VOLUME IX NUMBER 5University RecordSEPTEMBER, 1904/. THE LECTURE-STUDY DEPARTMENT.NOTES AND COMMENTS.FREE LECTURE MOVEMENT.We wish to recommend to our readers therather full notice given in this issue to the" Free Lecture Movement in New York City,"conducted under the auspices of the Board ofEducation. This is one of the ripest fruits ofthe University Extension movement. Its valuehas been attested by the results attained. Assuggested in the editorial from which we quotein a later page, "by patiently cultivating thebest interests that can be awakened in themasses of the people, and trusting that thesewill in time supersede ignoble instincts, thepeople's university has become a most effectualethical instrument."The Milwaukee Board of Education, whichinaugurated a similar work two years ago, iscontinuing it with much success. Though theyin this time have not largely increased theamount of work done, they have demonstratedthe eagerness of the people to receive instruction when it can be brought to them by capableand scholarly men who are animated by a spiritof devotion to the work.The ideals of the leaders of this movementare those which animate the promoters of University Extension work in numerous centersscattered throughout the country. It has beendemonstrated that, while in the larger cities thecourses of free lectures meet an increasing needfor public adult instruction, it is not necessary in the majority of communities that the lecturesbe made absolutely free; in fact, in most ofthem it is better that a fee be charged, this always being kept as low as is consistent with thedesire of the center to make it self-sustaining.There being no public appropriation for thiswork, its promoters necessarily in most communities charge such a fee as will enable themto meet necessary expenses.r EDUCATIONAL SEQUENCE IN THE ARRANGEMENT OFCOURSES.The attention of the officers of UniversityExtension centers in America is especially directed to the quotation on a later page from theAnnual Report of the University ExtensionBoard of the University of London, in which theboard speaks of the admirable results whichhave followed its efforts to secure the cooperation of University Extension centers inarranging their courses in educational sequence.For many, perhaps adequate, reasons the University Extension work in America has notattained the serious place in the life of the communities in which it is conducted that has beenreached in England. The reports of our workfrom year to year indicate that our lecturecourses are attended on the average by a muchlarger number of people than attend similarcourses in England, though there is certainly agreater seriousness of purpose on the part of theEnglish Extensioners. It will doubtless be anumber of years before any University Extension society in America can report 1,306 candi-145146 UNIVERSITY RECORDdates presenting themselves for examination,and that of the number only 108 failed to satisfythe examiners. It will probably be an equallylong period before many of our centers haveattained to that serious educational standardwhich will permit them confidently, season afterseason, to arrange a program of twenty or morelectures upon one subject.However, those who are interested in University Extension as a serious educational movement are requested to read carefully sec. 9, p. 8,of the last Annual Announcement issued by theLecture-Stady Department of the Universityof Chicago. Attention is there called to specialprivileges which centers arranging their coursesin educational sequence enjoy. For the encouragement of such action, the Universityactually offers a financial as well as an educational reward. This reward may be to the center as a whole, or to individual members of thecenter, or to both. There is not wanting individual members of University Extension centerswho would be glad to comply with the third section of the regulation governing courses in educational sequence, but the special reward cannotcome to the individual unless the center as awhole comes up to the standard required insees. 1 and 2.We trust that during the coming year a number of the centers will arrange their courses forthe year in accordance with these regulations.It will be a pleasure to announce in the nextannual report of this Department a list of thecenters deserving special recognition becauseof the seriousness of their work.UNIVERSITY EXTENSION FOR WORKINGMEN.In the last Annual Report of the CambridgeSyndicate for Local Lectures particular attention is directed to the advance of the movementamong workingmen. Perhaps one of the mostsignificant features of this advance is that largenumbers of workingmen have turned out toattend courses of lectures in literature and history. Tn America instances are not wanting in which workingmen have attended with muchpleasure and profit courses of University Extension lectures. However, in practically all ofthe cases in which large numbers of such menhave attended the courses have been sociological,most of them the discussion of some phase ofthe labor movement.It is with much pleasure that we call attentionto an article, appearing on a later page of thisjournal, explaining the educational work conducted by the Trades and Labor Assembly ofSpringfield, Ohio. During the year similarcourses were given under the auspices of otherlabor organizations, but no other assembly inAmerica, so far as we are aware, has met withas great a degree of success in the managementof an educational work as that at Springfield.It is true that the courses given in Springfieldhave dealt with subjects of particular interestto laboring men, but it is equally true that notinfrequently courses of lectures given underthe auspices of teachers' associations are arranged primarily because they are of value toteachers. Let us then greet with enthusiasmany organization which attempts to place itselfupon a higher educational plane. We doubt notthat the time will come in America, as in England, when large numbers of our stalwart andconservative laboring men and women will beglad of an oportunity to spend one or two hoursper week listening to lectures on literature, history, science, or sociology — in fact, on anysubject which will broaden their horizon andmake life itself a matter of greater significance.FREE LECTURE WORK IN NEW YORK CITY.We have frequently called the attention ofour readers to the "courses of free lectures tothe people " conducted in New York city underthe auspices of the Board of Education. Thiswork was begun fifteen years ago, and has beenconducted with increasing success from the dateof its inauguration to the present time, whenUNIVERSITY RECORD 147the attendance amounts to one and one-fourthmillions of people. During the year 1902-3 atotal of 2,536 lectures were given in 128 different centers. There was thus on an averagetwenty lectures delivered in each of these centers. The supervisor of the lectures, Dr. HenryM. Leipziger, to whose enthusiastic devotionand unflagging industry the success of themovement is largely due, says that the lectures,so far as it is possible, are arranged in series,thus conforming with one of the essential features of the University Extension movement.For many of the courses printed syllabi areplaced in the hands of the auditors, while in asmany cases platform libraries have been keptin circulation among those whose interest couldbe aroused to that point where they would desire to read under the direction of the lecturer.With reference to the continuity of the work,the director in his Annual Report says :The fact that 116 different courses of lectures weregiven during the past season, the length of these coursesvarying from three to sixteen lectures, indicates thevalue of the effort to give continuity to the lecturecourses, and to afford an opportunity to our student classmore exhaustively to discuss any given subject. Thesubjects that have been treated in courses are chieflyscience and history, and the large and regular attendance at these courses, together with the serious reading that is done in connection with them, proves that thevalue of the instructional side of the lectures is becoming more and more appreciated. The subjects of thelectures are arranged with regard to their permanentvalue as well as their timeliness. The primary object ofthe courses is to spread abroad the best information thatis the result of scientific knowledge, and to give thatinspiration to the good life which should characterize allof our citizens.In answer to the skepticism of those whobelieve, or appear to believe, that adults notonly do not desire, but will not accept, seriousinstruction, Dr. Leipziger very forcibly says:The spread of the hunger for knowledge among thepeople makes the task of adult education yearly moreimportant and more difficult. The day is gone when education was the privilege of the patrician and when theman and the gentleman spoke a different tongue. Modern scholarship must be allied to unselfish service, and modernscholarship and modern knowledge, wherever gained, becomes worthy of its name only when it helps to makemen.The theory that the mass must toil, that the elect maybe enabled to cultivate the higher virtues, has long sincebeen exploded, and we believe now that the masses are" dull because they have never been cultivated." Nor dowe longer believe that the majority of a community mustforever be condemned to the long drudgery of toil. Theshortening of the hours of labor is bringing to theworkmen increased leisure, and the proper environmentmust be given him to use wisely that leisure so that thehours after dinner shall become, not the most insipid,but the most joyous and uplifting.The larger the number of those who can appreciatethe fine work of art or the great work in literature, thehigher the ethical standard among the common people,the nobler will be the conduct of the public men ofAmerica ; for the fountain can rise no higher than itssource " We are great cowards," Mr. Henderson said, " ifwe believe that the masses of the people, kept in healthby a wholesome amount of daily toil and once moreerect with self-respect, are going to squander a leisure towhich they bring good health and high spirit and a socialheart." ....The system of adult education will, it is hoped, become, as it has been styled, both a university for the busyand a workingman's college. It will illustrate truedemocracy, for the auditors include all classes, all races,and all creeds. It becomes a unifying force, and teachesthe truth that, from the cradle to the grave, all must belearners. The schoolhouse, the library, and church cooperate in the work of education, and, in the words ofProfessor Peabody, it " guides knowledge to the feet ofscience and lifts science to the height of knowledge."As further commendation of this movementto the friends of public education, whereverthey may be found, we are glad to quote thefollowing from an editorial appearing in theNew York School Journal, May 7,1904:In New York city there has developed, under thewise leadership and unswerving devotion of Dr. HenryLeipziger, a system of adult education which may wellserve as a pattern to the cities of the world. Incidentallyit furnishes another evidence of the wonderful powerwhich one man's unselfish persistency in a noble endeavormay acquire . in our democratic republic. The freelecture courses carried on under the auspices of the NewYork City Board of Education are essentially the fruit148 UNIVERSITY RECORDof Dr. Leipziger's faith in his ideal. From very modestbeginnings some fifteen years since there has grown upa comprehensive organization of university extension —a veritable people's university, under municipal controland forming an intrinsic part of the machinery of publicinstruction.Superficially viewed, the free lecture system mayappear to be merely a device of spreading useful information concerning a variety of respectable subjects.Some short-sighted friends seem to think its purposesexhaustively stated when they pronounce it as a worthymeans for stimulating and in measure satisfying thescientific and speculative curiousness of people whowould otherwise be unable to accumulate intellectualrealty, chattel, and embellishments. But there is more inthis movement than appears on the surface. Where,before this great work was started under way, were themany thousands who nightly crowd the lecture halls?What was the range of their interest then, what is itnow? One who will take the time to ponder upon thesequestions will catch a glimpse of the deeper significanceof the people's university idea. Close contact with thepeople attending the lectures and sympathetic observationof the effect upon their lives must convince the mostskeptical that he is face to face with a great civic, patriotic, moral movement, whose cumulative value to humanity is beyond human ken to estimate.REPORTS FROM FOREIGN FIELDS.ANNUAL REPORT OF THE OXFORD DELEGACY.The Annual Report issued by the Universityof Oxford Delegacy for the Extension of University Teaching for the year 1902-3 pointswith pride to the fact that during that seasonthe work reached the highest point attainedsince its conception. During the year 199courses, consisting of 1,888 lectures, were delivered, while the regular attendance upon thesenumbered 21,485. An especially gratifyingfeature of the report, and one which it is somewhat difficult for many of our University Extension centers in America to understand, isthe statement that 1,306 candidates presentedthemselves for examination, of whom 440 attained distinction, 758 satisfied the examiners,and 108 failed to pass. A still larger number,1,910 students, regularly wrote the exercises, while the average attendance at the classesnumbered 6,441. In fifty-four centers studentassociations were established, and the delegatesespecially commend the value of these associations to the smaller centers which are unable toafford more than one course of lectures eachyear.Attention has been called to the confusionarising in many of the University Extensioncenters in consequence of the new EducationAct of 1902. The passing of this act rendereduncertain the future of a great many of the extension centers, especially those which had inthe past seasons received financial support fromtechnical committees. However, the delegatesanticipate that the work will be speedily adjusted to the new conditions, and continued withrenewed vigor and enthusiasm.It is with much apparent satisfaction that thedelegates also call attention to the signs of acloser co-operation between their work and thatof the free public libraries. For the purpose ofdeveloping this more intimate relationship, public conferences have been held, and as a resultthe active co-operation of a large number ofdifferent libraries has been secured.THE CAMBRIDGE REPORT. ?*• ™The thirtieth Annual Report of CambridgeSyndicate, the oldest society for the extensionof university teaching in existence, indicates amost helpful and eminently satisfactory condition. Growth and progress in all lines are visible. During the year the number of activecenters was 96, as compared with 88 in the previous season. The number of courses deliveredwas 199, as compared with 104. There is alsoa notable increase in the number of lectures andin the total attendance ; in fact, the attendance,12,626, is the highest ever attained by the workof the Syndicate.In the following paragraph the UniversityExtension Journal (February, 1904) calls at-UNIVERSITY RECORD 149tention to a most significant feature of the workof the Cambridge Syndicate:But to most of us by far the most salient feature ofthe work of the past session has been the advance of themovement among workingmen. We are all of us awarethat this, or something like it, has occurred before, andthat subsequently the spread of public education provided other agencies for doing the work UniversityExtension was then doing. But when we read of centerswhere 520 people, most of them workingmen, attended acourse of lectures on " Representative Prose Writers ofthe Nineteenth Century," where 410 followed a course on"Shakespeare's Tragedies," and 610 a course on "England and Her Neighbors in the Far East," we appreciatethe fact that this is a serious and enduring feature of theExtension movement. Of the association which has beenformed to systematize and extend this kind of work wehave already spoken more than once in the columns ofthis Journal. A glance at the above and similar figuresshows clearly enough that there is plenty of demand forliberal education among workingmen, and there can be nonobler task for University Extension than to give it.ANNUAL REPORT OF THE UNIVERSITY EXTENSION BOARD OFTHE UNIVERSITY OF LONDON.This is the first report issued since the transfer of the London Society for the Extension ofUniversity Teaching to the University of London. The year 190 1-2 was the most successfulin the history of the old society, and the boardexpresses satisfaction with the first year's workunder the auspices of the new university. During the year 1902-3, 167 courses were deliveredwith an attendance of 15,204. The averageattendance on the courses is reported to havebeen larger than in any previous session.The University Extension Board of the University of London is attempting a really seriousbit of educational work. Special attention iscalled to the growing number of centers arranging their courses in educational sequence. Thefollowing paragraph is commended to thosewho are skeptical with reference to the educational possibilities in the University Extensionmovement :The gradual increase of the proportion of Sessionalcourses to Terminal courses has been the most interestingfeature of the University Extension movement in Londonduring the past fifteen years. As the local committees are financially liable for the cost of the courses, the choiceof subjects necessarily rests with them, so that it hasnever been possible to compel local committees to arrangetheir courses in educational sequence, or to compel individual students to pursue continuous and systematiccourses of study, but the desired end has been obtainedby the offer of the Sessional Certificate. In 1888 theUniversities' Joint Board of the London Society established the Sessional Certificate to be awarded for a fullSession's work of at least twenty-five lectures andclasses in one subject. Up to that time only TerminalCertificates had been given on a Term's work of ten lectures and classes. In that year (1888) eighty courses oflectures were given in London, each for one Term only,and even if a local center took two courses during thewinter — one before Christmas and one after — therewas no attempt to arrange them in educational sequence.The immediate effect of the establishment of the Sessional Certificate was to stimulate local committees toattempt to arrange their courses in sequence, and in 18994 Sessional courses were arranged in addition to the 88Terminal courses. By 189 1-2 the Sessional courses hadrisen to 20, the number of Terminal courses being 70.In the past Session the number of Sessional courses was37, and Terminal courses 56, while the number of students obtaining Sessional Certificates has grown from7 in the first year to 460 last Session. The furtherstep which now becomes necessary is to induce centersto arrange their courses in successive Sessions in sequence, and it was with that object in view that the Boardsubmitted to the Senate last Session a scheme for continuous and systematic work in history with literatureand art, that is, the " humanities." The Board feelsthat the university may at the present time exercise amost important influence upon the development of highereducation among evening students by thus encouragingmore systematic and continuous work in non-technicalsubjects. It is highly desirable that such systematiccourses in the " humanities " should be established ineach polytechnic.UNIVERSITY EXTENSION IN BELGIUM.There are several University Extensionbodies in Belgium. The oldest is the University Extension Department of the Free University of Brussels, organized in 1893. TheUniversity Extension Department of the NewUniversity of Brussels separated itself from thatof the Free University in 1894. Of more recentdate are: the Flemish University ExtensionSociety, whose courses are given exclusively in150 UNIVERSITY RECORDthe Flemish language, in certain Flemish localities of the country; and the Normal SchoolExtension Society, organized especially for thebenefit of the students of the Normal Schools,and carrying on its work in Brussels and Antwerp. There has just been created anotherExtension agency — the Belgian UniversityExtension Society, founded by the Catholicparty. As yet this body has given courses onlyin Brussels. Finally, the Catholic Young Peoplehave organized lecture courses in certain townsof the country for political and religiouspropaganda.In another category should be mentioned theestablishment of "popular universities/' whichorganize courses of lectures addressing themselves to the working classes. In some of thesuburbs of Brussels, notably at St. Gilles, theyhave manifested great activity.The University Extension Department of theFree University of Brussels, which is the mostimportant of these bodies, judging by the number of local centers where its courses are given,is also the one which has most faithfully appliedthe principles of University Extension instruction: courses, especially on all scientific subjects, divided generally into six lectures,accompanied by a syllabus distributed amongthe audience.In 1895 the University Extension Department of the Free University organized nineteencourses in ten local centers. In 1902-3 thenumber of courses had risen to fifty-three, delivered in thirty-seven local centers, includingthe Grand Duchy of Luxemburg. In theseeight years the number of auditors had morethan doubled.Besides courses, the department arranges alsofor single lectures ; but it does this only in exceptional cases, and especially in order to present the work to the public in localities where ithas not yet gained a foothold.The Belgian public demands especially scientific courses. These constitute the great major ity of the courses organized. Most of thecourses are accompanied by stereopticonillustrations.Certain committees in the smaller townsorganize excursions to the museums of thecapital (the Museum of Natural History, or