to translate.]State :1. At what school you studied this subject.2. Under whose instruction.3. How long.4. How much of the author you read. Translate :(Hector speaks.)k€kXvt€ p,ev, Tpwes Kat kvKvrjfiiSes 'A^atot,oc^p* et7ro) rd p,e Ovp.bs evt o-rrjOeo-at KeXevet.opKta fiev KpovtS^s vxpi^vyos ovk ireXeacrev,aXXa KaKct cjypovewv reK//,atperat dp-^orepotctv,5 els o Kev rj vfJLeis TpOLrjv evVvpyov eXrjre,rj avrot 7rapa vrjvo~l Sapirjere 7rovro7ropotcrtv.vp,tv S' ev yap eWtv dpiarryjes LTavaxattovrwv vvv ov rtva 0v/xos ep-ot pLayeo~av6ai dvwyet,8evp' tr<o €K 7rdvro)v 7rpop,os e/x/xevat *EKropt Sta>.10 wSe Se pLvOkofiai, Zevs S' dp.jLt' €7rt fxdprvpos eVrwet p,ev Kev kpik Ketvos eXrj ravarjKei ^dXKW,rev^ea orvXrjcras <£eperco KotXas eVt v?}as,o-wp,a Se otKaS' ep,ov So/xevat 7rdXtv, oc/>pa irvpos p-eTpwes Kat TpaW dXo^ot XeXd\(acn Oavovra.15 et Se k7 eyco rov eXa>, Sw^ Se p,ot ev^os 'AttoXXwv,rev\ea crvXrjaas otaoy irporL IXtov iprjvKat Kpep,6(o Trpori vrjbv 'AttoXXcovos eKaroto,rov Se veKvv eVt vrjas eWo'eXp.ovs a7roSo)CT'(o,oc/>pa e rap^vccDort Kap^ Kop-oWres A^atot20 oyjfjid re ol ^evmo'iv iirl 7rXaret EXX^o-Trovrw,Kat 7rore rts etV^o-t Kat oi/ayovwv dv0pw7ra)v,vrji iroXvKXrjihi rrXeoyv eVt otvo7ra 7rovrov *dvSpos fiev roo^e crrjfia irdXau KarareOvrj&ros,ov 7ror' apio-revovra KareKrave c/>atStp,osEKra)p.25 ws 7rore rts epeet • rb S' ep,ov kXcos ov 7ror' dXetrat.—Iliad, VII, 67-91.rapxto — to bury.1. Make a metrical scheme of the first four lines,indicating csesural pauses. What indicationsof the presence of digamma may be seen in11. 17-20?2. Give the Attic equivalents of Homeric wordsand forms in 11. 10-14.3. Name the verb-forms in the first six lines andgive the first person of the present indicativeof each.4. Name the Greek commanders, one of whomyou might expect to respond to this challengeof Hector, and write a few words about each.UNIVERSITY RECORD 115HISTORY (i) — HISTORY OF GREECE.(TIME ALLOWED — ONE HOUR.)Where have you studied this subject ?How much time have you given to it ?What text-book have you used ?What else have you read on the subject ?i. Locate the following and write brief notesconcerning each : Memphis, Elam, Tyre,Nineveh, Lydia ; orDistinguish each of the following persons bybrief notices : Rameses II., Sargon, Nebuchadnezzar, Cyrus, Zoroaster.2. Describe the government of the Greeks inthe Heroic Age.3. Define ostracism. Why was Aristides ostracised ? Themistocles ? Cimon ? Thu-cydides the historian ?4. Give the causes of the Persian invasions ofGreece and an outline of their leading eventsto and including the year 490 B. C.5. What was the Delean League? The Chal-cidic League ? The Delphic Amphictyony ?The Achaean League ?HISTORY (2)— HISTORY OF ROME.(TIME ALLOWED — ONE HOUR.)Where have you studied this subject?How much time have you given to it?What text-book have you used?What else have you read on the subject?1. Define tribune, dictator, quaestor, comitia.2. Distinguish the following battles by tellingwhen they were fought and why they arememorable : Zama, Magnesia, Caudine Forks,Pharsalus, Sentinum, Teutoberg Forest, Ac-tium.3. When was the Roman Empire at its greatestextent, and what were then its boundaries ? 4. Give sketches of two of the following : Sulla,Marcus Aurelius, Caius Gracchus, Diocletian.5. For what elements of her civilization wasRome especially indebted to Greece ?HISTORY (3A AND 3Bj — GENERAL EUROPEAN.(TIME ALLOWED — TWO HOURS.)Where have you studied this subject?How much time have you given to it?What text-book have you used?What else have you read on the subject?(Answer five questions in each period.)MEDIEVAL PERIOD.1. a) Which nations of Europe today belong tothe Romance group ?b) Name the Germanic peoples who had apart in their formation.2, Give an account of the origin of the temporal power of the pope.3. Name five popes of the Mediaeval Period,stating one fact of each.4. What and when was the Great Interregnum?5. What was the origin of the Kingdom of Norman Sicily ? What happened in 1282 ? Withwhat result ?6. Which German kings were crusaders? Howmany times — and when — was Jerusalem recovered by the Christians ? When was itpermanently lost ?7. Write brief notes on three of the following:Hanseatic League ; Black Death ; GoldenBull; Albigensian Crusade; the Peace ofGod ; Capitulary.MODERN PERIOD.1. Sketch briefly the career of the emperorCharles V.2. What were the chief questions involved in theThirty Years' War? What settlement wasreached on each of these questions ?3. Explain : Ecclesiastical Reservation, Pride'sPurge, Congress of Verona, Peace of the116 UNIVERSITY RECORDPyrenees, War of the Polish Succession,Girondists, Concordat, Consubstantiation,Petition of Right, Act of Uniformity.4. Give an account of the War of the Fronde,5, What were the chief points of difference between the Holy Roman Empire and the German Empire of today?6. Mention in order the different governmentsunder which the French people have livedsince 181 5, and tell why each, except thepresent one, was overthrown.HISTORY (4A)— HISTORY OF THE UNITEDSTATES —ELEMENTARY.(TIME ALLOWED — ONE HOUR.)Where have you studied this subject?How much time have you given to it?What text-book have you used?What else have you read on the subject?1. Write a few words about each of the following persons (omit one):Roger Williams, Captain John Smith, SirEdmund Andros, James Otis, Thomas Hutchinson, John Marshall, Aaron Burr, HenryClay, Winfield Scott, Stephen A. Douglas,Charles Sumner.2. Explain how the United States acquired a)Louisiana, b) Texas, c) Oregon.3. Give a short account of the Nullification controversy in South Carolina. What is thedifference between Nullification and Secession?4. What was the Compromise of 1850? Doyou think Daniel Webster did right in supporting it?5. Tell what you can about John Brown. Doyou think he did right in making his Harper's Ferry raid? Do you think it was rightto execute him? HISTORY (4B)— HISTORY OF THE UNITEDSTATES — ADVANCED.