Volume XII Numbeb 2THEUniversity RecordOctober, 1907THE UNIVERSITY OF CHICAGO PRESSCHICAGO AND NEW YORETHE UNIVERSITY RECORDOFTHE UNIVERSITY OF CHICAGOISSUED IN THE MONTHS OF JANUARY, APRIL, JULY, AND OCTOBERVolume XII OCTOBER, IQOJ Number 2CONTENTSPAGEFrontispiece: A General View of the University of ChicagoConvocation Address: The^Writer and the University, by Walter Hines Page, Editor of The Worlds Work 43Mitchell Tower from the Bartlett Gymnasium (full-page illustration), facing page 55The President's Quarterly Statement on the Condition of the University 55Exercises Connected with the Sixty-fourth Convocation - - - - - - - - - "57Degrees Conferred at the Sixty-fourth Convocation 57Reorganization of the School of Education 57A New Volume of Greek Papyri - -' 59Adam Smith and Modern Sociology 59A New Political History of Modern Europe 60A New Edition of a Laboratory Outline in General Chemistry 61Significant Work of the Board of Recommendations 61Lion on the Leon Mandel Assembly Hall (full-page illustration), facing page 62The Faculties 62The Association of Doctors of Philosophy 70The Librarian's Accession Report for the Summer Quarter, 1907 74The University Record is published quarterly. If The subscription price is $1.00 per year; the price of single copiesis 25 cents. If Postage is prepaid by the publishers on all orders from the United States, Mexico, Cuba, Porto Rico, PanamaCanal Zone, Republic of Panama, Hawaiian Islands, Philippine Islands, Guam, Tutuila (Samoa), Shanghai. If Postage ischarged extra as follows : For Canada, 8 cents on annual subscriptions (total $1.08), on single copies, 2 cents (total 27 cents) ;for all other countries in the Postal Union, 16 cents on annual subscriptions (total $1.16), on single copies, 4 cents (total 29cents). If Remittances should be made payable to The University of Chicago Press, and should be in Chicago or NewYork exchange, postal or express money order. If local check is used, 10 cents must be added for collection.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.Business correspondence should be addressed to The University of Chicago Press, Chicago, 111.Communications for the editor should be addressed to the Recorder of The University of Chicago, Chicago, 111.Entered as second-class matter, August 1, 1905, at the Post-Office at Chicago, 111., under the Act of Congress of July 16, 1894.VOLUME XII NUMBER 2THEUniversity RecordOCTOBER, 1907I have written this address to show, if I can,why men and women who propose to write for aliving ought to have the benefit of professionaltraining, as men and women may now haveprofessional training who propose to practiceany other art; why post-graduate professionalschools for writers at our universities wouldmake good writing more common, by dignifying and improving the everyday practice ofthe art; why such schools of practice, vigorously conducted, would give new life also tothe literary studies in our universities; andwhy they would, I think, make more commonamong the educated class a good use of bothwritten and spoken language.I may prevent confusion of thought by saying at the outset that I am not now writingabout what the schoolmen usually call literature, nor about men and women of "genius."I am writing only about those who write everyday or every week for their livelihood, andabout what we generally call current literature. I pray you before reading farther, then,to set aside in a special class all young- persons1 Delivered on the occasion of the Sixty-fourth Convocation of the University, held in the Leon MandelAssembly Hall, August 30, 1907. THE WRITER AND THE UNIVERSITY1BY WALTER HINES PAGEEditor of " The World's Work "whose writings you are sure will be read withjoy fifty years hence, or even five years hence;for they, I grant, may be pardoned for ignoringteachers. Nor have I anything to say about thosepersons who have contracted the divine afflatus,nor those for whom "professors of English"predict brilliant careers because they havewritten excellent undergradute themes. Ihave in mind only the big volume of writingthat is done every day in the United States byjourneymen writers, and the need of trainingus to do our work better, us who regard ourtrade as an honest and difficult occupation atwhich we wish to excel.Such journeymen's writing has now cometo be an important trade for several reasons.In the first place, journeymen writers write almost everything that the American people read.They write our advertisements; they writeour newspapers; they write our magazines; they write our novels; they writeour scientific books; they write travelsand adventures for us; they write ourhistories and biographies; they write our textbooks — all our books of instruction from almanacs to encyclopedias. Leaving out thereading that is done by a small class and thatdone by students chiefly during the period offormal education, most of the writing that is4344 UNIVERSITY RECORDread in the United States is written by persons who write for a living; most of it waswritten during the last few years, much of itwithin the last year, much of it, in fact, within the last month, and a good deal of it waswritten yesterday. The journeymen writerswrite almost all that almost all Americansread. This is a fact that we love to fool ourselves about. We talk about "literature' ' andwe talk about "hack writers," implying thatthe reading we do is of literature. The truthall the while is, we read little else than thewriting of the hacks — living hacks, that is,men and women who write for pay. We mayhug the notion that our life and thought arenot really affected by current literature, thatwe read the living writers only for utilitarianreasons, and that our real intellectual life isfed by the great dead writers. But our hugging this delusion does not change the factthat the intellectual life even of most educatedpersons, and certainly of the mass of the population, is fed chiefly by the writers of our owntime. Let us hope that the great writers ofthe past do set tne standards whereby a fewjudge the writing of the present. But, even ifthis be true, it is still true also that the intellectual life of the American people is chieflyshaped by current writing.And the writers' craft is now become a verylarge craft. In numbers it ranks perhaps second or third among the professions. Thereare more teachers and possibly more lawyersthan there are persons who make their livingwholly or in the main part by writing; andpossibly there are as many physicians. But, ifyou could count the reporters and correspondents, the special writers for the newspapers,the makers of textbooks, the writers for magazines, the novelists, the playwrights, the writersof governmental and other public documents,and all the rest who make their living whollyor in the main part by writing, you would be astonished to see how large a company theyare..The craft has come to be a fairly well-paid craft, too. No writers make such greatfortunes as some lawyers, nor even such fortunes as some physicians and surgeons make;but many of them make more money thanmost lawyers and most physicians; and theyare better paid than teachers and preachers.By sheer economic demand, therefore, writingas a career is attracting as capable men andwomen as most of the other professions andalmost as many of them as any other. It is aninteresting fact, too, that the earnings ofwriters during the last twenty years have increased faster than the earnings of most of theother professions. The writers of current literature, then, form a craft influential enough,big enough, and well enough paid to deserve ascareful training as those who ply the othertrades which we usually call professions.Regarding the skill and character of currentwriters, it is probable that they fall below thelevel of lawyers in the excellence of theircraftsmanship, but not in the character thattheir work shows, and that they do no betterthan physicians and perhaps as badly asteachers and preachers. Of course they oughtto do a great deal better than teachers orpreachers, because they both teach and preachto all the people all the time, and not merelyon Sundays or during the period of schoolage. Newspaper writing, of course, runs fromvery good to very bad. The most importantpart of it, which is the reporter's part, is generally very bad. Magazine writing is justshaping itself into a craft. Until a few yearsago it was a side-product of scholars and menof action. Most of it was then very properand stilted, just as much of it now imitatesthe vices of the newspaper. The Americanmagazine is just finding its power and itsopportunity, and shaping its character to defi-UNIVERSITY RECORD 45nite ends. It is become the most influentialform of current literature, and the chancethat it offers for strong men is just beginningto be understood.Concerning current book-writing, it is true,I suppose, that our best novelists are, as a rule,the best writers of our time, just as our worstnovelists are the worst. The average qualityof writing in current books is probably higherthan the average was a generation ago, andsurely a very much larger number of personswrite reasonably well than ever before. Butis it not fair to say that a general view of thewhole mass of new books that come out yearby year would show that as a rule our bookwriters do not do a high grade of work?The most common fault is a lack of form, oforderliness, and of construction. A certainverbal smartness is very common, but the careful construction of books is rare.There are two great departments of currentliterature that are very badly written. One iswhat may be called the literature of reportsand documents — from commercial reports togovernmental documents. The waste in printing these, if it could be saved, would beenough, I am sure, richly to endow a professional school of writing at half the colleges inthe land. So badly are governmental reportsand documents written, as a rule, that thepublic seldom finds out what the government,municipal, state, or national, is doing. This isone cause of bad political conditions. Largeamounts of money are spent to gather usefulinformation which is so ill told that it remainspractically unknown. The national government, for instance, through all its departmentsand bureaus at Washington, prints an incalculable mass of things at an enormous cost,which it cannot give away because they are soill written that nobody wants them. Nothingis gained by this waste of labor and of paper,and yet nobody seems able to stop it or to change the "system," or even to induce thosein authority to employ men to edit such ofthese reports as might be read if they werewritten with common intelligibility.The other department of current literaturethat is such "tough"reading that much of it isvalueless is the work of academic men, thepublications of many societies, the monographsand "theses" and "studies" of teachers andstudents of our universities — books on science,on historical subjects, even on politics andsociology, which fail of their purpose becausethey are written without form or style. Someof our academic men go on year after yearpiling up these unreadable things, as the government writers go on piling up their unreadable things; and the habit has become sofixed that they are even held in esteem forwriting unintelligibly. The public is asked tobelieve that learning makes unintelligibilitynecessary.A professor of English literature in one ofour universities once brought to me to publishin a magazine such a learned piece of writing. It seemed to me a pretty dull thing andnot important, according to my judgment, toanybody, and not possibly interesting to morethan a handful of special students. I wrotehim this opinion as politely as I could. Hecame to see me again and smilingly took meinto his confidence. "I hardly expected," hesaid, "that you would publish that 'study' thatI offered you. In fact, I care little about itmyself. I wrote it because my professionalstanding demands that I shall produce something at certain intervals. But now I have apiece of writing that I do take great pride in,and I want you publish it without betrayingthe authorship to any living being. It wouldhurt my professional standing, if it becameknown that I wrote this." It was a novel!Well, Scott wrote novels, and Thackeray,and Goethe, and Turgenieff, and some great46 UNIVERSITY RECORDwriters of every modern nation that has aliterature. It is truly often a much debasedform of literature in our day, but the mostpowerful living form for all that; and that aprofessor of English literature should assumean apologetic attitude toward it sets a plainjourneyman to thinking. His dissertation waspublished in one of the learned organs of hisuniversity and duly catalogued by title, bysubject, and by author in the library. Hisnovel has, so far as I know, never been published. Of course any editor or any publishercould tell dozens of such experiences to illustrate how in a didactic and critical atmospherea man is forced against his will to compileburdensome erudition that is of no value, andis permitted by the false feeling about himto try his imagination and creative powersonly as a secret pleasure. The tragedy of it is,such a man does not become either a greatscholar, or a tolerable novelist. In the firstplace, he never learns even the fundamentalgraces of an English style.To return to our poor craft of journeymenwriters — please regard us all as a class, as acraft, as a profession (call us what you will).Think of writers for newspapers, for magazines, writers of governmental reports, of advertisements, of novels, of books of information, poets — all who make it their business towrite and who earn all or part of their incomesby writing; think of us all, if you can, as youthink of any other class of workers — physicians, or teachers, or architects, for examples.You will discover that