Volume XI Number 1THEUniversity RecordJuly, 1906THE UNIVERSITY OF CHICAGO PRESSCHICAGO AND NEW YORKTHE UNIVERSITY RECORDOFTHE UNIVERSITY OF CHICAGOISSUED QUARTERLY IN THE MONTHS OF JANUARY, APRIL, JULY, AND OCTOBERVolume XI JULY IQ06 Number iCONTENTSPAGEConvocation Address : " The Continuing City," by William Gardner Hale, LL.D., Head of the Department of Latin -_.-____-_- 1Convocation Ode: "Mater Humanissima: An Ode for the Fifteenth Anniversary," by Edwin HerbertLewis, Ph.D., 1894, Professor of English in Lewis Institute, Chicago 9The President's Quarterly Statement on the Condition of the University - - - 12The Annual Phi Beta Kappa Address : " The Social Value of the Academic Career," by Albion Woodbury Small, Ph.D., LL.D., Head of the Department of Sociology and Anthropology - - 21" The Egyptian Expedition of the University of Chicago," by James Henry Breasted, Director - - 32Exercises Connected with the Fifty -ninth Convocation - - - - - - 34Alumni Day at the Fifty-ninth Convocation - - - - - - - 34The Convocation Luncheon of the Doctors of Philosophy - 36Instructors for the Summer Quarter, 1906 -------- 37An Introduction to Astronomy - - - - - - - - - -38A New Volume in Physics ---------- 38Two New Volumes of the Ancient Records of Egypt ------- 3gThe Faculties ------.-----39The Association of Doctors of Philosophy - - - - - - - 48The Librarian's Accession Report for the Spring Quarter, 1906 - - -. - - - 50Index of the University Record, Vol. X, July, 1905 — April, 1906Communications for the Editor should be addressed to the Recorder of the University of Chicago, Chicago, Illinois.Business Correspondence should be addressed to the University of Chicago Press, Chicago, Illinois.Subscription, $1.00 a year; single copies, 25 cents. 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Thepublishers expect to supply missing numbers free only when they have been lost in transit.Entered as second-class matter, August i, 1905, at the Post-Office at Chicago, 111., under the Act of Congress of July 16, 1894.VOLUME XI NUMBER 1THEUniversity RecordJULY, 1906THE CONTINUING CITY1BY WILLIAM GARDNER HALE, LL.D.,Head of the Department of LatinOnce in five years we stop to take breath,and to survey 'the path over which we havecome. At the fifth anniversary, and at thetenth, a speaker was invited from the outsideworld, and our exercises took on a public character. Today it has been thought best, whilecarrying out the general plans formed by theleader who has fallen beside us, to make theoccasion rather one of "our own academicfamily, the old and the new University of Chicago. Hence I stand before you> famulus im-meritus, "an unworthy servant," as the churchmen of the Middle Ages were fond of signingthemselves.In consenting to speak, I was assured of theLehrfreiheit which is so closely associated withour conception of university life — ;the right tochoose any subject, and to discharge my mindof any load that might be burdening it. I trust,however, that you will not take alarm. If I hadhad nothing but fault to find, and nothing buta cause of my owh, whether lost or hopeful,to champion, I should have preferred thatsilence, the charms of which are now— too1 late—so obvious. I purpose to say, with what fairness I can command, how our University looksdelivered on the occasion of the Fifty-ninth Convocation of the University, held in the Leon Mandel Assembly Hall, June 12, 1906. . to one who has watched it, and taken part in itsfortunes, from the beginning, and how American university life in general looks to an habitueand devotee. We have, each quarter, a "President's Report upon the Condition of the University," a glance at three months of our history.I might have entitled my address "A Professor'sReport upon the Condition of the University,"and might even, if it would not have broughttoo heavy a strain upon the modern mind, haveentitled it a "Sesquidecennial Report." Foreven though we cannot, like some of our elderlysisters, celebrate our bicentennial, or even oursesquicentennial, it takes an equally high-sounding phrase, with an equal measure of Latin, tocover our brief fifteen years of existence.Now, in what I have to say of this- Universityin particular, and of university life in general,it is obvious that I speak under, a marked disadvantage. For, in the opinion of the greatmass even of the most intelligent part of thepublic, a professor's opinion about matters ofeducation is of ^eryjittle consequence at thebest. In the last quarter of a century a greatgulf has opened, in popular estimation, betweenthe body of university professors and the bodyof university presidents. The latter form anexalted class, whose opinions are entitled togreat respect, and who are sure -of a hearing in2 UNIVERSITY RECORDwhatever forum they may deign to appear. Theformer make up the intellectual rank and file,serviceable under the wise management of thelatter, but themselves incapable of sound thinking on general university subjects. And itmakes no difference that, in the main, the onebody is recruited from the other. A professor,in becoming a president, undergoes as wondrousa transformation as that which has made thewinged and painted butterfly out! of the poorand crawling creature which it but yesterdaywas. You may sit year after year beside abrother-professor in faculty meetings, and entertain a somewhat! moderate opinion of hispowers of observation and soundness of reasoning, and he may entertain no higher opinion ofyours ; while, to the outside world, neither ofyou is of consequence. But let him be called toa presidency and accept it, and he the next morning is a thinker and a man of weight, while youare still — a professor. Or let the case bereversed, if it is conceivable, and you are nowthe thinker and he the common mortal. The situation is all the more striking because there aremany calls to presidencies which are notloud enough to reach the ear of the public.Every faculty contains a number of presidentsthat might have been. Now, all these wouldhave been men worth listening to if they hadsaid yes, while, as it is, their opinion is negligible, outside of their lecture-rooms andtheir studies. And this is only a single manifestation of a very serious drift ofaffairs, which any reader of our papers andjournals may verify for himself. Thus, forexample, the semi-weekly New York Post oflast week Monday says, in an editorial on an important educational question: "College presidents in their wisdom have decided," etc. "College presidents in their wisdom," not "collegefaculties in their wisdom," have decided. Sucha form of statement, which is now undoubtedlya just one for all but a very few universities and colleges, it would, I think, have occurred to noone, thirty years ago, to make; and it marks adecline in the intellectual activity and moral independence of our faculties that does not augurwell for the development of the true universityspirit of intellectual and moral freedom. Thereprobably never was a time when precious hourswere spent in larger measure upon faculty meetings and committees ; and there certainly neverwas a time when these things made so> little difference in the end. Some sort of remedy musteventually be found. Either the college president must become, as he used to be, primus interpares, the leader among equals, or the time-consuming show of constitutionalism must passaway, leaving the president free, with or without the seeking of advice, to carry out, by hisown best judgment, responsibilities absolutelyconfided to him, and likewise leaving the professor free for the prosecution of the work ofhis specialty, and relieving him from the appearance of a moral responsibility in which in facthe does not share. A self-respecting man couldacquiesce in the latter solution. A president andb6ard of trustees would not hesitate to choosethe former, if they rightly recognized the necessity, for the professor's best accomplishmenteven of his own most isolated work, of a senseof true participation in the affairs of theuniversity to which he belongs.In what I have thus far said I have not yetbegun upon my proper subject. The writer inthe New York Post was not; thinking of anyone institution, nor have I been thinking of ourown, either alone, or principally. Indeed, whilewhat I have said is true of the University ofChicago, along with nearly all others, it hasbeen true, in one important respect, in muchsmaller measure than of most universities.Among President Harper's great qualities, hepossessed, in extraordinary degree, the qualityof respecting those who opposed him, and letting the hottest battle in faculty or committeeUNIVERSITY RECORD 3leave no trace of personal feeling or hint ofmoral compulsion behind it. No man ever lostanything in President Harper's regard, or inhis own fortunes, by speaking and votingagainst him. If he habitually had his own way,it was either because he was always right — adifficult thing to believe of any mortal throughso long a period of time — or because of thegeneral conditions now existing in Americanuniversities. The only remark of his on the subject of opposition which I ever heard of his making was the thoroughly characteristic one that,if you were fortunate enough to have a bodyof powerful men in your faculty, you mustexpect them to do their own thinking. Andthis, with or without the flattering premise,corresponds to the facts of our experience.The mention of the name of President Harper brings to the surface what lies beneath theconsciousness of us all, the fact that he hasstamped his personality deeply, not so muchupon the outward institutions of the University,which are always subject to change, but uponthe hopes and ideals, upon the very mental character, of the men with whom he worked throughthose fifteen years of self-sacrificing labor, great-souled resignation, and heroic death. It is theera of President Harper which we are todaycommemorating, in mingled pride and sorrow.In time to come, others, it is to be hoped, willlikewise deeply influence the University. Hehimself welcomed this idea. In an interview towhich he asked me just before his critical operation, he told me first, with perfect composure,that he had received his death-warrant; andthen added that it was doubtless for the best;that he had probably done for the Universityall that lay in his power to do, and that anotherman, with different conceptions and differentideals, might now serve it better. It was a partof his large nature to wish to think this. But,whatever comes to us in the future, it will beupon the foundation laid deep by President Harper's labors that his successor will lead us inour never-ceasing building. Indeed, the solidityof the work which he did is shown by the quietsteadiness with which it has gone on even underthe immediate shock of his loss. No one hasfor a moment despaired of our University commonwealth.And now may we go back for a little, inimagination, to those days which still seem sonear, when we were all young, and the newUniversity was yet wholly in the making. It wasmy lot to see it almost at the outset. PresidentHarper first invited me, then a stranger to him,to visit him in the summer of 1891 ; and, uponthis visit, asked me to come out to Chicago inthe autumn and look over the ground. Thephrase was well chosen, for there was, indeed,little but ground to see, if one looked with theeye of sense alone. Where now we have agroup of many buildings, wisely designed upona harmonious plan, the least beautiful of thempleasing, and the best of them the most beaufiulcollege structure in the country, there was thenno building, but an almost barren stretch ofblack sand and bush, diversified here andthere by marshes, and made interesting for thevisitor by barbed-wire fences. I had come, Iconfess, with a heart disinclined, and with affections and interests that had taken root in othersoil. But I had also tried to come with openeyes, and with them, in two visits covering asmany weeks, I saw, as I believed, the seat andpromise of a great university, which any manmight be proud to help to build. Five things,beyond the money needed to make the start,were essential to the success of such an enterprise: an able and winning leader of highconvictions, not only upon undergraduate, butupon graduate work ; a strong and devoted bodyof trustees; a commanding situation in themidst of a great section of the country ; the immediate neighborhood of a vigorous and powerful community, full of confidence in itself and4 UNIVERSITY RECORDin the future of its city, and with a reasonableleaven of belief in the intellectual life ; and theexistence in that community of a well-developedcommon- and high-school system. Of all thesethings, I expected to find but one — the commanding position in the heart of the country.I found all five. President Harper had notbeen rightly understood at that time, and indeedit is but now that his real character is becoming known to the country at large. It was obvious to one who lived with him and talked withhim even for a few days, that here was a man ofremarkable nature; single-hearted in his aims,and, in perfect unconsciousness, completelyself-sacrificing; modest and unsensational ; possessed of a great gift for friendship, which ledhim ultimately into relations of real affectionwith many men, of the most diverse temperaments and ages, upon his staff; a devout loverof, and believer in, the profession of teaching,and with a somewhat alarming desire to extendthe educational advantages of the University,through agencies of one kind and another, to allparts of the country ; and so devoted already tothe idea of investigation as a prime function ofall true universities that nothing you could saywent beyond his acceptance. It was easy to discern, too, in the men who were to- be the governors of the University the devotion, the highcapacity, and the breadth of comprehensionwhich have made them, in all probability, oneof the most remarkable boards which the countryhas seen, and which should bring us confidence,today. It was easy to recognize, in many of themen and women of the city whom one met, notonly the extraordinary energy with which thecommunity, by common consent, was alreadycredited, but a high idealism which it was notsupposed to have, at any rate until it threw offthe splendid and unforgettable blossom of theWorld's Exposition — the "White City," as wethen loved to call it. And it was easy to anyonewho visited a succession of public schools to see the material — a very necessary material — forthe nucleus of the student body of more than oneuniversity. And so 1, and after me many more,left the older institutions in which we had wonour standing, and made as we had supposed oursettled homes, to join in this new enterprise uponwhich the country at large looked with so muchcuriosity and so little real belief. In only onething have our hopes failed to be realized. Ifwe thought of the matter at all, we might wellhave hoped that the molders of public opinion inour own city, the daily newspapers, would takepride in the new University as an institution,avowedly and really, of the city of Chicago, andwould desire to set us before the outer world ina just light, rather than to make a group of men,mostly sober-minded and quietly devoted to thebest interests of their students and their specialties, appear unserious and sensational. Someof them have indeed done so, and we owe muchto their judicious help. I trust that the timewill yet come, and may come soon, when all ournewspapers will desire to speak of us, at alltimes, with real discrimination of our purposes,and with a clear perception that we are as mucha part of the city's possessions, and as much tobe guarded from misconception on the part ofthe general public, at home and at a distance, asthe Art Institute or the Newberry and CrerarLibraries. And even the people of the city atlarge still need to understand more clearly, andwith a deeper sympathy, that we are not an alieninstitution, but their own. We have met withhearty welcome and warm support from a largebody of the citizens of Chicago. Still, one oftenhears the words "your University," where oneshould hear "our University." For we are notthe university of some other place, nor the university of ourselves, but the University of Chicago. It is not even known by many of ourfellow-citizens what a large part Chicago hasactually taken in the building up of the institution. It seems to be supposed, by the majority,UNIVERSITY RECORD 5that not only is the citizen of another city thegiver of our endowment, but that he alsoerected most of our buildings. In point of fact,of our twenty-eight permanent buildings,twenty-three have been given by citizens of thecity to which we belong.What, now5 have we accomplished with themeans put into our hands, and what is thehope of the future ?We have developed a strong body of undergraduate work. The insistence with which wehold up the ideal of graduate work — that beingthe side of the university activity to whichAmerica has only recently turned its attention— led to misunderstanding on the part ofsome, who thought that we cared littlefor anything else. I have even heard it said thatwe put our undergraduate courses into thehands of young and inexperienced teachers.This involves a misapprehension. We are, to besure, obliged to give our lower teaching to theyounger men. The only alternative would beto give it to the older men, and let the youngerones carry our research courses and our seminaries. But this is manifestly impossible, sinceit is not in order to study under the direction ofthe less advanced instructors that the graduatestudent betakes himself to a university. Neither,as a university grows older, is it possible tokeep the same, men for an indefinite term ofyears in the lower teaching, simply because therenever has been, or is likely to be, a university sorich as to have all its teaching done by full professors. /Our younger men, if they prove tohave marked ability, are in time mostly calledelsewhere; and if they do not, are not reappointed here. The places which, if we cannothold them, they leave vacant, are filled again byinstructors who, even if perhaps they have justbefore been graduate students here, have in thelarge majority of cases held positions previouslyin other faculties. To our students they mayseem new men. In fact, they are generally teachers of some experience. In addition tothis, it is arranged in many departments thatthe older men shall from time to time conductclasses in the first-year work. In no university,in reality, is the lower work more carefullyarranged for. And, in particular, we have keptourselves deliberately free from the big lecturecourses which, under the guise of giving to alarge body of students the advantage of sittingunder a given instructor of remarkable ability,but in reality under the pressure of financialreasons, have produced an indolent and demoralizing type of work, performed mainly in the lastfew days before the examination.As regards the character of the response madeby our undergraduate body, it is on the wholegood. I cannot, however, be satisfied with thefact that so moderate a proportion of our winners of honors and of places upon the Phi BetaKappa list should generally (today seems an exception) be men. I am perfectly willing togrant the equality of women, but not ready toconfess the inferiority of men. Nor am I ableto repress the fear that a changed conception o£the purposes of a college course, first growing upin men's colleges in the East, is making its waywestward, and has already reached us, thoughit has not yet seriously affected the universitiesstill farther west. There never, of course, wasa time when there were no idlers in colleges ; butthere was a time when colleges were less patientwith idlers. A new idea has arisen, on the partof the student body, to take the place of theolder one that a college is a place for study. Itis thought that a college is a place for social andathletic activities. A man, it is held, must "dosomething" for his college in order to win anhonorable position. But it is only the socialleader, the athlete, or the editor, who is thoughtto "do something." Keeping up the traditionsof the scholarship of an institution of learning,preparing oneself by faithful work for the business of life, is doing nothing for it. And so6 UNIVERSITY RECORDthese precious four years, the fairest in a man'sthree-score and ten, years in which study andreading and social intercourse and the freshplay of joyous young life may perfectly well gohand in hand, are being largely wasted. Theremedy lies with the faculties. What they insistupon having done, students will do. Our system has become too tolerant, too elective. Welet students choose, not merely what they shallwork at, but whether they shall work at all.We need reform. And when we begin, we shallfind the parents on our side.And now I pass, with a sense of satisfaction,to our graduate work. For what we haveaccomplished, there is nothing but commendation to be expressed. Our graduate school isyoung, surprisingly, almost ridiculously, young.Yet the dissertations of our doctors are spokenof in European journals invariably with respect,and often with marked and striking praise. Thisis due to the ability and devotion of our graduatestudents, and to the ability and devotion of themen whom President Harper selected forpositions upon our faculties.And of our own production, the output ofresearch of our instructors, what shall I say?It is by this, more than by anything else, thata university is to be judged. When we thinkof the University of Berlin, of the Universityof Leipzig, of the University of Munich, we donot think