(TIME ALLOWED — TWO HOURS.)Where have you studied this subject ?How much time have you given to it?What text-book have you used ?What else have you read on the subject?1. What were the results — immediate and remote — of the Seven Years' War?2. Explain the English and the American interpretations of the phrase "No taxation withoutrepresentation."3. Give the strongest arguments which youthink might have been made in the Continental Congress against the adoption of theDeclaration of Independence.4. State all the provisions in the Constitution ofthe United States (including the amendments)which deal with slaves or slavery.5. Make an argument against the Jay treaty.Was its adoption really wise ?6. What differences can you point out betweenthe "Democracy of Jefferson" and the "Democracy of Jackson" ?7. Give an account of the election of 1824-25.8. Give all the steps in the establishment of thepresent southern boundary of the UnitedStates.9. Explain fully the importance of the parallel360 30' north latitude in American history.HISTORY (5A)— HISTORY OF ENGLAND —ELEMENTARY.(TIME ALLOWED — ONE HOUR.)Where have you studied this subject?How much time have you given to it?What text-books have you used ?What else have you read on the subject?UNIVERSITY RECORD 117[Answer six questions.]i. When was Christianity introduced into Britain? What was its effect other than religious?2. What was the tready of Wedmore? When?3. What is Magna Charta? Give the circumstances under which it was obtained. Givethree of its important provisions.4. What territory did England possess in Francein 1453? How was it acquired? When?5. State three important facts illustrating theprogress of England under Elizabeth (date).6. Describe two methods, regarded as illegal,employed by Charles I. (date) to raiserevenue.7. Write briefly on each of the following topics:the Lollards, the Jacobites, the Chartists.8. Show how England obtained two of the following : Ceylon ; Canada ; Malta ; Australia.9. Connect an important event with each ol fiveof the following : Naseby ; Trafalgar ; Bos-worth; Sebastopol; Bannockburn; Lucknow;Lewes. Give dates in each case.HISTORY (5B)— HISTORY OF ENGLAND —ADVANCED.(TIME ALLOWED — TWO HOURS.)Where have you studied this subject ?How much time have you given to it ?What text-book have you used ?What else have you read on the subject?1. Name the states of the Angevin Empire andshow how Henry II. (date) acquired each ofthem.2. State the conditions underlying the revolt of1381.3. Give the names and dates of the Tudor mon-archs. Mention three events of the Tudorperiod , that show an increase of the royalpower.4. Give an account of the reforms made byEdward I. (date) in the laws and in the ad ministration of justice. Explain the statuteof mortmain.5. Why, in your opinion, was Charles I. of England a less successful ruler than Henry VIII.?6. What circumstances promoted American colonization (a) in the reign of James I., (b) inthe reign of Charles I., (c) under the Commonwealth ?7. Enumerate the principal acts of the Restoration Government against religious freedom(1) in Scotland, (2) in England. How farwere they successful ?8. Explain the chief provisions of the Act ofSettlement, 1700, and show their prospectiveimportance.9. What was the reason for Pitt's retirement in1 80 1? What ministry succeeded, and whatdid it perform ?10. Give an account of two of the following:Letters of Junius, the Chartists, Irish LandLeague.CIVIL GOVERNMENT.(TIME ALLOWED — ONE HOUR.)Where have you studied this subject?How much time have you given to it?What text-book have you used?What else have you read on the subject?[Answer five questions.]1. What part of the work of government is ordinarily carried on by (a) & city ; (b) a state ;(c) the United States ?2. Explain the place of the " committee system "in Congressional legislation.3. Describe the process by which the presidentof the United States is chosen.4. What is meant by " civil-service reform " ?What are the duties of the Civil Service Commission of the United States ?118 UNIVERSITY RECORD5. How may the Constitution of the UnitedStates be amended ; the constitution of yourstate ?6. What are the principal officers of a county inyour state, and what are their duties ?MATHEMATICS (iA)— ALGEBRA TO QUADRATICS.(TIME ALLOWED — ONE HOUR AND FORTY-FIVE MINUTES.)[Show clearly all the steps taken in the work, and In the solution of equations find all the roots.]State :(a) At what school you studied this subject.(b) How many weeks.(c) How many recitations per week.(d) What text-book you used.2.5- When a certain number of shares of stockare sold at $20 each, the same amount isrealized as when all but 15 of the shares aresold for $22 each. How many shares arethere?wv2Solve the equation, e — , (a) supposing w to be the unknown ; (b) taking v forthe unknown ; (c) expressing g in terms of e,w, and v. Use these results to find w when e= 1058, ^ = 32, v — 23 ; and also to findv when g — 32, e = 1000, w = 40.Factor the following expression :a) 1 + r* + r4. b) 2 • ^x6 + 2 . 23y3 .c) .x4- 5**4-4.Solve for a, b, and c :3a — 2c + b — — 1 ,2a — b -f $c = 9 ,b -\- 2>a ~~ c — 2 •An athletic field is surrounded by a circulartrack. A bicycle cyclometer indicates 132feet more in making the circuit on the outeredge than on the inner edge. Find the widthof the track, assuming that the circumferenceof a circle is 3^ times the diameter. MATHEMATICS (iB)— ALGEBRA THROUGHQUADRATICS.(TIME ALLOWED — ONE HOUR.)State :(a) At what school you studied this subject.(b) How many weeks.(c) How many recitations per week.(d) What text-book you used.(e) In what year of the course was this taken.1. From the equation, s = at-{--gt*, find thevalue of / to 3 places of decimals when* = 2, g = $2, S~ 256 .2. Given the equations :a) l—a-\-(n — i)d. b) 2S~n(a-\-l).Find the values of /and n, when a = -9312 2Show that there are two pairs of values for /and n which satisfy these equations.3. A certain investment yields a gross incomeof S3000. After deducting a tax of r percent, and paying a commission of r — 1 percent, on the balance, the net income is$2851.80. Find the rate of the tax.4. Simplify each of the following :3 + 1/3(*) V7~4l/3 • <*) v\9b24a 8^MATHEMATICS (2)— PLANE GEOMETRY.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.[When required, give all reasons in full, and work out proofs and problemsin detail.}State :(a) At what school you studied this subject.(b) How many weeks.(c) How many recitations per week.