ofArchaeology), to the Botanical Garden, and tothe University Institutes, where explanationsare given and the collections shown by the University Extension lecturers.The average attendance at the lectures is fromone hundred to two hundred. The professorsremark that the best people follow the coursesregularly. The price of admission is very low— from forty cents to a dollar for the coursegenerally, and sometimes even less. So thelocal committees must, in most cases, secureassistance to cover the cost of the courses. Partof this assistance is given by the Central Committee, from the general funds of the work. Itis this Central Committee which has the direction of the extension lectures, sends the professors to the local centers, remunerates them,publishes the syllabus, etc.This year the Extension Department organized at the courthouse in Brussels the experiment of the pendulum of Foucoult, theexperimenters being Messrs. Goldschmidt andDormy. The experiment was made under excellent conditions, the length of the thread ofthe pendulum reaching seventy-three meters,which is, we believe, the greatest length everattained up to the present time. These demonstrations attracted thousands of people.UNIVERSITY EXTENSION IN DENMARK, 1898-1904.BY A. B. DRACHM ANN.Preliminary remarks. — In order to understand the character of the Extension movementin Denmark, some preliminary knowledge ofDanish institutions for higher education is required. I shall try to give it in the fewest possible words.There exists in Denmark only one university,UNIVERSITY RECORD 151that of Copenhagen. Copenhagen is the onlylarge city of the country ; it has almost half amillion inhabitants — the rest of the country lessthan two million. It is situated on an islandat the easternmost end of the kingdom, anddivided from two-thirds of the rest by fairlybroad channels. Though the distances aresmall, traveling in the country is therefore slowand somewhat wearisome.The University of Copenhagen is not, like theEnglish universities, principally an institutionfor the imparting of scientific knowledge ingeneral ; it is much more a training school forthose intending to enter the learned professionsor government service. Examinations play animportant part in our system, and the university teaching is to a great extent really a preparation for them. A regular course of studyrequires from five to seven years of steadywork. There are, however, popular lectures,and these are frequented by great numbers ofthe higher classes.The Danish rural population to a great extentgets its secondary teaching in the " people's highschools," where young men and women pass halfa year or more with the sole object of roundingout the education given in the public schools.All these high schools are strictly orthodox andlay great stress on religious education; theywill, for the most part, have nothing to do withthe Extension movement, and many of themregard it with pronounced ill-will.The public-school teachers, who in Englandtake a prominent part in the movement as students, are here helped in other ways. Thereare permanent courses held at Copenhagen,where teachers of both sexes can get thoroughinstruction in the subjects they are to teach inthe schools.Before the Extension movement began, therehad arisen a desire for popular scientific teaching in the provincial towns, where the " people'shigh schools" have never been able to get afoothold. Associations for the procuring of popular lectures exist in almost every town ofthe country and in many rural districts. Thelecturers, who generally deliver single lectures,not whole courses, are for a great part "highschool" teachers; but university men fromCopenhagen have been in great demand, andhave done much in preparing the soil for amore systematic form of teaching.The origin. — The Extension movement inDenmark began with a request to the universityfrom a group of associations (partly tradesunions) in Copenhagen which had united in thewish for the introduction of teaching resembling the English University Extension. Theuniversity was therefore asked to appoint acommittee to discuss the matter and possiblymake suggestions (May, 1898). A committeewas formed and, having conferred with delegates from the above-mentioned associations,made a proposal to the "Academic Teachers'Assembly" (the supreme authority within theuniversity), which was accepted. Its contentsare briefly these: The Assembly nominates aDelegacy of five members, which has the rightto supplement itself with four members fromwithout. This Delegacy is to help local centersin Denmark (not in Copenhagen) to start Extension lectures by finding lecturers and proposing subjects of courses ; also, if possible, byprocuring pecuniary aid. The teaching maynot consist of single lectures (September 19,1898).The Delegacy was formed and its existenceannounced through the public press (November 30). In a short time many centers wereformed, mostly in the towns, which asked theDelegacy for courses. Some private institutions helped the Delegacy with small sums ofmoney, and so made ;t possible to start eighteencourses (of six lectures each) in the spring of1899. Beginning April 1, 1899, the stategranted an annual support of $1,250, whichlater on was augmented to $2,500. In May,1899, the number of centers had risen to twenty-152 UNIVERSITY RECORDseven, and in the autumn of the same yearthe regular work could begin, which has beencontinued until now.The Delegacy at present consists of fiveuniversity professors — one of history (the chairman), one of Danish literature, one of bacteriology, one of botany, and one of jurisprudence :and of three other members not selected by theAssembly of University Teachers ; viz., a professor from the Technical High School, a professor from the Agricultural High School, anda lecturer in classical philology at the university (the secretary). Its members receive nosalary, with the exception of the secretary, whohas $200 per annum. There is a lady assistantin the office. The financial affairs are managedby the chairman.The centers. — The number of centers, whichin May, 1899, was 2.J, of which 17 were rural,had in Ma}', 1900, risen to 52 (19 rural). In1 90 1 there were 54 (20 rural) ; in 1902, 54{22, rural) ; in 1903, 50 (18 rural) ; in 1904,43 (13 rural). After a hasty rise, there hasbeen a steady but slow falling off, as was tobe expected, when the undertaking was nolonger new. The loss is greatest in the ruralcenters, which very often cannot afford the costof a course, though this is very moderate.Many towns in the western and northern partsof Jutland, where the interest in popular education is great, have been obliged to give upthe scheme, because it is almost impossible toprocure the courses they wish, the distancesfrom Copenhagen being too great.Almost all centers are organized as associations, whose members pay a yearly subscription.The number of members varies from less thanone hundred to four or five hundred; betweenone and two hundred seems to be the average,A rural center generally comprises almosteverybody within the district, where this is notthe case, the center cannot live long. In thetowns the case is different. In some places thepoorer classes form the constituency ; in others (I believe the minority) the lectures are mostlyattended by the higher classes. The workmengenerally take no active part in the movement,though their leaders seem to regard it withfavor. There are exceptions, however, and insome towns the workmen are the best supporters of the system.Economic conditions. — The cost of a courseof six lectures is, for 100 students or more, onthe average 40 cents for each student. Of thisa little more than 25 cents goes to pay the lecturer's fee and expenses, and is sent to theDelegacy, which pays the lecturer. The restgoes to local expenses (lecture-room, administration, etc.). These prices are, of course, madepossible only by the state aid. The total expenses for a year, if we exclude the local expenses, of which nothing is known, but includethe cost of the Delegacy's administration,amount to about $5,000, of which half is paidby the centers, the rest by the state. The stateaid is distributed so that the price for a courseis fixed for each center, varying, according tothe distance from the lecturer's home (whichis almost invariably Copenhagen), from about25 to 60 dollars. But this price is reduced onthe principle that the center only pays 25 centsfor each student, though in no case less than$25. Thus a center within a day's trip fromCopenhagen, wThose tariff is $60, will for acourse with an attendance of 160 students haveto pay $40 only, and so on. To this is addedthe price for the syllabi, which are printed at theexpense of the Delegacy and sold at a price of2 cents each. In the above case this would givean addition of $3.20 for the course, the numberof syllabi being estimated as equal to the number of students. As very few courses are attended by more than 240 students, almost allcenters receive regular state aid; moreover,even if the $60 is paid in full, it will not coverthe lecturer's fee and railway expenses, if hehas to go to a distant center. The state aid,furthermore, pays the expenses of the DelegacyUNIVERSITY RECORD 153itself, about $400 annually, and the cost of theteaching materials (lantern slides, maps, etc.),about $250 yearly.Cheap as our Extension teaching is, manycenters can only with difficulty afford the expense of two courses yearly. Most of themhave no other resources than the annual subscription paid by the associates ; this is usuallylittle more than 50 cents, which would be quiteinsufficient, if all of the associates attended allcourses. In some places the town administration helps with a small sum of money yearly.Poorer centers content themselves with onecourse yearly, generally in the autumn, and thenget some single lectures in the other half of theyear.The lecturers get from $25 to $60 for a courseof six lectures, the price varying according tothe distance from the lecturer's home. If a lecturer visits several centers on one journey, eachlecture will take a day and night of his time;for this he will get $40 per course. The writingof a syllabus is remunerated with $12.50. Thelecturer must pay for his food and lodging outof his fee, but his other traveling expenses arepaid by the Delegacy.Character of the teaching. — The Extensionperiod covers two seasons, autumn and spring.The autumn courses close before Christmas ;the spring courses, before Easter. All courseshave thus far been of six lectures each. Continued courses have been tried only at Copenhagen (electricity, chemistry). The lecturesare regularly delivered at weekly intervals. Thecenters generally do not approve of two lectures a week, though this would in many casesmake it easier for distant centers to get thecourses they most wish for.The teaching bears throughout the characterof popular lectures for mixed audiences, anddoes not require preparation on the part of thehearers. Examinations are absolutely unknown.No questions are put for exercises; but everylecture is followed by an hour for asking ques tions ; and the hearers are generally not shy inthis respect. A few lecturers (on geology andDanish history) have introduced class work fora smaller number of students, who preparethemselves for it by means of a circulating library. For every course the lecturer writes asyllabus, a copy of which has to be in the handsof every hearer. The syllabus contains an outline of the subject (generally in somewhatgreater detail than the English syllabi) andindications of the works to be consulted on thesubject. Many courses are illustrated by lantern slides. The Delegacy possesses two lanterns, which are rented on moderate terms tocenters which have none themselves. Summermeetings, which have had so great a success inEngland and elsewhere, have not been held hereas yet. But at a conference just now held between the Delegacy and delegates from the centers it was agreed to prepare for a summer (orautumn) meeting to be held at Copenhagen in1905.General remarks. — University Extension inDenmark has some peculiar difficulties to overcome. The foremost of these perhaps is this,that outside of the "people's high schools"there exists no clear conception of what may becalled general culture and no institutions forpromoting it. When a young man is out ofschool, at seventeen or nineteen, he will eithergo to work for his living, or he will take upsome special study leading to an examinationand afterward to an appointment. Nobodyworks for the sake of knowledge itself. Theresult is that people regard the Extension lectures chiefly as a sort of amusement, the moreso because they do not, and by our system cannot, lead to any practical result. Of course,people will not pay much for such an amusement. Thus the centers can subsist only bygetting large audiences, and no lecturer willsucceed who cannot keep a large audience ofidle hearers interested in the same subject sixtimes for an hour or more. It is very difficult154 UNIVERSITY RECORDto find and keep a staff of lecturers that willsatisfy these requirements and possess a thorough scientific education besides. Until nowit has been just possible ; but we have made noreal advance toward the goal of the whole movement — the imparting of solid knowledge topeople who will work to get it. In this respectthe women are by far our best patrons. Theyfeel more than the men the need of a higher education, and are more willing to do somethingto obtain it. On the other hand, the progressfrom the former state of things, when courses oflectures were practically unknown, is unmistakable and not to be underrated. In many ofour provincial towns and in some rural districtstwo courses a year on scientific subjects are nowregarded as a fixture. The numbers givenabove speak for themselves : to the falling off inthe number of centers there does not corresponda falling off in the number of courses, whichshows that the movement has really taken holdof the population. So the prospects are, if notbright, not altogether discouraging; and theplanned summer meeting will, if it turns out asuccess, undoubtedly do much to strengthenand develop the Extension movement in ourcountry.LEAVES FROM A LECTURER'S NOTEBOOK.BY J. G. CARTER TROOP,Associate Professor of English.It is evident from their several reports thatnothing in the United States more impressedthe members of the Mosely Educational Commission than the American belief in the valueand importance of education both to the community at large and to agriculture, manufactures, commerce, and the service of the state.They all comment on the fact that publicopinion is strongly in favor of education, thatbelief in it permeates American society. Thedesire of the people to learn seemed to the members of the commission to be sometimes overwhelming. The earnestness with which Ameri cans regard education, their esteem for it, andtheir consequent willingness to spend money onit, the liberality displayed by government andby private donors on behalf of it — these aspectsof the question they came to study are remarkedupon with emphasis and admiration by all ofMr. Mosely's confreres. They could all understand why the University Extension movementhas been successful in the United States, andwhy it is recognized at the University of Chicago as a firmly established and abiding methodof enlarging the University's sphere of influence and usefulness, an effective means forcommunicating a wider life.To those who have acquired the methods andhabits of scientific research and enjoy opportunities for the prosecution of such research andhave abundant facilities in the way of libraries,museums, and laboratories, anything in educational methods less exact and elaborate is anathema, or is apt to be. There is one exception,however. We all hold nowadays as a matter ofcourse that the chief aim and function of a university is research and making original contributions to knowledge, adding to the inheritedstores of learning, and providing advanced instruction for graduate students who seek anadvanced degree. But fortunately only the few— those who claim to be the custodians andappraisers of learning and genius — view witha certain condescension the efforts made to extend as far as possible these educational privileges beyond the Quadrangles, to tell somethingof the results of all this research work, and todistribute a little of this accumulated knowledge by other means than books and treatisesand learned journals, and to do it in languagestripped of the peculiar and awe-inspiring andbeclouding jargon of the " thinking-shop." Thecloistered scholar does not believe that this canbe done in a way sufficiently scholarly to be significant, and the rigid scientist thinks it cannot be done in a sufficiently scientific way, soUNIVERSITY RECORD 155they will have none of it. There is in this atouch of professional narrowness for which wewould fain apologize. University Extension isbeyond the sphere of high and dry professionalprofessors. They believe that to conceive it intheir way is to conceive it in the only true way.Such people are not unlike the man who said toCharles Kingsley, who was showing him thedissection of a caterpillar with its exquisiteviscera: "Why, I thought it was nothing butskin and squash." Like the caterpillar, University Extension is a reality, and every reality hasan infinity of aspects or properties. But, afterall, it is only the instructor of the bookwormvariety who insists upon conceiving of University Extension work in this rather stupid way.Personal sympathy with the difficulty of thetask makes the man of understanding wonderat the skill displayed by some of our lecturersin presenting to a mixed audience a scholarlysubject in a scholarly way, yet attractively,simply, and effectively. Scholars of adventurous mental temperament have done admirableand distinguished work through the UniversityExtension system of lecture courses, as the history of the movement abundantly testifies.It is no doubt owing to the vivifying andother beneficent effects noticeable in thoseactively engaged in Extension lecturing that ithas been suggested by certain enterprisingmembers of the University — possibly of theBoard of Trustees, but of that we are notcredibly informed — that the whole staff shouldbe required to deliver at least one course ofExtension lectures each year. It is a happysuggestion. While it may not offer muchopportunity for research, those interested inspeculative experimentation can experimentupon their audiences.It is sometimes argued that the large numberof colleges and universities in the United States and their ease of access make University Extension not such a necessity as it is, for instance, inEngland where it is much more difficult toobtain a university education. But this is toargue without giving due consideration to thedifference between the two countries. It is truethat the demand for Extension lectures is somewhat greater in England than in the UnitedStates, that there is scarcely a village or townwithout its center, and that the artisan class isreached as well as the most cultivated people inthe place. Indeed, all sorts and conditions ofmen make up the English Extension center:the lady of quality sits beside the miner andtakes an examination along with him; whilewe, so far, have reached only the better-educatedpeople. In England, however, higher educationis confined to the few, while here it is morediffused, though the level may perhaps not bequite so high as yet. But the interest in education, as the Mosely Commission repeatedlyemphasizes, is considerably keener and morewidespread in the United States than in England. As a whole, too, the American people areless inclined than formerly to consider their education as " finished " on leaving school or collegeor university. The more intellectual and active-minded realize that education is not a thingwhich can ever be regarded as complete. Theywish to keep on with it, to avoid getting rustyor old-fogeyish, and to be abreast with thethought of the age, and the University Extension system of adult instruction exactly meetstheir needs. In the United States it is thebetter-instructed people in the community whoare the most actively interested in Extensionwork, who do the most to promote it, and whochiefly attend the lectures. It may safely be inferred, then, that the more widespread higheror liberal education becomes, the greater will bethe demand throughout the country for systematic courses of university lectures by universityprofessors. It is only by the Extension methodthat this demand can be supplied.156 UNIVERSITY RECORDThe more our young men and women attendthe higher seats of learning, so much the morewill the University Extension movement flourish in the land. The greater the number ofcultivated people in a community, the easier itis for the movement to gain recognition andsupport. According to our experience, it isthose who have had the advantages of a collegeor university education who generally take thelead in establishing an Extension center in acommunity. Those most difficult to interest inExtension work are men who have never beento college.As everyone knows, University Extensionlectures are intended for adults, for those ofmature minds, so far as age is concerned. Theyare designed to help and stimulate those whoseeducation may have been neglected in early daysor never extended beyond that given in thepublic schools. The lectures are designed alsofor college or university graduates, for thosewho are wise enough to recognize that thereis room for aftergrowth, and wish to keep onseeking instruction, desiring to know the bestthat is thought and said today at the great seatsof learning and research. Reading alone cannever quite take the place of instruction inpropria persona. Besides, very few have thegift for reading, as Robert Louis Stevenson hasobserved.During the past Extension lecture seasonmore traveling libraries were sent to the Extension centers than in any previous year. It isobvious that no better test than this can be hadof the increase and the value of UniversityExtension instruction. A large and ever-increasing amount of reading is done in connection with the lectures and classes. When weadd that in number of lecture courses given, andin the number of people attending the lectures,the last two years are much the largest onrecord, it is