of their buildings at all ; it is the published writings of their professors that we havein mind. The older conceptions of Americancolleges, under which many men still living werebrought up, was that the professor should drawfrom the stores of accumulated human knowledge, and dispense his drawings to others. Theconception today is that of discovery, of theenlargement of the boundaries of our comprehension of man and nature. The test of theaccomplishment of a given university is theestimation in which the productions of its staffof investigators are held by those who are com petent to judge. An impartial tribunal for anAmerican university is hard to find in Americaitself. If we look again to outside judgment, weneed have no fear for the University of Chicago.The productions of no American university meetwith more frequent notice and discussion inEurope, with higher appreciation, or withgreater influence. To say this is to speak withmodesty.But when we turn to our means for facilitating production, for affording assistance to ourinvestigators, and that leisure which is not leisure, but only opportunity for the most important work, the spectacle is far from flattering.Probably in no American university are theconditions better than here. But the conditionshere are far from being what they might be.Any great series of researches is enormouslycostly of time, and of energy. It demands, notscattered half-hours stolen from other duties orfrom sleep and exercise, but continuous hours,day after day, month after month, and yearafter year. It requires persistent thought, notthought constantly broken in upon and put toflight by minor duties. It requires the concentration, not the dissipation, of energies. And?when the results are reached, it demands timeand a head well in hand to put them in theform of exposition in which they should be presented to the world. Frenzied research andfrenzied publication produce the minimum ofresults. I would not be understood as condemning our profession. On the contrary, I amsorry for all those who are not privileged topursue it. It would. require the pen of 'a lyricpoet to describe it as it is in our fond imaginings,and as it might be in reality. But, on the otherhand, it would require the pen of a satirist todescribe it as it is in fact. And, most of all,would the satirist, in dealing with our own tJni-versity, have to devote himself to the positionof the heads of departments. They were avowedly chosen, in large part, because they hadUNIVERSITY RECORD 1been, and would continue to be, leading investigators. But it is precisely upon these men thatthe passing and ever-recurring minor duties andinterruptions fall most heavily. One of thenumber, who has now left us, used to define thehead of a department as the errand-boy of thedepartment, and to describe the general situationof one of these gentlemen by saying that theonly way to discharge any part of his duty wasby deliberately neglecting other parts that wereequally imperative.Yet I have drawn somewhat too dark apicture. On one side of our faculty, the conditions, though imperfect, are better. Many ofthe professors of the natural sciences have thehelp of regularly appointed and recognized research assistants ; and it is not merely the headsof departments whose researches are thusfurthered, but others as well. For this there isnothing but praise. We of the humanistic sideof our university family, the workers in history,in political economy, in social science, inlanguage, rejoice in every facility afforded tothe work of our brothers of the natural sciences,as we take pride in their distinguished successes.But we hope that, in the development of theUniversity which we so deeply desire to serve,the departments which deal with the mind andhistory of man will not ultimately fare less wellthan those which deal with nature outside ofman.And now, after these impressions of the University of Chicago, the object of our pride forthe past and our high hope for the future, letme speak of it briefly, not as an isolated institution, but as one of a great sisterhood of institutions, the world over, devoted to the highestinterests of our common humanity.The first year of our active work was the yearof the World's Fair. The Fair took a deep holdupon our imagination. That a dream of suchloveliness must pass away was as hard to acceptas it was inevitable. We of the University, its immediate neighbors, could only rejoice that thedream which we were aiming to realize was notdestined to be the -blossom of a season. Thisfeeling found expression in the University Songby Professor Lewis, our odist of today. It is,however, in a larger and less personal sensethat I have taken a phrase of St. Paul's for thetitle of .my address : "For here have we nocontinuing city, but we look for one to come."Translated into modern terms, Paul's wordsmean that the life of today provides no permanent satisfaction for the human soul; that theabiding-place of rest lies in another life, forwhich this passing one is but to afford thepreparation. It is no less true that the complement of the life of the soul — the life of the intellect — seeks the support of the thought ofsomething rooted in the eternal good, somethingoutside of ourselves, something that shallremain, though the individual toiler vanishesbeyond the veil which even our mighty modernscience, though it holds the stars in its hand to-weigh them, cannot penetrate. We pass away ;the intellectual conquests of the race endure.The highest and completest organization thatman has evolved for the continued conquestsof the intellect is the great university. Sadlyimperfect still, thwarting its own purposes atpoint after point, it yet stands, not only as thehighest organization for systematic intellectualadvance, but as more enduring than any othercreated by our frail humanity, except the greatlibrary. This, too, will stand. But the greatlibrary, noble as it is, only provides the materialupon which the intellectual activities shalloperate ; while the university sets these activitiesinto actual and constant operation. The university is also not merely the highest expression,but the typical expression, of the modern age.The Middle Ages both built cathedrals andfounded universities ; but as we look back uponthem we see that the cathedral was the truersymbol of the common human consciousness.8 UNIVERSITY RECORDThe age of cathedral-building, a beautiful pointin the history of the human spirit, is past. Themen of today build universities ; and we whosehappy fortune it is to spend our lives in themmay well believe that we are serving that whichshall not cease. But not only will the university,as an institution, continue to exist ; there is everypromise that none of the great universities nowin actual existence will pass away. And this,to our frail hearts, which cling to the concrete,is a comforting thought. These gray buildingsof our own, on which our eyes rest with so muchsatisfaction, will in time crumble. But otherswill take their places, and the University itself,renewing its outward body by slow degrees, willgo on, if anything is certain in human life, solong as human life shall endure. Into its generous spaces, sometimes to be filled with square onsquare of buildings of which we cannot exaggerate the total impressiveness, will flow each yeara fresh flood of life, young men and women, notall of them, alas, awake to the great ends whicha university is meant to serve, but counting intheir numbers many who come here with anunderstanding heart, bent upon acquaintingthemselves with the highest ideals of the race inliterature, history, and science, and upon makingthemselves ready, in their turn, to live by them.It is such an enduring institution which weserve. It is the honor of such an institutionwhich we — teachers, investigators, students, and graduates of the University of Chicago —have the high privilege of laboring to extend."Forasmuch," says Pindar, "as man must die,wherefore should one sit vainly in the darkthrough a dull and nameless age, and withoutlot in noble deeds." If any ambition is soundand good, it is ambition for the part which one'sown university shall take in the progress ofhuman thought. If any deeds are noble, theyare the faithful deeds of the classroom, the laboratory, the study, the journal, the monograph,and the book. And in serving, each in his place,our own university and our own individualsciences, we are serving that still higher cause,the Continuing City of the intellectual life ofthe race.But, young men and women who now goforth from your formal studies, I beg you tobelieve that for each individual the time for theservice of this Continuing City, as for the Continuing City of the soul, is not tomorrow, buttoday. Our forefathers made the mistake ofbelittling this present life, failing to see that itis as true and precious a part of eternity asany other. Carry with you belief in the thingsof the mind, as you carry with you belief inthe things of the spirit; and put not off yourgood deeds until next year. Let the intellectuallife begun here go on in steady growth. Maintain it, into whatever communities you may go.Live it, and let your lives show its beauty.UNIVERSITY RECORD 9MATER HUMANISSIMA: AN ODE FOR THE FIFTEENTH ANNIVERSARY1BY EDWIN HERBERT LEWIS, Ph.D., 1894Professor of English in Lewis Institute, ChicagoI The noise of battle and the knell of hearts,i And all the frustrate world's unansweredBut yester-eve here closed the prairie flowerWhose trivial beauty is forgot today.The plain has blossomed into hall and tower,And viewless dreams are visible in gray.The granite chapter of romance is told,And these enchantments by the morningkissedReveal the theme of all the future tonesAnd music manifold.Last touch of magic, see the tender mistOf delicate ivy stealing up the stones.2'Tis marvelous — 'tis nothing! EvermoreA rain of falling cities feeds the dustAs plangent showers fed the primal coreWhen earth was welded in the whirling gust.And we, grim nature's fools, ah ! why should we,Shipwrecked upon a planet veined with fire,Build halls for dreaming, cloisters forrepose,And homes for pedantry,When every hour of vague and vain desireMust be atoned by agonizing throes !3Man is a hunted creature — let him hide !A pauper — let- him earn his crust of bread !Why in the tombs of thought should he abide,To feed ignobly on the powerless dead ?See on the wall the wind-swayed ivy leaf ;Will brave men pause to name its uselessparts,And listen not to what the wind doth bear —The sobs of human grief,*Read on the occasion of the Fifty-ninth Convocationof the University, held in the Leon Mandel AssemblyH-all, June 12, 1906. prayer r4Wild words ! Forgive them, O belov'd and just,Great Alma Mater, whose commandments are :"Though life be but a gleam and man be dust,"Make the dust sacred! make the gleam astar!"Laughter or tears — which better serves thewhole ?Thou answerest: "Neither! but to re-attain"Hellenic measure and Hebraic might,"And to possess thy soul."The adamantine ether is humane —"Its calm is energy, its thrill is light."5Such was the oracle that made us thineThree lustrums since — or was it yesterdayThat first we stood before this western shrine,A band of palmers in a morning gray ?But ah ! the times are noisy, and too soonThe clearest accents of that voice were lost,xAmid the foam of words on every side.The disillusioned moonLooks down upon a surging century, tostBy lawless pleasure and fanatic pride.IIWhat wonder then if many a starving foolHas fed himself upon the root insane,And counts the world a scene of wild misrule,And raves that all ideals are idols vain !He reads no splendor in the emblazoned skies,No meaning in the whisper of the sea,No homeward motion in the flux and flood.10 UNIVERSITY RECORDFor him no sweet surpriseOf common goodness proves the mysteryThat God may tent Himself in flesh andblood.Forgive us if we sadden when we traceThe steely gossamers of the loom of law,Which strongly hold the filmy world in placeAnd flash it through with miracle and awe.We learned from thee to reverence the loom,And all the tissue of the golden weft,But oft the patterns seem to reel and swim,And each design is doom.What miracle in all the world is leftIf God himself is but a pattern dim?Unveil thy cunning, wisest of the wise,Renew thy magic for thy doubting ones,For thou art watcher of the woven skies,And measurest the motions of the suns.Say what more subtle instrument can writeA single micron of immortal worthWhen it records the waves of human hope.What iris bar of lightCan measure values as it measures earth,Or show, the goal to which our spiritsgrope ?Thou answerest not in words, but silentlyThou lookest down with sweet and seriousgaze,And in thy human look we seem to seeThe patient answer to the cry we raise."Ye prate of patterns and the web of doom."Is God then strangled in the warp and woof ?"Is not the Weaver in the Weaver's place ?"Go seat you at the loom !"Create the goodness that is heaven's proof,"And work with God, if ye would see hisface!" Such is the answer that we seem to readIn thy deep eyes. The years which are to beShall better frame the question to the need,When wiser sons and daughters ask of thee.Perchance the atom's flower may releaseSome Ariel, some valency divine,Some bond between our life's atomic routAnd God's eternal peace.Whate'er the vision, may no child of thineBe homeless in the alien vast of doubt.IlliHome to the sober gladness of this dayWe throng, thine eldest children, mother fair.Few wreaths we bring thee of the victor's bay,But amaranths of gratitude we bear.See where thy dawn of wonder opens wide,Colored with life ! nor fear the sky of roseWhich blossoms from the white sun of thetruth.Lift up thy head with pride !Behold thy radiant unborn host which goesChanting the glory of thine endless youth.2The chant assumes a messianic range,And sings the newer race which is to be.The planet's tragic eons, change on change,Become the intervals of melody.Rich as a mother's love trie music rings,Real as hope, and sweet with all surprise.Hark how the laws of heaven blendWith laws of common things !For every science fearlessly suppliesHarmonic means to each humanest end.3From yon clear day-spring may the breath andbreezeFreshen thy brow and sing throughout thyblood.May all thy studies be humanities,And luminous thy goal, the common good.UNIVERSITY RECORD 11Dream on of Athens, white beside the sea,And grave Judea, lit with whiter stars.Pursue through all the arteries of earthThe inviolate mystery.'Tis truth, strange common tool, which stillunbarsEternal values and immortal worth.4Immortal ! word that quickens mortal breath !It names him whom our hearts remember still,Our man of deeds, our father young in death,Master at last of even his mighty will.Fret not thy weary gaze beyond its powerTo pierce the empyrean of his change.Common as life is that celestial birth,Mysterious as a flower. Incredible is heaven, yet not so strangeAs heavenly thoughts in men that walk theearth.Hebraic-minded in Teutonic frame,Great toiler, builder great, and greater friend,Creative hope, aspiring like a flame,Wielder of power to power's most noble end,Live ! live in us, brave spirit, teaching stillThe broader vision and the braver act.And in that valley of the staff and rod,Teach us the hero's will,Who smiles from lips by human anguishracked,And dies firm-trusting in a human God.12 UNIVERSITY RECORDTHE PRESIDENT'S QUARTERLY STATEMENT ON THE CONDITION OF THE UNIVERSITY1Members of the University, Students, and Friends:THE ANNIVERSARIESThis fifteenth anniversary of the founding ofthe University, coinciding with the semi-centennial of the founding of the original Universityof Chicago, and in a way marking the end of anepoch in the life of the institution, it seems fitting to recognize. The circumstances of theyear just closed, however, dictate the simplestpossible recognition. It has been thought proper,therefore, to have no unusual festivities, and tomake the event in a way strictly a family affair.To that end the speakers have without exceptionbeen chosen from our own number. The Convocation preacher of last Sunday, and the Convoca-cation chaplain today, the Rev. Dr. Henry ClayMabie, is an eminent graduate of the old University. The Phi Beta Kappa address lastevening was given by Professor Albion Woodbury Small, from the beginning the head ofthe Department of Sociology. The Convocation orator, Professor William Gardner Hale,head of the department of Latin, was the firsthead of a department to be appointed in theorganization of the new University. The Convocation ode we owe to Professor EdwinHerbert Lewis, of Lewis Institute, one of theearly doctors of philosophy of the University.FIFTY YEARS AGOIt is now half a century since a beginning wasmade in Chicago of an institution for highereducation. Chicago at that time was not agreat metropolis. It was a city situated on theswamps of the Chicago river and containing apopulation of 29,963. The West, as it was thencalled, the Central West as we know it, was justopened. In many spots on the prairies NewPresented on the occasion of the Fifty-ninth Convocation of the University, held in the Leon Mandel Assembly Hall, June 12, 1906. England men had planted the New Englandidea in the shape of a college. It was such anidea which took root in Chicago in 1856. Thatwas a time of great ferment in the nation, whenthe struggle between the sections was becoming more acute and when, not clearly realizedby anyone, the shadow of civil war was moving rapidly towards the republic. The possibility of a college in Chicago was made real bythe generosity of Senator Stephen A. Douglas.His was a name great in the councils of thenation at that time, his was a dominant figurein the politics of Illinois, he was later the rivalof Abraham Lincoln, and he well-nigh reachedthe presidency of the United States. Hisname is inseparably linked with that ofthe old University and is commemoratedtoday by a bronze in the corridor leading fromthis hall. The founders in 1856 had in mindthe New England college, but with the largeness of ideas, which perhaps is generated by theabundant air of the western prairies, they calledit by the name of a university. A college it was,though with some professional school affiliationswhich at least gave an excuse for a larger name.It was a good college, and for upwards of twodecades it*did under many difficulties a thorough work in training young men. The unfortunate inadequacy of its material resources,however, in the end proved fatal, and the institution was closed in 1888.FIFTEEN YEARS AGOThe idea, however, which the devoted labor ofa quarter of a century had served to keep alivewas by no means lost, and from this old idea wasevolved the new idea of a university in the sensein which a university was understood in the lastdecade of the nineteenth century. The new institution, legally quite distinct from the old butgrowing from the same idea, was founded underUNIVERSITY RECORD 13circumstances which made it possible to dolarge things in a large way. Its endowment andits financial administration in the fifteen yearssince the beginning was made have been suchthat we hope the fate of the old institution isnot likely to be repeated in case of the new. Atthe outset the whole situation was profoundlyaffected by the glowing enthusiasm of the professor of biblical literature and Hebrew at Yale.He seemed to have at that time a rather positiveidea that the whole human race needed to knowHebrew, and under the magic of his enthusiasmit almost seemed that sooner or later everybodywould know Hebrew. However that may be,his energies were diverted to university building-, and a university he built which we hope willendure as long at least as our republic lasts.Looking back today, fifteen years seem a longtime, although we know that they are a merepoint in the ages. To us, however, 1890 is infact the antiquity of the University and the menconcerned in the organization of that work, trustees and members of the original faculty, are, ofcourse, our antiques. Still a considerable number of those whom the students have been wontto call aborigines are with us today. Of thetwenty-one original trustees 7 are still on theBoard, namely, Messrs. Eli B. Felsenthal,Edward Goodman, Charles L. Hutchinson,Andrew MacLeish, Henry A. Rust, Martin A.Ryerson, and Frederick A. Smith. Of the 125members of the faculty of the University properin 1892-93, 63 are still on the faculty roll of1905-6. Ten of the faculty have died. In thepresent faculty of the University proper, consisting of 295 members in lieu of the original125, besides "the 63 who were here the firstyear, 18 were students in the year 1892-93. Theexpanse of the institution has made manychanges. The number of trustees has beenlargely renewed ; more than three-fourths ofthe present faculty have come since the fall of1892. ORIGINAL IDEAS WHICH HAVE LIVEDIn the founding of the University in itspresent form a number of new and to some extent untried ideas were embodied. The carryingout of these was undertaken in the full knowledge that they were experimental, and of coursethat they might not prove valuable in practice.They might be regarded, it was thought, asworking hypotheses which should be testedcarefully, and if found unworkable shouldpromptly be rejected. In this sense trial wasmade of a number of these new ideas, and somewere found in the original form impracticable.Many were found, on the other hand, to beentirely workable and have remained permanently as a part of the University system. Among these some are to be especiallynoted :1. The plan of four quarters. — The theory ofPresident Harper was