(d) What text-book you used.UNIVERSITY RECORD 119i. Draw an irregular figure having five sides.Construct a triangle and then a square, eachequivalent to the original figure. State thetheorems upon which the proof of equivalence rests. Make the constructions accurateand thus measure the area of the given figure.2. If equilateral triangles are described on thelegs and hypotenuse of a right triangle, provethat the sum of the two on the legs is equivalent to the one on the hypotenuse.3. If a and b are two lines of which a is thelonger, show geometrically that :(a — b)(a + b) = a*- b\4. The bases of a trapezoid are respectively 8and 12 inches. A line is drawn through thelarger base at a distance of 3 inches fromone end. Find where it must cut the otherbase in order that it may meet the non-parallel sides produced at their point of intersection. Prove the theorem on which the construction is based.5. Prove that two angles having their sidesrespectively perpendicular in pairs are eitherequal or supplementary.MATHEMATICS (3)— SOLID GEOMETRY.(TIME ALLOWED — ONE HOUR.)[When required, give all reasons in full, and work out proofs and problems in detail.]State :(a) At what school you studied this subject.(b) How many weeks.(c ) How many recitations per week.(d) What text-book you used.1. Give in brief form the expressions for thelateral surface and volume of the right prism,cylinder, pyramid, and cone. Indicate inwhich of these cases the same statementapplies to the corresponding oblique figures.2. In a certain sphere there are as many squarefeet in the surface as there are cubic feet inthe volume. Find the radius and determine the area of the segment of this spherical surface cut off by a plane perpendicular to theradius at its middle point.3. Prove : (a) If a plane is perpendicular to eachof two intersecting planes, it is perpendicular to their line of intersection ; (b) If a planeis parallel to each of two intersecting lines,it is parallel to the plane of these lines.4. Find the locus of all points in space equallydistant from two fixed points and at a givendistance from a third fixed point.PHYSICS.(TIME ALLOWED — TWO HOURS.)[Applicants must leave their records of "studies" (drawings and notes)at the Dean's office before the examination.]State :(a) School where you studied physics.(b) When taken.(c) Teacher.(d) Text-book used in class work.(e) Manual used in laboratory work.(/) Number of weeks in course.(g) Total hours per week in class and laboratory.(h) Hours per week in laboratory.1. A steel ball of density 7.8 weighs 400 gramsin air. How much will it weigh in water ?2. A man weighing 150 lbs. sits on one end ofa teeter board 20 ft. long, supported in themiddle. A no-lb. boy is on the other end.How far from the middle must a second 100-lb. boy stand in order that the board maybalance horizontally?3. The air within a closed glass bulb exerts apressure against the walls of one atmosphereat o° C. How many atmospheres pressurewill it exert if the temperature is raised toioo° C?4. If 100 grams of ice fall from a height of 4,000meters, how many grams will be melted by120 UNIVERSITY RECORDthe heat developed by the fall ? (i calorie= 427 gram-meters. Latent heat of ice = 80calories.)5. When a vibrating tuning fork which makes256 vibrations per second is held over themouth of a long glass jar which is beinggradually filled with water, resonance isobserved when the water stands 3.2 ft. fromthe top, and also when it stands 1.1 ft. fromthe top. Find from these data the velocity ofsound in air.6. Suppose you were given a compass needleand told to determine the direction of anelectric current which is flowing in a straightwire running north and south. How wouldyou proceed to do it ?7. Draw a diagram to show how you wouldconnect two Daniell cells in order to obtainthe largest possible current (1) through athick copper wire, (2) through a long coil ofvery fine wire ?8. Draw a diagram to show how an inductioncoil works, and explain the principle underlying the generating of electric currents bymeans of such a coil.9. In which medium, water or air, does lighttravel the faster ? Give reasons for youranswer.10. Draw diagrams to show in what way a beamof light is bent (1) in passing through aprism, (2) in passing obliquely through aplate glass window.11. What are the essential parts of a telescope?Explain carefully the use of each part in theformation of the image.12. Explain why we now believe white light tobe mixture of colored lights. What is thephysical difference between the lights of different colors which constitute the solar spectrum ? CHEMISTRY.(TIME ALLOWED— TWO HOURS.)N. B. — Answer six questions only, choosing Nos. 8 and 9, and any fourfrom Nos. 2-7.[Applicants must leave their records of "studies" (drawings and notes)at the Dean's office before the examination.]State :(a) In what school you studied chemistry.(b) Under what teacher. *(c) In what year of the school course.(d) How much time was given to the subject.(e) How much of this was devoted to laboratorywork.(/) What text-book was used.Explain all chemical actions in words, giveequations also where possible, and describe thenecessary apparatus and its use.1. Read the above directions carefully, and remember that your success will depend on attending to them.2. What do we mean by the physical and thechemical properties, respectively, of an element ? Illustrate by giving the properties ofone of the halogens.3. How should you set to work to determine thecomposition of a compound and its formula?Use some simple compound for illustration.4. What are : chalk, white lead, diamond, emery, black lead, blue vitriol, red lead, rust ?What experiments and reasoning should youuse in distinguishing from one another thefirst two and the last two ?5. Give an account of the facts about electrolysis and the applications of the process inchemical industries.6. Give the chief ores of any one of the following metals and an account of the methodused in its extraction : iron, zinc, lead.7. Define and illustrate: neutralization, catalytic action, double decomposition, acid radical, valence.UNIVERSITY RECORD 1218. What weight of oxygen can be obtained byheating 56 grams of potassium chlorate?9. What volume of hydrogen is liberated by theaction of 100 grams of sodium upon water ?K = 39; CI = 35-5; 0 = l6; H = i; Na — 23 ; 22.4liters of oxygen at o° and 76omm weigh 32 grams.BOTANY.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)[Applicants must leave their records of "studies" (drawings and notes)at the Dean's office before the examination.]State :(a) When and how long you studied botany.(b) Under what teacher.(c) In what year of school course.(d) By aid of what text-book.(e) The proportion of laboratory or field work.