Volume XI Number 4THEUniversity RecordApril, 1907THE UNIVERSITY OF CHICAGO PRESSCHICAGO AND NEW YORKTHE UNIVERSITY RECORDOFTHE UNIVERSITY OF CHICAGOISSUED QUARTERLY IN THE MONTHS OF JANUARY, APRIL, JULY, AND OCTOBERVolume XI APRIL 1 907 Number 4CONTENTSPAGEFrontispiece: Harry Pratt Judson, President of the University of ChicagoThe Sixty-Second Convocation: Addresses at the Installation of President Harry Pratt Judson:Announcement, by Martin A. Ryerson, President of the University Board of Trustees - - 123Acceptance, by Harry Pratt Judson, A.M., LL.D. 124Introduction of the Convocation Orator, by President Harry Pratt Judson 124Convocation Address: American Expansion and Educational Efficiency, by George Edwin MacLean,Ph.D., LL.D., President of the State University of Iowa 125The President's Quarterly Statement on the Condition of the University 133View from Snell Hall Looking toward the Mitchell Tower (full-page illustration), facing page - - 137Socialism, by William H. Mallock, M.A. 13/Memorial Addresses at the Funeral of Eri Baker Hulbert, Dean of the Divinity School:By Ernest DeWitt Burton, Head of the Department of New Testament Literature and Interpretation 1 45By Charles Richmond Henderson, Head of the Department of Ecclesiastical Sociology - - 147Resolution in Memory of Eri Baker Hulbert, by the Divinity Faculty and Divinity Conference, and theUniversity Council 148Meeting of the Divinity School in Memory of Dean Eri B. Hulbert 148Memorial Address: Eri Baker Hulbert and the Denomination, by Benjamin A. Greene, D.D., Member ofthe Board of Trustees of the Divinity School 149Addresses at the Memorial Service for Wilbur Samuel Jackman, Principal of the University ElementarySchool:By James Hayden Tufts, Head of the Department of Philosophy 153By Nathaniel Butler, Dean of the College of Education 155Resolution in Memory of Wilbur Samuel Jackman, by the University Council 157Exercises Connected with the Sixty-second Convocation - 157Degrees Conferred at the Sixty-second Convocation - - 1 57Memorial Volumes for William Rainey Harper - -158The First Issue of the Chicago Alumni Magazine 158A Facsimile Reproduction of a Famous Arabic Manuscript 159Sex and Society -- 160A New Volume on the Versions of the Bible 160The Final Volume of the Ancient Records of Egypt 161Kent Chemical Laboratory from Hull Court (full-page illustration), facing page - - - - 162The Faculties - - -. - 162The Association of Doctors of Philosophy -- 170Appointments to Fellowships for the Year 1907-8 - - - - -172The Librarian's Accession Report for the Winter Quarter, 1907 -, 174Communications 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. Postage prepaid by publishers for all subscriptions in the.United States, Canada, Mexico, Cuba, Porto Rico, Panama Canal Zone, Republic of Panama, Hawaiian Islands, Philippine Islands, Guam, Tutuila (Samoa), Shanghai. For all other countries in the Postal Union, 25 cents for postage shouldbe added to the subscription price. Remittances should be made payable to the University of Chicago Press, and shouldbe in Chicago or New York exchange, postal or express money order. If local check is used, 10 cents must be added forcollection.Claims for missing numbers should be made within the month following the regular month of publication. Thepublishers expect to supply missing numbers free only when they have been lost in transit.Entered as second-class matter, August 1, 1905, at the Post-Office at Chicago, 111., under the Act of Congress of July 16, 1894.HARRY PRATT JUDSONPresident of the University of Chicago(From the Painting by Lawion S. Parker in Hutchinson Hall)VOLUME XITHE NUMBER 4University RecordAPRIL, iqo7THE SIXTY-SECOND CONVOCATION OF THE UNIVERSITY1ADDRESSES AT THE INSTALLATION OF PRESIDENT HARRY PRATT JUDSONANNOUNCEMENTBY MARTIN A. RYERSONPresident of the University Board of TrusteesMembers and Friends of the University :As President of the Board of Trustees of theUniversity it becomes my privilege to announcethat at a meeting of the Board held on February 20, 1907, Acting President Harry PrattJudson was unanimously elected President ofthe University of Chicago.I have furthermore to state that, at theearnest request of President Judson, it hasbeen decided that no elaborate installation ceremonies, are to mark his assumption of theoffice. President Judson desires to enter uponhis new duties quietly and without ostentation ;therefore the brief announcement which I amnow making, together with a brief acceptanceof the office on his part, will constitute the onlyceremony to mark the event.We honor the attitude of President Judsonin this matter ; it reflects the depth and delicacyof his feelings. Through the untimely deathof his friend, the first President of our University, there fell upon his shoulders as ActingPresident a great burden, which he stronglyand worthily bore. Called upon now to continue a task begun in the shadow of that sadevent, he feels that the ceremonial and festivities which under other circumstances might1Held in the Leon Mandel Assembly Hall, March 19,1907. properly signalize the installation of a President, may on this occasion be fittingly omitted.It certainly requires no ostentatious heralding to impress us either with the importanceof this event or with the fitness of the choicewhich has been made by the Board of Trustees.Our memory needs no prompting, our hopesno stimulation, our confidence no assurance.We remember that Dr. Judson came to ourUniversity in the early days of its existence,when faith and courage were required to facethe uncertain future. We remember that inthe upbuilding of the institution he always borean important and valuable part, and that uponhim as Dean of the Faculties of Arts, Literature, and Science, and later as Acting President, there devolved great responsibilitieswhich he never failed adequately to meet.Our hopes and our confidence may well restupon the firm basis of these recollections; butthey find additional foundation in a conviction,derived from our knowledge of Dr. Judson'scharacter and ability, that with greater opportunity will come greater service, and that underhis leadership there will be continuous progresstoward the attainment of the loftiest universityideals.Sharing to the fullest degree this conviction,it is with great personal gratification that,speaking for the Board of Trustees, I nowdeclare Dr. Judson duly installed as Presidentof the University of Chicago.123124 UNIVERSITY RECORDACCEPTANCEBY HARRY PRATT JUDSON, A.M., LL.D.President Ryerson and Gentlemen of the Boardof Trustees:The trust which you have confided tome involves a grave responsibility. Themanifold cares, the busy duties, the largeplanning, the ceaseless study of social conditions and of the means of social betterment,which fall to the head of a modern university,are not to be incurred lightly. To carry such atask worthily no one is sufficient alone. Entering on it soberly, with the zest that stimulatesa labor of love, with the courage and energywhich may be given to one, still there is needof loyal co-operation from all. Such generoussupport I know will be given by every trustee.To my colleagues of the faculties I look withentire confidence for the same staunch andconsiderate friendship which so many haveshown in the long months past. We are notstrangers to one another. I ask no better lotthan to work out with them the great problemswhich are before us. It is not invariably easyto secure full understanding. The Presidentcannot always make public all his reasons foraction. He can only hope for the results in thelong run to justify the faith which he confidently expects will be given him. Meanwhilehe is entitled to the best judgment of hiscolleagues in all important matters — the common consciousness of the University is not thatof one man* or of a few, but of all. Machinerycounts for little — it is the spirit animating itwhich is the reality.Another source of strength is the Chicagospirit among our students; and the essence ofthat is that each one shares the obligation ofkeeping the fair name of our University unspotted, that each one is to do his part, and thatonly by the united energy of all — trustees,faculties, and students together — can our greatwork be wrought. To share in the development of a universityis a precious privilege — better than wealth, better than fame, better than the pleasures of life.It is a privilege measured by the magnitude ofthe service to be rendered — which after all isthe real test of the only abiding satisfaction.The university means truth, it means knowledge, it means freedom — and these three willsuffice tQ sweeten and energize our turbulentdemocratic society.It is as such a privilege, relying on the sympathy and cordial support of all, that this opportunity for large usefulness is accepted; andI undertake the responsibility placed upon me,pledging only that I will do the best that liesin me to carry it worthily.INTRODUCTION OF THE CONVOCATION ORATORBY HARRY PRATT JUDSONPresident of the UniversityUnder the circumstances I trust that theaudience will pardon a personal word at thistime. A number of years ago it was myfortune to be a student in Williams College,among the beautiful hills of western New England. In the class following mine there cameto the college a young man with whom it wasmy privilege later to form close ties of friendship. Members^of the same student fraternity,with many tastes and ideas and aims in common, the friendship thus formed has passed onbeyond college days — has grown with ourgrowth and become stronger with the years.The young student who dreamed dreams andwrote poetry and won many college honors,and was always a devoted squire of dames, istoday the practical and efficient president of theuniversity of one of our foremost northwesterncommonwealths. I take peculiar pleasure inintroducing, as the Convocation orator, thePresident of the State University of Iowa, Dr.George Edwin MacLean.UNIVERSITY RECORD 125AMERICAN EXPANSION AND EDUCATIONAL EFFICIENCY1BY GEORGE EDWIN MACLEAN, PH.D., LL.D.President of the State University of Iowa"American" is a word that thrills us, and harnessed to "expansion," it stirs us as the word"empire" stirs a Briton, of which Roseberysays : "It represents to us our history, our tradition, our rage. It is a matter of peace, ofcommerce, of civilization; above all, a question of faith." The use of the term makes itnecessary for us to guard against bombast,braggadocio, and chauvinism. We smile complacently at the spirit and mixed metaphor ofthe undergraduate in the Oxford union whodeclared, in the heat of debate, that the Britishlion, whether he roamed iri the jungles of Indiaor climbed the pines in Canada, never retreatedinto his shell or drew in his horns! WeAmericans are prone to forget that spread-eagleism is still our besetting sin.The plain meaning of "American" needs tobe taught to many of us. The lesson waspolitely brought home to me when I matriculatedin a German university and enrolled myselfas "American." The registrar said: "FromSouth, Central, or North America?" Thereply came with a tone of finality: "NorthAmerica;" and immediately the question wasput: "From British America?" I said, withhumbled pride, at last having learned the nameof my country: "The United States of America." Thus American assurance appropriatedthe Western Hemisphere long before the Spanish-American War emancipated it from theempire of Spain, or the coup d'etat in Panamarevealed, beyond the reassertion of the Monroe Doctrine in the Venezuela incident, theactuality of a paramount Americanism.The romance of the expansion of the Anglo-1 Delivered on the occasion of the Sixty-second Convocation of the University, held in the Leon MandelAssembly Hall, March 19, 1907. Saxon, and of the kindred races he has assimilated, is the greatest tale of history next tothat of Christianity. It is scarce two decadessince Professor Seeley of Cambridge, England,using the talismanic title for his book Expansion of England, said: "Of all the results ofEnglish history none is comparable to thecreation of this enormous, prosperous, in greatpart homogeneous realm; and it can be paralleled by nothing in the history of any otherstate." The Statesman's Year Book in 1885showed that the English race in all parts of theworld, including the United States, numberedabout twenty millions at the beginning of thenineteenth century. At the close of that century the number, including immigrants andexcluding negroes and native races in the colonies, was fast approximating one hundred andtwenty millions. Should this rate of increase— about 21 per cent, for each decade — continue during the twentieth century, the Englishrace will mumber above six hundred millions,or at the end of two hundred years, four billions! One has prophesied that about one-halfthis number, owing to her possessions, will beunder the flag of England ; let us put the otherhalf under the Stars and Stripes, with variations for federated republics. The area of theBritish Empire in 1900 was estimated to be between eleven and twelve millions of squaremiles, and its subjects were calculated to number some four hundred millions. The reckoning of expansion by population and colonizationis but the initial item.The expansion of political movements ismore suggestive than questions of populationand area. We are all sons of a mighty revolution which swept through Europe and Americain the latter half of the eighteenth century, and126 UNIVERSITY RECORDhas flowed on more peaceably in wave afterwave of reform through* the nineteenth century. The ordinary historian and the brilliantTaine look upon France as the fountain-head,and the philosophical revolution in Germanyand the literary in England as inspired byFrance. In truth, it was a common movement ;and, in any case, instead of the literary movement in England, in the words of Taine, "onthe whole being of equal value to that ofFrance," the revolution in England was immeasurably more valuable, more healthful, and,by as much as it was less destructive, it wasmore fruitful and permanent. Long beforeFrance, Germany, or Britain, the Americancolonies pitched the tune of revolution towhich the nations have marched. Burns, thebard of democracy, in his suppressed "Ode toLiberty," proclaims the fact:But come, ye sons of Liberty,Columbia's offspring, brave as free,In danger's hour still flaming in the van,Ye know and dare maintain the royalty of man.But for a small incident, according to LordRosebery in his rectorial address at Glasgowon "Questions of Empire," the Anglo-Americanrevolution, without separation, would havebuilt up great democratic institutions and anincalculable empire.Had the elder Pitt, when he became first minister,not left the House of Commons, he would probably haveretained his sanity and his authority. He would have.... preserved the thirteen American colonies to theBritish crown The new blood of America wouldhave burst the old vessels of the constitution. Itwould have provided for some self-adjusting system ofrepresentation .... and at last, when the Americansbecame the majority, the seat of empire would perhapshave been moved solemnly across the Atlantic, andBritain have become the historical shrine and theEuropean outpost of the world-empire What anextraordinary revolution it would have been, had it beenaccomplished! The greatest known without bloodshed;the most sublime transference of power in the historyof mankind. Our conceptions can scarcely picture theprocession across the Atlantic : the greatest sovereign in the greatest fleet in the universe, ministers, government, parliament, departing solemnly for the westernhemisphere !The American expansion should prepare theway for the dream of Rosebery to become prophetic, prompted by the transference of powernow in progress, without the solemn pageantryof the procession of the sovereign across theAtlantic.The welll-known map of the United Statesand its insular possessions, published by theDepartment of the Interior, showing in brilliant colors the successive wave-lines of annexation and expansion from the narrow rim ofthe Thirteen Colonies on the Atlantic seaboard,reveals upon its face American expansion writlarge. The Monroe Doctrine, to which England was an original and cheerful party, wasfull of promise and potency primarily for independence and liberty under republican formsof government. Its natural sequences havebeen continental, and at present hemisphericunity, by which inevitably we have enteredamong the world-powers, and particularly sideby side with England.The American expansion which most impresses the public is that .which Le Galliennehappily calls our "grocery conquests." Ourplatform speakers, our editors, and the press farand near dwell upon the United States trade.They say : "The conquests of the future are tobe peaceful conquests of trade. And the greatnation that realizes that first, and acts mostpromptly, is to become the commercial depotof the world."The responsibilities of American expansionare stupendous. Our safeguard is to be foundin part in educational expansion. Butour security must be in something higher— educational efficiency. Rosebery has said:"In the last resolve, the efficiency of a nationrests in its education." A practical partner ofRhodes, the empire-builder, Mr. Alfred Mosely,UNIVERSITY RECORD 127out of patriotism, has repeatedly sent Englishmen to study our educational system. Oneof them, Mr. T. Gregory Foster, professor ofEnglish at the University of London, delicatelydisguised gave American education a gentlecriticism and a great compliment. He began:One of the first things Mr. Mosely said to me was:"The Americans are hundreds of years ahead of us."Well, my first general impression is that that is not true.To put it very rapidly, I believe that you are hundredsof years behind us ; and I congratulate you most sincerely upon that, and I warn you not to be so foolish as totry to catch us up. What I find here is something akinto the spirit of the best days that England has probablyever known — the days of Queen Elizabeth. 'The moreI think of it, the more I am convinced of it. Thedays of Queen Elizabeth were spacious days ; and youreducation, like your country, is spacious. It is free fromall sorts of restrictions. I have seen in the schools thatI have visited, as well as in the universities, that, somehow or other, you do manage to get hold in a veryliving way of the significance of great movements. Iwas very much struck upon going into a second-yearhigh-school class in French in New York. There wasno one in the class who could conjugate with perfectaccuracy even the verb avoir; but, when they turned totalk about French history, they all knew the essentialthings about the French Revolution; they knew whatthe period meant in Europe and in the world. It istypical of what I find all around. If you had gone intoan English school, everyone would have been able toconjugate the verb avoir correctly, but they would haveknown probably nothing at all about the French Revolution. They certainly would have known little else thanthe dates at which it took place.Let us hope that it is true that essentially weare Elizabethan. The New England colleges,grammar schools, and academies, which inturn the pioneers spread through the West,rest upon Elizabethan models. The numerouspious founders of schools and colleges at thetime of the Reformation in England havelargely disappeared in the mother-country, buthave not ceased in America, though some arethanklessly called anything but pious.When one adds to the annual expenditure forpublic education in this country of 226 millionsof dollars, the sum of annual donations from private individuals ranging as high as 30millions of dollars, and now 32 millions froma single donor, with perhaps an undiscoveredmillion or two up the sleeve of PresidentJudson, the splendor of Elizabethan munificence is ours. * The Elizabethan began the contest with Spain by means fair and foul, bybishop and buccaneer, for the conquest of theNew World which we, their lineal and spiritual descendants, in the Spanish- American Warclosed. This fact sets out most dramaticallythat we are possessed with the same spirit ofexploration, discovery, adventure, chivalry,Christianity, Baconian philosophy with scientific method, and faith in our country's destinyand deity. But our true glory is that, untram-meled by tradition, stimulated by freedom' andopportunity, our original Elizabethan idealshave themselves expanded. Local democraticgoverment has been compelled by sheer distance to complement itself by federal andrepresentative government. The same exigencies which developed our republican institutions have developed a more Americanmodern educational system, that of the state,side by side with the transplanted andAmericanized English private system.The latter is gloriously represented by thechurch college and academy, with which thepioneers planted the West, and represents thenew heaven; but there must also be a newearth. Education was a privilege for thosewho could pay for it, or a missionary enterprise^ the handmaid of religon, and was incidentally, with an illustrious record, patriotic.But a republic had new needs ; and so we seethe state system, a new educational Jerusalemcoming down out of heaven, and hear a voicesaying: "Behold, the tabernacle is with men,and the state is the guardian thereof, and thenation shall walk amidst the light thereof, andshall bring the glory and honor of the nationsinto it."128 UNIVERSITY RECORDToday, of the, in round numbers, eighteenmillions of pupils in American schools andcolleges of all kinds, much above sixteen millions are in the public schools — a percentageplainly declaring the preference of the people.The peculiarly American origin, means, andpurposes of our educational system, par eminence, are proclaimed in the sentence from, theOrdinance of 1787: "Religion, morality, andknowledge being necessary to good government and the happiness of mankind, schoolsand the means of education shall forever beencouraged." The fathers of the republic, bythese words, and by the accompanying provisions of the ordinance dedicating one thirty-sixth of the public lands to education, andthrowing in as drops in the bucket two townships in each state for a university, becamethe founders, for its perpetuation and the uplifting of humanity, of the schools of therepublic.As the Ordinance of 1787 has become a partof the organic law of the states in the MiddleWest, at least by law public schools are notgodless and immoral; and in fact they havebeen quite the contrary, despite some popularmisapprehensions natural enough where thenew system was contrasted with the old. Asreligion and morality in the famous sentenceprecede knowledge, the religio-ethical is recognized as the core