unnecessary to say anything further about the strength of the Extension movementin the country at large. It is not wise for ordinary mortals to prophesy, but it does not seemvery unreasonable to predict that every townin the United States will some day have anExtension center " in its midst." It is only aquestion of time — and enlightenment. A fewyears hence everybody will be wondering howpeople ever did without University Extensionteaching.Is it advisable to make any change in thepresent method of carrying on University Extension teaching? Those engaged in the workare always on the lookout for new ideas andready to make changes, if the changes commendthemselves to their understanding. Change isnot necessarily progress, however, and there canbe plenty of progress in Extension teachingwithout making any change in the presentmethods. They have been found to work admirably wherever they have been fairly tried.We have yet to hear of any suggestions thathave been made for improving or changing thepresent system that are workable or, if workable,desirable. If the lecturer and the local committee fitly play their respective parts, our system or method of work is comprehensive andelastic enough to meet all possible conditionsand to admit of all possible progress. It is notsomething new in Extension work or anychanges that are needed, but rather lecturers andcommittees, especially committees, who willmake proper use of the present methods. Theone weakness in our system is the local committee. We have a large number of thoroughlyorganized and admirably effective committees ;but there are not a few which are the veryreverse, which have brought centers into tribulation, and the Extension movement into localdisrepute. Without active and effective localco-operation the university cannot make Extension work successful in a community, no matterhow good the lecturer may be. The work aUNIVERSITY RECORD 157committee has to do is after all very inconsiderable, if the committee be well organized andeach member will perform the small portionassigned to him. It is only when all the workand responsibility falls upon one person — asis too frequently the case — that the burden isreally felt. It is not a change in our methodsthat is required, then, but a change of heart inthose who become members of committees andnever attempt to discharge their duties. But, asBernard Shaw remarks, anyone can show theway to better things, but when there is no will,there is no way.There are some University Extension committees which, like some lecturers, underrate thecompetence and interest of audiences. In applying to the University for courses of Extension lectures, committees will sometimes thinktoo much of what they imagine is the capacityor taste of the community and not enough oftheir own. The officers of a center have nowand then, too, declined to have a course unlessthey can get a certain lecturer who they supposealone can attract and hold the audience whichwill assemble in that particular community atthat particular time. A little reflection willshow that this is a very short-sighted thing todo, and can only react disastrously upon thecenter. To close a center for a season unlessa certain lecturer can be had is not showinginterest in University Extension work, in education, in things intellectual, but merely interestin an individual. It is only better than nointerest at all. The congregation that meltsaway on the departure of the clergyman whoseministrations have been the sole means of fillingthe church is not a congregation remarkable forspiritual earnestness or steadfastness, but onlyfor having itching ears.The less intelligent, or the less sophisticated,an audience may be, the more it is apt to expectof a lecturer in the way of personal display. The University Extension lecture, the genuinearticle that is, obviously does not lend itself todisplay of any kind. Its object is not display,but instruction — the reverse exactly of theso-called "popular" lecture. Uncultivatedpeople object to a speaker using a manuscriptbecause they want "oratory" — understandingby the word the old and lofty style, the amazingimagery, the pompous phraseology, and thetawdry rhetorical tricks of a happily departedday. This is by no means peculiar to any country. It has been recently observed by an English writer that oratory is still associated in theuncultivated mind with a lofty, inflated, grandiose style of speaking, in spite of the fact thatthe greatest orators of all times always madesincere, direct, and withal simple appeals to theiraudiences. Every Extension lecture may havethe qualities of genuine oratory in it, and yetbe anything but grandiose in style: earnestthinking, logical reasoning, honest conviction,seriousness of purpose. And without thesequalities — and to them we may add an understanding heart, a grip on the realities of things,and a chastening sense of humor — the utterances of a speaker, no matter how " lofty " theymay be, are as a sounding brass and a tinklingcymbal. But the highfalutin and tinsel dazzlethe illiterate and bring down the house, and itis all very high and mighty and great, asDickens has somewhere remarked. But it isscarcely educative and refining.There are some people who seem to thinkthat University Extension teaching should beentirely self-supporting. It would be quite interesting and instructive to know on whatgrounds this opinion is held, and whether thosewho hold it expect any other department of theuniversity to be self-supporting — that is, to livewTholly upon the fees paid by students. Didanyone ever know or hear of an institution ofhigher learning, or any department of one, thatderived its support wTholly from students' fees?158 UNIVERSITY RECORDIt is not likely. Then why make any distinction,why expect the University Extension division,a regularly organized department of the university, to be self-supporting? One of the secretsof a sane and happy life is not to expect toomuch of men and things. The Extension division comes nearer the point of self-support thanany other department of the university, but anendowment of a million of dollars is requiredto put the division in the position of independence in which it ought to be in order to fulfilits mission of carrying light and learning to theuttermost parts of the Union. The altruisticwealthy, if one may employ such a term, whodesire to promote the intellectual welfare of thepeople, but do not know exactly how to do it,have here the opportunity which they have longwaited for. The Extension division is the department which more than any other brings theuniversity into immediate and living touch withthe people. It has been often said before, but isworth saying again, that the University Extension movement is essentially democratic, animportant part of the great democratic movement of the present age.THE EXTENSION OF EDUCATIONAL PRIVILEGES*BY SUPERINTENDENT V. W. B. HEDGEPETH,The educational and literary interests, asthey come in contact with the free library function, represent such vast fields that I can touchthem but here and there, and then only in somespecial sense. From these interests comes thereligious interest, their product. These threereduce to the problem of living, and living reduces to the individual.So in the life of any one man. The publicschool puts the foundational stuff into him —presumably according to some standard system.Afterward the pursuit of literary studies polishes, finishes him; rounds him into the com-1 From an address delivered at the dedication ofthe Carnegie Public Library, Goshen, Ind. plete, useful being. Religion furnishes him themotif of living.These three sides of man are plainly markedin all races that have risen, ever so little, abovethe primitive level. When the foundationaltraining of a race has crystallized into the publicschool, and its literature appears in the mediumof conveniently built books, that race hasreached the level of civilization.The public free school and the public libraryare essentially indisputable marks of civilization. Lack of these is a sure sign that thecommunity has not reached this acme ofenlightenment.The free library is as essential an element ina correct policy of education as a free school.The chief part of the education of most mencomes after the age of twenty and is gatheredfrom the newspaper and the book. In the olddays, when the sage sat in the grove or marketplace and, deprived of the medium of books,taught by word of mouth, it was a true saying,"As a man thinketh, so is he." Today, whenthe thoughts of men find expression in numberless books, it is equally true that "As a manreadeth, so is he."Since the mind of man is the ultimate sourceof all his comforts, spiritual and material, it isnot hard to see that the establishing in a community of free books and free papers, with freeaccess to them, is one of the greatest blessingsthat can fall to its people, and is second only tothe liberty men have of availing themselves oftheir opportunities; providing always that thebooks be properly selected, well graded, andwisely distributed. Here the function and theresponsibility of the book committee and thelibrarian show equally great with those of theteacher in the public school.Permit me to say that the second great blessing that is coming to the American people isthe University Extension movement. Themiser neither can use nor enjoy his wealth. Itis only when money is moving in the channelsUNIVERSITY RECORD 159of trade that it is useful. So with learning. Itis only when men and institutions are busy withit that it becomes a blessing.University Extension is simply the movingof the university toward the people; bringingthe university with all its living, vitalizing, systematizing forces, not only to the man whomay spend his days in study, but to the manwho must work that he may live.The university is no longer the rich man'sprivilege but it has become the poor man's opportunity. Today all men may become rich inthe world's real wealth, the wealth of knowing.In one way this blessing of the university —an institution of living men — is the greatest ofall; for first must be the living, vitalizing,thinking and speaking man ; after him the bookthat preserves what the man has lived, what hehas thought, what he has spoken; then thelibrary, containing the product of the lives ofrntn. The man or the book — either is invaluable ; but best of all the man and the book, forin the man and the book (the school) we havethe knowledge of all time at our disposal.I regard the library working with the university as one of the most potent factors incivilization and culture that we now have. Thesetwo movements are particularly valuable because in order to secure their benefits, man mustmove himself into them. He must take theinitiative.The public schools undertake the teaching ofwilling and unwilling heads — good heads, badheads, heads of different adaptabilities. Theinstruction we schoolmasters deal out may meanmuch or it may mean little. The instructiongiven by the University Extension and the library should always mean much, because thelearner wanting it is old enough to know whathe wants, and is strong enough of purpose toget what he wants.This element of strength of will to developinto doing the thing born as a wish cannot beoverestimated. We want all things in a general, childish way.We want to be learned and rich and strong.We want all of these things, all of us, after somesort of maudlin fashion. Yet only a few arelearned; only a few are rich; and only a feware not guilty of pursuing health through muchmedicine rather than by correct living andphysical exercise. The lesson of this is that,after all, those who had the will to try to dowhat they wanted to do usually did it very well.Neither of these movements is, nor can be,complete in itself. I am glad that they are coming to the people together, and I sincerely hopethat those having these matters in charge shallsee the importance of correlating them.As a rule, our knowledge of men and movements is small; not because we have not triedto know, but because we have not had the meansof knowing. The free library and UniversityExtension bring these means within the reachof all. This knowledge we are claiming towant is now of easy access, and the test as towhether we really want it is squarely before us.The answer to the test is not to be found inwords. It is in the uses we shall make of ourprivileges, and will be found in the records ofthe library and the university.EDUCATIONAL WORK OF THE SPRINGFIELD, OHIO,TRADES AND LABOR ASSEMBLY.A few years ago the educational committee ofthe local Trades and Labor Assembly, in lookingabout for material for its program, concludedto try the experiment of a course of UniversityExtension lectures. A contract was made withthe University Extension Department of theUniversity of Chicago, and Charles Zueblin,professor of sociology, was secured for a courseof six illustrated lectures, one to be deliveredevery two weeks. The subject selected was"Phases of British Municipal Life," and thecourse was illustrated with three hundred stere-opticon views. The average attendance at these160 UNIVERSITY RECORDlectures was over eight hundred, making a totalattendance during the course of nearly fivethousand.The next season Professor Zueblin was againsecured, and a course was selected which wasan appropriate sequel to the first. The subjectof this second course was " American MunicipalProgress." The average attendance was onethousand, making a total attendance of sixthousand.As a result of the popularity of these lectures(there being practically a public demand forthem) the committee decided to continue thework. Consequently, Dr. Ira W. Howerth,assistant professor of sociology in the University of Chicago, was secured, and he delivered the course last winter. The subject ofthe course was "Our Country." The attendance taxed the capacity of an auditorium seating fourteen hundred people, and on twooccasions hundreds were turned away.Immediately after the close of this course thematter was taken up by the Assembly, and Dr.Howerth was engaged to deliver another coursenext winter. The title of this course will be" Phases of the Labor Question."While it is not possible to give here an adequate description of the course of lectures delivered by Dr. Howerth last winter, some ideaof its scope may be obtained from the subjectstreated. The titles of the lectures were as follows: "The Land We Live In;" "OurNatural Resources, Their Use and Abuse;""Wealth and Welfare;" "Workers and Shirkers ; " " Labor and Life ; " and " The Government and Social Reform."The cost to the Assembly of this course wasas follows : University fee for lecturer, $125 ;railroad fare, $53 ; hotel bill, $14.25 ; printingand incidentals, $23.80 ; total, $216.05. As themunicipality owns an auditorium located in itscity building, there was no charge for a placeof meeting; and through the generosity andpublic spirit of the proprietors of the news papers, no charge was made for extensively advertising the lectures. The money necessary tobear the expenses of the course, and of all itseducational and other important work, was derived by the Assembly from its Labor Daycelebration and its other entertainments. Thelectures are thus provided for the public free ofany charge.In all the previous public lectures conductedthe Assembly recognized the necessity of making them attractive in order to overcome as faras possible the prejudice existing with a largepart of the public against attending lectures.Musical programs were often rendered, theauditorium was decorated, flowers and plantsbeing used to produce pleasing effects. Theproblem was largely solved, however, whenProfessor Zueblin employed a stereopticon inillustrating his course. This was the Assembly's first experience with illustrated lectures,but it was impressed with the value of the stereopticon as a means of popularizing its educational work, and it at once purchased one for usein its own meetings and among affiliated unions.Such an investment appealed to the businesssense of the Assembly. Not only did it purchase a fully equipped double stereopticon, butalso a moving-picture machine. In Dr.Howerth's course the stereopticon was used toillustrate the lectures, and at the conclusion ofeach lecture a short entertainment was givenwith the moving pictures. The latter featureproved a success from the beginning, and in noway detracted from the merits of the coursefrom an educational standpoint.When the time of year during which theselectures are given is considered, the weatherbeing often extremely cold or inclement, together with the fact that there are usuallynumerous counter-attractions, the large attendance can be accounted for only by the value ofthe work and by the public confidence in thejudgment of the Assembly and its ability tofulfil all its promises. This it tries to do inUNIVERSITY RECORD 161all its undertakings. It is a pleasing state ofaffairs when conditions have been so developedthat the public looks to organized labor for inspiration and instruction from the rostrum.Some conception of the general feeling inregard to the Assembly's educational work maybe formed from the attitude of the press. Thepress of the city renders valuable assistance, notonly by freely announcing each lecture, but alsoby placing before its thousands of readers onthe morning following each lecture a synopsisseveral columns in length. In verification ofwhat has been said of the public interest manifested, we give herewith the editorial commentsof the two morning papers at the close of thelast course. This from the Morning Sun:Last night, at the city auditorium, Professor Ira W.Howerth delivered the last in a series of six lectures on" Social Economy." The lectures, which have proved ofuniversal interest, have been given under the auspices ofthe Trades and Labor Assembly, and that organizationdeserves great credit for bringing to Springfield so interesting a speaker and so deep a thinker. ProfessorHowerth paid a high tribute to organized labor. He isa student who has studied the labor conditions for years,and is unbiased in his views. He knows men as theaverage professor knows books. He is practical in alltilings and gives his reasons in all cases. The lectureshave been given for educational purposes, and containeda vast fund of information. The Trades £nd Labor Assembly is to be congratulated for having given the publicthe benefit of six free lectures, and should be encouragedto continue this class of educational work.The following is from the Press-Republic:There can be no doubt of the value to any city of acourse of lectures like those delivered this winter byProfessor Ira W. Howerth. It was particularly fortunate, too, that he should have been brought here by theTrades and Labor Assembly. This fact alone assuredhim a hearing by a class of citizens which would havebeen conspicuous by its absence if the same course hadbeen delivered under the direction of some other organization. He was heard by large audiences, and at alltimes was given a close, thoughtful hearing. That goodwill result, cannot be doubted, but the common error isto believe that no good results from undertakings of this kind simply because it is not always apparent on thesurface. The Trades and Labor Assembly is to be highlycommended for its efforts along this line, and shouldhave the encouragement of the good people of Springfieldin similar efforts of the future.So much for what may be called the pioneerwork of the Assembly. It has been well done.All honor to the noble men and women whoseself-sacrifices have made it possible, and pavedthe way for the greater work yet to be done.If the Assembly and its affiliated unions can bemaintained against the attacks of those without,the future is full of promise for the continuanceof the work, which has for its purpose thebetterment of mankind.The University Extension lectures in noway interfere with the educational work constantly carried on by the trade unions, nor dothey exclude from the platform the able leadersof the movement. On the contrary, they stimulate the study of industrial and economic questions, and gain for the representatives oforganized labor large audiences and a respectfulhearing.In conclusion, we may say that the Assemblyis convinced beyond the shadow of a doubt thatits experience with University Extension workis the best investment it has ever made. Ittherefore urges central bodies and trades assemblies to consider carefully its merits as an instrument of pressing forward the fundamentalprinciple of organized labor — education. Ifthe treasury is low, a select committee should beable to secure sufficient funds from an entertainment to meet the expenses of a course oflectures. To other assemblies we say : Take itup at once ; persistent, practical, and systematicefforts and methods will bring success. "Goin and fix the old thing right."E. F. O'Brien, President.T. J. Creager, Secretary.Trades and Labor Assembly,Springfield, Ohio.162 UNIVERSITY RECORDANNUAL REPORT OF THE LECTURE-STUDY DEPARTMENT, 1908-4, WITH COMPARATIVE STATISTICS,1892-1904.It is a pleasure to report that the year closingJune 30, 1904, marks a still further increase inthe number of Lecture-Study courses conductedby this Department; this with the special factthat we were deprived of the services of one ofour strongest lecturers throughout the greaterportion of the season. The number of coursesof six lectures each delivered was 212, as compared with 208 in the preceding year, and 190in the year 1902-3. These lectures were delivered in 146 different centers in sixteen different states. The aggregate of the averageattendance at these courses is 44,903.1 A new feature of the work undertaken duringthe year was that of the organization of theSocial Science center in the Fine Arts Building,Chicago, in which a series of thirty-seven lectures was given on the principles, methods, andrelations of the philanthropic and social work.This experiment was undertaken by the University upon the request of the Social ServiceClub, whose membership comprises a largeproportion of the staff of workers employed inthe public and private philanthropic institutions and organizations of the city. Several of thealready overburdened directors and specialistsof these institutions and organizations volunteered gratuitous service as instructors. Professor Graham Taylor, of Chicago Commons,was invited to undertake the immediate direction of the work.The experiment was highly gratifying tothose most solicitous of its successj In submitting his report, Professor Taylor says :The enrolment was a pleasant surprise, not only inits number, but in its make-up, for it showed that thosefor whose sake the experiment was tried eagerly responded to the opportunities it opened. It was, therefore,considered a very auspicious sign of permanency andgrowth that the first class should start with so large arepresentation of those who are regularly employed in theprincipal public and private philanthropies of the city.The work will be continued during the coming year, and the courses are now being carefully outlined by Professor Taylor and hiscolaborers.For full data concerning the work of the Department for the year reference is made to thefollowing tables.UNIVERSITY RECORD 163CONSPECTUS OF THE CENTERS AND SUMMARIES OF THE WORK OF THE LECTURE-STUDYDEPARTMENT, 1903-1904, WITH COMPARATIVE TABLES, 1892-1904.Center Lecturer and Subject No. ofCour. atCenters Date of Beginning Av. Lee.Attend. AveraClasAtten5 Nov. io, 1903 73 86 Jan. 12, 1904 402 Oct. 7, 1903 3006 Oct. 7, 1903 119 507 Jan. 13, 1904 87 40i Jan. 20, 1904 300 3002 Jan. 1904 2003 Jan. 1904 200I Jan. 12, 1904 70I Mch. 7, 1904 134 7515 Nov. 2, 1903 I85 50n Oct. 6, 1903 14512 Jan. 18, 1904 I48 148II Jan. 1904 70013 Jan. 1904 200.14 Oct. 1, 1903 275 757 Oct. 12, 1903 114 877 Nov. 15, 1903 4008 Feb. 23, 1904 90 77n Oct. 6, 1903 7812 Feb. 16, 1904 88I Feb. 6, 1904 10002 Feb. 15, 1904 3253 Feb. 18, 1904 255II Sept. 30, 1903 5001 Sept. 29, 1903 200 1008 Jan. 11, 1904 150 507 Oct. 6, 1903 120 202 Feb. 4, 1904 175 507 Oct. 12, 1903 415 614 Feb. 24, 1904 75 7512 Jan. 7, 1904 1622 Oct. 10, 1903 150M Oct. 3, 1903 9017 Jan. 1904 no9 Jan. 10, 1904 40010 Feb. 21, 1904 40014 Feb. 29, 1904 24 244 Oct. 28, 1903 125I Jan. 12, 1904 40 402 Feb. 16, 1904 40 405 Feb. 19, 1904 40 406 May 10, 1904 40 402 Nov. 16, 1903 5o3 Nov. 27, 1903 80i Oct. 2, 1903 150 752 Nov. 13, 1903 2003 Jan. 8, 1904 82 824 Feb. 19, 1904 60 20Allegheny, Pa Allegheny, Pa Alliance, O Alton, 111 Alton, 111 Anamosa, la Ann Arbor, Mich.1. . .Ann Arbor, Mich.1. . .Ashland, O Attica, Ind Aurora, 111 Austin, 111 Austin, 111 Bay City, Mich.1 Bay City, Mich.1 2. . .Bay City- Mich Belvidere, 111 Bloomington, 111 Bloomington, 111 Blue Island, 111 Blue Island, 111 Boston, Mass.1 Brooklyn Institute, N.Y.,Brooklyn Institute, N.YBurlington, la Cadillac, Mich Canton, 111 Canton, O Carlinville, 111 Cedar Rapids, la.. Charleston, 111 Chicago, III.:Art Institute Cath. Woman's Leag.Central Y. M. C. A.12Central Y. M. C. A.1 3Hull House1 Hull House1 KindergartenCollege'Notre Dame Social Science Social Science. . .Social Science 3.Social Science. . .Univ. Sch. for Girls2West End Club *. .Chicago, U. L. A.:Bus.Woman'sClb.