Volume XII Number 4THEUniversity RecordApril, 1908THE UNIVERSITY OF CHICAGO PRESSCHICAGO AND NEW YORKTHE UNIVERSITY RECORDOFTHE UNIVERSITY OF CHICAGOISSUED IN THE MONTHS OF JANUARY, APRIL, JULY, AND OCTOBERVolume XII APRIL, I908 Number 4CONTENTSPAGEFrontispiece : Andrew Sloan Draper, Commissioner of Education of the State of New YorkConvocation Address: The Rational Limits of Academic Freedom, by Andrew Sloan Draper, LL.B.,LL,D., Commissioner of Education of the State of New York - - 135The President's Quarterly Statement on the Condition of the University - 147Chicago's Leadership in Graduate Work - - - - - - - - - . _ -151Heinrich Maschke, Professor of Mathematics (portrait), facing page 153Addresses in Memory of Professor Heinrich Maschke :By Oskar Bolza, Professor of Mathematics - 153By Herbert Ellsworth Slaught, Associate Professor of Mathematics - - - - - 155By Albion Woodbury Small, Dean of the Graduate School of Arts and Literature - - 157Exercises Connected with the Sixty-sixth Convocation - - - - - - - - - -150Degrees Conferred at the Sixty-sixth Convocation - - - - 159Old Testament and Semitic Studies in Memory of William Rainey Harper - - - - - - 160A New Discussion of Economic Theory #_ . -161Installation of Chimes in Memory of Alice Freeman Palmer - - - 161A New Volume in the American Science Series - - - - - - - - - . -162Dedication of Memorial Windows to William Rainey Harper - - - - - - - - 163The Agricultural Guild of the University of Chicago - - - - - - - - - -163Figures on the Hull Gateway (full-page illustration), facing page - 165The Faculties -_.__ j5^The Association of Doctors of Philosophy - - j.74Appointments to Fellowships for the Year 1908-9 - - 179The Librarian's Accession Report for the Winter Quarter, 1908 181General Index of the University Record, Vol. XII, July, 1907-April, 1908The University Record is published quarterly. If The subscription price is $1.00 per year; the price of single copiesis 25 cents. \ 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. \ 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). \ 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 i, 1905, at the Post-Office at Chicago, 111., under the Act of Congress of July 16, 1894.ANDREW SLOAN DRAPERCommissioner of Education of the State ok New YorkConvocation Orator, March 17, 1908VOLUME XII NUMBER 4THEUniversity RecordAPRIL, iqo8THE RATIONAL LIMITS OF ACADEMIC FREEDOM1BY ANDREW SLOAN DRAPER, LL.B., LL.D.Commissioner of Education of the State of New YorkI have had the feeling that I was coming tothe home of an old acquaintance. For tenyears we were neighbors. In ways we knewnot, we spurred each other to make them good,fat years in the history of university upbuilding in Illinois. When I was being urged toaccept the presidency of the University of Illinois, and a few hours before the formal election, and in dread of what might be thepossibilities of the event, I came to this University and met President Harper for the firsttime. If he had spoken in Hebrew and undertaken to examine me in Old Testament criticism,it would hardly have conflicted with what Iknew of him, or with my very imperfect understanding of a modern university president.But he spoke in very kindly English, and youmay be assured that he was not so unmindfulof his diplomacy as to fail to urge me to cometo Illinois. Neither presidents nor universitieswere disposed to flatter each other when eventsfollowed pleasantries and the contacts weremainly upon surging fields of students innoisy contests, but the respect which I alwayshad for his learning and his genius was in timeenriched by the largeness of his heart and the1 Delivered on the occasion of the Sixty-sixth Convocation of the University, held in the Leon MandelAssembly Hall, March 17, 1908. obligations which were imposed by the tenderof his friendship. And even then, Dean Judsonwas wont to say that state universities had theright to be, and perhaps he did more than anyother to teach us all that the way to get rich ineducation is by giving, and that the soundprosperity of one institution of higher learning helps more than it hurts another. So, asI come into the University of Chicago for abrief hour once again, there would be something unnatural, if not untrue, if I did notfirst pay my respects to the memory of itsfirst great president, and express my satisfaction that this University, so young and yet sogreat, maintains the pace and keeps the faithunder a second president whose qualities andexperience make him a leader of no ordinaryworth to American education.And I would not have the students of thisUniversity infer that my associations have beenexclusively with the presidents. Many times Ihave been in the crowd which has felt the impact of your stern and unpitying hand, and Ihave given my feeble but glad support to thecrowd which has often flagellated you. Mr.George William Curtis once remarked to methat before he had the grippe he had nothingbut contempt for it, but that when he got out ofit he had noithing but respect for it. The grip135136 W1VJERS1TY RECORDof the University of Chicago bears no comparison with the kind of grippe to which Mr.Curtis referred, for no one can remember thetime when there was nothing but contemptfor it; but I suspect that we shall all agreethat neither of these neighboring universitieshas ever felt the loosening of the other's grip insport without a noticeable enlargement of respect for the strength and the skill which werebehind it.The candidates for degrees today may becomforted with the assurance that in theirtriumphant university hour they are not to beoppressed with admonition and preachment. Icome to you with something of the feeling ofDr. Henry Van Dyke, who once said something to the effect that he stopped preachingto a/ great New York City church and wentdown to Princeton to teach the boys, becausehe felt the irony of exhortation or argumentwith veteran parishioners who had been manytimes saved or were apparently past all hope.Your new-found veteran standing shall exemptyou. Your degrees will evidence your secularsalvation, and even though you were limpingspiritually, as I do not suppose you are, benevolent words would seem commonplace today.The theme of the hour shall be academicfreedom and the limits of conduct which willlet the truth thrive. The literature of the subject is prolific but there is no clamor in theforum just now. There has been no recentcrucifixion without cause. There is no one inthe stocks. There is no impending trial.There is no ominous raven on a bust of thegoddess of wisdom above the chamber door.Freedom may be discussed with freedom. Anacademic question may be treated in an academic way.THE EVOLUTION OF OUR HIGHER EDUCATIONThe development of college and universityteaching in America makes a surprising andfascinating story. Looking for the mere sta tistics of it, we find none of much service tous before 1870, when the reports of the Bureau of Education begin to be available. Evenin 1870 the classification was much less rigidthan it has since become. In that year therewere 369 institutions, with 3,201 teachers and54,500 students. In 1906— rigidly excludingall schools of actual secondary grade, all preparatory departments, and all professionalschools not associated with a university, butincluding the advanced technical schools —there were 508 institutions, 21,849 teachers,and 135,834 students. In 1880 the income ofthe colleges and universities was $2,225,915;in 1890 it was $10,801,918; in 1900 it was$26,550,967; and in 1906, $42,537,979- In1880 the value of buildings and grounds was$48,427,875; in 1890 it was $80,654,520; in1900 it was $154,203,031 ; and in 1906 it was$247,610,356.It is not necessary to remind a universitywhich has been a most conspicuous leader inthis great advance, how little even these figuresreally express. To gather and expend thismoney honestly and beneficently has been atask of no ordinary difficulty, but to developsuch a great throng of uniformly satisfactorycollege and university teachers in this brieftime, we may admit between ourselves, hasbeen practically impossible.In this single human generation all of theessential factors of a unique system of university education have developed in America. Ifit is not better than any other, it is better for usthan any other. It is within bounds to saythat there is no longer need of forcing students into the foreign life which PresidentHarper used to lament, in order to give themas scholarly instruction as is provided anywhere in the world.We will not deny that, upon the whole, thatsystem is different from every other. In thisgeneration the sciences as well as the classicsUNIVERSITY RECORD 137compelled recognition and forced their methodsupon all the rest. They created colleges oftheir own. The applications of scientific studyto the constructive and manufacturing industries came and made other colleges of theirown. The higher education of women uponan entire equality with men, and the carryingof liberal learning into numberless phases ofthe natural activities of women, made themen move around, and forced so much movingthat some of the wise men of the East, withthe best intentions and the utmost effort, havenot yet been able to become quite reconciled toit. The imperative needs of the professions,and of a continually increasing number ofprofessions, have taken up large tracts of university territory because they could not bemet outside of the university inclosure. Tomake it possible a great and universal systemof middle schools, peculiar to the country, hadto be established to connect the universities andthe elementary schools; and such a systemhas been so highly developed that it is doingmore than the colleges did before 1870. Thenthe free right to get what one wants withoutsubmitting to so much that he does not want,and the liberalized methods of investigationand instruction, added overwhelming and oftenunmanageable features to the unfolding character of American universities. The obviouseducational advantage to each college or schoolof association with other colleges and schools,and manifest economy, educational and pecuniary, grouped them about the same campus,while it added to the intricacies of life and thedifficulties of administration. In a word, theoffering of all there is in learning to all whowant it and will fit themselves to come andtake it, and the applications of the higherlearning to every human activity, has becomethe self-assumed and the measurably accomplished task of American universities. DEMOCRACY AND UNIQUE UNIVERSITY FEATURESThis would not have been attempted, and itcould not have been realized, but for the political philosophy of the country. But the political thinking which inspired the undertakingwould never have accomplished it without putting into it two great factors which are essentially unknown to the universities of otherlands. One is the board of trustees composedof educational laymen, chosen for their character, their benevolence, and their experiencein managing affairs ; and the other is the payment of teachers without reference, or oftenin inverse proportion, to the number of students whom they instruct.Not many universities in other countries owetheir being to private benefactions, or to theefforts of a representative democracy to workout its theories and prove its worth througheducation; and not many of them are sustained by means and influences which aremost concerned that every son or daughterof the people shall have his or her utmostchance. The universities of other nations areexpressive of the national intelligence andprogress, of the national experiences andneeds, and of the national attitudes and power.Beyond their revenues from fees they are butmeagerly supported by government funds.Their internal organization and administrationrest with the educational faculty or theleaders of it ; and within the ordinary activitiesof accepted procedure they are unhampered.They undertake less than we do and perhapsaccomplish some things they undertake moreexactly than we do. The means of expansion are seldom within themselves, however,and the external powers which limit their possibilities are themselves limited by social,religious, political, and pecuniary conditionswhich those powers could hardly change ifthey would, and probably would not change ifthey could.138 UNIVERSITY RECORDNo one can fail to note that regularly recurring salary warrants and the absence of asystem which automatically rids an institutionof teachers who do not teach what is wanted,or in the way wanted, have a very decisive bearing upon the freedom and the expansion ofuniversities. But the direct bearing of theboard of trustees upon the life and growth ofa university, while no less potential, is notquite so obvious.An English or German university professorhas only amazement at the presence of a laycourt of last resort in the government of anAmerican university. He holds it to be alimitation upon university freedom and adesecration of very holy ground. On the contrary, it brings into the affairs of a universitya factor which makes for freedom andparticularly for growth. Standing fordonors in time past and in time tocome, no matter whether the donors be individuals or a state, the trustees come intosympathy with the teaching, and add the factor which gives the institution very completeindependence. It completes the essential elements of self -expansion. Ordinarily composedof men or women of representative character,the board of trustees regulates the businessaffairs of the institution and holds the confidence of the public concerning its needs.They are themselves sorely perplexed