that the great plant ofthe University should never be idle, but that anopportunity should be afforded students at anytime to enjoy its facilities. The Summer Quarterwas planned from the outset, not as a mere summer school, a sort of more or less interestingsemi-intellectual vacation picnic, but as a regularperiod of serious university work which wouldcorrelate directly with the other quarters of theyear. Moreover, the plan contemplated the arrangement of courses of instruction in such waythat a student might be in residence or out ofresidence during any one of the four quarterswithout detriment. The plan further contemplated that members of the faculty in like manner might find it possible to take the fullquarter's vacation at any season which mightseem best for themselves and for the University.Further, it contemplated the possibility of excesswork on the part of members of the facultyduring the four quarters, for which adequatecompensation either in cash or in stored-up vacation credit might be given. All these forecastsproved sound. The four-quarter system has14 UNIVERSITY RECORDbecome permanently established and is a mostvaluable feature of the university work. It affords a very interesting and* convenient opportunity for flexibility in the arrangements of thedepartments. It affords an opportunity formany members of college faculties and teachersin other schools to secure the benefit of collegeand university work of which they wouldotherwise be deprived. It extends the influenceof the university and the elevation resultingfrom the progress of modern science to all portions of the country. It enables membersof the university faculties not merely to extendsomewhat slender salaries, but it enablesespecially our young men to secure an opportunity for residence abroad and further prosecution of their specialties. In all these ways andothers the four-quarter plan was one of . thesoundest of Dr. Harper's original ideas.2. Concentration of work. — Another of President Harper's fundamental ideas was that it isdesirable for students not to scatter their interestand their energy over a great number of subjectsat the same time, but that it is better for themto give concentrated attention to a small numberof subjects. The original plan proposed to thisend, slightly modified, is now in force, and astudent rarely carries more than three subjectsat the same time. In other institutions four,five, and six subjects may be carried simultaneously. The total number of hours in a laboratory or lecture-room per week may not begreater than with us, but it is our belief thatthere is a distinct intellectual loss in attempting to turn the energies of the mind to so greata diversity of distinct topics. This plan of con^centration, then, has continued through all theyears since the opening of the University in1892 to be one of the fundamental ideas. Itbids fair to remain.3. Research. — It was another thought at theoutset that opportunity should be afforded to doreal university work in the line of investigation and the attempt at the discovery of new truth.In other words, the University as founded wasnot to be a mere teaching institution. It was tobe also an investigating institution. l£ was tothis end that provision was made that the facultyshould not be so overloaded with teaching duties,as has unfortunately been the case in many institutions. It was to this end in part, as has beensaid, that the plan of four quarters and of excess work for vacation credit was devised. Itwas to this end that provision was made at theoutset for the publication of results of investigation. All these things seem essential to a modernuniversity of the highest type. The plan hasbeen tested and has been approved by the veryconsiderable results already attained and by thelarge amount of vigorous investigation carriedon in all the University departments. Details asto any of the means by which the end in questionis to be pursued of course are open at any time toreconsideration, reconstruction, and improvement; but the fundamental idea itself, the encouragement of research in every reasonable andpracticable way, was one of the fundamentalideas of the University at its founding, has continued to be so through all the years since, andwe confidently believe will continue to be sothrough all the years to come.4. Faculty organization. — President Harperfully realized at the outset the complexity of theinstitution which was contemplated. There issomething enticing in the thought of a greatdemocratic faculty enacting legislation on everyconceivable subject which may come before anybranch of the University. This idea, however,entirely workable in the small institution, breaksdown completely in the large one having manydifferent departments with different interestsand entirely different methods to work out.In order to secure the separate autonomyof these various departments and divisionsof a complex institution and at the sametime to preserve unity and solidarity in theUNIVERSITY RECORD 15whole, the plan was formed of a series of separate faculties, each with its distinct field ofauthority, correlated and unified by bodies representing the entire institution. These latter bodiesare the Senate, which has jurisdiction over alleducational questions in any part of the University, and the Council, which has like jurisdictionover questions of administration. It is not alwayspossible to draw a line sharply between a question administrative and a question educational.Especially is it true that almost any matter within the field of university control may have an important educational bearing. At the same time,in the practical working of things there has beenlittle or no confusion. The great bulk of questions are handled easily in the one or the othercategory. In the vast majority of cases actionof faculties, although reviewed by either Senateor Council or both, stand as originally enacted.In some instances the unifying bodies have modified an original faculty action. A careful studyof the facts will convince all, I think, of thevalue of this feature of what after all is a formof bicameral legislation. The Recorder reportsto me that within the last year there have beenthirty-seven distinct acts of legislation on -thepart of various faculty bodies. This of course isentirely aside from actions relating to individualstudents. Of this number seven have been modified by action of the Council and two by action ofthe Senate. In one important instance, that ofintercollegiate athletics, the Senate, in the exercise of its power to set on foot any matters educational in their- bearing, initiated an inquirywhich was put in the hands of the committee representing the Senate, the Council, and the Boardof Physical Culture and Athletics. The reportof this committee which led to the intercollegiate conference, was of great importance.The final action of the conference was considered to be so large a matter that it wasthought best to 'have the faculties both of theJunior Colleges and of Arts, Literature, and Science, which were particularly concerned,take it up in detail. After the general legislation was enacted, matters relating to this subject were left in regular course to the board towhich they are usually consigned. It is believed that by this plan the organization affordedwill secure the following advantages :a) Each member of the faculty has moreweight and greater opportunity for giving hisopinion expression than if all things were considered by one great mass.b) Matters being considered by smallerbodies have greater opportunity for carefulconsideration.c) Review by the Senate and Council secures the usual purpose for which a bicamerallegislative body exists, namely, the correctionof oversights and the judgment of other mindswhich look at matters from a different point ofview.It is believed that our system is democraticin a very large sense, and that at the same timeit is efficient and safe. The organization, modified in some details, is essentially that originallyprojected.THE GRADUATE AND PROFESSIONAL SCHOOLSThe higher work of the University beganwith the Graduate Schools of Arts, Literature,and Science and the Graduate Divinity School.These schools have been preserved, their fundamental idea being the work of the specialist,the students trained by the ordinary collegecourse seeking that attainment and mastery in a subject which can come only fromdistinct concentration on it. Further, the students of these schools find, as one of thefundamental features of their work, the process of investigation whereby the studentceases merely to be taught by an instructorand begins to be the independent, self-reliantinvestigator.The work in medicine has been developed16 UNIVERSITY RECORDwith us only in the colleges, the graduate workbeing done, through our affiliation with theRush Medical College, in that institution. Thefounding of our graduate school of medicinelies still among the clouds of the future.The Graduate School of Law has been withus for four years, has grown from 78 studentsto 160, and has now a greater number of college graduates on its rolls than any other lawschool west of the state of New York. Thereare many ways of entering the legal profession. One way is just to get into it, asAbraham Lincoln did. There are many lawyers who have found admission to the profession in some such fashion, but I fancy thatamong them Abraham Lincolns are rare. Asecond way is to take the training of a lawschool based on some such elementary education as that afforded by an ordinary highschool. This, of course, makes it possible totake a very large number of young men intothe profession. We have preferred to restrictour legal training on the whole to college graduates, not expecting, and not desiring for thatmatter, to have a great army of law students,it being rather our aim to fit in the best possibleway those who have the best possible preliminary education. This we believe to be afterall the suitable university function with regardto professional training.THE UNIVERSITY IDEAThe modern university idea as we have developed it in the United States is differentfrom that in our own country in past generations, and is different also in many respectsfrom the idea as found in European institutions.In the American university there is always acollege. The university would still be a university without the college. It seems, however, on the whole a practical convenience tomaintain the American college in all its essentials in connection with university work. Besides the college the function of the university, as we understand it, is threefold:(1) Investigation on all lines of modernthought. (2) To> train teachers for the higherform of institutions of learning. This last is adistinct function, in large part at least, of ourGraduate Schools and is a very proper functionof a specialized school for the training of teachers. (3) Education for the professions on .the highest possible standards. It is in thesethree ways that the university seems likely torender the greatest service to education, toscience, and to humanity.THE COLLEGESThe small colleges. — In the development ofour colleges two things may be said. Withinthe last year a distinct departure has been madein college organization and administration.This has been in the direction of the formation, from the mass of college students, of anumber of small colleges, each consisting ofthose united by some unity in the course ofstudy followed, and each containing a numberof students not too large for them to be knownpersonally by the small faculty in immediatecharge. A large college tends to become amob through which students may come and gowithout much knowledge of them on the partof their instructors. One great benefit of thesmall college in the rural community is thefact that the students are known, not merely toone another, but to the faculty. This advantage, it is believed, can be secured in a largecollege on the lines of the plan initiated herelast autumn. The results thus far have beendistincty encouraging, and we shall go on inthe small college work during the coming yearwith renewed activity and interest. In itsdevelopment lies large hope of a new idea incollege administration.ATHLETICSIn the modern college the subject of athleticUNIVERSITY RECORD 17exercise and competition affords an interestingand important feature. Such things are not to beregarded as mere recreation. The fact that theyare sport and that they are interesting does notmilitate against the further fact that they are exceedingly helpful in the development of physicalhealth and strength. Gymnastic training and exercise are valuable no doubt. At the same time,the keen interest and zest connected withoutdoor sports gives them, when properly conducted and within certain limits, a very muchgreater value. It is because of this value that itseems desirable as an educational policy thatevery member of a university, including bothfaculty and students, should have some form ofoutdoor sport in which he1 is particularly interested. Indeed, we do not need to stop with facultyand students. It has been my privilege at timesto meet even dignified members of our Board ofTrustees on the golf field, and I am quite surethat the sobriety and intelligence with whichthey perform their important functions as trustees has not been injured by the greater or lessdegree of skill which they have attained in thatmanly sport. During the last year considerableprogress has been made in the direction of extending and popularizing these outdoor activities among students in the University. Theorganization of the small colleges in particularhas afforded a convenient outlet for such contests, and a greatly increasing number ofyoung men and women have become interested.I am sure that this is a healthful and hopefultendency and one by all means to be encouraged.Intercollegiate contests have occupied muchattention for some time past among all collegeauthorities. These contests have met with anextraordinary amount of public interest andhave excited the keenest activity within thecolleges. For a few years past,^ however, suchcontests have been surrounded by circumstances and conditions apparently quite beyond the control of the best-intentioned managers,which have tended very greatly to injure theirusefulness. The main evil has not been somuch the physical dangers to which the playershave been somewhat exposed, but rather another class of evils which have in fact an undoubted moral bearing. With these circumstances and conditions the faculties of the nineMiddle West universities during the pastwinter have been grappling, and as a resulthave agreed unanimously on certain importantand far-reaching changes. These are in thedirection of eliminating the tendency to' professionalism from amateur contests, of doingaway with the unseemly dissensions betweeninstitutions which have been too frequent inthe past, and of substituting genuine amateursport for the bitter and unfriendly rivalrywhich from time to time has been obvious. Recently these changes have been supplementedin our case with an arrangement between theUniversities of Minnesota and Chicago forathletic contests on an entirely new basis andone exactly in line with the intent of the newregulations. Mr. Stagg, our veteran andvalued director of Physical Culture andAthletics, catching the exact thought of thefaculty, formulated a plan which was promptlyand sympathetically accepted by the authoritiesof the University of Minnesota and unanimously ratified by the authorities of the Universityof Chicago. It is sincerely believed that thisarrangement with Minnesota is in the direction at least of a new era in athletic sports.The rehabilitation of these contests and theirpreservation on a high plane of clean, wholesome, manly, and honorable conduct is in myopinion far preferabe to their abolition. Thelatter course, which has been favored by some,is simply a confession of impotency on thepart of both faculties and students. I do notbelieve in the necessity for such surrender.The value in the sports is too great to give up18 UNIVERSITY RECORDwithout a serious and intelligent effort to preserve the value and at the same time to do awaywith the attendant evils.It is perhaps not saying too much to pointout that the new arrangement with Minnesota,and the policy of extending an interest in athletic sports among the great body of studentswithin the walls of the college entirely asidefrom intercollegiate competition, are the twopoints which mark the policy of the Universityof Chicago in this matter. With this policyas embodied in these two principles our directoris in entire accord, and in carrying out thatpolicy I think I speak for my associates in saying that he will have the united and hearty support of all the faculties.PRESIDENT HARPERThe past year, rounding out the fifteen yearssince the initiation of the University, has beensignalized by a great loss. The President whoselarge ideas gave shape to the institution, whoseenergy, buoyant hopefulness, and ready grasp ofbusiness made it possible to strike out on newlines and to create that which did not exist,has gone from us. He remains with all aprecious memory. He lives and will livethroughout the history of the University in thegreat work which he accomplished and in thevirile ideas which he embodied in the Universityand which will live through the ages. His lossis to us beyond measure. We can only, all ofus, take up the work which he initiated andcarry it on in the same spirit of fidelity to dutyand of hope for what is to come. In that spiritand with that spirit the University will continue to' grow in usefulness and in magnitude ofresources.THE FUTUREIn looking forward from the small vista ofonly fifteen years, perhaps we cannot safelyforecast what the long future may bring to us.Of this fact we may be sure — the fifteen years past, in which in a sense so much has been done,are but the prelude. The great work, the greatest work which the University has to do, liesbefore us. Many tasks remain sketched only inoutline. They must be performed. Many tasksremain of which we do not yet dream thenature. Of this at least I feel sure — the greatfaith and the large ideas which are the substanceof the University of Chicago must remainthroughout all time to come as its essence.There is a greater work still for the elevation ofour people,' in the development of science, forthe training of those who are seeking the higherlife of man. It is to that work that we alltoday devote ourselves, believing that the generations yet to come in this place will carry iton with unfailing zeal and with still larger intelligence.ATTENDANCEThe attendance in the various divisions of theUniversity during the Spring Quarter, 1906,has been as follows :Attendance for the Spring Quarter, 1906I. The Departments of Arts, Literature, and Science:1. The Graduate Schools:*Arts and Literature Science Total 2. The Colleges:Senior Junior Unclassified Total Total Arts, Literature, andScience Included above, University College:Graduate Senior Junior Unclassified Total II. The Professional Schools :1. The Divinity School:Graduate Unclassified Dano-Norwegian Swedish English Theological Total Men Women116 93(16 dup.) (1 dup.)135 29251 122209 25235i - 31357 61617 626868 7484 62 64 936 1446 3592 222 52936179 7 Total19061643734616641181.2431,6161350812936186* Deducted for duplication.Attendance for the Spring Quarter, 1906 — Continued. The Courses in Medicine:?Graduate ?Senior ?Junior .^ ?Unclassified : Medical Total . The Law School:Graduate ?Senior Candidate for LL.B Unclassified Total . The College of Education:Total Professional Total University Deduct for duplication.Net totals Men Women56 542104 319131 8Si 115311128 111 165(18 dup.)449 1811317 929"3 271204 902 Total190661421071913982153111291766302,2461402,106In addition to the above there were 100registrations for the work in Railway Technology.The attendance during successive SpringQuarters from 1893 has been as follows:Summary of Attendance, Spring Quarter, 1893 -1906Spring Quarter, 1893 ." 1894.1895.1896.1897.1898.- " 1899.1900." 1901 ." 1902." 