of education. The purpose isnot simply, as we often hear, for police powerand citizenship; for to "good government" isappended "the happiness of mankind." Thepurpose recognizes education as the birthrightof every American child, and character as theaim.Would that there were time to show how,in harmony with these lofty purposes, with allits imperfections the school system has developed. The continuous development ispromised by the expansion of the ideals ofreligion, morality, and knowledge. Religion in the Ordinance of 1787 probablymeant the Christianity of the common law. Itcertainly meant something non-ecclesiastic andnon-sectarian ; but it was something more orless historical, formal, and dogmatic. How ithas expanded among us is illustrated byOliver Wendell Holmes's remark of PhillipsBrooks: "I believe he is to stand as the idealminister of the American gospel, which is theOld World gospel shaped as all gospels areby their interpreters, by the influences of ourAmerican civilization."It would appear that the secularization ofeducation has made a species of Americanization of religion possible. In turn, by theseparation of church and state, and by the intermingling of children and citizens of all creedsfor the purposes of education, in the last resolve character-culture has given an opportunity for elemental religion, or common Chris^-tianity without sectarianism, to captivate — and,if you will, capture — the schools. Religion hastranscended theology, and has advanced beyondthe stage of the much-used definition "the lifeof God in the soul," to be the love of God inthe soul issuing in the love of fellow-man. Bythis definition, the most advanced Americanismin education, putting emphasis upon the socialpassion, returns to the primitive Christianityof the Master who summed up religion as loveto God and love to man. In the words ofMarkham :No, not as in that elder dayComes now the King upon the human way.He comes with power: His white unfearing faceShines through the Social Passion of the race;He comes to frame the freedom of the Law,To touch these men of EarthWith a feeling of life's oneness and its worth,A feeling of its mystery and awe.Then all the worlds will know that Love is Fate —That somehow he is greater even than- Heaven —That in the Cosmic Council he is God.The Religious Education Association, whichpromises to be one of President Harper'sUNIVERSITY RECORD 129monuments, has already served to bring outthat the Christian religion is one of the fundamental forces in the life of the Americanpeople, and that there is a possibility of a coordination of educational forces to make religious and moral instruction what it should bein the light of increasing historical and scientificknowledge.At the time of the Ordinance of 1787, withartificial theories of contract prevailing withreference to government, morality partook ofthe contract theory. It was apt to be formalconduct, honesty in man and chastity in woman,and was more or less mocked by zealousministers as "mere morality." Today, by alarger application of pagan principles thatcaused Horace to sing an ode, "Integer vitae,"the ode of the life of absolute integrity, and-by an application of the Sermon on the Mount,morality is of- character as well as of conduct.Morality is social as well as individual, thoughthe former is but half evolved, as the corruptions in government, especially municipal,prove. The man honest in his own businesshas but half learned that the same responsibilityis over him in dealing with municipal and statefunds and affairs. We have faith that theschools in process of adjustment to present-daysocial needs can hasten the evolution. AsFelix Adler pleads, the schools must teachmorality, not incidentally, but systematically.Modern psychology, pedagogy, philosophy, andAmericanism show that the sacred and secularare inseparable and make the same demands.When shall we learn that the separation ofchurch and state does not mean the separationof piety and patriotism, of religion and science?The expansion of knowledge since 1787 isbeyond utterance. The attempt to compassthe elements of it in our courses of study hasbrought in chaos. To some, all seems in abewildering flux. Elementary, graded, higher,and highest school, practical, liberal, profes sional, technical, industrial, and art education,are intermingled. The university must havea kindergarten, and the kindergarten the touchof the university. State, church, and privateinstitutions, too often in petty competition —and, even worse, with jealous rivalries violatingalike the sweetness and the light of Christianityand of culture — make confusion worse confounded. And, last of all, where we thoughtsomething had been accomplished on the problem of unifying the educational system, Dr.Robert H. Whitten has brought out in strongrelief the lack of symmetry and harmony in thesystems of the states.Let us not be discouraged by our glimpse ofchaos. It means an opportunity to shape acosmos. Let us exult that we are in at themorning of creation ; but let us be humble andreverent, amenable to the spirit of God brooding upon the face of the deep. The vastnessof knowledge will teach us wisdom and willdrive us to principles. We shall learn the kinship of studies, the correlation of cognates, theco-ordination of courses and schools, the concentration according to mind and age.It would be necessary and enkindling, if thiswere a history and not an address, to reviewthe expansions, with borrowings from everyclime, of the various branches of education.The elementary school has sent out the root ofthe kindergarten; the graded school, manualand domestic-science training, and has extended upward into the secondary school,which in turn, in the variety of high schooland academy, is rising to the height of theGerman Gymnasium, and becoming a people'scollege. The college has burst the bands of amediaeval curriculum and is adjusting itselfto modern social conditions, carrying germinalschools within its bosom. There is a floweringof higher education into highest education inthe beginnings of real universities, dating, outside the state-university movement, from the130 UNIVERSITY RECORDaccession of President Eliot at Harvard in 1869,and of President Gilman, transplanted from astate university to Johns Hopkins in 1876; andwith the latest florescence in the University ofChicago, the Carnegie Institution, and a possiblenational university. From bottom to top, forever assured by public education, run the goldenthreads of coeducation bringing in the age ofWoman, herself ageless, promising the eternalwoman supernal, and not infernal as in classiclore.Professional schools have supplanted theheterogeneous training for theology, law, andmedicine in the studies and offices of ministers,lawyers, and doctors. These schools, affiliatingthemselves with colleges and universities, andraising standards, are just becoming collegesinstead of semi-trade and commercial schools.Technical education, recognized in 1823 by thefounding of Troy Polytechnic, has multipliedpolytechnic institutions which no longer areantagonized by classical ones. Indeed, the classicand technic, contrary to earlier theories, now reinforce each other by combination in the same institution. Industrial education, not simply in theform of trade schools, but in real colleges ofagriculture and mechanic arts, endowed by thenation in 1862 for every state and territory forthe education of the industrial classes, is peculiarly American. What a chapter could bewritten of the expansion of normals! A fewschools of fine arts, academies of science,multitudinous associations and learned societiesand public libraries, multiplied by one whowould be the author of Triumphant Democracy,not only in word, but in deed, are knitting allour schools into one, and into the service andheart of the people.In the history of civilization and economicswe are told, no longer are the earlier stages ofindividualism, competition, and nationalismdominant. For better or worse, we are in thestage of combination. The principle is arrived at that planless production makes waste. Shalleducators be the last to read the signs of thetimes? By the token of the age and of thetriumphs) of democracy in the processes oforganization, and remembering that education,though germinal, primal, and terminal, is onlya phase in the social evolution of the race, is itnot our duty to make our studies of educational efficiency issue in positive plans for thegreatest economy and wealth of mental andmaterial productions? From their spiritualnature there are desirable educational mergersand trusts. They are as apart from thedreaded octopus of the commercial world aswas Ariel from Caliban, but both live in theisland of the world and must learn the lawof service.The highest promise and the fullest potencyof educational efficiency are in the recognitionof the personal and the ethical in education.Church, state, and private institutions, withantagonisms disappearing, are swinging intotheir orbits in a national galaxy about the full-orbed character-education.The University of Chicago has given agreat impetus to this movement. Fifteen shortyears ago, in a period of competition, the greatstate and other universities watched with somedegree of anxiety the establishment of thisUniversity, with promised extensive affiliationand endless endowment.Today, in a period of co-operation, thesesame universities, stimulated by its deeds andideals, rejoice in its prosperity and share in itssuccess. The world is constrained to recognizethis Middle West as not only an agricultural,industrial, and commercial, but also as a collegiate, center. The largest increase in theattendance of college students is in this region,while the attendance is relatively stationary inthe far East and West. Educational movements also originate in these North Centralstates.UNIVERSITY RECORD 131There is little ground for complaint of the"apathy of the universities" where they areparts of the public-school system, or of extensive private voluntary combination andcorporation devoted to public service. In theEast, possibly with some ground, CharlesFrancis Adams, in the Columbia Phi BetaKappa address, may indict the methods andresults of college training.2 In England, withreason, Sir Norman Lockyer, in his notableaddress on "The Influence of Brain-Power onHistory," may say:If our universities had been more numerous andefficient, our mental resources would have been developedby improvements in educational method It is astruggle between organized species — nations — not between individuals or any class of individuals. Theschool, the university, the laboratory, and the workshopare the battlefields of this new warfare.8In Germany in turn, Mr. Frank A. Vanderlippoints out that her "superiority in the inter--national commerce rests almost wholly on Germany's superior school system. It is the aimto make of each citizen of the empire an efficient economic unit." 4 In Chicago the constantdiscussion runs: "How shall we widen educational aims in industrial fields and bysocialization ?"These are all symptoms of the need of something deeper and broader than that signifiedby any of the terms used — of something higherthan the threadbare practical education.The expansion of education to keep up withour national expansion has made it superficial.Intensification is now necesary. Intensivemethods of instruction and study must supplantthe extensive. The compilation of the data ofclose and comparative observation must pre-2 Phi Beta Kappa Address at Columbia, 1906.3 Inaugural Address by Sir Norman Lockyer, president of the British Association for the Advancement ofScience, September 9, 1903.4 National Society for the Promotion of IndustrialEducation, Bulletin No. 1, p. 22. cede brilliant generalization. Search must gobefore research. The laborer and the scholarmust have exact training and be bound togetherby the intensities of the intellectual as well asof the national life. - All must be accountedscholars in life. In America it is not enoughto be "efficient economic units," or even ethicalunits. We must have soul-units dynamic witha divine energy in human service.Hence naturally the ode for the fifteenthanniversary of this University became "MaterHumanissima."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 a star!""The adamantine ether is humane —Its calm is energy, its thrill is light."For every science fearlessly suppliesHarmonic means to each humanest end.Our nation's watch-word, in this day of expansion as a world-power in a twentieth centuryintroducing an ethical humane era, must bemore than "education;" it must be "educational efficiency" — our saving salt at home andabroad.I hail this University as haying this watchword! Permit me to congratulate it at thisfirst convocation of the new President. Wellhas a public print said his election "was inreality a confirmation by the Board of Trusteesof the choice of the faculties and students ofthe institution." 5 "The University of Chicagohas entered on the second stage of its extraordinary career, and Dr. Judson is speciallywell equipped to give its organization solidityand its educational work thoroughness andefficiency."6 A true prophecy; for efficiencyincarnate is President Judson. Let me on thisauspicious day welcome the new President to5 Outlook, March 2, 1907, p. 491.6 Ibid., p. 492.132 UNIVERSITY RECORDthe brotherhood of university presidents andmartyrs.Son of a godly ancestry, child of the smallcollege, teacher in the public school and stateuniversity, prophet called -by Harper in formingthe plans of this University, named by him ashis apostle, partaker of his suffering, yoke-fellow of his colleagues from the days of thefirst faculty, every student's friend, father ofthe faithful and tender to the unfaithful, active among authors and all schoolmen, patrioticpolitician, promoter of civic righteousness, and— pardon that I add — comrade of my collegedays, fraternity brother, TLrjpoOev <E>iAoi act,"ever friends from the heart," you are thatrarest gift, a loyal friend, and therefore thepredestined one for president. In the nameof our revered master of Williams, may yoube the modern Mark Hopkins of the West!UNIVERSITY RECORD 133THE PRESIDENT'S QUARTERLY STATEMENMembers of the University, Students, and Friends :THE DEATH OF DEAN HULBERT OF THE DIVINITYSCHOOL, AND OF PRINCIPAL JACKMAN OFTHE ELEMENTARY SCHOOLThe last quarter has again witnessed a sadloss in the ranks of the faculty in the death ofEri B. Hulbert, Dean of the Divinity School,and of Principal Wilbur S. Jackman, of theElementary School. Words fail at this timeadequately to express our sense of loss. Insome other way an attempt will be made togive due expression to what these two strongmen have been to the University in their verydifferent lines of activity. We can now onlypause to express our sorrow.APPOINTMENTS AND PROMOTIONSThe gift announced on the first of Januaryof nearly three million dollars as an addition tothe University endowment has made possiblenot only a large reduction in the annual deficitbut also a decided advance in certain specificlines. The Department of Botany will be provided immediately with the much-needed greenhouses ; the Alice Freeman Palmer chimes, forwhich a general subscription has in part provided, will shortly be installed in the MitchellTower; an elaborate and complete system offiltration will be supplied, so that the drinking-water in all parts of the University groundswill be entirely safe; special provision forequipment and for books in sundry departments, and for the extension of the work ofdeveloping and improving the campus, hasbeen made. Besides all* this, our expendituresfor the next fiscal year will be increased by$40,000. This makes it possible to take bettercare of our buildings and grounds in variousways, and, at the same time, to make provision1 Presented on the occasion of the Sixty-second Convocation of the University, held in the Leon MandelAssembly Hall, -March 19, 1907. ON THE CONDITION OF THE UNIVERSITY 'for a large number of promotions and advancesin salary among the faculty. The action takenby the Board of Trustees in its last regularmeeting in that direction relates to eighty-twopersons. The official list of promotions andappointments will be published in the nextnumber of the University Record.In the same connection it may be added thatseveral important new appointments have beenmade in the last few weeks. In the Department of Political Economy Chester W.Wright, instructor in Cornell University, hasbeen appointed to an Instructorship, and Professor Leon C. Marshall, of the Ohio WesleyanUniversity, to an Assistant Professorship; inthe Department of Anatomy Professor CharlesJ. Herrick has been appointed to a Professorship in Neurology ; in the Department of Physiology Dr. Samuel A. Matthews has been appointed to an Assistant Professorship in Experimental Therapeutics. This last is the firststep in carrying out the work provided by thegift to which attention has already been called.In the same department Assistant ProfessorWaldemar Koch, appointed last summer,began this winter his work in PhysiologicalChemistry. It may be added that other newappointments are contemplated, but are notyet ready for announcement. These promotions and appointments provide for the comingyear on a more substantial basis than has beenthe case for the last twelve months. I am surethat all will unite in rejoicing that we havebeen able to do so much for so many well-deserving members of the faculty.NEW APPOINTMENTSCharles J. Herrick, to a Professorship ofNeurology in the Department of Anatomy.Leon C. Marshall, to an Assistant Professorship in Political Economy.Samuel A. Mathews, to an Assistant Profes-134 UNIVERSITY RECORDsorship of Experimental Therapeutics in theDepartment of Physiology.Eric Sandell, to an Assistant Professorship inthe Swedish Theological Seminary.Chester W. Wright, to an Instructorship inPolitical Economy.Thomas A. Nott, to an Associateship in English.William Crocker, to an Assistantship in Botany.James R. Greer, to an Assistantship in Physiology.Carl H. Grabo, to an Assistantship in English.Walter V. Bingham, to an Assistant Headshipof Hitchcock Hall.PROMOTIONSGeorge H. Mead, to a Professorship in Philosophy.Heinrich Maschke, to a Professorship inMathematics.Frank R. Lillie, to a Professorship in Zoology.Robert R. Bensley, to a Professorship in Anatomy.Edwin O. Jordan, to a Professorship in Pathology and Bacteriology.Herbert J. Davenport, to an Associate Professorship in Political Economy.Charles E. Merriam, to an Associate Professorship in Political Science.Gordon J. Laing, to an Associate Professorship in Latin.Albert H. Tolman, to an Associate Professorship in the English Language and Literature.Leonard E. Dickson, to an Associate Professorship in Mathematics./Charles R. Mann, to an Associate Professorship in Physics.Robert A. Millikan, to an Associate Professorship in Physics .Hiram P. Williamson, to an Assistant Pro fessorship in the Romance Languages andLiteratures.Martin Schiitze, to an Assistant Professorshipin the Germanic Languages and Literatures.James W. Linn, to an Assistant Professorshipin the English Language and Literature.Henry G. Gale, to an Assistant Professorshipin Physics.Lauder W. Jones, to an Assistant Professorship in Chemistry.William L. Tower, to an Assistant Professorship in Zoology.Charles J. Chamberlain, to an Assistant Professorship in Botany.Henry C. Cowles, to an Assistant Professorship in Botany.Howard T. Ricketts, to an Assistant Professorship in Pathology and Bacteriology.Norman M. Harris, to an Assistant Professorship in Pathology and Bacteriology.Susan H., Baliou, to an Instructorship in Latin.Henri C. E. David, to an Instructorship in theRomance Languages and Literatures.Earle B. Babcock; to an Instructorship in the• Romance Languages and Literatures.Charles Goettsch, to an Instructorship in theGermanic Languages and Literatures.Reuben M. Strong, to an Instructorship in Zoology.Harlan H. Barrows, to an Instructorship inGeography. ,:Hans E. Grt5now> to an Associateship in Ger-*man.Albert E. Hill, to an Associateship in English.Victor E. Shelford, to an Associateship in Zoology.Frank H. Pike, to an Associateship in Physiology. }THE GERMAN LECTURESDuring the last half of the Autumn Quarterand throughout the entire Winter Quarter theUniversity has been favored by lectures on theHistory of German Art by Professor HeinrichUNIVERSITY RECORD 135August A. Kraeger. These lectures have beenmade possible by the generosity of five citizensof Chicago: Messrs. Herman Paepcke, HarryRubens, Fritz Glogauer, Theo A. Kochs, andEdward G. Halle. It will be remembered that asimilar gift a year ago was used in the Department of History, and that in the SpringQuarter of 1906 Professor J. Laurence Laughlin, Professor and Head of the Departmentof Political Economy, gave lectures in Germany. This interchange of scholarship and artbetween the two countries is calculated to stimulate a clear understanding in each of the bestthings in the life of the other. At a time wheninternational misunderstandings are so common, and when the less profound and lessthoughtful in the character of each country isso apt to be conspicuous, it certainly is a wisething for the universities to contribute to adifferent and better end. International misunderstandings are usually the result of international ignorance. Let us know the best inone another and mutual respect, sympathy, andregard are bound to take the place of suspicionand dislike.TEACHING IN THE COLLEGESAttention was called in the last Quarterly. Statement to the policy followed by the facultywithin the last year of enforcing thoroughwork in the Junior Colleges. The lists havebeen pruned relentlessly of incompetents and ofthose who for any reason seem out of placehere. In this way no less than fifty-four students have been dropped or suspended withinthe last three quarters. This policy will be continued. The University is not a place for elegant leisure. It is an institution for busy work,and those who are not willing to conform tothis situation might better live their lives in another environment and under other conditions.Attention is now called to the other side ofthe picture. While students are held to industry, they must be supplied with intelligent and efficient instruction. It is often the casethat a scholar, eminently successful in research,is ill adapted to teaching. One of the mostdifficult problems of administration is to secureskilful teachers, especially for the youngerclasses. Careful study is being given to thisproblem, and it may be said that several of thepromotions made at the present time are madein reward for teaching ability clearly provedby practical experience in the classroom. Insome German institutions it is the custom forthe head of the department to give the introductory courses. This is in the belief that onlythe widest and ripest experience can avail tointroduce students properly to a given field ofeducation. There is in this food, for thought,and I commend it to all of the departments forconsideration.THE MORGAN PARK ACADEMYThe Board of Trustees of the University ofChicago has decided to close the Academy atMorgan Park at the end of the current schoolyear in June next.When sixteen years ago the TheologicalSeminary, then located at Morgan Park, becamethe Divinity School of the University, the threebuildings occupied by the school were left vacant.It seemed a wise and economical use of thesebuildings to open in them an academy whichwould in a short time become self-sustainingand would be a large feeder of the University.Although the Academy has always had an exceptionally able faculty, and large "sums ofmoney have been spent on it for additional landand buildings, it has neither become self-sustaining, nor has it sent any such number ofstu'dents to the University as was anticipated.Meantime, in the sixteen years that havepassed since the Academy was first opened, aremarkable change has taken place in theprovision for secondary education throughoutthe Middle West. High schools have sprungup everywhere. They have been established,136 UNIVERSITY RECORDnot only in all cities, but also in many villagesand country districts, the village of MorganPark included, making what to some membersof the Board of Trustees seems abundant provision for secondary education. Every youngman and woman now finds within a few milesof his home, if not within the immediate neighborhood, a high school in which he may beprepared for college.Moreover, the University has itself established, as a necessary part of its School of Education, a high school whose unique featuresand exceptional advantages have already madeit one of the best schools of its kind in the country. It is considered by many of the trusteesto have taken the place of the Morgan ParkAcademy in the educational scheme of the University.It is still the opinion of the Board, however,that there is room for useful work by an academy conducted for the benefit of boys who canthus obtain educational advantages not to befound in a day school. But under all the circumstances it does not seem practicable for theUniversity to carry on work of this characterat Morgan Park.In closing the Academy, the annual expenditure will be added to the resources of the University for higher work, and will be annuallyexpended in rendering that work broader and-more efficient.For these reasons it has been decided to bring the work of the Academy to an end. Itwould seem hardly necessary to add that thetrustees of the University have reached thisconclusion only after exhausting every effort tofind another practicable solution. It is withregret that the present action has beentaken. At the same time it is proper to saythat the Board and the President by no meansregard the closing of the Academy as in anysense a backward step. A preparatory schoolis not in itself at all essential to a university;and it surely is a sound policy not to dissipateUniversity funds in non-essentials.GIFTS PAID IN DECEMBER 17, 1906, TO MARCH 18, 1907Object PromisedPrior toDecember17, 1906 PromisedSubsequentto December17, 1906 . Total$13,125.0076,875-0025,434 2810,000 . 