aboutits instructional and research work, but aftertheir freshman year they realize that they havelimitations of their own, and then matters runsmoothly enough. The constant presence inuniversity councils of representatives of theexternal world, to which the institution mustlook for support of every kind, and of which itmust be a part if it is to- give back an acceptable intellectual service, doubtless goes fartherthan anything else to explain the wholly unparalleled advance of the higher learning, inthe last generation, in this country. FREEDOM OF AMERICAN UNIVERSITIESFlowever the matter analyzes, and whatever the explanation, these American universities are the finest illustrations of humanpower and human reason and human freedom,working together for beneficent ends, whichthe minds and hearts of men and women havebrought about. They pursue their greatcourses, controlled by both centripetal andcentrifugal forces, as freely as a planet revolves about its sun. They exemplify freegovernment in its most refined form becausea university will be free anywhere, and here auniversity is in the midst of the freest government in the world. They stimulate every humaninterest and respond to every rational demand.Their very existence is wrapped up in theirfreedom. They attract munificent gifts ofmoney and affection because they are free toadminister them for the enlargement of humanefficiency and good will. But their power isin their freedom to resist as well as in theirfreedom to> do. Their moral forces are energized and their spiritual aims quickened because they are free enough to resist mereecclesiasticism. They enrich the rich throughintellectual association with the poor, and thepoor through the same association with therich. In their affairs men and women findthe places to which they are entitled, and arethrust out of the places which they lack themoral and intellectual right to hold. Thesemester examinations are no more inexorablethan the sentiment of the campus. Alwayssurrounded by politics -in a state of eruption,they easily defy political intrusion and are expected to refuse to promote any political end.Giving instruction in every study, they try outeducational values through processes whichare unrelenting and by standards which willnot give way. They make their own organization, they administer their own estate, theyhold the right of initiative as to every under-UNIVERSITY RECORD 139taking, they may refuse as well as accept, andthey have within themselves the men andwomen, the powers and the means of steadilyenlarging their reach and of continually enriching their lives and their work. In saneand unselfish hands, guided by scholarship andby moral sense, they grow large because theyaccord with the prevailing opinions of the republic, and their very enlargement, as well astheir learning, makes for the freedom of thetruth.BASIS OF ACADEMIC FREEDOMFortunately something happens now andthen to remind us that these universities arevery human institutions. They are in the world :the people who are making them great arenot yet ripened for translation. Their officersand teachers have been gathered quickly, andopportunity acquired suddenly is often misused.In his inexperience and enthusiasm, particularly in his un familiarity with the thinkingand the pace of the Mississippi Valley, a youngprofessor from New York might forget thatthe intellectual capital of the ages may exceedthe brief output of a New York, .a German, oran English school. And ambition, vaultingambition, may impel a mere human to overlook the need of time, labor, and the forget-fulness of self by which academic preferencemay be secured, or held when conferred.Academic freedom rests upon the sameprinciples as political freedom; but it restsupon other principles also. Formal law is aninsufficient basis for academic freedom. Mereinclination cannot prevail in a university somuch as it may outside of it. The associationsof the academic body are freer than those inthe civic state. The propriety and the possibility of that depends upon a clearer understanding of freedom and a surer capacity forit. It rests not upon legal obligation so muchas upon generosity; not so> much upon possibility and opportunity as upon the subordi nation of self to the atmosphere of the placeand the common good.Academic freedom is not for the teacher somuch as for the truth. Scientific truth goesfarther than civic truth. It is distinctly higherthan social truth. The puritan doctrine, thathe who hears untruth or partial truth and failsto rebuke it participates in it, has never prevailed and ought not to prevail in the civicstate or in social life. All of the truth aboutthe mere incidents of life, happily, does notat all times have to be spoken. Untruth aboutmere matters of opinion does not always haveto be corrected. But the main function ofacademic freedom is the unlocking of scientifictruth. There can be no academic freedomwhich is opposed to it. Scientific truth invitesand stands the last analysis. There can be nocompromise about it. Scholarship covets anopposition which reveals misapprehension orgives added significance and strength to thetruth. The acceptance of alleged truth without evidence is bad enough in a university, butnot quite so bad as the self-interest and conceitwhich necessarily protects it in the name ofacademic freedom. Academic freedom whichis self-seeking more than truth-seeking is merelicense and cannot live in the academic atmosphere. Happily, it is governed by the higherlaw. It is an attribute of normal lives. Onewho cannot safely exercise it cannot have it;and from one who can exercise it safely it cannot be withheld. It goes with one who canappreciate not only his obligations to a humaninstitution — to its donors, its officers, itsteachers, its students, and its graduates — butalso the responsibilities of that institution tothe constituency it is bound to serve, and tothe world it is bound to enlighten and makebetter; and it departs from one who is soacademically abnormal as really to put hismere liberty of personal movement above theinstitution which gives him his opportunity,140 UNIVERSITY RECORDand above the truth which he assumes to thinkhe is endeavoring to set free.UNIVERSITIES MUST DISCRIMINATEUniversities are very great, and very complex, and very human organizations. Theyhave to care for property, they have to handlemuch money, and they are obliged to accountfor what they do in very worldly fashion. Theymust break out new roads, and they must equipthemselves with a great array of educationalimplements; they must lay hold of rationaleducational theories, and they must have asuperior knowledge of educational values.That has to be done through experts andteachers, for whom they have to assume responsibility.The freedom and the accountability have tobalance each other, or there can be no harmonyand efficiency; and without these there can beno internal enthusiasm and no external confidence and growth. It all depends upon atrue educational spirit which enriches itselfby giving, and upon a balanced organizationwhich assumes responsibility without limitingeducational opportunity.Our great American universities, above anyothers in the world, are forced to the necessityof discrimination. Their very lives dependupon it, and their peril is in the lack of menwho can discriminate with justice and confidence, and who will not be turned from doingit by fallacious theories about freedom. Notonly because of their youth, and their rapidgrowth, and the fixed compensations of theirteachers and their permanent tenures, but because of the universal ambitions and the intellectual traits of the country, they are at alltimes encompassed with difficult and seriousquestions; and they cannot hope to meet theexpectations and gather the confidence of thecountry, unless individuality is made to respectorganization, while organization is moved by the academic spirit and responds to educationalopportunity.There are some spiritual educationists whoseem to think that Garfield was assuming todescribe a university when he said that a logwith Mark Hopkins on one end and a studenton the other would make one. He was doingnothing of tlie kind. His fine imagination waspaying a fine compliment to> his fine old collegepresident. If there is one in a university whopermits such an ideal to beat against the imperative factors of organization, it would bewell for himself and the rest of the world if hewould go out and find a log, impress a studentinto his experiment, pass his hat for sustenance,and work his ideal out to a conclusion.If there are minor disadvantages, they haveto go with the superior advantages of organization. The mighty results of co-operative lifeand effort far outweigh any sweets which therecluse may gather by himself. The intellectual and the moral, the civic and the legaladvance has come through yielding the mereindependence of self to the advantage of livingtogether.Make no mistake. The trend of the worldis not in the wrong direction. Individualism,the opportunity of selfishness to have its ownsweet way, will have to reckon with organization inside, as outside, of universities. Organization protects against want and associatesthinking with fact, energizes intellectual productivity, and gives scholarship its real opportunity. The laws of society and oforganization will have to prevail. The organization, as well as the individual, has rights, anda university invades no sound principle when itmaps out its own course, builds its own character, gets the best it can in scholarship and inteaching, loses no just opportunity to reinforceits strength, holds the good of all above theinterest of one, insists upon good citizenship inUNIVERSITY RECORD 141the democracy of learning, and gives theworld the benefit of it.PROCESS OF ELIMINATIONNow let us come nearer to the concrete. Bya process of elimination let us see how littlewill remain about which academic freedomneed be apprehensive.Self-seeking must go out at once. Maneuvering for promotion or for pay, combining to control policies, and agitation to* limitthe freedom of any other officer or teacher inthe institution, must lay no claim to academicfreedom. A little of this is exceedingly repugnant to academic truth. If one will resort toit he must abide the result without any thoughtof making a respectable martyr of himself.The choice of studies in a university is notwholly free. Certain studies are required tobe taken before others may be. What shallbe required is often a matter of opinion andit may be a means of abuse. It might happenthat the weaker a teacher is the more preference he must have in the requirements. Thereare tariffs in university schedules as well asschedules in commercial tariffs. The arranging of schedules for favor or for monopoly isno more within academic policy than withinthe political policy of the country. If onewill indulge in it he must take his academiclife in his hand and abide the issue.Sensationalism has no rights of any kindin a university. Yet we must have learnedthat it is not to be kept out by the saying.Novelty of theme or of statement, suited tonewspaper exploitation and to personal notoriety, are as repugnant to the traditions, thephilosophic basis, the moral sense, and thefreedom of a university, as illiteracy is a menaceto government in a democratic state, or asgreed is repugnant to fellowship in a philanthropic guild. One cannot be allowed to propagate his vagaries upon the time and in thename of a university that would like to be thought prudent and rational. If one wantsto be a professor of myths and ghosts, heought to go out in the woods and sit on a logand pursue his inquiries on his own time andin the most appropriate place. Everythinglacking complete intellectual sanity and sincerity is not only without the bounds of theacademic privilege, but is a menace to academicfreedom.It has occurred in academic experience thatone has had credit for the work which anotherhas done, or has transferred the responsibilityfor his own shortcomings. This may happenwithout wrongful intent, through subtle reasoning or lack of reason upon a subject aboutwhich one's mind is exclusive and intense. Itis surely outlawed in a university, and it mustbe settled by the ordinary processes andstandards of intellectual integrity.Again, the mind of the scholar is jealous ofthe prerogative to do things agreeable to others,and utterly opposed to doing things which areopposed to the interests of other people. Yetin academic upbuilding the bitter must go withthe sweet, and responsibility must be associated with opportunity. When Seth Low waspresident of Columbia he said that the functionof a college president was both to give andreceive pain. Perhaps so, but that is no reasonwhy he must monopolize the double function,or why his opportunities to give and receivepleasure shall not be as open as they may bethrough the ready recognition of his functionsin college administration.The processes of learning must operatefreely, but they cannot extend to every field ofinquiry in one institution. There is no academic right to force an institution into undertakings it cannot afford, or to extend processesonce started to lengths which are extravagantin time and money, and unpromising in result.And there is no actual hardship about it, because experience shows that the man and the142 UNIVERSITY RECORDinstitution who gratify inclinations withoutreference to the material cost, are less productive in new scientific truth than those who arecompelled to square their work with the usuallimitations upon human conduct.There is less difficulty about all this in thefield of the