1903 •1904.1905.1906. Men4285157016627656997007878391,0691,2121,0691,1921.303 Women Total131240328360367395500488581718810806811903 5597551,0291,022i,i321,0941,2001,2751,4201,7292,0221,8752,0032,206It may be added that the total registrationsfor the Spring Quarter of 1905, not includingRailway Technology, was 1,879; as comparedwith the registrations for the Spring Quarterof 1906, 2,106 (omitting «4he 100 in RailwayTechnology), the gain for the latter Quarter is227.It may also be added that the entire numberof students registered in the first year of theUniversity 1892-3, was 540. The entire number of different students registered for the year1904-5 was 4,598. The entire number of different students registered for the year 1905-6 was5,079-* See footnote on preceding pagei RECORD 19NEW APPOINTMENTSThe following new appointments have beenmade:Constan Holmstrom, Technician in the Department ofAnatomy.Sarah Guyer, to an Assistantship in the Department ofPhysical Culture.John Paterson, to a Laboratory Assistantship in theDepartment of Zoology.Eugene W. Shaw, to a Research Assistantship in theDepartment of Geology.Joseph Beifus, to an Assistantship in the Departmentof German.Joel E. Carman, to a Research Assistantship in theDepartment of Geology.Charles M. Carson, to an Assistantship in the Department of Chemistry.Hans E. Gronow, to an Assistantship in the Department of German.John Sundwall, to an Assistantship in the Departmentof Anatomy.David A. Robertson, to an Assistant Headship inHitchcock House.Julian P. Bretz, to an Associateship in the Departmentof History.Earle B. Babcock, to an Associateship in the Department of Romance Languages and Literatures.Edward B. Krehbiel, to an Associateship in the Department of History.Frank H. Smith, to an Instructorship in Mathematicsin the Morgan Park Academy.Andrew Cunningham McLaughlin, to a Professorshipand the Headship of the Deparment of History.PROMOTIONSThe following promotions have been made :John G. Wilson, Instructor in the Department ofAnatomy, to an Assistant Professorship.Harry A. Bigelow, Assistant Professor in the LawSchool, to an Associate Professorship.GIFTSGifts received by the University since March15, 1906, are as follows: -I. Gifts already announced $ 72,250.00II. Not announced :1. Ogden School of Science Endowment, being an additional distribution of the Ogden Estate 49,171.502. Various subscriptions paid to HarperMemorial Fund 1,095.5020 UNIVERSITY RECORD3. From D. W. James of New Yorkfor expenses of Dr. Charles CuthbertHall in connection with BarrowsLectureship 4. From George Eastman, $3,000 for afund for research in photography,on which the first installment of$1,000 is paid 5. From Rumford Committee of American Academy of Arts and Sciences.6. For Memorial of Class of 1905 1,000.00 7. For sustaining fund American Institute of Sacred Literature 8. Naples Table Association 1,000.00 Total 225.00222.76300.0050.00$125,314.76UNIVERSITY RECORD 21THE ANNUAL PHI BETA KAPPA ADDRESS: THE SOCIAL VALUE OF THE ACADEMIC CAREER >BY ALBION WOODBURY SMALL, Ph.D., LL.D.,Head of the Department of Sociology ; Dean of the Graduate School of Arts and LiteratureIf the world were governed by its wisdom instead of its selfishness would universities bepromoted ?If public policy in every nation were settledby a Council of Elder Statesmen ; if these menwere placed in conditions which excluded gainor loss of wealth or position, and at the sametime permitted gain of prestige by loyal devotion to public service; if the Elder Statesmenpresided over a system of investigating commissions, charged and empowered to gather allaccessible facts bearing upon questions of publicpolicy; if they were the men best qualified byeducation and experience to pass competentjudgments upon the findings; would they decide that a quota of men devoting their lives toacademic careers is demanded by the interestsof the nation?An attempt to answer this question may seemto imply a claim to the Elder Statesmen's qualifications. To avoid the appearance of such presumption, let our answer not be dogmatic. Letus try to peer as far as we may into the sort ofevidence which the Elder Statesmen might fairly be expected to consider. Let us bring intofocus as much as we can of the horizon whichtheir vision would survey.Let us also at the outset be agreed about thewords to be used. For our present purposes,let the word university stand for the activitieswhose aim is primarily ltlo transmit any portionof the permanent knowledge which men haveacquired, and also to increase the sum of permanent knowledge. The university is thereforepresent, in whole or in part, not only in thecapacious institution which cherishes all thedelivered before the Beta of Illinois Chapter of PhiBeta Kappa in the Leon Mandel Assembly Hall on Junen, 1906. knowledges, from agriculture to metaphysics,but in its degree also in the detached schoolof mines, or physiological institute, devoted to astrictly limited range of investigation. For ourpurposes the university which is on trial mustbe distinguished from the not-university whichwe may call the school. In order to make thebasis of distinction plain, we may contrastknowledge, the image that reality forms in ourminds, with the sum of devices which the mindinvents to make those images clear and availableas mental equipment. Spoken language, written alphabets, multiplication tables, the rudiments of drawing, the elements of mechanics,the uses of simple tools, are knowledges to besure ; but when measured by the whole range ofthe knowable they are less knowledge than vehicles of knowledge, and keys to knowledge, andmodes of applying knowledge. On the otherhand, every manner of truth, independent ofour attempts to represent it or reflect upon it,has a rank of its own, quite distinct from themind's apparatus for learning or using thetruth. As an absolute problem, the questionwhether the mind first gets knowledge or theapparatus of knowledge is of course very muchlike the scholastic problem of the priority of thechick or the egg. Practically, if we mean by"knowledge" any substantial part of maturemental acquirement, there is no choice, eitherfor children or their teachers, whether we shallfirst acquire knowledge or the apparatus ofknowledge. With the qualifications to be mentioned in a moment, it is virtually a decree offate that we must first serve an apprenticeshipacquiring the apparatus of knowledge before wecan advance very far in the acquirement ofknowledge itself. The school is that division ofour educational machinery which is chargedwith superintending this novitiate. The uni-22 UNIVERSITY RECORDversity, for our present purposes, means thatportion of our educational machinery whichtakes for granted the apparatus of knowledgeand concentrates attention upon the substance ofknowledge.Let us not proceed without providing againstmisconceptions of these distinctions. We know,and we must presume that the Elder Statesmenwould know much better, that these antithesesare not absolute but relative. In the last analysis, what goes on in the kindergarten differsonly in degree from what goes on in the seminar, and the laboratory, and the academy ofscience. We cannot acquire the apparatus ofknowledge without incidental acquisition ofknowledge ; and probably no gain of knowledgeis entirely without effect upon our apparatus ofknowledge. Measured, however, by the matur-est knowledge in our possession, not to say bythe range of knowledge which scholars are already trying to control, it is usually late, if ever,in the school career, that we cease to deal chieflywith the symbols and the forms of knowledge,and pass to principal dealing with the substanceof knowledge.The story of "The Boston Tea Party/' for instance, may entertain a child in the nursery, before he has an inkling of those larger connections of the episode that led a maturer mind tosay of a related incident : "The fate of a nationwas riding that night." Some version of "TheBoston Tea Party," with previous and subsequent events, might be a part of that child'sschool curriculum for years. By means of thisthought-material the child might gradually acquire elementary concepts of chronology, ofgeography, of government, of legal rights, ofnational rivalries, of military achievements, ofpolitical democracy; and at the same time hemight advance many steps toward logical correlation of his ideas. Yet this boy might neverarrive within sight of those precise problems ofeconomic, legal, and moral relations implied by "The Boston Tea Party," which occupy the exploring frontier of the serious social sciences.That is, the boy might never grasp much morethan the form and the symbol of the last knowledge that the incident suggests to the maturestminds. He might never suspect the essentialrelations that the event involved.On the other hand, the knowledge that aNewton or a Darwin gains may presently alterthe whole symbolism, or even the technique, ofknowledge which schoolboys have to, learn.While there is a sense, therefore, in which thechild and the sage necessarily apply their mindsto one and the same thing, I resort to this convenient distinction between relative limitation tosymbols of knowledge, and relative dedication tothe substance of knowledge ; and I would applythe terms "school" and "university" so as toconnote a contrast in the degree in which theprogram inclines in the one direction or theother. Furthermore, I use the phrase "academiccareer" as synonymous with partnership, in university work as thus defined, and contrastedwith school work.Of course, we are thus dealing with shiftingboundaries, and it is no part of my purpose todiscuss the points where they should be drawn,or whether they should be drawn at all.Neither do I ask whether the school and theuniversity should be -parts of one organization,or independent organizations, or what modusvivendi should exist between them in either case.I raise none of the familiar pedagogical questions of methodology, either of school or university, or about transitions from one programto another. I do not even stop to inquire whetherour Elder Statesmen would think there is anyproblem left, after it had been admitted that thetruth which we begin to learn in the kindergarten has no ending till the maturest mindshave exhausted their utmost powers of search.On this ground alone they might be willing, asI would, to rest the case for social promotionUNIVERSITY RECORD 28of the academic career. They might declare thatthe logic of the matter is conclusive. Theymight call attention to the fact that, long beforethe regime of the Elder Statesmen had arrived,one of the most crucial phenomena in historywas an almost unstinted dedication of treasureby naive democracies to the support of the people's schools. The Elder Statesmen might pointout that by this policy those democracies logically committed themselves to promotion of theacademic career. True, but it is a far cry fromlogic to appreciation, and thence to appropriateaction. Our question then is virtually this:What perceptions of the worth of the universitymust pass current in the general mind in orderthat democracies may place fair appraisal on theacademic career?Unquestionably, the case would present itselfto the Elder Statesmen from at least three pointsof view. They would ask : What role has theuniversity played in civilization? Has it seenclearly' when others' eyes were dim? Has itinvariably had constructive convictions, and thecourage of them?Again, they would ask : How looks the university of our own time? Is it a parasite ora producer?- Is it a pensioner on socialprivilege, or a purveyor to social needs? Isit living unto itself, or is it enriching the general life? Does it on the whole make the life-problem of the people at large harder or easier ?Whatever its1 function, is it worth what it costs ?Then they would inquire about its promisesand its prospects. Has the university reachedthe limit of its usefulness ? Has it undevelopedresources ? Can it do anything for society whichcannot be done otherwise just as well?Whether or not the case will be different whenthe Elder Statesmen actually come to ask thequestions, no one may venture to predict. Atpresent, we are bound to confess that a perfectlyconclusive argument could not be made in favorof the university in answer to either question. Its record is not wholly without spot or blemish.Its character has not been uniformly consistent and creditable. Neither the PlatonicAcademy, nor the cloisters of the schoolmen,nor the lecture halls of modern Germany haveserved their day and generation without marginfor reproach. The university of today is impeachable on more than one count. It is noteven so well founded that it is certain to survivecompetition with other institutions already appropriating some of its functions. Yet theseconcessions are platitudes. They merely saythat the university is a human institution, thatit has shared the fortunes and fallibilities anduncertainties of all human institutions. Thesame confessions must be made for family, andschool, and church, and state, with every minorhuman association. There is no absolute impeccable institution with which to compare theuniversity. Our appraisal of it is necessarily acomparison of relative merit. Our question thenis: As human institutions go, how must werate the university in the scale of social values?To answer such a question in favor of any institution, we must find that it has a distinctivefunction, that this function makes for the appreciation of life-values in general, and that noother institution offers equally credible promises of performing the function. With thisunderstanding we may not hesitate to submitthe case of the university, as it is made up ofaccomplished past, of active present, and ofprospective future.I shall not attempt to present any novelclaims, but shall merely voice the judgmentsabout which there is the least difference of opinion among university men. I shall argue theworth of the university for two main reasons..I do not mean that the whole merit of the university is expressed in these two details. Imean that these are real merits, and that theyalone amply entitle the university to a first-rateplace in social appraisal.24 UNIVERSITY RECORDMy formula of the first claim for the university will not be accepted off-hand. It has adecidedly strange appearance. The strangeness,however, is in the form rather than the content.I submit then, first, that the university has thefunction of standardizing social measures ofvalue.It will probably be a long time before theclaim ceases to be urged that the primary function and the chief justification of the universityis "mental discipline." There is doubtless a sensein which the conception is valid. It is quite ascertain, however, that the meaning ordinarilycarried in the conception has very precariouspsychological sanction. So far as mere intellectual feats are concerned, whether of strength orof precision, it is by no means certain that theuniversity ever has been foremost, or ever willbe. There are a thousand occupations whichcannot be pursued without developing a degreeof mental alertness and responsibility that thetypical college student does not attain. If wemean by mental discipline the habit of takingin all the significant facts of a situation, and ofcarrying on the action most appropriate to thesituation, it is rank superstition to suppose thatthe university can monopolize such discipline.The university is presumably the best place inwhich to develop the habit of mind peculiarly appropriate to the academic career, but it is ratherhumorous pedantry to assume that this mentalhabit, considered strictly as an intellectual regimen, is of a higher order than the mental habitdeveloped and exercised in the management ofa factory or a railroad or a newspaper or a department store. Real mental discipline involvesthe complete series of mental processes fromstimulus to volition, and not merely single volitions, but organized and correlated volitions. Itis a part of the naive provincialism of our educational tradition to assume that vicarious mentaldiscipline is possible. No man ever, became a convincing speaker or writer merely by studying language, or merely by practicing composition. One becomes expert in using language byconfronting occasions that call for thought andby learning first to do the appropriate thinking,then to control the words that adequately express the thinking. No one ever became a competent navigator merely by studying navigation,nor a lawyer by studying law, nor a financier bystudying political economy, nor a chemist bystudying chemistry, nor a physician by studying medicine. I mean in each case that themerely academic discipline in the subject is afterall only a fraction of the experience necessaryin order that abstract thinking may take its placeas a competent factor in complete mental habit.The decisive mental discipline in either casecomes in the course of practicing the subject, notin the mere preliminary of thinking about it.We can, consequently, maintain that the university stands in a class by itself as a promoterof mental discipline, only by putting an utterlyarbitrary valuation upon certain factors ofmental habit.Not thought alone, but thought in its wholefunctioning with life, is the proper measure ofmental discipline. As merely approximate illustrative statements, it is quite possible that onemight acquire more real linguistic discipline bya month as a newspaper reporter or proof readerthan by a year studying language ; more practical judgment of financial relations by a monthas a bank clerk than by a year as a student ofeconomics; more steadiness of social perspective, and reliability of sociological judgment,by a month in a charity organization societythan by a year studying sociology. If it ismerely a matter of mental discipline, in a defensible sense of that; term, the activity in whichthe mental habit is exercised is a drill-master immeasurably more efficient than any indirect stimulus of mental action.What then becomes of the traditional claimUNIVERSITY RECORD 25for college education on the ground of mentaldiscipline ?My answer is that the claim is a mistaken rendering of the facts. The university is only oneamong many centers in which mental action isdeveloped to high degrees of precision andpower. There is no way to prove that themental habit formed in the university is superior, either in precision or in power, to the intellectual processes exercised in many otherpursuits. I would even go so far as to say that,up to the time of assuming the responsibilities ofinstruction, the typical mental habit in theacademic career suffers, in point of accuracy andreliability, when compared with that of coordinate mental types in business careers. Thevalue of the academic career, so far, is not because of superiority in mental discipline, but inspite of certain inferiorities in that respect.We may return, then, to our proposition thatthe primary service of the university is its contribution to the standardizing of social values.I mean that the university systematically directsthe mind away from vulgar centers of attention. It thereby enlarges the range ofinterests with reference to which judgmentsof value are formed. By so doing, the universitydiscredits provincial standards of value, andproposes standards which do justice to all theinterests of life.The typical situations of "practical" life aresuggested by the questions: How can I accomplish the day's task? How can I turn outmy tale of work ? How may I solve my problem ?How may I win my case ? How may I cure mypatient? How may I make my profits? Howmay I promote my special scheme? Howmay I reach my particular kind of results?Since the bulk of life necessarily consists of asking and answering these questions, is there anyuse in trying to turn attention in other directions? These questions tend to make us allbelieve that our particular purposes are the su premely important purposes; that the meanstributary to the purposes share the value of thepurposes themselves ; that, therefore, the meansare virtually as important as the ends ; and, consequently, that beyond these means and ends lifecontains nothing of first-rate value. All thistends to make life mechanical, and in proportionas our tasks are bound to the primary needs wetend to become virtually not only mechanical butmaterialistic.But life is not alone a mechanical grindingout of tasks. Life is only rudimentary until itbegins to be a mental possession and control ofmechanical achievement, and a moral appraisaland assortment of purposes according to somevalid standard of value. Life consists not merely of doing our work, but of thinking our work,of thinking about it, and through it, and aroundit, and over to other men's work, in comparingand contrasting kinds of work, in finding whatwork is most worth doing and why it is worthierthan other work, and in aiming to reduce theratio of less worthy work for the sake of enlarging scope for worthier work.Life cannot pass into this phase, or even remain in it if the transition has once been accomplished, unless all men for a part of theirtime, or some men for all of their time, adjournthe kind of work that brings visible results andgive themselves to thinking, which at first produces no visible results. We must get somesense of the perspective of life. We must getsome inklings of the goings forward in natureand in society that have made the setting forour part of the life-drama. We must in somemeasure locate ourselves in the stream of time,in the cosmic process, and in the human process.We must think about what other men havedone, whether well or ill. We must learn to understand, it. We must discover its meanings.We must place it in a scale of comparativevalues. We must learn from other men's workthat the purposes among which it is possible to26 UNIVERSITY RECORDchoose are of many sorts ; that they are not ofequal worth; that some results are not worthgetting because they exclude the getting of better results ; that other results are supremelyworth striving for, because even the endeavorinsures the enlargement of life.Now the university, like all other human institutions, is not fully here. It is a becoming. Ithas not realized itself. It is finding itself infeeling its way along toward its competent function. Yet, in its groping, experimental, unconscious fashion, the university has always been,first, a place for survey and analysis and appraisal of past human achievements, for judgment of their quality, and for reflection uponthe conclusions they enforce about the directionof future purposes.This is the real meaning of the Delphic phrase"liberal culture." In contrast with mere technical training — and I do not raise the questionwhether liberal culture and technical trainingare mutually exclusive terms; I am now contrasting the merely technical with the evaluatingphrases of a mental process which may containboth elements in varying degrees — in antithesis,then, with the technical aspect of mental experience liberal culture is that gift of the university which releases men from the gearingof routine, and admits them to the freedom ofsentiment, of preference, and of judgment. Ittransforms life from an