(/) The kinds of plants studied.[Six questions in all, two in each group.]Group I.1. Give the life-history of a liverwort, illustrating by sketches.2. What is meant by alternation of generations ?Illustrate. What plant groups are characterized by it ?3. Define the terms sporophyte, seed, spore,tubers, Monocotyledon.Group II.1. Discuss the passage of water through plants,showing how it is taken in, where it goes,what use is made of it, and how it passes off.2. What responses in direction are made byplants to light, to gravity, and to water ?3. Discuss transpiration and photosynthesisfully; what advantages and dangers are associated with them ? Group III.1. Give an illustration of a plant society or association, noting somewhat fully some of thecharacteristic adaptations shown by variousplants growing in it.2. What are the advantages of leaves and theirvarious shapes and positions, so far as gettinglight is concerned ?3. In what various ways is reproduction effectedin plants ? Discuss fully, and illustrate.PHYSIOLOGY.(TIME ALLOWED — ONE HOUR).State :(a) In what school you studied physiology.(b) Under what teacher.(c) In what year of the school course.(d) How much time was given to the subject.(e) What text-book was used.1. Explain the following terms :a) Blood plasma.b) Blood serum.c) Fibrin ferment.d) Secretion and excretion.e) Metabolism./) Lymph.2. a) Give the percentage composition of inspired and expired air.b) Explain fully how blood in the body holdsits gases.3. a) Name the alimentary principles.b) Name and describe the action of eachenzyme that digests food in the body.4. Make a diagram of the circulation, and indicate on it how the blood's pressure and theblood's velocity vary in different parts of thecircuit.5. a) Describe the structure of the spinal cord.b) How many kinds of muscle are found inthe body ? Tell how they differ physiologically.122 UNIVERSITY RECORDBIOLOGY.(TIME ALLOWED — ONE HOUR AND THIRTY MINUTES.)[Applicants must leave their records of "studies" (drawings and notes)at the Dean's office before the examination.](a) State whether you have studied zoologyand botany separately, or combined asbiology.(b) In either case enumerate the animals andplants studied, whether in laboratory orfield, and state the total amount of timedevoted to such study, and in what year ofthe school course.(c) Under what teacher was the study pursued ?In what school ? By aid of what text-book ?(d) Are you familiar with the use of the compound microscope ?I. Zoology. Answer three of the followingquestions :i. Compare the structure of a fish and amammal.2. Describe the life-history of some insectwith which you are familiar, illustratingwith drawings.3. Discuss the economic importance of threeof the following forms : earthworm, mosquito, potato-beetle, house-fly.4. Describe the habitat of three of the following animals and show how each isadapted to the conditions under which itlives : tape-worm, mussel, butterfly, frog.II. Botany. Three of the following :1. Give the life-history of a liverwort, illustrating by sketches.2. What is meant by alternation of generations ? Illustrate. What plant groupsare characterized by it ?3. Discuss the passage of water throughplants, showing how it is taken in, whereit goes, what use is made of it, and how itpasses off. 4. Give an illustration of a plant society orassociation, noting somewhat fully someof the characteristic adaptations which areshown by the plants growing there.PHYSIOGRAPHY.(TIME ALLOWED — ONE HOUR FOR A HALF UNIT, TWOHOURS FOR A UNIT.)[N. B. — Students applying for a half unit's credit will answer questionsI> 2> 3» 4» S» and 6. Students applying for a full unit's credit shouldanswer all the questions.]State :(a) At what school you pursued the subject.(b) Under whose instruction.(c) For how long.(d) The text-book used.(e) Amount and kind of field work.(/) Amount and kind of laboratory work.1. Explain why seasons change as they do, withrespect to temperature, in our latitude.2. a) Explain the formation of dew.b) Explain the formation of frost.c) State the atmospheric conditions necessaryfor rain.d) State the atmospheric conditions necessaryfor snow.3. Explain how the ocean influences the climateof adjacent lands. Give specific illustrations.4. a) Distinguish carefully and fully betweenplains, plateaus, and mountains.b) Do these three physiographic types gradeinto one another? Give reasons or illustrations in support of your answer.5. What are the characteristic marks of a topography shaped chiefly by the erosion of running water?6. Contrast the general physiographic featuresof the glaciated and non-glaciated regions ofthe United States.7. Cyclones of the United States :a) State what they are.b) How great an area does a cyclone cover?UNIVERSITY RECORD 123c) The distribution of cyclones through theyear.d) Where do they first appear?e) What is their general course?/) What is their average rate of progress?g) What are the weather conditions they bring?h) Why do weather predictions frequently fail ?8. State three or more causes which bring aboutthe alternations of wet and dry seasons, andcite localities were the several causes mentionedare operative.9. Coast lines :a) What are the characteristics of a coast line,the form of which was determined by waveerosion? An example.b) What are the characteristics of a coast line,the form of which was determined by shoredeposition? An example.c) What are the characteristics of a coast linedetermined by subsidence? An example.10. Give the physiographic history of your homeor school region.GEOLOGY.(TIME ALLOWED — ONE HOUR.)State :(a) At what school you studied geology.(b) Under whose instruction.(c) How long the subject was studied.(d) Text-book used.(e) Extent of field work.1. Rocks:a) What are fragmental rocks? Name severalvarieties.b) What are igneous rocks? Name severalvarieties.c) What are metamorphic rocks? Namecommon types.d) Explain how sandstone is formed.e) Explain how limestone is formed, andstate the conditions necessary. 2. Give an outline of the geology of the regionwhere you studied this subject, naming theplace.3. a) What is meant by a cycle of erosion?b) If a region once base-leveled were elevated, how might the fact be known?4. Give an outline of the geologic work ofglaciers.5. Give a brief sketch of the history of NorthAmerica during the Carboniferous period.6. Illustrate by diagrams the common types ofmountain structure. Name examples of eachtype.7. Define the terms dip, unconformity, anticline, fault, and fossil. Illustrate the firstfour by diagrams.State : ASTRONOMY.