0010,000 . 0010,000 005,000.005,000 003,000.002,000 001,000 001,450.002,000.00i55-oo100 00160 103.507,695 50 $2,700,000.0075,000.005,000.001,250 00520 . 00300.00I2C.OO50.00 $2,713,125.00Current expense. 1906-7. . . .Current expense, 1907-8. . . . 76,875.0075,000.0025,434.2810,000 . 0010,000 . 00Modern Language books 10,000 . 005,000.005,000.00Ryerson Physics fund. . Incidental expense fund Rewiring Mandel Hall 5,000 . 003,000.002,000.001,000.001,450.00Crane Russian Lectureship. .Physiological Chemistry fundClassical journals guarantee 2,000.00l'250.00155-00Political Economy fellowship .Colonial Dames scholarship 520.00300 . 00120.00Fellowship in Domestic Sci-50.00Yerkes librarian fund Institute of Sacred Literature TOO. OO160.103.50Harper Memorial Library . . . 7,695.50Total $172,998- 3S $2,782,240.00 $2,955,238.38KOhwKuhwHG<isoHO£ooo[inwUNIVERSITY RECORD 137BY WILLIAM H.It has been pointed out that when we speakof socialism, its rise, its spread, and so forth, weare not speaking of any realized system; butmerely of a belief or theory that such a systemis possible, and a consequent demand that itshould be established. It has also been pointedout that the main promise of socialism— namely, that all wealth should be distributed withsubstantial equality among the manual laborers— rested on a theory with regard to the humanagencies by which the wealth in question isproduced, this theory being that the only humanagency involved is average manual labor, inrespect of which one man is practically soequal to another that the amount of wealth produced1 by him is measurable by the hours forwhich he labors. I propose today, taking this*theory for a text, to inquire how far it is anadequate explanation of the facts. We shallfind that, while it is adequate if applied to societies in a very low state of development, itprogressively fails to be adequate, and becomesmore and more ridiculous, in proportion as thesocieties in question rise in the scale of civilization, and the amount of wealth which thesocialists desire to redistribute increases.To begin, then, the doctrine that labor is thesole producer of wealth is at all events so fartrue that mo wealth could be produced withoutit. Moreover, we can find many examples, notin primitive societies only, but among certainpopulations still existing in the countries of themodern world, in which practically it operatesalone.By turning to examples of these we can seewhat manual labor, taken by itself, produces.Such examples are furnished us in abundance^he second lecture in a series of five, delivered inthe Leon Mandel Assembly Hall, March 5, 1907, in cooperation with the National Civic Federation. M ALLOC K, M.A.by the lowest savages, who work without cooperation, and who just manage to producea bare minimum of subsistence. But even suchsavages use certain rude implements whichmay be called the germ of what economistscall fixed capital; and these implements, whichare such as can be made by anybody, may berightly, in the language of Marx, called ordinarylabor fossilized. But we need not go back tosavages to find examples of populations amongwhich ordinary labor is the sole productiveagent. There still exist, in civilized countries,peasant families who own their land and till it,who build their own houses and weave theirown clothes, without any aid or guidance except their own.Now, what kind and what amount of wealthdo populations such as these produce? Letme read you a few passages descriptive of apopulation of this kind, which are taken froma very celebrated book.They labor busily, early and late. They carry theirmanure to their lands whilst the frost is still on them.They earn their firewood with a labor so intense thatthe common English people would be astonished. Theyplod on from day to day, and from year to year, themost untirable of human animals. 'You might think that this was a descriptionby some indignant socialist of the misery oflabor when enslaved by capital. As a matterof fact, it is a description by a German writer,which John Stuart Mill quotes in his treatise onpolitical economy, as illustrating the admirableposition of German peasant proprietors, whoown their land and the instruments ofproduction which they use, and have no mastersexcept themselves. And what reward do thesemen gain by their labor? These untirable animals gain, according to their German eulogist,just enough to keep themselves above 'the levelof actual want. And both this author and138 UNIVERSITY RECORDMill hold them up to our inspection, not asvictims of oppression, but as shining examplesof the magic effects of ownership in intensifying human labor.And now let us compare the wealth which isproduced under these conditions with thewealth produced under the system which thesocialists denounce as capitalism. The contrast between the two amounts is emphasizedby nobody more strongly than it is by thesocialists themselves. A given population undermodern conditions, to say nothing of the earlierstages of society, will produce two, three,four, or five times the amount of wealth thata similar population produced even a hundredand fifty years ago. This is, indeed, one of thepractical reasons why the socialists demand thatthis huge output should be redivided.The great question, then, which is inevitablyforced upon us is: To what cause is this astonishing change due? If, as the socialistssay, the only agency in the production ofwealth is ordinary manual labor, why do athousand laborers working in the year 1907produce so incomparably more than they produced working in the year 1760?The socialists answer that knowledge has increased, that the methods of production haveimproved, and that average labor has thus become indefinitely more productive. But to saythis is only begging the question. To what isthis increase of knowledge, and these improvements of method, due ? Are they due to averagemanual labor itself? Are they due to manual labor in any sense? This is a questionwhich has suggested itself to many thinkerswho start with the doctrine that labor is thesole human agency by which wealth is produced ; and two classes of answers have beenoffered, which I will give as set forth by twodistinguished thinkers.Ruskin explains the advance of labor fromits lowest to its highest efficiencies by the grad ual development of skill; and his definition ofskill is admirable. All labor, even the lowest,requires, he says, a mind of some kind to directthe operation of the muscles; and among themajority of mankind minds, like hands andmuscles, approximate to a normal standard;but among a considerable minority we find thatthe mental faculties rise above this standard toa great variety of degrees, which the manualfaculties do not, and thus impart to the manualfaculties an efficiency not their own. Exceptional quickness of mind, he says, will enableone bricklayer to lay in a given time morebricks than another; and, similarly, mentalqualities of a kind higher and rarer will enablethe hands of a Michael Angelo to paint hispicture of the "Last Judgment," while thehands of another man can only whitewash afence. Skill, in fact, is some exceptional mentalquality applied by its possessor to the labor ofhis own hands. It belongs to him personally;and is, as Ruskin rightly says, incommunicable.Now, in skill as thus defined we have nodoubt a correct explanation of how labor insome cases produces products whose value isgreat, while in others it produces productswhose value is relatively infinitesimal. Butthese products whose value is due to exceptional skill, though they form a portion of thewealth of the modern world, are not typical ofit. The products due to exceptional skill orcraftsmanship — such as an illuminated missal,for example— are always few in number, andcan be possessed by the few only, and from thenature of the case are costly. The distinctivefeature of modern wealth — production — onthe contrary, is the multiplication of goodsrelatively to the time spent in producing them,and the consequent cheapening of each articleindividually. Skill, therefore, affords us noexplanation of how manual labor as a wholecan ever become more productive in one periodthan it is in another.UNIVERSITY RECORD 139The second answer which I have referredto is far more to the point. It is that given ina classical passage by Adam Smith, whichforms the opening of his great work, TheWealth of Nations. The chief cause, he says,which in all progressive communities enhancesthe productive power of the individual laboreris not the development among some of facultiesthat are above the average, but a more effective development of powers common to all,by the fact that labor is divided, so that a manby devoting his life to the performance of oneoperation acquires a manual dexterity otherwise beyond his reach. Here we have labordivided in its application, but not requiring different degrees of capacity. We have theaverage labor of the average man still.But this simple division of labor, though atrue explanation so far as it goes, takes us buta very little way in the history of industrialprogress. It does not, indeed, explain all progress up to the time of Adam Smith, and themodern industrial system, when Adam Smithwrote in the middle of the eighteenth century,was, as Karl Marx insists, only just beginning.The world's great increase in productivity hasbeen all made since that time. Even then twofactors were at work, other than the divisionof labor, which have ever since been growingin importance and magnitude; and the secretof modern production resides, we shall find, inthese. One of these is the development of machinery. The other is the increasing application of exceptional intelligence, knowledge, andenergy, not to the manual labor of those whopossess these exceptional qualifications, but tothe direction and co-ordination of the varietyof individual operations into which the manuallabor of others, on an increasing scale, dividesitself. It is to this latter factor that the development of modern machinery is itself due. I willspeak about this first.The economic functions of a man's intelli gence and knowledge, as directing the labor,not of his own hands, but of the hands ofothers, finds perhaps the simplest illustrationin the case of a printed book. Let us take anedition of ten thousand copies of any book weplease, printed well, and on good paper. Thelabor of the printers and the paper-makers isthe same in kind and quality, whether the bookbe a work of genius, or a mere compilation ofunreadable nonsense; whether thousands ofpeople want to read it, or nobody; whethereach copy is an article of wealth, or whether itis so much rubbish. What makes them valuable, when they are so, is the direction underwhich the printers work; but the directions donot come from the man by whose manual dexterity the types are arranged in a given order,and the words impressed on so many reams ofpaper. They come from the author conveyingthem to the compositors by means of his manuscript. This manuscript, considered under itsindustrial aspect, is a series of minute orders,every one of which modifies firstly the movements of the compositors' hands, and secondlythe results of every impress of the type onpaper ; one mind thus imparting the quality ofwealth or value to every one of the ten thousandcopies simultaneously.Similarly, when any great mass of modernmachinery is constructed, which involves theco-operation of thousands of manual laborers,the same situation repeats itself. The machinery is an agent of production, and increases theworld's wealth, not because the parts are madewith sufficient manual skill— for the highestskill may be employed in the production ofmechanisms that are futile — but because eachof its parts is fashioned in accordance with theorders of some master-mind which directsand co-ordinates each minutest movement madeby the arms and hands of every one of themanual laborers.And with the direction of labor generally,140 UNIVERSITY RECORDwhether in the production of manufacturingmachinery or the use of this machinery in theproduction of such and such kinds of goods,from books down to ribbons and neckties ofsuch and such a price and color, the case is thesame again. We have manual labor of agiven kind and quality, which assists in producing what is wanted or is not wanted — whichconstitutes wealth or merely a pile of refuse —according to the manner in which all this laboris directed by faculties specifically differentfrom those involved in the manual labor itself.Nothing can bring out the nature of this difference more brilliantly than Ruskin' s definition, which I have just now quoted, of skill.Labor rises in quality, says Ruskin, and acquiresthe character of skill, in proportion as the mindof the laborer himself, directing his own hands,evinces qualities which rise above the normalminimum; and these qualities, as Ruskin says,are incommunicable. Their action ends withthe task on which the man possessing them isengaged. Skill, in short, is the mind of oneman affecting his own labor. The directivefaculty is the mind of one man simultaneouslyaffecting the labor of any number of others.It is to this direction of labor, on the part ofexceptional men, and not to labor itself, thatall the augmented wealth of the modern worldis due. The progress of modern wealth-production consists vitally and fundamentally inan increasing concentration of the most activeand powerful minds on the direction of manualeffort, which is without a parallel in the pasthistory of the world.The human faculties, then, which are involved in the production of modern wealth arenot, as the orthodox economists persist in saying, and as the socialists who follow Marx say,of one kind — namely, those embodied in theindividual task-work of the average individual,or, as it is called, labor. They are of twokinds ; and it is impossible to reason intelligibly about the productive process so long as wepersist in calling both by the same name. Wemight as well call the French and the Germansby the common name of soldiers, and then tryto write an intelligible history of the Franco-Prussian War.For these directive faculties, so essentiallydistinct from labor, it is difficult to find anentirely satisfactory name. In default of abetter I have, on former occasions, applied toit the name of Ability, and this will serve ourpurpose now — especially as the name of Abilityhas, of late years, been accepted by many ofthe more thoughtful socialists themselves asrepresenting certain talents which, though theyhave never properly analyzed them, they arebeginning to recognize as different from ordinary labor.And now having come thus far — now thatwe have seen that modern wealth is due not tolabor alone, but also to the action of the Abilityby . which labor is directed, a new questionarises, which will carry us onward from theconsideration of labor to the consideration ofcapital. The question to which I refer is thequestion of the practical means by which thecontrol of Ability over average labor is exercised ; and it is in a consideration of the natureof capital that we shall find the answer. Here,again, we shall find that the orthodox economists are defective, and that analysis of capital is just as incomplete as their analysis ofhuman effort.Capital is divided traditionally into twokinds, fixed and circulating. By fixed capitalis meant machinery; by circulating capital ismeant, as Adam Smith says, the stock of consumable commodities which the manufacturerproduces, or which the storekeeper or the merchant buys, in order to sell them at a profit,whereupon they are replaced by new ones.Now, fixed capital, or the machinery of themodern world, is itself the result of AbilityUNIVERSITY RECORD 141directing labor. It offers us no clue to themeans by which the direction is accomplished.Nor does circulating capital, as Adam Smithunderstands it, throw any more light upon thesubject. The capital which concerns us hereis the capital of a third kind, which resemblescirculating capital, or stocks of goods sold tothe public customer in some ways; but in oneway is essentially different. It consists ofgoods which are the general necessaries of life ;but, instead of being sold to the outside publicat a profit, they are virtually distributed by themanufacturer to a special group of laborers onconditions.So long as labor is undivided, or dividedonly in such a rudimentary way that eachfamily can practically supply all its own wants,the necessaries of life come to the laborer directly. The kind of capital with which we arehere concerned, and which we may call wage-capital, makes its first appearance when the division of labor so advances that each laborer orlaboring family makes only one of the dozencommodities which it requires to support existence. Under these conditions, the products oflabor, which enable the laborer to live, nolonger come to any one laborer directly. Theyhave to come to him in the form of assortedcommodities, which are portions of the directproducts of a variety of other laborers. Hisown products must pass out of his own hands,and come back to him in the form of equivalents, through the hands of some distributor.For this distributor, who at first is no morethan a merchant, the commodities which thuspass through his hands are circulating capitalin the exact sense which Adam Smith gives tothe phrase; but they are not wage-capital.They become wage-capital when only the distributor, instead of merely exchanging them,begins to turn his attention to the manner inwhich they are produced. So long as he ismerely a merchant, he says to the producer of so many yards of cloth: "I will give you somany boots, or stockings, or so much tea orsugar, in exchange for them." But when heturns his attention from the exchange to theactual process of production, what he says tothe cloth-maker is this: "I will give you aneven larger measure of the various commodities which you require, on condition that youproduce your cloth in a manner which I myself will prescribe to you."Here we see, in its essence, the function ofwage-capital. The possession of it means thecontrol by one man of the necessaries requiredby many; and it enables such a man, by thusmaking the distribution of these necessariesconditional, to impose the industrial guidanceof his own knowledge and intellect on the manual operations of those among whom he distributes them.And here we see that Marx was at onceright and wrong, when he said that the essenceof modern capitalism was monopoly. It is amonoply — a monopoly which enables the few toimpose their own directions on the manualactivities of the many; but it is not primarily,as Marx thought, a passive monopoly of themodern implements of production, which onlyarises from it as a consequence. It is primarilya monopoly of the products which are essentialto daily life. We can see that this is so byturning to the account which Marx gives ofthe historical beginnings of capitalism aboutthe beginning of the fifteenth century, whenthe implements of production began, he says,to fall into the hands of the few. If, forinstance, to take one trade — that of weaving —capitalism means nothing but the mere act ofacquisition, the capitalists in the reign of HenryVIII would have got into their possessionnothing but a number of hand-looms then inuse ; they would have imposed their own termson those who desired to use them; and therethe matter would have