physical sciences than the mentalsciences. A university which would call backan investigator who is anywhere in the regionof a grain of new truth in nature would ceaseto be a university, and the moment it wasdone the doors of every university in the worldwould swing wide open to him. But whenwe come to the philosophical sciences, to matters of opinion, we will have to say that whilethe right of individual theory and expression isfree, the right of place, and of association, andof time, and of opportunity, is not without itsvery decisive limitations.There is scarcely an institution of higherlearning in this country in which the Christianreligion is not both a matter of philosophy andof feeling. It is expressed in the life andfunctions of the institutions. Would the denunciation of Christianity and the propagationof some other religion be within the academicprivilege in an institution founded upon, andnurtured by, Christianity? There are differing philosophical attitudes and different understandings of history, concerning Christianity.Would an interpretation of history and a theoryof religion consonant with Protestantism, bewithin the academic privilege at the RomanCatholic University at Washington, and wouldsuch interpretation and such theory be withoutsuch privilege at Yale?All of our higher institutions are charteredby, and many of them are supported by, a democratic state. Would the contention that democracy is a vicious system, or that allgovernment is an improper constraint uponthe governed, be within the rights of freeteaching in one of these institutions? May theory pull down the roof that shelters it?May a mere doctrinaire overturn the fundamental political philosophy which has beenworked out in this country by hard thinking,by consecration, and by blood?Even Germany does not allow that, and itmay well be doubted whether the United Stateswill ever go, or ought to go, as far as Germany does in reference to what teachers teachand what students do> in the name of "scholarship," without reference to the balanced character and moral fiber which we hold to be vitalto its genuineness and its worth.There is little difficulty about what shall betaught in the schools, or the freedom withwhich it shall be taught, until we come totopics which, for the time being, are subjectsof party warfare. And there is no ground fordifficulty about those if teachers observe thereasonable proprieties of the teacher's office.That office is not that of the advocate ; it is notthat of the agitator ; it is not that of the executor; it is not that of the legislator. It certainly is not that of the dictator. It is that ofthe judge. Its function is to ascertain and enlarge and expound the truth. It must do thatjudicially. It may be well to observe that thereis no other judicial power in the organizationof a university than what inheres in the essential attributes of its officers and teachers.The university has the powers of determination, and expression, and propagation, and expansion, wholly within itself. Beyond all otherhuman institutions the American university iswithout limitations. There is no court to saythat any educational policy of the corporationis in conflict with the constitution, and therefore void and of no effect. And we are easilyable to "construe" all formal words that relateto education in ways which easily paralyze theprofane minds which are not acclimated to theatmosphere of the universities.Upon what may be called "live questions"UNIVERSITY RECORD 143we are dependent upon the judicial sense, thegood breeding, the common-sense, the senseof the proprieties, the sense of humor, of theteacher. Happily, he fails us in only one casein a thousand. In the exceptional instance thesense of others comes to his rescue. There isno limitation whatever upon the sincere effortof such a one to ascertain the truth or toexpress his conclusions as to what is the truth.The intelligence of the country would sharplyresent any interference with such effort or suchexpression within the well-understood conventionalities of the professorial office.But as there are conventionalities which onemust observe in order to be a judge, so thereare those which one must observe in order tobe a teacher, certainly in order to be a university professor. For common example, aprofessor of economics may believe in international commercial freedom of trades. It isa mere matter of opinion. He has the clearright to express his opinions, but surely he hasno right to enforce them upon students without telling them of the objections and thearguments upon the other side. Indeed, anintellectually honest man in such a situationwill be specially careful to elucidate all thecontentions of those who believe in protection,because he does not agree with them. I canhave no valid objection to a professor being afree trader. I cannot object to his telling students the reason why. But I have abundant reason for objecting to his hiding from studentsthe arguments which support the policy of protection, and to his enforcing his partisan viewagainst mere youth with the ponderous solemnity and entire certainty of a military execution.Again, there are limitations upon the timeand place for the proper exercise of the professorial, as of the judicial, office. These limitations aid rather than destroy the mental balance. One who would appear upon the hustings and say, "I am a judge. I have been elected.I have taken the office. I know the law, andthe right of this matter is thus and so," woulddivest himself of all right to respect, and hisoffice of all right to prerogative and power.He must sit upon the bench; he must havejurisdiction; he must have an issue properlyjoined; he must give the parties in interesttheir day in court ; he must hear the contendingviews patiently; he must determine only whathe has the right to decide, and he must dothat without bias, with deliberation, and withdignity, if he expects to give potency andeffect to his judicial office. The professor, noless than the judge, is in quest of the rightand of the truth. To have result, or to haveweight, his quest must be within the domainof his professorship, must be pursued with anopen mind, and must be conducted with ascrupulous regard for the amenities of hisoffice. Standing for his science and for thetruth, and for the university which gives himhis right and his opportunity, he may reasonably be expected to refrain from conductwhich, in the judgment of responsible authority,is not compatible with either.But suppose he is unable to see that it is notthe freedom of teaching, but only the misconception of the teacher, which is involved. Ifhe is worthy of a university, the matter willcorrect itself in time, and more than the requisite time is always allowed; if unworthy, hewill assert misuse, and have things said, andinvoke sympathy, and perhaps enjoy "martyrdom." He will have the newspapers and educational journals largely to himself. Thepresidents and trustees of colleges and universities will doubtless have enough to answerfor, but there is reason to believe that it willbe well atoned for by the truths they mighthave told but considerately kept to themselves.But shall there be no determination? Thereare those who say, "Let it all go : it is the price144 UNIVERSITY RECORDwe must pay for academic freedom." Theprice may be wholly unnecessary or far toohigh. May one promulgate as truth mereopinions which are not sustained by the bodyof his colleagues in his branch of study? Mayhe proclaim to the public as discovered truththat which is still hidden? May he propagatepartisan views and possible untruth in hisclassroom indefinitely and without hindrance?May he employ sensational methods to attractattention? May he assume to speak authoritatively upon subjects foreign to his own? May hebring ridicule upon his university by going tothe world upon propositions about which he hashad no experience ? May he outrage the rightsand reasonable expectations of students, andsubject donors and trustees and colleagues andalumni to humiliation? May he do all thisand more, and there be no proper remedy?The sense of the world, even of the academicworld, will not assent to it. If honest, givehim time, and consideration, and perhaps opportunity for a "call" to some other place.There will be some solution. If his intellectualintegrity limps, give him the admonition of thesaints and the prayers of the congregation.Paul adjured the Thessalonians that they should"study to be quiet," and a sermon on that textmight be preached to him. If nothing elseavails, submit the matter to the sound discretion of the board of trustees, and pray thatthey will not allow fear or favor to< interruptthe high purposes which a discriminatingProvidence had in view when it disposed thatthey should be trustees.UNIVERSITY FORCES IN EQUILIBRIUMOur democracy is developing a unique system of education in America. It is bringingout a type of university peculiar to the country.There can be no university without scientificteaching. There can be no great universitywithout teaching that is scholarly, free, and aggressive. But there will never be a university strongly sustained in this country in whichbalanced sense does not combat unscientificteaching.And we may safely go farther and say thatan American university must be the home ofother things than mere scientific research. Itwill not be projected in a groove; it will not bebased upon a single idea; it will not consent toserve a single interest. An American university will have to give free play to the politicalphilosophy of the nation. It will have to standfor character as well as scholarship. It willhave to be the conscience as well as the brainsof its constituent factors. Opposing points ofview are vital to the unlocking of the wholetruth, and opposing intellectual forces will haveto enter into the training in moral sense andmanliness and womanliness, which the republicclaims for her college youth. There is moredanger to the future of some American universities through the fettering of administrative, than of academic, freedom. And therewill never be a representative American university, with virile and growing power in it,where the forces which are essential to self-expansion and to its representative characterare not all present, are not held in commonrespect, and do not balance one another in rational equilibrium.Those forces are the public, the donors, thetrustees, the president, the teachers, the students, and the alumni. Each is to have itsindependence. Each is to be aggressive. Noneis to trench upon the independence of anyother. Each is to regard the fundamentalprinciples and the imperative limitations ofco-operative and organized effectiveness.There is no cause for conflict which is not aliento a university and which in an institutionworthy of the name will not in due time andby natural processes be pushed into its subordinate and impotent place, or forced out of thefellowship. In a university, as nowhere else,UNIVERSITY RECORD 145selfishness defeats its own ends. Generosity andtruth fit together, and where they join forceslearning will be uplifted, and multitudes ofmen and women will gather about its home.The freedom of American sentiment, thehistory and traditions, the temperament andambitions, the moral fiber and sense of humor,the indifference to hurts and confidence in thefuture, the feeling of common proprietorshipand the exactions of common sense, are allmighty forces in the evolution of a universitywhich can endure in the United States.President Hyde, of Bowdoin, in one of thebest magazine articles to be found in the literature of this subject, sounds one note that seemsto me discordant. Speaking of the donor, hesays, "He may give or he may not give. Afterhe has given he has no rights." I can hardlythink that he meant to say that a man withmillions, which he can never use except by giving, is quite as free not to give as he is to give ;and I hesitate not a moment in saying thatafter one has given, his rights to the realizationof his expectations are as fixed as law and assacred as honor can make them. Doubtless theintent was to say that we may accept or wemay not accept. A university will not acceptan absurd bequest, and it is powerless to accept an unconscionable one. But obviouslythe best practical realization of a donor'sthought is vital in a country where universitieshave grown out of beneficence in a way and ina measure wholly new to educational history inthe world.All interested in a university are the moralcustodians of the trust, but the trustees are alsothe legal custodians of it. We have alreadynoted the peculiar advantage which a university derives from having all of the factorsof government and of expansion within itself.We have so complete and independent an entitythat we seldom think of the limitations whichmust necessarily follow exclusive external con trol by parliament or minister. The American university board of trustees is itself at alltimes under the spell of the university. It isan influence so elevating and enlightening thatit beautifully balances that commercial senseand worldy sagacity which are the firstrequisites of the office of trustee. But itought never to be forgotten that the opportunity of the true teacher and the health ofthe institution depend upon the freedom ofthe trustee from bias, from maudlin sympathy,from fear, and from selfishness, quite as muchas from any other freedom which is bound tofind its home in a university.The presidency, like the trusteeship, has developed in, and is peculiar to, the American universities. It is the essential executive office,the logical product of the necessities of