(TIME ALLOWED — ONE HOUR.)(a) At what school you studied astronomy.(b) How many weeks.( c) How many recitations per week.(d) What text-book you used.(e) What instruments you have used.1. At what latitude will the star a Persei (declination = 490 29/) just graze the northernhorizon when in lower culmination ?2. The Students' Observatory of the Universityof Chicago is nearly on the meridian of theDearborn Observatory. The difference inlatitude is 16 '; how far apart are the twoobservatories ?3. When Venus is an evening star, is it approaching the earth or receding ? What effect willthis motion have on the lines of the spectrumof Venus ?4. Explain the three kinds of eclipses of the sun.5. Explain the meteoric theory of the maintenance of the sun's heat and why it is considered inadequate.124 UNIVERSITY RECORDTHE ACADEMY FOR BOYS AT MORGAN PARK.A REPORT FOR THE YEAR 1903-1904.The total attendance during the year justclosed at the University's Academy for Boys,at Morgan Park, has been 156, of which the distribution by states has been as follows : Illinois,97; Iowa, 20; Indiana, 10; Tennessee, 3;South Dakota, 3; Arkansas, Colorado, Kentucky, Missouri, and Nebraska, each 2; andxAlabama, Connecticut, Michigan, Indian Territory, Wisconsin, Louisiana, Pennsylvania,North Dakota, Montana, and New York, each 1.From China 2 have come, and from Persia 1.Of the students from Illinois, 51 were fromChicago and 19 from Morgan Park.Two changes were made in the Faculty lastfall. Mr. John Thomas Lister succeeded Mr.Albert Baker in the work in German andPYench, and in Manual Training Mr. JamesClaud Baird succeeded Mr. Larner. Mr. Listerreceived his A.B. from Butler College, Indiana,in 1897; taught modern languages in EurekaCollege during the next year; was a graduatestudent of the University of Chicago during theyear 1899-1900, and the Summer Quarters of1898, 1900, 1902, 1903 ; and a student in thesummer of 1901 at the University of Geneva,Switzerland. From 1900 to 1903 he was professor of modern languages at the ColoradoState Normal School. Mr. Baird received anA.B. from the University of Missouri in 1903,and was assistant in manual training there lastsummer.During the year no noteworthy modificationof the courses of study has been made. As atpresent arranged, they provide for four years'work in Latin, three in Greek, four in Science,three in English, three in History, three in German, one in French, four in Mathematics, twoin Manual Training, including MechanicalDrawing, and for a year of elementary trainingin the subjects of the last year of the grammarschool. There have been also five courses inBible Study under the plan of one recitation a week, and advanced and elementary courses inPublic Speaking with weekly recitations, conducted by Mr. Nelson, of the University's Department of Public Speaking.Saturday mornings have been frequently usedby our pupils in visiting, under the guidance ofa teacher, the many places of interest in ourneighborhood. They have visited in this manner the Field Museum, the Art Institute, theIllinois Steel Company's Works, the PullmanCar Works, the Stock Yards, the WeatherBureau, the Drainage Canal, Fort Sheridan,and bther places.Two important modifications have been madein connection with the discipline of the school,the first in the matter of smoking, the secondin the matter of city-going. It has been theearnest effort of the Faculty for many years todiscourage smoking among the students, andif possible to prevent it among the youngerboys. For many years the endeavor has been toattain these results by prohibition of the practice, but this has not been markedly successful,for stealthy smoking has been practiced to alarge extent in spite of detections and strictapplication of penalties. It seemed not well tohave among the Academy's regulations anythat, in the light of long experience, it wasimpracticable to enforce adequately; for it isjudged absolutely essential to inculcate respectfor rule and law, and to this, certainly, successful violation of regulations does not conduce. Inview of these considerations, and also of theexperience of other schools, it has been judgedwise to give to boys of the upper two years ofthe school restricted permission to smoke whenthey have submitted to the Dean written permission from their parents. By this plan it isexpected that a much more effective prohibitionof smoking among the younger boys will beeffected, since it takes away from them for themost part the example of stealthy smokingamong the older boys and enlists these olderUNIVERSITY RECORD 125boys in the endeavor to restrict the practice tothem.In the matter of city-going the practice hadbeen to permit, under certain restrictions, theattendance upon concert and theater on Fridayor Saturday evenings. These restrictions havenow been so extended as to prohibit eveningvisits to Chicago for purposes of entertainmentexcept as the student is accompanied by ateacher or an adult relative.An important occurrence of the year was inconnection with the consideration of these matters of school discipline, when a meeting ofmany representative alumni was held with someof the most influential students and a committeeof the Faculty.Besides a university-extension course givenby Mr. Vernon d'Arnalle, and jointly maintained by the school and citizens of the village,addresses and lectures have been given to thestudents by the following: Dean William D.MacClintock, on " The Short Story ; " ProfessorGeorge E. Vincent, on " Fashions ; " Dr.Charles R. Henderson, on "The Foolish RichMan ; " Mr. John Raftery, on " The St. LouisExposition ; " Mr. David Herriott, on " A Tripto the Klondike;" Rev. Gerald B. Smith, on"Ideals;" Rev. George C. Williams, on "TheFools of Shakespeare;" Mr. Harry D. Abells,on "The Chemistry of Water;" Mr. C. W.Hegner, on " The Photography of Birds."In the important matter of student contentment and appreciation of opportunity the yearhas been a good one, and both cause and consequence of this have been active participation instudent interests. Three literary societies include in their membership most of the leadingstudents of the school, and through the interest felt in these it has resulted that there havenever become established