(C)Bus. Woman's Clb.(C)Bus.WomansClb.(C)Bus/Woman's Clb.(C.) George E.Howard, The Struggle for a Stronger Fed. UnionJ. G. Carter Troop, American Literature Charles Zueblin, American Municipal Progress -Nathaniel Butler, American Literature Edwin E. Sparks, Plain Talks on American History Edwin E. Sparks, Men Who Made the Nation (I) Shailer Mathews, Studies in the Book of Acts Shailer Mathews, Studies in the Gospel of John GeorgeE. Howard, The Struggle for a Stronger Fed. UnionGraham Taylor, Human Partnerships J. G. Carter Troop, Great Novelists Jerome H. Raymond, European Capitals (I) Edwin E. Sparks, Men Who Made the Nation (II) Shailer Mathews, Messages of Jesus to Men of To-day. .Shailer Mathews, Studies in the Book of Acts J. G. Carter Troop, Great Novelists George E. Vincent, Public Opinion H. L. Willett, Life and Work of the Apostle Paul Charles Zueblin, Work and Wealth J. G. Carter Troop, Great Novelists Charles Zueblin, Art and Life Richard G. Moulton, The Bible as Literature Toyokichi Iyenaga, The Far East Toyokichi Iyenaga, Japan Jerome H. Raymond, European Capitals (I). J. G. Carter Troop, Great Novelists Edwin E. Sparks, Plain Talks on American History Charles Zueblin, American Municipal Progress J. G. Carter Troop, American Literature Richard G. Moulton, Tragedies of Shakespeare (II) Charles Zueblin, Elements and Structure of Society (II).John Quincy Adams, Art and DaiJy Life Edwin E. Sparks, Men Who Made the Nation (II) Shailer Mathews, The Life of Christ Shailer Mathews, The Life of Christ J. Paul Goode, Our Natural Resources Jerome H. Raymond, European Capitals (II) John M. Coulter, Plants in Their Environment Nathaniel I. Rubinkam, Music- Dramas of Richard WagnerGraham Taylor, Introduction to the Study of Philanthropicand Social Work Charles R. Henderson, Personal Effort for Dependents. .Other Lecturers4, Institut'l and Pub. Effort for DependentsOther Lecturers5, Preoccupying and Preventive Policy,Agencies and Methods Nathaniel I. Rubinkam, Music-Dramas of Richard WagnerFranklin Johnson, Florentine Painting W. D. MacClintock, English Popular Poetry Vernon d'Arnalle, Development of the Song Toyokichi Iyenaga, Japan W. W. Atwood, Physiography of the Land i The lectures delivered at this center lacked one or more of the essential features of University Extension work.2 A course of twelve lectures. 3 A'course of eighteen lectures.4 Course of eighteen lectures delivered by twelve lecturers. 5 Course of eight lectures delivered by eight lecturers.164 UNIVERSITY RECORDCenterEngle'd Men's Clb.(E)Engle'dMen'sClb.(E)Engle'd Men's Clb,(E)Linc.Pk.Con.Ch.(N).Linc.Pk.Con.Ch.(N).Linc.Pk.Con.Ch.(N)2Lewis Institute (W.).Lewis Institute (W.).Lewis Institute (W.).Lewis Institute (W.)2So. Cong. Church (S.) .So. Cong. Church (S.).So. Cong. Church (S.)2Chillicothe, O Clarinda, la Cleveland, O.1 Columbus, O Dayton, O DeKalb, 111 Dixon, 111 Dubuque, la East Chicago, Ind East St. Louis, 111 East St. Louis, 111 Elkhart, Ind Elkhart, Ind Erie, Pa Erie, Pa Evansville, Ind Faribault, Minn Fayetteville, Ark.1 Fayette, Mo.1 Findlay, O Flint, Mich Fort Madison, la Fort Wayne, Ind Freeport, 111 Fremont, O Goshen, Ind Gouverneur, N. Y Grand Haven, Mich . . .Grand Rapids, Mich . . .Granville, O.1 Green Bay, Wis Hamilton, O Havana, 111 Highland Park, 111 Indianapolis, Ind Jackson, Mich Johnstown, Pa Joliet, 111 Joliet, 111 Kalamazoo, Mich.1 Keokuk, la Liberty, Mo.1 Lima, Ind. (Howe Sch.)Lincoln, 111 Lecturer and SubjectFrederick Starr, Early Man in Europe Toyokichi Iyenaga, Japan Graham Taylor, The Ethics of Industry George E. Howard, Forerunners of the French RevolutionWilliam A. Colledge, Interpretative Studies of ScottishAuthors J. Paul Goode, Our Natural Resources George E. Howard, Six Leaders of Soc. Liberty in EnglandNathaniel I. Rubinkam, Music-Dramas of Richard WagnerJohnQuincy Adams, Art and Daily Life Jerome H. Raymond, European Capitals (I and II). . .Toyokichi Iyenaga, The Far East Edward A. Steiner, The Slavic World George E. Howard, Rise and Progress of the French Rev'nR. G. Moulton, Literary Reading as a Means of Bib'l StudyIra W. Howerth, Our Country Herbert L. Willett, Beginnings of Christianity Richard G. Moulton, Tragedies of Shakespeare (II) Frederick Starr, Native Races of North America. ... Frederick Starr, Native Races of North America Jerome H. Raymond, European Capitals (I) Toyokichi Iyenaga, The Far East Edwin E. Sparks, Men Wlio Made the Nation (I): Nathaniel Butler, American Literature Edwin E. Sparks, Plain Talks on American History Charles Zueblin, Elements and Structure of Society (I). .Toyokichi Iyenaga, The Far East Charles Zueblin, Work and Wealth J. G. Carter Troop, Shakespeare Charles Zueblin, American Municipal Progress William A. Colledge, Interpretative Studies of ScottishAuthors „..,..Herbert L. Willett, Beginnings of Christianity Shailer Mathews, Life of Christ Edwin E. Sparks, Men Who Made the Nation (I) Edwin E. Sparks, Plain Talks on American History. . . .Jerome H. Raymond, European Capitals (II) Richard G. Moulton, Masterpieces of Biblical Literature.Herbert L. Willett, History of Prophecy Richard G. Moulton, Tragedies of Shakespeare (I) Ira W. Howerth, Our Country Jerome H. Raymond, European Capitals (I) Edwin E. Sparks, Plain Talks on American HistoryCharles Zueblin, Art and Life Shailer Mathews, Studies in Parables. . . > Jerome H. Raymond, European Capitals (I) Toyokichi Iyenaga, The Far East Frederick Starr, Native Races of North America Jerome H. Raymond, European Capitals (I) Richard G. Moulton, Stories as a Mode of Thinking George E. Vincent, Public Opinion J. G. Carter Troop, American Literature Toyokichi Iyenaga, The Far East Jerome H. Raymond, European Capitals (I) Shailer Mathews, Studies in Parables Jerome H. Raymond, European Capitals (II) Herbert L. Willett, Book Studies in the New Testament.Jerome H. Raymond, European Capitals (I) Jerome H. Raymond, European Capitals (I) No. ofCour. atCenters Date of Beginning Av. Lee.Attend. AversClasAtten3 Nov. 5, 1903 46 404 Jan. 5, 1904 475 Feb. 16, 1904 25i Sept. 29, 1903 39 352 Nov. 10, 1903 34 274 Jan. 12, 1904 43 3»21 Oct. 1, 1903 56 i522 Nov. 12, 1903 15523 Jan. 7, 1904 5«25 Feb. 8, 1904 15010 Oct. 5, 1903 75 63II Nov. 16, 1903 66 5513 Jan. 11, 1904 54 4°3 Oct. 5, 1903 245 5i2 Aug. 13, 1903 4507 Jan. 3, 1904 4509 Oct. 7, 1903 283 11917 Oct. 9, 1903 350 405 Oct. 21, 1903 200 2007 Sept. 29, 1903 175 75n Oct. 8, 1903 200 1804 Oct. 10, 1903 50 IQ6 Oct. 8, 1903 140 537 Jan. 14, 1904 140 533 Oct 23, 1903 200 2004 Jan. 6, 1904 200 200i Sept. 30, 1903 230 1602 Jan. 15, 1904 230 1604 Feb. 26, 1904 92 89I Feb. 23, 1904 130i Nov. 29, 1903 300i Apr. 1904 1004 Oct. 9, 1903 180 16012 Oct. 7, 1903 270 14710 Oct. 2, 1903 2174 Oct. 9, 1903 150 306 Oct. 7, 1903 200 2003 Oct. 8, 1903 225 1004 Nov. 12, 1903 170 150i Jan. 5, 1904 325 505 Oct. 1, 1903 200 2008 Feb. 17, 1904 260 260i Apr. 1904 100i Oct. 7, 1903 2007 Oct. 1, 1903 45i Oct. 2, 1903 80 257 Oct. 12, 1903 25120 Oct. 15, 1903 5» 55 Jan. 11, 1904 225 2252 Jan. 14, 1904 117 2825 Nov. 16, 1903 * 5° 3526 Feb. 16, 1904 • 988 Apr. 1904 75n Oct. 1, 1903 125i Dec. 13, 1903 400i Feb. 19, 1904 1504 Apr. 4, 1904 104 151 The lectures delivered at this center lacked one or more of the essential features of University Extension work.2 A course of twelve lectures.UNIVERSITY RECORD 165Center Lecturer and Subject No. ofCour. atCenters Date of BeginningLogan, Utah1 Los Angeles, Calif.1. . .Los Angeles, Calif.1. . .Ludington, Mich ......Macomb, 111 Macomb, 111 Malone, N. Y Manistee, Mich Mansfield, O Maquoketa, la Marinette, Wis Marshall, Mich Marshalltown, la Marshalltown, la Massillon, O Meadville, Pa Milwaukee, Wis.:Board of Education1 .Board of Education1 .Board of Education1 .Board of Education1.Col. Endowm't Assn.Col. Endowm't Assn.Col. Endowm't Assn.Col. Endowm't Assn.Col. Endowm't Assn.Col. Endowm't Assn.Monroe, Mich Monticello, la Morgan Park, 111 Muskegon, Mich Newark, N. J New Castle, Pa New Harmony, Ind New Orleans, La.1 New York City:Board of Education . .People's Institute St.BarthTmew'sCh.12Niles, Mich Norwood, N. Y Oak Park, 111 Oak Park, 111 Oak Park, 111 Oberlin, O Ogden, Utah1 Ogdensburg, N. Y Oregon, 111 Ottawa, 111 Paris, 111 Park Ridge, 111 Peoria, 111 Piqua, O Pittsburg, Pa.:Hazelwood Mt. Washington Univ. Extension Soc. S. H. Clark, The Pedagogy of Literature S. H. Clark, The Interpretation of Literature S. H. Clark, The Tragic Drama Edwin E. Sparks, Men Who Made the Nation (I) Nathaniel Butler, American Literature Edwin E. Sparks, Men Who Made the Nation (II) Jerome H. Raymond, European Capitals (II) J. G. Carter Troop, Great Novelists Ira W. Howerth, Our Country J. G. Carter Troop, Great Novelists Jerome H. Raymond, European Capitals (II) Edwin E. Sparks, Men Who Made the Nation (II) Richard G. Moulton, Stories as a Mode of Thinking Edwin E. Sparks, Men Who Made the Nation (I) Charles Zueblin, American Municipal Progress Charles Zueblin, American Municipal Progress4 Toyokichi Iyenaga, The Far East Jerome H. Raymond, European Capitals (I) Edwin E. Sparks, Men Who Made the Nation (II) Charles Zueblin, American Municipal Progress Herbert L. Willett, The Life of Christ Toyokichi Iyenaga, ]apan Jerome H. Raymond, European Capitals (II) J. G. Carter Troop, Great Novelists W. W. Atwood, Physiography of the Land George E. Vincent, Social Utopias J. G. Carter Troop, Great Novelists Edwin E. Sparks, Men Who Made the Nation (I) Vernon d'Arnalle, The Development of the Song Ella Adams Moore, Novels of George Eliot Charles Zueblin, American Municipal Progress Ira W. Howerth, Our Country Charles Zueblin, Elements and Structure of Society (I). .S. H. Clark, The Spiritual Mission of Tragedy Charles Zueblin, American Municipal Progress Charles Zueblin, Work and Wealth Richard G. Moulton, Biblical Prophecy as a Branch ofWorld Literature J. G. Carter Troop, Great Novelists Jerome H. Raymond, European Capitals (II) Frederick Starr, Native Races of North America Edwin E. Sparks, Men Who Made the Nation (I) Charles Zueblin, Art and Life Charles Zueblin, American Municipal Progress S. H. Clark, The Tragic Ideal Jerome H. Raymond, European Capitals (II) J. G. Carter Troop, Great Novelists Toyokichi Iyenaga, The Far East William A. Colledge, Interpretative Studies of ScottishAuthors Jerome H. Raymond, European Capitals (I) Edwin E. Sparks, Men Who Made the Nation (I) Ira W. Howerth, Our Country Charles Zueblin, American Municipal Progress George E. Howard, Forerunners of the French RevolutionGeorge E. Howard, Six Leaders of Soc. Liberty in England i452I2254326342I567829303i323334Ii33ii2II224I131415ii22135313i4415 Mch.Feb.Feb.Sept.Oct.Jan.Jan.Sept.Jan.Oct.Oct.Oct.Oct.Jan.Oct.Oct.Oct.Oct.Jan.Feb.Oct.Oct.Oct.Jan.Jan.Jan.Oct.Jan.Feb.Oct.Jan.Nov.Feb.Feb. 6, 190425, 190425, 190429, 19036, 190312, 19048, 190428, 190327, 19049, 19038, 19032, 190313, 190321, 19048, 1903i, 19036, 19039, 190316, 190420, 19042, 19037, 19039, 19038, 190415, 190418, 19042, 190319, 190416, 19045, 19034, 19049, 190325, 190418, 1904Jan. 6, 1904Jan. 7, 1904Feb.Jan.Jan.Sept.Nov.Feb.Oct.Mch.Jan.Nov.Oct. 24, 190418, 19049, 190428, 19039, 190315, 19042, 190310, 19046, 190418, 19039, 1903Nov. 12, 1903Oct. 19, 1903Jan. 15, 1904Jan. 22, 1904Sept. 28, 1903Nov. 12, 1903Nov. 9, 19031 The lectures delivered at this center lacked one or more of the essential features of University Extension work.3 A course of twelve lectures.166 UNIVERSITY RECORDCenter Lecturer and Subject No. ofCour. atCenters Date of Beginning Av. Lee.Attend.Univ. Extension Soc.Pontiac, 111 Potsdam, N. Y Princeton, 111 Rochelle, 111 Rochester, N. Y St. Charles, 111 St. Johns, Mich Salt Lake City, Utah1 . .Salt Lake City, Utah12,Sandusky, O Sewickley, Pa Sewickley, Pa Shreveport, La.1 Sidney, O South Bend, Ind Springfield, 111 Springfield, 111 Springfield, O Sterling, 111 Steubenville, O Steubenville, O Sycamore, 111 Tiffin, O Toledo, O Toledo, O Toledo, O Toledo, O Traverse City, Mich . . .Trenton, N. J Troy, O Urbana, O Warren, Pa Washington C. H., O.Waukegan, 111 Western Springs, 111 . .Xenia, O Xenia, O . Zanesville, O.Zanesville, O. J. G. Carter Troop, Great Novelists Jerome H. Raymond, European Capitals (I) Jerome H. Raymond, European Capitals (II) J. G. Carter Troop, Great Novelists J. G. Carter Troop, Great Novelists Jerome H. Raymond, European Capitals (I) Edwin E. Sparks, Men Who Made the Nation (I) J. G. Carter Troop, American Literature S. H. Clark, The Pedagogy of Literature S. H. Clark, The Spiritual Mission in Tragedy Edwin E. Sparks, Men Who Made the Nation (I) George E. Howard, Six Leaders of Soc. Liberty in EnglandJ. G. Carter Troop, Great Essayists S. H. Clark, The Tragic Drama George E. Howard, Forerunners of the French RevolutionHerbert L. Willett, History of Prophecy Nathaniel Butler, Studies in English Literature Jerome H. Raymond, European Capitals (II) Ira W. Howerth, Our Country George E. Vincent, Public Opinion George E. Howard, Six Statesmen of the American Rev.Ira W. Howerth, Our Country Frederick Starr, Native Races of North America Edwin E. Sparks, Men Who Made the Nation (I) Edwin E. Sparks. Plain Talks on American History. .Oscar L. Triggs, Introduction to the Study of PaintingJ. Paul Goode, Our Natural Resources J. H. Raymond, European Capitals (II) Edwi" E. Sparks, Men Who Made the Nation (I) Charles Zueblin, Work and Wealth Ira W. Howerth, Our Country Charles Zueblin, Art and Life Charles Zueblin, Work and Wealth Toyokichi Iyenaga, The Far East ,Ira W. Howerth, Modern Social Problems Edwin E. Sparks, Men Who Made the Nation (I) Richard G. Moulton, Literary Reading as a Means ofBiblical Interpretation George E. Howard, Struggle for a Stronger Fed. UnionIra W. Howerth, Our Country J. Paul Goode, Our Natural Resources 164256i4524523271317187ni26513141516i2I2I26I56i2 Jan.Apr.Jan.Feb.Oct.Jan.Jan.Sept.Mch.Mch.Oct.Nov.Jan.Feb.Jan.OctOct.Nov.Jan.Oct.Nov.Jan.Oct.Oct.Sept.Nov.Jan.Feb.Sept.Jan.Jan.Oct.Oct.Oct.Nov.Jan. II, 19045, 19047, 19048, 19048, 19034, 190422, 19043°» 190313, 1904I3> 19048, 190311, 190313, 190415, 190415, 19046, 190310, 1903M, 190321, 19045, 190313, !90311, 190420, 19036, 190328, 19039, 19034, 190415, 19043°> 19035, 190414, 19045. 190313, J9032, 190313, 19039, 1904Oct. 6, 1903Jan. 14, 1904Nov. 17, 1903Jan. 7, 1904 400227342501251183751253508002573550250805oo15922510002505610020025785059054i860150100881505220010050226150400450GENERAL SUMMARIES, 1903-1904.CENTERS AND COURSES.Number of centers active during the Summer Quarter - 1Number of courses in progress during the Summer Qr. 1Number of centers active during the Autumn Quarter - 91Number of courses in progress during the Autumn Qr. 102Number of centers active during the Winter Quarter - 79Number of courses in progress during the Winter Qr. 101Number of centers active during the Spring Quarter - 7Number of courses in progress during the Spring Qr. - 9 ATTENDANCE.Average attendance at each lecture - - 210Average attendance at each class - - 94Total attendance at lectures (213 courses) - - 44,903Total attendance at classes (124) - 11,8071 The lectures delivered at this center lacked one or more of the essential features of University Extension work.2 A course of twelve lectures.UNIVERSITY RECORD 167NUMBER OF COURSES BY STATES.Illinois 85In Chicago _-.... ^xOutside Chicago ------ 44Ohio --------- 32Michigan - - 20Pennsylvania - - - - - - - - 14New York --------- 12Wisconsin -------- I2Iowa - - - - - - - - - -11 11- 5 2222111 - 213 LECTURERS.Number of lecturers engaged during the yearIndiana -Utah -CaliforniaLouisiana -Missouri -New JerseyArkansasMassachusettsMinnesotaTotal -----Total number of states represented 16 NUMBER OF LECTURE-STUDYLECTURER,John Quincy Adams - 2Wallace W. Atwood - 2Nathaniel Butler - 4William A. Colledge - 3S. H. Clark - - 9John M. Coulter - - 2Vernon d'Arnalle - 2J. Paul Goode - - 5Charles R. Henderson 1George E. Howard - 12Ira W. Howerth - 10Toyokichi Iyenaga - 13Franklin Johnson - 1William D. MacClintock 1Shailer Mathews - - 13Ella Adams Moore - 1* Lectured in two Departments. COURSES GIVEN BY EACHI903-4.* Richard G. Moulton 1 1Jerome H. Raymond 26Nathaniel I. Rubinkam . 4Edwin E. Sparks - - 24Frederick Starr - 6Edward A. Steiner - 1Graham Taylor - 3Oscar L. Triggs - - IJ. G. Carter Troop - 19George E. Vincent - 4Herbert L. Willett - 7Charles Zueblin - - 22Other lectures - - 4Total 213TABLE A.INSTRUCTION AND ATTENDANCE BY QUARTERS IN THE LECTURE-STUDY DEPARTMENT, I903-I904.Centers. Instruction. Attendance.d.aO «J 0 s 13 s0 «3 .v aifas W..Sa en4>"C 3}*5 <Summer, 1903 . . . I I I 1 450Autumn, 1903 . . . 10 24 57 91 21 102 62 19,922 5,851Winter, 1904. . . . II 16 5i 78 21 101 41 23,655 5,809Spring, 1904 2 2 3 7 2 9 3 876 147Year 1903-4 14 34 99 147 28 213 106 44,903 11,807TABLE B.INSTRUCTION AND ATTENDANCE BY DEPARTMENTS IN THE LECTURE-STUDY DEPARTMENT, I903-I904.Department.English Language and Literature Sociology and Anthropology Biblical Literature in English History Art.... Botany Geology Political Science Music Geography Totals Instruction.Lecturers. Courses Given. ^^f28* 477726363221325213 14 Attendance.Lectures.9,97016,8718,0365,588300482602,059294i,47744,903 Class.1,7445,3403403,3172081011,807* One lecturer lectured in two Departments.168 UNIVERSITY RECORDTABLE C.STATISTICAL REPORT OF THE LECTURE-STUDY WORK OF THE EXTENSION DIVISION OF THE UNIVERSITY OF CHICAGO,1892-I904.Quarter1892-3.1893-4.1894-5.1895-6.1896-7.1897-8.1898-9.1899-O.I 900- I.[9OI-2.1902-3.1903-4. Autumn . . .WinterSpring Totals . .Autumn . . .WinterSpring Totals . .Autumn . . .Winter . . .Spring Totals . .Autumn . . .WinterSpringTotals . ,Autumn . . .Winter SpringTotals.,Autumn . . ,Winter SpringTotals .Autumn . .Winter SpringTotals.Summer. .Autumn . .Winter . . .Spring . . .Totals.Autumn . .Winter . . .Spring . . .Totals.Autumn . .Winter . . .Spring . . .Totals .Autumn. .Winter . . .Spring . . .Totals .Summer. .Autumn . .Winter. . .Spring . . .Totals. No. ofCenters-67-72-953i522—633359—7624810— S614i455616—957i532—9254612—93250612—9746648— no81779— 14088787— 14619i787—147 No. ofCourses-12439832 1364496552n—12872464— 12264776—14179602—14157662—125255673— 12755759—13988939— 190107947—20811021019— 213 No. ofLec-II202— 2117164—1718173—2324182—3023215—2917222—2917182— *5114152— 2215152— 2219185—2718203—25121212—28 AverageAttendanceat Lectures10,07016,443215 26,7825,1297,0591,875 14,06311,9689,7242,065"23,75714,9809,015750 2H,39216,7591,193"25,345"29,34416,88812,990437-30,31510,83713,866290 255011,09117,488264-24,993 AverageAttendanceat Class-29,693n,53318,7142,560-32,807I5,46lI8,83I1,630 322,76718,7472,050-35,922-43,56445019,92223,655876-44,903 3,8388,21730 12,8804,2241,305-12,085-8,4098,2258,1641,386 17,8554,005500 17,3329,600450-17,775-12,360-17,3826,3384,785372 14,7314,294-n,495-9,0254,8057,92350 13,3084,797-12,878-8,105 SyllabiPublished6,9548.69078910,7665,435150-i6,433-16,3515,85i5,809147-11,807 37171515131514 No. ofTwelve-LectureCourses16 AverageNo. ofLecturesper Center CoursesTakeninChicago11.01 + 716.92 — 378.01 — 298.89- 4i8.90+ 568.9I — 498.06+ 257.86+ 217-58 228.I4+ 288.61+n 8.6+ 41 14Total number of courses deliveredTotal attendance at lecture coursesTotal attendance at lectures (No. of admissions)Total number of courses delivered in Chicago i,747361,4342,168,604447UNIVERSITY RECORD 169TABLE D.STATISTICAL REPORT OF NUMBER OF COURSES GIVEN IN THE LECTURE-STUDY DEPARTMENT CLASSIFIED BY SUBJECTS.Department. 