there is one great difference between your conception of writersand your conception of physicians. Althoughyou know that there are all kinds of physicians,good and bad, when I say that a man is aphysician, that fact at once classifies him inyour mind, no matter how many incompetentphysicians there are. You take it for grantedthat he has been trained at a school of medi cine, that he practices his profession in anorderly way, that he has a certain definite bodyof knowledge and a certain minimum degreeof skill. He may be a skilful or an .unskilfulphysician. But the bare fact that he is a member of the profession means something. But,when I say that a man is a writer, what doesthat convey to any mind? an impertinent newspaper reporter, or a gutter novelist, or a historian, or a professor in a university? You getno clear-cut notion at all; and you say thatthere is no such profession of writing as thereis of physicking people, or of teaching them,or of preaching to them, or of building housesfor them. Yet as many persons earn their livings by writing as by practicing medicine, andthey serve society in -quite as important ways.There was a time, not very long ago, whenprofessional training was not thought necessary, or at least, was not provided, for theother professions. The barber bled his patient.The young lawyer "read law" in the office ofan older lawyer. The engineer learned histrade in any way he could. Even now theteacher is just coming to have a professionalstanding and consciousness. All these callingsgradually came to have a definite relation tosociety and some dignity of position by specialprofessional training. As soon as opportunities for such special professional training weregiven, a definite body of knowledge and adefinite degree of skill were required of thebest practitioners. Quacks and incompetentsyet flourish, and they always will. Still, medical schools and pedagogical schools find justification, and they keep raising the standard ofknowledge and of skill. Professional writershave yet no standard or standing, as a class.Why could their profession not profit by theexperience of these others?The successful practice of the writer's craft,whether as a novelist, a reporter, an historian, awriter of advertisements or what not, surelyUNIVERSITY RECORD 47requires a degree of experience and professionalskill. Yet our educational institutions do notseem to be aware of this fact. For instance, alittle while ago I received a letter from thepresident of a college asking me to give "magrazine writing" to a gentlewoman of cultivationwho had been overtaken by misfortune. If hehad asked me to get her a place in grandopera, he would not have made a more absurdrequest. Every year a procession of youngmen and women comes from the colleges tothe newspaper offices, the publishing houses,and the magazine offices, who wish to maketheir living by writing. Many of them bringpathetically simple letters from their professors of English. They are ready to begin toinstruct or to amuse the nation, and the professors predict great things for them. Sometimes in utter despair, we who work at current literature with hammers and anvils say tothem, "Well, you wish to write ?""Yes.""Go and write, then; nobody will hinderyou. We will buy your writing and publish itif it be good enough.""Oh, but I wish to learn.""Well, we are sorry, but we don't keepschool. We must deal in finished products."They must serve, of course, a long apprenticeship and then fall short of doing aswell as they could have been taught to do ; forthe masters to whom they are apprenticed haveno time, even if they have the skill, to teachthem systematically. They pick up the tricksof the craft rather than learn its principles;and in this harum-scarum, untrained way theycome in time to write perhaps half the matterthat the American people read. Then thesesame professors of English, and suchlike gentlemen, who do not themselves write, complainthat our newspapers and magazines and novelsare ill written.Nor is even this the worst of it. Most of the young men who come thus raw into thetrade come with high aims; they have literarystandards; they have worthy ambitions. Butthey soon discover that the trade is not themaking of "literature." They have not beenprepared by a reasonable amount of practiceeven to understand what writing, day by day,means. They have their heads full of "literary" notions, which are, as a rule, very falsenotions. They are not prepared for theorderly practice of a useful art. They hoperather to do some great piece of work quickly.They are in a false relation to work and to life.When the inevitable disillusion comes, theyeither lose ambition and sink into hopelessdrudgery, or they lose their bearings and runoff into "yellow" journalism, where they canat least do spectacular jobs and earn (for alittle while) more money.Thus, although many capable and ambitiousyouths come to the doors of the writers' workshops, so few of them are properly preparedto begin work or even look upon it in a properway — as young physicians look upon theirwork, or as young lawyers, or as young architects—so few come with proper preparation orin the proper state of mind, that the demandfor honest, capable, trained journeymen writersis not supplied. Every editor of a magazine,every editor of an earnest and worthy newspaper, every publisher of books, has dozens orhundreds of important tasks for which he cannot find capable men: tasks that requirescholarship, knowledge of science, or of politics, or of industry, or of literature, along withexperience in writing accurately in the language of the people. The profession is yet aharum-scarum, rough-and-tumble business intowhich men and women come chiefly from ouruniversities, with academic superstitions instead of principles ; and every one has to blazehis own way. And this in a democracy wherepublic opinion rules congresses and presidents48 UNIVERSITY RECORDand courts, and where the machinery for theproper training of men, one would think,would be especially adjusted to the training ofthose who are to write the public journals,adjusted to training at once the judgment andthe style of men who are to write; for evenstyle requires most excellent good judgment.We complain, and we complain justly, ofthe commercialization of the press and, to adegree, of all current literature. And itwould be strange if it had escaped commercialization in this rush of industrialism whichis the most striking fact of our time; for allthe professions have to some extent sufferedthe same misfortune. But, if the press is commercialized, it is not the writers who havecommercialized it. They are the victims ofthis commercialization. We have left the writingto be done by those who lack the strength andthe skill that come from good training, andthe forces of commercialism have found manyof them easy victims. For most men whenthey set out to write set out with high aims.The first impulse that drives men to their pensis usually a noble impulse. They wish to teachtheir fellows. They wish to win names forthemselves. They wish to exert a good influence. When they succumb they succumbbecause they are weak rather than becausethey are depraved. Yet the strong man whocan write well is the man of real power. Hecan capture and command the machinery ofpublicity. If, then, this great machinery ofpublicity is controlled and used too much bysheer commercial men, this has come to passbecause strong men have not been trained asgood writers. Is it not true, then, that ouruniversities, which are justly offended at thecommercialization of current literature, havefailed of their duty to prevent it?For the usual undergraduate practice ofcomposition and study of the English language and literature, good enough as far as they go, go little farther toward training a boyfor writing than the usual undergraduatecourses in mathematics go toward traininghim as an astronomer or as an engineer. Norcan undergraduate work do more. There isnot time to do more. Nor has the undergraduate sufficient maturity to learn more thanthe rudiments of so difficult an art.IIA proper course of practice and study forsuch a professional post-graduate school couldbe prepared only by men who are both goodwriters and good teachers, and only after someexperience. But the general principles thatshould guide them are obvious. No studentought to be admitted who has not such a"general education" and such maturity as anA.B. degree implies; and only such studentsought to be admitted as mean to make theirliving and their careers by writing, and onlysuch as show some aptitude for the art, somefacility of expression, some love of the rightuse of speech, and who get joy from its rightuse.The teachers in such a professional schoolought to be scholars in literature and men whohave a good sense of right speech; men, too,who are themselves writers of some degree ofskill, not mere lecturers, and not merescholars. Writing is an art, and the teachingwould be too theoretical if it were done by menwho are not themselves practitioners of theart, just as the teaching of painting would betoo theoretical that should be done by menwho cannot paint fairly well themselves. Noman can write well who has not written agood deal; and I doubt whether a man couldbe a successful teacher of good writing whohad not written much.The main work in such a school would bepractice, just as the main work in a school forpainters or sculptors or musicians must beUNIVERSITY RECORD 49practice. We should have to throw away atthe gate the notion that mere scholarship is asufficient equipment for a successful writer.For scholarship alone never made a goodwriter; nor did reading alone ever make one,however close and loving communion a manmay have with great writers. This fallacylingers in our academic life as stubbornly asthe dogma of the divine afflatus itself.Suppose every student were required to writea thousand words a day — for a time narrative,such as a biography or a bit of history; thendescription, then argument, then a novel, thena play, then for a time, instead of tasks inprose, a sonnet a day or practice in other formsof verse. A student who should write athousand words a day would in a year of threehundred working days gain such practice asthe writing of three books of the usual size ofa novel would give. In three years he wouldhave written as much as nine such books contain. Of course, his writing would every dayhave to undergo the criticism of his teacherand of his fellows. No teacher could properlyhave more than half a dozen students, and theteacher himself ought to write as much as anyof his students. They ought, at times at least,to write together, and about the same subjects.Doubtless it would be helpful, as Robert LouisStevenson found it helpful, sometimes to writein conscious imitation of great writers, oneafter another.Of course, there must go along with thispractice definite, well-planned courses of postgraduate study in language and in literature.In most post-graduate work that I know ofin the United States such studies now takethe direction given by the philologists or thehistorians. Theirs is a science, not an art.The results of philological study are necessary for a good writer; but, if he gets himselfdeeply entangled in philology for its own sake,he may become a great scholar, but the chances are that he will never learn the art of writing.To the philologist a word is material for historical study. To a writer a word is an instrument of expression, a tool. He must knowhis tools well to use them well, but he cannotgive himself to the study of the history oftools. The same may be said of the historical study of literature. Of the great literature itself no writer who wishes to do his bestcan be ignorant. He must steep himself in it.He must continue to live with it; for no mancan write his best who does not read greatwriters constantly. He will gain incalculably,too, if he can read the ancient as well as themodern.By the time a young man, in such a postgraduate school, had written the equivalent ofeight or ten books in prose and verse, underthe guidance of a master who had himselfwritten perhaps as much, and with the criticism of his fellows, and had in the meantimealso constantly read masters of style, he wouldat least know whether the writing life is likelyto offer the career that he seeks and whetherthe divine afflatus blows toward him. Hewould have shown some degree of earnestness ; he would have worked out certain definiteprinciples of the craft; he would have acquireda certain degree of skill as an artificer inwords and in the orderly arrangement ofthought; and he would be likely to begin thepractice of the craft with a clearer understanding than he had when he began his professional training, of what the career that hehas chosen demands of a man — in resolution,in ideals, in practice, and in character. Andthis also surely is true : for them that are fittedby temperament and by capacity for such acalling, these years of training the productive faculties, these years of progressive effortat creation, would be happy and inspiringyears. I have never known a successful and50 UNIVERSITY RECORDearnest writer of current literature who didnot wish that he had had such training.Indeed, it is hard to understand why suchschools were not long ago opened at our universities. Those who write for their livingare the only large class of skilled workmen forwhom professional schools are not provided.Our universities train men not only for theold professions, but they train them to be dentists, pharmacists, foresters, veterinarians, andsociologists. Although nobody supposes thata boy as soon as he finishes his undergradutelife is prepared to begin work at any of thesecallings, he is supposed even by our educational masters to be prepared to begin work asa writer. These youths surely have as good aclaim to