here the Greek letterfraternities whose influence in many secondaryschools has been so much deprecated of late.An inter-society debate, public literary meetings,and a general interest in the regular societywork are features of the year.In athletics the Academy's teams have wonfirst place in track and tennis, and second placein football and baseball, in the inter-academicleague contests. Three school records have beenbroken during the year — in the broad jump,the hammer-throw, and the low hurdle-race.In the last-named the inter-scholastic record aswell as the school record was surpassed. InMay was held the annual inter-hall athletic contest for the Faculty shield, which, for the secondtime won by the boys of Morgan Hall, it istheir privilege to suspend on the walls of theirparlor during the coming year. This athleticcontest was more than usually significant, since,at the request of the director of the NationalBureau of Weights and Measures, Mr. Stratton,the distances were measured in metric units.The Class-Day was observed June 10 on theAcademy campus, and Convocation was held inconjunction with the University High Schoolat Mandel Hall on the afternoon of June 16.The address of the Convocation was made byProfessor Paul Shorey.The senior class numbers nineteen, and theircollege preferences are reported to be as follows :University of Chicago, 14; University ofMichigan, 1 ; University of Illinois, 1 ; HarvardUniversity, 1 ; Dartmouth College, 1 ; KentSchool of Law, 1.Wayland J. Chase,Dean of the Academy.126 UNIVERSITY RECORDBOOKS SOON TO BE ISSUED BY THE UNIVERSITY OF CHICAGO PRESS.In the June issue of the University Recordthere was published a list of the books andpamphlets printed at the University of ChicagoPress during the past year, and herewith is presented a partial list of forthcoming books.The largest project undertaken up to thepresent time was the publication of the twoDecennial series, the first of which is nownearly completed. The next important workwill be the series of " Ancient Records," mentioned below. The fact that ventures of thismagnitude can be undertaken by The Press,and successfully carried through with no unduedelay or interference with the increasing volumeof routine work, speaks well for its presentequipment. The recent installation of the edition bindery makes it possible to build a complete book on the premises, from casting thetype to putting on a hand-tooled binding.The following books are now in press or inpreparation :The Hammurabi and the Mosaic Codes. ByWilliam Rainey Harper.This book will in a way be complementary to TheCode of Hammurabi published a few months ago. Theauthor will present the more important laws and usagesof the Hebrew codes and compare with these the materialof the code of Hammurabi and of other Assyro-Baby-lonian writings. The treatment will include the usualsubjects classified under (a) civil law and usage, (b)religious law and usage. In the case of each subjectthere will be given (i) the Hebrew usage, historicallyconsidered ; (2) the Babylonian and Assyrian usage ;(3) other Semitic usages, by way of illustration ; (4)suggestions as to the primitive Semitic form and significance of the usage. Introductory chapters will consider(1) sources of Babylonian and Assyrian material; (2)sources of Hebrew legal material; L(3) relation of Israelto Babylonia and Assyria* in the different periods ofIsraelitish history; (4) other Semitic legal material.The concluding chapter will discuss the question of aprimitive common Semitic law or usage. The Philosophy of the History of a SmallNation. By Professor Thomas G. Mas-ARYK.In the preparation of this volume the author hasavailed himself of the manuscript material of a courseof lectures delivered at the University some time ago.Bohemia furnishes the basis for the discussion, and avery interesting narrative is constructed out of thesetopics: (1) "A Statistical and Ethnological Survey ofthe Slavic Nations, Especially of the Bohemian ; " (2)"The Bohemian Reformation;" (3) "John Huss ; "(4) " Peter Kheltshitsky, the Founder of the BohemianBrethren;" (5) "Amos Comenius, the Bohemian Teacher of Nations ; " (6) " The Contrareformation in Bohemia ; " (7) " The Resurrection of the Bohemian Nationat the End of the Nineteenth Century ; " (8) " JohnKollar, the Founder of the Theoretic Panslavism ; " (9)" The Revolution of 1848. Francus Paletsky, the Bohemian Historian and First Political Leader;" (10)" Charles Havlitchek, the Great National Leader underthe Reaction after 1849;" (11) " Augustin Smetana,His Excommunication and His Social Philosophy ; "(12) "The Parliamentarism and Constitutionalism inBohemia and Austria. The Political Parties in Bohemia.The Fight for the Historical Right;" (13) "The Modern Bohemian Literature;" (14) "The Modern European Nationalism;" "(15) "The Slavic Idea;" (16)" The National Philosophy of the Russians, Poles, andBohemians Compared. The National Philosophy of theSouth-Slavs;" [(17) "The Austrian Question;" (18)"The Los-von-Rom Movement;" (19) "The Problemof a Small Nation."The Constructive Bible Studies. This seriesof manuals for Sunday-school use is well underway, and as more volumes appear, the wholelist increases in popularity. In preparing theseries an effort has been made to base thework upon sound pedagogical principles andyet to direct it along such lines that the religiouslife of the school will be deepened. The lessonsfor the several departments have been madeconsecutive and progressive, and in this wayhold the interest of the pupils in their progressthrough the school. The methods employedare those advocated by Burton and MathewsUNIVERSITY RECORD 127in their Principles and Ideals for the SundaySchool.The series when complete will contain all ofthe following books ; those now ready areprinted in heavy- face type :THE KINDERGARTEN SERIES.A manual for teachers in the Kindergarten department.THE ELEMENTARY SERIES.An Introduction to the Bible for Teachers of Children.By Georgia Louise Chamberlin.A manual for teachers in charge of children fromnine to eleven years old. To be used in connection withnotebooks and report card for pupils.The Books of the Holy Bible. 