suchan organization. The president does not legislate and he does not appoint or promoteteachers. But he holds the educational initiative. All experience shows that it cannot bereposed in a board. It is inconsistent with thelegislative function. If he holds it safely, ifhis outlook is clear, and his sense just, and hispurposes will not be turned aside, and if he issustained, the university waxes strong andgreat. If not, his administration fails.He must be a great leader in education, and hemust hold many interests in equipoise. Hecannot lead and he cannot bind many intereststogether in an effective whole unless justiceand patience and steadiness and firmness abidewith him and he keeps his administrative freedom under his own hat. And fortunateis an institution which has found theman who can do that; and more fortunatestill is the university which has come to seethat the freedom of all will be enlarged bymaking it easy, rather than hard, for him tolead when he has proved that with reasonablesupport he is able to lead.The teacher who seeks and uplifts the truth146 UNIVERSITY RECORDwill have in this country a measure of freedom larger than that of any other country, tothe accomplishment of his end. If he cannotdo it in one place, there will be plenty of otherplaces where he may. If one man opposeshim, there will be plenty more to give him ahelping hand. The measure of his support willbe in very close proportion to the sincerity othis purpose and the intellectual sanity and integrity of his effort. But I accept no theoryconcerning the relations, no rule concerningthe treatment, of a teacher, which does notmake him a well-rounded, independent, manly,attractive character, who asks no special privilege and avoids no ordinary obligation.The just freedom of the student is as sacredas that of anyone else in the university. Likeall others he is responsible to law and order.If he violates the penal code he should sufferits penalties. If he dishonors the institution,he should be excluded from it. The modernenlargement of his freedom has made him abetter, a stronger, and a juicier character thanhe used to be. In his quest for learning he is just as free as the teacher.The freedom of the student is often the mainassurance of the virility of the teaching. Hemust know that somewhere in the institutionthere is a court of last resort that will givehim justice, no matter who is involved.And any course which would repress thefree word of the alumni in the affairs of auniversity would certainly be a fatuous one.Of course, they may not have thrown off theirstudent feelings or departed altogether fromthe student point of view, but their word maybe no worse on that account ; and whether it is or not, the heart-beats of the great organization will quicken a little when it is spoken.If the guardianship of law, through theprotection of powers and the enforcement oflimitations, by the judiciary, is the greatest contribution of America to the science of politics,as Secretary Root said the other day; then theguardianship of truth in every branch ofhuman study, through the amplitude of powers,the balance of forces, the freedom of procedure, and the limitations upon mere humaninclinations, in American universities may yetprove to be the greatest gift which Americawill make to world-education.There are no> limitations upon learning in theUnited States. Ecclesiasticism, monarchism,militarism, officialism, or tyranny of any otherkind, will never be allowed to get in the wayof education in this country. Every gradeof school will be open to every moral,intellectual, and industrial interest of everyman and woman in the land. But there willnever cease to be limitations upon men andwomen who are promoting learning. Limitations are what earnest men need and whatgreat men impose upon themselves. Universitycourtesy may be a hindrance to the truth and acurse to teaching. When academic freedom ispermitted to further the merely human inclinations, it is more than likely to thwart theinterests of learning. The truth will have tobe unlocked and transmitted through diligence,and patience, and self-abnegation, and love ofmen, and love of the truth, and the compensations for the service will have to be in thegold coin of heaven.THE PRESIDENT'S QUARTERLY STATEMENT ON THE CONDITION OF THE UNIVERSITYTHE ORGANIZATION OF THE DIVINITY SCHOOLThe death of the lamented Dr. Hulbert a yearago left vacant the deanship of the DivinitySchool and the headship of the Department ofChurch History in that school. Neither of thesepositions has been filled within the currentquarter. The following actions taken by theBoard of Trustees recently will, it is believed,secure the increased efficiency of the divinitywork in many ways. Professor Shailer Mathews, who as Junior Dean of the DivinitySchool has been conducting its interests sincethe death of Dr. Hulbert, has been appointedDean of the School and Head of the Department of Theology.Professor Andrew C. McLaughlin, Head ofthe Department of History in the Faculties ofArts, Literature, and Science, has been madealso Head of the Department of Church History in the Divinity School. This will make itpossible to correlate more closely the historywork in these two branches of the Universityand to secure greater unity and greater efficiency.In the Department of Homiletics, Rev.Thomas A. Hoben (Ph.D., U. of C, 1901),pastor of the First Baptist Church, Detroit, Mich., has been appointed Associate Professor of Homiletics. Professor Soares willdivide his time between Homiletics and Religious Pedagogy, thus opening a new andimportant field of work. Other additions tothe school are expected in the near future.THE AGRICULTURAL GUILDThe University has no school of agriculture.It has, however, long offered courses on theeconomics of agriculture in the Departmentof Political Economy. The guarantee of a1 Presented on the occasion of the Sixty-sixth Convocation of the University, held in the Leon MandelAssembly Hall, March 17, 1908. fund annually for five years, made during thecurrent quarter by ten citizens of Chicago,makes it possible to undertake a new departure in the line of agricultural training. It isnot intended to offer work which parallelsthat given by the state agricultural colleges.The plan is, however, to provide for the graduates of such colleges, or for other personsproperly fitted, a course of practical trainingin the various forms of farm managementunder the direction of one of the Universityprofessors and accompanied by such work ofinstruction at the University as may be needed.Students enrolled in these courses engage inthe active operation of farm management on aconsiderable scale under the direction in eachcase of the farm superintendent. At the endof a course of two years or three years, asthe case may be, a certificate will be given bythe University to such as have completed theentire course. It is believed that in this waystudents of these subjects can obtain much practical experience in the actual administration ofagricultural operations in a variety of fieldsand thus can fit themselves for valuable service. The farms embraced in the plan thus become laboratories for experimental work.The following gentlemen are the guarantorsto the University of a fund of $5,000 a yearfor five years, for the purpose of putting onfoot this interesting experiment. They formthe Agricultural Guild of the University ofChicago :Arthur MeekerR. R. HammondSpencer OtisSamuel InsullF. R. Lillie H. T. KeeleyH. S. HartBenjamin JohnsonH. I. MillerJ. K. Dering-NEW APPOINTMENTSThe following new appointments have beenmade during the Winter Quarter, 1908 :147148 UNIVERSITY RECORDGiorgio Abetti, to a Voluntary Research Assistantshipin the Yerkes Observatory.Elbert Clark, to an Assistantship in Anatomy.James Patterson, to an Assistantship in Anatomy.John Leonard Hancock, to an Assistantship in Greek.Arthur Carleton Trowbridge, to an Assistantship inGeology and Geography.Leonard Bloomfield, to an Assistantship in German.William Duncan MacMillan, to an Associateship inMathematics.Martha Elizabeth Dean, to an Instructorship in theUniversity Elementary School.John Lord Bacon, to an Instructorship in ManualTraining in the University High School.Ruth Raymond, to an Instructorship in Art in theSchool of Education.Andrew Constantinides Zenos, of the McCormickTheological Seminary, to an Instructorship in the Divinity School.Arthur Cushmian McGiffert, of the Union Theological Seminary, to -an Instructorship in the Divinity-School for the Spring Quarter.Edward Benjamin Krehbiel, to an Instructorship inMediaeval History in the Divinity School.Frederick Dennison Bramhall,, to an Instructorshipin Political Science.Marcus Wilson Jernegan, to an Instructorship inHistory.Bertha Chapman, to an Assistant Supervisorship ofNatural History in the University Elementary School.Shirley Jackson Case, of the Cobb Divinity School,Maine, to an Assistant Professorship in New TestamentInterpretation in the Divinity School.Thomas Allan Hoben, to an Associate Professorshipin Homiletics in the Divinity School.Andrew Cunningham McLaughlin, to the Headshipof the Department of Church History in the DivinitySchool.Charles Edward Merriam, to the Deanship of theCollege of Commerce and Administration.PROMOTIONSThe following promotions have been madeduring the Winter Quarter, 1908:John Jacob Meyer, Associate in German, to an Instructorship.William Jesse Goad Land, Associate in Morphology,to an Instructorship in Botany.Edwin Garvey Kirk, Associate in Anatomy, to an Instructorship.Hervey Foster Mallory, Instructor and Secretary of the Correspondence- Study Department, to an AssistantProfessorship.Robert Franklin Hoxie, Instructor in Political Economy, to an Assistant Professorship.Wallace Walter Atwood, Instructor in Physiographyand General Geology, to an Assistant Professorship inGeology.John Merlin Powis Smith, Instructor in SemiticLanguages and Literatures, to an Assistant Professorship.Theodore Lee Neff, Instructor in French, to an Assistant Professorship.Frederic James Gurney, Assistant Recorder, to anAssistant Professorship.George Breed Zug, Instructor in the History ofArt, to an Assistant Professorship in Archaeology andArt.Robert Johnson Bonner, Instructor in Greek, to anAssistant Professorship.Basil Coleman Hyatt Harvey, Instructor in Anatomy,to an Assistant Professorship.Stuart Weller, Assistant Professor of PaleontologicGeology, to an Associate Professorship in Geology.Leon Carroll Marshall, Assistant Professor of Political Economy, to an Associate Professorship.James Westfall Thompson, Assistant Professor ofEuropean History, to an Associate Professorship inHistory.Jacob William Albert Young, Assistant Professor ofthe Pedagogy of Mathematics, to an Associate Professorship in Mathematics.Herbert Ellsworth Slaught, Assistant Professor ofMathematics, to an Associate Professorship.Forest Ray Moulton, Assistant Professor of Astronomy, to an Associate Professorship.Kurt Laves, Assistant Professor of Astronomy, to anAssociate Professorship.Waldemar Koch, Assistant Professor of PhysiologicalChemistry, to an Associate Professorship.William Hill, Assistant Professor of Political Economy, to an Associate Professorship.Shailer Mathews, Professor of Historical and Comparative Theology and Junior Dean of the DivinitySchool, to the Headship of the Department of Theology and the Deanship of the Divinity School.ATTENDANCE OF STUDENTSThe attendance of students for the WinterQuarter has been normal, showing a smallgain over that of a year ago. The total inall schools and colleges for the winter of 1908is 2,201, that of 1907 having been 2,116. Thelargest relative gains are shown in the Graduate Schools — 398 as against 377, and in theLaw School — 177 as against 155.UNIVERSITY COLLEGEIt will be recalled that at the close of theyear 1905-6 the special fund provided for thework of University College terminated, and itbecame necessary to transfer the work fromthe Fine Arts Building to the University quadrangles. Classes accordingly have been carried on in Emmons Blaine Hall for the lasttwo years. During the current year it hasbeen possible also to provide two classes inone of the rooms of the Fine Arts Building.The enrolment of students in UniversityCollege classes in the quadrangles for the current year is 134. The two classes in the FineArts Building have an enrolment of 151, making a total of 285. The entire number ofdifferent students registered in the corresponding work of University College in theyear 1905-6 was 483. It would of course begratifying to the University if special fundscould be provided again for carrying on theseclasses in the center of the city. Under suchcircumstances there is no doubt that a stilllarger service could be rendered than is doneat the present time.UNIVERSITY SALARIESIn the annual report of the Acting President for the year ending 1905-6, attention wascalled to the fact that "the present salary scalewas fixed in accordance with provisions prevailing in 1891-2. Since that time economicconditions have altered materially; the cost ofliving in Chicago as well as in other parts ofthe country has increased in a considerableproportion. The University, unlike commercial organizations, has not larger income fromexpanding business. If the number of students increases, the cost of instruction morethan keeps pace. Salaries, therefore, have not RECORD 149been increased, while the greater prices of allcommodities have in fact reduced the purchasing power of- money so far as to have effecteda very real reduction of salaries. The onlyway to remedy this hardship is to secure endowment for the especial purpose of salaryadjustment." These statements made twoyears since are now supplemented by furtherstatements which have been made public sincethe first of January.The gift from the founder in January, 1908,added two million dollars to the endowmentof the University. The income of one million is to be used to reduce the current deficitof the University budget; the income of theother million is to be used for putting intooperation a new scale of salaries. This newscale has been adopted by the Board of Trustees and takes effect at the opening of the nextfiscal year, July 1, 1908. Under the operationof this new plan it has been possible to increase the salary for the coming year of sixty-four persons. This is, in my opinion, a mostimportant and gratifying advance for the University.GIFTS TO THE UNIVERSITYDuring the current quarter the amount ofcash paid in to the University treasury fromvarious gifts amounts to $226,066.24, as follows :GIFTS PAID IN, DECEMBER 18, 1907— MARCH 16,1908current expenses, books, etc. $ 75,000.00Additional campus . 