ended. If capitalism142 UNIVERSITY RECORDmeant no more than this, the looms of todaywould be the looms of four hundred years ago.The passive ownership of machines doesnothing to improve their construction. But thesalient feature of production since the rise ofthe capitalistic system has been the fact thatsince then the means of production have beenrevolutionized — that the old looms, in proportion as they have been monopolized, have disappeared, and their place has been taken byothers, whose efficiency, as compared withtheirs, is that of monstrous Titans as comparedwith the efficiency of pigmies. The monopolists, in short, in the weaving industry, have notsaid to the laborers : "You shall either give usmost of the cloth you weave, or you shall nothave access to the hand-looms with which youweave it." They have said : "You shall weaveno cloth unless, under our directions, you firstconstruct looms of a type as yet unknown toyou, which will enable you to weave fifty yardsin the time which it now takes you to weaveonly one."Modern capital, I repeat, is primarily wage-capital, such capital as machinery being thedirect result of its application; and wage-capital is productive, not in virtue of any qualityinherent in itself, but because it is the reins bywhich the exceptional ability of the fewguides the labor, skilled or unskilled, of themany. And here, to show you how imperfectly this fact has been apprehendedby the orthodox economists, I may mentionthat some of them, groping after the truth,have proposed to take cognizance of talentunder the name of personal capital. This isan attempt to express the truth, but it is anattempt which merely confuses it. To speakof ability as personal capital is neither morenor less than to identify the coachman with thereins ; the fact being that the latter are usefulor useless only in accordance with the mannerin which the coachman handles them. The enormous augmentation of wealth,then, which is characteristic of modern times,is not due to average labor, though averagelabor is essential to it. It is due, in its distinctive magnitude, to the increasing concentrationof intellect, knowledge, and other rare mentalfaculties, on the process of directing this laborin an increasingly efficacious way; and capitalism is primarily the means by which this direc-ton is effected. No intelligent socialist, whenthe matter is thus put plainly, can possibly denythis. Let anyone consider, for example, one ofthe great steel bridges which now cast theirsingle spans over enormous estuaries of water.These structures are fossil labor, doubtless ; butthey are, in their distinctive features not fossil labor as such. They are fossil science,fossil chemistry, fossil mathematics, fossil mechanics — in short, fossil knowledge and intellect of a degree and kind which we shall notfind existing in one mind out of a thousand;and labor conduces to the production of thesestructures only because it submits itself to theguidance of these intellectual leaders. Andnow let me call your attention to this point.Although the condition of things is bbviouslywhat I have just described, we have here theprecise condition of things against which socialism, as a popular creed, protests. Concurrently with their demands for a larger share inthe world's products, the socialists demand, aradical change in the whole organization ofproduction. They demand what they call theemancipation of labor; and by the emancipation of labor they mean emancipation fromwhat they have been taught to call wagedom.What this cry means we are now able to seeclearly. It means, if it means anything, theemancipation of the average mind from theguidance of any mind that is in any way superior to itself, or is able to enhance the productivity of an average pair of hands.Such being the case, the curious thing isUNIVERSITY RECORD 143this, that these very socialists, who are so loudin demanding that labor should be thus emancipated, show us, whenever they are asked forany constructive policy, that they too admit thenecessity of direction and control themselves.They do not propose that men shall relapse intothe primitive condition in which ' each manworks with his hands, as best he can, in isolation. As I said before, if they are asked foran illustration of the kind of system whichthey would introduce if they got their way,they invariably refer us to a state institutionlike the post-office. The intellectual simplicityof the men who argue thus is astonishing. Ifall production were organized like a state post-office, there would, it is true, be no privatecapitalist; but would the laborer have achievedthe economic freedom, the emancipation, whiehsocialists at present take so much pleasure intalking about? The laborers would, on thecontrary, be unfree and unemaneipated in precisely the same sense in which they are unfreeand unemaneipated now; and to an evengreater degree. Let us take the case of apostman, or a sorter in the state post-office.Each of these has his special task allotted tohim, which he is bound to perform. The mostardent socialist in the world would very soonjoin in denouncing the principles of economicemancipation if a postman, who happened notto approve of socialism, threw the socialist'sletters into the river instead of putting theminto his letter-box. In what conceivable way,then, has a postman employed by the stateany more economic freedom than the messengers of a private firm?Nor, again, does the manner in which thelabor of the state employee is remunerated,and by which the performance of his duty issecured, differ in any way from the wage system which prevails in a private firm. Conformity to the directions given him by someorganizing authority is the condition on which this remuneration is awarded him; andthough Marx and his disciples propose to substitute labor-checks for dollars, this is merelythe wage system called by another name.Many thoughtful socialists, though theyhave not been anxious to proclaim the fact tooloudly,i have perceived this fact themselves,and have consequently been endeavoring toformulate another scheme by which the requisite industrial conformity to an organizingauthority may be secured, and which yet willeliminate the wage system, not only in name,but in fact. Now, if we look back into thepast history of mankind, we shall find thatthere actually are two alternative systems bywhich such conformity may be, and has been,secured. One of these is the corvee system,prevalent in the Middle Ages ; the other systemis that of slavery. Under the corvee systemthe peasants, who were the most numerouslaboring class, owned the lands on which theylived, and were thus able to maintain themselves by working at their own discretion ; butthey were compelled by their tenure to place acertain part of their time at the discretion ofthis or that superior, and to work according tohis orders. The public roads in France wereonce made and kept in order thus. If only anumber of independent peasant proprietors couldbe forced to give half of their time to the proprietor of a neighboring factory now, theentire use and necessity of wage-capital would,in theory at least, be gone. The same thingis true of slavery. Like the peasant proprietorwho gives part of his time to his overlord, theslave is provided with the necessaries of lifeindependently of his obedience to the detailedorders of his master. His master feeds himjust as he would feed a horse; and industrialobedience is insured by the application of force.These two coercive systems — the corvee system and the slave system — are the only alternatives to the wage system that have been144 UNIVERSITY RECORDfound workable in the whole past history ofthe world. Let us now turn to the alternativewhich the latest school of socialists is proposing as an alternative in the dreamed-of socialistic future.I will turn to the work called Fabian Essays,the writers of which include the best-knownand best-educated socialists in England, amongthem being Mr. Sidney Webb, favorablyknown as the author of a History of TradeUnionism, and Mr. Bernard Shaw. This volume has been republished in America, and tothe American edition was prefixed a specialpreface. In this preface it is stated, withregard to the appointment of the ineans of subsistence generally, that the truly socialisticscheme is one which would absolutely abolish"all economic distinctions and prevent the possibility of their ever arising again" — and wouldabolish them how? "By making," says thiswriter, "an equal provision for all an indefeasible condition of citizenship, without any regardwhatever to the relative specific services ofdifferent citizens. The rendering of suchservices, on the other hand," the writer goeson, "instead of being left to the option of thecitizen, with the alternative of starvation,would be secured under one uniform law, precisely like other forms of taxation or militaryservice."Such, then, is the alternative to the wagesystem put forward as the last word of themost intelligent socialists of today, and anescape from the wage system, beyond a doubt,it is; but an escape into what? It is neithermore nor less than an escape into one of thesesystems which I have just mentioned. That isto say, it is an escape into economic slavery. For the very essence of the position of theslave, as contrasted with the wage-paid laborer,in so far as the direction of his industrialactions is concerned, is that he has not to workas he is bidden in order to gain a livelihood;but that his livelihood being assured to him nomatter how he behaves himself, he is obligedto work as he is bidden in order to avoid thelash or some similar form of punishment.I have touched upon this question of how,under a regime of socialism, the socialists oftoday are proposing to organize industry, notfor the purpose of criticizing in an adversesense the methods by which the masses are tobe coerced into the performance of their duties,but merely for the purpose of illustrating whatI have already said with regard to the productive functions of capitalism, as it exists today.Capitalism, regarded under its productive aspect, is essentially a device for imposing, bymeans of wages given or withheld in accordance to the industrial obedience of the wage-earner, the intellect and the knowledge resident in an exceptionally gifted minority, onthe manual operations of the average majority>of mankind; and when socialists talk aboutemancipation and economic freedom, the onlymeaning which their language can really bearis the emancipation of the average man fromthe aid and guidance of any intellect that is inany way superior to his own. Further, whenwe ask the socialists to explain their constructive programme, we find that this talk aboutfreedom is privately repudiated by themselves,and that they propose either to continue thewage system under a thin verbal disguise, orelse to abolish the wage-system and put universal slavery in its stead.UNIVERSITY RECORD 145MEMORIAL ADDRESSES AT THE FUNERAL OF ERI BAKER HULBERT,DEAN OF THE DIVINITY SCHOOL1ADDRESSBY ERNEST DEWITT BURTONHead of the Department of New Testament Literature andInterpretationThere are four ambitions that enter into life,not to corrupt or degrade it, but instead, to invigorate and ennoble it : the ambition for goodness, for learning, for friendship, for achievement. The desire for goodness makes thesaint; for learning, the scholar; for friendship,the friend, the lover, the husband, the father;for achievement, the man of affairs, taking hispart in the world's life and helping to accomplish the world's tasks.It is true that to no one of these alone canwe safely commit our lives. To love goodnessalone is to become self-centered and ineffective.To seek learning only is to become, not ascholar, but a mere repository of knowledge,disproving the maxim that knowledge ispower. To desire friendship supremely is tobecome a sentimentalist, unfit not only fornoble achievement but even for the noblestfriendship. Who could love» a man whoseonly claim to love is that he desires to love andto be loved? To care supremely for achievement is to lose from life all that makes lifereally beautiful and worthful, and to fail oflife's highest achievements.But to blend all these in one life — goodness,learning, friendship, achievement — this is tomake one's life a noble anthem in which thedeep, strong note of achievement blends harmoniously and inspiringly with the higher,sweeter tones of wisdom and friendship andgoodness.Nor can we feel that any life is quite complete that lacks any one of these. Has one1 These addresses were given in the Leon MandelAssembly Hall on February 19, 1907. learning, friendship, power, but is devoid ofgoodness? Even were this possible, we couldbut count such a life a miserable failure. Hewhom we honor must be at heart a good man.And if life have all else, but lack learning,or friends, it is but a partial life, unsymmet-rical, incomplete. And if you can think of alife as having goodness and learning andfriendship, and failing of any practical achievement in the world of men, it escapes incompleteness and failure only if by its goodnessand learning and friendship it has inspiredothers to action and so in reality has addedachievement to its other elements.But it is not a life lacking any of these thingsthat we are contemplating today. Our dearfriend, whose departure from us we mourn,whose victory we celebrate, was a man wholoved goodness, and learning, and friendship,and achievement.He loved goodness, and sought it for himself and for others. It was no weak andwomanish goodness that he desired. "Piety"was a word seldom on his lips. Religiosity waswholly foreign to his soul. Full of life to hisfinger-tips, with a keen apppreciation of everyphase of life, his goodness was of a whollymasculine type. But it was there. Deep in hismanly soul there was a strong desire to be agood man. And those who knew him mostintimately knew best that through and through,at the center and at the surface, in purpose andin deed, their friend Hulbert was a goodman.He loved knowledge, too. He never claimedfor himself, perhaps the future historian willnot claim for him, that he belonged in thefirst rank of scholars. How few men do belongthere ! But Dr. Hulbert belonged in the scholar146 UNIVERSITY RECORDclass by virtue of a deep and genuine love ofknowledge and a calm confidence that knowledge is good for mankind. Living his life inan age of rapid transition, not to say transformation, in that field of knowledge in whichhis chief interest lay, he was to the' end of hisdays a student, a learner, appropriating knowledge from every source accessible to him, andassimilating it as he appropriated it. No manamong us was more hospitable to light, whence-soever derived, more hopeful, more cheerful inthe presence of new acquisitions of truth, eventhough these demanded important reconstruction of previous opinions. He loved knowledgeand feared not the truth, but only error.And our friend loved friends, and had a capacity for making friends and of binding themto him with bands of steer: As I ask myselfwhat it was, beyond the simple, manly, sterlingworth of the man, that made him so exceptionally capable of friendship, I find the explanation in two qualities — his frankness and hisgenerosity. Concealment, save of his owngriefs and pains, was something foreign to hisnature. Not because he was indifferent to thepain which his words might produce, but because insincerity and misunderstanding wereabhorrent to him, he spoke out with frankness,that sometimes seemed unfeeling, the truth ashe saw it. Those who did not know him wellenough to understand his motives were sometimes offended with such plainness of speech.But those who lived near to him came to prizehis friendship, not least because they knewthat from him they could always learn thewhole -truth as he knew it. To this franknesshe added a generosity rarely equaled. His ownwork could always be laid aside to do a kindness to student or colleague. Many a pupil ofhis could bear witness to the generous devotionwith which he gave of his time and his sympathyand his thought to understand another's problem and to relieve another's perplexity or dis tress. Never can I forget that great kindnesswith which he gave to me four months out ofhis busy life to help me to regain lost healthand strength.Dr. Hulbert loved achievement in the worldof action. As pastor, as professor, as dean andexecutive, he was in the best sense of thephrase a man of the world. Loving learning,I cannot but think he loved yet more lifeamong men, the doing of things that needed tobe done, the achievement of tasks. Modesty-more than lack of ability is responsible for thefact that he could never be persuaded to enterthe field of authorship and publication, save tothe extent of relatively short articles. Heloved to put his life into men and institutionsthat served men, rather than into books. Andhe built his life into the lives of the peoplewhom he served as pastor ; into the lives of thehundreds of men who have passed through theDivinity School in the twenty-five years that hewas connected with it as professor and dean;into the lives of his colleagues, and into theschool whose work he has guided since it becamea part of the University in 1892. Who can saythat he would have been more wise had hewritten more books and helped fewer men?For, after all, books are for men, not men forbooks.He loved goodness, and learning, and friendship, and achievement ; and his goodly ambitionin all these directions was nobly realized.And yet I should wholly fail to give an adequate impression of his life, fail to recall thatwhich above all else will make his life for allof us who knew him a precious memory and aninspiration to noble living on our own part, if Idid not speak a word concerning his indomitable and cheerful courage. With much tomake his life joyful, there came also to himsuch sorrow and loss as it is laid upon few ofus to bear, grief such as breaks men's heartsand crushes out their courage. He met it, notUNIVERSITY RECORD 147with the stolidity of an insensitive nature, notwith the despair of a weak nature, not with therebelliousness of a soul that loses its faith underthe strain of sore trial, not even with the stoical, silent endurance of one who with set teethbends to the storm and utters no word whetherof faith or of unbelief. Keenly suffering himself in the sufferings of others and in his ownpain and loss, his own faith in God and God'sgoodness never wavered. He rose above hispain and loss, and faced life, not only withcourage, but with cheerfulness, and shed abouthim, not the gloom of his own sorrow, but theinspiration of his faith and courage. I knownot whether he knew the words, but his life reflected that abiding faith in God that Faber hasexpressed in the lines :He always wins who sides with God,To him no chance is lost.God's will is sweetest to him whenIt triumphs at his cost.Such men never die. Such a life never ends.Its courage, its faith, its cheerfulness, its unselfishness are our heritage, ours to reproduce andby reproducing to transmit to those who comeafter us. In his going from among us wesuffer a loss that time will never wholly makeup to us. But we sorrow not as thinking onlyof our loss. We remember our gain also. Hislife has been to many of us rich in inspirationand help. Our heritage none can take fromus. And as for him — he has fought his fight,he has finished his course, he has kept thefaith. Henceforth there is laid up for him thecrown of righteousness which the Lord, therighteous Judge, will give to all them that haveloved his appearing. In the God in whom hetrusted we also believe. It is well with him.It is well with us.ADDRESSBY CHARLES RICHMOND HENDERSONHead of the Department of Ecclesiastical SociologyWe are bereaved, and a strong staff isbroken. No consolation of philosophy or faith can undo the fact of death or diminish the extent of our deprivation. Yet we have sources ofcomfort and strength, and we are here calledto face life in a way not to dishonor our friendor put his testimony to shame. What was hisview of life? Does that fit well into thisreasonable world of reality?First of all there is a continuity of memory.The past is secure, and the record is part of ourhistory. In summing up the contributions ofour University to the life of the city and theworld, the deeds and teachings of our comradewill adorn the honorable account.And there is continuous influence. A sowerwent forth to sow. With lavish hand he scattered good seed, and much of it fell on warm,rich soil and flourished. He did not throwstones of anger, he did not waste jewels; butsomething precious — vital truths, beginnings ofendless life — he gave to souls. Thousands areready to testify to the value of his ministry, andmany whom he blessed have passed on into thebetter country.The deep springs of his courage and powerhe opened to us, the wells of a life in God.There still endures an ancient citadel built on ahigh rock by mediaeval men to guard theirhomes within high walls. More than oncearmies invested that city, and were hurled backwhen they threw themselves against the rockyface of the barrier. When the enemy spreadover the plain and threatened to starve the inhabitants, they grew weary and marchedaway hungry and discouraged; for withinthere was plenty of food and deep wells ofpure water to sustain garrison and families.So a man who has within himself eternal lifecan withstand assaults and beleaguering foes,and still be firm and hopeful.A mighty fortress is our God,A trusty shield and weapon;He'll help us clear from every illWhich hath us now o'ertaken.148 UNIVERSITY RECORDBecause there is life eternal in the spiritthere is continuity of personal service, immortality. This is our view of life, that God isGod of the living. We may not be able to"prove" it, but it is a good hypothesis for a working life. Socrates supported his friends with thecalm word by which he faced the endless sleepor the waking to glorious companionships andlarger wisdom. Christ brought life and immortality into splendid light. The presumptionseems to be in favor of continued moral activity; for the last we saw of our leader he wasbending forward to his task and moving in theright direction. He marched with the torch ofhope, even to the shadow of death. For him,as for Victor Hugo, it was enough to followtruth, seeing naught but his grand goalsublime; sorrowful but brave, in the steps ofduty, he walked straight to the abyss. Withthe inhabitants of the blessed country he hadconversed; with their high purposes he was insympathy. Yonder where he has gone are congenial spirits and there is worthy service. Weturn back to the labors which await us, trustingin the guiding God, and confident that he willlead, and he will bring us to glorious