autocracy of will into aconstitutional empire of will enthroned uponreason.The vast majority of men never analyze backof the question : How may I do the thing I amresolved to do? How shall I till my soil, ormake my bargain, or please my friend, or hurtmy enemy? The first task of the university isto create the habit of asking: How shall I goabout to decide what is worth resolving to do?In a world of physical cause and effect howfully may I become acquainted with the laws ofcause and effect? In a world of human motive, how far may I look into the sources and tendencies of human motive ? In a world of undeveloped material resource, and of unfulfilledmoral destiny, how far may I see ahead into therational direction of human effort? In thelarge perspective of past, present, and future,what modulation of my own individual thoughtand will must I adopt, in view of the whole system of thoughts and wills in which my moralprocesses have a part?The university is of value to society, first, because it is the peculiar home of these questions.In its program the prime consideration is notthe processes of life, but the meanings and proportions of the purposes which the processesserve. The university is a sort of board ofarbitration sitting in judgment upon the claimsof conflicting human interests. The universityis only secondarily concerned with the question :How may we do the things that we want to do ?The primary inquiry of the university is : Howmay we decide what we should want to do ?Whether we have in mind the mediaeval trivi-um or quadrivium, or the array of electives offered by a modern university, the motive that distinguishes the university isn the purpose to useeach and all of these knowledges to form habitsof distinguishing the true from the false, realityfrom illusion, essentials from accidents, the permanent from the transient, the more importantfrom the less important, the end from the means.In pursuance of this primary aim the university is perforce a corrective of all excesses on theside of individual interests. The university always tends to measure values in terms of allthings rather than of some things, of all menrather than of some men. The multiple standardof value which the university adopts is never inprinciple arbitrary. It is never presumed to becomplete so long as a factor of human conditionsis omitted which might help in appraising otherfactors or the whole human situation.Now, it is not necessary to prove that the uni-UNIVERSITY RECORD 27versity has always had a correct view of life,nor even that the university has always beennearer to an adequate view of life than otherleaders of thought and action. The main pointis that the university has always stood for theattempt to reach ultimate appraisals of life-values, while the majority of men have pursuedtheir several ways, assuming that their specialinterests were sufficient sponsors unto themselves. The university has always tried tobring all these eccentric interests under judgment by some common standard. When thenations have been entangled in wars, the universities have thought not merely of war, but ofrights and justice and peace. When the majority have been absorbed by material concerns,the universities have cultivated the goods of themind. When spiritual interests have been controlled by superstition, the universities havefought the battles of enlightenment. Even whenthe universities have been wrong in detail,they have been salutary in principle, theyhave stood for the value of the unseen,as against the obsession of, the apparent.Even though the rendering of life for whichthey contended was mistaken, it always contained , something which proved to be not theleast useful reagent among the forces of thetime. Among all the centrifugal policies thatconfused society the university has been the oneinstitution which has stood for the contrastedprogram of so investigating all reality that itwould reveal and sanction a centered and concentering version of life.We may accordingly submit this side of ourcase to the Council of Elder Statesmen. Sincethe individual and the technical standard ofvalue always has the preference with naivemen, social adjustments are much more difficultthan they need be, until full scope is assured tothe academic career. The university brings toconsciousness the implicit demand of society fora common standard of value. The university establishes a tradition of surveying life from astandpoint outside the immediate interests ofthe individual. The university takes the lead inadopting a meridian line indicated not by specialinterests but by the purposes and destinies of allmen.I have no misgivings about the judgment ofthe Elder Statesmen upon this claim. To testour faith, however, they might raise this objection : "Does not the brief which you submit forthe university prove too much? If the claim isadmitted, does it not make the university supersede the church ? Is not all this business of correcting standards of value the essential functionof the church? Are not church and university natural competitors? That one may increase must not the other decrease ?Instead of feeling a temptation to take up thegauntlet thrown down for the church in defianceof the university, it would be much more in accord with my sympathies if I should turn asidefrom the course of my argument to plead thecause of the church as earnestly as I contendfor the university. Happily it is not necessary inthis case to magnify one social institution at theexpense of another. If we were to discuss thesupposed objection in detail, the key to the rejoinder would be that the apparently commonfunction of church and university is easily resolved into variety of functions. Whenchurch and university function at their best,neither, will displace the other, but each willreinforce the other. In a word, while the primefunction of the university is discovery and justification of ultimate standards of value, the primefunction of the church is maintenance of influences that impress the importance and authority of ultimate standards, and that exertconstant moral pressure toward practical application of the standards. Neither university norchurch can perform its utmost social servicewithout the complementary services of the other.The Elder Statesmen would not need to be con-28 UNIVERSITY RECORDvinced, for instance, that the political iconoclastsof France, whose correction of the church hastended toward destruction of the church, havethereby embarrassed the progress of the state.While abating much unnecessary evil, they havearrested much necessary good. Some day sanerFrenchmen must repair the damage at heavycost.Let us suggest the whole scope of our replyby a somewhat obvious analogy. I confess tosuch ignorance of music that an orchestra concert is to me hardly more intelligible than adrama in an unknown tongue. My attention always wanders far afield. Often, for instance,during the program I have occupied myself withthe problem: Why does an orchestra need aconductor? If he is not himself a player, is henot superfluous ? Each member of the orchestrais an artist in his own right. Each is suppliedwith the part of the score which indicates thecontribution required of his instrument,. Eachis presumably competent to render his own partprecisely as it is written. All these parts fit asaccurately into one another as the interchangeable wheels of a standard watch. Why couldnot these artists simply "follow copy" and produce the same results without the interventionof a conductor ?The answer to the query is found in very elementary sections of psychology and sociology.Like the rest of mankind, musicians are not machines. They are nervous organisms. They aretemperamnets. They are sensitive and varyingmoods. They are personal equations. They arefunctions of factors which do not affect allequally at a given time. If they should relyupon their own initiative, their attempts to adjust themselves to each other would certainlydegenerate into bathos if not chaos. There isneed of a common emotional stimulus, a reduction of the individual tone and rate of reactionto terms of a single denominator, in order thatthe music, which is a unified expression of the composer, may have a unified rendering by theorchestra. This, then, is the factor furnished bythe conductor.Though religion and education are alike inhaving their location primarily in the individual,yet there must always remain a ranking socialfunction for religion which relates it to education somewhat as the conductor of an orchestrais related to the training that makes artists withthe separate instruments.I have left myself little time to speak of thesecond count in favor of the university. I havedone so, not because it is less important, butbecause among us it is more familiar. I nowremark that the cardinal function of the university is more than the standardizing of values;it is the discovery of new values. ,The world's working presumptions are overwhelmingly static, not dynamic. Everythingthat we call knowledge, or belief, or custom, orrule, or law, or institution, is not merely an accomplished achievement; to a certain extent itis prohibition of further achievement in the sameline. It is not merely an assertion of what is ; itis a dogma of what must continue to be. Everyvested interest, whether material, or spiritual, isa claimant to finality in its^ premises. Its wordgoes out to the rest of the world : "Change howyou will. As for me, I am here to stay. As Iam, so I should be and so I will be." The burdenof proof rests hard upon the dynamic innovator.He must fight for his interests or his convictions, and he must fight against the strong in-trenchments of established order.No human institution, therefore, can reconstruct itself wholly from within. This is onereason why the church alone cannot save theworld. The church is a purveyor of spiritualvalues, but it is a factor both of the strength andthe weakness of the church that it must needs -presume its own values to be final. The logicof life, on the contrary, proves that there is novalue known to. men so pure that it may notUNIVERSITY RECORD 29turn out to contain alloy. No truth is absolutelysafe from admixture of error. No institution isassured that, whether in its original ideas or inoutliving its adaptations, it is not perpetuatingmistaken judgments.While, therefore, the naive presumption ofmost men is frankly and obstinately static, theverdict of life as a whole, the ultimate arbiter ofall presumptions, is that the decisive principleof life is dynamic. The essence of the humanlot is not instability, still less confusion; but itcertainly is a function of movement, reconsideration, revision, readjustment, readaptation.While it is the typical impulse of each distinctinterest to insist upon its own finality, life asa whole demands persistent search for newknowledge that may cause reappraisal of oldvalues. Society cannot afford to leave a function as important as this to accident or unorganized impulse. The university is the onehuman institution pledged in principle to servethe world by continually testing the possibilitythat conventional presumptions may be wrong.The university is the organization of the world'sconstructive doubt. The university is criticismperpetually mobilized in the service of faith.The university is the sworn detector of untenable beliefs in the interest of ultimate belief.When the Phi Beta Kappa society wasfounded, there was no such sharp distinction asI have drawn between these two leading functions of the university. Scholarship still meant,very largely, thinking the things that others hadthought, because they had thought them.Scholarship means today, very largely, thinkingthings that others have not thought, althoughthey have not thought them.Moreover, the university cannot yet appeal itscase to such a Council of Elder Statesmen as Ihave imagined. The university is making itsrecord before a world that is unconvinced andunconvincible by any arts of verbal persuasion.The world's appraisal of the university will de pend at last upon the success with which scholarsof the modern type commend higher values inplace of lower values, and substitute largertruth for lesser truth.I have not asked the question: Can the individual afford to pursue the academic career?If the question were to be raised, I for one wouldphrase it in this form : Can a man free to chooseafford not to pursue the academic career? * Butthis confession of pride in a glorious vocationmight seem inconsistent with the argument Ihave urged. I have not contended, however, forappraisal of the university upon any exceptionalgrounds. I have not argued that it is the one social institution of importance. I have not askedfof it a place of higher honor than the farm, orthe shop, or the market, or the court, or thechurch. Such comparisons are not in question,and scholars should of all men be content to letsuch appraisals take care of themselves. I haveasked : "Does the university serve a real humanneed ? Is there a social function for the scholar?Does society have a use for the academic career ?" If so, irrespective of the relative esteemin which other institutions should he held, theuniversity must constantly gain recognition associally indispensable. Popular judgment musttend to correspond with the presumed opinionof the Elder Statesmen.Meanwhile, in the degree in which wisdom instead of impulse controls social policy, the attitude of society will be represented more andmore, not by the question, How may we confinethe demands of the university within the narrowest limits ? but, How may we make the university the most effective instrument of socialservice ? The importance of the academic careerto society, not the personal wishes of personspursuing the academic career, will and shoulddetermine the scale upon which universities shallbe promoted.In proportion as we actually believe thatabundance of life means progressive appropria-30 UNIVERSITY RECORDtion of spiritual values ; in the ratio of our working faith that truth makes free ; it will become acardinal point of social policy to mobilize theuniversity to the limit of its possible effectiveness. I merely mention three necessary items inthis program.In the first place, social interest demands thatthe academic career be made attractive to menwhose intellectual initiative is of the highestorder. When our views of life are so rectifiedthat we rate the work of the university, not asa luxury, but as a social necessity; when werealize that the work of the university determines the depth and breadth of the spiritualfoundations of society; we shall be convincedthat no men are of so large mental caliber thattheir powers would be wasted in the academiccareer.In the second place, in order to command theservices of the best type of men for the university, a minimum condition is that their positions shall be made absolutely secure. I am notreferring to the popular myth that universityprofessors are liable to martyrdom for theiropinions. So far as my knowledge goes, universities in modern times have to their charge manymore sins of tolerance than of intolerance. Iam not acquainted with any responsible callingin which questionable mental or even moral fitness gets the benefit of more generous doubtthan that which hedges university professors.I mean that in order to command the servicesof enough men of the type needed for the bestquality of university work, a standard of lifemust be assured which will permit universitymen to appropriate their share of the spiritualvalues which they are making known to others.The university career is inconsistent with material luxury. The man who dedicates himselfto spiritual aims should reconsider his sincerityof purpose if he finds himself envying the rich.He is not supposed to want his wages chiefly inmaterial goods. Nevertheless he knows that the laborer is worthy of his hire. He knows thathis work is of more real benefit to society thanmany of the occupations by which men get greatwealth. He has no quarrel with unequal distribution of material goods, but he does resent theinjustice if his kind of work cannot commandsufficient recognition to provide for himself andhis family a secure basis for those spiritualgoods which he values more than wealth.Society cannot in the long run secure enoughof the type of men who might serve it best in theuniversity, unless the material rewards of theacademic career are sufficient to insure themodest comfort of the family, the education ofchildren according to the highest academicstandards, and adequate provision for decliningyears.It is betrayal of a professional secret, but itmust be confessed that the condition just mentioned, though logically and ethically fundamental, is in practice secondary to the last condition that I shall name. The university manwould in the end do his work for society morethoroughly if he were more insistent upon hispersonal rights. In actual practice the consid-. eration that is more effective than all others inattracting the right men into the universitycareer, and in holding them there when they aretempted toward other occupations, is adequatefacilities for investigation. The typical university man is aware of unsolved problems. He isconscious of power to increase knowledge. Heasks nothing better than use of the necessarytools of his profession. If his hands may befree, if his time may be sacred to his task, if thematerial may be supplied for his research, ninetimes out of ten he will persistently sacrificehimself and his family for the sake of his specialist's part in the world's work. The Council ofElder Statesmen will doubtless calculate socialprograms in terms of human welfare instead ofmaterial wealth. They, if not their predeces-UNIVERSITY RECORD 31sors, will stop some of the waste in the presentapportionment of capital between production ofcommodities and promotion of knowledge.In closing, may I venture to speak a word inthe name of the university, not merely toyounger scholars, but to all scholars ? Let it bethis: Carry your scholarship, not as your defenseagainst the world, but as your investment in theworld. Pursue your scholarship, not as seclusion from life, but as dedication to life.Value your scholarship, not chiefly for its enrichment of yourself, but for its contribution tohuman service.32 UNIVERSITY RECORDTHE EGYPTIAN EXPEDITION OF THE UNIVERSITY OF CHICAGOBY JAMES HENRY BREASTED, DIRECTORThe work of the University Egyptian Expedition during the past winter has been one of recording what was already extant rather than adiscovery of new documents by means of excavation. It is not generally known that the monuments of Egypt are rapidly perishing. Thisdestruction is due both to the vandalism ofmoderns and to the slow decay of time. Vastnumbers of sculptured and inscribed recordshave never been published at all, and thosepublications which already exist are to a largeextent too incomplete and inaccurate to serve forfinal records of the monuments from whichthey are taken. Many of them never intended tobe more than incidental and temporary publications. If this is the case with the monumentsof Egypt, it is still more true of Nubia, whichfor over 1,200 years, beginning with 2000 B. C,was a tribute-paying province administered bythe Pharaohs. Rapidly Egyptianized as it was,some of the most splendid architectural monuments of the Pharaonic age arose in its towns.These monuments, chiefly temples, have beenvisited by two expeditions, that of Champollionand Rosellini in the twenties of the last century,and that of the* Prussian government underLepsius. Both of these expeditions long antedated the field use of the camera and modernexhaustive epigraphic methods. The Nubiantemples, distant and inaccessible, have been dailygoing to destruction without any adequaterecord ever having been made either of thebuildings themselves or of the vast number ofwritten records which they contain. It was toaccomplish this work that the University Expedition went out last winter. The program wascarried out to completion, and a practically complete epigraphic survey of the pre-Ptolemaictemples along the two hundred* miles of Nile valley lying between the first two cataracts was made. The new methods employed rendered itpossible to work both more rapidly and withmore exhaustive accuracy than has been the caseheretofore. The walls of a given temple werecarefully laid out in rectangles, scaffolding waserected, and each rectangle thus outlined wasphotographed on a large scale. Before the scaffolding was removed the negative was developedon the spot, in order to use the same scaffoldingover again should the negative prove insufficient.A print from this negative was then taken to thescaffolding and collated carefully with theoriginal wall, sign for sign and letter for letter ;for the eye that is epigraphically practiced canread more from the surface of a weathered andmutilated wall than the best of lenses obtainablefor the camera. Upon the print there was entered in colored ink every sign which the camerahad not completely recorded, or any fragmentof a character not visible upon the plate. Thiscombination of the swift and infallible cameraand the epigraphically trained eye resulted, aswe have intimated, in an immensely increasedrapidity and an exhaustive accuracy not hithertoattained in such work.The most difficult of the tasks which confronted the expedition was the colossal templeof Abu Simbel. It is cut from the face of thecliffs, and its lofty walls involved the erectionof our tallest scaffolding as well as problems ofillumination in the interior, such as we had notbeen called upon to meet before. Indeed, whatwas attempted at Abu Simbel has not hithertobeen undertaken in such work. In the courseof six or seven weeks, however, every inscribeddocument in the vast temple had been dulyphotographed and collated and filed among ourmaterials.Naturally, access to every part of all the wallsat Abu Simbel and ' elsewhere sometimes neces-UNIVERSITY RECORD 33sitated the removal of rubbish and debris.Several times the expedition was obliged to undertake excavations, the most extensive of whichwere at Amada, where the entire first hall of thetemple had to be cleared. Such work, and theclose scrutiny of each inch of wall which followed, resulted in many discoveries, which it wouldbe impossible to note here. The most importantof these was a tabular record of the tribute ofNubia, as it was annually paid to the Pharaohs.A very unpleasant evidence of the timelinessof the work undertaken was found at Abu Simbel, where a huge piece of a massive architraveunder the ceiling of the great hall, a fragmentweighing tons, had fallen to the floor not longbefore our arrival. Indeed, this greatest ofcliff-temples is rapidly going to destruction, andmuch of the building is certain to come down ina few years.Toward the end of April the expedition arrived at the first cataract, having completed thefollowing temples and other- monuments :i. Haifa, Eighteenth Dynasty, temple (Thutmose III).2. Haifa, Twelfth Dynasty, temple.3. Aksheh, Nineteenth Dynasty, temple (Ramses II).4. Gebel Addeh, Nineteenth Dynasty, temple (Harm-hab). 