103,689 92Harper Memorial Library 32,586 34Endowment 9,500.00Agricultural Guild . 1,800 00Experimental therapeutics 1,250 00American Association Advancement 0 fScience 485 40Special fellowships . 620 . 00Special scholarships 420.00Classical journals 350.00Journal Modern Philology 57-72Yerkes librarian 100.00Institute of Sacred Literature . 115 00Zoology instruction 66.66Alice Freeman Palmer chimes . 25.00Total $226,066.04150 UNIVERSITY RECORDNew gifts have been announced during thequarter as follows: From the founder of theUniversity for endowment and current expenses, $2,195,000; from the founder for landcompleting the gift of the south Midwayproperty, $104,000 ; for the Agricultural Guild,$25,000; new pledges toward the HarperMemorial Library, $13,690; making a total of$2,337,690.It may be added in this connection that thepledges toward the $200,000 which it is desired to secure for the Harper Memorial Library, in order to obtain the entire amount of$600,000 offered by Mr. Rockefeller, now reacha total of $151,000. Pledges are coming indaily, and it is confidently expected and believed that the remaining $49,000 will besecured in the not distant future. We are alllooking forward with great interest to thecompletion of this fund and to the securing of the much needed building for library pur-purposes which will be so impressive a featureof the Midway front of ' the central quadrangle.PROFESSOR HEINRICH MASCHKEThe University during the quarter justclosing has met with a heavy loss in the sudden death of a valued member of the faculty.Professor Heinrich Maschke was one of theoriginal appointees in the Department ofMathematics, and during the entire period ofthe University's existence he has renderedservice faithful, able, and brilliant in character.He was a rare teacher, an investigator oforiginal qualities who had already won a largereputation, and a man whose fine qualities endeared him to all who knew him. We willall rise in his honor.CHICAGO'S LEADERSHIP IN GRADUATE WORKIn the last number of the University Recordwas given an abstract of the results of theinvestigations published by Science, the officialorgan of the American Association for thethe Advancement of Science, of the comparativestanding of the men of science in Americanuniversities, in which it was noted among otherthings that, in spite of its brief existence, noless than thirty-seven of the students of theGraduate School of the University of Chicago had already attained such standing as to placethem among the thousand leading scientists.There is no doubt that if a similar compilationis made at the end of ten years Chicago willbe found to' have assumed a much higher placein this respect, for at the present time Chicagoleads all American universities in the totalnumber of Doctorates of Philosophy conferredduring the past ten years, as shown by thefollowing table taken from Science.TABLE IDoctorates ConferredUniversityChicago Harvard *Columbia Yale Johns Hopkins Pennsylvania Cornell Clark Wisconsin Michigan New York Boston. • California Virginia George Washington Princeton Minnesota Brown Bryn Mawr Nebraska Catholic Stanford Iowa Georgetown Washington Vanderbilt Colorado Illinois North Carolina Missouri Northwestern Washington and Lee Cincinnati Kansas Lafayette Massachusetts Inst Lehigh Syracuse Dartmouth Tulane Western of Pennsylvania . . 1898 1899 1903 1906 Total3626223433241912575 24243330382075649 373621263315199557 362925393025217636 27313229171423 3228393623292044104433 36462939311813 4438383435262118977144 3146422932281913989109 533441223326198197795553 3563383223i83°52251818786696744332828262423236 289 326The number of degrees conferred last year,fifty-three, is considerably in excess of thelargest number previously conferred in a singleyear by any university, and shows that the graduate work is sharing in the general growthof the University, and that the mission of theUniversity to stimulate and support investigation is being splendidly accomplished. It is151152 UNIVERSITY RECORDTABLE IIJohns HopkinsVirginia Chicago Cornell Pennsylvania . .Harvard Michigan ..Wisconsin Yale Columbia Minnesota Nebraska New York Northwestern. .Princeton California Stanford Missouri Illinois Total 30w h1564335821228543796302357808539522240no204491071394,073 o S333553192634719283 15998766543333 gO£jo r> <u 00S3 o £ £3i336182334793232 interesting to note that the proportion of ourgraduate students who remain to take thePh.D. degree is comparatively high, exceedingthat of all the other large universities exceptJohns Hopkins, as shown by Table II.Of the degrees conferred by Chicago, somewhat less than one-half were in the science departments, showjing that, high as our ratingamong American universities on the basis ofthe standing of the science faculty was foundto be, the other faculties are fully as strong.Even then, only Johns Hopkins exceeds Chicago in the number of doctorates conferred inthe science departments, as shown in the following table:TABLE IIIDoctorates Conferred in the SciencesUniversityJohns Hopkins Chicago Harvard Columbia Yale Cornell Pennsylvania Clark... •Wisconsin ..." Michigan California George Washington Nebraska Brown Stanford Princeton Virginia Bryn Mawr Iowa Minnesota Washington New York Catholic Illinois Kansas Massachusetts InstituteMissouri North Carolina ,Vanderbilt Washington and Lee. .Colorado ,Lehigh ' ,Northwestern ,Boston Cincinnati Dartmouth Georgetown Lafayette Syracuse Total 1898 1899 1906 Total Per cent.71914275433 1615 191415 913141410165 15151313134o434 171423 1813131312183?33 18141716157 28156 16816414113412410490772828241713 554642424057408933417360655278423948642910092560100100756050754010050210033103350106HEINRICH MASCHKEProfessor of MathematicsDied March I, 1908ADDRESSES IN MEMORY OF PROFESSOR HEINRICH MASCHKE1THE LIFE AND CHARACTER OF HEINRICH MASCHKEBY OSKAR BOLZAProfessor of MathematicsIt is with great hesitation that I have accepted the invitation to speak to you today,not so much because I am painfully consciousof my inability to do justice to the task setbefore me, but chiefly because my relationswith our deceased friend have been so closeand intimate that I do not know whether Ishall have the strength to carry out what Ihave undertaken. But the same friendshipwhich makes it so peculiarly hard for me tospeak to you, has also given me the courage toovercome all hesitancy, in the hope that I mayperhaps be able to make you better understanda beautiful life and character, of which mostof you have seen only passing glimpses froma distance, whereas it has been my privilege tobehold it day by day from the closest range.Our friend Heinrich Maschke was born atBreslau in Germany in 1853. His father was aman of fine type and of wide scientific interests.From him his son seems to have inheritedmany of his characteristic traits, as well ashis love for the sciences.Maschke received his early education at theGymnasium of Breslau, where his exceptionalmathematical talent soon attracted the attention of his teachers. The transition from thesevere discipline of the Gymnasium to the freeand easy life of the university student marks anepoch in every educated German's curriculum.Maschke passed this milestone in his life in1872, when he entered the University of Heidel-1 These addresses were given on the morning ofMarch 6, 1908, in the Leon Mandel Assembly Hall, allother exercises of the University being suspended during the memorial service. The President of the University presided at the service. berg as a student of mathematics, his favoritescience, which he had selected for his life-study. After several semesters in Heidelberghe went to Berlin, where the famous triad,Weierstrass, Kummer, and Kronecker, attracted large numbers of students.It was there that I met him for the firsttime in 1875; and in those happy days ofyouthful enthusiasm a friendship soon sprangup between us which has lasted for over thirtyyears and which has been one of the mostprecious possessions of my life. He wasseveral semesters my senior and I looked up tohim in admiration, as I have done ever since,and as all the rest of our circle of friends did,among whom he was the natural leaderthrough his superior personal qualities.Only too soon the happy days of student lifewere gone, and in 1878 he completed withhigh distinction the government examination,and soon afterward began his work as ateacher. As his means did not allow him toenter a university career he accepted a positionin the Luisenstadtische Gymnasium, in Berlin,which he held for ten years.He has always looked back upon this periodof his life as more or less wasted; and, indeed,it was hard for a man who had been initiatedinto the highest realms of his science by theleading mathematicians of the age, to spendhis life in teaching twenty hours a week arithmetic and the elements of algebra to boys fromnine years on, without expectation of everbeing able to pass over into the higher sphereof university instruction. And yet there canbe little doubt that his later unique success asa university teacher was partly due to those tenyears of experience at the Gymnasium.I am approaching now a turning-point inhis life; and to explain it I must mention an-153154 UNIVERSITY RECORDother dear friend, long since departed, withwhom we were both connected by the closestbonds of friendship, Franz Schulze-Berge, apupil of Helmholtz. He was in the sameposition as Maschke, but, being of a morerestless temperament, he could not endure thestagnation of the Gymnasium and came tothis country in 1887, where he soon becameassistant to Edison in his laboratory at Orange,New Jersey.His success and his urgent persuasion induced me to follow a year later, and henceforth we united our efforts to persuadeMaschke to join us. At last we succeeded,and in 1891 Maschke landed in New York.Soon after he found a position as electricalengineer in the Weston Electric Company,of Newark, N. J., and one year later he accepted a call as Assistant Professor of Mathematics to the University of Chicago.Here at last he had found the place whichwas best suited to his abilities, and where hecould freely develop his powers in a sphere offar-reaching usefulness. He has always gratefully acknowledged his deep indebtedness tothis hospitable country of great opportunitieswhich had made it possible for him to live outhis own life.For the last sixteen years he has lived amongus. You have known his fine manly character,his cheerful and hopeful temperament, and hisgenuine kindness and modesty, qualities whichquickly won him the hearts of all with whomhe came in contact. But the peculiar charmof his personality was its harmonious-ness as a whole, the beautiful equilibrium of his mental and moral faculties,his peace of mind which knew nothingor little of the keen inward struggle between good and bad, with which most of ushave to contend continually. He could alwayssafely trust himself to his first impulse and besure that the outcome would be good and right. So> he went his way with a manly dignity, never reflecting what impression he wouldmake upon others, equally far from conceitand from self -underestimation.Every exaggeration was repulsive to hiswell-balanced nature; he had nothing of thefanatic in him. He never was an ardent partyman, nor were his national instincts very intense. But his soul was rooted deep down inthe German soil, and the memories of hischildhood and early manhood were alwaysdear to him. He was indeed a typical German in the best sense, and in his quiet way, byhis example, he has no> doubt helped much,within the circle of his acquaintance, to dispelnational prejudice and to bring two greatnations closer together.This is not the place to speak in detail abouthis achievements as an investigator. I willonly mention that his career in this directionbegan in 1886 under the inspiring influence ofProfessor Felix Klein in Gottingen, where hehad gone on a half-year's leave of absencefrom his Gymnasium. When he came to thiscountry he had already become an authorityin his special line, and his numerous scientificpapers have since placed him among the leading mathematicians of this country.His working habits corresponded well withhis other characteristics. He never forced himself to do research work; he worked onlywhen the spirit moved him. But then he wasseized with a burning fever of production, inwhich he could work twelve hours a day forweeks in succession, and the result was invariably some contribution distinguished by apeculiar beauty of its own.In the intervals between two such periodsof intense scientific production he rested hismind and strengthened his body by a