issues intime and eternity.A RESOLUTION IN MEMORY OF ERI BAKER HULBERT*By the Divinity Faculty and Divinity Conference, and theUniversity CouncilThe members of the Divinity Faculty andthe Divinity Conference of the University ofChicago desire to place on record their deepsense of the loss sustained by the Universityin the death of their friend and colleague, EriBaker Hulbert, February 17, 1907.Dr. Hulbert became a member of the Facultyof the Baptist Union Theological Seminary in1881. He was the Acting President in 1884-5,1 Adopted at a special meeting of the Divinity Facultyand Divinity Conference, February 23, 1907; also at ameeting of the University Council, April 6, 1907. and on the incorporation of the Seminary inthe University of Chicago became the Dean ofthe newly organized Divinity School. In thatoffice he displayed the highest devotion to thewelfare of the School and of the students withwhom he came in closest contact. His genial,courageous spirit, his virile piety, his wisecounsel, his wide experience, has undividedloyalty to truth, made him a noble leader andfriend. His deep and catholic interest in allreligious, and particularly in all denominational advance, was a potent influence in thelives of hundreds of ministers, and throughthem in the churches throughout the nationand particularly in the Middle West.In his death the Divinity School has lost agreat tea'cher and leader; the Baptist denomination, a powerful inspiration ; and the church,an indomitable champion.MEETING OF THE DIVINITY SCHOOL IN MEMORY OFDEAN ERI B. HULBERTOn the morning of April 1, 1907, the Divinity School held a memorial service to thelate Dean Eri B. Hulbert in Haskell OrientalMuseum. President Judson presided. Rev.Warren Hastings McLeod recalled Dr. Hul-bert's fatherly interest in the members of thestudent body, noting particularly, his readinessto help all those who were in trouble. He instanced also a number of cases which showedthe affection in which he was held by hisclasses.Dr. Alfred W. Wishart, pastor of the Fountain Street Baptist Church of Grand Rapids,represented the alumni. Dr. Wishart emphasized the power of Dr. Hulbert as a teacher,whose great influence was to be seen in theclassroom, as he never allowed ; himself topublish much. Dr. Wishart also called attention to the sympathy which Dr. Hulbert had inprogressive theological movements, althoughhe was somewhat cautious in yielding hisassent to conclusions which were new.UNIVERSITY RECORD 149Associate Professor John W. Moncrief,representing the Divinity School and the faculty, called attention to the lovable qualitiesof Dr. Hulbert as seen both in his official andin his personal relations. Professor Moncriefexpressed regret that Dr. Hulbert should nothave published more of 'his work, and the hopethat some of his material might appear inprint.Professor Albion W. Small, representingthe University, spoke of the large share whichDr. Hulbert had had in the formation of theUniversity, and also of his helpful intimacywith President Harper. He particularly spokealso of his abounding cheerfulness, even in themidst of sorrow which would have overcome aweaker man.Rev. Benjamin A. Greene, pastor of theFirst Baptist Church of Evanston, 111., andTrustee of the Divinity School, representedthe Baptist denomination at the memorialservice. His address appears elsewhere in thisissue of the University Record.Dr. Charles E. Hewitt, Student Secretary inthe Divinity School, also gave his impressionsof Dean Hulbert, at the Conference of BaptistMinisters in Chicago on February 25, speakingparticularly of his cheerfulness, courage, andcapacity for friendship, and adding:He was patient, not because he was originally endowed with that quality as a gift, but because he hadattained to it as a grace. He was also for the most parttactful, decidedly so, though now and then his strong,impetuous nature might sweep him beyond the limitof his usual caution. Se had a salutary dislike, amounting almost to hatred or contempt, for anything mean orsmall or narrow, hide-bound or pharisaic. He possesseda marked individuality, which found expression in itsown characteristic and interesting way.His style in teaching was much like that of hisspeech. His conception of the subject in hand was clearand its presentation was vivid. In his classroom inchurch history he made the dead old world live again.He set forth the men and the events of past centuriesmost graphically. By virtue of his active imaginationhe was a seer, and he made his students also see. Therewas likewise a quaint, picturesque element in his teach ing which fascinated the class and sometimes, when itapproximated the grotesque, amused them. His teachingwas practical rather than philosophic, and was, of purpose, so ordered as to make the work of the classroomconducive to usefulness in the ministry rather than toscholarship only.His death has made a vacancy difficult to fill — avacancy, until his recent illness, unexpected and seemingly untimely. I cannot think of him as coming to hisgrave like a shock of grain fully ripe. He was still growing. The golden tint betokening immediate approachof the harvest was indeed becoming manifest, and Idoubt not it deepened during the four weary weeks ofhis last illness. Surely there, as in previous sufferingsand trials, God was with him ; the "everlasting arms"were underneath him.ERI BAKER HULBERT AND THE DENOMINATION*BY BENJAMIN A. GREENE, D.D.Member of the Board of Trustees of the Divinity School; Pastor of theFirst Baptist Church, Evanston, IllinoisJust before Lyman Beecher died some onebent over him and asked the question: "Doyou remember Dr. Taylor?" The old man felta thrill of grateful memory and, putting hishand over his heart, said: "Part of me; partof me." A man who can get into other menand live in those other men like that is amighty power in a denomination; a power inany department of associated thought and activity. No one individual does all the fresh,live thinking. The realm of thought is a democracy. The privilege of making a contribution is open to everyone; but men differ likethe stars in size and luminous impression.Great men rise up in every sphere. Thereare the creative spirits whose names suggestepochs. The name of Jonathan Edwards doesnot mean simply a faithful pastor at Northampton, but the molding power of New England •1 Delivered in Haskell Assembly Hall at a memorialmeeting of the Divinity School, April 1, 1907. Otherbrief addresses were made by Professor Albion W.Small, representing the University ; Associate ProfessorJohn W. Moncrief, representing the Divinity" School;Rev. Alfred W. Wishart, representing the alumni ; andRev. Warren H. McCloud, representing the students.150 UNIVERSITY RECORDtheology from the middle of the eighteenthcentury. Andrew Fuller stands for modifiedCalvinism among English and American Baptists of the last century. He was a part, and alarge part, of Dr. Hovey at Newton. Thenthere are interpreting, magnetic spirits, whosenames stand for personal power: Dr. Arnoldof Rugby, Wayland of Brown, Mark Hopkinsof Williams. President Garfield once said hisidea of a university was Mark Hopkins at oneend of a log and himself at the other end.Such men do not originate great dominatingsystems; but they incarnate the best thinkingof a certain system and live with such intensityof conviction, such uplift of soul, such passionfor expression, that they set other thinkers onfire : they bring them to their view-point, if notto stay, at least to get a look which they nevercan forget, and an influence which they cannever shake out of the blood. Phillips Brookswas a prince among this class of men for alldenominations; but what a mighty lift he particularly gave to the Protestant Episcopalchurch all along the shore from Philadelphia toBoston !Dr. Hulbert belonged to this latter class;not a theological genius, not an expert in historical research, not a poet and mystic likeBrooks, but a man who kept close to the resultsof the best and most searching investigation.These he tested in his own honest thinking,with light coming in from every quarter; hetasted their spiritual import in his own soul'sexperience; then, when it became bone of hisbone, flesh of his flesh, conviction of his manhood, he was ready to speak out his thought.Every tier of his' intellectual outfit was aglowwith desire and purpose ; his entire moral naturewas right there, reserve forces within easy call ;and every half-ounce of his physique tingledwith eagerness to help send the message on itswinged way. Such was his nature and theclass to which he belonged. His environment contributed largely to hisnature and to the manner of his growth. Hewas born in Chicago, the cosmopolitan center ofthe great Middle West. Here the stir, venture,and "I can" of the new country got into hisblood. The winds from the vast prairie-stretchand from the great lake played in his hair.When the boy was ready for college, he wentto Union, where discipline, finish, and polishcame to him. In the same state, at Hamilton,he took his theological course. In this schoolhe came under the sway of that Yankee-shrewd, ox-hearted religious thinker, Dr.Dodge. The West and the East had kissedeach other in the make-up of this young mannow ready for a settlement.First he went to New Hampshire and livedamong New England people long enough tofeel the traditional impulses there; then hecame back to Chicago for a little time, livedamid the tides of immigration peril and of missionary enterprise trying to provide against it.But Providence was molding this man. A callcame from St. Paul. He went there to stayfour years. He must measure the width of thecontinent before he really settles down, and sohe goes to San Francisco for another four years.Into all these settlements he carried, not onlya soul receptive, delicate as a photographer'splate, but the cumulating force of a positive,magnetic, vanguard personality. Whereverhe went the denomination felt it was reachingup into finer strength ; and the whole community agreed : "Here is a big-hearted brotherfor us all." His quality of religion helped thewhole christian brotherhood, and so made itmore of an honor to be a Baptist. In education and preliminary experience he had touchedthe national life all the way from the Atlanticto the Pacific. Of this continental stretch ofvaried, growing humanity he could say, "a partof which I am."Then it was, at the age of thirty-seven, the ageUNIVERSITY RECORD 151when F. W. Robertson died, he came back toChicago to put in twenty-nine years of solidwork in his maturity. The first four yearswere given to a pastorate. But his intellectualstrength, his clean-cut style, his lofty idealsholding him in scholarly lines, his power toteach, made him the inevitable man when theBaptist Union Theological Seminary needed aprofessor of church history.He had already touched the denomination,here and there, to quicken, strengthen, exalt itsbetter life, and, more than that, to harness itsactivities into effectiveness. Such a man, notonly by what he actually does, but by exampleand stimulus, blesses the whole denomination.There is nothing stronger in this world than atruth-loving, purposeful, God-filled personality. But now, in the Seminary, he is put at thecenter of denominational influence. Classes ofministerial students come before him, and heunlocks all his hid treasure of learning and experience. He does not choke them with thrusting down his theories. He is full of whateverhe teaches. He bubbles over always, like aspring fed from the mountains. There weretimes, and they were frequent, when his teaching poured forth as under mighty pressurefrom within. He made himself know history.He lived it all over in his soul; he felt thestruggle of the good with the bad ; he saw thetrend of things ; he detected the push of God inamong the pigmy politicians, ecclesiastics, andtheologians. He had seen so much humanity inAmerica, that his eyes were keen* to detect itsmanifold working behind the pages of history.He put his intense, quivering self into menin such a way that they never could forget theteacher, let them go to country or city, to thefar frontier, or to China and Japan. They carried a Hulbert glow, at least in their memory,out into the great denomination.But, while he was teacher in the Seminary,he still continued, for many years, to preach in churches far and near. He became a sort ofBaptist bishop. Nearly every Sunday foundhim at his supremest joy — preaching the gospelto the people. They liked him, loved him, admired him, yielded themselves up to the swayof his unique style — first quiet, deliberate, terse,lucid; then, before he got through, as Dr.Hewitt has said, picturesque Switzerland witha ripping thunderstorm thrown in. His lightning came so near that there was a sound likethe tearing of cloth. He imitated nobody. Itwas Hulbert in the pulpit and no one else, except God who called him there. The fear ofGod was before his eyes, and no other fear.The Sunday he preached in any church was aSunday when that part of the denominationtook an exhilirating tonic. People knew whathe said and understood what he meant. Hewas the antipodes to that class of speakers described by a quaint writer as follows: "Manypersons are like many rivers whose mouthsare at a vast distance from their heads, for theirwords are as far from their thoughts as Cano-pus from the head of the Nile."Not only did he preach ; he stood on the platform of every state convention in this MiddleWest. He was repeatedly called to speak atour national anniversaries. Representativemen from all sections heard him, and especiallyyoung ministers eager to study forceful personality. His thought, his ideals, his ethical conviction, his widening view, made strong appeal.A testimonial has been spread on the recordsof the Missionary Union that "his death hasremoved from us one whose voice and penwere ever potent on behalf of this great cause."The Baptist Training School of this city, fromwhich hundreds of young women *have goneout as missionaries all over the world, also acknowledges his invaluable and continuousservice. He has all these years given it theoverflow of the same rich life he gave to theDivinity School, and gave it gratuitously. He152 UNIVERSITY RECORDwas actively identified with the formation ofthe Baptist Young People's Union. Younglife struggling up into knowledge and efficiencywon his whole, big heart.Associate as he was with such a senior asNorthrup and such a junior as Harper, his lifekept deepening and widening out. He was aseager to learn at the last as at the first. Everyyear had a springtime in his thinking and hisfeeling. He was a live tree making new wood,at least a part of the time. While there was arugged strength in the trunk, he gloried infresh, smooth bark where new buds couldswell into velvety foliage and fragrant fruit.In the ripe strength of his years he came toBe Dean of the Divinity School in connection with this great University of Chicago. He hasstood in the forefront, every intelligent manacknowledging that he did mot fall below theUniversity idea ; at the same time he carried inhis heart the simplicity, the sincerity, the consecration of a humble believer in Jesus Christ.He was true to the fontal principles of his denomination; therefore he became, by the process of a healthy growth, a larger Christian, aroomier Baptist, an intenser lover of the truthin its God-revealing entirety. In fact, he became a splendid fulfilment of that old injunction of Sir Thomas Browne: "Be what thouvirtuously art ; and let not the ocean wash awaythy tincture."UNIVERSITY RECORD 153ADDRESSES AT THE MEMORIAL SERPRINCIPAL OF THE UNIVEFiADDRESSBY JAMES HAYDEN TUFTSHead of the Department of PhilosophyIt is at* once a limitation and a source ofstrength, growing out of our common life, thatno work and no personality can be judged initself. We can estimate it rightly only as wesee it in its relations to the larger human society, or the movement of human life in whichit is placed. This is particularly true of thework and personality of the teacher. Theteacher brings to the child or the riper studentsome part of the thought and life of society asit now is. In this he is therefore dependentfor his resources upon the knowledge and culture of his time. But in what he selects and inhis adaptation of this to the possible development of the child lies his opportunity to be inturn a contributor. If he can not merely apprehend the mass of material which civilization isconstantly gathering and casting aside, but canalso discern the movement, the direction, of theprocess; if he can sense, however imperfectly,what knowledge is of most worth; if he canglimpse what way progress lies; most important of all, if, amid the rival clamors of the liberaland the practical, of sciences and arts, of classicists and realists, he can remember that allthese are for the child, and not the child forthem, he has an opportunity to be of realservice in the larger movement of humanity.However small his individual part may be, itgets permanence and worth as it becomes incorporate in the common life.Mr. Jackman was connected with three greatmovements of education. The first claimedhis activity when a teacher of science in Pittsburg — the movement to introduce into the sec-1 These addresses were given in the Leon MandelAssembly Hall on January 30, 1907. CE FOR WILBUR SAMUEL JACKMAN,ITY ELEMENTARY SCHOOL 'ondary schools the teaching of the naturalsciences, already established in schools andcolleges. To the second movement his work tthe Cook County Normal School was an important contribution — the movement which included the study of nature as one of theagencies through which the school life wasmade to center its emphasis upon a free andfull development of the child. The third movement is that for the bringing into mutual relation the work of the university with that of thetraining of teachers. Mr. Jackman had muchto do with bringing about the union of theSchool of Education with the University ofChicago. This work, however, is still in itsbeginnings. It is to the work of the secondperiod of his life that we naturally look at thismoment, as it is the most conspicuous.The introduction of nature-study into elementary schools had two aspects. It was inthe first place a bringing of new material into avery meager and formal course of study. Toanyone who has watched the active mind of achild the theory seems almost incredible thateight years, five days in the week, and fivehours a day, are necessary to enable the childto deal with symbols of language and symbolsof number, with perhaps a little geography andhistory that were, as formerly taught, almostpurely symbolic. To give the child some conception of the world in which he lived, of thematerial which has so enlarged and enrichedall our modern views, was then in itself a sufficient reason for the introduction of the newstudy.But this soon came to be only one phase ofa larger movement. The average parent, asMr. Jackman remarked in a recent editorial inthe Elementary School Teacher, is too apt tothink of his child's education as merely a pro-154 UNIVERSITY RECORDcess of fitting the child for something else — forcollege on the one hand, or for business on theother. There is undoubtedly a sense in whichit is true that the life of the child is a preparation for the life of man or woman. But thosewho have lived with children feel that in another and very profound sense, if there is anypart of human experience which pays as itgoes — which is not a means to something elsebut is itself valuable and priceless — it is thelife of the child. The biologists have recognizedthat it is an advantage for the evolutionary process that heredity is not too rigid. It is in theaccidental variations, whether minute or large,that the opportunity for progress lies. Oureducators have been slow to recognize that thesame holds good in the field of social heredityand social progress. To impose upon the childall the learning and traditions of society inscience, in art, in morals, in religion, is to leavetoo little room for the variation of the child'sown free spontaneity to assert itself; and it isin the happy variation that may be found in thischild or in that child that the hope of humanprogress lies, as surely as it lies also in thepainful and laborious conquests which markthe gradual advance of organized thought andpurpose. When this began to be more fullyappreciated and realized the significance ofstudies in the curriculum took on a new interpretation. The study of nature came at onceto have a prominent place, not merely becausea knowledge of nature might be useful as ameans to something else, but also because itwas seen to be indispensable as a part of thenecessary environment in which the childcould live.Mr. Jackman succeeded in his task becauseof three things. In the first place, he had agreat love of nature and much ingenuity infinding ways to bring this home to children.In the second place, he loved boys and girls.These two facts made his work at Pittsburg so successful that Colonel Parker thought himthe man for the new work to be done. In thethird place, he had a large conception of thevalue of the study of mature. It meant first ofall giving the child new material and imagerywith which the mind might grow. Our schools,he said, squeeze the life out of children. Theytake them eager, full of questions; they givethem only symbols and abstract, formalmethods ; they starve the minds and leave thempoorer than when they came. The greatvariety which sky and earth, plant and animal,natural processes of change and movement afford, gives rich imagery and material, andsuggests in turn an expression through a greatvariety of means. But, again, knowledge ofnature means freedom from superstition. Ourphysical life is endangered, our mental horizonis limited, by ignorance of the world in whichwe live. The child has a right to< be freedfrom these dangers and limitations. And, finally, the study of nature was by Mr. Jackmanconsidered to be a means through which thechild might come into actual, real, and moralrelations with his universe. To obey the lawsof nature through which we gain strength andpower, to control the forces of nature and thusbecome master in some measure of our world,to recognize at once our limitations and ourrelations to the whole, is of positive moral aswell as intellectual value. It prepares one insome sense for the more effective relationshipto human society, through which we becomeefficient agents in its progress.To one who, with Lessing, conceives allhuman progress, from its rudimentary and barbarous beginnings up through its successivestruggles and achievements, as an "educationof the human race," the work of the teacherhas dignity and worth. When one has passedfrom the ranks his