40 pp., square, illustrated.To be used by the children in connection with theIntroduction to the Bible for Teachers of Children.THE SECONDARY SERIES.Studies in the Gospel According to Mark. By ErnestDeWitt Burton.A text-book for jpupils of the ages corresponding tothe eighth, ninth, and tenth grades of the public schools.THE ACADEMY AND COLLEGE SERIES.The Life of Christ. By Ernest DeWitt Burton andShailer Mathews.A text-book for adult Bible classes. Adapted alsofor use in academy, college, and Y. M. C. A. work.The Old Testament Prophets. By William RaineyHarper.The Apostolic Age. By Ernest DeWitt Burton andShailer Mathews.THE UNIVERSITY SERIES.The Priestly Element in the Old Testament. By William Rainey Harper.A text-book on the history, law, and usages of worship, for advanced students.The Prophetic Element in the Old Testament. By William Rainey Harper.Russian Civilization: Its Past and Present. ByPaul Milyoukov.This volume is also based upon a course of lecturesdelivered at the University of Chicago, and when issuedwill doubtless prove a valuable addition to the Englishbooks on Russia. The author has a first-hand and intimate acquaintance with his subject; also a rather straightforward and fearless way of presenting facts.The following topics are treated in detail: " Russiaand the United States — A Comparison ; " " The Nationalistic Idea ; " " The Religious Tradition ; " " ThePolitical Tradition;" "The Liberal Idea;" "The Socialistic Idea ; " " Anticipations."The Barrows Lectures (1902-1903) : ChristianBelief Interpreted by Christian Experience.This revision of a series of lectures delivered inIndia, Ceylon, and Japan will in an entertaining wayreveal what is being done in the way of intelligentproselyting among the upper classes of the far East.The lectures were delivered by Rev. Charles CuthbertHall, D.D., LL.D., and make a book that will proveinstructive and interesting.Ancient Records. A series of volumes to beissued under the editorial supervision of President William R. Harper.The first set of six volumes will treat the ancientrecords of Assyria and Babylonia, and Professor RobertF. Harper will be in immediate editorial charge. Thesecond set, three volumes, will discuss the ancient records of Egypt; Professor James H. Breasted has theoversight of this section. The third set, five volumes,will be devoted to the ancient records of Palestine, andPresident Harper himself will look after the editorialdetails.Boyer and Speranskiy Russian Reader. English version, edited by Samuel N. Harper.fileve de Tficole de Langues Orientales Viv-antes in Paris, with the collaboration of H.Mums, Fellow of Pembroke College, Cambridge, England.The list of books published by The Press contains anumber of text-books especially adapted for use in advanced classes. The present volume will prove a notableaddition to the list ; and, as Russian manuals in Englishare rather rare, the book ought to meet a very readydemand. The version now in press was prepared directlyfrom the proofsheets of the original edition, and in itscompilation the translators enjoyed the constant aid ofthe author. The material presented consists of selectionsfrom Tolstoy, of increasing difficulty, and so arrangedas to give the student a knowledge of both Russian syntax and life. The vocabulary embraces some three thousand words, and is wide enough to enable the reader tocomprehend other authors of ordinary difficulty. Thebook will prove an admirable manual for preliminarystudy of the Russian language.128 UNIVERSITY RECORDAn Outline of a Bible School Curriculum. ByGeorge William Pease, of Hartford Theological Seminary.The author aims to present in detail a curriculum thatcan be applied in all departments of the Sunday school,from the kindergarten to the advanced and adult classes.The outline for each section follows an extended psychological analysis of the pupils to be taught — a featureof very great value to the average teacher. The methodsadvocated embody the most advanced pedagogical principles of secular education, but are so sound that theyat once appeal to even the casual reader. It is safe tosay that the volume will very early become the standardand guide for all who attempt to reconstruct the Sundayschool along lines that alone give promise of its increasing usefulness and influence under present-day conditions,not alone in cities, but in country districts as well. Thebook is not in any way sensational ; it simply faces aproblem that is becoming increasingly obvious, and offersthe only adequate solution by pointing out the way to befollowed in helpful and constructive reform. The wholescheme fits in very well with the " Constructive BibleStudies " mentioned above ; in fact, series and volumeform admirable complements.The Decennial Publications. Although theten volumes of the first series of the DecennialPublications are practically finished, the second series is not yet complete. Of the eighteenvolumes originally planned the following arestill to come; they may for the most part beexpected in the very near future.Lectures on the Calculus of Variations. By Oskar Bolza.This treatise is, in substance, a reproduction in considerably extended form of a series of lectures deliveredby the author at the Colloquium held in connection withthe summer meeting of the American Mathematical Society at Ithaca, N Y., in August, 1901. It gives a detailed account of the typical and most important classof problems in the calculus of variations — in which anintegral depending upon a plane curve and containingno higher but the first derivatives of the unknown functions is to be maximized or minimized — with specialemphasis upon the progress of the theory during the lasttwenty-five years. The following topics are treated:(1) The older theory of the first and second variationfrom Euler to Jacobi, and the critical revision of itsfoundations and demonstrations by DuBois-Reymond,Scheeffer, Weierstrass, and others. (2) Weierstrass'stheory : the problem in parameter-representation, thefourth necessary condition ; sufficient conditions. (3) Simplifications and extensions of Weierstrass's theory,especially by Kneser and Hilbert. (4) The so-calledisoperimetric problems. (5) Hilbert's existence theorems.The Study of Stellar Evolution: A Popular Accountof Modem Methods of Astrophysical Research. ByGeorge Ellery Hale.The purpose of this book is to tell how the origin,development, and decay of celestial bodies is studied ina modern observatory. The remarkable advances in astronomy during the second half of the nineteenth century,including the development of great telescopes, the introduction