professional training as those whowish to practice these other professions. Noris there any doubt about the demand for suchtraining. Any university that should opensuch a professional school with well-equippedteachers would have more applicants than theschool could properly receive; and, after anyone of our principal universities establishessuch a school, others will soon follow theexample. The demand for those young men,too, in the working world, who had creditablyfinished a three-years' course in such a schoolwould far outrun the supply for many yearsto come.IllThere are other reasons for post-graduate,professional practice-schools for young scholarswho wish to learn to write, and even strongerreasons than those that I have named. For sofar I have written only of the needs of the writing craft. But do our universities themselvesnot need such schools for their own sake and forthe better adjustment of their work and influence to our democratic society?The dominant method of training in the university work of our time is by research. Thehigher academic degrees are given for research work. Men are chosen for college facultieswho have won these higher degrees. Theirmental habit and their methods of teachingare shaped by this method of training. This isthe right method of acquiring facts and ofacquiring skill in acquiring facts, for it isthe scientific method. But, while it is theproper method for scientific work and training, it is not the proper method for the teaching of an art. You cannot apply it to painting, to sculpture, to music, or to the great artof writing.But the method of training by research hasso dominated our university activity that theteaching of the arts has been neglected. Ourhigher teaching of English has run to philology; our higher teaching of literature has runto such tasks as the tracing of mediaevallegends from one language to another. Theseare scientific pursuits; and one result of theirdomination of university methods is a neglectof the art of expression, even a sort of contempt for it. You will find this contempt inour schools of science. A scientific man whocan write well — write, I mean, in languagethat everybody can understand — is looked atby his fellows with suspicion. He is considered a "popularizer," a man who plays to thegalleries. It is not considered good form towrite well. It is a mark of weakness to cultivate style, or to think about methods of expression, except to make sure of accuracy.We can see how this neglectful attitudetoward good writing has worked sad harm tomany of our historical students, for example.There have been published during the last tenor fifteen years a large number of books aboutthe history of the United States, most of themby historical scholars who work in our collegesand universities. They are historical investigators, scientific men. Their first aim — and it isproperly the first aim of any man who has todo with history — is to make sure of accuracy,UNIVERSITY RECORD 51to trace every statement to an original source.So far so good. But when they come to writing history they come to a task of anotherkind. So long as they are investigating factsit is proper and necessary that every factshould be set down in a row in its properrelation to every fact that comes before and toevery fact that goes after it, and then put intoa chain. In investigation one fact is of asmuch importance as any other fact, and achain is no stronger than its weakest link.But, as soon as the writing of historybegins, one fact is no longer of as much importance as another fact. It is still necessaryto be accurate, and no fact may be set downwrong. But sheer accuracy is not enough tomake a good narrative. To make a good narrative is an art. The historical investigator mustnow become' an artist. He must not give allhis facts equal emphasis. He cannot even useall his facts. For a work of art is often madeeffective quite as much by what is left out ofit as by what is put into it.But many of our historical students holdthe art of expression in almost as low esteemas other scientific men hold it. They think ita mark of weakness to try to write well. Theyregard it as their sole business to be accurate.They do not regard it as their business to begraceful. They do not understand that thetask that they have in hand as writers of history is an artistic and not a scientific tas£.They do not see that they must now make pictures — produce artistic effects. They oughtnot, as historical writers, to be making merechains of their facts. They ought to groupthem, putting a strong emphasis on the bigfacts, a light emphasis on the little facts.They must have a strong light here, a shadowthere. They must relieve their narrative bydescriptions. They must put men into theirprocession of events. The reader must understand the historical characters that he reads about, and see them as clearly as we see menin the best portraits. He must hear them talkand come to know them. The writing of history is not a scientific pursuit: it is an artistictask.Thus (I hope that I do not write too harsh ajudgment) the art of writing well has come tobe much neglected in our educational life; itsvalue has come to be misunderstood. It has,to a degree, even come to be despised. So farfrom being cultivated, except in rudimentaryundergraduate work, it is left almost to takecare of itself. The result is slovenly expressederudition. The result is a too low value set ongood speech or good writing even by the educated class. The result is a great gap betweenour scholars and the rest of the community.The result is that men of learning do notdeliver to the people the knowledge that isgained by science and by historical study.The result is a detachment of our universitiesfrom the life of the people, and their loss ofcontrol and even of authority over the intellectual life of the nation; for the medium ofcommunication is neglected.We hear much of the cultural value of thisstudy or of that. No subject has a very greatcultural value that is studied in a dumb way;for is the art of expression not the basis aswell as the medium of the best culture? Ifthe best method of acquiring facts is themethod of research, surely the best method ofacquiring culture, of acquiring skill in any art,the best method of developing a man for creative (and not merely acquisitive) work is themethod of practice, and not exclusively themethod of investigation nor yet the methodof criticism — I mean that kind of criticismwhich men try to exalt into a department ofliterature, as it is not and never can be.After a man has written a book and publishedit, criticism of it seldom helps him, unless hehave made errors of fact that may be cor-52 UNIVERSITY RECORDrected. Helpful criticism is a personal andfriendly and intimate service that can be bestdone in private; and public criticism usuallyhardens a writer in his wrong ways by arousing his resentment. The idea that mere criticism of literature will set up a standardwhereby men will do their own work well isfallacious ; for any standard so wrought out andset up soon becomes remote and theoretical, ifit be disassociated from practice. It is at besta sort of second-hand knowledge. It doeslittle to lift the level of the achievement ofyoung men themselves. The time to criticisewriting, for artistic improvement, is before itis published; and the only criticism that helpsa man to write better is his own criticism andthat of fellow workmen while he is still writing. Yet it is chiefly by such criticism or bythe criticism of literature in general that ouruniversities seek to train youth in literature.If the energy and the subtlety that are given tothe criticism of dead writers — in the vain effortto make criticism a living part of literature —were spent in efforts at production (teachersand pupils writing together and severely criticising one another as they write), a workingand inspiring standard in production would beset up.Moreover (and this is the most serious matter of all), where literature is taught by thehistorical method and by the critical methodand by the method of research, to the practicalexclusion of the method of severe and continuous practice in writing — in such an intellectual atmosphere the feeling grows and becomes at last a conviction, that literature is aclosed chapter of human experience, and thatit has all been written ; and men forget — youngmen do not even find out — that literature is acontinuous expression of every phase ofhuman experience in every period, that it mustbe continuous, that every generation must contribute to it, ill or well, whether it know it or not; that literature must be written in thepresent and in the future, and that no mancan tell when a great outburst of it will come,or who will write it, or what forms it willtake, or whether it will even be recognizedwhen it appears. Youth in our training do nothave that feeling of expectancy in literature,that bounding hope, which youth ought tohave as a right of its eagerness of spirit; forwe do not whet their minds for actual experiment with their own creative impulses. Dowe not rather overawe them with the greatnessof the past and discourage them by hopelessness of the present? Such is the inevitable intellectual result of exalting the function ofthose useful drudges, the commentator and thecritic, over the creative impulse itself. Vigorous efforts in the practice of any art are necessary to keep alive a keen appreciation of thatart. Vigorous efforts to do good writing arenecessary to implant and to keep really alive aproper appreciation of great literature. Thisis, in fact, the only way to teach or to studygreat literature so as to make it a vital and nota mere theoretical force in men's lives — the onlyway to keep the stream of literature flowingclear and strong, the only way to keep alivethe consciousness that it flows all the time,shallow or deep, muddy or clear, do what wewill. For men study most lovingly and profoundly what they themselves wish to do or toimitate or to live by.Thus a plea for the training of the poor,honest "hack" leads to a plea for a more vigorous and direct study of literature in our universities, study by sustained practice, which isthe counterpart of the study of science by research. For the study of literature — of the"humanities" — does it not need invigorating?Is not the imitation by our teachers of literature of the more vigorous scientific men a confession of a lapse from the place that theyonce held in the training of youth? HaveUNIVERSITY RECORD 53they not lost something of their rightful influence in making "educated" men cultivatedmen and in keeping alive among the educatedclass a proper appreciation of good literature?And has this loss of influence of the "cultural"studies not had much to do with the neglectboth of good speech and of good writing bythis generation of Americans? And has thisin turn not made the way easier for all thespectacular quacks in current literature? Andhas this loss of literary power not come becauseour teachers of literature have forsaken thehigh laborious method of practice and substituted for it the scientific teacher's method ofresearch ?I verily believe that vigorous post-graduateschools for the professional training of writerswould attract a number of our most capableyouth, would put a new life into literary studyat our colleges, by setting up a high workingstandard instead of merely theoretical standards, would lift the practice and dignify thecalling of the professional writer, and wouldbring our academic life into a more helpfulrelation to the production of literature andbuild up the speech of the people. * It mightagain become the mark of an educated American gentleman that he should write well, anda test of an American scholar that he shouldbe more than a vast, dumb Teutonic voracity —be also a man of some gifts and graces in thedemocracy in which he lives, a democracywhose intellectual masters yet are masters ofthe people's speech.IVOf course there are objections and difficulties. Many educated men do not believe thatgood writing can be taught by any such directeffort. The style is the man. Therefore, asthe man is, so will his style be. This is thesame as to say that you need not bother withnature's handiwork. Those that are born to write need no teaching; those that are bornunable to write cannot be taught. Old Divine Afflatus dies hard. Many contend, too,that the usual undergraduate theme work andthe usual study of the old thing called Rhetoricare all that you can do in the way of direct aidto young writers. They maintain that you canteach men to write only by causing them toread the great masters of style. They thinkthat it is wholly a question of intellectualbreeding and association. Men who grow upwith a knowledge of the great writers andlearn to love good reading will, they say, learnto write well, at least as well as anybody couldteach them. That objection is easy to answer.Simply gather your facts. Make a list of thebest-read persons you know and set down opposite every name the writings of every oneof them, and you will be surprised to find howfew of them have written much, and evenmore surprised to find of how little importanceto the world most of the writing is that theyhave done.The truth is, if the habit of merely acquiringknowledge be cultivated in the formative timeof life, too much to the neglect of the facultiesof creation and of expression, these facultiesof expression become atrophied, and they arenever used. We have all known scholarlymen who talked all their lives of what theywere soon going to write, and who went onacquiring but never wrote. I do not mean tosay that the lives of such men were misspent;but I do mean to say that we cannot dependon such men to do our writing. Those whoseacquisitive faculties only are used in theiryouth are likely to use only these same facultiesin their manhood, and