colleagues pay to the sincerecoworker their tribute of honor and respect.UNIVERSITY RECORD 155ADDRESSBY NATHANIEL BUTLERDean of the College of EducationNineteen years ago the late Colonel FrancisW. Parker, then at the head of the Cook County Normal School, was commissioned by thecounty board to go to Pittsburg to look up aman then teaching in the high school of thatcity and make recommendation as to his appointment to take charge of the department ofnatural sciences in the Normal School. ColonelParker made the journey, and, returning, calledupon Dr. H. H. Belfield, a member of theboard. "What success did you have?" askedMr. Belfield. "Well," said Colonel Parker,"I am in rather an embarrassing situation, andI want you to help me out. I've engaged theman for five hundred dollars more than theboard authorized." "We'll have to approve it,I guess," was the reply. Thus it happenedthat in 1889 Wilbur Samuel Jackman came toChicago, to be associated with Colonel Parker.That association was continued in the ChicagoInstitute, founded by Mrs. Emmons Blaine, andstill further in the School of Education of theUniversity of Chicago. During this period oftwo decades Mr. Jackman has been an influential leader in education, well known in theNational Association as a creative thinker andworker. To him more than to anyone else isdue the position of nature-study in the elementary schools. His views, expressed inpublic meetings and in his editorials in theElementary School Teacher, always utteredfresh, and often wholly novel, ideas in education. He thought vigorously and for himself,and he must certainly be counted among thosewho have left a permanent impression for goodupon American education.Mr. Jackman's death occurred most unexpectedly on Monday morning, January 28,He had been suffering from a slight cold for afew days, but was able to' be at his office all of the preceding week. On Saturday he attendedan important meeting of the University Senate,and at noon lunched with some of his colleagues. In the evening he attended a socialgathering at the School of Education. By threeo'clock on Sunday somewhat alarming symptomsdeveloped, but there was really no apprehensionin the mind of anyone save his physician.Indeed, less than ten minutes before his death,Mr. Jackman in response to an inquiry of thedoctor replied that he felt comfortable exceptfor a slight inconvenience in breathing. Almostimmediately a collapse followed, and he passedaway without suffering.Perhaps the first impression of which one isaware in our thought of him now is that of thedifficulty in believing that he is mo longer amongus. This, I think, is due not only to the extreme suddenness of his death, but much moreto the fact that he was so vitally a part of whatever concerned him. He was a whole-heartedman, and his whole intellect and heart werefully enlisted in the thing he did. He was anembodiment of energy — mental, emotional,physical. His colleagues and his subordinateslooked to him and relied upon him, so that hebecame an essential part of the activities inwhich he was associated with others, and inthose activities he is stll distinctly felt at thevery moment in which he is so sadly missed.No less distinct is the impression of the lov-ablemess of the man. Affection plays a largepart in our recollection. In the two years thatI have known him intimately, he has not spokenone word to me, nor, so far as I know, to anyof his colleagues, that can occasion regret.There were sharp differences of opinion, andeven heated discussion. But differences ofopinion never, with him, meant discord betweenfriends. When the discussion was over, thefriend, the frank, sincere, manly man, was thereas before. And this impression of mine, resulting from my two short years of intimacy, is156 UNIVERSITY RECORDconfirmed by the repeated testimony of otherswho have known him ten times as long. Facultyrelations are a great test of a man's qualities.His colleagues knew him thoroughly, and theyadmired and trusted, often opposed and withstood, and always loved, him. He thoughtclearly and positively, but he was always kindand courteous and cheerful. And in the relaxation of home and social life he was a charmingcompanion, and in the most intimate association with his fellow-officers and his acquaintances these qualities were always in evidence.Mr. Jackman was a peculiar compound of theautocrat and the democrat. By temperamenthe was a ruler. This was not so much a matterof vanity and self-will in the ordinary sense;it was rather a psychological necessity. Hewas ever at work upon a problem, and whenhe saw its solution, all about him, as it seemedto hirm, must co-operate for its application.By creed, however, he was a democrat. Hedistinctly believed that others should enjoy allthe rights and privileges that he claimed forhimself. And he strove to bring his temperament into subordination to his creed. In thishe succeeded, so that he grew ever more andmore sympathetic and tolerant. Repeatedly hewould protest against any legislation that wouldabridge the entire freedom of every teacher towork out his own results. For himself, in hiswork and friendship, he was a devoted, sincereman. Reasonable and sane, a seeker for truth,and a lover of beauty, he had in him both thescientist and the poet. His humor was a delight to his friends, and must have brightenedfor him many a hard experience. As was trueof President Harper and of Colonel Parker, andof all large, free, kindly natures, he never outgrew the boy, and loved play and the outdoorworld.One would not quite say that his religionwas the religion of work. Religion is certainly afar profounder thing than work. But work may properly be said to have been a vital part of hisreligion. These memorable words of Lowellmay fitly be recalled as we think of Mr. Jack-man:The longer on this earth we liveAnd weigh the various qualities of men,The more we feel the high, stern-featured beautyOf plain devotedness to duty.Steadfast and still, nor paid with mortal praise,But finding amplest recompenseFor life's ungarlanded expenseIn work done squarely and unwasted days.Of the deeper aspects of his religion let hisown words speak, quoted from a recenteditorial :The ideal of every religion has at some time found itsincarnation in a living character Everyone acknowledges the tremendous educational effect producedby the study of a fine character. Our schools need now,and they always will need, the all-compelling influenceof the life of Jesus. As the meridian sun seizes uponthe seed lying in the darkened earth, and forces theexpansion of leaf and flower and the ripening of thefruit, just so his teachings, as set forth in the Sermonon the Mount and in the parables, when learned andapplied in the affairs of everyday life, must develop anirresistible spiritual control in the direction of righteousness.Mr. Jackman's last active days were probably as happy as any that he ever spent. Saturday began with important discussion affectingthe organization of the school. The subjecthad been one of considerable perplexity andanxiety but on Saturday evening he expressedhimself as well satisfied that the right thingwould be done, and that good and wise counselswould prevail. So closed a day begun in university work; at midday, a luncheon withfriends and visitors; in the evening, a socialgathering of teachers and students. A happySunday at homfe followed, and as Mondaydawned he passed peacefully away. • Whowould not, for himself, pray for an end likethis? And yet not an end. Who can doubtthat noble activities await him and all such ashe, beingUNIVERSITY RECORD 157One who never turned his back but marched breast forward,Never doubted clouds would break,Never dreamed, though right were worsted, wrongwould triumph,Held we fall to rise, are baffled to fight better,Sleep to wake.No, at noon day, in the bustle of man's worktimeGreet the unseen with a cheer!Bid him forward, breast and back as either should be,"Strive and thrive!" cry "Speed — fight on, fare everThere as here!"A RESOLUTION IN MEMORY OF WILBUR SAMUELJACKMAN*By the University CouncilWilbur Samuel Jackman, Principal of theUniversity Elementary School and a memberof the University Council, died at his home in1 Adopted at a meeting of the University Council,March 2, 1907.EXERCISES CONNECTED WITH THE SIXTY-SECONDCONVOCATIONThe installation of Harry Pratt Judson asPresident of the University opened the exercises of the Sixty-Second Convocation in LeonMandel Assembly Hall on March 19,1907. Mr.Martin A. Ryerson, President of the UniversityBoard of Trustees, read the announcement onbehalf of the Board of Trustees, and President Judson replied in a brief speech of acceptance. President George Edwin MacLean,Ph.D., LL.D., of the State University of Iowa,was the Convocation Orator, his address beingentitled "American Expansion and EducationalEfficiency." President Judson presented inpart the regular Quarterly Statement on thecondition of the University. The Announcement, Acceptance, the Convocation Addressand the President's Quarterly Statement appear elsewhere in full in this issue of the University Record. Chicago, January 28, 1907. Mr. Jackman became a member of the University Council in1 90 1, when he came to the University from theChicago Institute and was made Dean in theSchool of Education. From that time until hisdeath he was a faithful member of this body,being regular in attendance upon its meetingsand always showing interest in the duties,public and private, which attend membership.Although the administrative questions discussed in the Council meetings seldom affected thework in which he was engaged, he manifesteda lively interest in the development of the institution in its other departments. The Council desires in this manner to express itsappreciation of the services rendered by himto it during his connection with the University,and its regret at the closing of this relationshipby his death.The Convocation Reception, which had anunusual attendance, was held on the eveningof March 18, President and Mrs. Judson beingat the head of the receiving line. Assistingthem were the Convocation Orator, PresidentGeorge Edwin MacLean and Mrs. MacLean;the President of the University Board ofTrustees, Mr. Martin A. Ryerson, and Mrs.Ryerson ; the Vice-President of the Board, Mr.Andrew MacLeish, and Mrs. MacLeish; theConvocation Chaplain, Professor Charles Richmond Henderson; and the Dean of Women,Professor Marion Talbot. The music of theevening was provided by the University ofChicago Military Band.DEGREES CONFERRED AT THE SIXTY-SECONDCONVOCATIONAt the sixty-second Convocation of the University, held in Mandel Assembly Hall onMarch 19, 1907, twenty-four students were158 UNIVERSITY RECORDelected to membership in Sigma Xi for evidence of ability in research work in science,and thirteen students were elected to membership in the Beta of Illinois chapter of PhiBeta Kappa. Forty-six students received thetitle of Associate; five, the certificate of theCollege of Education; sixteen, the degree ofBachelor of Arts; twenty-seven, the degree ofBachelor of Philosophy; and ten, the degreeof Bachelor of Science.In the Divinity School one student receivedthe degree of Master of Arts, and two, that ofBachelor of Divinity.In the Law School one student received thedegree of Bachelor of Law, and five, thedegree of Doctor of Law.In the Graduate Schools of Arts, Literatureand Science one student was given the degreeof Master of Arts; one, that of Master ofScience; and six, that of Doctor of Philosophy— making a total of seventy degrees (not including titles and certificates) conferred bythe University at the Spring Convocation. *MEMORIAL VOLUMES FOR V//LL/AM RAINEY HARPERUnder the title of Old Testament and Semitic Studies two volumes in memory of thelate President William Rainey Harper arebeing prepared under the editorship of Professor Robert Francis Harper, of the Department of Semitic Languages and Literatures; Professor Francis Brown, of UnionTheological Seminary, New York; and Professor George Foote Moore, of the HarvardDivinity School.The contributors number thirty-one andrepresent sixteen educational institutions. Thecontributors are as follows: Professor Crawford H. Toy, of Harvard University; Professor William R. Arnold, of Andover Theological Seminary; Mr. William Muss-Arnolt, ofBelmont, Mass. ; Professor Hinckley G. Mitchell, of Boston University; Professors DuncanB. Macdonald and Lewis B. Paton, of Hart ford Theological Seminary; ProfessorsCharles C. Torrey, Frank C. Porter, andCharles F. Kent, of Yale University; Professors Charles A. Briggs, Julius A. Bewer, andCharles P. Fagnani, of Union TheologicalSeminary; Professors Richard J. H. Gottheiland J. Dyneley Prince, of Columbia University; Rev. John P. Peters, rector of St.Michael's, New York City; Mr. Henry Preserved Smith, of New York; Mr. WilliamHayes Ward, editor of the New York Independent; Professor Nathaniel Schmidt, of Cornell University; Professor John D. Davis, ofPrinceton University; Professor Morris Jas-trow, Jr., and Albert T. Clay, of the Universityof Pennsylvania; Professor George A. Barton, of Bryn Mawr College; Professors PaulHaupt and Christopher Johnston,, of JohnsHopkins University; Professor James F. Mc-Curdy, of Toronto University, Canada; Professor Max Margolis, of the Hebrew UnionCollege; and Professors Emil G. Hirsch, IraM. Price, James H. Breasted, Edgar J. Good-speed, and Dr. John M. P. Smith, of the University of Chicago.Each volume, royal octavo in size, is to contain about four hundred pages. The regularedition will contain a portrait and the life andwork of William Rainey Harper ; and a specialedition, limited to one hundred and ten copies,printed on Japanese paper and bound inFrench levant, will also be issued.THE FIRST ISSUE OF THE "CHICAGO ALUMNI MAGAZINE"Near the end of March appeared the firstnumber of the Chicago Alumni Magazine,which is to be published monthly under theauspices of the University of Chicago AlumniAssociation.The cover design — the top of MitchellTower showing above the roofs of HutchinsonHall and the Reynolds Club — is the work ofMr. Harvey B. Fuller, Jr., a student in theSenior Colleges. The frontispiece is a repro-UNIVERSITY RECORD 159duction of the official portrait of PresidentHarry Pratt Judson, which hangs in Hutchinson Hall. The President of the Universityopens the number with a greeting to theeditor. "The Harper Memorial Service — I:The Spiritual Basis of Character" is contributed by Professor Charles R. Henderson, ofthe Department of Sociology, who graduatedfrom the old University of Chicago in 1870.The President's Secretary, Mr. David A. Robertson, of the Department of English, whograduated from the University in 1902, contributes an account of "The Recent Growth ofthe University." A view of the old University as it appeared in the early eighties,follows Mr. Robertson's article. "Chicago'sUniversity" is the title of an article by Mr.George W. Thomas, of the class of 1862. "TheMagazine" is the subject of a contribution byMr. Percy B. Eckhart, of the class of 1899.Assistant Professor Joseph E. Raycroft, of theDepartment of Physical Culture and Athletics,who graduated in the class of 1896, contributesan article on "The Relation of the Universityto Recent Reforms in Intercollegiate Athletics." "The Status of the College Song" isdiscussed by Mr. Harry A. Hansen, of theclass of 1909. "Lines on Jimmie," by Mr.Adolph George Pierrot, of the class of 1907,has the ring of genuine college verse.The editorial department discusses "Chicagoin Debate" and "The University and the Magazine," and there is also in this department acommunication from Director A. A. Stagg,expressing his full sympathy with the purposes of the magazine and assuring the editorsof the hearty co-operation of the Divisionof Physical Culture and Athletics in makingit a recognized channel of athletic news anddiscussion. Under the heading of "The University" are given a digest of official reports,an account of improvements on the campus,and a note on the Faculties; and SecretaryHerbert E. Slaught describes the working of the Board of Recommendations. News of thestudent body, athletics, the University of Chicago Alumni Association and other alumni associations and clubs, is included in the number ;and the records of the various classes of theUniversity from that of 1862 to that of 1907,are given with great fulness. Two pages ofliterary notes conclude the number.The editorial work of the magazine is doneby Mr. George O. Fairweather of the class%of 1907, who is editor-in-chief; and by thefollowing associate editors: Mr. George W.Thomas, of the class of 1862; Mr. Edgar A.Buzzell, 1886; Miss Maude L. Radford, 1894;Mr. Burt B. Barker, 1897; Miss AngelineLoesch, 1898; Mr. Harvey B. Fuller, Jr., 1908;Miss Helen Peck, 1909; Mr. Frederick Starr,1909; and Mr. Harry A. Hansen, 1909. Thebusiness manager is Mr. Francis H. Welling/of the class of 1909.The first number of the magazine, representing a great amount of well-organizedwork on the part of the editors, received acordial welcome; and much is expected in theway of increased interest in University affairson the part of the alumni and friends of theUniversity because of the influence of thispublication by the Alumni Association.A FACSIMILE REPRODUCTION OF A FAMOUS ARABICMANUSCRIPTProfessor James Richard Jewett, of the Department of Semitic Languages and Literatures, has edited, with an introduction, a facsimile reproduction of manuscript No. 136(Mirataz-Zaman) of the Landberg Collectionof Arabic manuscripts belonging to Yale University, and the University of Chicago Presshas published it in a folio volume of about550 pages.The Mirataz-Zaman, or Mirror of theTimes, is a kind of universal history down tothe time of the death of the author, Sibtibu al-Jauzi, the famous scholar and preacher, who160 UNIVERSITY RECORDdied in Damascus in 1257. The 120 years covered by the present manuscript constitute theperiod about which the author may be supposed to have known most. No manuscriptfor this portion of the work exists in Europe.The authorities of Yale University generouslyloaned this valuable manuscript to ProfessorJewett for reproduction in facsimile, whichwas made by the photo-zinc process.The history as recorded in this manuscriptis annalistic in form, giving under each yearan account of the various occurrences of thatyear. It commences with the year A. H. 495which began in October, 1101 — less than ayear after the coronation of Baldwin as kingof Jerusalem — and its narrative covers theperiod of the growth of the crusading states,the capture of Jerusalem by Saladin, and allthe events following that blow to the Christianpower. As its annals extend to 1257, it alsocovers the period of the disastrous expeditionof Louis IX. To use the words of the introduction :Its annals therefore are the annals of a most interesting period, and its importance is at once apparent. Itis true that the author's interest is rather in the lives ofscholars and religious leaders than in the political history pure and simple; but the latter is by no meanswholly neglected and we find many an interesting detailgiving the Moslem side of the story of the conflictsbetween the followers of the two religions. But, evenif these had been omitted, the work would have beenof much value owing to the details given as to preachers,authors, teachers, and others, and for the glimpses itgives into the heart of Islam in the twelfth and thirteenth centuries, and into the beliefs and superstitionsof its adherents.It is proposed by the editor of this volumeto issue at some future time a critical editionbased on a study not only of this manuscriptbut of all others of the History.The present edition is limited to one hundred and fifty copies. In press-work, paper,and general make-up the volume is marked byan artistic sense that makes it one of the mostbeautiful books issued from the UniversityPress. "SEX AND SOCIETY"Under the title given above nine studies inthe social psychology of sex by Associate Professor William I. Thomas, of the Departmentof Sociology and Anthropology, have beencollected into a volume recently published bythe University of Chicago Press. Thesestudies have previously appeared in the American Journal of Sociology, the Zeitschrift furSocialwissenschaft, the Psychological Review,and the Forum. The book opens with an essay of fifty pages on the "Organic Differencesin the Sexes" and closes with a discussion^ ofsixty pages on "The Mind of Womari and theLower Races." "Sex and Primitive SocialControl," "Sex and Social Feeling," "Sex andPrimitive Morality," "The Psychology of Exogamy," "The Psychology of Modesty andClothing," and "The Adventitious Characterof Woman" are among the titles of the remaining studies.In the author's note at the beginning of thevolume Professor Thomas says that the general thesis running through all of the studiesis the same — "that the differences in bodilyhabit between men and women, particularlythe greater strength, restlessness, and motoraptitude of man, and the more stationary condition of woman, have had an important influence on social forms and activities, and onthe character and mind of the two sexes."The volume has already gone to a secondedition.A NEW VOLUME ON THE VERSIONS OF THE BIBLEUnder the title of The Ancestry of Our English Bible Professor Ira M. Price, of the Department of Semitic Languages and Literatures, gives an account of the various Bibleversions, texts, and manuscripts in a volumeof 330 pages recently published in Philadelphiaby the Sunday School Times Company. Theopening chapters discuss the versions of theBible in use today and the bases of these ver-UNIVERSITY RECORD 161sions. Part I, which treats of the Old Testament, has among its chapter headings "HebrewWritings, Text, and Manuscripts," "The Samaritan Bible: The Pentateuch," "The GreekBible: The Septuagint," "The Latin Bibles,The Vulgate," "The Syriac Bible and ThePeshitta," "The Targums : Jewish Paraphrases," and "The Apocrypha." Part II,which treats of the New Testament, considers"Some Great New Testament Manuscripts,""The Old Latin and The Vulgate," "The Syriac and Other Eastern Versions," and "HowManuscripts and Versions Are Used." PartIII, which has to do with the English versionsof the Bible, discusses among other topics,early English manuscripts, Wycliffe's andTyndale's versions of the Bible, the Genevan,Bishops', and Douai versions, the authorizedversion of 1611, and the revised version.The book concludes with a bibliography foreach chapter, a chronological table, a topicalindex, and a scripture index. The volume contains forty- four illustrations of facsimile specimens of some of the earliest and most important texts and versions now in possession ofthe great libraries of the world, and of someprivate