varietyof sports which he cultivated with a similarintensity, and in which he usually attained toa certain mastership. He was a good chessUNIVERSITY RECORD 155and billiard player, a passionate mountainclimber, an expert photographer. He was alsoa great lover of music, and during the lastyear of his life he had taken up with youthfulenthusiasm and surprising success the studyof the violin, which he had hardly touchedsince his boyhood days.With his happy disposition, endowed withfine abilities in many lines, with a strong andhealthy body which had never knownsickness, in a congenial sphere of useful activity, esteemed by his colleagues,beloved by his friends, and, perhaps most important of all, living in the most harmonious unionof mutual love and devotion with a helpmatewho was admirably suited for him, how couldhis life be other than singularly happy?And into this sunny life, still replete withpromise for the future and, in appearance,full of health and strength, there fell less thana fortnight ago, like a thunderbolt from aclear sky, the terrible news that our friendhad become a victim of that most dreaded disease which has already cost the University another precious life. But never was he moreadmirable than in these terrible days; withouta word of lament, with a wonderful calm anddignity, he bore the inevitable, cheerful andhopeful to the last.Almost unbearable seems the grief of thosehe has left behind. And yet — I feel it evennow — when the first weeks of intense pain shallhave passed away, a soft, sweet light willshine back from him into our lives, ennoblingand beautifying them forever.PROFESSOR HEINRICH MASCHKE, THE TEACHERBY HERBERT ELLSWORTH SLAUGHTAssociate Professor of MathematicsSince 1892 there have been nearly sevenhundred students who at the close of theirresidence in the University were members ofthe Graduate School in the Departments ofMathematics and Mathematical Astronomy. Of this number the large majority took coursesat one time or another under ProfessorMaschke. In addition to these about fivehundred more undergraduates have taken thehigher elective college courses in mathematics,and many of these also were fortunate enoughto have taken work with him for at least onequarter. There are, then, several hundred menand women who have gone out from the University who are qualified to pay their tributeto Professor Maschke as a teacher. Moreover,during his ten years of preliminary service inthe Luisenstddtische Gymnasium of Berlin,there were other hundreds of German students who, though at an earlier age, musthave been influenced by the same characteristics in the man which have endeared him tothe hundreds of American students.If the past and present graduate students ofour mathematical department were assembledin a body today to formulate an expression oftheir appreciation of Professor Maschke, whatqualities of his would they, by unanimousconsent, select as fundamental to his greatpower as a teacher? In attempting to makeat least a partial answer to this question, Irealize that many of his students who are herethis morning could doubtless speak more intimately of those qualities as manifested in hislater and riper experience, and yet I countmyself fortunate to have known him in theearly days of the University and to have followed with him nearly every course which heoffered in those first few years when the department was making its initial impressionsin the university worid. Moreover, it has beenmy further good fortune to know personallyevery advanced student in the departmentsince 1892, and among them all I have neverheard any dissenting opinion with respect tothe qualities which I am about to enumerate.First of all, Professor Maschke was a genuine scholar. His investigations were made, not156 UNIVERSITY RECORDfor the sake of putting something into print,but solely because he was in love with the thinghe was doing. He sought the truth for thesake of the truth. He was not satisfied with ahalf-truth or with a truth half clothed. Healways sought some artistic form in which topresent the truths which he discovered. Thislove of truth and this sense of the artistic expression of truth were qualities in himwhich were sure to be reflected in hisstudents. No one felt it a task to follow up the lines of investigation suggested by him. The glimpse which he hadgiven of the goal to be sought and the possible use of the new truth when found, in theconstruction of mental machinery for stillfurther search, were sufficient incentives forthe most prosaic worker. The springs of hisinfluence as a teacher were deep down in hisscholarly soul. His students felt that he wasgiving them in each lecture a chapter from hisinner experience and not simply reciting theachievements of others. They therefore appreciated their nearness to this source of theirinspiration and gained power from such closecontact with the soul of the teacher. Professor Maschke was a genuine type of theliving and growing teacher, and all unconsciously he communicated this spirit to hisstudents in such full measure that now andfor years to come, even though dead to theoutward sense, he lives and will continue tolive in those who have partaken of this spirit.But scholarly instincts alone are not sufficient to characterize a great teacher. Thereare certain qualities of mind and heart whichare necessary to transform the scholar intothe successful teacher, and some of thesequalities were possessed by Professor Maschkein a marked degree.For instance, he never lost sight of the difficulties from the point of view of the student.His lectures were never over the heads of those for whom they were prepared. Henever began in the middle of a subject. Henever jumped from point to> point in a disconnected race over the whole field of inquiry.No matter how difficult or abstruse the investigation on hand, he always found a point ofdeparture where the class could tjake theirbearings and from which they could reckontheir course, however bewildering the successive steps might appear; and then withclear and steady progress he developed thevarious phases of the subject, pausing now andthen in his lecture, with characteristic andthoughtful attitude, to allow the new ideas toadjust themselves in the minds of his listeners.This keen appreciation on his part of the timeelement required in the lodgment of a newidea, this care of his never to talk over theheads of his class, without at the same timefurnishing the ladder by which they couldmake the ascent tx> his level, this careful insistence on their knowing the bearings atevery turn in the course — these are distinguishing marks of his pedagogic sense. Because ofthese characteristics his students were alwaysin a state of mind which enabled them to dotheir best work. No one was confused or illat ease. Hard work was willingly given because it was directed toward securing tangible results.Another evidence of his pedagogic senselay in the fact that he did not attempt to include in a course all that is known on a subject, but rather presented in a most clear anddirect way the chief underlying principles, andthen dwelt sufficiently long upon these and theirapplications to produce a vivid and lasting impression, so that, at the end of the course, onecould see how each particular part was plannedto fit into its assigned place. The crowningresults of his teaching were manifest in thepower gained by his students to grasp thefundamentals of the subject, to go on intelli-UNIVERSITY RECORD 157gently thereafter in its development both inthe existing literature and by independent research, and, most important of all, to> becomepossessed of a liking for the subject on its ownaccount, and of an extraordinary enthusiasm forits further consideration and study.Professor Maschke' s genial and sunny disposition marked another important characteristic in his personal relation to his students,one which should always distinguish the trueteacher; namely, a genuine regard for therights and feelings of others. No student inhis classes was ever rebuffed with a sarcasticor insincere remark of any kind. An honestopinion or a sincere question passed at par withhim and always met with a response worthyof his courteous and manly nature, and thisattitude won from his students the deepest andkeenest appreciation.One other characterization must suffice atpresent. Professor Maschke possessed a remarkable artistic sense which ever impelledhim to do in a beautiful way whatever he wasundertakng. This was manifest in his classroom in many ways. He would often presenta subject in the clumsy and uninviting formin which it had usually been given, just forthe sake of showing by contrast a beautifuland artistic method which might be applied toit. Every formula which he wrote and everyfigure which he drew seemed to say to theobserver : What is wjorth doing at all is worthdoing well, and if there is beauty to be foundin a formula or in a figure, then it is better tofind it and to appreciate it than to go blindlyahead oblivious to form and beauty; for in sodoing not only may truth be reached but itmay be so clothed as to become warm andattractive instead of cold and repulsive.These qualities of our departed friend andcolleague have for nearly sixteen years beenquietly winning and holding the students ofthe department. How great has been our ad miration and how keen our appreciation, wemay perhaps not have fully realized while hewas living, but now that he has gone, it allcomes home to us with overwhelming force.We see in the midst of our sorrow how greata place he occupied, and how, as the yearswere passing, he was constantly growing inpower as a teacher. A certain mellowness andrichness born of ripe years and long experiencehad come to be his. He seemed to be in theprime of his usefulness. His loss is great forthe University, but he will be sincerely mournedas a personal loss by every student who eversat under his instruction, and by his colleagueswho have worked by his side. The wholeUniversity shares with the educational worldat large the loss of a great teacher.PERSONAL QUALITIES OF PROFESSOR MASCHKEBY ALBION WOODBURY SMALLDean of the Graduate School of Arts and LiteratureAfter the tender and intimate testimonywhich we have heard from Professor Bolza, itseems almost like profanation for one fartherremoved to resume the subject of ProfessorMaschke's personal qualities. The only justification for it must be the evidence it may afford that the impressions made upon theclosest friends were also shared by less immediate associates.If a perfectly lifelike word picture of Professor Maschke could be drawn, it would portray a peculiarly admirable type. It is a typemore rare in this country than in Germany. Itis the man who has so taken the measure ofthe scheme of things that he moves serenelyin his own orbit without fretting over ill-workings of the system at points beyond his reach.He knew his sphere. He accepted it. He wasat home in it. He was strong and consistentand dependable there.If I might use words in a slightly inaccuratesense, I should say that the center of his life158 UNIVERSITY RECORDwas personal rather than public. He was theprecise opposite of the Thomas Carlyle type,for example. He was not a seer for a wide,impersonal world, at the expense of being agrizzly bear at home. His friends were notfriends in spite of being obliged to endure andexplain away almost intolerable rudeness. Noapologies had to be made for him on the scorethat he was a thinking machine that must beallowed to have its own way. The amenitiesof private life were the center of his workingprogramme. He did not subordinate his personality to his profession, but his professionalwork was the means by which he was enabledto be a man.Professor Maschke had the quality whichby a rhetorical fiction we call childlike — because it belongs to the children we would liketo have. It was a pervasive absence of self-assertion, a modesty and almost diffidenceabout everything which he regarded as notstrictly within his personal realm. As I knewnothing whatever about the subjects in whichhe was a master, our contacts were entirelyoutside of the region in which he would claimto command the evidence, and I long ago observed that his most characteristic mode ofspeaking to me was in the form of a question.It was as though he were constantly puttingforward the thought, "Beyond the bounds ofmy own division of labor I certainly cannotbe an expert, and I want to preserve the temperof a learner. There should be others wiserthan I, about things that I cannot know atfirst hand, and I will not be caught in theappearance of supposing that I am better informed than others about matters nearer theirrange of vision than mine." This self-restraintwent so far as to become gentle and genialflattery. His manner of inquiry rather thanassertion, had the effect of habitual deference.to the knowledge or opinions of others, and itput association with him on a plane of finecourtesy. We often account for humor as quick measure of proportions. Professor Maschke's readyhumor was not frivolity but keen sense of therelations of things. He did not imagine thatthe destinies of the universe were compressedinto the incidents of his own experience, butthe relativity of his life to the whole of allmen's lives was so patent to him that he couldtake things easily and playfully, and so, in avery efficient sense, practically.But this very genuineness conferred uponhim secure dignity. He was not a man withwhom anybody would ever think of takingliberties. His self-respect and his respect forothers gave him a title to respect which wasinviolable.It is not an afterthought, but I have