they seldom do creativework. They at best become commentators andexpounders.Another objection is that young men whoare just out of college do not know anythingto write about, that good writing requires54 UNIVERSITY RECORDknowledge and a good deal of experience oflife. Yes, but these same young men whowould gladly be trained to write will writewithout training; and surely a three years'course of practice and study would not leavethem more ignorant of facts than it foundthem. It ought to strengthen their judgmentand to train them in methods of acquiringfacts while they are practicing their art.It is said, too, that the teachers in suchschools would come to be mere phrase-makersand rhetoricians. The man who teaches in sucha post-graduate school ought to be a man ofthe greatest intellectual vigor that can beengaged; for of course he must teach not onlywriting but thinking as well, as every worthyteacher of any subject must. This objection —that such schools will become schools of mererhetoricians— means that both teachers andpupils will be weak and lazy. Why they shouldbe weaker or lazier than the teachers andpupils of other schools is not plain.But the most serious difficulty of all is thatAmericans lack the conception of writing as ateachable art, as the French, for instance, regard it. We regard the great writing of thepast as the product of a sort of divine, unteachable gift, and the bad writing of thepresent as a poor utilitarian trade. We feel,therefore, that it is useless to try to train menwho have supernatural gifts, if such men evercome again; and that it is beneath the dignityof universities, which train veterinarians andsociologists, to train men to do the slap-dashwork of writing for a living. To change thispoint of view — that is the very gist of theproblem.The very purpose of such a proposal as Imake is to cause young men to look upon writing as a useful art, an art in which men maybe trained as they are trained in any other art,so that slap-dash journalism and all other badwriting may, at some time, cease to be tolerated, and so that those who write what all thepeople read shall be honestly trained craftsmenof the pen who do their work worthily. Then,I fancy, literature will really take care of itself.Surely it is true that whatever influence increases the skill and lifts the pride and thedignity of any craft, strengthens the charactereven of its strongest men and builds up thecharacter even of its weakest men; and everysuch influence makes that craft a better forcein the world.MITCHELL TOWER FROM THE BARTLETT GYMNASIUMTHE PRESIDENTS QUARTERLY STATEMENT ON THE CONDITIO^ OF THE UNIVERSITY 'THE ORATORThe orator today has discussed one of the-most significant features of our national life.In many of the. professions great advancementhas been made in the requirements for preparation. In the University we hold high thestandard of medicine, of law, of divinity. Noneof our universities, however, has as yet considered seriously the field of literature in all itsmultifarious phases. It is not saying too muchto characterize the great mass of popular writing as inaccurate in subject-matter and extremely deficient in artistic form. If advancedintelligence in educational work can be sodirected as to elevate these standards so asto put them on a par with those of scientificattainment, there can be no question of theenormous benefit to sound thought and refinedtaste. The University is indebted to Mr. Page.ATTENDANCEThe quarter just closed has been from almostevery point of view successful and interesting.The attendance has shown very nearly the samelarge gain over that of 1905 which was witnessed a year ago, notwithstanding the manyreasons this year making it desirable for teachers to spend the summer elsewhere. It is significant that the regular work of the GraduateSchools, the Colleges, and the Law School especially, shows even a distinct gain over last year,and also that the number of students who havebeen here throughout the entire quarter (1,-275) is somewhat greater than the number ofstudents in residence throughout both terms of1906 (1,263). The total number of studentsattending during the Summer Quarter of 1905was 2,293, in 1906 was 2,704, in 1907 was1 Presented on the occasion of the Sixty-fourth Convocation of the University, held in the Leon MandelAssembly Hall, August 30, 1907. 2,577. This seems to indicate a growingstrength in continuity and solidity of work.DEGREESThe number of degrees given today indicatessufficiently the value of the Summer Quarterfrom another point of view. As one significant fact in this connection it may be pointedout that one student who today receives thedegree of Bachelor of Arts is a teacher whofor the past seven years has regularly attendedthe Summer Quarter sessions of the University,at the same time continuing in her teachingposition, now at last rounding out her courseand receiving the University's degree.DISTRIBUTION OF STUDENTSThe students in the summer, as usual, aredistributed over all parts of the country, coming from practically every state in the Union.The Southern Club contains a membership ofupwards of 400. The entire registration forthe summer, of about 2,600 students, comprises331 members of college faculties and 1,338teachers in educational institutions of othergrades.THE FACULTYThe question is frequently asked as to howfar the regular faculty of the University carryon the summer work. All but eleven this summer are of the faculty of the University ofChicago. It is always our privilege in theSummer Quarter to be aided by some gentlemen from the faculties of other institutions.This year we have had the benefit of instruction by Professor Woodburn, of Indiana University; Professor Stuart, of Lake ForestCollege; Superintendent Chancellor, of Washington, D. C. ; Professor Burgess, director ofBradley Polytechnic Institute; and others fromAdelphi College, Allegheny College, Wake ForestCollege, the University of Wisconsin, Massa-5556 UNIVERSITY RECORDchusetts and Wisconsin State Normal Schools,and the University of New Mexico. One ofour great regrets for the quarter just closed isthe fact that on our list of lecturers was thename of Dr. John Watson, better known as IanMaclaren, whose untimely death last springwas a sorrow to his many friends on both sidesof the Atlantic.APPOINTMENTS AND PROMOTIONSThe following new appointments have beenmade during the current quarter :Oliver J. Lee, as Computer in the Yerkes Observatory.Emily Bancroft Cox, to an Assistantship in the General LibraryMargaret Barrett, to an Assistantship in the Women'sGymnasium.Julia Anna Norris, to an Instructorship in PhysicalEducation in the College of Education and the University High School.Joseph Edward Raycroft, as Supervisor of PhysicalEducation in the School of Education.Charles Brookover, to a Technical Assistantship inAnatomy.Louis Wieman, to a Laboratory Assistantship inZoology.Mary Putnam Blount, to a Laboratory Assistantship inZoology.William McMillen, to a Research Assistantship inGeology.William Weldon Hickman, to a Research Assistant-ship in Chemistry.Jacob Harold Heinzelman, to an Assistantship in German.Ernest Anderson, to an Assistantship in Chemistry.L. Charles Raiford, to an Associateship in Chemistry.Karl T. Waugh, to an Associateship in Psychology.William Kelley Wright, to an Associateship in Philosophy.Oscar Riddle, to an Associateship in ExperimentalTherapeutics.Frank Grant Lewis, to an Associateship in NewTestament.Andrew Fridley McLeod, to an Instructorship inChemistry.The following promotion was made duringthe current quarter:Julian Pleasant Bretz, Associate in the Department ofHistory, to an Instructorship. THE JUNIOR COLLEGESDuring the last year particular attention hasbeen given by the Faculty of the Junior Colleges to thoroughness of work on the part ofstudents. Those who have proved themselvesincompetent, or for any reason inefficient,after suitable warning have been dismissedfrom the University. During the SummerQuarter 132 cases have been considered.Thirty-two were dismissed before July 1 andtwenty-five have been dismissed since, makinga total of fifty-seven. Others are on probation. The same policy will be continued by thefaculty during the coming year. The University does not desire numbers at the expense ofefficiency. It does desire on the part of all itsstudents serious work and steady advancement.FINANCEThe financial report of the Auditor for thefiscal year closing June 30 is extremely interesting. Some facts may be noted at thistime. Every account, with one exception,shows a gain over the previous year. Thatexception — the commons of the Academy atMorgan Park — will not appear hereafter in theUniversity budget owing to the closing of thatinstitution. The University Press shows a netincrease as between income and expendituresof over $11,000. The actual deficit in the operation of the University for the year was lessthan estimated by nearly $10,000. The totalgifts paid in during the fiscal year amount to$5,926,989.90 — the largest amount receivedby the University in any one fiscal year. Thetotal amount of all gifts received by the University from its foundation to June 30, 1907,is $27,553,331.93. Statistics are dry, but yetthese facts have a vital interest to the University community.In closing the quarter, the University extends to all its students cordial good wishes fortheir welfare. Those who have receivedUNIVERSITY RECORD 57degrees today we confidently expect in the newlines of life on which they are to enter willbegin an honorable career of useful, scholarlyactivity. The community has a right to expectfrom the University two important contributions to social welfare — the extension ofEXERCISES CONNECTED WITH THE SIXTY-FOURTHCONVOCATIONWalter Hines Page, editor of The World'sWork, was the Convocation orator on August30, 1907, his address, which was given in theLeon Mandel Assembly Hall, being entitled"The Writer and the University." After theaward of honors President Harry Pratt Judson presented a few significant statements concerning the University. The ConvocationAddress and the President's Quarterly Statement on the condition of the University appearelsewhere in full in this issue of the University Record,The Convocation Reception, which was heldin Hutchinson Hall on the evening of August29, was purely informal, President Judson andthe Convocation Orator, Mr. Walter H. Page,receiving the members of the graduating classand other guests of the evening.DEGREES CONFERRED AT THE SIXTY-FOURTHCONVOCATIONAt the Sixty- fourth Convocation of the University, held in the Leon Mandel AssemblyHall on August 30, 1907, one student, Mr.Paul Vincent Harper, son of the first President of the University, was elected to membership in the Beta of Illinois chapter of Phi BetaKappa. Fifteen students received the title ofAssociate; four, the certificate of the Collegeof Education; two, the degree of Bachelor of scientific knowledge, and an increasing supplyof trained men and women to carry on thework of the world. It is our ambition in norespect to fail in doing our full duty towardmeeting these expectations. The Universityis 'the servant of the higher social life.Education; twenty, the degree of Bachelor ofArts; forty, the degree of Bachelor of Philosophy; nineteen, the degree of Bachelor ofScience.In the Divinity School seven students received the degree of Bachelor of Divinity;three, the degree of Master of Arts; and two,the degree of Doctor of Philosophy.In the Law School nine students receivedthe degree of Doctor of Law.In the Graduate Schools of Arts, Literature,and Science twelve students were given thedegree of Master of Arts ; four, that of Masterof Philosophy; eight, that of Master ofScience; and twenty-five, that of Doctor ofPhilosophy — making a total of one hundredand fifty-one degrees (riot including titles andcertificates) conferred by the University at theAutumn Convocation.REORGANIZATION OF THE SCHOOL OF EDUCATIONThe University Board of Trustees hasadopted the following plan for the definiteunion of the School of Education with theUniversity. It should be noted that some pointsin the plan are not yet carried out. Exceptin a single case nn heads of departments haveyet been appointed. The Graduate Committeehas not yet been constituted.I. On and after July 1, 1907, the School ofEducation, theretofore conducted under contract with the trustees of the Chicago Insti-58 UNIVERSITY RECORDtute so far as the College and ElementarySchool were concerned, has been fully incorporated with the University, and its budget isa part of the University budget.II. The School consists of three branches:(i)The College of Education; (2) The University High School; (3) The University Elementary School.III. 1. The purpose of the College is:(a) The professional training of persons whodesire to teach, especially in secondary and elementary schools; (b) research in the scienceof education (in connection with the Department of Education).2. The purposes of the High School and ofthe Elementary School are: (a) To train boysand girls of suitable school age; and (b) Toserve as laboratories for the College.IV. Instruction in the School of Educationwill be organized in departments, each department including all the work related to thesame subject in the College and in either orboth of the Schools ; provided, that teachers incharge of grades in the Elementary Schoolwill be attached to the Department of Education. Each department in the school will ultimately be in charge of an instructor who willrank as a permanent head. Heads of departments in the School of Education will be members of the corresponding departments of Arts,Literature, and Science and will be the officialrepresentatives in the School of Education ofsaid departments.All professional courses for teachers givenin the University are regarded as courses inthe School of Education.V. 1. The general faculty of the Schoolof Education consists of all persons appointedto give instruction in any of its three branches,together with the staff of the Department ofEducation. This faculty considers questionsrelating to the School as a whole.2. The College of Education, the University High School, and the University ElementarySchool has each a special faculty. These faculties have jurisdiction over matters exclusivelyconcerning the branches of the School towhich they respectively belong.3. The special faculties are composed asfollows: (a) The faculty of the College ofEducation consists of all persons appointed togive instruction in that College; of the deansof the College and the High School and thePrincipal of the Elementary School; of at leastone representative of the faculties of Arts,Literature, and Science from each of thegroups recognized in the group conferences;and of at least one representative from the faculty of the High School and one from the faculty of the Elementary School, (b) Thefaculty of the University High School and ofthe University Elementary School respectivelyconsists of all persons appointed to giveand supervise instruction in the School; of thedeans of the College and of the High School andthe Principal of the Elementary School; of arepresentative, or representatives, from thePhilosophy of Education, the Psychology ofEducation, the History of Education, and Educational Organization. All teachers in thesefaculties under appointment for one year ormore may vote in faculty meetings.VI. Graduate Work:1. Graduate work in Education is conducted by a department of the GraduateSchools of Arts, Literature, and Science.