collections. The author in the prefaceexpresses his thanks for suggestions fromProfessor Ernest D. Burton, Head of the Department of New Testament Literature andInterpretation, and Assistant Professor ClydeW. Votaw, of the same department. THE FINAL VOLUME OF THE sl ANCIENT RECORDS OFEGYPT "The fifth and final volume of the AncientRecords of Egypt, collected, edited, and translated with commentary by James HenryBreasted, Professor of Egyptology and Oriental History, has recently been issued fromthe University of Chicago Press.In the preface Professor Breasted expresseshis appreciation of the work of making theindices, which was done by his former pupil,Dr. Olaf A. Toffteen, who received the Doctor's degree from the University in 1899 forwork in Assyriology and Egyptology.' The indices are printed under the headingsof "Divine Names," "Temples," "Kings ofEgypt," "Persons," "Titles, Offices, andRanks," "Geographical," "Miscellaneous,""Egyptian," "Hebrew," "Arabic," and "Lepsius'Denkmaler and Text." The volume containsabout two hundred pages and is printed withthe same care and taste as are shown in thefour preceding volumes — the full set in darkgreen, with label printed in red and black,making one of the most artistic series of bookspublished by the University Press.The author is now in Egypt conducting asecond expedition under the auspices of theOriental Exploration Fund of the Universityof Chicago.162 UNIVERSITY RECORDTHE FACULTIES"The Sudan" was the subject of an illustrated lecture in Mandel Assembly Hall onApril 3 by Mr. H. Karl W. Kumm, Ph.D.,F.R.G.S.Dramatic impersonations from Browning'sRing and the Book were given on February28 by Mr. Robert W. Van Kirk in HitchcockLibrary."Goethe's Egmont" was the subject of anopen lecture on January 18 in Cobb LectureHall, by Professor Starr W. Cutting, Head ofthe Department of German."Palestine Today" was the theme of an illustrated lecture, given in Haskell AssemblyHall on April 5, by Dr. Franklin E. Hoskins,of Beirut, Syria, who is an archaeologist ofnote.At the banquet of the New England Societyof Chicago, held on February 26 at the clubhouse of the Chicago Athletic Association,Professor Edwin E. Sparks was among thespeakers."The Appointment of James Bryce asBritish Ambassador" is the subject of a contribution in the February (1907) issue of theWorld To-Day by Professor Shailer Mathews,the editor."The Reflections of a Layman on Vivisection" is the subject of a contribution in theApril (1907) issue of the World To-Day, byProfessor James R. Angell, Head of the Department of Psychology.During the Winter Quarter a series of openlectures (illustrated) was given by ProfessorHeinrich A. A. Kraeger, of the Royal Academy of Art in Diisseldorf, on the subject of"Modern German Painting."Professor James R. Angell, Head of theDepartment of Psychology, gave an addresson "Some Educational Problems of Adolescence" before the Hull House Woman's Clubof Chicago on February 20. "The Chicago Industrial Exhibit" is the titleof a contribution in the Chicago Standard ofMarch 16, 1907, by Mr. Allen T. Burns, whoreceived the Bachelor's degree from the University in 1897.Among the speakers at the annual banquetof the Yale Club in Chicago, held at the Auditorium on the evening of February 21, wasProfessor George E. Vincent, of the Department of Sociology."The Church and Social Discontent" is thetitle of a contribution by Professor ShailerMathews, of the Department of SystematicTheology, in the October (1906) number ofthe Methodist Review.Professor John M. Manly, Head of the Department of English, contributes the openingarticle in the April issue of Modern Philology,entitled "Literary Forms and the New Theoryof the Origin of Species."On Washington's birthday Associate Professor Francis W. Shepardson, of the Depart-ment of History, was the guest of the H' 1-ton Club of Chicago and gave an infr aladdress on the subject of "Washington.'Before the educational department of theChicago Woman's Club Professor Charles R.Henderson, Head of the Department of Ecclesiastical Sociology, gave an address, March6, on the "Child's Training for Citizenship."A lecture-recital on "Musical Romanticism"was given by Mr. Carroll Brent Chilton, ofNew York, in Cobb Lecture Hall on March11. Illustrations were given from the worksof Schubert, Mozart, Bethoven, and Chopin."Harry Pratt Judson, the New President ofthe University of Chicago" is the subject ofa contribution in the April (1907) issue of theWorld To-Day, by Professor Shailer Mathews, the editor. The article is illustratedby a remarkably good portrait of PresidentJudson.c<¦cx2UNIVERSITY RECORD 163"Edgar Poe et Alfred de Musset" is thetitle of a contribution in French made to theMarch (1907) issue of the Modem LanguageNotes by the late Dr. Ernest J. Dubedout,this being the last literary work he was ableto do.Professor J. Laurence Laughlin, Head ofthe Department of Political Economy, contributes to the April (1907) issue of theJournal of • Political Economy a note on thesubject of "Elastic Currency and the MoneyMarket."A tribute to William Rainey Harper entitled"Lest We Forget" appeared in the ChicagoStandard of January 19, 1907. It was writtenby Dean Eri B. Hulbert, of the DivinitySchool, who died on the 17th of the followingmonth."The Natives of the Congo Free State" wasthe subject of an illustrated address at theAbraham Lincoln Center, Chicago, on February 21, by Associate Professor FrederickStarr, of the Department of Sociology andAnthropology.At the Health Conference held in FullertonHall of the Chicago Art Institute on February10 Professor Edwin O. Jordan, of the Department of Pathology and Bacteriology, spoke onthe subject of "The Spread of Infectious Diseases by Milk.""Benjamin Jowett, Teacher, Platonist, andScholar" is the subject of an article in theApril (1907) issue of the Chautauquan — inthe series entitled "Englishmen of Fame" —by Professor Paul Shorey, Head of the Department of Greek.At a meeting of the Chicago GeographicalSociety in Fullerton Hall of the Art Instituteon the evening of March 8, Assistant Professor Kurt Laves, of the Department of Astronomy and Astrophysics, gave an address ontthe subject of "What Geography Owes toGeodesy." A series of five open lectures on the subject of the "Development of Large Production,Kartells, and Banking, in Germany" was givenon April 1 to 5 in Cobb Lecture Hall, by Professor Hermann A. Schumacher, of BonnUniversity, Germany."How a City Raises Its Revenue" was thesubject of an address on February 14, beforethe Men's Club of the University Congregational Church of Chicago, by Associate Professor Charles E. Merriam, of the Department of Political Science.On the evening of February 20 Hon. LeslieM. Shaw, Secretary of the Treasury, gave anaddress in Mandel Assembly Hall under theauspices of the Political Economy Club, thesubject of the address being "Our MerchantMarine in Relation to Labor."The Church and the Changing Order is thetitle of a new book, of about 250 pages, whichthe Macmillan Company announces for publication in April. Professor Shailer Mathews,of the Department of Systematic Theology inthe Divinity School, is the author."Individual Responsibility for CorporateConduct" was the subject of an address onFebruary 12, at the eleventh annual banquetof the Chicago Credit Men's Association heldin the Auditorium, by Professor Floyd R.Mechem, of the Faculty of the Law School.On March 6 Professor Charles R. Henderson, Head of the Department of EcclesiasticalSociology, gave the closing lecture in a seriesof six at the McCormick Theological Seminary, Chicago, his subject being "The SocialMission of the Church and Its Ministry."A party of twenty students sailed fromNew York on February 2 under the leadership of Assistant Professor Herbert L. Willett,of the Department of Semitic Languages andLiteratures, for study in Palestine and Egypt,the course, for which all the party have registered, being finished in June.164 UNIVERSITY RECORDPhysiography, a new college textbook to bepublished in May by Henry Holt & Company,of New York, is the work of Professor RollinD. Salisbury, Head of the Department ofGeography and Dean of the Ogden GraduateSchool of Science. The volume will containabout 780 pages and 700 illustrations."Race Effect of ^Immigration" was the subject of a public lecture in Cobb Hall on January 31 under the auspices of the PoliticalEconomy Club by Professor Leon C. Marshall,of Ohio Wesleyan University. Mr. Marshallhas recently become a member of the departmental faculty of Political Economy in theLTniversity.On the evening of January 25 the University of Chicago Dramatic Club presented inMandel Assembly Hall The Good-NaturedMan by Oliver Goldsmith. There was a largeaudience present and the play was receivedwith enthusiastic approval. Fifty dollars ofthe proceeds were given by the club to theUniversity of Chicago Settlement.M. Anatole Le Braz, professor of Celticliterature in the University of Rennes, France,gave an open lecture in French in the Chapel,Cobb Hall, on January 28, his subject being"Renan et la Bretagne, d'apres des lettresinedites." M. Le Braz also gave a secondlecture, on January 31, the subject being "Intensity de la* vie locale en France."An appreciation of the late Dean Eri B.Hulbert, of the Divinity School, appeared inthe Chicago Standard of March 23, 1907, andwas written by Dr. W. K. Bryce, formerlypastor of the Fourth Baptist Church of Chicago, while he was a member of ProfessorHulbert's class in church history during theSummer Quarter of 1905."Education by the State and for the State"was the subject of an address by PresidentHarry Pratt Judson on April 10 before theSouthern Educational Conference in Pine- hurst, North Carolina. The conference wascalled for the purpose of considering educational and allied needs of the South, and wasparticipated in by heads of Southern colleges,state factory inspectors, commissioners ofchild labor, representatives of the NationalCivic Federation, and investigators of publicand private charitable institutions."The Identification of Biblical Sites," wasthe subject of an illustrated open lecture inHaskell Assembly Hall on the evening ofMarch 4, by Dr. Frederick J. Bliss, formerlyexplorer to the Palestine Exploration Fund.The lectures on March 6 and 8 were entitledrespectively, "Excavation at Jerusalem" and"Excavation in the Mounds of Palestine."A Short Story of Rome, a book recently published by Scott, Foresman & Company of Chicago, is the work of Professor Frank FrostAbbott, of the Department of Latin. It is intended for high-school students. The volume,of about 300 pages, contains maps, plans, andillustrations, and is accompanied by a handbook with bibliographies, hints, questions, andother material for the use of teachers.During the Winter Quarter of 1907 theUniversity Preachers were the following:Professor John E. Russell, of Williams College; Rev. Hugh Black, of Union TheologicalSeminary, New York; Professor Albion W.Small, Dean of the Graduate School of Artsand Literature; and Professor Charles R.Henderson, the University Chaplain, who wasthe Convocation Preacher on March 17.By the gift of $32,000,000 made to theGeneral Education Board at its session inNew York on February 7, 1907, by Mr. JohnD. Rockefeller, founder of the University ofChicago, the annual income from $43,000,000is made available for educational purposes.President Harry Pratt Judson is a member ofthe Board and was present at the meetingwhen the terms of the gift were announced.UNIVERSITY RECORD 165Dr. Wilfred T. Grenfell, the surgeon andmissionary of Labrador, gave an illustratedaddress in Mandel Assembly Hall on the afternoon of February 21, a large audience beingpresent. Dr. Grenfell aroused great interestin his remarkable work for humanity in thatregion. The illustrations of his address wereunique and some of them of great beauty andimpressiveness.At the banquet of the Chicago alumni ofColumbia University, held at the UniversityClub on the evening of April 1, PresidentHarry Pratt Judson was one of the speakers.Other speakers were President Albert W.Harris, of Northwestern University, andMajor General A. W. Greely. The specialguest of honor, President Nicholas MurrayButler, was kept from the banquet by the delayof his train.At the annual meeting of the Classical Association of the Middle West and South, heldin Mandel Assembly Hall on April 2, Professor Edward Capps, of the Department ofGreek, was elected president. Professor William Gardner Hale, Head of the Departmentof Latin, was chosen chairman of the executive committee of the association, which nowhas more than a thousand members. Thefourth annual convention will be held atNashville, Tenn., in 1908.Hon. Charles W. Fairbanks, Vice-Presidentof the United States, gave an address beforethe students of the University in Mandel Assembly Hall oh the morning of March 18,President Harry Pratt Judson presiding andintroducing the speaker. The Vice-Presidentpaid a high tribute to the first President of theUniversity, William Rainey Harper, andspoke particularly of the influence of universities on the character of the American republic. After the address a reception for thedistinguished guest was given in the Reynoldsclubhouse. Mr. William H. Mallock, of England, author of Social Equality, Property and Progress, Aristocracy and Evolution, etc., gave aseries of five open lectures in Mandel AssemblyHall from March 4 to March 8, his generalsubject being "Socialism and the Allied Socialand Economic Questions." The second lecture in the series, which was given in cooperation with the National Civic Federation,appears elsewhere in full in this issue of theUniversity Record.In the March number of the American Journal of Sociology, which is given to the American Sociological Society, appears a contribution by Professor Albion W. Small, Head ofthe Department of Sociology and Anthropology, entitled "Points of Agreement amongSociologists." Under the head of "IndustrialInsurance" Professor Charles R. Henderson,of the Department of Sociology, discusses"Local Relief Societies.""My Struggle with the Italian Languageand the Morals I Drew from It for the Teaching of Mathematics" is the subject of a contribution in the April issue of the School Review by Assistant Professor J. W. A. Young,of the Department of Mathematics. Associate Professor Charles R. Mann, of theDepartment of Physics, discusses "The NewMovement among Physics Teachers" in afifth circular which is to be sent out to teachersof physics."The Circulation of the Sun's Atmosphereas the First Cause of the Annual Changes inthe Weather" was the subject of an illustratedopen lecture before a joint meeting of theDepartments of Economics and Geography inKent Theater on January 22, by ProfessorFrank H. Bigelow, of the United StatesWeather Bureau. Mr. Bigelow also gave asecond lecture on the subject of "The Circulation of the Earth's Atmosphere and NewTheory of Storm Energy."166 UNIVERSITY RECORDThe Truth about the Congo is the title of abook announced for immediate publication byForbes & Company, of Chicago. It is thework of Associate Professor Frederick Starr,of the Department of Sociology and Anthropology, and contains the results of his observations on the social and political conditionsin the Congo Free State, from which he recently returned to the University after ayear's travel and research."Life Mediaeval and Modern in an AncientCollege of an Ancient University" was thesubject of an open lecture given in KentTheater on the evening of April 5, by ErnestStewart Roberts, M.A., Master of Gonvilleand Caius College, and Vice-Chancellor of theUniversity of Cambridge. The speaker wasintroduced by Professor Paul Shorey, Headof the Department of Greek. The illustrations of the lecture gave a striking impressionof the college architecture and environment atthe University of Cambridge. Vice-Chancellor Roberts is a recognized authority onGreek epigraphy.The last three concerts by the TheodoreThomas Orchestra, under the leadership ofFrederick Stock, were given on the eveningsof January 22, March 5, and March 26 inMandel Assembly Hall, the soloist for thefourth concert being Augusta Cottlow, thepianist ; for the fifth, Leopold Kramer, the violinist; and for the last, Caroline Louise Wil-lard, the pianist. The series of six concerts,given under the auspices of the QuadrangleClub from October to March, has brought theprivilege of hearing on the University quadrangles the highest music interpreted by oneof the great orchestras of the world; and it ishoped that next year, for the fifth time, arrangements may be made for a similar series.u Studies in Greek Allegorical Interpretationis the title of a dissertation submitted to theFaculty of the Graduate School of Arts and Literature in candidacy for the Doctor's degree, by Anne Bates Hersman, who receivedthe degree from the University at the sixty-second Convocation, on March 19. Part I —"A Sketch of Allegorical Interpretation beforePlutarch" — contains, besides a historical sketchand introduction, a discussion of early Homeric allegorists, other writers, the cynics, stoics,and grammarians. Under Part II — "Plutarch" — are considered "Allegorical Interpretation" and the "Isis Myth." Two appendixescomplete the thesis, which is published by theBlue Sky Press of Chicago.The first lecture in a series of six open lectures on "Modern Political Conditions in Russia," by Mr. Samuel N .Harper, Associate inthe Russian Language and Literature, was onthe subject of "The Story of Russian Liberalism." The subjects of the other lectures werethe following: "Russian Political Parties:Origin, Platforms, Tactics;" "The First Russian Parliament;" "The Political Significanceof the Russian Peasants ;" "The Race Problemof Russia : Poles, Finns, Jews, etc. ;" and "ThePresent Political Situation in Russia: TheElections to the Second Duma." The series,with the exception of the last lecture, wasgiven in Haskell Assembly Hall from January24 to February 28."The Quantitative Pronunciation of Latin,and Its Meaning for Latin Versification" is thesubject of the opening contribution in the January (1907) issue of the Classical Journal, byProfessor William Gardner Hale, Head of theDepartment of Latin. Professor Frank F.Abbott, of the same department, contributesa note on "The Constitutional Argument inthe Fourth Catilinarian Oration." To the February number Professor Paul Shorey, Head ofthe Department of Greek, contributes a noteon "The Meaning of ovfev Sc'o^ai." Mr. Shoreycontributes also to the March numbera discussion of "Word-Accent in Greek andUNIVERSITY RECORD 167Latin Verse." The April number of thejournal has a contributed note entitled "AnEnlarged Platform," by Associate ProfessorClarence F. Castle, of the Department ofGreek."Employment of Women in Industries:Cigar-Making — Its History and Present Tendencies" is the subject of the opening contribution in the January (1907) issue of theJournal of Political Economy by Miss EdithAbbott, who received her Doctor's degree fromthe University in 1905 for work in the Departments of Political Economy and PoliticalScience. To the February number Dr. GarrettDroppers, recently appointed a Lecturer in theDepartment of Political Economy, contributesa note on "The Sense of the State." Mr.Spurgeon Bell, a Fellow in the same department, also contributes a note on "Ricardo andMarx."- The March number contains a contribution from Assistant Professor John Cum-mings on "The Trade-Union Programme of'Enlightened Selfishness.'" Mr. Bell also hasa note in this number, entitled "A Statistical' Point in the Ricardian Theory of Gold Movements."At the Ministers Institute held in HaskellAssembly Hall on April 1 and 2 ProfessorialLecturer Graham Taylor spoke of "The RightAttitude of the Protestant Churches to Foreigners in Cities," and Miss Jane Addams,Head of Hull House, discussed "Contributionsto National Morality by Immigrants inCities." "The Legal Protection of WorkingWomen and Children and the Duty ofthe Church" was considered by Miss May E.McDowell, Head Resident of the Universityof Chicago Settlement; "The Necessity forStudy of Social Duties in Adult Church Classes," was the subject discussed by ProfessorCharles R. Henderson, Head of the Depart-- ment of Ecclesiastical Sociology; "The Placeof the Revival in the Modern Church" was the subject of an address by Professor TheodoreG. Soares, of the Department of Homileticsand Pastoral Duties; and Professor FranklinJohnson, of the same department, gave theclosing address, on "The Church after the Revival." The general theme of the Institutewas "The Church and the People.". In the January (1907) number of the Astro-physical Journal Director Edwin B. Frost, ofthe Yerkes Observatory, has a contribution oh"Nine Stars Having Variable Radial Velocities." "A Vertical Coelostat Telescope" is thesubject of a contribution in the same numberby Non-Resident Professor George E. Hale, ofthe Solar Observatory on Mount Wilson, California. Professor Hale furnishes jointly withMr. Walter S. Adams, formerly of the YerkesObservatory, the opening contribution in theMarch number of the journal, entitled "TheCause of the Characteristic Phenomena of Sun-Spot Spectra." The article is illustrated bytwo plates. Mr. Robert J. Wallace, of the Observatory, begins in this number a series ofStudies in Sensitometry ; the first one havingfor its subject "The Daylight Sensitometry ofPhotographic Plates, and a Suggested Standard Dispersion-Piece." Two plates and tenfigures illustrate the text. "On a NebulousGroundwork in the Constellation Taurus" isthe subject of an article in the April number ofthe journal by Professor Edward E. Barnard,of the Yerkes Observatory, the plates showingvacancies and nebula in Taurus..The New Appreciation of , the Bible — astudy of the spiritual outcome of biblical criticism, by Willard Chamberlain Selleck, D.D.,of Providence, R. I. — is a volume of 420pages recently issued by the University of Chicago Press. The introduction to the bookdiscusses the Bible in modern life; Part Itreats of the meaning of biblical criticism ; andPart II, the value and use of the Bible.Among the chapter headings in Part I are the168 UNIVERSITY RECORDfollowing : "The History of the Bible Since theCompletion of the Canons of the Two Testaments;" "The Traditional View of the Bible;""What is Biblical Criticism?;" "The New Viewof the Old Testament;" "The New View ofthe New Testament;" and "The Inspiration ofthe Bible." In Part II are chapters on "The NewAppreciation of the Bible," "The Service ofthe Bible to Our Own Time," "How to Readthe Bible in Its Modern Aspects," "The Biblein the Public School," and "The Bible andthe Spread of Western Civilization." In thepreface the author says that his aim hasbeen "to prepare a manual that might be distinctly helpful to those who desire to