oftenwatched Professor Maschke from a little distance on the street, and have said to myself:"The walk is the man." His bearing was military, never militant. With no motion thatlapsed toward the slouchy nor verged on theswaggering, he was erect, firm, strong, poised,decisive, but not aggressive. He never seemedin a hurry, yet he gave me the impression thathis movements were accurately timed, andthat he could always be relied upon to arriveat the moment due. I have never seen himunder fire, either literally or figuratively, buthe was the sort of man whom I should wantto be near in a crisis that called for coolbravery. I should expect him to expose hislife to protect a stranger, a child, or a woman,and then I should expect one of his familiarlooks of bland quizzical surprise, if it weresuggested that he had done anything more thana man's commonplace duty.Everyone who has lived even a short timeoutside the country of his birth has some ideaof the sense of isolation which one feels in aforeign land. However friendly and hospitable and companionable one's associates are,it is hard to overcome the feeling that one isnot to the manner born. Since ProfessorUNIVERSITY RECORD 159Maschke was taken from us so suddenly, Ihave tried to review his life here during thesefifteen years, and to< see whether I could detectin my recollections of him any indications whichought to have been read as signs that he wasconscious of aloofness or apartness from hiscolleagues which he would not have felt if hewere in his native land. At all events we wantto believe that no< such shadow ever crossed histhoughts or his feelings. We prefer to thinkthat, although he was thoroughly German inloyalty to the essentials in German culture, hisdecision to become legally an American citizenwas a symbol of his consciousness of mutualadoption, a mark of his feeling that he wasan equal partner in all the rights which menof good will in America are trying to learnhow to secure to one another. Our desireproperly to express our appreciation of Professor Maschke prompts reflection, nevertheless, whether we who are native here gavehim all the evidences of hearty comradeshipwhich all his colleagues really felt.In honoring his memory, and in justice toourselves, this occasion should be used forrenewing a pledge which has been impliedfrom the founding of the University, but possibly not plainly or often enough expressed.To those of our number whose birth was inanother land, we cannot say too forcibly thatthere can be no caste distinctions in ourcommunity. If there are gradations of rank,they can have no relation to distinctions ofnationality. They can have no other basisthan ascending degrees of maturity in attainment of those types of excellence which it isthe purpose of the University to promote.Since Professor von Hoist set the example, toscholars of other countries, of casting in hislot with this questioned and suspected academic venture in this dubious environment,there has been no uncertainty in the facultyabout our debt to our other colleagues who have taken a similar step. On our part therehas been no stooping to conquer. We haveneeded you more than you have needed us. Weshall be neither tardy nor stinted in recognizing your full right to the same plane ofeminence in our academic life which ProfessorMaschke had so evidently attained.Maschke the man ! gentle as a girl, but masculine, steadfast, constant, courageous, responsible. Maschke the friend! genial,generous, loyal. Maschke the scholar ! careful,patient, conscientious, profound; an examplewhich the University has been fortunate in setting before younger scholars as a model. Wehave genuinely respected him here. We shallsincerely mourn him gone.EXERCISES CONNECTED WITH THE SIXTY-SIXTHCONVOCATIONAndrew Sloan Draper, LL.D., Commissionerof Education of the State of New York, wasthe Convocation orator on March 17, 1908, hisaddress, which was given in Leon Mandel Assembly Hall, being entitled "The RationalLimits of Academic Freedom." PresidentHarry Pratt Judson presented in part hisquarterly statement on the condition of theUniversity. The Convocation Address and thePresident's Quarterly Statement appear elsewhere in full in this issue of the UniversityRecord.The Convocation Reception was held inHutchinson Hall on the evening of March 16.President and Mrs. Judson; the Convocationorator, Dr. Andrew Sloan Draper, and Mrs.Draper; the Vice-President of the UniversityBoard of Trustees, Mr. Andrew MacLeish, andMrs. MacLeish; and Professor Edwin ErieSparks, of the Department of History, andMrs. Sparks, were in the receiving line.DEGREES CONFERRED AT THE SIXTY-SIXTHCONVOCATIONAt the sixty-sixth Convocation of the University, held in the Leon Mandel Assembly160 UNIVERSITY RECORDHall on March 17, 1908, nine students wereelected to membership in Sigma Xi for evidence of research work in science, and eightstudents were elected to membership in theBeta of Illinois chapter of Phi Beta Kappa.Thirty- four students received the title ofAssociate; five, the degree of Bachelor of Education; six, the degree of Bachelor of Arts;twenty- four, the degree of Bachelor of Philosophy; and six, the degree of Bachelor ofScience.In the Divinity School two students receivedthe degree of Bachelor of Divinity, and two,the degree of Master of Arts.In the Law School one student received thedegree of Bachelor of Laws, and seven students, the degree of Doctor of Law.In the Graduate Schools of Arts, Literature,and Science, one student was given the degreeof Master of Arts; three, that of Master ofPhilosophy; two, that of Master of Science;and five, that of Doctor of Philosophy — makinga total of sixty- four degrees (not includingtitles and certificates) conferred by the University at the Spring Convocation.OLD TESTAMENT AND SEMITIC STUDIES IN MEMORYOF WILLIAM RAINEY HARPERUnder the title given above two large andbeautifully printed volumes, edited by RobertFrancis Harper, of the Department of Semitics, Francis Brown of Union TheologicalSeminary, and George Foot Moore, of Harvard University, were recently issued from theUniversity of Chicago Press.Volume I has as frontispiece a photogravurereproduction of an excellent portrait of William Rainey Harper, an introduction of twenty-three pages by Professor Francis Brown, andthe following contributions: "On Some Conceptions of the Old Testament Psalter," byCrawford Howell Toy, of Harvard University;"Theophorous Proper Names in the Old Testa ment," by Henry Preserved Smith, of Mead-ville Theological- School; "An Analysis ofIsaiah 40-62," by Charles Augustus Briggs,of Union Theological Seminary ; "The Omissionof the Interrogative Particle," by HinckleyGilbert Mitchell, of Boston University; "Character of the Anonymous Greek Version ofHabakkuk, Chapter 3," by Max L. Margolis,of Cincinnati ; "Notes on the Name T\V\ "by George Foot Moore, of Harvard University; "The Rhythms of the Ancient Hebrews,"by William R. Arnold, of Andover TheologicalSeminary; "The Pre-existence of the Soul inthe Book of Wisdom and in the RabbinicalWritings," by Frank Chamberlin Porter, ofYale University; "Persian Words and theDate of Old Testament Documents," by JohnD. Davis, of Princeton Theological Seminary;"Aramaic Indorsements on the Documents ofthe Murasu Sons," by Albert T. Clay, of theUniversity of Pennsylvania; "A Hymn to theGoddess Bau (C T, XV, 22) ," by J. Dy-neley Prince, of Columbia University; "TheAssyrian Word Nubattu," by ChristopherJohnston, of Johns Hopkins University; "AMS of Abu Hiffan's Collection of Anecdotesabout Abu Nuwas," by Duncan B. Mac-donald, of Hartford Theological Seminary;"The Cylinder and Cone Seals in the Museumof The Hermitage, St. Petersburg," by William Hayes Ward, of the Independent; and"Some Cassite and Other Cylinder Seals," byIra Maurice Price, of the University of Chicago.Volume II contains the following contributions: "A Text-Critical Apparatus to theBook of Esther," by Lewis Bayles Paton, ofHartford Theological Seminary; "The Apparatus for the Textual Criticism of Chronicles— Ezra-Nehemiah," by Charles Cutler Tor-rey, of Yale University; "Critical Notes onEsther," by Paul Haupt, of Johns HopkinsUniversity; "Critical Notes on Old TestamentUNIVERSITY RECORD 161Passages," by Julius A. Bewer, of Union Theological Seminary; "The Origin of Some Cuneiform Signs," by George A. Barton, of BrynMawr College; "The Structure of the Textof the Book of Zephaniah," by Charles Pros-pero Fagnani, of Union Theological Seminary;"An Omen School Text," by Morris Jastrow,Jr., of the University of Pennsylvania; "TheOriginal Language of the Parable of Enoch,"by Nathaniel Schmidt, of Cornell University;"Dhimmis and Moslems in Egypt," by RichardJ. H. Gottheil, of Columbia University; and"The Strophic Structure of the Book of Mi-cah," by John Merlin Powis Smith, of theUniversity of Chicago.Three other studies!, those by ProfessorsCharles F. Kent, of Yale University, James N.McCurdy, of the University of Toronto, andJames Henry Breasted, of the University ofChicago, could not be included in the volumes,on account of delay caused by the illness of thewriters.These volumes appeared appropriately on thesecond anniversary of the death of WilliamRainey Harper, and in scholarship and dignityof form are noble memorials to the enthusiasmfor research that characterized the first President of the University.A NEW DISCUSSION OF ECONOMIC THEORYA critical and constructive study entitled Valueand Distribution, by Herbert Joseph Davenport, Associate Professor of Political Economy, was recently issued from the Universityof Chicago Press. The book, which is dedicated to Professor J. Laurence Laughlin, Headof the Department of Political Economy, contains twenty-seven chapters, some of the headings of which are the following: "VariousCost Concepts," "Adam Smith," "Ricardo,""John Stuart Mill," "Cairnes," "Profit Defined: Profit and Risk as Related to Cost,""Early Utility Theory: Say," "The Capital Concept," "Capital as a Competitive Concept,""The Standard of Deferred Payments," "Interest," "Rent and Cost— Marginal Cost— Relative Cost," "The Modern Movement," "Classical vs. Modern," "The Positive Theory andNatural Value'3 "The Attempt at Reconciliation : Marshall," "The Attempt at Reconstruction : Hobson," "Distribution by Value Productivity: Clark," "The Laws of Return," "TheDynamics of Value and Distribution," "TheAdjustment of Price," and "Distribution."The closing chapter gives a summary of doctrine.In the preface the author says :Were it ever important to decide in what degree,if at all, a writer may claim priority in the developmentof doctrine, the task would be a peculiarly difficult onein the case of the present book. The truth, however,rather than any personal ascription of it being the important matter, it becomes worth while to reflect thatfor several decades and, indeed, in the main since thetime of Adam Smith, economic theory has been inpossession of doctrines enough for a reasonably complete, consistent, and logical system of thought — if onlythese doctrines had been, with a wise eclecticism, properly combined and articulated Evidently, then, if anything worth the doing has beenaccomplished here, any implication of which the authorwould disclaim further than is inevitably implied ingetting oneself published, this cannot be so much inany contribution of new doctrine as in the selection,delimitation, and articulation of the old. To this endthe necessary thing has, in the main, seemed to be torid the science of doctrines that do not belong in it,e. g., labor-time, labor-pain, utility, and marginal-utilitydeterminants or measures of value ; real costs ; marginalfixation of price or of distributive shares ; price-determined and price-determining costs or distributiveshares ; instrument margins ; marginal-productivity distribution ; price measures of utility ; the social organism ;fundings of productive agents; the tripartite classification of productive factors.INSTALLATION OF CHIMES IN MEMORY OF ALICEFREEMAN PALMERDuring the years 1892-94 the gracious influence of Alice Freeman Palmer, the first Deanof Women in the University of Chicago, did162 UNIVERSITY RECORDmuch to establish the high character of thestudent body of the institution. The numberof persons coming into contact with Mrs.Palmer during those early years representsonly a small proportion of those actually affected by her personality. Her reputation aspresident of Wellesley College and as a figurein public affairs of national import made hername familiar to the students of a much laterday. Her last visit to the University was onthe occasion of the dedication of the additionto Nancy Foster Hall in June, 1901, when shedelivered an interesting and inspiring address.Mrs. Palmer died December 6, 1902. Memorial services were held in all of the leadingeducational institutions of the country. Immediately, also, plans were set on foot for theestablishment of permanent memorials in thoseplaces chiefly associated with her work. Atthe University of Chicago, it was decided thatin her memory there should be installed in theMitchell Tower a set of chimes.The University Memorial Committee, ofwhich Mr. Charles L. Hutchinson was treasurer, secured contributions amounting to aboutten thousand dollars. The ten bells for the Chicago chimes have been made in London by thecelebrated makers of the chimes of St. Paul'sand of Westminster, and will be ready for theConvocation in June. The Convocation oration will be delivered on June 9 by Mrs.Palmer's husband, George Herbert Palmer,professor of moral philosophy in HarvardUniversity, editor of "The English Works ofGeorge Herbert," and author of the Nature ofGoodness