(a) The School of Education may list in itsannouncements graduate courses in Educationand in the pedagogics of the various departments represented in the School. (b) TheFaculty of the College may recommend to theSenate, as candidates for professional diplomas,students who have fulfilled certain conditionsof professional graduate work. It is understood that such diplomas are to be recommended only to those who have satisfied theUNIVERSITY RECORD 59conditions for the Master's or Doctor's degree,as prescribed by the Faculties of Arts, Literature, and Science, and that the diplomas willbe conferred in conjunction with such degrees.2. The organization of the graduate department will be as follows: (a) It will haveas a head an instructor in the field of Educational Psychology, Philosophy of Education,History of Education, or Educational Organization and Administration, (b) All instructorsoffering graduate courses in the subjects mentioned in (a) or in the pedagogics of thevarious departments represented in the Schoolof Education or in the Faculties of Arts, Literature, and Science, will be regarded asbelonging to it. (c) Graduate courses in thepedagogics of the subjects represented in thedepartments of Arts, Literature, and Sciencemay be listed both in the Department of Education and under their respective departments.3. The staff of the Department of Education will be considered also as a committee ofthe general faculty of the School of Education; and will have exclusive jurisdictionover graduate work, subject to the control ofthe Faculties of Arts, Literature, and Science.A NEW VOLUME OF GREEK PAPYRIThe Oxford University Press has recentlyissued Part II of the Tebtunis Papyri, avolume of 485 pages edited by Bernard P.Grenfell and Arthur S. Hunt, Fellows ofQueen's College, Oxford, assisted by Edgar J.Goodspeed, Ph.D., Assistant Professor of Biblical and Patristic Greek in the University ofChicago.The papyri found in the Egyptian Fayumduring the season of 1899- 1900 proved to beso numerous and important as to supply selectmaterial for three large volumes, the second ofwhich is now completed.Dr. Goodspeed visited Mr. Grenfell in hisexcavating camp at Tebtunis in February, 1900, and spent the following summer at Oxford,working on the papyri of the Roman periodwhich had been unearthed. The presentvolume deals with the papyri found in thehouses of the town during the first month ofthe excavations, and with the exception of afew Ptolemaic documents these texts belongto the first three centuries of the Christian era.The two most valuable sections of the presentvolume are those dealing with the priests, andrelating to taxation. Among the texts, whichhave been provided with descriptions, translations, and annotations, are classical fragments, miscellaneous literary papyri, returns toofficials, petitions, taxation, contracts, accounts,and private correspondence. The indices includethe subjects of "emperors," "months and days,""personal names," "religion," "official andmilitary titles," "weights, measures, and coins,""taxes," and a general index of Greek andLatin words. The volume closes with remarkable reproductions of classical papyri of thesecond and third centuries.This is volume two in Graeco-Roman archaeology, the series being published for the University of California through the generousprovision made by Mrs. Phoebe A. Hearst."ADAM SMITH AND MODERN SOCIOLOGY"Under the title given above the Universityof Chicago Press issued in October a newvolume by Professor Albion W. Small, Headof the Department of Sociology and Anthropology, whose General Sociology appeared inthe autumn of 1905. The volume is describedin its sub-title as "a study in the methodologyof the social sciences."In the preface the author calls the presentvolume a fragment which it is hoped will sometime find its place in a more complete study ofthe relations between nineteenth-century socialsciences and sociology. He also says that thelarger investigation is now in progress in his60 UNIVERSITY RECORDown seminar, and that significant results arealready in sight.The purpose of the book is best indicated inthe author's own words:The economists and the sociologists are studying thereal conditions of life from different angles of approach.They are already learning to make use of each other'smethods and results. The investigation of which thisbook is a partial report is in the interest of a moreconscious and systematic partnership.The study in which the book is an initial step startsout with the perception that nineteenth-century economictheory was at bottom an attempt to discover the principlesof honorable prudence, not to codify a policy of predatory greed. Economic theory became socially sterilethrough paresis of its conviction that morality is morethan prudence. When we shall have learned to reckonwith the accredited results of economic analysis ingenuine correlation with equally reputable results ofpsychological and sociological analysis, we shall haveadvanced a stadium of intelligence similar to that whichwas covered in assimilating the discovery that physicalscience is not atheism. If we can begin to interpret theprogress of the social sciences since Adam Smith as, onthe whole, an enlargement and enrichment of the entirearea of moral philosophy, in which the preserve ofeconomic philosophy was the most intensively cultivatedfield, we shall have done a service for the next generation. We have been seeing these things out of theirrelations. It is possible to furnish our successors withmore accurate clues.After an introduction of twenty-four pages,which sketches the argument of the book, theauthor discusses "The Sources," "The Economics and Sociology of Labor," "The Economics and Sociology of Capital," "Economicsvs. Sociological Interpretation of History,""The Problems of Economic and of Sociological Science," and "The Relation of EconomicTechnology to Other Social Technologies, andto Sociology." The final chapter of the bookends with this sentence:Modern sociology is virtually an attempt to take upthe larger program of social analysis and interpretationwhich was implicit in Adam Smith's moral philosophybut which was suppressed for a century by prevailinginterest in the technique of the production of wealth. A NEW POLITICAL HISTORY OF MODERN EUROPECharles Scribner's Sons have recently issueda volume, of over six hundred pages, entitledA Political History of Modern Europe, by Associate Professor Ferdinand Schwill, of theDepartment of History in the University ofChicago. The volume, covering the periodfrom the Protestant Reformation to the present time, opens with a preliminary survey ofEuropean society during the Renaissance, ofthe European states at the beginning of themodern period, and of the church. Part Icontains seven chapters on the Reformation;Part II, five chapters on the Absolute Monarchy; and Part III, twelve chapters on Revolution and Democracy. Each chapter is prefixed by references and source readings, thereferences, for the sake of the beginner, beinglimited to books and documents in the Englishlanguage. The appendix contains a brief listof specially recommended books, with publishers and prices; a chronological table of thepopes from the Renaissance to the present day ;genealogical tables of the sovereign houses ofEurope ; and a general bibliography. An indexof twenty-one pages closes the volume.Twenty-two maps are distributed through thebody of the book.In the preface the author says:A history which, like the present one, compresses thepolitical development of Europe during the last foureventful centuries into a single volume, must needs givethe impression of being hurried and superficial, and beguilty of a large number of glaring omissions. Inexcuse of these shortcomings the author begs leave tocall attention to his purpose merely to raise one of thosescaffoldings which must precede the erection of anedifice, and which is destined to be cleared awaywhen the edifice is completed. In the author's view hisbook is no more than an introduction to the field,planned for the convenience of the student who is takinghis first survey of this branch of knowledge.UNIVERSITY RECORD 61A NEW EDITION OF A LABORATORY OUTLINE INGENERAL CHEMISTRYThe Century Company of New York hasrecently issued a third edition, revised, of ALaboratory Outline of General Chemistry, byProfessor Alexander Smith, Director of General and Physical Chemistry, who was assistedin the revision by Mr. William J. Hale, instructor in general chemistry in the University ofMichigan.The volume, of about 140 pages, containstwenty-five chapters, with twenty newly drawnfigures in the text. Many parts of the bookhave been rewritten. Acknowledgment ismade in the preface to the helpful suggestionsof Assistant Professor Herbert N. McCoy,Dr. Charles M. Carson, and Mr. Thomas B.Freas, of the Department of Chemistry.The second edition was translated into German and is now in use in several German universities and technical schools, and the presentedition will soon appear in Italian and Russiantranslations.SIGNIFICANT WORK OF THE BOARD OF RECOMMENDATIONSThe data concerning the appointment ofteachers, which appear in the President'sAnnual Report, are necessarily included in theyear ending September 30, while the fiscal yearfor all other reports ends on June 30. Forthis reason and also because it is impossible tocollect the full data till even much later in theautumn, no comprehensive report of the season just closed can be made at this time. However, certain data now at hand in connection with some of the departments are of especialsignificance.During the year just ended the Universityhas been influential, through , the departmentsindicated below, either in assisting formerstudents or instructors to better positions or insecuring initial appointments for those justcompleting courses, as follows:In Chemistry, twenty-three appointments toteaching positions, including eleven Doctorswith Chemistry as major subject, at salariesranging from $500 to $2,500 and amounting to$27,000; also thirteen appointments to technical positions, including two Doctors withChemistry as major subject, at salaries ranging from $720 to $2,000 and amounting to$11,800.In Physics, fourteen appointments to teaching positions, including five Doctors withPhysics as major subject, at salaries rangingfrom $750 to $2,000 and amounting to $21,-000.In Mathematics, thirty appointments, including nine Doctors and seven Masters in the department, at salaries ranging from $750 to$2,000 and amounting to $33,000.In Botany, twenty-six appointments to teaching positions, including nine Doctors with Botany as major subject, and six Masters, atsalaries ranging from $600 to $2,500 andamounting to $33,000.Reports from other departments will begiven later. In the departments mentionedabove and in some others the number of callsfor teachers was far in excess of the numberof candidates available.THE FACULTIESIn the Nation of October 10, 1907, is a contribution on "History in Secondary Schools,"by Professor Andrew C. McLaughlin, Head ofthe Department of History."Papa's Stratagem" is the title of an illustrated short story in Collier's Weekly of October 19, 1907, by Professor Robert Herrick,of the Department of English.Dr. Heinrich Hasselbring, of the Department of Botany, has been appointed assistantbotanist at the Government Agricultural Experiment Station, Las Vegas, Cuba."Sidney Lanier" was the subject of an address before the Southern Club of the University on August 9, by Professor John M.Manly, Head of the Department of English.Professor Shailer Mathews, of the Department of Systematic Theology, gave an addressat Chautauqua, N. Y., on August 6, his subjectbeing "The Christian Conception of the Fam-ily."Associate Professor William B. Owen, Deanof the University High School, gave an address before the Woman's Club, of Hinsdale,111., October 14, on "The Social Life of theChild.""The Late Vineyard War in France," byAssistant Professor James Westfall Thompson, of the Department of History, is the titleof a contribution in the October issue of theWorld To-Day."The Dignity of Fiction" was the title of anaddress on October 15 before the Wicker ParkCulture Club of Chicago, by