5. Abu Simbel, Nineteenth Dynasty, temple (Re-Temple, Ramses II).6. Abu Simbel, Nineteenth Dynasty, temple (BirthHouse, Ramses II).7. Abu Simbel, Nineteenth Dynasty, temple (Hathor,Ramses II).8. Abu Simbel, sixteen historical stelae.9. Kasr Ibrim, chapel of Thutmose III.10. Kasr Ibrim, chapel of Ramses II.11. Kasr Ibrim, chapel of Thutmose III and Hatshep-sut.12. Kasr Ibrim, chapel of Amenhotep II.13. Anibeh, tomb of Penno.14. Ellesiyeh, chapel of Thutmose III. *>15. Amada, temple of Thutmose III, Amenhotep II.and Thutmose IV.16. Gerf Husen, temple of Ramses II.17. Kalabsheh, Betel- Wali, temple of Ramses IIThe materials have already been apportionedinto volumes, forming six and possibly sevenfolios. Plans are being made to continue thecampaign next season, during which it is hopedto cover all the remaining territory controlled byEgypt in the south, i. e. the great curve including 600 miles of the Nile between the fourth andsecond cataracts, coming down from the fourthto the second, to meet the southern limit of thework of the Expedition last season.34 UNIVERSITY RECORDEXERCISES CONNECTED WITH THE FIFTY-NINTHCONVOCATIONProfessor William Gardner Hale, LL.D.,Head of the Department of Latin, was the Convocation Orator on June 12, 1906, his addressbeing entitled "The Continuing City." TheConvocation Ode, "Mater Humanissima; AnOde for the Fifteenth Anniversary," was readby Edwin Herbert Lewis, Ph.D., the Universityof Chicago, 1894, Professor of English in LewisInstitute. Acting President Harry Pratt Judsonpresented the regular Quarterly Statement onthe condition of the University. Mandel Assembly Hall was unable to accommodate all whodesired admission to the exercises. The Convocation Address, the Convocation Ode, and thePresident's Quarterly Statement appear elsewhere in full in this issue of the UniversityRecord.The Convocation Reception, which was heldin Hutchinson Hall on the evening of June 12,was largely attended. Acting President HarryPratt Judson and Mrs. Judson ; the ConvocationOrator, Professor William Gardner Hale, andMrs. Hale ; the Vice-President of the UniversityBoard of Trustees, Mr. Andrew MacLeish, andMrs. MacLeish; and the Phi Beta Kappa Orator, Professor Albion W. Small and Mrs.Small, were in the receiving line. The musicof the evening was provided by the Universityof Chicago Military Band.At the University Luncheon, which was givenin Hutchinson Hall on June 12 immediatelyfollowing the Convocation exercises, thespeakers were Judge Frederick A. Smith of theUniversity Board of Trustees ; Rev. Henry ClayMabie, D.D., Corresponding Secretary of theAmerican Baptist Missionary Union, whograduated from the old University of Chicago inthe class of 1868, and whose degree was re-enacted at this Convocation; Professor GeorgeE. Vincent, Dean of the Junior Colleges, whorepresented the Doctors of Philosophy of the University; Major Edgar B. Tolman, of theclass of 1880, who represented the alumni of theold University of Chicago; Edwin HerbertLewis, Ph.D., 1894, the Convocation Odist; Mr.Percy B. Eckhart, Lecturer in the Law Schooland President of the Alumni Association, whoreceived the degree of Bachelor of Philosophyfrom the University in 1899; Assistant Professor Leon P. Lewis, of the Law Department ofLeland Stanford Jr. University, who graduatedfrom the University in 1902 and from the LawSchool in 1905 ; Mr. Harry N. Gottlieb, of theclass of 1900; and Mr. Charles A. Huston, ofthe Department of English, who represented theclass of 1902. Acting President Harry PrattJudson introduced the speakers at the luncheon,at which about five hundred were in attendance.ALUMNI DAY AT THE FIFTY-NINTH CONVOCATIONArrangements for Alumni Day, June 9, 1906,were put in the hands of the class of 1901,under the leadership of Mr. Donald R. Rich-berg. Members of the committee were MarionFairman, '01 ; Helen Gardner, '01 ; Curtis Manning, '01 ; Cora Getty s, '96; Edgar Buzzell, '86;Mrs. James P. Gardner, '81 ; and John E.Rhodes, '76.As usual, the women of the graduating classwere entertained at breakfast by the membersof the Chicago Alumnae Club at the QuadrangleClub. By three o'clock President William O.Wilson, '97, was able to gather from the Quadrangle Club, and the rear of Mandel and otherplaces where returning alumni were grouped,enough members to form a nucleus for the annual meeting of the Alumni Association. Theeffort to raise the dues to two dollars for thepurpose of enabling the Association to start anofficial organ failed for lack of the requirednumber of votes. The establishment of theQuarterly was then referred to the ExecutiveCommittee. For the Memorial Committee Mr.E. A. Buzzell, '86, reported that the picture ofUNIVERSITY RECORD 35Dr. Galusha Anderson had been hung in Hutchinson Hall, and for the same committee Dr.Charles R. Henderson reported the folowingresolutions :ALUMNI MEMORIALThe founders, patrons, faculty, and students entertained lofty and inspiring hopes in the days of the oldUniversity of Chicago, and those hopes had reasonablefoundations. There were wide plans, splendid devotion,hunger for knowledge, love of truth, and finest idealsrThe city which gave its name was growing in wealth,and was ambitious to enjoy the advantages and distinction of being a patron of art and science. Conflagrationand consequent difficulties swept away the visible manifestations of that devotion and sacrifice ; the college whichwakened our higher nature, and gave us the vision anddirection of scholarship and fitted many a man andwoman for worthy service of humanity ; the professionalschools of law and medicine, the observatory, and themodest beginning of laboratories and library. Our heartsbled to see the material equipment disappear.In 1886 the outward form seemed dead, and the children who loved their Alma Mater with western enthusiasm, as pure and grateful as that of sons of ancientand fair Harvard and Yale, scanned the horizon for signsof deliverance. The School of Faith, Hope, and Charityalone survived, and in the faculty at Morgan Park wasfound a young scholar with vast organizing capacity, andolder men' about him wise enough to discover and appreciate him. When the liberality and prophetic purpose ofthe founder of the new University sought a forming andinventive personality competent to realize immense andfar-seeing plans, William Rainey Harper was ripe to meetthe demands of the hour and the occasion. If you wouldsee his monument, look around you ! There stands "theCity Gray that cannot die."The first President has passed from our sight, as didthe old University, but his work remains, not so muchin buildings as in spiritual achievement. Here may berepeated words written in those first sad hours when ourcalamity cast its shadows over our souls. Let others speakof his vast learning, his power to accumulate informationand interpret the sacred literature, his grasp of theprinciples pf organization, his leadership among men, hisimmense vistas of achievement for himself, the University, and a system of education and research in thiscountry. Just now we may think of those imitable traitswhich are the foundation of all worthy living. Industryhe displayed to put idlers to shame and spur the ambitiousto their highest possible effort. Integrity he was incar nate, his word sacred as his bond. Inspired by greatideals, by hopes which are essential to leadership and toachievement, he thought and hoped beyond the possibilityof the month and the year. He had a right to expect amuch longer life, and therefore promised himself andothers a consummation which must now be realized inhis absence. The Book of all books was his constant andchosen study, and the Hebrew literature, charged withreligion, was his daily food. It will require the lapse ofa whole generation before the church knows what hedid through institutes, the press, the class, the correspondence school, the college, the Religious EducationAssociation, to communicate his boundless zeal for thestudy of the Old Testament.A positive and fearless man, he made enemies, evenamong good men ; he suffered from public and privateattacks ; but he was too busy and too magnanimous tocarry a grudge ; he did his duty, as God gave him vision,and kept at his task. He would be quick to do his enemya kindness if he had opportunity ; but there was noweakness or cowardice in him. He was not good becausehe was afraid, but because he felt his responsibility asone possessed of power. Human he was, and neverhinted at a claim of perfection or infallibility ; butgenuine, sincere, brave, patient, reverent. A thousandyears hence, around the gray walls of the University heloved, the name of Dr. Harper will be known and revered,as a man who organized his splendid vision in a livingand abiding institution for the highest service pf theworld through its trained and gifted sons and daughters.Other good and great men will come, and each will dohis own work ; but no one will ever take the place of ourfirst President, our beloved friend.The election of officers resulted in the choicefor the year 1906-7 of the following : president,Percy B. Eckhart, '99 ; first vice-president, RuthHardy, '01 ; second vice-president, Roy W. Mer-rifield, '03 ; general secretary, David A. Robertson, '02; members of executive committee,Maud T, Clendenning, '04 ; Bert B. Barker, '97 ;George E. Newcomb, '86; Fred D. Bramhall,'02.Throughout the rest of the afternoon variousclasses met in reunion at the Reynolds Club andbeneath the trees by Cobb, where the Universityband rendered a program. At six o'clock thetraditional alumni "sing" on Haskell steps engaged the interest of a large body of alumni,36 UNIVERSITY RECORDwho marched from Haskell to Hutchinson Hallfor the annual dinner.The toastmaster at the dinner was Mr. PercyB. Eckhart, '99, president-elect of the association. Other speakers were the retiring president, Mr. William O. Wilson, '97 ; Dr. CharlesR. Henderson, '70; John I. Voight, '96; MissRuth Vail, '1 ; Burton P. Gale, '06, and twoother members of the class of 1906; GeorgeW. Thomas, '62; and Joshua Pike, '65.THE CONVOCATION LUNCHEON OF THE DOCTORS OFPHILOSOPHYAn invitation was extended by Acting President Harry Pratt Judson, on behalf of the University, to all the Doctors of Philosophy to attend a complimentary luncheon on Monday,June 11, in connection with the celebration ofthe fifteenth anniversary of the founding of theUniversity. Notwithstanding the season ofcommencements in other institutions, forty-twoDoctors, including many who came long distances, found opportunity to accept this invitation. The gathering, held on the veranda of theQuadrangle Club, was entirely informal, andwas thoroughly enjoyed by all present.In connection with the luncheon PresidentJudson addressed the Doctors on the presentstatus and future outlook of graduate study atthe University. Other informal addresses wereby Professor Edwin H. Lewis, Ph.D., 1894, onreminiscences of the early days; by Annie M.MacLean, Ph.D., 1900, on behalf of the womenDoctors, who number fifty-five of the total number of three hundred and eighty-eight ; and byMr. Henry B. Sharman, Ph.D., 1906, on behalfof the Doctors who were to receive their degreesthe following day and who were guests on thisoccasion.The formal organization of the Association,begun under similar circumstances at theluncheon one year before, was completed by theadoption of a constitution, which provides for an annual meeting on the Monday preceding theSpring Convocation. Aside from the usualarticles concerning officers, dues, etc., the mostimportant declaration of the constitution is thefollowing :The object of this association shall be the advancementof the interests, efficiency, and influence of the Universityof Chicago, the stimulation in, and the enlargement of,graduate work in the University, and the promotion ofacquaintance and good fellowship among the Doctors ofPhilosophy of the University.The most important events of the first year ofthe Association's history, as embodied in thereport of the secretary, Dr. Herbert E, Slaught,1898, were the following: (1) The death ofour President and great leader, Dr. WilliamRainey Harper, on whose invitation the firstmeeting was held one year ago, whose devotionto the ideals for which this highest degree of theUniversity stands was the inspiration of all withwhom he came in contact, and whose muchcherished desire was that the common interestsof the University and its Doctors should be cultivated more sympathetically, so that the tiesformed during residence at the Universityshould not only be continued but be strengthenedas the years grow into decades. (2) The manifestation of deep and vital interest shown by theready response of a very large majority of theDoctors to the call for this organization and thewilling assumption on their part of responsibility in the contribution of funds for expenses,in the suggestion of forms of activity and usefulness for the Association, and in the expression of earnest desire to advance in any way theinterests of the University. (3) The publication by the Association of an address book ofDoctors of Philosophy of the University of Chicago, which contains for each member the dateand place of the Bachelor's degree, the date andprimary and secondary subjects for the Doctor'sdegree at the University, the present occupationand title, and the postoffice address. It showsalso the classification of Doctors by departmentsUNIVERSITY RECORD 37and in chronological order. A copy of the Address Book was sent to each member of the Association and to the heads of departments andadministrative officers in the University.An important action of the Association wasa resolution directing that each year the nomination of representatives to be elected to theUniversity Senate and Council by the Doctorsand Masters shall be made by the nominatingcommittee of the Association from among theDoctors of Philosophy of the University whoare permanent members of the Faculty. Thesenominations are to be communicated to theRecorder, and the details of the election are tobe carried out by him precisely as at present.The following officers of the Association wereelected for the ensuing year :For president, Dr. Edwin H. Lewis, 1894 ; forvice-president, Dr. Carleton J. Lynde, 1905; forsecretary-treasurer, Dr. Herbert E. Slaught,1898; for additional members of the executivecommittee, Dr. Henry C. Cowles, 1898, and Dr.Eleanor P. Hammond, 1898.The occasion was marked by many expressions of enthusiastic interest in the organizationand of confidence in its future usefulness.Among the Doctors present at the luncheonfrom outside of Chicago were Charles H. Gray,1904, assistant professor of English, Universityof Kansas ; John R. MacArthur, 1903, professorof English, Agricultural College, New Mexico ;Laetitia M. Snow, 1904, head of the departmentof biology, State Normal School, Farmville,Va. ; Charles E. Ingbert, 1903, assistant physician, State Hospital, Independence, Iowa ; Ten-ney Frank, 1903, associate in Latin, Bryn MawrCollege, Pa. ; Albert I. Steelman, 1905, chaplainof the Illinois State Penitentiary, Joliet; Wilfred C. Kierstead, 1903, pastor of the FirstBaptist Church, Rockford, 111. ; Elmer C. Griffith, 1902, professor of history and politicaleconomy, William- Jewell College, Liberty, Mo.Among others present, aside from members of the Universiy of Chicago faculty, were GeorgeG. Tunnell, 1897, president of the Association ;Jessie L. Jones, 1897 ; Warren R. Smith, 1894 ;Edwin H. Lewis, 1894, of the Lewis Institutefaculty ; Thomas E. Doubt, 1904, of the ArmourInstitute faculty; Olaf Toffteen, 1905, of theWestern Theological Seminary, Chicago ; AnnieM. McLean, 1897, Eleanor P. Hammond, 1898,and Hannah B. Clark Powell, 1897, of Chicago.INSJRUCTORS FOR THE SUMMER QUARTER, 1906Among the well-known instructors engagedfor the Summer Quarter are James Mark Baldwin, Ph.D., LL.D., ScD., Professor of Philosophy and Psychology in Johns Hopkins University, who gives two courses of lectures on"Genetic Logic: Theory of Knowledge" and"Genetic Logic: Theory of Reality;" JohnMason Tyler, Ph.D., Professor of Biology inAmherst College, who delivers in July a seriesof ten lectures on "The Physical Basis of Education;" Professor Hugo De Vries, Ph.D., Director of the Botanical Gardens and Laboratoriesof Plant Physiology in the University of Amsterdam, who gives in August three lectures, thefirst on "Association of Characters in Plants,"the second on "Associated Characters in Agricultural Plant-Breeding;" and the third on"Unit Characters in Plants;" Max LeopoldMargolis, Ph.D., Professor of Semitic Languages and Literatures in the Hebrew UnionCollege of Cincinnati, who delivers in Julylectures on "The Problem of Sufferingin the Book of Job" and "The Messianic Doctrine in the Old Testament;" Dr.William J. Dawson, of London, who delivers,in July, lectures on "Sir Walter Raleighand His Times" and on "Savonarola;"Mr. Leon H. Vincent, who gives in August aseries of five lectures on "Phases and Persoriali-38 UNIVERSITY RECORDties of American Literature;" President HenryN. Snyder, Litt.D., LL.D., of Wofford College,South Carolina, who delivers in August fivelectures on "Southern Literature;" PresidentHenry C. King, D.D., of Oberlin College, whooffers two courses in Systematic Theology during the First Term, of the Summer Quarter;Albert Henry Newman, D.D., LL.D., Professorof Church History in Baylor University, Texas,who gives in August six lectures on "Some Religious Radicals of the Sixteenth Century."Professor George Norlin, of the University ofColorado, and Professor Geneva Misener, ofRockford College, offer courses in Greek;Assistant Professor Ellen Churchill Semple,A.M., a course in Anthropo-Geography ; Assistant Professor Robert E. N. Dodge, of the University of Wisconsin, and Dr. Hardin Craig, ofPrinceton University, courses in English; andSuperintendent James H. Van Sickle of Baltimore, Dr. Daniel P. MacMillan, Director of theDepartment of Child Study in the ChicagoPublic Schools, Principal Flora J. Cooke, of theFrancis W. Parker School, Chicago, AssistantProfessor Edward O. Sisson, of the Universityof Illinois, and Dr. Irving King, of the PrattIntsitute, Brooklyn, offer courses in the field ofeducation.Judge Emlin McLain, LL.D., of the SupremeCourt of Iowa and formerly Chancellor of theCollege of Law in the University of Iowa ; Professor Nathan Abbott, LL.B., Dean of the LawDepartment in Leland Stanford Jr. University ;Edwin Hamlin Woodruff, LL.B., Professor ofLaw in Cornell University; Walter WheelerCook* LL.M., Professor of Law in the University of Missouri; Albert Martin Kales, LL.B.,Associate Professor of Law in NorthwesternUniversity; and Harold Dexter Hazeltine,LL.B., J.U.D., Lecturer in Law in CambridgeUniversity, England, are all engaged to lecturein the Law School on various phases of the law,during the Summer Quarter. "AN INTRODUCTION TO ASTRONOMY"The Macmillan Company have recently announced a new volume in astronomy, with thetitle given above. The book, by Assistant Professor Forest R. Moulton, of the Department ofAstronomy, is a volume of 575 pages, with 24tables and 201 photographic illustrations, mostof the latter being drawn from observationsmade at the Yerkes and Lick observatories.Some of the illustrations are remarkably striking and suggestive.Among the headings of the sixteen chaptersare "Reference Points and Lines," "Constellations," "Telescopes," "The Motions of theEarth," "The Law of Gravitation," "Time,""Eclipses," "The Solar System," "Comets andMeteors," "Evolution of the Solar System," and"The Stars and Nebulas." The chapter on"Constellations" is introduced almost at the beginning of the book in order "to secure for thestudent the advantage and pleasure of this firsthand knowledge."In summarizing the purposes of the book theauthor says:Finally, the aim has been to give the student a well-balanced conception of the astronomy of the present day.It is desired that it shall become an appreciable part of hismental picture of the general universe, which stronglycolors all his opinions even though he is not aware of thefact. When considered in relation to its influence uponthe general intellectual horizon, astronomy has claimswhich are second to those of