1892-3 1893-4 1894-5 1895-6 1896-7 1897-8 1898-9 1899-00 1 900-1 190 1-2 1902-3 I9°3~4 TotalsEnglish Language and Literature Sociology and Anthropology Biblical Literature in English 282871261651381 23211031581125 39386333441 45301219531022111 4i231043145471281 433053214211112 373881284432 323i2431522 3922282521023*8 406628230321531 61792033i3*821 477726236321325 475483184203277i21Geology History Art Semitic Philosophy and Pedagogy Neurology Botany 492353225252Astronomy Chemistry Political Science Political Economy Physics Scandinavian Literature Music Greek Language and Literature Anatomy Zoology Romance Language and Literatures Geography 1314815Total 124 89 128 122 141 141 125 127 139 190 208 213 1747TABLE E.TRAVELING LIBRARIES.During the year July, 1903, to July, 1904, twenty-four libraries were purchased, illustrating thefollowing subjects:European Capitals and Their Social Significance - - 4Our Country --------4Situation in the Far East - - - - - - 4Scottish Authors - - - - - - - 2Stories as as Mode of Thinking ----- 2Forerunner of the French Revolution - 1Rise and Progress of the French Revolution - - - 1The first traveling library was sent out in October, 1892, and the reports from that date to thepresent are as follows : Great Novelists of the Nineteenth CenturyHuman Partnerships -Leaders of Social Liberty in England -Men Who Made the Nation -Novels of George Eliot -Work and Wealth -1892-3 1893-4 1894-5 1895-6 1896-7 1897-8 1898-9 1899-00 1900-1 1901-2 1902-3 1903-4Number volumes 1,100r,75464430 1,8342,00164544 i,9352,0108995627828242 2,4601,7825974520523116 3,4673,53694836301,398274 3,6633,5628384820586478 3,5502,8486784612642896 3,6892,4976395017630463 3,9501,9654463712535249 4,3873,87788975241,051614 4,8633,95298117724795319 5,3174,52810610*Number volumes sent out Number libraries sent out To how many states To how many cities and towns . . .Number libraries purchased Number books purchased Number books sold 8424933479The traveling libraries supplement efficiently the resources of the General Library. When thebooks are not in active use at University Extension centers, they form a considerable proportion ofthe daily circulation from the loan desk of the General Library.* Counts each issue of a volume.170 UNIVERSITY RECORDII. THE CORRESPONDENCE-STUDY DEPARTMENT.NEW INSTRUCTORS AND NEW COURSES.Of the 98 who gave instruction in theCorrespondence- Study Department during1903-4, 19 did so for the first time, and of the242 courses actually given 46 were new courses.In these two particulars the past year establisheda record. The total number of active instructorsin 1902-3 was 87, and of courses 210, so thatlast year showed a net gain of 12 per cent, inthe actual teaching force and 14 per cent, in thenumber of courses given.TRAINING COURSES FOR TEACHERS.An action of far-reaching importance wasthat taken last winter by the Faculty of theSchool of Education, in deciding, unanimously,to offer correspondence courses of instructionin as many of the different subjects of theircurriculum as possible. In accordance with thisaction, courses in Education, History, HomeEconomics, Latin, German, Mathematics, andNatural Science have been prepared and will beincluded in the " Announcements " for 1904-5.These courses are designed especially forteachers and will carry credit toward the degrees granted by the School of Education. Itis hoped that by means of them a more directand positive influence may be exerted on educationists and educational ideals.NEW COURSES IN CHEMISTRY.Following closely upon the offering of thetwo Majors in Elementary Physics, the Department of Chemistry decided to give thesecond year's work — Qualitative Analysis — bycorrespondence. The ground is covered inthree Majors : the first considers the most important tests for the metals and the acids, theanalysis of a number of simple salts, and a fewsimple mixtures; the second continues theanalysis of salts and simple mixtures, and leads to more difficult mixtures in which the metalsand acids are to be determined; the third requires the analysis of complicated mixtures,especially minerals and commercial products.As in the courses in Physics, cases of apparatus will be furnished to students who do nothave laboratory facilities. The first registrations have already been received, although formal announcement of the courses will be madefor the first time in the circular for 1904-5.SCHOLARSHIPS AND AWARDS.As the Correspondence- Study Departmenthas grown and more clearly justified its raisond'etre, the University has accorded it and theworkers in it greater recognition. Granting ofextension of time for completing a course, permission to take examinations for credit elsewhere than at the University under approvedsupervision, exemption from admission examination of those who pass the final tests oncollege preparatory courses, reduction of thetuition fee when two or more courses are takensimultaneously, and provision for loaning rareand expensive text-books needed in a course,illustrate the attitude of the University in thisrespect. The latest evidence of its active interest in this branch of its work is furnished inthe establishment of the following scholarshipsand awards:1. A Scholarship of one Quarter's full tuition inresidence ($40) will be awarded for every four differentMajor correspondence courses which a student satisfactorily completes and passes by examination.2. A Scholarship of one Quarter's full tuition .inresidence ($40) will be awarded annually on April 1 toeach of the three students who have satisfactorily completed and passed by examination the greatest number ofMajor correspondence courses during the preceding twelvemonths. To qualify for this Scholarship one must thusfinish at least three Majors during the period.3. The names of those who win Scholarships and ofthose who have satisfactorily completed and passed byUNIVERSITY RECORD 171examination three or more Major correspondence coursesby April i of each year, will be printed in the AnnualRegister of the University.4. The Annual Register will be sent to each correspondence student whose name appears therein.5. The University Record will be sent for one yearto every correspondence student who registers for one ormore Major courses.It may be confidently expected that this samepolicy will be continued and that as rapidly ascircumstances warrant further recognition willbe extended.ANNOUNCEMENTS FOR 1904-5.Only registrations received after April 1,1904, will be considered in the competition forthe Scholarships.Two Departments of instruction — XVI, General Literature, and XLIV, Systematic Theology— offered credit-carrying courses for the firsttime during 1903-4. During the coming yearin addition to the courses provided by the Schoolof Education three Departments — VI A, Household Administration; XX, Chemistry; andXXIA, Geography — will announce their firstcorrespondence courses.The following sixteen new names will befound in the Faculty list for the coming year :Harlan Harland Barrows, Henri CharlesEdouard David, Ernest Jean Dubedout, SaulEpsteen, John Paul Goode, Clifton DurantHowe, Wilbur Samuel Jackman, Samuel CarlyleJohnston, Lauder William Jones, Frank EugeneLutz, Annie Marion McLean, George WilliamMyers, Adolph C. von Noe, Alice PeloubetNorton, Bertha Payne, Emily Jane Rice.THE CORRESPONDENCE-STUDY WORK OF THEUNIVERSITY.BY WILLIAM RAINEY HARPER,President of the University.At a meeting of University students held inKent Theater Wednesday, July 20, PresidentHarper spoke on the correspondence work ofthe University. In the course of his remarks he made clear the distinction between the work ofthe University on the grounds, and on the otherhand the work of the three Divisions of theUniversity devoted to outside work, namely, theUniversity Press, the University Associations,and the University Extension. The followingis an abstract of his statement concerning thework of the University Extension Division:This work is organized under two Departments, that of Lecture- Study work, and that ofCorrespondence. The Lecture-Study Department has on its staff a score or more of menwhose time is given almost exclusively to thework of maintaining the university spirit andthe university atmosphere outside of the University walls. The other Department, which isthe main subject of my remarks this morning, isthe Correspondence work. When, twenty-sixyears ago, some of us attempted to teach bycorrespondence, we were told that it was impossible. We believed, however, that the experiment was worth trying, and the result hasmade it clear that some subjects, at all events,can be taught by correspondence. At first thework was restricted to the teaching of languages. Hundreds of men and women undertook study of this kind. Since that time thework has been taken up by different interestsand in different parts of the country. All arefamiliar with the extent to which this work hasbeen carried on in teaching technical subjects.When the University of Chicago was organized, the experiment having been thoroughlytested, correspondence work was made an organic part of the institution. Many membersof the Faculty thought it was an impossiblething. They had not themselves tested it, andnaturally could not understand the possibility ofdoing work of this kind in a thorough way. Bydegrees, however, nearly all of the Departmentshave been won over to see that work of the veryhighest order can be done by correspondence.The numbers engaged in the work and theresults accomplished show that it was not a172 UNIVERSITY RECORDmistake to make it a part of the Universityorganization.The majority of those doing work of thiskind with us (85 per cent.) are teachers. Members of the teaching profession find difficulty ingetting away from their regular duties duringthe year, and therefore take advantage of thecorrespondence work. To us this is most gratifying, for we appreciate that in helping teacherswe are helping every pupil with whom theseteachers come in contact.The motive which leads teachers and others toundertake this work is the same that bringsmany of you to the University. They feel theneed of keeping in touch with the most modernpresentation of work in the various departments.They feel the need of coming into personal contact with men who are leaders in different linesof work. It is an interesting fact that in someDepartments of the University, more studentshave come to the Graduate Schools from theCorrespondence- Study Department than fromthe undergraduate students. This is true in thecase of botany. This Department reports thatnot only have more students come from theCorrespondence-study work than from theundergraduate students, but also that they wereon the average better prepared. This indicatesclearly that the preparation was of a characterthat satisfied the staff of that Department. Thefeeling of many members of the Faculty regarding the adequacy and value of the work has thusbeen expressed by Professor Coulter, the headof the Department of Botany, who made thestatement I have just quoted.But for lack of time I should like to presentmy own experience in teaching by correspondence. For a quarter of a century I have hadunder my direction instruction in Hebrew andother ancient languages by this method. Experience shows that the work can be done. Oneneed only examine the facts to convince himself that very great advantages attend work ofthis kind. The student who does work by corre spondence takes his own time in which to finisha given task, and he recites the entire lessonhimself. He is not limited to one or two minutesin an hour ordinarily granted in regular recitation work. Furthermore, his recitation is notan off-hand statement of what he can recall ; itis a written statement of that which he hasworked out. The thoroughness of the work isbeyond question. On the other hand, there islacking the inspiration of the teacher's presence,and consequently many who undertake correspondence work fall out before the work isfinished.It is possible that you feel yourself able tomark out your own work. Some certainly arestrong enough to do this, but even in the case ofthose who are really able to do this, a largeamount of time is wasted in doing the wrongthing before the right thing is reached. Thecorrespondence method avoids all waste of time,because the work is as definitely outlined as thework done in the class-room. It is definite andexact. The knowledge acquired is accurate.There is no better method for securing accuracythan the requirement of writing. The worklikewise cultivates independence and self-reliance. The instructors assist the correspondence students in reference to the questions which they cannot solve. But it is onething to write out a question and another to askit in the class-room. One does not write out aquestion until he has first made vigorous effortto solve the difficulty for himself.This work has gradually increased from yearto year, and the interest has grown. In 1898the number of registrations was 1,015. Duringthe first year, 1892-93, it was only 92. Registrations for the following years were : 1899-1900,1,158; 1901-2, 1,311; 1903-4, 1,593; and lastyear, 1,744. In the year 1899-1900, 205 different courses of instruction were offered by theUniversity Faculty. In 1900-1901 this hadgrown to 232 ; 1901-2, to 251 ; 1902-3, to 263 ;and last year 275 courses were offered. TheUNIVERSITY RECORD 173number of those who passed final examinationsand received University credit has grownproportionately.LJt is a statute of the University that one-thirdof the work done for a degree may be done inthis way. So satisfactory has this work beenthat serious consideration is being given to thequestion whether the proportion of the workdone in this form toward a degree may not be^.increased to one-half of the entire work required *jMy word in conclusion is this : Each one ofus is able to do every year in connection with hisregular duties a certain amount of intellectualwork. Is it not better to do this work accordingto a plan and under definite guidance that willbring actual results ? I am not now thinking ofthe degree, but of actual results. Can one notsave time and avoid waste of effort? And is itnot true, further, that with a definite task beforeus we are likely to accomplish more than if weallow things to drift ? The University would bepleased to render assistance in this effort, if youcare to undertake the work. The thousands ofmen and women who are now being helped inthis way are a testimony to the fact that suchhelp can be given, and that it can be given satisfactorily. At the conference which is to be heldtomorrow the details of the work in the variousDepartments will be presented. If you desire toinvestigate the matter further, you will have anopportunity to do so at this conference.THE INFORMAL CORRESPONDENCE COURSE*BY FRANK JUSTUS MILLER,Associate Professor of Latin.We recognize, in this University, two different classes of students and draw the line somewhat closely between them. These classes aregrouped in our Junior and Senior Colleges,which correspond in general to the Freshmanand Sophomore and the Junior and Senior years1 Address at the Annual Conference of the Correspondence-Study Department, July 21, 1904. respectively. The work of the Junior Collegeresembles that of the high school in many respects — that is, it is the high school projectedinto the college. The work is of a formal andprescribed character. The student must takeso many courses in History, Latin, English,Mathematics, Science, German, etc., and he pursues these courses by a class-room — that is, bya text-book — method for the most part. Theprevailing idea in all such studies is the word"lessons." The student has so much materialgiven out to him, and upon this he is expectedto prepare himself for a formal recitation. Heis given detailed instruction as to what to learnaand how to learn it. He is led by the hand, asit were, intellectually. This method of study isexcellent for the young student, and for the beginner at any age who has not yet acquired thetechnique of his subject and learned the bestmeans of approach to it.But this formal work may be carried too far— that is, to the point of losing one's intellectualindependence ; or rather, if this method of studyis too long continued, the student never will becapable of independent investigation. Not longsince I had a letter from a man who said:"Will you please tell me how one can take apiece of Latin text, on which there are no notes,and read it, and know that he knows it?" Histrouble, in the first place, was that he probablyhad not a sufficient knowledge of Latin, and,especially, in the second place, he had beenleaning too long on someone else. If you takethe notes out of the book of the ordinary student, he does not know what to do, so long hasbeen his dependence upon these. So I say,there is a time when the student ought to stopleaning upon the notes or upon the teacher.That which often makes the life of a collegestudent so difficult in the first few months oryears after he goes into the world, is that he hasgotten out of the place where other people setproblems for him and gave him detailed directions. He has come into a world where, he must174 UNIVERSITY RECORDsolve his own problems. He must tell the dreamand interpret it too. I was once a teacher in aboys' school in which the boys were kept underpretty strict regulations, having the times forall their activities of recitation, meals, study,and retiring indicated by bells. On one occasion we had an evening social function and theusual regulations were ignored. Late in theevening a young lad came to me and said:"Aren't the retiring bells going to ring tonight?" "We have run over the time, andprobably there will be no bells tonight." " But,"said he, "how are we going to go to bed?"This is an extreme case, but perhaps the naturaloutcome of too close guidance and restriction.And so, while I say the definite, formal courseis good and necessary, I should not carry it toofar. We recognize this principle in our undergraduate work by a transition from the Juniorto the Senior College, when the student passesfrom the prescribed to the elective curriculum,from the text-book to the research method, fromguidance to direction or suggestion. And thisbrings us to the informal correspondence course.In this course the student still has the teacher.He is not told to go ahead and study history orLatin. If he needed no more than that, he wouldnot need that. He would be so far capable ofmanaging his own affairs that he could go alongvery well by himself. But here is a man whoknows a certain amount of a subject. He is nota novice, but he wants direction. He wants someone to look over his results and pass upon them— someone who is acquainted in a large waywith the subject, with its bibliography; someone who knows all around the subject, and whocan suggest things for him to do that he wouldnot think of. He desires to do his work underthe direction of such a teacher; not to writetwenty or forty set lessons for correction, but toconduct an investigation under direction — andthis is the informal course.Let me illustrate such a course from my ownshop, showing you the different kinds of courses which could be taken on a given subject. Letus take the subject of Vergil. Here is an inexperienced student who has never studied thisauthor. Is it wise for him to take the informalcourse? Manifestly not. His should be theformal course. He needs to read Vergil in detail, to have lessons given him, and to writethese lessons and send them to his teacher forcorrection. He needs to be told the importantthings for him to notice and have topics set forhim to write upon, based upon that particularstudy. But suppose he is well versed in theauthor, possibly himself already a teacher inVergil — shall we present him with a rigidcourse and have him write translations andanswer questions of detail? That would evidently be threshing over old straw. Such astudent would, however, find the informalcourse exceedingly valuable. What would thatbe? A course in which one whom he regardedas competent to instruct him would give outcertain topics for him to study, and indicate certain lines along which he should work and onwhich he should send in his results for examination. The length of such a course couldeasily be adjusted to meet the circumstances ofthe case.A word as to the character of the material forsuch a topical study of Vergil. It would startwith general topics which should form a background for a more extensive study of the poethimself. Such topics would include a study ofthe characteristics which make the Augustanage an age of literature ; of Vergil's relation tothis age ; a historical study of the times ; astudy of the poets and men of letters of thisage and their relation to Vergil; the characterof the men who governed; the source of Vergil's literary inspiration; the characteristics ofthe Alexandrian age, and the extent to whichVergil was influenced by it; the story of Vergil's life ; the school of philosophy under whichhe wrote ; the estimate of Vergil in his own andlater centuries. Such a preliminary study wouldUNIVERSITY RECORD 175take time, but it would be well worth the time.You cannot understand any author fully unlessyou understand the age in which he lived andthe elements that produced him.This general course could well be followedby a topical course, involving a more intensivestudy of the works of Vergil, including researchinto the metrical peculiarities of his verse, hispoetic constructions, rhetorical figures, andtopics of a purely literary nature.There is a course for teachers in Vergil, alsoinformal, which is of more pedagogical character. A great many teachers desire to discusspractical problems of the class-room in regardto the presentation of the different parts of acourse in Vergil. For example, translation —whether it should be literal or free, translationat sight, methods of review, etc. ; as to metricalreading — the methods of teaching it; the relative importance of the study of mythology,geography, and biography in Vergil. Theseproblems all present themselves to one whoattempts to teach this author. Many youngteachers are removed from the neighborhood ofanyone to whom they can appeal for help. Theymay be teaching in a town where, though ofmodest attainments, they already know morethan their neighbors. Such a teacher has no oneagainst whom to sharpen his wits — no one fromwhom he may obtain advice and help. But theUnited States mail abolishes that situation. Bymeans of the correspondence school a teachermay put himself in touch with someone whosays : " I have gone a little farther than