Professor RichardGreen Moulton, Head of the Department ofGeneral Literature."The Spiritual Significance of Oxford" wasthe title of a contribution in the ChicagoStandard of August 10, 1907, by AssociateProfessor Gerald B. Smith, of the Departmentof Systematic Theology. Professor Rollin D. Salisbury, Head of theDepartment of Geography and Dean of theOgden Graduate School of Science, gave anaddress before the Chicago Woman's Club on"Chicago Day," October 9."Impressions of Present Day Spain" is thetitle of a contribution to the Chicago Standard of July 27, 1907, by Assistant ProfessorEdgar J. Goodspeed, of the Department ofBiblical and Patristic Greek.On November 5 the new membership of theReynolds Club for the Autumn Quarter reacheda total of 441 active members and 168 associatemembers — 609 in all, which surpasses any previous membership in the history of the club.Under the general title of "Some GreatAmerican Scientists" Professor Charles R.Barnes, of the Department of Botany, contributes to the September issue of the Chautauquan magazine an article on Asa Gray, thebotanist."Studies from Modern Spanish Plays"was the subject of a lecture before the ChicagoWoman's Aid in Sinai Temple on October 15,by Assistant Professor Elizabeth Wallace, ofthe Department of Romance Languages andLiteratures.Mrs. Charles Hitchcock, donor of theCharles Hitchcock Hall, has recently sent to theHall from Naples an additional gift of a bronzestatuette representing a Neapolitan fisher-boy.It is a highly artistic figure, and has been placedin the Hitchcock library.Former students of the University of Illinoishave organized a club at the University ofChicago. About thirty students are in theorganization and have elected as the first president Mr. Herman G. James, a law student,who is the son of the president of the University of Illinois. Mr. Otto Schreiber wasmade secretary-treasurer of the new club.LION ON THE LEON MANDEL ASSEMBLY HALLUNIVERSITY RECORD 63"The Year's Progress in the MathematicalWork of the University High School" is thesubject of a contribution in the October number of the School Review, by Professor GeorgeW. Myers, of the College of Education.Assistant Professor Stuart Weller, of theDepartment of Geology, has the opening contribution in the September-October number ofthe Journal of Geology, entitled "The Pre-Richmond Unconformity in the MississippiValley.""The Forces of Unity in American SocialLife" was the subject of an address at Chautauqua, N. Y., on July 26, by Professor GeorgeE. Vincent, Dean of the Faculties ofArts, Literature, and Science, and president ofthe Chautauqua Institution.The Macmillan Company has recentlyissued a new edition, in one volume, of TheModern Reader's Bible, by Professor RichardGreen Moulton, Head of the Department ofGeneral Literature. The books of the Bibleare presented in modern literary form.At the forty-ninth annual meeting of German philologists held in Basel, Switzerland,on September 23-28, Professor William Gardner Hale, Head of the Department of Latin,presented a paper entitled "IndogermanischeModus-Syntax, eine Kritik und ein System."Social Elements, a volume by ProfessorCharles R. Henderson, Plead of the Department of Ecclesiastical Sociology, which ispublished by Charles Scribner's Sons, has recently been translated into Japanese by amember of the faculty of the University ofTokio.At the banquet of the Bankers' Club of Chicago, held at the Midday Club on the eveningof October 24, President Harry Pratt Judsonwas one of the speakers. Many representatives from the conference of the National CivicFederation, then in session in Chicago, werepresent. The general view of the University of Chicagoshown in the frontispiece of the present issueof the University Record is a reduced reproduction of a large detailed sketch by W. T.Littig & Co., 15 William Street, New York.Through the courtesy of the firm the view ishere reproduced."An Excursion Among the Minor Poets" isthe subject of a contribution to the Octobernumber of the World To-Day, by John Roth-well Slater, who received his Doctor's degreefrom the University in 1905. Mr. Slater isnow Assistant Professor of English in theUniversity of Rochester.Among the delegates appointed by the governor of Illinois to the conference of the National Civic Federation on trusts and combinations, held in Chicago on October 22-25, werePresident Harry Pratt Judson, and Mr. A. C.Bartlett and Mr. Franklin MacVeagh, of theUniversity Board of Trustees."The Jurisdiction of the Athenian Arbitrators" is the subject of a contribution in theOctober issue of Classical Philology, by Dr.Robert J. Bonner, of the Department of Greek."The Accent in Vulgar and Formal Latin" isdiscussed in the same number by ProfessorFrank Frost Abbott, of the Department ofLatin.President G. Stanley Hall, of Clark University, gave at the end of July a series of openlectures in Mandel Assembly Hall, on the subjects of "Pedagogy of History," "Moral andReligious Education," "The Ideals andMethods of Teaching," "The Claims ofModern vs. Ancient Languages," and "TheFeelings."Eight Chinese students have registered forvarious courses in the University this year,three of them being sent by the Chinese government. Two of them are taking courses ininternational law and diplomacy, one in constitutional law, and the others courses in science64 UNIVERSITY RECORDand commerce. Some of the students are fitting themselves for work in the governmentservice at home and abroad.At the annual meeting of the American Association of Law Libraries, held at Asheville,N. C, Mr. Frederick W. Schenk. Librarianof the Law School, was elected to the executive committee and appointed chairman of thecommittee on publication of a quarterly indexto legal periodicals, which begins on Januaryi, 1908.The total attendance at the open lectures andconcerts of the University during the Summer Quarter was 34,270, as compared with33,705 for the corresponding quarter in 1906;the average attendance in 1907 was 240 ascompared with 190 the year before; and thenumber of season tickets issued to Universitypeople in 1907 was 2,950 — a gain of 170 overthe year 1906.Early in November the University Presswill issue a memorial volume containing a selection of sermons and addresses by Eri BakerHulbert, late Head of the Department of ChurchHistory and Dean of the Divinity School fromits foundation in 1892. The book, of about350 pages, will be bound in gray cloth, withgilt top, and the price, $2.00, is intendedmerely to cover the cost.General William Booth, commander of theSalvation Army, gave an address before thestudents of the University in Mandel Assembly Hall on the afternoon of October 11, alarge audience being present. Despite his agehe spoke with remarkable effectiveness, on thework and purposes of the organization whichhe has developed. Professor Shailer Mathews,Dean of the Divinity School, presided.To serve as a botanic garden for the University, about four acres of ground have beenset apart in the block adjoining WashingtonPark and the Midway Plaisance. It is easilyaccessible from the Hull Botanical Laboratory, and is to be strictly a laboratory garden, which will add greatly to the facilities for experimental work. The area, it is hoped, willbe largely increased with the further development of plans."Pragmatism and Knowledge" is the subjectof a contribution in the October issue of theAmerican Journal of Theology, by ProfessorGeorge Burman Foster, of the Department ofComparative Religion. Professor Ernest D.Burton, Head of the Department of New Testament Literature and Interpretation, has acontribution in the same number on the subject of "Redemption from the Curse of theLaw: An Exposition of Galatians 3:13,14."At the forty-fifth University Convocationof the State of New York held in the Senatechamber at Albany on October 17, 18, and 19,1907, President Harry Pratt Judson gave anaddress on "The New Education," before theHudson River Schoolmasters Club. Amongother speakers at the Convocation were President John H. Finley, of the College of the Cityof New York; President W. H. P. Faunce, ofBrown University; and Professor BranderMatthews, of Columbia University.Associate Professor S. H. Clark, of the Department of Public Speaking, has been electedvice-president of the Polytechnic Society ofChicago. The club has seven hundred members, all of whom are employed in the businessdistrict of the city. On November 1, ProfessorGeorge E. Vincent, Dean of the Faculties ofArts, Literature, and Science, addresses theclub on "The Psychology of the Crowd;" onNovember 8 and 15 Mr. Clark gives addresseson "Some of Shakspere's Humor" and"Shakspere and the Human Heart.""A Study of the Temple Documents fromthe Cassite Period" is a contribution of forty-two pages to the July issue of the AmericanJournal of Semitic Languages and Literatures,by Dr. David D. Luckenbill, who received theDoctor's degree from the University at theSpring Convocation of 1907 for workbNIVERSITY RECORD 65in Semitics and Egyptology. In the samenumber appears "Notes on Assyrian andBabylonian Geography," by Olaf A. Toff-teen, Ph.D., 1905, whose nevy volumeon ancient chronology has recently been issuedfrom the University of Chicago Press.A manual for teachers entitled The Life ofJesus, written by Herbert Wright Gates andpublished by the University of Chicago Press,is a volume of about 150 pages intended foruse by intermediate grades of Bible studentsand designed to accompany an outline life ofChrist, which is also published by the University Press. The latter contains political andphysical maps of Palestine, and eight chaptersin outline to be completed by the student himself and illustrated by photographs which arefurnished with the book. The book, which ispart of the series of Constructive Bible Studies,is finely printed on heavy paper."The Making of a Play" is the subject ofa contribution in the September number of theElementary School Teacher, by Martha Fleming, Associate Professor of the Teaching ofOral Reading and Dramatic Art in the Collegeof Education. "Book-Binding as a SchoolCraft" is discussed by Gertrude Stiles, of theSchool of Education; and "Glaze- Work" iscontributed by Sabella Randolph, of the College of Education, the illustrative plate showing forms of pottery done in matt and transparent glazes. In this number also is the"Song of the Oak," the music and words beingby members of the fifth grade of the University Elementary School in 1904.Under the direction of the Department ofBiblical and Patristic Greek a series of historical and linguistic studies is being issuedfrom the University of Chicago Press, the latest publication being entitled The Infinitive inPolybius Compared with the Infinitive in Biblical Greek, by Hamilton Ford Allen, who received his Doctor's degree from the Universityin 1905. The volume, of sixty pages, contains an introduction, in which indebtedness to Professor Ernest D. Burton, Head of the Department of Biblical and' Patristic Greek, isexpressed; five pages of bibliography; andeight chapters on the uses of the infinitive inPolybius. Mr. Allen is now professor of Latinin Princeton University.Dr. John M. P. Smith, of the Department ofSemitic Languages and Literatures, contributes to the August issue of the BiblicalWorld twenty-six pages of bibliography forOld Testament study. Eighteen pages areadded in the October . number of the journal,and the list is to be concluded in the Novembernumber. In the September number ProfessorCharles R. Henderson, Head of the Department of Ecclesiastical Sociology, has the sixthcontribution on social duties, the present subject being "Social Duties in Rural Communities." The series prepared by the late Professor George S. Goodspeed, on "The MenWho Made Israel," is continued in this number and also in the October number of thejournal.Beginning with the issue of August 26, 1907,the Chicago Tribune published a series of contributions on the proposed charter for the cityof Chicago, by Associate Professor Charles E.Merriam, of the Department of PoliticalScience. Among the titles of the articles were"Consolidation," "Home Rule," "Bonds,""Revenue," "Taxation," "The City Council,"and "Control by the People." Mr. Merriamwas chairman of the charter committee on revenue and taxation. Professor Ernst Freund,of the Faculty of the Law School, also contributed to the same periodical a series on theproposed charter, the subjects being "The History of the Charter," "The Work of the Charter Convention and Legislative Changes,""Home Rule," and "The Charter and theUnited Societies." Mr. Freund drafted thecharter for presentation to the Illinois legislature.66 UNIVERSITY RECORD" 'Trees' on the Stage of Shakspere" isthe title of a contribution in the October issueof Modern Philology, by Dr. George F. Reynolds, who received his Doctor's degree fromthe University in 1905 for work in English,History, and Germanic Philology. "SomeItalian Reminiscences in Cervantes" is contributed to the same number by Mr. Milton A.Buchanan, Ph.D., 1906, now of the Universityof Toronto. Professor John M. Manly, Headof the Department of English, contributes adiscussion of certain questions in the Goliardicpoetry of the twelfth and thirteenth centuries;and Assistant Professor Francis A. Wood, ofthe Department of German, closes the numberwith a* second contribution on "GermanicStrong Verbs."Index Patristicus — or key to the works ofthe Apostolic Fathers — is the title of a recentvolume issued by J. C. Hinrichs, of Leipzig.It is the work of Assistant Professor Edgar J.Goodspeed, of the Department of Biblical andPatristic Greek, assisted by ten of his formerstudents, and is dedicated to the memory ofGeorge Stephen Goodspeed, who was connected with the University of Chicago from itsbeginning to 1905, as Professor of Comparative Religion and Ancient History. Thevolume, of 260 pages, contains a preface inLatin, an