no other science ; and plainduty demands that in outlining courses of study theseclaims shall not be ignored.A NEW VOLUME IN PHYSICSGinn & Company have recently issued a newbook on physics entitled A First Course in'Physics, by Assistant Professor Robert A. Mil-likan and Dr. Henry G. Gale, of the Departmentof Physics. The volume, of about five hundredpages, contains twenty-two chapters, sixteenportraits of physicists, and nearly five hundredfigures in the text. Among the chapter headingsUNIVERSITY RECORD 39are the following : "Force and Motion," "Molecular Motions," "Change of State," "StaticElectricity," "Induced Currents," "Propertiesof Musical Sounds," "Nature and Propagationof Light," "Color Phenomena," and "InvisibleRadiations."The course presented in this volume and inthe List of Laboratory Experiments publishedin a separate volume has grown out of the actualneeds of the elementary work in physics in theUniversity of Chicago, particularly in the University High School of the School of Educationand in the affiliated secondary schools. To usethe words of the authors :The books represent primarily an attempt to giveconcrete expression to a rapidly spreading movement tomake high-school physics to a less extent than it hasbeen in the past either a condensed reproduction of college physics or a mathematical and mechanical introduction to technical science, and to a greater extent thanit has heretofore been, a simple and immediate presentation, in language which the student already understands,of the hows and whys of the physical world in which helives.TWO NEW VOLUMES OF THE "ANCIENT RECORDS OFEGYPT"The second and third volumes of the AncientRecords of Egypt, collected, edited, and translated by James Henry Breasted, Professor ofEgyptology and Oriental History, have recentlybeen issued by the University of Chicago Press.The second volume, of 450 pages, includes thehistorical documents of the Eighteenth Dynasty ;the third volume, of 300 pages, those of theNineteenth Dynasty. The fourth and lastvolume, which will probably be issued early inthe autumn, will embrace the records of Dynasties XX to XXVI. This series, bound in darkgreen, with label printed in red and black on theback, is, in press work and general make-up,characterized by admirable taste, and ranksamong the most artistic pieces of printing issuedby the University Press. THE FACULTIESActing President Harry Pratt Judson gavethe commencement address in June at the University of Minnesota.Dr. E. Fletcher Ingals, of Rush Medical College, gave a lecture in Kent Theater, May 9, onthe subject of "Colds" and May 18 on "Tuberculosis."Professor John M. Coulter, Head of the Department of Botany, has been elected an honorary member of the Royal Botanical Society ofEdinburgh.Mr. James Weber Linn, of the Department ofEnglish,- contributes to the July issue of theWorld's Work an article entitled "What Kindof Boston is Chicago?"Professor Frank Billings, of Rush MedicalCollege, spoke on April 25 in Kent ChemicalLaboratory on the subject of "Dietetics" and onMay 2 on "General Hygiene."Associate Professor John W. Moncrief , of theDepartment of Church History in the DivinitySchool, gave the commencement address atCentral University, Iowa, on June 6."The University President" is the subject ofan illustrated contribution in the July issue ofthe World To-Day, by the editor, ProfessorShailer Mathews, of the Divinity School."The Influence of the Classics on AmericanLiterature" is the subject of a contribution inthe April issue of the Chautauquan by ProfessorPaul Shorey, Head of the Department of Greek."The Scholar in Society" was the subject ofthe commencement address at Purdue University on June 6 by Professor Albion W. Small,Dean of the Graduate School of Arts and Literature.Mirza Sinore Muzaffar Raffie, a native Persian, gave an illustrated open lecture in KentTheater, April 23, on the subject of "Social Lifeand Customs in Persia ;" on May 14 the subjectwas "Religion and Education in Persia."40 UNIVERSITY RECORDIn the Chicago Standard of May 12 is a contribution on "Church Music as Worship," byMr. Lester Bartlett Jones, Director of Music."The Spirit of Literature" was the subject ofan address before the General Federation ofWoman's Clubs in St. Paul, Minn., on June 5,by Associate Professor S. H. Clark, of theDepartment of Public* Speaking.Among the speakers at the memorial meetingin honor of Carl Schurz, held in the Auditorium, Chicago, on June 3, Professor BenjaminTerry, of the Department of History, represented the University of Chicago.Professor Richard Green Moulton, Head ofthe Department of General Literature, gave theaddress at the graduation exercises of KenwoodInstitute, Chicago, in St. James Methodist Episcopal Church on the evening of June 7.Professor Julian W. Mack, of the Faculty of -the Law School, was among the speakers at thebanquet of the Commercial Club in the Auditorium Hotel, Chicago, on April 28, when the general subject of municipal needs was discussed."Some Present-Day Ideals in Education" wasthe subject of the address at the graduation exercises of the Northwestern Military Academyat Highland Park, 111., given on June 19 byProfessor Nathaniel Butler, Dean of the Collegeof Education.In connection with the Geographic Society ofChicago one hundred and fifty students wentby special train to Lake Geneva, Wis., on May26 to inspect the facilities of the Yerkes Observatory and have the opportunity of lookingthrough the 40-inch telescope.An address to the graduating class of Randolph -Macon Woman's College, Lynchburg,Va., was made on June 5 by Professor NathanielButler, Dean of the College of Education. Mr.Butler also gave the address at the convocationof the Secondary Schools of the University heldin Mandel Assembly Hall on June 13. The honorary degree of Doctor of Laws wasconferred on Associate Professor Francis W.Shepardson, Dean of the Senior Colleges, onJune 14 by Denison University, which is Mr.Shepardson's alma mater.Professor Marion Talbot, Dean of Women,was elected a director of the Association of Collegiate Alumnae at the meeting of the association on May 20 in the rooms of the ChicagoWoman's Club, Fine Arts Building."Modern Contributions to1 the EducationalTreatment of the Child" was the subject of anaddress before the Illinois Congress of Mothers,held at Springfield, May 22, by Professor JamesR. Angell, Head of the Department of Psychology.Mr. Ernest DeKoven Leffingwell, a candidatefor the degree of Doctor of Philosophy in theDepartments of Geology and Physics, sailed onMay 20 from Victoria, British Columbia, on theAnglo-American arctic expedition to exploreunknown regions west of Alaska.At the third annual dinner of the EconomicsClub, held at the Victoria Hotel, Chicago, on theevening of June 22, Miss Mary E. McDowell,Head Resident of the University of ChicagoSettlement, spoke on the subject of "The Past,Present, and Future of the Stockyards."Dean Eri B. Hulbert, of the Divinity School,at the end of the Spring Quarter, 1906, completed twenty-five years of service in the BaptistUnion Theological Seminary, of Morgan Park,111., and the Divinity School of the University ofChicago as Professor of Church History."The Congo Museum" is the title of a contribution in the May issue of the World To-Day,by Associate Professor Frederick Starr, of theDepartment of Sociology and Anthropology.The article has five illustrations. "New-Fashioned Honesty" is the subject of an editorial inthe same number,- by Professor Shailer Mathews, of the Divinity School.UNIVERSITY RECORD 41"Napoleon as a Booklover" is the title of acontribution in the July issue of the AtlanticMonthly, by Assistant Professor James West-fall Thompson, of the Department of History.Acting President Harry Pratt Judson gavean address on "Colleges," in Mandel AssemblyHall on May 25, before the meeting of theAlumni Association of the Chicago HighSchools."The Price in Flesh and Blood of Indulgenceof the Body" was the subject of a professoriallecture in Kent Chemical Laboratory May 23by Dr. James Nevins Hyde, of sRush MedicalCollege."Animal Coverings : From the Standpoint ofthe Textile Worker" is the subject of a contribution to the May number of the ElementarySchool Teacher, by Mr. Robert W. Hegner, ofthe Department of Zoology.Professor Thomas C. Chamberlin, Head ofthe Department of -Geology, gave an addressbefore the Geographical Society of Chicago atthe Municipal Museum, on the evening of May11, the subject being "Secular Changes inClimate."Assistant Professor Herbert L. Willett, of theDepartment of Semitic Languages and Literatures, gave the address at the twenty-fifth commencement of the Chicago Free KindergartenAssociation Training School, held in St. Paul'sChurch, Chicago, on June 15.At the exercises in connection with theFranklin Bicentenary, held in Philadelphia fromApril 16 to 21, the University of Pennsylvaniaconferred the honorary degree of Doctor ofLaws upon Professor Albert A. Michelson,Head of the E)epartment of Physics.Mr. Willard A. Smith, a member of the University Board of Trustees, delivered the addressto the graduates of Shurtleff College, UpperAlton, 111., at its seventy-ninth commencementon June 7. Mr. Smith received the honorarydegree of Doctor of Laws on the same occasion. Professor Emil G. Hirsch, of the Departmentof Semitic Languages and Literatures, gave theaddress at the class-day exercises of the graduating class of the College of Education, held onthe evening of May 24, in Mandel AssemblyHall, his subject being "Problems of Education.""The Literary Interests of Chicago," in theMay number of the American Journal of Sociology, is the fifth contribution on the same subjectby Mr. Herbert E. Fleming, who received hisDoctor's degree from the University in 1905for work in the Departments of Sociology andPolitical Economy.At the meeting of the Chicago Academy ofSciences in the Laflin Memorial Building, Lincoln Park, on May 22, Professor Thomas C.Chamberlin, Head of the Department of Geology, gave an illustrated paper entitled "ASketch of the History of the Earth Accordingto the Latest Reading."At the closing exercises of the DivinitySchool on the evening of June 8 ProfessorTheodore G. Soares, of the Department ofHomiletics, gave the address, and Mr. CharlesB. Elliott, who received the degree of Bachelorof Divinity at the fifty-ninth Convocation onJune 12, made the response.At the exercises connected with the dedication of the new Chicago Normal School,a paper was read by Assistant Professor RobertA. Millikan, of the Department of Physics, onthe subject of "High-School Science in its Relation to the Pupil Who> Leaves School at theCompletion of his High-School Course."Dr. Esther Boise Van Deman, who receivedher Doctor's degree from the University in 189Sfor work in the Departments of Greek and Latin,,and who is now an instructor in law at the'Woman's College of Baltimore, has been awarded the Carnegie fellowship for classical researchin the American School for Classical Studies atRome.42 UNIVERSITY RECORDProfessor Paul Shorey, Head of the Department of Greek, contributes a note on "XenophonAnab. 1.7.5" lto' tne April issue of the ClassicalJournal, and has the opening article in the Maynumber of the Journal, entitled "Philology andClassical Philology."Mr. Charles A. Huston, of the English Department, who received his Bachelor's degreefrom the University in 1902 and was a Fellowin Political Economy during the year 1902-3,will become an instructor in law in Leland Stanford Jr. University at the opening of theacademic year in the autumn.Among the editors of a new volume of fourhundred pages entitled Studies in Philosophyand Psychology, published by Houghton, Mifflin& Co., is Professor James H. Tufts, Head of theDepartment of Philosophy. The volume waspresented to Professor Charles E. Garman, ofAmherst College, at its recent commencement,and contained contributions from his formerstudents.Director Edwin B. Frost, of the Yerkes Observatory, has a contribution on "Spectro-graphic Observations" in the April number ofthe Astrophysical Journal. In the June numberof the Journal is a joint contribution on "Sun-Spot Lines in the Spectra of Red Stars," byNon-Resident Professor George E. Hale, andMr. Walter S. Adams, both formerly of theYerkes Observatory. ."The Modern Conception of God" was thesubject of an address before the Congress of Religions, at its session in Cobb Lecture Hall onJune 7, by George Burman Foster, Professor ofthe Philosophy of Religion. At the same session Assistant Professor Gerald B. Smith, ofthe Department of Systematic Theology, gave apaper on "The Critical Point in Theology Today.""The University of Chicago" was the title ofan illustrated contribution in the May numberof Pearsons Magazine, by Mr. Martin M. Foss. Among the excellent illustrations in this articlewere a portrait of the late President William R.Harper; a winter view of Cobb Lecture Hall;the dormitories for women; a group of theBotany Building, Mitchell Tower, and Hutchinson Hall ; and the Ryerson Physical Laboratory."Trelawney of the Wells," by Arthur W.Pinero, was presented in Mandel Assembly Hallby the University of Chicago Dramatic Club,under the direction of Donald Robertson, on theevening of June 1 and the afternoon of June 8.The proceeds were for the benefit of the University of Chicago Settlement. There was a largeattendance at both performances, which wereregarded as especially well given.Assistant Professor William Vaughan Moody,of the Department of English, is rewriting theplay, A Sabine Woman, which had its first presentation in Chicago in April. It is said that thedrama in its new form will have a new name.Mr. Moody has recently become a member ofthe council of the American Copyright League,of which Edmund Clarence Stedman is the president and Bronson Howard vice-president.The public exercises held in Mandel Assembly Hall on July 4 included an address byAssociate Professor Francis W. Shepardson,Dean of the Senior Colleges ; a reading by Mr.William Pierce Gorsuch, of the Department ofPublic Speaking; and patriotic music by theUniversity Choir under the direction of Mr.Lester Bartlett Jones. Professor Shailer Mathews, of the Divinity School, presided at theexercises., The third comic opera presented by the student organization known as The Blackfriarswas given on the evenings of May 18 and 19.The presentation of the opera, entitled TheRushing of Raxes, met with great popular success, about 2300 seats having been sold for bothevenings.. Some of the costuming and dancingwas especially effective, and the chorus workspirited. The writers of the book of the operaUNIVERSITY RECORD 43were Mr. Walter L. Gregory and Mr. NewtonA. Fuessle, and the lyrics were contributed byMr. Gregory, Mr. William A. McDermid, Mr.Bernard I. Bell, and Mr. Huntington B. Henry.The music was written by Earle Smith, ArthurG. Bovee, Herman Mendel Jr., William Shep-pard, and Charles Millard."Immunity in Theory, Experiment, and Practice" was the subject of an address before theWayne County Medical Society at Detroit,Mich., on January 15, by Professor LudwigHektoen, Head of the Department of Pathologyand Bacteriology. On February 23 Mr. Hektoen also gave the Middleton-Goldsmith lectureof the New York Pathological Society in NewYork City, the subject Feing "Phagocytosis."Mr. Milton A. Buchanan, of the Departmentof Romance Languages and Literatures, who receives the degree of Doctor of Philosophy at theclose of the Summer Quarter, has accepted alectureship in Italian and Spanish at the University of Toronto. Mr. Buchanan has a contribution in the June number of Modern LanguageNotes on the subject of "Sebastian Mey's Fabu-lario; Italian Influence upon Spanish Storiol-ogy.""Forming Public Opinion" was the title of thecommencement address given by Associate Librarian Zella Allen Dixson at the seventy-ninthcommencement of Shurtleff College, UpperAlton, 111., on June 7, on which occasion thehonorary degree of L.H.D. was conferred uponher; Mrs. Dixson also gave an address on thesubject of "Teaching Children the LibraryHabit" at the opening of the children's roomof the Aurora (111.) public library on May 23."The Origins of German Minnesang" is thesubject of a contribution in the April issue ofModern Philology, by Assistant ProfessorPhilip S. Allen, of the Department of German,who is the managing editor. "Some Hans SachsDiscoveries" is contributed to the same numberby Mr. Joseph Beifus, of the same Department. The practical side of the course in the "Development and Organization of the Press," byProfessor George E. Vincent, of the Departmentof Sociology, was illustrated through the publication of the Aurora (111.) Daily Beacon onSaturday evening, June 2, by eighteen membersof the class who took the course during theSpring Quarter. The news gathering, editorialpage, dramatic criticism, book reviews, and cartoon were all the work of students, and theedition appeared on time.From May 4 to May 6 the Western Drawingand Manual Training Association was in session at the University. On the last day of thesession Miss Elizabeth E. Langley, of theSchool of Education, made the report of theCommittee on Handicrafts in the PublicSchools, and Assistant Professor George A.Dorsey, of the Department of Sociology andAnthropology, gave an illustrated lecture on"The Development of Primitive Art as Illustrated by American Examples."Among the lecturers announced by. the Geographical Society of Chicago for the year1906-7 are Assistant Professor Kurt Laves, ofthe Department of Astronomy, whose subjectwill be "The Geodetic Element in Geography ;"Assistant Professor George A. Dorsey, of theDepartment of Sociology and Anthropology, on"The Geographic Factor in Human Evolution ;"and Mr. Harlan H. Barrows, of the Departments of Geology and Geography, on "The Geographic Element in American History."The annual publication of the Junior Class,the Cap and Gown, appeared on May 17. It isdedicated "To the Memory of William RaineyHarper, Our Beloved President, Teacher, andFriend," and the frontispiece is an especiallyeffective reproduction of a photograph of thePresident taken in Boston in 1903. The volumeis introduced by an account of the death ofPresident Harper and includes memorial addresses by President William H. P. Faunce, of44 UNIVERSITY RECORDBrown University; Chancellor E. BenjaminAndrews, of the University of Nebraska; andHarry Pratt Judson, Acting President of theUniversity of Chicago. Some of the illustrations have an historic interest and value. Thevolume is very handsomely bound in marooncloth, with leather back and gilt top. The managing editors were Mr. Earl DeWitt Hostetter,of the class of 1907, and Mr. John FryerMoulds, of the class of 1908.Professor James H. Breasted, of the Department of Semitic Languages and Literatures,after a year's absence as director of the Eg}^ptianExploration Expedition of the University ofChicago, returned for his regular academic workduring the Summer Quarter. Mr. Breasted willcontinue his explorations in Egypt in the autumn. Elsewhere in this issue of the UniversityRecord appears a summary of the results obtained during the first year of the expedition'swork.The registration of students for the SummerQuarter of 1906 had reached on July 10 a totalof 2,300 — three hundred more than the numberat the corresponding date last year. Amongthese students various nationalities are represented, including the Filipino, negro, Bohemian,Japanese, Chinese, and Hindu. Through asummary prepared for the new Annual Registeris is found that more than 5,000 different students were registered in the University for thefour Quarters of the year 1905-6.The Chicago Society of Social Hygiene is thename of a new organization which has amongits supporters Professor Julian W. Mack, of theLaw School; Professor Charles R. Henderson,Head of the Department of Ecclesiastical Sociology ; Dr. Frank Billings, Professor of Medicine; and Professor Emil G. Hirsch, of theDepartment of Semitic Languages and Literatures. Active work will be done throughout thecity by means of lectures and other agenciesthat tend <Ho promote the purposes of the society. The June issue of the Journal of PoliticalEconomy opens with a contribution on "TheDemands and Supply Concepts: An Introduction to the Study of Market Price" by Dr.Robert F. Hoxie, of the Department of Political Economy. Hugo R. Meyer, formerly ofthe same Department, contributes an article on"The Disastrous Results, in Italy, of State Railway Building," "Morality; Charity; State Insurance" is the subject of a note by AssistantProfessor Herbert J. Davenport, of the Department of Political Economy.The annual Phi Beta Kappa address wasgiven on the evening of June 11 in Mandel Assembly Hall by Professor Albion WoodburySmall, Dean of the Graduate School of Artsand Literature and Head of the Department ofSociology and Anthropology. "The SocialValue of the Academic Career" was the subjectof the address, which appears elsewhere in fullin this issue of the University Record. Professor James H. Tufts, Head of the Department ofPhilosophy, who is president of the localchapter, introduced the speaker.The first address book of the Doctors of Philosophy of the University of Chicago was published in June by the Association of Doctors ofPhilosophy. The names of 377 persons who havereceived the Doctor's degree from the Universityare included in the book. The Bachelor's degree,the institution conferring it, with' date, and present position are also given. The names arearranged both alphabetically and by major departments. The information in the book wasprepared by the Secretary of the Association,Assistant Professor Herbert E. Slaught, of theDepartment of Mathematics. Mr. George