you inthis subject, and I shall be very glad to put myself at your service. When you have a problem connected with your work, let us discuss it,and write letters back and forth as many as weneed." This is the kind of a correspondencecourse that has not yet been touched upon verymuch, but it is a course which may producegood results. It is a means by which the youngteacher may come in contact with one of greaterexperience whose judgment he respects, and to whom he may feel that he has a right to bringfor discussion any and all problems relating tohis particular work.Such, then, are some of the possibilities of theinformal course, which, a little thought willeasily show, could be extended indefinitely, notalone in the department of which we have beenspeaking, but in all the departments of study.CORRESPONDENCE WORK IN NATURE-STUDY.1BY WILBUR SAMUEL JAGKMAN,Professor of the Teaching of Natural Science; Principal of the University Elementary School.The number of inquiries received by theSchool of Education during the past two yearsindicates that there is a widespread and a growing interest in correspondence work of university grade. The day is coming when everyworker, regardless of the nature of his calling,must be a student. Time was when the professional student supposed that graduation closedhis career of study. Nowadays it is commonfor the physician, for example, to give up hispractice for a year or more and return to hisstudies in some institution of an advancedgrade. The immense development of summerschools in this country within the past decadeindicates the growth of the student spiritamong teachers, and the call for correspondencecourses that can be carried on while the teacheris at work, shows still further the earnestnessthat teachers feel in regard to self-improvement.It is fortunate for any profession that receivesinto its ranks one who comes as a student ; andit is fortunate for any individual who choosesa profession that continually affords a genuinestimulus to study. The profession of teachingis one of this kind ; and one of the surest signsthat it is improving is found in the increaseddemand for favorable opportunities for study.We have here not only an indication as to thenature of the teacher's calling, but also a1 Address at the Annual Conference of the Correspondence-Study Department, July 21, 1904.176 UNIVERSITY RECORDtestimonial regarding the character of thosewho are its most progressive and influentialmembers.In the School of Education certain correspondence courses are offered, among others,in the teaching of Nature- Study and NaturalScience. These are worked out upon lines similar to those followed by students engaged inresident work. In the course already outlinedin the circular issued by the Department adefinite area is selected for study. If the student is engaged in teaching, it will be all thebetter, because a portion of the test will befound in the work which his pupils do under hisdirection. The area selected must be a naturalunit that has definite relations with others. Forexample, it may be a marsh, a ridge, a valley, awoodland, or a slope, the natural boundaries ofwhich can be determined with some degree ofsharpness. The study will then proceed througha number of surveys which will tend to bringout the various facts in the form of a coherentstory or history. For instance, one survey willbe undertaken with a view to studying the distribution of life — both plant and animal. Thiswill be reported upon by means (i) of one ormore maps drawn to scale and supplemented, itmay be, by photographs; (2) by means ofdrawings and paintings showing characteristicas well as exceptional forms; (3) by means ofwritten notes ; (4) by means of specimens prepared and sent to the instructor. Another survey will determine the nature of the soil androcks in different portions of the area. Thereports of this study will give approximatelythe mechanical constituents of soil and subsoil,the organic matter, its relation to moisture, etc.A fourth survey will consider the varying conditions of moisture, the rainfall, etc. A fifthsurvey will take note of the temperature of soilat different depths at different seasons, andalso the temperature of the air. In this mannerthe work will be taken up, step by step, until thestudent can show an intelligent record of thenatural features which the area presents. The laboratory work of the course will beconfined to those gross analyses which it will bepossible for the student to make with the apparatus which he may be able to improvise forhimself.It is not intended that the reports of the surveys shall be merely a formal record of resultsof an academic nature ; they must be presentedin such form as will best indicate how theteacher expects to proceed with his teaching.They must show the applications of numberwork ; of form ; of color work, and of drawing ;of manual training ; and, in short, of all modesof expression that may be necessary in a well-rounded development of the topics. If the student is engaged in teaching, he will be expectedto submit work done by his pupils as evidenceof his ability to present his subject to them.There is no good reason why such a courseshould not be as helpful to the student, perhapseven more helpful, as if it were to be taken inresidence. (1) The student must do all thework himself. (2) It covers a longer time,which enables him to study a wider range ofaspects of nature dependent upon the varying seasons. (3) The practical character isgreatly enhanced by the fact that he may studyhis subject with pupils whom he is obliged toteach. (4) The student may study an area ofhis own selection — one which he knows bestand in which he has the greatest interest.This course will lay an excellent foundationfor other courses that may be taken later in residence. It will provide the student with a stockof problems which he can study much furtherwith profit when he can have access to the University laboratories and collections. Such acourse should precede all laboratory work of adetailed character. The laboratory end of science work is not the place at which the studentshould begin. The foundation of knowledgemust be laid first in a broad survey of nature,which, at the same time must be specific enoughto enable the learner to build up a rationalnature picture as a whole.UNIVERSITY RECORD 177THE FORMAL CORRESPONDENCE COURSE.1BY CHARLES HUGH NEILSON,Instructor in Physiology.I am very glad to have the opportunity ofspeaking to you on this subject. The realstudent is eager for knowledge. It does notmatter whether he is in college or out of college.To put a formal course in physiology beforethese people who are eager for knowledge, forits own sake, or for credit in college, was myaim in undertaking the work.I was prejudiced against correspondencework in general, and the prejudice was particularly strong against teaching a science inthis way. This prejudice is a natural consequence in one who has been trained by the traditional methods in education and who knowsby practical experience the many difficulties inthe class-room. The question naturally arises:Will not these difficulties be increased many-times in correspondence work, and will the disadvantages not be greater than the advantages ?Again, this prejudice is the outgrowth of aknowledge that there is a great amount ofsuperficial work done under the guise of correspondence instruction.However, after careful consideration of thepossibilities of a formal course in physiology, Itmdertook the work. My hesitancy was overcome by a study of what had been done in thisDepartment of the University of Chicago. Itwas evident that correspondence work wasreally a part of the University in all that theterm implies. Today, after a year's trial, I amfully convinced of the educational value of thecorrespondence method of instruction in general, and that accurate knowledge of a sciencemay be acquired through it.CHARACTERISTICS OF A FORMAL COURSE.I organized two courses in physiology: one,a course in elementary physiology; and one in1 Address at the Annual Conference of the Correspondence-Study Department, July 21, 1904. which, in addition to text-book work, laboratoryexperiments are given. My plan was to makethe second course follow the first course or itsequivalent. The second course is correlatedwith the first, but is more elaborate both in textbook work and in the practical experiments.Each course is divided into topics, and the topicsare subdivided into lessons, so that the coursehas forty lessons. Each lesson contains: (1)definite assignments of reading in the selectedtext-book; (2) citations to reference-books formore elaborate treatment of subject; (3) suggestions intended to direct the work of the student in ways that will save him time in thepreparation of the lesson, and which will callattention to the most important phases of thesubject under consideration; (4) questions soframed as to test the student's grasp of thesubject-matter and determine whether he isworking according to correct methods.ADVANTAGES.I take it I have described a typical formalcourse. May I mention what seem to me to besome of the special advantages of such a course ?In the first place, we have to remember that theaverage correspondence student has his timemortgaged to other interests. It is only remnants of days and strength that he can devote toself-improvement. It is only one student inperhaps twenty-five who, aside from qualifications for pursuing work under his own initiative, has the faculty for originating anddeveloping his problem, has the energy to do so.Many who are eager enough and high-mindedenough to want to develop mental resources andpower have not at the same time the genius andthe available energy to originate and carry forward their own task. It is no doubt true thatfor the lack of a systematized program of studythousands who would otherwise be numberedwith the masterful element in society, and whowould be contributing to its advancement, become discouraged in their feeble effort, dwarf178 UNIVERSITY RECORDand atrophy, and finally go to swell the ranksof the drones and malcontents. This is butcommon observation.The formal course with its organized lessonsarranged in logical sequence is adapted to thisclass of students because (i) each lesson presents a limited task and the student is not appalled by a mass of unrelated facts. He has thepath " blazed " for him, and although at first hemay find difficulty in following the trail, hesoon acquires confidence, perception, and reasoning powers which make the task comparatively easy. (2) The best available literature isgiven by page and paragraph, and he thus savesmuch time and patience in culling facts from thegreat mass of literature. (3) His knowledgeis all related, as he cannot master the advanceuntil he has mastered the preceding step. (4)Around the main topics are correlated the incidental facts, and he is thus getting an organized view of the subject. (5) Through thesuggestions in the formal lesson he gets theinstructor's point of view. Each lesson is aunit, yet properly articulated to every other unitof the course. (6) The student gets a treatment of the subject in the "phraseology" ofthe specialist. The resident student often hasgreat difficulty in picking out from his incoherent notes the most important topics, and thushe misses the very essence of the lecture. Therecommended readings are a treasure in themselves. (7) Each lesson completed brings tothe student the consciousness that he has passeda mile-stone in his course, and this in itself isan impetus for further work; for, "what hasbeen done can be done again."RESULTS.In the nine or ten students that I have hadduring the past year I have noted the following points: (1) marked development in thepower of clear thinking and in written expression; (2) a tendency to ask more pointedquestions than the resident student; (3) a gradual increase in the power to write in ascientific style ; (4) a grasp of the subject whichis clearly and logically classified in their minds ;(5) the development of an investigating spirit.Many of these students have suggested experiments of their own. Their eyes were openedto the use of such material as they had at hand.This fact alone makes the course valuable. Thegreat danger of laboratory work for the residentstudent is that it makes mere machines, forthere is a given task, for a given time, for givenresults, for given "credit." If it is not done,the credit is withheld. There is no more helpless student than the one who has been doinglaboratory work for " credit." Place him in aresearch laboratory, and he is helpless until heplans and works out his own problems.In these formal courses experiments are suggested, and the student must make his ownmethod. Just here the pessimist will say : " Ah !he will have bad technique." Granted; but ifhe has sufficient technique to get results, whatmore can be desired ? Do any two investigatorsemploy the same technique? I believe that theformal course with flexibility enough to allowfor the individuality of the student, is eminentlysatisfactory.Correspondence instruction has a field andthat an ever broadening one. Following is atypical lesson from my second course:GENERAL AND SPECIAL PHYSIOLOGY MAJOR.LESSON II.Topic: The Blood.I. Required Reading:Stewart: pp. 34-45. Study this topic also in thereference-books cited in Lesson I.II. Suggestions for Study:One of the most important properties of theblood is its alkalinity. This is due to the salts dissolved in it; namely, di-sodium phosphate andsodium carbonate- The alkalinity varies owing todifferent conditions, as exercise, food, etc. The totalalkalinity of the blood is equivalent to a four-tenthsper cent, solution of sodium hydrate. The activeUNIVERSITY RECORD 179alkalinity is much less than this, due to the number of free hydroxil ions in it,Na2C03 -f 2H20 — 2NaOH -f 2H20 + C02.When these OH ions are used up, more sodiumcarbonate dissociates. We thus have a constantsupply of OH ions. We do not get a total alkalinityuntil all this sodium carbonate is broken up. Studycarefully the clotting of blood in bulk, or, what isthe same, its physical appearance when clotting.Fibrin ferment + Ca Cl2 = Ca fibrin ferment or theactive ferment.Fibrinogen + the active ferment = Ca fibrinogenor fibrin.Get clearly in mind the differences between bloodplasma and blood serum ; also the differences between defibrinated and clotted blood.III. Experiments :Experiment i : Reaction of Blood (Stewart, p.57).Instead of glazed litmus paper, place a dilute solution of salt on the litmus paper. This does not allowthe corpuscles to enter the paper, and we can thussee the change in color. The glazed litmus paper ismade by soaking litmus paper in liquid gelatine carefully neutralized, and allowing this to dry.Experiment 2: Specific Gravity of Blood. Ham-merschlag's Method. (Stewart, p. 57.)In this experiment the mixture of chloroform andbenzol is to be made by the student. He shouldtake pure chloroform and add benzol until thehydrometer reads 1.060. Then follow directions inStewart.Experiment 3 : Clotting of Blood.The student should go to ,a slaughter-house andget some fresh blood in a fruit-jar (a). Into asecond fruit-jar (b), covered on the inside with oil,place the same amount of fresh blood. Note anydifference in time and phenomena of blood-clotting.Into a test-tube run 10 ex. of fresh blood. Into asecond test-tube containing 5 c.c. of a nine-tenthsper cent, solution of sodium chloride, run 10 c.c. offresh blood. Into a third test-tube containing 5. c.c.of a dilute solution of potassium oxalate, run 10 c.c.of fresh blood. Into a fourth tube run 10 c.c. offresh blood and place it on ice. Note any differencein time of coagulation of the four tubes.The clear fluid which collects on top of tube threeis blood serum.Into a shallow dish run a quart of fresh blood anastir vigorously for some time with a bunch of twigs.Fibrin collects on these twigs. This is the same as the fibrin in the blood clot. Wash some of eachcarefully in water and note color, etc.IV. Recitation Paper:1. Give the physical and chemical properties ofblood.2. To what is the alkalinity of the blood due?Explain this.3. Describe the phenomena of blood-clotting.4. What is the theory of blood-clotting?5. What is the role of the white blood corpusclesin clotting?6. How may clotting of blood be delayed ?7. Differentiate carefully between plasma, serum,clot, defibrinated blood, and fresh blood.THE ADVANTAGES OF THE STUDY OF LITERATUREBY CORRESPONDENCE.BY ELLA ADAMS MOORE,Instructor in English Literature.I have noted that when an instructor has beenasked to discuss the advantages of the study ofhis particular subject by correspondence, he hasusually interpreted the question to mean theadvantages of this method of study over classroom work. Undoubtedly it has some advantages of this kind, but these have been sufficiently dwelt upon ; and what I should like tospeak of particularly in this paper is a stillgreater advantage, and one which has receivedperhaps less attention ; namely, its superiorityto no study at all. For, as a usual thing, whena young man or woman contemplates a study bycorrespondence, his alternative is not a regularcollege course, but idleness or work in someother direction.STUDENTS PREPARING FOR COLLEGE.Besides the students who are already matriculated in the University, who are taking correspondence work while forced to be out of residence, and whose advantages in being able so todo are obvious, three classes of students registerfor correspondence work in English literature.First are the students who are expecting to enterthe University and who are preparing for theentrance examinations. The course entitled180 UNIVERSITY RECORD" Preparatory English Literature " is especiallydesigned for these. The works taken up in thiscourse are the ones necessary for admission tocollege and they are varied from year to yearas the entrance requirements vary. It is the aimof the course not only to lead the student into aclear understanding and sympathetic appreciationof each of the masterpieces studied, but to havehim express this understanding and appreciation in clear and correct English.A WIDE AND VARIED CLASS OF STUDENTS.. Another class of persons whom these correspondence courses reach is those who are pastschool age, or those who for some reason areprevented from attending college and who aretaking the work as a means of general culture.These people come from all walks in life. Inumber in my own courses a company as variedand individual as the nine and twenty pilgrimsto Canterbury. There are some half-dozenhousekeepers and mothers of families ; one living in the wheat-fields of Washington twentymiles from a railroad. There are a farmer,a minister, and a librarian ; a biologist (with asublime contempt for punctuation marks, and ascorn for capital letters not to be overcome), amusician, and two traveling salesmen. There is,too, a young German woman who is studyingFrench and music in Paris and English literature in the University of Chicago, sending acrossthe ocean each week a most interesting packetof good ideas done up in funny English. Amonk, who fortunately differs greatly from hisChaucerian prototype, and a real " nonne prior-esse" complete this interesting "companye."In age these students vary from a sixteen-year-old deaf girl who has dismissed a privatetutor to take up work by correspondence, to amaiden lady the uncertainty of whose age isvaguely indicated by the statement in a correspondence paper a few days ago that she remembers clearly the stir caused by the publication of Renan's Life of Jesus in i860. Not even inpoint of color is there entire uniformity, one ofthe very best students being an African.CORRESPONDENCE WORK A MEANS OF CULTUREFOR SUCH STUDENTS.Not one of these people would be in touch inany way with this kind of work if it were notfor the Correspondence Department. The benefits of the work to them are many. They maybe summed up in a phrase — system in study.They would read the books included in thecourse without the course ; indeed, most of themhave already read them. They would read themtogether with a hundred other books, and athousand magazine stories, and innumerablenewspaper articles ; and they would straightwaygo away and forget what manner of thing theyhad read. The correspondence course comes into save these masterpieces of literature from therubbish-heap of forgotten trifles which lies moreor less gigantic in the mental backyard of eachof us. It comes in to concentrate attention, torelate facts, to direct observation, to strengthenpower of analysis; in a word, to systematizeeffort and to give to one hour's study the valueof ten hours of desultory undirected reading.WHY ARE THERE NOT MORE OF THESE STUDENTS ?Gratifying as the number of students of thisclass is, one wonders why there are not more;wonders why more housekeepers could notdispense with embroidery on Nora's skirts orlace on Johnnie's ruffles, and give that time tosome work which would help John and Noravastly more when they want algebra problemssolved or fail to " see any sense " in the AncientMariner. One wonders why more farmersmight not eschew the corner grocery, and moretraveling salesmen the hotel lobby; why thebusiest could not take some time from the newspaper and the current novel for this readingwhich is so much more worth while. Was it notThoreau who once said : " Let us throw asideUNIVERSITY RECORD 181the Times and read the Eternities'' ? If he hadlived fifty years later, he would have said " andtake a correspondence course in the Eternities."TEACHERS DOING CORRESPONDENCE WORK.By far the largest number of the students inEnglish Literature in the Correspondence Department are teachers. More than half the students in the college-preparatory course are high-school teachers who are studying by correspondence the lessons which they are teachingday by day to their pupils. " Please don't sendthe work in the regular order. Send Ivanhoenext, as I begin that next week with my classes,"is a form of almost daily request. Often theseteachers have been obliged to take up courseswhich they feel themselves inadequately prepared to teach, and the correspondence coursewhich selects for them the important phases ofthe subject, which supplies them with lists ofquestions and suggests a method of study,comes to solve for them many and variedproblems.VALUE OF REPORTING