index graecus covering 248 pages,and an index latinus of thirteen pages. It isbased on the edition of Gebhardt, Harnack andZahn, and the editions by Funk and Lightfoot,and is the first exhaustive index to the worksof the Apostolic Fathers.Allyn and Bacon, the Boston publishers, haverecently published a High School Algebra, thejoint work of Assistant Professor Herbert E.Slaught, of the Department of Mathematics inthe University of Chicago, and Dr. Nels J. Len-nes, instructor in the Wendell Phillips HighSchool of Chicago. Mr. Lennes graduatedfrom the University in 1898, received thedegree of Master of Science in 1902, and that of Doctor of Philosophy in 1907. Mr. Slaughtreceived the degree of Doctor of Philosophyfrom the University in 1898. The presentbook, a volume of about 300 pages, is preparedfor first-year students in the high school, whilea second book will follow, intended for moreadvanced students. This elementary courseemphasizes the vital connection between algebra and arithmetic, presents, in a number ofbrief statements, a codification of operationssufficiently different from those in arithmeticto require special statement, and aims at thesolution of problems rather than the construction of purely theoretical doctrine."Are the Social Sciences Answerable to Common Principles of Method?" is the openingcontribution in the July issue of the AmericanJournal of Sociology, by Professor Albion W.Small, Head of the Department of Sociology.The fourth article in the series on IndustrialInsurance, entitled "The Insurance of the Fraternal Societies," by Professor Charles R.Henderson, Head of the Department of Ecclesiastical Sociology, also appears in this number. "Glimpses at the Mind of a Waitress"is the title of a contribution from Amy E.Tanner, Ph.D., 1898. "A Case Study of Delinquent Boys in the Juvenile Court of Chicago" is contributed by Mabel Carter Rhoades,who received the Doctor's degree from theUniversity in 1906 for work in Sociology andSocial Technology. In the September numberof the journal appears the fifth contribution onindustrial insurance, "The Employers' LiabilityLaw," by Professor Henderson, and also theconclusion of Professor Small's discussion ofthe question "Are the Social Sciences Answerable to Common Principles of Method?"Dr. Rollin T. Chamberlin, Research Assistant in Geology, who received the Doctor'sdegree from the University at the Summer Convocation on June 11 for work in Geology, Petrology, and Paleontology, has recently beenappointed to a position in the United StatesUNIVERSITY RECORD 67Geological Survey. His work is to be primarily, a scientific investigation of the gasesin coal and coal mines, undertaken here atthe University, but under the auspices of theUnited States Geological Survey. The desirability of work in this field was suggested bythe disastrous explosions of mine gases andcoal dust which have frequently been the causeof much loss of life and property. The aimof the investigations will be to determine thenature of the gases; the states in which theyexist within the coal; the conditions governing their escape into the mines ; and, finally, tosuggest measures for the prevention of mineexplosions. One part of the work will requirethe study of conditions in a large number ofmines in various parts of the country; theother part will consist of laboratory work alongchemical lines.The Deification of Abstract Ideas in RomanLiterature and Inscriptions is the title of adissertation presented to the Faculty of theGraduate School of Arts and Literature incandidacy for the degree of Doctor of Philosophy, by Harold Lucius Axtell, who receivedthe Doctor's degree from the University in1906 for work in the departments of Latin andGreek. Part I, which considers the deified abstracts as individual cults, discusses state-cults,abstracts popularly but not officially worshiped, occasional and individual deifications,and doubtful examples. Part II discusses thedeified abstracts as a class, with reference totheir origin and in the literature of the republic, early empire, the first and second centuries a. d., the late empire, and the ChristianFathers, and also in the inscriptions. Thevolume, which is published by the Universityof Chicago Press, contains a bibliography, andindices of deities and authors. In the prefacethe writer expresses his especial indebtednessto Associate Professor Gordon J. Laing, of theDepartment of Latin. He also acknowledgesvaluable help from Professors Frank F. Ab bott and William G. Hale, of the same department, and from Professors Paul Shorey andEdward Capps, of the Department of Greek.Under the general heading of Researches inBiblical Archaeology there has recently beenissued from the University of Chicago Pressa volume entitled Ancient Chronology, by OlafA. Toffteen, who received from the Universityin 1905 the degree of Doctor of Philosophy forwork in Assyriology and Egyptology. Dr.Toffteen is now professor of Semitic Languages and Old Testament Literature in theWestern Theological Seminary of Chicago.The volume, of over 300 pages, contains fourchapters on Biblical, Babylonian, Assyrian, andEgyptian chronology, down to the year 1050b. c. ; a synchronistic table of fifteen pagescovering sea-land, Babylonia, Assyria, biblicaldates, Egypt, and miscellaneous events; andindices of classical authors, biblical references,inscriptions, and miscellaneous subjects. Thebook is fully furnished with maps, illustrations, and a bibliography. In the prefaceDr. Toffteen expresses his especial indebtednessto Professor Robert Francis Harper, of theDepartment of Semitic Languages and Literatures, and his obligation to Professor JamesHenry Breasted, of the same department, forhis work, in Egyptian chronology.The latest volume in the Constructive BibleStudies published by the University of ChicagoPress under the general supervision of Professor Ernest DeWitt Burton, Head of theDepartment of New Testament Literature andInterpretation, is entitled Child Religion inSong and Story, the book being the joint workof Georgia L. Chamberlin, Secretary in theAmerican Institute of Sacred Literature, andMary R. Kern, Associate in Music in the University Elementary School. The presentvolume is one of a series of three, intendedprimarily for the guidance of teachers in thefirst, second, and third grades of the elementary division of the Sunday school, and is also68 UNIVERSITY RECORDintended for religious instruction in the home.Among the titles of the ten series in the bookare the following: "Parents and Children,""The Joy of Giving," "The Child and theFamily," "The Child in Relation to HisFriends," "Strength and Growth," "Moses theBrave Man," "The Children in Relation to TheirCountry." There are full introductions outlining methods in the use of the book, overfifty pages of music, and indices of first lines,titles, and song-texts. Among the contributorsof music are Mary Root Kern, one of theauthors, and Eleanor Smith, Instructor inMusic in the School of Education. In thesecond series of the book Assistant ProfessorJ. Paul Goode, of the Department of Geography, narrates the story of creation from ascientific point of view, the account having astriking illustration of a nebula reproducedfrom a photograph taken at the Yerkes Observatory. Material for illustrating the lessons in the book — in the shape of photographs,colored crayons, texts, and music — is also provided by the University Press.Outdoor Labor for Convicts, by ProfessorCharles Richmond Henderson, Head of theDepartment of Ecclesiastical Sociology, is arecent publication from the University of Chicago Press. It is a report to the governor ofIllinois, and consists largely of translationsfrom the discussions of the last InternationalPrison Congress, at Budapest. Following anintroduction of nine pages, are translated reports from Dr. Jules Fekete de Nagyivany,councilor of the criminal court of Budapest;O. Kellerhals, director of the penal agriculturalcolony, of Witzwil, Bern, Switzerland, thereport containing eight illustrations; V. V.Phelps on the Witzwil colony, Switzerland;M. Laguesse, director of the central house, andof the penitentiary in the circonscription ofPoissy, France; M. Jules Veiller, director ofthe cellular house of correction of Fresnes,Seine; M. Jules Kiraly, counting-house clerk of the royal Hungarian penitentiary of Vacz;Dr. Curti, director of the penitentiary of Reg-ensdorf, Switzerland; Simeon E. Baldwin,LL.D., professor of constitutional law in YaleUniversity; M. J. P. Vincensini, director ofthe central prison of Montpelier, France, thereport being translated by Mr. Hendersonhimself; Albin Uhlyarik, director of the penitentiary at Szamosujvar; Karl Hafner, LL.D.,Zurich; M. Bernard Friedman, attorney-at-law, Budapest; M. B. Altamura, director ofthe cellular prisons of Rome; M. Antoine Mar-covich, director-in-chief of the penitentiary atGraz, Austria; J. V. Hurbin, director of theprison at Lenzbourg, Switzerland, the reportbeing translated by Mr. Henderson himself;M. Etienne Flandin, deputy, formerly attorneygeneral at the court of Algiers; M. De Lout-chinsky, former inspector of rural prisons inRussia; Mme. the Countess Eugenie Kapnist,on the condition of Greek prisons; illustratedreport of the Vagrancy Committee adopted bythe court of quarter sessions for the parts ofLindsey, Lincolnshire, England; Dr. F. H.Wines, on farm prisons of Louisiana; andRev. E. T. Mobberly, of Leland, Miss., on theMississippi state convict farm.The ninety-third contribution from the .HullBotanical Laboratory entitled "Hybridizationand Germ Cells of Oenothera Mutants" is theopening article in the July number of theBotanical Gazette, by Reginald Russell Gates,a Fellow in the Department of Botany. Theninety-fourth contribution from the Laboratory also- appears in this number, under thetitle of "The Sporangium of the Ophioglos-sales," being written by Leonas L. Burlingame,Assistant in Morphology. The contributionis illustrated by two plates containing thirty-three figures. Alma G. Stokey, a graduatestudent in Botany, makes the ninety-fifth contribution from the Laboratory under the titleof "The Roots of Lycopodium Pithyoides."Two plates and one figure illustrate the article.UNIVERSITY RECORD 69In the August number of the Gazette appearsthe ninety-sixth contribution from the Laboratory, entitled "Development of the Walls inthe Proembryo of Pinus Laricio" It waswritten by N. Johanna Kildahl, and is illustrated by two plates. Associate ProfessorOtis W. Caldwell, of the School of Education,makes the ninety-seventh contribution fromthe Laboratory, "Microcycas Calocoma." It isillustrated by a remarkable series of figuresand plates. Shigeo Yamanouchi, who receivedthe Doctor's degree from the University at theSpring Convocation in 1907, is the writerof the ninety-eighth contribution from theLaboratory — "Apogamy in Nephrodium." TheSeptember number of the Gazette containsthe ninety-ninth contribution from the HullBotanical Laboratory, entitled "The MaleGametophyte of Dacrydium," by Mary S.Young. The hundredth contribution is by Professor Charles R. Barnes and Dr. W. J. G.Land, of the Department of Botany, and is thefirst of a series of bryological papers. Itssubject is "The Origin of Air Chambers," andit is illustrated by twenty-two figures. Thisnumber also contains the one hundred andfirst contribution — "The Development of theSporangium of Lygodium" — by R. Binford,thirty-seven figures illustrating the text. Tothe October number Dr. W. J. G. Land makesthe one hundred and second contribution fromthe Laboratory — "Fertilization and Embryog-eny in Ephedra Trifurca" — illustrated bythree plates.The frontispiece of the August issue of theChicago Alumni Magazine is an artistic viewof Mitchell Tower from the Quadrangle Club.The opening article is the third of the "lifemessages" of President Harper, entitled "TheCollege Officer and the College Student." Thenumber also contains full accounts of theSenior Class Day and the Alumni dinner inconnection with the Sixty-third Convocation inJune, including the addresses in full of Mr. James Goodman, of the class of 1862, representing the Old University; Mr. Henry PorterChandler, who received the degree of Doctorof Law from the Law School in 1906 ; and Mr.John Fryer Moulds, representing the graduating class. There is the usual full news concerning the University, the student body, athletics, and the Alumni Association — includingthe election returns, the annual statement by thegeneral secretary, Mr. George O. Fairweather,and a review of the preparations for AlumniDay, 1907, by Mr. David A. Robertson, of theclass of 1902. News from the various classesand literary notes conclude the number. TheOctober issue has as a frontispiece a strikingview of Marshall Field during a snowy football game on Thanksgiving day. "The University and Extra-Mural Teaching" is the subject of the opening contribution, by SecretaryWalter A. Payne, of the Lecture-study Department. "Service in the Philippines," withtwo illustrations showing a normal school andan old Spanish church school, is contributed byMr. Samuel MacClintock, of the class of 1896."Baseball in the Old University" is recalled ina second contribution by Mr. W. A. Gardner,of 1878. "A Reversal of Form," with a full-page portrait of the writer, is contributed byMr. Burt Brown Barker, of the class of 1897,who is the newly elected president of theAlumni Association for the year 1907-8."Women's Athletics and Gymnastics at Chicago" is the title of a contribution by MarieOrtmayer, of the class of 1906. It is illustrated by three views of the women's athleticfield. "The Shanty on the Corner," with oneillustration, is a taking piece of college versefrom the Cap and Gown, of 1907. News concerning the University, the student body, andthe classes, with an illustrated contributionfrom Director A. A. Stagg on the outlook infootball, completes this