G.Tunnell, who received his Doctor's degree fromthe University in 1897, was the president, andAssociate Professor Myra Reynolds, Ph.D.,1895, of the Department of English, was thevice-president of the Association for the year1905-6.UNIVERSITY RECORD 45At the second annual meeting of the ClassicalAssociation of the Middle West and South, heldat Washington University, St. Louis, on May4 and 5, Professor George L. Hendrickson, ofthe Department of Latin, gave the openingpaper, which was entitled "Literary Sources inCicero's Dialogues and the Technique of Citation." "The More Ancient Dionysia at Athens"was the subject of a paper by Professor EdwardCapps, of the Department of Greek; and Professor William Gardner Hale, of the Department of Latin, discussed "The QuantitativePronunciation of Latin, and its Meaning forLatin Versification."On vSenior College day, June 11, AssociateProfessor Francis W. Shepardson, Dean of theSenior Colleges, made the speech of acceptance,on behalf of the University, of the class gift,which is to take the form of choir stalls for thestage in Mandel Assembly Hall. On June 5, atthe final chapel assembly of the Senior Colleges,Dean Shepardson presented the statistics of theSenior class, 160 being candidates for degreeson June 12 — the largest number in the historyof the University. The total attendance in theSenior Colleges for the Spring Quarter, 1906,was reported to be 461 — the largest number sofar recorded for any Quarter.On the evening of May 4 a banquet was givenin Hutchinson Hall by the Beta of Illinois chapter of Phi Beta Kappa. Fifty members of the society were present. Professor James H. Tufts,Head of the Department of Philosophy, wastoastmaster, and among those responding totoasts were Professor Shailer Mathews, of theDivinity School, Professor Marion Talbot,Dean of Women, Assistant Professor CharlesE. Merriam, of the Department of PoliticalScience, and Mr. Charles A. Huston, of theDepartment of English. At the election ofofficers for the year 1906-7, held on June 9, Assistant Professor James Westfall Thompson, ofthe Department of History, was made presi dent; Professor Marion Talbot, of the Department of Household Administration, vice-president ; and Associate Professor Francis W. Shepardson, of the Department of History, secretary-treasurer.On May 1 Professor J. Laurence Laughlin,Head of the Department of Political Economy,began in Berlin, Germany, a series of lectures onAmerican economic subjects before the Societyfor the Advancement of Social Science. Thetrust situation in the United States was the subject of the first lecture, to be followed by discussion of such questions as working men'sproblems, protection and reciprocity, competitionbetween the United States and Europe, etc. Itis reported that many professors and higher officials of the German government were in attendance on the course. The fact that the lectureswere given in the German language added totheir effectiveness. Professor Laughlin was theguest of the German emperor.A new oratorical association, organized inMay, through the efforts of Associate ProfessorS. H. Clark, of the Department of Public Speaking, is known as the Central Oratorical Association, and includes for the present Columbia Uni-sity, Cornell University, Ohio Wesleyan University, and the University of Chicago. Underthe new organization the old plan of judgingthought and composition apart from delivery isdone away, and the oration is judged as delivered. A distinct innovation and advantage isthe fact that the league permits graduate students to participate in the contests, thus stimulating practice in oratory after formal graduation. The next contest of the new association isto be held at the University of Chicago, and before that time other universities are expectedto become members of the league.Associate Professor George H. Mead, of theDepartment of Philosophy, opens the April issueof the School Review with a contribution on"Science in the High School." The article is46 UNIVERSITY RECORDbriefly discussed by Assistant Professor ForestR. Moulton, of the Department of Astronomy;Assistant Professor Robert A. Millikan, of theDepartment of Physics; and by ProfessorCharles R. Barnes, of the Department ofBotany. Under the head of Editorial Notesare discussed "Needed School Legislation"and "Specific Reforms." The opening contribution in the May number of the Review is "TheCross-Section Paper as a Mathematical Instrument," by Professor Eliakim H. Moore, Headof the Department of Mathematics. Editorialnotes discuss "The North Central Association"and "The Harvard Department of Education."The University Preacher on April 29 wasRev. William Coleman Bitting, D.D., of St.Louis, Mo. ; on May 7, Rev. Benjamin A.Green, D.D., of Evanston, 111. ; on May 13, Professor Richard Green Moulton, Head ofthe Department of General Literature ; on May19, Rev. Alexander Blackburn, of Salem, Mass. ;and on May 27, Assistant Professor Herbert L.Willett, of the Department of Semitic Languages and Literatures. Professor Shailer Mathews, of the Divinity School, acted as UniversityPreacher on June 3 ; and on June 10 Rev. HenryClay Mabie, D.D., Corresponding Secretary ofthe American Baptist Missionary Union and agraduate in the class of 1868 of the old University of Chicago, was the Convocation Preacher.Assistant Professor Herbert L. Willett, on June17, and President Henry Churchill King, ofOberlin College, on June 24, were the University Preachers.Naturalization in the United States is the titleof a volume of three hundred pages, recentlyissued by the University of Chicago Press. Theauthor is Professor Frank George Franklin, ofthe University of the Pacific, who received hisDoctor's degree from the University in 1 900 forwork in the Departments of History and Political Science. The volume covers the legislativehistory of naturalization in the United States, and among the chapter headings are the following: "The Revolutionary Period," "The Convention of 1787," "Expatriation," "The Beginnings of Native Americanism," "The Period ofAggressive Native Americanism," and "TheKnow-Nothing Period." A bibliography and anindex conclude the volume. The author in hispreface expresses his indebtedness to the lateProfessor Hermann Edouard von Hoist, formerly Head of the Department of History in theUniversity of Chicago, and to Professor Benjamin Terry, of the same Department.At the Fifty-Ninth Convocation on June 12,which celebrated the fifteenth anniversaryof the founding of the University, nineteen students were elected to membership in thePhi Beta Kappa society, and eight to membership in the Sigma Xi for evidence of abilityin research work in science. Ninety-seven students received the title of Associate; twenty-seven, the diploma of the two-years course inthe College of Education; sixteen, the degreeof Bachelor of Education ; one hundred andsixty, the degree of Bachelor of Arts or Science ;five, the degree of Bachelor of Divinity; four,the degree of Bachelor of Laws ; twenty-seven,the degree of Master of Arts or Science ; ten,the degree of Doctor of Philosophy ; and seventeen, the degree of Doctor of Law — a total of363, which is the largest number of degrees conferred by the University at a single Convocation. Four Bachelor's degrees were re-enactedfor graduates of the old University of Chicago representing the classes of 1862, 1865,1867, and 1868.Professor George L. Hendrickson, of the Department of Latin, has the opening contributionin the April issue of Classical Philology, entitled"The De Analogia of Julius Csesar; its Occasion, Nature, and Date, with Additional Fragments." "Did Women Testify in HomicideCases at Athens ?" is the subject1 of a contribution by Dr. Robert J. Bonner, of the DepartmentUNIVERSITY RECORD 47of Greek. Assistant Professor Edgar J. Good-speed, of the Department of Biblical andPatristic Greek, contributes an article on "AGroup of Greek Papyrus Texts." ProfessorWilliam Gardner Hale, Head of the Department of Latin/ contributes a discussion ofSchlicher's "Moods of Indirect Quotation" — anarticle recently appearing in the AmericanJournal of Philology. The July number ofClassical Philology has as its opening article acontribution on "The Roman Fragments ofAthenian Comic Didascaliae," by ProfessorEdward Capps, the managing editor. "TheForm of the Chlamys" is the title of a contribution by Professor Frank B. Tarbell, of the Department of the History of Art. Professor PaulShorey, Head of the Department of Greek, contributes a note, "Horace Arts Poetica 95 andProclus on the Plain Style.""Present Problems in the Teaching of Elementary Science" was the title of an addressgiven on June 2 before the New York PhysicsClub of High-Schol Teachers, by Assistant Professor Charles R. Mann, of the Department ofPhysics. Mr. Mann also gave an address beforethe teachers of physics in Washington, D. C,June 1, with reference to the new movement toimprove the methods in the teaching of physics.Mr. Mann is chairman of the committee of theCentral Association of Science and MathematicsTeachers and also of the committee of the American Physical Society to consider the advisabilityof approving the list of experiments for first-year work in physics as adopted by the NationalEducational Association a year ago, and also totake such steps as may seem desirablefor strengthening the work in elementaryphysics. To circulars of inquiry 275 answershave been received, representing 80 colleges, 30normal schools, and 165 high schools; and theassociations interested in the movement, besides those mentioned above, include the NorthCentral Association of Colleges and SecondarySchools, the Michigan Schoolmasters' Club, theNew York State Science Teachers' Association,the New Jersey State Science Teachers' Association, the Chicago and Cook County High SchoolTeachers' Association, the Indiana State Association of Science Teachers, and the PacificCoast Association of Physics Teachers.The Silver Age of the Greek World, by JohnPentland Mahaffy, D.D., D.C.L., sometime professor of ancient history in the University ofDublin, is among the most recent books published by the University of Chicago Press. Thebook is a thick volume of 480 pages, containingseventeen chapters, four appendices, and an exhaustive index of twenty pages. The volumeis a revision of The Greek World under RomanSway, now out of print, with much new materialadded. It covers the period from the subjugation of Greece by Rome to the accession ofHadrian, and traces the spread of Hellenism inAsia, Egypt, and Italy. The opening chapterdiscusses the Roman conquest as a disaster toHellenism, and later chapters consider the "Acclimatisation of Greek Philosophy in Roman Society," the "General Reaction of Hellenism uponRome," the "Hellenism of Cicero and HisFriends," "Ascetic Religion in the First Century," the "Condition of Greece from Augustusto "Vespasian," "Plutarch and His Times(Public and Private Life)," "Eastern Hellenismunder the Flavian House," and the "Literatureof the First Century." The preface of the newvolume was signed off the coast of Sicily onApril 6, 1906. In 1905 the University Presspublished another volume by Professor Mahaffy,entitled The Progress of Hellenism in Alexander's Empire, which contained the lectures givenby him at the University during the SummerQuarter of 1904.48 UNIVERSITY RECORDTHE ASSOCIATION OF DOCTORS OF PHILOSOPHYMr. Myron L. Ashley, Ph.D. in Philosophyand Psychology, 190 1, is instructor in psychology in the Chicago Normal School.Mr. Frank A. Wilder, Ph.D., 1902, state geologist of Iowa, has accepted a position as manager of a large gypsum plant in Virginia.Mr. William Longley, who received theDoctor's degree from the University on June12, has been appointed instructor in mathematics at Yale University.Mr. Frederick Beckman, Ph.D., 1900, whohas just returned to this country from Europe,has been appointed to a position in the department of German at Lewis Institute, Chicago.Dr. Gilbert A. Bliss, Ph.D., 1900, preceptor inmathematics at Princeton University, will giveinstruction at the summer session of the University of Wisconsin for six weeks, beginningJuly 1.Miss Jeannette C. Welch, who received theDoctor's degree from the University in 1897for work in the Departments of Physiology andZoology, is now a practicing physician at GrandRapids, Mich.Mr. Robert L. Moore, Ph.D. in Mathematicsand Astronomy, 1905, who for the past year hasbeen teaching in the University of Tennessee,has received an appointment in the departmentof mathematics at Princeton University.Mr. John A. Miller, who was given the Doctor's degree in Mathematics and Astronomy in1899, and who has held for some time a professorship in Indiana University, has acceptedan appointment at Swarthmore College, Swarth-more, Pa.Mr. Thomas J. Riley, Ph.D. in Sociologyand Philosophy, 1904, who for two years hasbeen professor of mathematics at the State Normal School, Kalamazoo, Mich., has accepted acall to the University of Missouri as instructorin sociology. Mr. Henry M. Goettsch, who is a graduate ofthe University of Iowa, and received hisDoctor's degree in Chemistry and Physics atthe University of Chicago at the last Convocation, has been appointed chemist to the Mallinck-rodt Company of St. Louis, Mo.Mr. Frank L. Griffin, who took his full college and graduate course in the University, receiving the Bachelor's degree in 1903, the Master's degree in 1904, and the Doctor's degree inAstronomy and Mathematics at the last Convocation, has been appointed instructor in mathematics at Williams College, Williamstown,Mass.A suggestion from a member of the Doctors'Association that the annual meeting of the Association be held at the holiday season whenmany of the scientific societies meet, seemed tobe impracticable, but small gatherings of Doctors of the University on such occasions mightwell be planned for. Indeed, reports of suchmeetings have already been received.It was with no little satisfaction on the partof the members of the Doctors' Association thatone of their number, Professor Edwin H.Lewis, Ph.D., 1894, was chosen by the University as the author and reader of the ConvocationOde, "Mater Humanissima," written for the fifteenth anniversary of the founding of the University of Chicago. The ode appears elsewherein full in this issue of the University Record.Through a regrettable oversight the followingname and data were omitted from the recentlypublished Address Book of the Doctors of Philosophy:' Edgar Johnson Goodspeed, A.B.,Denison University, 1890, D.B., the Universityof Chicago, 1897, Ph.D., New Testament, OldTestament, 1898. Assistant Professor of Biblical and Patristic Greek, the University of Chicago, 1905. Professor Goodspeed was a member of the executive committee of the Association for the year 1905-6.UNIVERSITY RECORD 49Miss Mary Bowen, who received the Doctor'sdegree in 1897, and since that time has been aninstructor in English literature at Wellesley College, is to be married in the early autumn toMr. William Hungerford Brainerd, of the firmof Brainerd & Leeds, architects, Boston. Thewedding will take place at Centerville, Iowa,and Mr. and Mrs. Brainerd, after spending theautumn abroad, will reside in Boston.On June 18 Miss Henrietta K. Becker wasmarried to Mr. Camillo Von Klenze at the homeof Assistant Professor Paul O. Kern, 385 Fifty-sixth Street, Chicago. Miss Becker, who received the Doctor's degree from the Universityin 1903, has been connected with the Department of German for the last four years, andMr. Von Klenze, Associate Professor of GermanLiterature, has been connected with the samedepartment since 1893. During the summerProfessor Von Klenze will lecture at CornellUniversity, and in the autumn will become thehead of the department of German at BrownUniversity. Mrs. Von Klenze will continue herwork as an instructor in German in the Correspondence-Study Department of the Universityof Chicago.The Address Book of the Doctors of Philosophy shows' the following total numbers for thevarious departments, not including those onwhom the degree was conferred at the last Convocation :Philosophy and Education 23, Psychology 3,Political Economy 17, Political Science 7, History 24, History of Art 1, Sociology and Anthropology 20, Comparative Religion 3, SemiticLanguages 16, Biblical and Patristic Greek 3,Sanskrit 7, Greek 15, Latin 16, Romance 9, Germanic 14, English 16, Mathematics 18, Astronomy 4, Physics 13, Chemistry 28, Geology 13,Zoology 27, Physiology 13, Neurology 4, Palaeontology 2, Botany 26, Pathology and Bacteriology 4, Old Testament 6, New Testament7, Systematic Theology 10, Church History 7,Ecclesiastical Sociology 3. Total 379. At theJune Convovation there were added one in Zoology, one in Germanic, one in Chemistry, onein Astronomy, one in Mathematics, two in Sociology, one in English, and two in New Testament, making a grand total of 389.Ten candidates for the Doctorate receivedtheir degrees at the June Convocation, makingthe total number to date 389. The new Doctorsare as follows :James Francis Abbott, A.B., Leland StanfordJunior University, 1899 > Ph.D. in Zoology andPhysiology.William Duncan Ferguson, A.B., OberlinCollege, 1897; Ph.D. in New Testament andOld Testament.Charles Goettsch, A.B., the University ofChicago, 1901 ; Ph.D. in Germanics and English.Harry Max Goettsch, S.B., University ofIowa, 1899 ; Ph.D. in Chemistry and Physics.Frank Loxley Griffin, A.B., the Universityof Chicago, 1903; Ph.D. in Astronomy andMathematics.William Raymond Longley, A.B., Butler College, 1902, S.B., the University of Chicago,1902; Ph.D. in Mathematics and Astronomy.Eben Mumford, A.B., Buchtel College, 1896 ;Ph.D. in Sociology and Political Economy.Mabie Carter Rhoades, Ph.B. Syracuse University, 1898; Ph.D. in Sociology and SocialTechnology.Abbie Mary Lyon Sharman, A.B., Universityof Wooster, 1894; Ph.D. in English and History.Henry Burton Sharman, S.B., University ofToronto, 1891 ; Ph.D. in New Testament andOld Testament.50 UNIVERSITY RECORDTHE LIBRARIAN'S ACCESSION REPORT FOR THESPRING QUARTER, 1906During the Spring Quarter, 1906, there hasbeen added to the library of the University atotal number of 2,720 volumes, from the following sources :BOOKS ADDED BY PURCHASEBooks added by purchase, 1,572 volumes, distributedas follows : Anatomy, 28 ; Anthropology, 1 1 ; Astronomy (Ryerson), 15 ; Astronomy k( Yerkes), 25 ; Bacteriology, 13; Biology, 8; Botany, 2; Chemistry, 5; ChurchHistory, 16; Church History, New Testament, and Latin,2 ; Commerce and Administration, 8 ; Comparative Religion, 13 ; Divinity, 25 ; Embryology, 3 ; English, 65 ; English and German, 1 ; English, German, and Romance, 5 ;General Library, 122 ; General Literature, 7 ; Geography,37', Geology, 13; German, 34; Greek, 34; History, 184;History of Art, 28 ; History of Art, Latin and Greek, andSanskrit and Comparative Philology, 1 ; Homiletics,1; Latin, 47; Latin and Greek, 18; Law School, 305;Mathematics, 33 ; Morgan Park Academy, 1 ; Neurology,15; New Testament, 5; Pathology, 17; Pedagogy, 4;Philosophy, 59 ; Physics, 29 ; Physiological Chemistry, 16 ;Physiology, 16 ; Political Economy, 25 ; Political Science,43; Psychology, 11; Public Speaking, 1; Romance, 58;Russian, 15 ; Sanskrit and Comparative Philology, 18 ;School of Education, 74; Semitics, 5; Sociology, 17;Sociology (Divinity), 5; Systematic Theology, 24; Zoology, 5-BY GIFTBooks added by gift, 765 volumes, distributed as follows : Astronomy (Ryerson), 2; Astronomy (Yerkes),14; Bacteriology, 2; Biology, 17; Botany, 1; Chemistry,2 ; Church History, 3 ; Commerce and Administration, 4 ;Comparative Religion, 1 ; Divinity, 3 ; English, 4 ; GeneralLibrary, 615; General Literature, 6; Geography, 12; Geology, 13 ; German, 2 ; History, 8 ; Latin, 3 ; Latin andGreek, 1 ; Mathematics, 5 ; Morgan Park Academy, 1 ;New Testament, 4 ; Palaeontology, 1 ; Pathology, 5 ;Philosophy, 3 ; Physics, 2 ; Political Economy, 13 ; Political Science, 1 ; Psychology, 1 ; Romance, 2 ; Semitics,4 ; Sociology, 4 ; Systematic Theology, 3 ; Zoology, 3. BY EXCHANGEBooks added by exchange for University publications,383 volumes, distributed as follows : Anthropology, 1 ;Astronomy (Ryerson), 1 ; Astronomy (Yerkes), 9 ; Botany, 7 ; Church History, 15 ; Comparative Religion, 1 ;Divinity, 1 ; English, 2 ; English, German, and Romance,2 ; General Library, 252 ; Geology, 8 ; German, 1 ; History,2 ; Homiletics, 5 ; Law School, 5 ; Neurology, 1 ; NewTestament, 5 ; Philosophy, 1 ; Physics, 3 ; Political Economy, 28 ; Romance, 1 ; School of Education, 3 ; Semitics,22 ; Sociology, 5 ; Systematic Theology, 2.SPECIAL GIFTSAustria, cities of — mayors' reports, 12 volumes and82 pamphlets.BibliotEeca Chemica — catalogue of the Collection ofJames Young of Kelly, 2 volumes.J. P. Goode — scientific works, 10 volumes and 232pamphlets.W. G. Hale — miscellaneous, including Gesner'sNovus Linguae et Eruditionis Romanae Thesaurus, 15volumes and 243 pamphlets.C. L. Hutchinson — miscellaneous, 5 volumes.Iowa State Library — documents, 54 volumes and 76pamphlets.Michigan, University of — university publications, 4volumes and 41 pamphlets.Missouri, University of — 53 pamphlets relating to theagriculture of Belgium.New York Railroad Commissioners — reports, 10volumes.J. E. Raycroft — 90 numbers of Literary Digest, and 11miscellaneous pamphlets.Ritscher, Montgomery & Hart, Chicago — 31 volumesof Chicago Legal News.F. W. Shepardson — miscellaneous, 4 volumes and307 pamphlets.Societe de Geographie — scientific documents, 3volumes.United States government — 91 volumes and 885pamphlets.Victoria, University of (Toronto) — 62 numbers ofActa Victoriana.W. C. Wilkinson — miscellaneous, 52 pamphlets.S. W. Williston — scientific works, 8 volumes.