appropriate the best results of modern biblicalscholarship," and he expresses the belief thatthe new view of the Bible is far more vitalthan the old.There was recently issued from the University of Chicago Press, under the title of AHistory of the New England Theology, athick volume of 580 pages, by Frank HughFoster, who in the preface says that the bookwas written directly from the sources. Healso says that the selection of material wasdetermined by the purpose to write a genetichistory and not a mere record of opinions,however interesting they might be in themselves. The book contains seventeen chapters,with an introduction and conclusion, and anindex of twelve pages. The historical background is given in Chapter I under the headof "The First Century in New England, 1620-1720." Three chapters are given to Jonathan Edwards, in which the writer discussesEdwards' earlier labors, his treatise on theFreedom of the Will, and his other metaphysical treatises. Three chapters are alsogiven to Edwards' contemporaries and co-laborers, Joseph Bellamy and Samuel Hopkins. Chapter IX discusses "The Development of the Theory of the Will." Under theheading of "The Great Controversies," are discussed the Unitarian and Universalist controversies and the systems of theology from1800 to 1840. "The Later New Haven Theology," "The New School in Presbyterian-ism," "The Oberlin Theology," and the placeand influence of Professor Edwards A. Park,of Andover Seminary, are considered in theclosing chapters."The Biblical Teaching Concerning Divorce" is the subject of a contribution in theFebruary issue of the Biblical World, by Professor Ernest D. Burton, Head of the Department of New Testament Literature and Interpretation. The second study in the series entitled "The Men Who Made Israel," preparedby the late George S. Goodspeed, Professor ofComparative Religion, appears in this numberunder the title of "Abraham and the Forefathers of Israel." Professor Charles R. Henderson, Head of the Department of Ecclesiastical Sociology, contributes to the Marchnumber .the second chapter on "SocialDuties," which discusses social duties relatingto the family. Professor Burton continues hisdiscussion of "The Biblical Teaching Concerning Divorce," from the point of view ofNew Testament teaching. There is also inthis number a memorial notice of the life andwork of Professor Eri B. Hulbert, Dean ofthe Divinity School, with an excellent portrait.In the April number of the journal ProfessorHenderson continues his contribution on"Social Duties," marriage and divorce beingthe particular theme. Under the head of exploration and discovery Mr. Rowland H. Mode,a Fellow in Semitics, discusses "The AssuanAramaic Papyri." Assistant Professor EdgarJ. Goodspeed, of the Department of Biblicaland Patristic Greek, contributes a critical noteon "Two Supposed Hebraisms in Mark."The eighty-eighth contribution from theHull Botanical Laboratory, entitled "ToxicLimits and Stimulation Effects of Some Saltsand Poisons on Wheat," appears in the Jan-UNIVERSITY RECORD 169uary issue of the Botanical Gazette, and waswritten by Mr. Gerhard H. Jensen, who receivedhis Doctor's degree in 1906. The article isillustrated by thirty-four figures. ProfessorCharles R. Barnes, of the Department of Botany, has a contribution in the same number on"Illustrating Botanical Papers." The February number has as its opening article theeighty-ninth contribution from the HullBotanical Laboratory entitled "Pollen Development in Hybrids of Oenothera Lata XLamarckiana, and Its Relation to Mutation."Mr. Reginald R. Gates, a Fellow in Botany, isthe writer of the article, which is illustrated bythree plates. The ninetieth contribution fromthe Laboratory appears also in this number,under the title, "Development of Ovule andFemale Gametophyte in Ginkgo Biloba," thewriter being Miss Ida E. Carothers, who received the Master's degree in 1905. The contribution is illustrated by two plates. AssistantProfessor Charles J. Chamberlain, of the Department of Botany, contributes a "PreliminaryNote on Ceratozamia." In^this number also isthe ninety-first contribution rsom the Laboratory, under the title of the "Morphology of theTrunk and Development of the Microsporan-gium of Cycads," the writer being Miss FrancesG. Smith. The article is illustrated by kdouble plate."Nature Studies with Birds for the Elementary School" is the subject of a contribution in the February number of the Elemen tary School Teacher, by Mr. Robert W. Heg-ner, of the School of Education, bird protection being the particular theme discussed. Inthe March number Assistant Professor CarlJ. Kroh, of the School of Education, discusses"Physic&l Training — A Question of JudiciousSupport." "German Songs and Rhymes forChildren," by Miss Anna T. Scherz, of theUniversity Elementary School, contains thetext of a number of German songs adapted touse in teaching the language. "The Viking"is the title of the words and melody composedby the children of the fifth year in the University Elementary School. In this numberalso is a memorial notice of Professor WilburSamuel Jackman, Principal oi the UniversityElementary School, who was editor of theElementary School Teacher from 1904 to 1907.Two addresses in memory of Mr. Jackmanappear in the April number — one by ProfessorNathaniel Butler, Dean of the College of Education, and one by Professor James H. Tufts,Head of the Department of Philosophy. Associate Professor Zonia Baber, of the Collegeof Education, contributes "A Lesson in Geography — from Chicago to the Atlantic," whichis illustrated by four plates. A series ofFrench popular rounds and songs is containedin a contribution by Miss Lorley A. Ashleman,of the School of Education, entitled "Le Jeuun facteur important dans l'enseignement d'unelangue." An "April Song," with the wordsand melody by children of the seventh year inthe University Elementary School, appears inthis number.170 UNIVERSITY RECORDTHE ASSOCIATION OF DAt the Spring Convocation, held on March19, 1907, the degree of Doctor of Philosophywas conferred upon six candidates, making thetotal number to date four hundred and twenty-eight. The names of those newly added are asfollows :Chester Nathan Gould, A.B., University ofMinnesota, 1896; A.M., ibid., 1900. Subjects:German, English. Thesis: "The Syntax ofana {an), at, and du (to) in Gothic and OldSaxon."Paul Gustav Heinemann, S.B., Universityof Chicago, 1904. Subjects: Bacteriology,Physiological Chemistry. Thesis: "The Kindsof Bacteria Concerned in the Natural Souringof Milk."Anne Bates Hersman, A.B., University ofMissouri, 1887; Ped.B., ibid., 1887. Subjects:Greek, Latin. Thesis: "Allegorical Interpretation of Poetry and Myth in Plutarch."Daniel David Luckenbill, A.B., Universityof Pennsylvania, 1903. Subjects: SemiticLanguages and Literatures, Egyptology.Thesis: "A Study of the Temple Documentsof the Cassite Period."Charles Henry Turner, S.B., University ofCincinnati, 1891 ; S.M., ibid., 1892. Subjects:Zoology, Psychology. Thesis: "The Homingof Ants: An Experimental Study of Ant Behavior."Shigeo Yamanouchi, S.M., Teachers' College,Tokyo, Japan, 1898. Subjects: Plant Morphology, Plant Physiology. Thesis: "A Studyof Apogamy."Dr. Gould holds a position in German inDartmouth College. Dr. Heinemann is Assistant in Bacteriology at the University of Chicago. Dr. Hersman is an instructor in theHyde Park High School, Chicago. Dr. Luckenbill has received an appointment as Associate CTORS OF PHILOSOPHYin the Department of Semitic Languages andLiteratures in the University of Chicago.Dr. Charles H. Gordon, 1895, assistant geologist, United States Geological Survey, has incharge the investigation of the undergroundwater system of Texas.Dr. Jeremiah S. Young, 1902, professor ofhistory and political science in the State Normal School at Mankato, Minn., is the authorof a book on the Civil Government of Minnesota.Mr. Frank G. Franklin, who received hisDoctor's degree in History and PoliticalScience in 1900, is .professor of history andpolitical science in the University of the Pacific, San Jose, Cal.Mr. Max Batt, Ph.D. in German andEnglish, 1900, who has been assistant professorof modern languages at the State AgriculturalCollege, Fargo, N. D., was promoted to a fullprofessorship at the beginning of the presentacademic year.Mr. Michael F. Guyer, Ph.D. in Zoology andPhysiology, 1900, is the author of a book onAnimal Micrology (University of ChicagoPress, 1906). Professor Guyer was recentlytransferred from the chair of biology to that ofzoology at the University of Cincinnati.Dr. Charles A. Ell wood, 1899, professor ofsociology at the University of Missouri, readan able paper on "The Teaching of Sociologyin Colleges and Universities" before theNational Sociological Society, which met atBrown University during the holiday week.Mr. William B. McCallum, Ph.D. in PlantPhysiology and Plant Morphology, 1906, hasbeen elected to the chair of botany in the University of Arizona at Tucson. This is a purelyresearch position. Dr. Callum was until re-UNIVERSITY RECORD 171cently Assistant in Botany at the Universityof Chicago.Dr. Emanuel Schmidt, 1898, president ofAdelphia College, Seattle, Wash., in writingof the rapid growth of that institution reportsthe recent completion and dedication of a $40,-000 recitation hall. Mr. Schmidt's major workat the University was in Old Testament, withEgyptology as the minor.Dr. Robert B. Wylie, who was professor ofbiology at Morningside College, Sioux City,la., until the present academic year, is now assistant professor in charge of morphology inthe State University of Iowa. Mr. Wylie received the Doctorate in Plant Morphology andPlant Physiology in 1906.Mr. Maxwell Adams, Ph.D. in Chemistryand Physics, 1906, who was for two years inthe State Normal School at Chico, Cal., is nowprofessor and head of the department of chemistry in the State University of Nevada andconsulting chemist for the experiment stationat the State Agricultural College.Miss Annie M. MacLean, Ph.D. in Sociology and Political Science, 1900, is professor ofsociology at Adelphi College, Brooklyn, N. Y.Dr. MacLean has been engaged in literarywork and as a lecturer in sociology since takingher doctorate, and was appointed to her present position at the beginning of the presentacademic year.Mr. Beziat de Bordes, Ph.D. in French,Spanish, and Italian in 1899, formerly professor of Romance languages at the University of West Virginia, and now assistant professor atthe University of Michigan, is delivering aseries of thirty-six lectures on Victor Hugoat the Thursday conferences of the department of Romance languages in Ann Arbor.Dr. Charles D. Marsh, who is a governmentexpert in connection with the Bureau of PlantIndustry, is engaged in an especially interesting study of the poisonous plant loco, whichgrows profusely on the eastern slope of theRocky Mountains and is a constant menace tothe life of animals grazing upon it. Mr. Marshtook his Doctorate in Zoology and Botany in1906.Professor George F. McKibben, of DenisonUniversity; who received the Doctor's degreein Romance and Spanish in 1905, expressesappreciation of the University Record and confidence in the growing power of the GraduateSchools. The Doctors' Association is in aposition, through its members, to extend inever-widening circles the influence of the University.Mr. William H. Allison, Ph.D. 1905, is engaged in research in connection with the Department of Historical Research of the CarnegieInstitution at Washington. While holding thechair of history and political science at Franklin College, he is spending the summer vacations visiting the archives of the variousProtestant bodies in the United States for thepurpose of making an inventory of the unpublished material bearing upon Americanreligious history.172 UNIVERSITY RECORDAPPOINTMENTS TO FELLOWSHIPS FOR THE YEAR1907-8Ernest Anderson, S.B., S.M., University of Texas,Chemistry, Texas.Dice Robins Anderson, A.B., A.M., Randolph MaconCollege, History, Virginia.Harold De Forest Arnold, Ph.B., Wesleyan University,Physics, Connecticut.Charles Earl Auger, A.B., Victoria College, TorontoUniversity, English, Canada.Albert Heyem Nachmen Baron, A.B., Colorado College;A.M., Clark University, Sociology, Colorado.Scott Elias William Bedford, A.B., A.M., Baker University, Sociology, Kansas.George W. Bartelmez, S.B., New York University, Zoology.Charles Read Baskerville, A.B., A.M., Vanderbilt University, English, Texas.Milton D. Baumgartner, A.M., University of Kansas,German, Kansas.Frank Christian Becht, S.B., University of Chicago,Physiology, Illinois.Robert Louis Benson, A.B., A.M., University ofChicago, Pathology, Michigan.Luther Lee Bernard, A.B., University of Missouri,Sociology, Missouri. #Ingram Ebenezer Bill, Jr., A.B., Acadia University;Graduate, Rochester Theological Seminary, ChurchHistory, Indiana.Bessie Boies, A.B., Smith College, History, Michigan.Thomas Buck, S.B., University of Maine, Mathematics,Washington.Josephine May Burnham, Ph.B., University of Chicago, English, Illinois.George Miller Calhoun, A.B., University of Chicago, Greek, Florida.R. D. Calkins, S.B., University of Chicago, Geog^raphy, Michigan.James Llewellyn Cattell, A.B., Bucknell University, Romance, Illinois.William Henry Chamberlin, A.M., , University of California, Philosophy, Utah.Clarence Leon Clarke, Ph.B., Alfred University, Philosophy, New York.Walter Gillan Clippinger, A.B., Lebanon Valley College;D.B., Union Biblical Seminary, Biblical Greek, Ohio.Lewis Hamilton Corbett, A.B., Toronto University,Romance, Canada.Henry Campbell Davis, A.B., South Carolina College,English, South Carolina.John Charles Duncan, A.M., Indiana University, Astronomy, Indiana. Emily Helen Dutton, A.M., Radcliffe College, Latin,Massachusetts.Clarence Addison Dykstra, A.B., §tate University ofIowa, History, New York.Ana Jule Enke, Ph.B., University of Chicago, Romance,Illinois.Herbert Francis Evans, A.B., Leland Stanford JuniorUniversity, Systematic Theology, ^California.Mabel Ruth Fernald, A.B./ Mount Holyoke College,Psychology, District of Columbia.James Anderson Fitzgerald, A.B., Georgetown College,Sociology, West Virginia: ' ¦ >Reginald Ruggles Gates, A.B., A.M., Mount AllisonCollege, Botany, Canada.Franklin Hermon Geselbracht, Ph.D.; University ofLeipsic, Biblical Greek, Illinois.Henry Clossen Gilbert, A.M., Harvard University, Comparative Religion, Vermont.John Leonard Hancock, A.M., Indiana .University,Greek, Illinois.Joseph Kinmont Hart, A.B., Franklin College, Ecclesiastical Sociology, Indiana.LeRoy Harris Harvey, S.M., University of Maine, Botany, Maine.Joseph Wanton Hayes, A.B., Amherst College, Psychology, New York.Victor Emanuel Helleberg, A.B., Yale University, Sociology, Illinois.Albert Edward Hennings, A.B., A.M., Lake Forest University, Physics, Illinois.Theophil Henry Hildebrandt, S.M., University ofChicago, Mathematics, Illinois.Henry Hinds, A.B., Oxford University, Geology, NorthDakota.Paul Edward Howe, S.B., University of Illinois, Physiological Chemistry, Illinois.Frederick LeRoy Hutson, A.B., Denison University,Greek, Pennsylvania.Naoza Ichinohe, Imperial University of Japan, Astrono-my, Japan.Dora Johnson, A.M., University of Chicago, Latin,Tennessee.Roger Miller Jones, A.B., Denison University, Greek,Ohio.Don Rosco Joseph, S.B., University of Chicago ;S.M., St. Louis University, Physiology, Illinois.John Curtis Kennedy, A.B., Cornell University, PoliticalEconomy, New York.Louis Knox, S.B., University of Texas, Chemistry,Texas.Louise Mallinckrodt Kueffner, A.B., A.M*, WashingtonUniversity, German, Illinois.UNIVERSITY RECORD 173Armin Hajman Koller, A.B., A.M., Western ReserveUniversity, German, Ohio.John Matthias Kuehne, S.B., S.M., University of Texas,Physics, Texas.Mary Margaret Lee, A.B., University of Chicago,Political Economy, Maryland.Winford Lee Lewis, A.M., University of Washington,Chemistry, California.Edgar Allen Menk, A.B., Indiana University, Sanskrit,Indiana.Albert Eli Merrill, A.B., University of Chicago,Physics, Illinois.Egbert J. Miles, A.B., Indiana University, Mathematics,Indiana.Rowland Hector Mode, A.B., A.M., Toronto University,Semitics, Canada.Roy Lee Moodie, A.B., University of Kansas, Paleontology, Kansas.Elwood S. Moore, A.B., Toronto University, Geology,Canada.Hans Koller Moussa, A.B., Northwestern University,Semitics, Wisconsin.Samuel MacClintock, Ph.B., University of Chicago,Political Science, Kentucky.Donald Francis MacDonald, S.M., George WashingtonUniversity, Geology, District of Columbia.Douglas Clyde Macintosh, A.B., McMaster University,Systematic Theology, Canada.John Stayer Mcintosh, A.B., Cornell College, Latin,Iowa.Harris Lachlan MacNeill, A.B., MacMaster University,Biblical Greek, Canada.Robert Brown McSwain, A.B., Vanderbilt University,Semitics, Texas.Jeannette Brown Obenchain, Ph.B., University ofChicago, Anthropology, Illinois.James Patterson, S.B., University of Chicago, Anatomy, Illinois.Eugene Bryan Patton, A.B., Washington University, Political Economy, Tennessee.John Martin Pierce, A.B., Washington University, Ger-^ man, Illinois.Edward Ewing Pratt, A.B., Oberlin College, PoliticalEconomy, Ohio.Keith Preston, Ph.B., University of Chicago, Latin,Illinois.John Jacob Putnam, S.B., Universitv of Denver, Chemistry, Nebraska.Elmer Author Riley, A.B., Baker University, History,Kansas. Florence Ella Richardson, A.B., University of Nebraska,Psychology, Nebraska.Charles Manford Sharpe, A.B., A.M., University ofKansas, Systematic Theology, Missouri.Charles Huston Shattuck, S.B., University of Chicago, Botany, Kansas.Marion Lydia Shorey, Ph.B., A.M., Brown University,Zoology, Maine.Ralph Sheldon, A.B., A.M., Cornell University, Anatomy,New York.Mary Emily Sinclair, A.B., Oberlin College; A.M., University of Chicago, Mathematics, Massachusetts.Clinton Raymond Stauffer, S.B., A.M., Ohio State University, Geology, Ohio.George Asbury Stephens, A.M., University of Chicago, Sociology, Kansas.Herbert Taylor Stephens, Ph.B., A.B., Adrian College;S.T.B., Boston University; A.M., Harvard University, Church History, Kansas.Anna Louise Strong, A.B., A.M., University of Chicago, Philosophy, Illinois.William Walker Swanson, A.M., Queen's University,Political Economy, Canada.Edgar Sydenstricker, A.M., Washington and Lee University, Political Economy, Virginia.Katashi Takahashi, Imperial University of Japan, Zoology, Japan.Bertha Mary Terrill, A.B., Mount Holyoke College,Household Administration, Connecticut.Schuyler Baldwin Terry, A.B., University of Chicago, History, Illinois.Guy Andrew Thompson, A.B., Harvard University, English, California.David Duke Todd, S.B., Coe College, Bacteriology, Iowa.Berthold Louis Ullman, A.B., University of Chicago,Latin, Illinois.Mary Shore Walker, A.B., A.M., University of Missouri, Mathematics, Missouri.Florence Donnell White, A.B., Mount Holyoke College,Romance, Maine.Clara Jane Weidensall, A.B., Vassar College, Psychology, Nebraska.Clarence Stone Yoakum, A.B., Campbell College, Psychology, Kansas.Anna Pritchett Youngman, Ph.B., University of Chicago, Political Economy, Kentucky.Sidney Zandstra, A.B., Hope College, Semitics, NewJersey.174 UNIVERSITY RECORDTHE LIBRARIAN'S. ACCESSION REPORT FOR THEWINTER QUARTER, 1907During the Winter Quarter, January-March, 1907, there has been added to thelibrary of the University a total number of 3,-832 volumes, from the following sources:BOOKS ADDED BY PURCHASEBooks added by purchase, 2,480 volumes, distributedas follows: Anatomy, 27; Anthropology, 13; Astronomy,(Ryerson), 19; Astronomy (Yerkes), 22; Bacteriology, 7;Biology, 1; Botany, 16; Chemistry, 19; Church History,15 ; Commerce and Administration, 2 ; Comparative Religion, 16; Dano-Norwegian and Swedish, 2; English,251; General Library, 75; General Library, Music,Physics, Psychology, 2 ; General Literature, 2 ; Geography, 28; Geology, 7; German, 72; Greek, 115; History,687 ; History of Art, 24 ; Homiletics, 4 ; Latin, 39 ;Latin and Greek, 17; Latin and History of Art, 34; LawSchool, 161 ; Mathematics, 29 ; Morgan Park Academy,39 ; Neurology, 8 ; New Testament, 23 ; Paleontology, 7 ;Pathology, 9 ; Philosophy, 56 ; Physics, 38 ; PhysiologicalChemistry, 6 ; Physiology, 32 ; Political Economy, 26 ; Political Science, 65 ; Psychology, 14 ; Romance, 87 ; Sanskritand Comparative Philology, 31 ; School of Education,200 ; Semitics, 46 ; Sociology, 42 ; Sociology, History andPolitical Science, 2 ; Sociology (Divinity), 5 ; SwedishTheological Seminary, 1 ; Systematic Theology, 26 ;Zoology, 11.BY GIFTBooks added by gift, 924 volumes, distributed as follows: Anthropology, 1; Astronomy (Ryerson), 1;Astronomy (Yerkes), 67; Botany, 5; Chemistry, 7;Church History, 2; Commerce and Administration, 6;Comparative Religion, 1 ; Dano-Norwegian and Swedish,3 ; Divinity School, 5 ; English, 14 ; General Library,'667 ; Geography, 6 ; Geology, 7 ; Greek, 1 ; History, 35 ;History of Art, 2 ; Homiletics, 1 ; Latin, 1 ; Law School,1 ; Music, 1 ; Neurology, 2 ; New Testament, 3 ; Pathology, 3 ; Philosophy, 3 ; Physics, 4 ; Physiology, 1 ;Political Economy, 13; Political Science, 11; Psychology, 1 ; Romance, 7 ; Sanskrit and Comparative Phi lology, 1 ; School of Education, 1 ; Semitics, 3 ; Sociology,34; Systematic Theology, 2; Zoology, 1.BY EXCHANGEBooks added by exchange for University publications,428 volumes, distributed as follows : Anthropology, 1 ;Astronomy (Yerkes), 5; Botany, 4; Botany and Zoology,1 ; Church History, 11 ; Commerce and Administration,1 ; Comparative Religion, 8 ; Divinity School, 1 ; English,1 ; General Library, 282 ; Geology, 8 ; German, 1 ;History, 6 ; Homiletics, 1 ; Latin and Greek, 1 ; NewTestament, 4 ; Philosophy, 6 ; Physics, 3 ; Political Economy, 19; Political Science, 5; Psychology, 2; Romance,3 ; Sanskrit and Comparative Philology, 1 ; School ofEducation, 1 ; Semitics, 26 ; Sociology, 5 ; SystematicTheology, 21.SPECIAL GIFTSAberdeen University, 6 volumes — reports and studies.Sophonisba P. Breckinridge, 10 volumes — United Statesgovernment documents.Carnegie Institution of Washington, 4 volumes — publications.Frederic I. Carpenter, 7 volumes— English literature.Central Conference of American ^Rabbis, 6 volumes —reports.Zella A. Dixson, 5 volumes — miscellaneous.Georgia Railroad Commissioners, 8 volumes — reports.Mrs. William R. Harper, 14 volumes and 400 pamphlets— periodicals and miscellaneous.Lady Meux, 2 volumes — Life and Miracles of TaklaHaymanat and the Books of the Riches of Kings.Clifford Mitchell, 109 volumes and 33 pamphlets — miscellaneous.Mt. Holyoke College, 5 volumes — reports.New York World, 9 volumes — World Almanac.North Carolina Corporation Commission, 20 volumes —reports.Ira M. Price, 11 volumes and 263 pamphlets — periodicalsand miscellaneous.School of Education, 21 volumes — state reports.United States government, 136 volumes and 146 pamphlets — documents and reports.