attractive and well-organized number.THE ASSOCIATION OF DOCTORS OF PHILOSOPHYTwenty-seven candidates for the degree ofDoctor of Philosophy received the degree atthe Autumn Convocation, August 30, 1907.The new Doctors are as follows:Edith Ethel Barnard, S.B., University ofChicago, 1903; Ph.D. in Chemistry andPhysics.Katharine Blunt, A.B., Vassar College, 1898;Ph.D., Chemistry, Physics.Robert Lacey Borger, A.B., Florida Agricultural College, 1893; A.M., University ofChicago, 1905; Ph.D., Mathematics, Astronomy.Matilde Castro, A.B., University of Chicago,1900; Ph.D., Philosophy, Psychology.Willey Denis, A.B., Tulane University, 1899;A.M., ibid., 1902; Ph.D., Chemistry, Physiology.June Etta Downey, A.B., Universtiy of Wyoming, 1895; A.M., University of Chicago,1898; Ph.D., Psychology, Philosophy.Grace Maxwell Fernald, A.B., Mount Holy-oke College, 1903; A.M., ibid., 1905; Ph.D.,Psychology, Philosophy.Robert Anderson Hall, A.B., University ofChicago, 1905; Ph.D., Chemistry, Physics.Ira Calvert Hamilton, A.B., Indiana University, 1900; Ph.D., Political Science, History.Augustus Raymond Hatton, Ph.B., Franklin College, 1898; Ph.D., Political Science, History.Charles Ellsworth Home, A.B., Waynes-burg College, 1897; A.M., ibid., 1900; A.M.,Harvard University, 1904; Ph.D., Assyrian,Hebrew.Louis Ingold, A.B., University of Missouri,1901 ; A.M., ibid., 1902 ; Ph.D., Mathematics,Astronomy.Nels Johann Lennes, S.B., University of Chicago, 1898; S.M., ibid., 1903; Ph.D., PureMathematics, Applied Mathematics.Frank Grant Lewis, A.B., Brown University, 1893 ; A.M., University of Chicago, 1906 ;Ph.D., New Testament, Philosophy.Frederick William Owens, S.B., Universityof Kansas, 1902; S.M., ibid., 1902; Ph.D.,Mathematics, Astronomy.Lula Pace, S.B., Baylor University, 1890;S.M., University of Chicago, 1902; Ph.D.,Plant Morphology, Plant Physiology.Joseph Peterson, S.B., University of Chicago, 1905; Ph.D., Psychology, Philosophy.Frank Henry Pike, A.B., Indiana University, 1903 ; Ph.D., Physiology, Anatomy, Physiological Chemistry.Henry Barton Robison, A.B., Kentucky University, 1893; A.M., ibid., 1894; Ph.D., NewTestament, Old Testament.William Horace Ross, S.B., Dalhousie University, 1903; S.M., ibid., 1904; Ph.D., Chemistry, Physics.Draper Talman Schoonover, A.B., WashburnCollege, 1899; Ph.D., Latin, Greek.Walter Robinson Smith, Ph.B., MissouriValley College, 1899; Ph.M., University ofChicago, 1901 ; Ph.D., History, PoliticalScience.Louis Agassiz Test, B.M.E., Purdue University, 1894; A.C., ibid., 1896; Ph.D., Chem- »istry, Bacteriology.Edward John Williamson, A.B., Queen'sUniversity, 1898; A.M., ibid., 1901 ; Ph.D.,German, Romance.Norman Richard Wilson, A.B., Universityof Toronto, 1899; A.M., ibid., 1901 ; Ph.D.,Mathematics, Physics.George Winchester, S.B., University of Chicago, 1903; Ph.D., Physics, Chemistry.Howard Woodhead, A.B., University ofUNIVERSITY RECORD 71Chicago, 1900; Ph.D., Sociology, PoliticalEconomy.The number of candidates on this occasionwas larger than at any previous Convocation,exceeding by two the number in the autumn of1906. Among these were seven women, threeof whom had Chemistry as their major subject; two, Psychology; one, Philosophy; andone, Botany. The total number of Doctors ofPhilosophy has now reached four hundred andseventy.Of the twenty-seven new Doctors, the following have been appointed to positions forthe coming year, as indicated below:Dr. Barnard, instructor in chemistry, University of Chicago.Dr. Blunt, instructor in chemistry, Pratt Institute, 'Brooklyn, N. Y.Dr. Borger, instructor in mathematics, University of Illinois, Urbana, 111.Dr. Castro, instructor in philosophy, VassarCollege, Poughkeepsie, N. Y.Dr. Denis, assistant chemist, Washington,D. C.Dr. Downey, instructor in psychology andphilosophy, University of Wyoming, Laramie,Wyo.Dr. Fernald, instructor in psychology, BrynMawr College, Bryn Mawr, Pa.Dr. Hall, instructor in chemistry, ArmourInstitute, Chicago.Dr. Hamilton, instructor in history, Wendell Phillips High School, Chicago.Dr. Hatton, Mark Hanna professor of political science, Western Reserve University.Dr. Home, instructor in mathematics, Morgan Park Military Academy, Morgan Park,111.Dr. Ingold, instructor in mathematics, University of Missouri, Columbia, Mo.Dr. Lennes, instructor in mathematics, Massachusetts Institute of Technology, Boston,Mass. Dr. Lewis, Associate in New Testament inthe Divinity School of the Universtiy of Chicago.Dr. Owens, instructor in mathematics, Cornell University, Ithaca, N. Y.Dr. Pace, instructor in botany, BaylorUniversity, Waco, Tex.Dr. Peterson, professor of psychology andphilosophy, Brigham Young University, Provo,Utah.Dr. Pike, associate in physiology, Universityof Chicago.Dr. Ross, assistant chemist, Agricultural Experiment Station, University of Arizona, Tucson, Ariz.Dr. Schoonover, instructor in Latin, Marietta College, Marietta, O.Dr. Smith, professor of history and politicalscience, Heidelberg University, Tiffany, O.Dr. Test, professor of chemistry, OccidentalCollege, Los Angeles, Cal.Dr. Williamson, assistant professor of German, Hobart College, Geneva, N. Y.Dr. Wilson, associate professor of mathematics, University of Manitoba, Winnipeg,Manitoba.Dr. Winchester, professor of physics, Washington and Jefferson College, Washington, Pa.Dr. Woodhead, Docent in Sociology, University of Chicago.Dr. Charles H. Gordon, recently of theUnited States Geological Survey, Washington,D. C, will occupy the newly established chairof geology and mineralogy in the Universityof Tennessee. Professor Gordon's present address is Knoxville, Tenn.Dr. Norman DeWitt has been elected to thechair of Latin and Greek in Miami University,Oxford, O. Since taking his degree in 1906he has been instructor in Latin and Greek inWashington University, St. Louis, Mo.Dr. Edwin S. Slosson, literary editor of the72 UNIVERSITY RECORDIndependent, New York, delivered the memorial day address before the John A. Dix Postof the Grand Army of the Republic, atNew York, May 30, 1907, on the subject of"What Memorial Day Means to the SecondGeneration." Mr. Slosson took his Doctor'sdegree in 1902 in Chemistry and Physics.Miss Etoile B. Simons, Ph.D., 1905, in PlantMorphology and Plant Physiology, has beenappointed instructor in biology at the ManualTraining High School, Indianapolis, Ind. Dr.Simons was in charge of the department ofbiology last year at the Western College forWomen, Oxford, O.Mr. Herman I. Schlesinger, who receivedthe Doctor's degree in Chemistry and Physicsin 1905, has been appointed research assistantin Johns Hopkins University. Dr. Schlesingerwas abroad one year, engaged in researchwork in Berlin, and last year was Associate inChemistry in the University of Chicago.Mr. Charles M. Carson, who received theDoctor's degree in 1906 in Chemistry andPhysics, has been appointed professor of chemistry at New Brunswick University.Mr. Roy H. Brownlee, Ph.D., 1906, in Chemistry and Physics, has been appointed consulting chemist with the Standard Oil Company.Mr. John C. Hessler, Ph.D., 1899, in Chemistry and Physics, has been appointed professor of chemistry in James Millikan University, Decatur, 111. Dr. Hessler was Instructorin Chemistry in the University of Chicago.Dr. Lauder W. Jones has been appointedprofessor of chemistry in the University ofCincinnati. Dr. Jones was Instructor in Analytic Chemistry in the University of Chicago.He took his doctorate in 1897 in Chemistry andPhysics.Mr. William K. Wright, who received hisdoctorate in Philosophy and Education in 1906,has been appointed to an Instructorship in Philosophy in the University of Chicago. Dr.Wright was last year instructor in philosophyin the University of Texas.Rev. John W. Bailey, who took his doctoratein 1904 in New Testament and Old Testament, is pastor of the First Baptist Church atOshkosh, Wis.Mr. William R. Manning, Ph.D., 1904, whowas instructor in history at Purdue University,Lafayette, Ind., has been appointed to a researchposition in diplomatic history in the CarnegieInstitution, Washington, D. C.Dr. Henry W. Stuart, who received his doctorate in Philosophy and Political Economy in1900, has been appointed to an associate-professorship in philosophy in Leland StanfordJr. University. Professor Stuart was formerlyat Lake Forest College.Dr. Harry H. Bawden, Ph.D., 1900, in Philosophy and Psychology, who was professorof philosophy at Vassar College, has been appointed head of the department of philosophyat the University of Cincinnati.Miss Frances G. Smith has been during thepast year an instructor in botany at SmithCollege, Northampton, Mass. Dr. Smith received her degree at the University in PlantMorphology and Plant Physiology.Dr. B. M. Walker, who received his degreein Mathematics and Astronomy in 1906, andwho has for some years been connected withthe Mississippi Agricultural and MechanicalCollege, is now director of the school of engineering and professor of mathematics in thatinstitution. Professor Walker did a large partof his work for the doctorate at the University in Summer Quarters during a periodof six or seven years.Mr. Frederick O. Norton, Ph.D. in Biblicaland Patristic Greek in 1906, who has during thepast year been professor of biblical and patristicGreek at Drake University, Des Moines, la.,was recently made dean of the college of lib-UNIVERSITY RECORD 73eral arts in that institution. Professor Nortonis one of the seventeen Doctors of Philosophyfrom the Divinity School who are engaged inteaching.Dr. Jeannette Cora Welch, who took herdegree in Physiology and Zoology in 1897,died in December, 1906, at Grand Rapids,Mich. Dr. Welch was a graduate of Wellesley College in the class of 1889. At the timeof her death she was a practicing physicianat Grand Rapids.Marcus W. Jernegan, Ph.D., 1907, in History and Political Economy, who was for threeyears an instructor in the University HighSchool, has been investigating material inEngland relating to English education in theseventeenth century. During the summer Mr.Jernegan delivered lectures in the Manila (P. I.) Normal School, and is now in the CarnegieInstitution at Washington in co-operation withthe director, J. Franklin Jameson, formerlyhead of the Department of History in theUniversity. Mr. Jernegan has gathered material for the history of several importantphases of American colonial education and willpublish the results shortly.Up to the present time fifty-two candidateshave received the doctorate from the DivinitySchool. Of these, five have become presidentsof colleges; twenty-three are teaching in colleges or theological schools; seventeen areclergyman, several of whom are holding pastorates of special responsibility and influence;three are in business; and one is a secretaryin the Young Men's Christian Association.74 UNIVERSITY RECORDTHE LIBRARIAN'S ACCESSION REPORT FOR THESUMMER QUARTER, 1907During the Summer Quarter, July-August,1907, there has been added to the library ofthe University a total number of 3,134volumes from the following sources:BOOKS ADDED BY PURCHASEBooks added by purchase, 1,686 volumes, distributedas follows : Anatomy, 5 ; Anatomy, Neurology, Pathology, and Physiology, 1 ; Anatomy and Pathology, 2 ;Anthropology, 2 ; Astronomy (Ryerson), 2 ; Astronomy(Yerkes), 5; Bacteriology, 1; Botany, 3; Chemistry, 9;Church History, 16; Commerce and Administration, 17;Comparative Religion, 4 ; Embryology, 6 ; English, 385 ;English, German, and Romance, 2 ; General Library, 3 1 ;Geography, 39; Geology, 20; German, 123; Greek, 17;History, 234; History of Art, 35; History of Art andLatin, 2; Homiletics, 7; Latin, 8; Latin and Greek, 13;Law School, 105; Mathematics, 13; New Testament, 27)Pathology, 3 ; Philosophy, 38 ; Physical Culture, 5 ;Physics, 3; Physiology, 4; Political Economy, 16; Political Science, 85 ; Psychology, 2 ; Public Speaking, 1 ;Romance, 33 ; Sanskrit and Comparative Philology, 13 ;School of Education, 132; Semitics, 17; Sociology, 147;Sociology, History, Political Science, 11 ; Sociology (Divinity), 3; Systematic Theology, 29; Zoology, 10.BY GIFTBooks added by gift, 1,164 volumes, distributed asfollows: Anthropology, 4; Astronomy (Ryerson), 3;Bacteriology, 1 "; Biology, 8 ; Chemistry, 4 ; Church History, 1 1 ; Commerce and Administration, 5 ; Comparative Religion, 1 ; Divinity School, 258 ; English, 5 ;General Library, 665 ; Geography, 19 ; Geology, 4 ; Greek, 1 ; History, 7 ; History of Art, 3 ; Latin, 4 ;Law School, 4 ; Mathematics, 5 ; Pathology, 2 ; Philosophy, 4; Physical Culture, 16; Physics, 4; PoliticalEconomy, 60 ; Political Science, 3 ; Romance, 2 ; Sanskrit and Comparative Philology, 5 ; School of Education, 15; Semitics, 2; Sociology, 13; Sociology (Divinity), 2; Swedish Theological Seminary, 15; Systematic Theology, 5 ; Zoology, 4.BY EXCHANGEBooks added by exchange for University publications, 284 volumes, distributed as follows: Anthropology, 1 ; Botany, 8 ; Church History, 8 ; ComparativeReligion, 5 ; Divinity School, 1 ; General Library, 213 ;Geography, 6 ; Geology, 8 ; German, 5 ; History, 2 ; LawSchool, 4 ; New Testament, 1 ; Physics, 1 ; PoliticalEconomy, 10 ; Political Science, 1 ; Romance, 1 ; Sanskrit and Comparative Philology, 1 ; School of Education, 1 ; Semitics, 1 ; Sociology, 3 ; Systematic Theology,3.SPECIAL GIFTSCarnegie Library of Pittsburg — catalogue, 3 volumes,Chicago Board of Education — reports, 10 volumes.Chicago Board of Trade — reports, 10 volumes.District ot Columbia — reports, 5 volumes.Frankfort, city of — reports, 3 volumes.Goode, J. P. — United States documents, 9 volumes.Goodspeed, T. W. — publications of Carnegie Institution of Washington, 2 volumes.Harper, Mrs. W. R. — reports of Congress of Artsand Science, 7 volumes.Hutchinson, C. L.-— publications of Carnegie Institution of Washington, 15 volumes.Louisville, city of — reports, 8 volumes.Manly, J. M. — Encyclopaedic dictionary, 4 volumes.United States government — documents, 150 volumes.