ONE'S WORK TO ANOTHER.To all these classes of students correspondencework offers distinct advantages over workingalone. In the first place, students are morelikely to work carefully and regularly than ifthey attempt to study alone. Anyone who hastried it knows how hard it is to hold himself todefinite, systematic work. The very fact thatsome one is expecting his work at a certain,definite time stimulates him to have it done atthat time; the fact that it is to be seen by another eye and criticized by another mind is anincentive to accuracy and clearness and allscholarly virtues.RELATIVE VALUE OF DIFFERENT PHASES.One valuable service of the lessons is in determining for the student the relative value ofdifferent phases of the work — a thing which itis quite impossible for the inexperienced workerto do for himself. Persons studying alone are likely to overemphasize the fact elements ofliterature and to give to the events in the life ofthe author, to circumstances of composition andpublication, and to various other concomitantfeatures an undue importance when comparedwith the real literary values of the work itself.A DEFINITE METHOD IN STUDY.To speak of the advantages of a definite method in studying, worked out through perhapsyears of practice and experience on the partof the instructor, over the uncertain and inadequate procedure of the solitary student seemsalmost superfluous. This is perhaps the mostvaluable service which not only correspondencework, but all college work, performs for theindividual. The saving of time and energy bybeginning at the right end, the direction as towhat to look for in the piece of literature, andabove all the habit of study which such definite,directed work helps to form, are all advantagesso obvious that they need not be dwelt upon.EXPRESSING RESULTS IN WRITING.The fact that it requires its students to express the results of their work in writing, instead of merely thinking them out, gives tocorrespondence study an immense advantage.An idea is never really one's own, as some onehas said, until one has expressed it. The statingof a fact on paper fixes it in memory as mereverbal repetition will not do, and gives, moreover, a valuable drill in composition. The valueof the work on the side of composition is especially great in literature, for the student hasbefore him continually the best models of style.They are the material with which he works, heis in constant contact with them, and he must beconspicuously dull if he fails to get inspirationfrom them. The questions, moreover, very carefully direct attention to the style, and even suggest an imitation of it.For instance, one of the directions in thestudy of the Sir Roger de Coverley papers is:182 UNIVERSITY RECORD"'Write a paragraph in the style of 'The QuietObserver;'" and it is a joy to see the interestthe students display in that paragraph and thereally excellent results they achieve in writing it.QUESTIONS ON STYLE.In the more advanced courses in literaturequestions as minute and detailed as possiblebring out the peculiarities and excellencies ofthe style of the author. In Macaulay's WarrenHastings, for example, the student is asked togive three examples of the author's use of concrete rather than abstract terms, and three examples of his use of specific rather than generalterms; and although it is the rare student whoanswers the question correctly the first time,and usually several letters pass between the student and instructor on the subject, yet his attention is called to an important principle of style,and he gains not only a new point of view fromwhich to judge the effectiveness of literature,but a new suggestion for his own composition.DOUELE VALUE OF STUDY OF STYLE.The study of words and phrases, of rhyme,meter, and figures of speech, serves this doublepurpose, strengthening ability to understand andappreciate other literature outside the few masterpieces studied, forming a basis for criticaldiscernment of literary value in all subsequentreading, and at the same time adding real literary qualities to the style of the student himself.INSIGHT INTO LITERATURE DIFFICULT TO BRINGABOUT.To lead a student into any degree of literaryinsight is, of course, hard enough when a teacherhas him face to face and can read passages aloudand supplement by facial expression and tonethe questions and directions of the class-room.It is still more difficult to accomplish by correspondence. To remedy this, the student is requested to read aloud for himself or for others,and questions are asked as to the elocution ofcertain passages. The questions on style and meaning have as their final object the bringingout of the real spirit of the work, and the bringing of the student to a sympathetic appreciationof it.LITERATURE EASY TO TREAT BY CORRESPONDENCE.Finally, it is the good fortune of literaturethat it is the easiest of all subjects to treat bycorrespondence. Its subject-matter in the masterpieces known and read of all men is easilyaccessible, the reading and pondering over themis a pleasure not a task, and it is easy to regardeven the recitation paper, not as the mere writing out of a prosy lesson, but as an opportunityto record delightful impressions and to relivepleasant experiences. Professor Corson, ofCornell, used to caution his students against regarding their literary study as an "objectivejob" to be done up and over; and there certainly is no place in the curriculum where it isso easy to forget the job feature of college workas in literature.TYPICAL LESSON IN PREPARATORY ENGLISHLITERATURE MAJOR.THE " SIR ROGER DE COVERLY PAPERS " FROM " THESPECTATOR."I. Required work.The student must provide himself with an editedand annotated edition of these essays.II. Suggestions.i. Preliminary to the reading of the essays thestudent should obtain information on the following points :a) What is The Spectator?b) When was it published?c) Who wrote the essays?d) What are the outline facts of the lives ofSteele and Addison?2. Read the " Sir Roger de Coverly Papers," usingyour glossary and notes to explain words andallusions obscure to you. Make sure that youunderstand clearly before leaving it every expression that requires explanation.3. Provide yourself with a notebook in which youset down the following heads upon which tomake observations :a) The character of Sir Roger.b) The character of the spectator.UNIVERSITY MEG ORB 183c) The club life of the day.d) The political feeling.e) Life in the city./) Life in the country.As you read each essay put down with carefulreferences the observations you make upon anyof the points. At the end you should be able tosummarize into an essay your impressions ofany of these subjects. Add to the list givenabove any other subject which you consider important for observation.4. By what method is the character of Sir Rogerde Coverly set forth — by full description, byhints, by showing him to us in action? Inputting him before us, does Addison use mainlythe method of original details or of generalprinciples ?5. Without taking detailed notes upon them, giveat the end your impressions of the followingFollowing the practice in the past two years,the record of 1903-4 is presented in tabularform: Table A shows the number of newregistrations, total registrations, those completed and those dropped in each of the 242courses given in the thirty Departments ofinstruction. Table B summarizes Table A andindicates the relative demand for the differentsubjects. The geographical distribution of thematriculants and of the year's student body maybe seen in Tables C and D, respectively. TableE shows the number of instructors who wereactually engaged in teaching each subject, thenumber of courses in terms of Majors, the relative demand for instruction according to sex,and in the comparison between the number ofcourses completed and the number upon whichfinal examination for credit was taken, affordedby columns 5 and 6, an indication of the practical use to which these courses are being put.Tables F and G, especially the latter, evidencethe steady growth of the Department from thebeginning. Tables H and I furnish the rosterof instructors arranged by subjects and by collegiate rank.Some interesting facts are brought out in the people: Sir Andrew Freeport; Will Honeycomb; Will Wimble; Tom Touchy; the chaplain; the widow.6. For which of the three primary qualities of style— clearness, force, beauty — is Addison's styleconspicuous? Analyze two of the papers, Nos.106 and 115, sentence by sentence, to determinethis. After completing the essays, try to writea paragraph of one hundred words in the styleof Addison on " The Quiet Observer."III. Recitation paper.1. Sum up briefly, giving references, the characterof Sir Roger.2. Describe briefly the country life that Addisonreflects.3. Send your paragraph on "The Quiet Observer."4. For what do you consider the essays interestingor valuable?tables. The number of new registrations wasgreater than in any one of the last five years.The number of registrations dropped was onlyj 1 more than last year as compared with an increase of 28 in 1902-3 and 92 in 1901-2. Ofthe 98 who gave instruction 63 were of the rankof Instructor or above. In order of popularity,English, with 581 registrations, holds first place ;Latin had 174, History 128, and Mathematicsand Philosophy 122 each,. It is noteworthythat this year in English the number of registrations completed exceeded by 36 the numberdropped. This is a reversal of the situation inrecent years, although a change in this directionwas apparent last year.Elsewhere in this issue of the UniversityRecord mention is made of the increase in theteaching staff and in the scope of the work bythe addition of 19 new instructors and 46 newcourses, of the significant action of the Facultyof the School of Education, and of the establishment of resident scholarships and otherawards for correspondence students. Thus inthe larger as well as in the more detailed aspectsof the work there' has been gratifying progress.ANNUAL REPORT OF THE CORRESPONDENCE-STUDY DEPARTMENT, 1903-1904.184 UNIVERSITY RECORDTABLE A.DETAILED CONSPECTUS OF REGISTRATION, JULY I, 1903; TO JUNE 23, 1904 .*Departments 2 &> •CS ttf)SoI. Philosophy:Elementary Psychology Advanced Psychology Psychology of Religion Ethics Introduction to Philosophy Greek and Mediaeval Philosophy Kant (Advanced Course) Movements of Thought in the Nineteenth Century Educational Psychology History of Education Philosophy of Education The Method of Some Subjects in the Elementary School CurriculumSocial Occupations in Elementary Education General Course in Child-Study The School of Education.FroebePs Educational Ideals Totals , II. Political Economy: -Principles of Political Economy — 1st Major Principles of Political Economy — 2d Major Commercial Geography Modern Business Methods Banking Outlines of Public Finance Tariff, Reciprocity, and Shipping Economics of the Working Man Totals III. Political Science:Civil Government in the United States Comparative Politics Comparative Politics —Comparative National Government Municipal Government Political Parties Totals IV. History:Outlines of Greek and Roman History (E. T. S.) History of Antiquity to the Death of Constantine —Oriental and Greek History to 146 B. C Roman History to 337 A.D History of Antiquity to the Fall of the Persian Empire History of Greece to the Death of Alexander Outline History of Mediaeval Europe The Feudal Age (814-1217) Outline History of Modern Europe Europe from 1517-1648 History of England to the Accession of the Tudors England from Henry VII. to Present Time The French Revolution and the Era of Napoleon 1624964 185282115455123727141211177 42 251 37 1218 621 543 3472122311129146144 13145412111 4i291711 26 45 2419 71 114 526 243* Courses printed in black-face were offered for the first time in 1903-4.UNIVERSITY RECORD 185Departments 2 &)"•M C HD O 3^^ K& — 'Oto gan <u*s •2> &U O S3IV. History. — Continued.Europe in the Nineteenth Century Outline History of Civilization — 1st Major Outline History of Civilization — 2d Major Outline History of United States from Colonization to the Present.The Period of Discovery and Exploration in America Colonial Period and the War of the Revolution Social Life in the American Colonies Political History of United States under Articles of Confederation .The United States during the Period of Dominant Foreign Politics.The United States from 1817-1861 History of United States from Compromise (1850) to Secession..Problems of the Civil War and the Reconstruction Period Totals VI. Sociology and Anthropology:Introduction to Sociology-University Students English Theological Seminary Students The Social Debtor Classes A Study of Charities and Corrections The Structure of Society The Family —University Students English Theological Seminary Students Rural Communities American Municipal Progress Origin of Social Institutions Primitive Social Control General Ethnology House Sanitation Foods and Dietaries Totals VII. Comparative Religion:Introduction to the History of Religion Religion of Japan Totals VIII. Semitic Languages and Literatures:Elementary Hebrew —University Students American Institute Students Intermediate Hebrew-University Students American Institute Students Exodus and Hebrew Grammar —University Students American Institute Students Haggai, Zechariah, and Malachi —American Institute Student Elementary Arabic —University Student Totals 471051313 51165237924 5232263512111128 3946 13 51134671524 18 43 13 15 15186 UNIVERSITY RECORDDepartments fi r oo g og«2 bJOO « a? ?2 Cud 1I**IX. Biblical and Patristic Greek:Elementary New Testament Greek —University Students American Institute Students Intermediate New Testament Greek —University Students American Institute Students Advanced New Testament Greek —University Students American Institute Students Rapid Reading and Interpretation New Testament Times in Palestine —University Students English Theological Seminary Students Constructive Studies in the Life of Christ —University Students American Institute Students The Parables of Jesus History of the Apostolic Age Epistle to the Galatians Exegetical Study of Corinthians Epistle to the Philippians Totals XI. Greek Language and Literature:Elementary Greek — 1st Major Elementary Greek — 2d Major Xenophon: Anabasis, Bks. II-III Homer: Iliad, Bks. I-III Homer: Iliad, Bks. IV-VI Advanced Greek Prose Composition Xenophon: Memorabilia, and Plato: Apology and CritoHomer: Odyssey Herodotus: Historiae, Bks. VI-VII Introduction to Greek Drama Lysias Totals XII. The Latin Language and Literature:Elementary Latin — 1st Major Elementary Latin — 2d Major Caesar: De Bello Gallico, Bk. I Caesar: De Bello Gallico, Bk. II Caesar: De Bello Gallico, Bks. III-IV Viri Roma Latin Prose Composition Based on Caesar Cicero: Orationes — ist Major Cicero: Orationes — 2d Major Latin Prose Composition Based on Cicero Vergil: ALneid, Bks. I-II Vergil: JEneid, Bks. III-VI Advanced Latin Prose Composition Roman Political Institutions Cicero: De Senectute Terence: Phormio Livy Odes of Horace, Bks. I-III Horace: Satires and Epistles 147i56i4712226257 4312522375i2752I1871632 22II5790 163224728431212I2966323n1752 13i252I44 n529 45157522255i244221041322UNIVERSITY RECORD 187Departments 2 S «o&J0 <u~p4^ II•a a o > og bcHXII. The Latin Languages and Literature. — Continued.Topical Studies in the Works of Vergil Tacitus: Agricola and Germania .*.Cicero; Epislulae Ovid Roman Belief with Reference to the Soul and the Life after Death,Totals XIII. Romance Languages and Literatures:Elementary French — 1st Major Elementary French — 2d Major Intermediate French French Prose Composition French Readings —^Modern French Novels Outline History of French Literature The Romantic Movement The Comedies of Moliere Readings in Old French Literature Elementary Spanish Modern Spanish Novels and Dramas Spanish Prose Composition Elementary Italian Advanced Italian Totals XIV. Germanic Languages and Literatures:Elementary German — 1st Major Elementary German — 2d Major Intermediate German Review of Elementary German Grammar and Syntax Intermediate German Prose Composition German Idioms and Synonyms Modern German Dramas Deutsche Aufsatze und Stiliibungen Outline Study of German Literature Goethe's Lyrical Poetry as an Exponent of His Life Totals XV. English Language, Literature, and Rhetoric:English Composition and Rhetoric (English Theological Seminary)Preparatory English Composition English I English III English IV English V Preparatory English Literature Masterpieces of English Literature The Development of English Literature English Literature for Teachers Studies in Shakespeare Shakespeare: Typical Plays Comedies of Shakespeare Tragedies of Shakespeare Shakespeare: Julius Ccesar. English Literature of the Classical Period 6363253255105725ii4i5067347516153i3i523 94106i4493610428i4081019717*6395i 17416712III7ii68272I 708212718391267i37818921497715163522173i941474 27215323044n72I2I832 2317630337325 473i1047844081019715188 UNIVERSITY RECORDDepartmentsXV. English Language, Literature, and Rhetoric. — Continued.English Literature of the Age of Johnson English Romantic Poets of the Early Nineteenth Century English Literature from 1798-1832 English Literature from 1832-92 English Novelists of the Nineteenth Century English Essayists of the Nineteenth Century Studies in the Works of Robert Browning Studies in the Works of Tennyson William Morris Studies in the Works of Walt Whitman > American Literature: The Renaissance of New England Studies in Fiction. Modern Realistic Fiction Types of the Modern Drama The Short Story in English and American Literature Elementary Old English Totals XVI. General Literature:Survey of Italian Literature Comparative Study of the Nineteenth-Century Novel Totals XVII. Mathematics:Elementary Algebra Plane Geometry — 1st Major Plane Geometry — 2d Major Solid Geometry Required College Mathematics — 1st Major Required College Mathematics — 2d Major Required College Mathematics — 3d Major College Algebra Plane Trigonometry Spherical Trigonometry Trigonometry (Special) Plane Analytic Geometry Calculus: (Culture Course) Calculus: (Gibson's Text) Calculus: (Osborne's Text) — 1st Major Calculus: (Osborne's Text) — 2d Major Calculus: (Byerly's Text) — 1st Major Calculus: (Byerly's Text) — 2d Major Calculus: (Special) Advanced Theory of Equations (Burnside and Panton) — 1st Major.Advanced Theory of Equations (Burnside and Panton) — 2d Major.Analytic Statics / Twisted Curves and Surfaces Synthetic Geometry Modern Analytical Geometry The School of Education.Pedagogy of Mathematics of the Elementary School Teaching of Secondary Mathematics The Method of Least Squares Totals Ii&5? o sIIII9367252132273 300 h >*i 01£« 2 a?a* In IS*III171371491311236581 77262111112516112732211201612121210621274111211155 67 27UNIVERSITY RECORD 189Departments ¦5 b J:« ojo •£P4 to 4>OJO <U<2«XVIII. Astronomy:Elementary Astronomy Analytic Mechanics Advanced Analytic Mechanics .Celestial Mechanics Totals XIX. Physics:Elementary Physics —Mechanics, Sound, and Heat Electricity, Magnetism, and Light.Totals XX. Chemistry:Qualitative Analysis — ist Major .Qualitative Analysis — 2d Major .Totals .XXI. Geology:Physiography ,Economic Geology ,Totals .XXII. Zoology:Animal Life Faunistic Zoology General Morphology of the Invertebrates — 1st Major..General Morphology of the Invertebrates — 2d Major .General Morphology of the Vertebrates Totals . 123154152113XXIII. Anatomy:Methods in Animal Histology .Totals XXIV. Physiology:Elementary Physiology General and Special Physiology. .Totals .XXVII. Botany:Elementary Plant Physiology Elementary Plant Ecology Methods in Plant Histology t General Morphology of the Algae and Fungi General Morphology of the Bryophytes and Pteridophytes . . .General Morphology of the Gymnosperms and Angiosperms .Special Morphology of the Gymnosperms Field Ecology . 73319103,i2Totals . 1345241341266 19 7321483239190 UNIVERSITY RECORDDepartments S bo -aire's .2Ic/l 3!«Cub <u a.2 hcstS'Sol£0 0is a'So 2 W «H — .HI5 an *i a h2T3 3XXVIII. Pathology and Bacteriology:Elementary Bacteriology II 2I 32 2I II24I 3i6i2 55712 23 III 2XLI. Old Testament Literature and Interpretation :Outline of Hebrew History —IAmerican Institute Students 6Old Testament Prophecy —University Student 1American Institute Students. 2Totals 55ii 105ii i5101111 32 231 10XLII. New Testament Literature and Interpretation :The Life of Christ in Connection with Luke —University Students 5The Life of Christ in Connection with the Gospel of lohn —University Student 1American Institute Student 1The Acts of the Apostles —University Student 1American Institute Student Totals 72 72 1422 2I 41 8XLIV. Systematic Theology:Outline Course in Systematic Theology 1Apologetics — English Theological Seminary Students e 1Totals 2 2111 4111 I 1 2XLV. Church History:Church History Prior to Constantine —University Student 1English Theological Student 1The Protestant Reformation —English Theological Seminary Student 1Totals ; 4 34 38 4 2 32XLVI. Homiletics:Outline Course in Homiletics — Eng. Theol. Sem. Students Totals 414 49 823 44 28 2Library Science:Technical Methods in Library Science 11Totals 14 9 23 4 8 nGrand totals 752 976 16* 1,744 496 377 871*This represents only those whose time expired on or before June 23, 1903, who reinstated during the scholastic year 1903-4. In addition to thesethere were 66 whose time expired during 1903-4, who reinstated during the same year.UNIVERSITY RECORD 191TABLE B.SUMMARY OF DETAILED CONSPECTUS OF REGISTRATION, JULY I, I903, TO JUNE 23, I904.Departments S > 0ii a hI* is £*So gI. Philosophy II. Political Economy ,III. Political Science IV. History ,VI. Sociology and Anthropology ,VII. Comparative Religion VIII. Semitic Languages and Literatures IX. Biblical and Patristic Greek ,XI. Greek Language and Literature ,XII. Latin Language and Literature XIII. Romance Languages and Literatures XIV. Germanic Languages and Literatures XV. English Language, Literature, and Rhetoric XVI. General Literature XVII. Mathematics XVIII. Astronomy XIX. Physics XX. Chemistry XXI. Geology XXII. Zoology XXIII. Anatomy XXIV. Physiology XXVII. Botany XXVIII. Pathology and Bacteriology XLI. Old Testament Literature and Interpretation XLII. New Testament Literature and Interpretation XLIV. Systematic Theology XLV. Church History XLVI. Homiletics Library Science Totals 4911747212244712633241273554182572414752 72171079242184320in493630026738397194831072349976 122291712846443903217482785812122783151319665151443823 4i6339183131611701827161272122119232144161 1,744 4961 This represents only those whose time expired on or before June 23, 1903, who reinstated during the scholastic year 1903-4. In addition to thesethere were 66 whose time expired during 1903-4 who reinstated during the same year.192 UNIVERSITY RECORDTABLE C.STATISTICS OF MATRICULATION, JULY I, I903 TO JUNE 23, I904.Geographical DistributionUnited States :Alabama ,Arkansas ,California ,Colorado Connecticut Delaware District of ColumbiaFlorida Georgia Hawaiian Islands . .Idaho Illinois Indiana Indian Territory Iowa Kansas Kentucky Maine Maryland Massachusetts ,Michigan Minnesota Mississippi Missouri Montana ,Nebraska ,Nevada New Hampshire. New Jersey New York Men Women Total3 3 62 22 5 73 2 5I 3 4I 1I 3 42 23 31 1I 116 27 437 9 161 111 10 212 2 47 5 122 1 35 5 107 10 173 14 174 9 131 2 312 9 211 2 32 3 52 21 1 21 114 14 28 Geographical DistributionUnited States {continued)-.North Carolina North Dakota Ohio ,...Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Canada :Alberta British Columbia Manitoba Ontario Toronto France Japan Totals by Sexes Totals by ClassificationGraduate Undergraduate Men15137114There were in addition sixteen students who complied with the conditions for entering the correspondence coursesoffered in the English Theological Seminary and twenty-two who entered for the first time upon correspondence coursesthrough the American Institute of Sacred Literature. Neither the English Theological Seminary students nor theAmerican Institute students, however, are required to matriculate in the University.UNIVERSITY RECORD 193TABLE D.STATISTICS OF ENROLMENT, JULY I, I903 TO JUNE 23, I9O4.Geographical DistributionUnited States :Alabama Alaska Arkansas Arizona California Colorado Connecticut Delaware. District of Columbia,Florida Georgia Hawaiian Islands . .Idaho Illinois Indiana Indian Territory. . . .Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire. . . .New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Men Women Total7 6 13I I8 7 152 3 510 16 267 12 196 11 171 13 10 133 4 76 M 202 23 2 5124 M3 26734 37 7i5 2 7 J30 34 6419 18 3711 22 335 - 7 125 7 1213 9 2218 28 4624 26 509 24 334 5 931 35 668 6 148 10 181 15 1 66 13 193 3 643 61 1045 3 86 2 825 55 803 1 4 Geographical DistributionUnited States (continued)-.Oregon Pennsylvania Philippine Islands Porto Rico Rhode Island Samoa South Carolina .... South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Australia Bermuda Canada:Alberta British Columbia Manitoba New Brunswick Nova Scotia Ontario Prince Edward Islands Quebec Strathcona Winnipeg France Germany Japan Mexico Turkey Total number different students 323431621017101843131111131271211141639194 UNIVERSITY RECORDTABLE E.STATISTICS OF INSTRUCTION, REGISTRATION, AND CREDIT, JULY I, I9O3, TO JUNE 23, I904.Departments Instruction Registration Credit GivenI. Philosophy II. Political Economy III. Political Science IV. History VI. Sociology and Anthropology ,VII. Comparative Religion ,VIII. Semitic Languages and Literatures IX. Biblical and Patristic Greek XL Greek Language and Literature ,XII. Latin Language and Literature ,XIII. Romance Languages and Literatures ,XIV. Germanic Languages and Literatures XV. English Language, Literature, and Rhetoric XVI. General Literature XVII. Mathematics ,XVIII. Astronomy XIX. Physics XX. Chemistry ,XXI. Geology s XXII. Zoology XXIII. Anatomy XXIV. Physiology XXVII. Botany XXVIII. Pathology and Bacteriology XLI. Old Testament Literature and Interpretation XLII. New Testament Literature and Interpretation XLIV. Systematic Theology XLV. Church History. XL VI. Homiletics Library Science Totals 428• 722653671214211241I41212211 147520237^1120 )4141028^22842224%128222211 5826114619238741463303317672563981738451243 64368227251618in524540525022*652281102 12229' 1712846443903217482785812122783151319665151443823103 1 780 964 1,744 4i6339183131611701827161272221192321444961 Total number of different instructors was 98. Five gave instruction in two departments.2 Final examination was passed on 48 other courses by students who will be duly credited with the same as soon as they have gained a record ofresidence work.UNIVERSITY RECORD 195TABLE F.SUMMARY OF REGISTRATION BY YEARS, OCTOBER I, 1 892 (DATE OF ORGANIZATION), TO JUNE 23, I9O4.Holding over New registrations Lapsed courses renewed .Total registration Registrations completed .Registrations dropped . . 1892-39344 1893-485I242093832 1894-51391723H6328 1895-6220261481106 1896-7284355641127102 1897-8412469881182211 522521,015282261 1899-004726761031,158336282 5407531 84i,3"392246 673799I35:,485438338 1902-3709871I36i,593475366 7529761 671,7444963771 There were 5 students whose time expired during the scholastic year 1897-8 who reinstated in their respective2 This represents only those whose time expired on or before June, 1898, who reinstated during the scholasticthere were 34 whose time expired during 1898-9, who reinstated during the same year.3 This represents only those whose time expired on or before June, 1899, who reinstated during the scholasticthere were 25 whose time expired during 1899-00, who reinstated during the same year.4 This represents only those whose time expired on or before June, 1900, who reinstated during the scholasticthere were 44 whose time expired during 1900-1, who reinstated during the same year.5 This represents only those whose time expired on or before June, 1901, who reinstated during the scholasticthere were 61 whose time expired during 1 901-2, who reinstated during the same year.6 This represents only those whose time expired on or before June, 1902, who reinstated during the scholasticthere were 66 whose time expired during 1902-3, who reinstated during the same year.7 This represents only those whose time expired on or before June, 1903, who reinstated during the scholasticthere were 66 whose time expired during 1903-4, who reinstated during the same year. courses during that year.year 1898-9. In addition to theseyear 1899-00. In addition to theseyear 1900-1. In addition to theseyear 1901-2. In addition to theseyear 1902-3. In addition to theseyear 1903-4. In addition to theseTABLE G.TABLE SHOWING NUMBER OF INSTRUCTORS, COURSES, STUDENTS, AND REGISTRATIONS BY YEARS, OCTOBER I, 1892 TOJune 23, 1904.1892-3 1893-4 1894-5 1895-6 1896-7 1897-8 1898-9 1899-00 1 900-1 . 1901-2 1902-3 1903-4Teachers giving instruction Courses actually given Different students enrolled Total registration in all courses. . 23398293 3362185209 4i782793n 4497425481 59128555641 66151755881 731868451,015 802089301,158 892081,081i,3n 922171,2491,485 87210i,336i,593 982421,4441,744196 UNIVERSITY RECORDTABLE H.INSTRUCTORS BY DEPARTMENTS, JULY I, I903, TO JUNE 23, I904.1I. PHILOSOPHY 8 XII. THE LATIN LANGUAGE AND LITERATURE - 3Professor James Hayden Tufts, Assistant Professor Associate Professor Frank Justus Miller, AssistantAddison Webster Moore, Assistant Professor Wil- John Dorsey Wolcott, Reader Sarah Frances Pellett.lard Clark Gore, Instructor Edward Scribner XIIL R0MANCE LANGUAGES AND LITERATURES - 6Ames, Instructor Bertha Payne, Non-resident Associate Professor Thomas Atkinson Jenkins, As-Reader Daniel Peter MacMillan, Reader Katherine sistant profeSsor Maxime Ingres, Instructor Theo-Elizabeth Dopp, Reader Fred Warren Smedley. dore Lee Neff, Associate Lisi Cecilia Cipriani,II. POLITICAL ECONOMY 4 Assistant Henri Charles Edouard David, Non-Assistant Professor Ira Woods Howerth, Assistant resident Reader Merritt Lorraine Hoblit.Professor William Hill, Assistant Professor John XIV# GBEMANI0 LANGUAGES AND LITERATURES - 7Cummings, Assistant Professor Henry Rand Hat- Professor Starr Willard Cutting, Associate Profes-neia-. sor Camillo von Klenze, Assistant Professor PaulIII. POLITICAL SCIENCE 2 Oskar Kern, Instructor Martin Schiitze, AssistantAssistant Professor Henry Rand Hatfield, Instruc- Henrietta Katherine Becker, Non-resident Readertor Charles Edward Merriam. Frederick Otto Schub, Non-resident Reader LouiseIV. HISTORY 8 Mallinckrodt Kueffner.Professor George Stephen Goodspeed, Associate XV. THE ENGLISH LANGUAGE, LITERATURE, ANDProfessor John Wildman Moncrief, Associate Pro- RHETORIC 12fessor Oliver Joseph Thatcher, Associate Professor Professor William Darnall MacClintock, AssociateFrancis Wayland Shepardson, Instructor Joseph Professor Myra Reynolds, Assistant Professor Al-Parker Warren, Instructor James Westfall Thomp- bert Harris Tolman, Assistant Professor Jared G.son, Assistant Frances Ada Knox, Non-resident Carter Troop, Instructor Oscar Lovell Triggs, In-Reader Agnes Mathilde Wergeland. structor Ella Adams Moore, Instructor HenryVI. SOCIOLOGY AND ANTHROPOLOGY .... 7 P°rter Chandler> Instructor Porter Lander Mac-Professor Charles Richmond Henderson, Professor Clmtock, Associate George Linneus Marsh, Asso-Charles Zueblin, Associate Professor Marion Tal- ciate Edith Foster Flint> Associate Perc7 Boyn-bot, Associate Professor Frederick Starr, Associate t0n> Assistant Maude Lavinia Ra<lford.Professor William Isaac Thomas, Non-resident XVI. GENERAL LITERATURE 1Reader William Harvey Allen, Non-resident Associate Lisi Cecilia Cipriani.Reader Annie Marion MacLean. XVII. MATHEMATICS - 4VII. COMPARATIVE RELIGION 2 Professor Eliakim Hastings Moore, ProfessorDocent Edmund Buckley, Non-resident Reader Geor2e William M7ers> Non-resident AssistantLaetitia Moon Conard. Professor William Hoover, Assistant Saul Epsteen.XVIII. ASTRONOMY 2VIII SEMITIC LANGUAGES AND LITEKATURES - 2 Assigtant professor Kurt Lay Assistant ProfesSQrNon-resident Professor Frank Knight Sanders, -- j. ™ ™ n.^ , ^ m , ,? Forrest Ray Moulton.Non-resident Reader Oscar Tunstal Morgan.s XIX. PHYSICS 1IX. BIBLICAL AND PATRISTIC GREEK - - - - 6 Instructor Glenn Moody Hobbs.Prof essor Shailer Mathews, Professor Ernest DeWitt xx CHEMISTRY 1Burton, Assistant Professor Clyde Weber Votaw, Instructor Lauder William Jones.Instructor Edgar Johnson Goodspeed, Non-resident XXI q-eoLOGY 2Reader Elbert Russell, Reader John William-Bailey. Non-resident Reader Fred Harvey Hall Calhoun,XI. THE GREEK LANGUAGE AND LITERATURE - 5 Non-resident Reader Harry Foster Bain.Professor Paul Shorey, Non-resident Assistant Pro- XXII. ZOOLOGY , 4fessor Frank Melville Bronson, Non-resident As- Associate William Lawrence Tower, Assistantsistant Professor Theodore C. Burgess, Instructor Frank Eugene Lutz, Non-resident Reader EugeneSamuel Carlyle Johnston, Assistant John Dorsey Howard Harper, Non-resident Reader ThomasWolcott. Large.i Names in black-face type are of those who gave instruction for the first time in 1903-4.UNIVERSITY RECORD 197XXIII. ANATOMY ......... lInstructor Daniel Graisberry Revell.XXIV. PHYSIOLOGY 1Associate Charles Hugh Neilson.XXVII. BOTANY - - - 4Instructor Charles Joseph Chamberlain, InstructorHenry Chandler Cowles, Assistant Harry NicholsWhitford, Assistant Burton Edward Livingston.XXVIII. PATHOLOGY AND BACTERIOLOGY - - - 1Non-resident Reader Howell Emlyn Davies.XLI. OLD TESTAMENT LITERATURE AND INTERPRETATION 2Assistant Professor Herbert Lockwood Willett, Associate John M. P. Smith.Professors - - 15Ernest DeWitt Burton, Starr Willard Cutting,George Burman Foster, George Stephen Goodspeed,Charles Richmond Henderson, Eri Baker Hulbert,Franklin Johnson, William Darnall MacClintock,Shailer Mathews, Eliakim Hastings Moore, GeorgeWilliam Myers, Frank Knight Sanders (nonresident), Paul Shorey, James Hayden Tufts,Charles Zueblin.Associate Professors 10Thomas Atkinson Jenkins, Frank Justus Miller,John Wildman Moncrief (IV and XLV), Myra Reynolds, Francis Wayland Shepardson, FrederickStarr, Marion Talbot, Oliver Joseph Thatcher, William Isaac Thomas, Camillo von Klenze.Assistant Professors 17Frank Melville Bronson, Theodore C. Burgess,John Cummings, Willard Clark Gore, Henry RandHatfield (II and III), William Hill, WilliamHoover (non-resident), Ira Woods Howerth,Maxime Ingres, Paul Oskar Kern, Kurt Laves,Addison Webster Moore, Forrest Ray Moulton,Albert Harris Tolman, Jared G. Carter Troop,Clyde Weber Votaw, Herbert Lockwood Willett.Instructors 21Edward Scribner Ames, Charles Joseph Chamberlain, Henry Porter Chandler, Henry ChandlerCowles, Edgar Johnson Goodspeed, Glenn MoodyHobbs, Samuel Carlyle Johnston, Lauder WilliamJones, Porter Lander MacClintock, George Lin-neus Marsh, Charles Edward Merriam, EllaAdams Moore, Theodore Lee Neff, Bertha Payne,* See footnote on preceding page. XLII. NEW TESTAMENT LITERATURE AND INTERPRETATION 1Non-resident Reader Elbert Russell.XLIV. SYSTEMATIC THEOLOGY 2Professor George Burman Foster, Instructor GeraldBirney Smith.XLV. CHURCH HISTORY 2Professor Eri Baker Hulbert, Associate ProfessorJohn Wildman Moncrief.XLVI. HOMILETICS 1Professor Franklin Johnson.LIBRARY SCIENCE 1Instructor Josephine Chester Robertson.Total 103Daniel Graisberry Revell, Josephine Chester Robertson, Martin Schtitze, Gerald Birney Smith,James Westfall Thompson, Oscar Lovell Triggs,Joseph Parker Warren.Associates 6Percy Boynton, Lisi Cecilia Cipriani (XIII andXVI), Edith Foster Flint, Charles Hugh Neilson,John M. P. Smith, William Lawrence Tower.Assistants 9Henrietta Katherine Becker, Henri CharlesEdouard David, Saul Epsteen, Frances AdaKnox, Burton Edward Livingston, Frank EugeneLutz, Maude Lavinia Radford, Harry NicholsWhitford, John Dorsey Wolcott (XI and XII).Docent 1Edmund Buckley.Readers --------- 19William Harvey Allen (non-resident), John William Bailey, Harry Foster Bain (non-resident),Fred Harvey Hall Calhoun (non-resident), Lae-titia Moon Conard (non-resident), Howell Emlyn Davies (non-resident), Katherine ElizabethDopp, Eugene Howard Harper (non-resident),Merritt Lorraine Hoblit (non-resident), LouiseMallinckrodt Kueffner (non-resident), ThomasLarge (non-resident), Annie Marion MacLean(non-resident), Daniel Peter MacMillan (nonresident), Oscar Tunstal Morgan (non-resident),Sarah Frances Pellett, Elbert Russell (non-resident),IX and XLII, Frederick Otto Schub (nonresident), Fred Warren Smedley, Agnes MathildeWTergeland (non-resident).Total 98TABLE I.INSTRUCTORS BY COLLEGIATE RANK, JULY I, I903, TO JUNE 23, I904.1BOOKS BYJOHN DEWEYStudies in Logical Theory {edited)xiv-f 388 pp., 8vo, cloth, net, $2.50 ; postpaid, $2.67The School and Society (fourth edition)130 pp., i2mo, cloth, postpaid . . . I. OOThe Educational Situation (secondedition)104 pp., i2mo, cloth, net, 75 cents, postpaid .80The Logical Conditions of a ScientificTreatment of Morality27 pp., 4to, paper, net, 50 cents ; postpaid . .54 Significance of the Problem of Knowledge20pp., royal 8vo, paper, net, 35 cents ; postpaid $0.37Psychology and Social Practice42 pp., i2mo, paper, net, 25 cents; postpaid .27The Child and the Curriculum40 pp., i2mo, paper, net, 25 cents; postpaid .27Interest as Related to Will40 pp., 8vo, paper, net, 25 cents; postpaid .27At all booksellers or direct fromThe University of Chicago PressCHICAGO, and J56 Fifth Ayenoe, NEW YORKAnimalEducationBy JOHN B. WATSON, Ph.D. AN EXPERIMENTALSTUDY ON THEPSYCHICALDEVELOPMENTOF THE WHITE RAT,CORRELATED WITHTHE GROWTH OF ITSNERVOUS SYSTEMThis study is largely supplemental to that of Flechsig and attempts to throw somelight upon the following questions: (1) How far is it possible to give a systematicaccount of the gradual unfolding of the associative processes in the rat? (2) Is itpossible to find out whether or not medullated nerve fibers in the cortex of the rat area conditio sine qua non of the rat's forming and retaining definite associations ? (3) Isthere any connection between the increasing complexity of the psychical life and thenumber of the medullated fibers in the cortex, together with their extension toward itssur ace. J22 ^ ^ ^^ numerous text-figures and plates,$1.25, net; postpaid, $1.35AT ALL BOOKSELLERS, OR ORDER DIRECT FROMCbe University of Chicago Press, Cbicago, IllinoisRecent PublicationsThe Ethical World-Conception of the Norse PeopleBy Andrew P. Fors, Ph.D. 58 pp., 8vo, paper, 50 cents net; 54 cents postpaid.This is a careful presentation of the old Norse mythological conceptions, their moral precepts,their sagas, and their songs. Out of it all is reconstructed their ethical code, and it is safe to saythat no more rugged and stimulating world-conception has come down to us from pagan days. Aperusal of these pages will enhance the glamour usually attaching to the sturdy Norsemen anddisclose the source of their marvelous courage and endurance.A Study of Quintus of SmyrnaBy George W. Paschal, Ph.D. 82 pp.,8vo, paper, 50 cents net; 54 cents postpaid.The purpose of this book is to give a comprehensive outline of the present state of ourknowledge of the Posthomerica. An effort hasbeen made to contribute something toward fixing the date of the author, and an analysis hasbeen made of the matter and style of his poemto show his relation to Homer. Plutarch as a Source of Information on the Greek TheaterBy Roy C. Flickinger, Ph.D. 64 pp., 8vo,paper, 50 cents net; 54 cents postpaid.In this book the author restricts himself to a discussionof Plutarch's testimony on the theater, and, more particularly, to a consideration of his value as a witness on thissubject. In view of the activity of archaeologists in theirstudy of theater ruins, this competent discussion of Plutarch's numerous references will be welcomed by all whoare interested in the early history of the Greek theater.AT ALL BOOKSELLERS OR ORDER DIRECT FROMTHE UNIVERSITY OF CHICAGO PRESSCHICAGO, and 156 Fifth Ave.. NEW YORKA NEW BOOKA ShortIntroductionto theGospelsBy Ernest DeWitt BurtonProfessor of New Testament Interpretation in theUniversity of Chicago, author of Syntax ofthe Moods and Tenses in New Testament Greek, Records and Letters of the ApostolicAge, etc. r l ^HIS book is intended for the use of college1 and divinity school classes, for pastors, Sunday-school teachers, and advanced bibleclasses. Its aim is to help students of the gospelsto read them in the atmosphere in which, and fromthe point of view from which, they were written.To this end the gospels themselves are put uponthe witness stand and from them is elicited theirown testimony respecting their authorship, intendedreaders, purpose, and plan. The student of thebook accordingly finds himself dealing not withancient traditions nor with modern opinions aboutthe book — though some reference is made to bothof these— but with the gospels themselves.The book is adapted to the rapid reading of thosewhose time is limited, while its abundant referencesto the Scriptures fits it not less for the detailed studyof classes or private students.viii+144 pp., 8vo, cloth, $1.00 postpaidAT ALL BOOKSELLERS, OR DIRECT FROMThe University of Chicago PressCHICAGO and 156 Fifth Avenue, NEW YORKJUST PUBLISHEDThe Structure of the Text ofthe Book of AmosBy President William Rainey Harper.38 pp.,4to, paper, $1.00 »^, postpaid $1.06.An arrangement of the text of the Book of Amosin strophes. Interpolated passages are separated fromthe original material and printed in a parallel column.Necessary emendations are incorporated in the text,the Massoretic text being indicated in footnotes. Anew translation accompanies the text, and it is arrangedin the same manner upon the opposite page. The purpose of the treatment is to restore as nearly as possiblethe original artistic form of the prophetic utterancesand of the later accretions now contained in the book.Some Principles of LiteraryCriticism and Their Application to the SynopticProblemBy Professor Ernest DeWitt Burton.60 pp., 410, paper, $1 .00 net, postpaid $1.06.The aim of this paper is not to review the historyof the numerous efforts that have been made in the lastcentury to solve the problem which is created by thefact of the marked resemblances of the first three gospels to one another, intimately interwoven as they arewith not less marked differences ; but, first, to formulateprinciples applicable to problems of this class, as textualcritics have long ago done for the problems in theirfield ; secondly, to state the main facts respecting therelation of the synoptic gospels to one another, and,thirdly, to suggest certain conclusions to which the correlation of these principles and facts seems to lead.Both in its point of approach and in its conclusions thepaper departs in important respects from the path thathas hitherto been followed by students of the gospel.Some Literary Remains ofRim Sin (Arioch), King ofLarsa about 2285 B. C.TheCumberland RoadBy JfREMIAH S. YOUNG, PH.D.The present agitation for goodroads across the country was lessthan 100 years ago an agitationfor a road; for the rivers andIndian trails were then the solechannels of trade and travel.How the popular demand for ahighway connecting the Eastwith the West finally led Congress to empower the Presidentto construct such a road; how themany problems involved weremet, and how the venture wasfinanced may all be found in ourrecent book by Mr. J. S. YoungAPolitical and ConstitutionalStudy of theCumberland RoadThe author has had access tooriginal documents and has prepared an extremely interestingaccount of this early attempttoward improving the means ofinternal communication. Thenarrative also throws an interesting side light upon the earlyeconomic and political conditions in the then western states108 pp., 8vo, paper, net, $1.00; postpaid |$l.06At all booksellers, or direct fromThe University of Chicago PressCHICAGO and 156 Fifth Avenue, NEW YORK By Professor Ira Maurice Price. 32 pp.,4to, paper, 75 cents net, postpaid 81 cents.Arioch of Ellasar was one of the confederates ofChedorlaomer of Elamwhen the latter made his military campaign against rebellious subjects in the West,in the twenty-third century B. C.,as described in Gen.14. He was an Elamite conquerer who, through hisfather Kudurmabuk, had secured the sovereignty overseveral of the large cities of lower Babylonia.Several of his dedicatory inscriptions have beenfound in recent years. Eleven of these documents,written in the so-called Sumerian language, all comparatively short, are published in this collection in transliteration and translation in parallel columns. Two ofthem are published in the original language on insertedplates. A full list of the proper names and a glossary completes this contribution to the studies of theliterature of the pre-Hammurabi period of Babylonianhistory.PUBLISHED BYThe University of Chicago PressCHICAGO and 156 Fifth Avenue, NEW YORK