of the spectroscope, the many discoveries madewith its aid, and the results obtained through, the use ofphotography, have given the study of stellar evolutiona prominent place in the work of many observatories.The explanations of instruments and methods are accompanied by illustrations, and the most recent astronomicalphotographs obtained with the telescopes of the YerkesObservatory are reproduced in a series of plates.The Messianic Hope in the New Testament. By ShailerMathews.The messianic hope of the Pharisees is formulatedas a criterion for historical interpretation. With its aida study is made of the messianic ideas of Jesus, the NewTestament doctrine of judgment and justification throughfaith ; the messiaship of Jesus as the basis of the apostolic theodicy; the messianic age and its forerunner thegift of the spirit ; the resurrection of the body ; thecoming of the kingdom ; the " consummation." As aconclusion there is shown the distinction between theessential and the formal elements of historical Christianity made possible by such an investigation.Glacial Studies in Greenland. By Thomas ChrowderChamberlin.This book will consist of a detailed description ofabout fifteen Greenland ice tongues, and of a portion ofthe main ice cap, dwelling especially upon the significantfeatures, followed by a chapter on generalizations, achapter on experiments, a chapter on theoretical deductions, and a chapter on the applicability of the generalizations and deductions to the great ice invasions of the past.Studies in General Physiology. In two Parts. ByJacques Loeb.This work will contain some of the author's principalpapers on the subjects of animal tropisms, heteromorpho-sis and artificial transformation of organs, artificial parthenogenesis, physiological effects of ions, the effects oflack of oxygen, function of cell nucleus, etc. These papershave appeared in scattered German periodicals or asseparate publications in German, and many of them arenow out of print or inaccessible.UNIVERSITY RECORD 129The Finality of the Christian Religion. By GeorgeBurman Foster.The work has two sections : " Christianity as Authority-Religion " and " Christianity as Religion of theMoral Consciousness of Man." In the first section therise, development, and disintegration of Christianity asauthority-religion is historico-critically traced. In thesecond section, Christianity as religion of the moral consciousness is defined in antithesis to the extremes ofnaturalism and clericalism. Then the respective meritsof the dogmatic and the religio-historical methods ofapproach to the main subject are examined. Finally, inthe light of the originality of personality on the onehand, and of the doctrine of a forever progressive humanity on the other, in accordance with the idea ofevolution, the problem, " Is Christianity the Ultimate Religion ? " is treated in a critical and constructivemanner.Predecessors of Goethe in Italy in the Eighteenth Century. By Camillo von Klenze.The aim of this investigation is to study in detailthe attitude toward Italy taken by the eighteenth century, with a view to determining not merely what thosegenerations saw or failed to see in the peninsula, butto decide, too, in how far Goethe's famous ItalienischeReise — a book the value of which has been so variouslyestimated — shows dependence on the preference andprejudices of its time, and furthermore in how far, if atall, Goethe goes beyond his contemporaries. In thisfashion, it is hoped, something may be done towardeliminating from our judgment of this famous workthat element of shifting subjectivity which has so farprevailed.An ImportantBook onOPTICSLIGHT WAVESand THEIR USESBy A. A. MichelsonTHESE lectures, delivered at theLowell Institute, proved so popular and interesting that it wasdetermined to make them available inbook form. This volume will be foundof great practical value by all whohave to solve engineering or mechanical problems that call for extremeaccuracy, such as the manufacture ofinstruments, tools, and machinery.Numerous practical applications of recent theories, together with accurateillustrations and descriptions of apparatus add materially to the value of thebook. Students of physics and astronomy will find here an admirable condensation of the somewhat scatteredliterature of the subject, presented inan original and entertaining mannerand yet with no sacrifice of scientificaccuracy. The subjects discussed areas follows :Wave Motion and Interference — Comparison of theEfficiency of the Microscope Telescope, and Interferometer — Application of Interference Methods toMeasurements of Distances and Angles — Application of Interference Methods to Spectroscopy — LightWaves as Standards of Length — Analysis of theAction of Magnetism on Light Waves by the Interferometer and the Echelon — Application of Interference Methods to Astronomy — The Ether.$2.00, net; postpaid, $2.12ORDER FROM ANY BOOKSELLER, OR DIRECT FROMThe University of Chicago PressCHICAGO, ILLINOIS 1904Please send me a copy of Michelson's Light Waveiand Their Uses. I ^Vfj-gmit $2-12~in payment for same. ThePsychology of ChildDevelopmentBy IRVING KINGOF PRATT INSTITUTE"Avery practical and helpful book, which shouldbe read and studied by everybody who has to do withdeveloping the intelligence and character of children" —The Progressive Teacher."This volume appears to approach the subject ofchild study from the right standpoint — not resting onthe assumption that child psychology is simply adultpsychology reduced to lowest terms The bookis a most valuable addition to our child psychologyliterature." — Wisconsin Journal of Education.44.... it is a book sound in theory, full of suggestion, and valuable alike to the practical teacher and theeducationalist." — The Educational News.280 pp., i2mo, cloth, $1.00, net;postpaid, $1.12At all booksellers, or order direct fromThe University of Chicago Press, Chicago, 111.The Place of Industriesin Elementary EducationBy KATHARINE ELIZABETH DOPP44. . . We can only wish that this bookmay have the wide-reaching influencethat it deserves. — The Nation.At all Booksellers, or order fromThe University of Chicago PressChicago, IllinoisThe Prospects ofthe Small CollegeBy William R. HarperPresident of the University of Chicago12 mo, paper ; postpaid, 25 centsThe University of Chicago PressCHICAGO, ILLINOISA Complete Catalogue of Publications Sent on Request