and many other volumes, the mostinteresting at the present time being a newLife of Alice Freeman Palmer.A NEW VOLUME IN THE AMERICAN SCIENCE SERIESHenry Holt & Co., of New York, have justpublished in the American Science Series anew volume on Physiography, by Professor Rollin D. Salisbury, Head of the Departmentof Geography and Dean of the Ogden Graduate School of Science. The book, of 530pages, is a briefer course in the science, and isintended for use in high schools, the author'slarger work on the same subject, which wasissued in 1907, being written for college anduniversity students.The subject is discussed in four parts. TheLithosphere, Earth Relations, The Atmosphere, and The Ocean, the chapter headingsunder the first being as follows: "ReliefFeatures," "The Work of the Atmosphere,""Ground-Water," "The Work of RunningWater," "The Work of Snow and Ice,""Lakes and Shores," "Vulcanism," "CrustalMovements," and "Terrestrial Magnetism."Under Earth Relations are considered form,motions, latitude and longitude, etc., and inPart III "General Conception of the Atmosphere," "Constitution of the Atmosphere,""Temperature of the Air," "The Moisture ofthe Air," "Atmospheric Pressure," "GeneralCirculation of the Atmosphere," "WeatherMaps," and "Climate," the closing chapterof this part, entitled "Physiography and ItsEffects on Plants and Animals," being contributed by Assistant Professor Henry C.Cowles, of the Department of Botany, andMr. Charles C. Adams.In the preface the author says with reference to the purpose of the book:The book has been prepared with the purpose oiletting the beginner into the method of the science withwhich the book deals, as well as with the purpose ofconveying information to him. It has been preparedwith the conviction that the child likes to reason andto follow reasoning, and that reasoning and followingreasoning contribute more to his mental growth thanthe accumulation of "great numbers of facts. It hasbeen written with the conviction that the growth of thepupil is more important than facts about physical geography.There are 469 figures in the text and twenty-four plates in color, intended for study and in-UNIVERSITY RECORD 163terpretation by the teacher and studenthimself, which add greatly to the value andinterest of the book.DEDICATION OF MEMORIAL WINDOWS TO WILLIAMRAINEY HARPEROn Sunday, March 29, in the Hyde ParkBaptist Church of Chicago, there was dedicated a memorial to William Rainey Harper,first President of the University, the addressesbeing given by President Harry Pratt Judsonand Dr. Frank W. Gunsaulus, President ofArmour Institute. The memorial includesthree windows in the clerestory, the carvingof the stone work in the center bay on thenorth side of the church, a memorial windowin the bay itself, and a memorial tablet adjoining the window.The subject of the memorial window itselfis the prophets Amos and Hosea. This subject was chosen both as representative of thespecial field of President Harper's scholarship,and in particular because only a few monthsbefore his death President Harper published hisCommentary upon these two prophets, on whichhe had been engaged for ten or twelve years.The prophet Amos is represented as a man ofthe desert, imaginative, intense, idealistic.Hosea is younger, more a man of the city,with less of severity and more of the suggestions of culture. Beneath the figure of Amosare the words quoted from his prophecy, "Letjustice roll down as waters, and righteousnessas a mighty stream." Beneath that of Hoseaare the words, "Ye are sons of the living God."The tablet at the right hand of the windowbears * the inscription: "William RaineyHarper, 1 856-1 906, A member of this church,1891-1906, Scholar, Teacher, Administrator,Christian."The entire memorial was the work of theTiffany studios of New York. The cost of it,$1,500, was provided by voluntary gilts of the members of the church. It is a spontaneousexpression of their affection for Dr. Harper,who was known to them not only as the President of the University, but as a member ofthe church, and for years, up to the time of hisdeath, the superintendent of its Sunday school.THE AGRICULTURAL GUILD OF THE UNIVERSITY OFCHICAGOThis guild has for its purpose the practicalapplication of the science of agriculture. It isestablished to meet the needs of three classes:(1) Owners of specialized farms who desireexpert advice, efficient farm managers, and ahigh grade of student labor. (2) Young menschooled in the science of agriculture who feelthe need of practical training in economics andthe management of farms in order that theymay aid in organizing this industry on a business-like basis and thus secure for themselvesa more successful career. (3) An increasingnumber of boys and young men who desire apractical training in the art of agriculture, witha view either (a) to operating farms for themselves or (b) working as employees on specialized farms.This guild aims to supplement, without duplicating, the work of the agricultural collegesby giving the practical training which theirlimited equipment and different purpose preventthem from providing. It offers to graduates of agricultural colleges and to others desiring some knowledge of scientific agriculturean opportunity to perform on real farms all ofthe operations involved in modern farming.For the prospective farmer it endeavors to doall that some large manufacturers and railroadcompanies do for college graduates in engineering, i. e., to give them several years ofsystematic practice along with instruction intheir chosen field of work.In all of the various fields of specializedagriculture as well as of general farming, in164agronomy, horticulture, vegetable and seedgrowing, in dairying, stock and poultry raisingof all kinds, in the selection and use of farmmachinery, in keeping farm accounts, in managing farm labor, in studying the markets, themost practical training is to be given underexpert direction. In this way it is believedthat helpful experience will be gained andvaluable data collected so that both practicalfarmers will be trained and expert managersdeveloped.It is proposed to conduct the work undertwo divisions:(i) Field laboratory work and practical farming will be conducted upon alimited number of farms. The plan, at theoutset, will embrace ten farms in the immediate vicinity of Chicago1. Each farm, whileunder the direct control of its owner, will beunder the management of an expert who willdirect the work. Since most of the farms arehighly specialized, a student who becomes experienced in the working of one will be transferred to' another, until he is familiar with thebest methods of doing all kinds of farm work.A three years' course of training is planned.Students who complete satisfactorily the prescribed course will be awarded a diploma.(2) Regular courses of instruction will begiven at the University of Chicago. Studentsdesiring to take courses leading to the Bachelor's or a higher degree, will be permitted todo so, at certain seasons, especially during thewinter months, either at the University of Chicago or at other institutions. An opportunitywill be afforded to take courses in the socialsciences, and in any of the physical or biological sciences relating to agriculture. The im- RECORDportant subject of marketing farm productscan be studied to especial advantage in thegreat distributing center of Chicago.Students who* have had little or no trainingin the agricultural sciences may spend part ofeach year on the farms, and the other part inthe University, or in some other approved institution. For students of this type therequired time for completing the course willbe correspondingly longer.On some farms dormitories with modernconveniences will be furnished. On others thestudents will live with the manager in a familygroup. On each farm abundance of goodreading in addition to libraries on agriculturaltopics will be furnished, courses of study outlined, and lectures given.The Guild is governed by a board of advisersconsisting of the owners of the several farms,the President of the University, the Dean ofthe Faculty of Arts, Literature, and Science,the Head of the Department of Political Economy, and the director of the Guild. This bodywill be assisted by a board of experts chosenfrom the faculties of agricultural colleges andexperiment stations. The following are members of the Guild:H. P. Judson H. S. KeeleyWilliam Hill H. S. HartArthur Meeker Benjamin JohnsonR. R. Hammond H. I. MillerSpencer Otis G. E. VincentSamuel Insull J. K. DeringF. R. Lillie J. L. LaughlinThe executive committee consists of H. I.Miller, William Hill, and Spencer Otis.FIGURES ON THE HULL GATEWAY(Between the Zoology and Anatomy Buildings)THE FACULTIESThe Master of the Inn is the title of a newvolume of fiction by Professor Robert Her-rick, of the Department of English, publishedthis month by Charles Scribner's Sons.Professor Sakharan G. Pandit, of CentralHindu College, Benares, India, gave a university public lecture in Cobb Hall on February14, his subject being "Hinduism in India."Professor Samuel W. Williston, of the Department of Paleontology, has an illustratedcontribution in the February-March Journalof Geology entitled "Cotylosauria.""Colonialism: Can WeN Give up OurColonies?" is the subject of a contribution tothe April issue of the World To-Day, byHarry Pratt Judson, President of the University.On January 28 Associate Professor CharlesE. Merriam, of the Department of PoliticalScience, was made secretary of the harbor commission recently appointed by the mayor ofChicago.Professor Shailer Mathews, Dean of the Divinity School, has in the March issue of theWorld To-Day an illustrated contribution onthe subject of "The Religious Education Association.""Caring for the Unemployed" is a discussion contributed by Professor Charles R. Henderson, Head of the Department of Ecclesiastical Sociology, to the April number of theWorld To-Day."The Significance of Political Parties" is thesubject of the opening article in the Februaryissue of the Atlantic Monthly, by ProfessorAndrew C. McLaughlin, Head of the Department of History.Assistant Professor Charles J. Chamberlain,of the Department of Botany, recently spent six weeks in Mexico in connection with botanical work, returning in time for the openingof the Spring Quarter."The Formation of the Solar System" wasthe subject of an address on March 13 atIndiana University, by Associate ProfessorForest R. Moulton, of the Department of Astronomy and Astrophysics."The Psychology of the Yellow Journal" isthe title of a contribution in the March issueof the American Magazine, by Associate Professor William I. Thomas, of the Departmentof Sociology and Anthropology."Admiralty Law" was the subject of a seriesof five lectures in the Law Building, beginningApril 6, by Mr. Charles E. Kremer, of theChicago bar, who is Professorial Lecturer inthe University on that subject.Professor Andrew C. McLaughlin, Head ofthe Department of History, gave a lecture atthe University of Michigan on January 27, hissubject being "The Influence of PoliticalParties on American History.""The Essentials of a Social Policy" was thesubject of an address before the ChicagoSouth Side Club on February 4, by ProfessorCharles R. Henderson, Head of the Department of Ecclesiastical Sociology.At the banquet to President Jacob G. Schur-man, of Cornell University, held at the Midday Club of Chicago on the evening of February 25, Professor James P. Hall, Dean ofthe Law School, was the toastmaster.On February 19 President Harry Pratt Judson gave an address before the ways andmeans committee of the Chicago Associationof Commerce, at the Great Northern Hotel, on"Chicago as an Educational Center.""The Individual and the State" was the166 UNIVERSITY RECORDsubject of an address on January 20 in MandelAssembly Hall, by Mr. William JenningsBryan, of Nebraska. The address was givenon invitation of the Commonwealth Club.Associate Professor Gerald B. Smith, of theDepartment of Systematic Theology, gave aseries of lectures on the subject of "Types ofModern Theology," at the Congregational College in Montreal from March 16 to' March 20.At the Chicago meeting of the AmericanAssociation for the Advancement of ScienceAssistant Professor Henry C. Cowles, of theDepartment of Botany, was elected secretaryof the botanical section for a term of fiveyears.At the banquet celebrating the forty-ninthanniversary of the birth of Emperor Williamof Germany, given by the Ger mania Club ofChicago on January 26, President Harry PrattJudson responded to the toast to the Germanemperor.Dr. Sophonisba P. Breckinridge, of the Department of Household Administration, gavean address on April 15 before the South EndWoman's Club at the Bessemer Park field-house on the subject of "The WorkingWoman."At the meeting of the Chicago Associationof Collegiate Alumnae on April 18 in the roomsof the Chicago Woman's Club, ProfessorMarion Talbot, Dean of Women, led the dis-cussion of the subject, "Social Interest in College Life."Willbrandt's one-act comedy Jugendliebewas presented on the afternoon of March 13 inthe theater of the Reynolds Club under theauspices of the German Club of the University. An audience of two hundred and fiftywas present.Professor George H. Mead, of the Department of Philosophy, gave an address beforethe Woman's Trade Union League of Chicago at Federation Hall on February 9, his subject being "Educational Aspects of theTrade Schools."The New Electoral Law for the RussianDuma is the latest publication in the Studies inPolitical Science issued by the University ofChicago Press, the author being Mr. SamuelN. Harper, Associate in the Russian Languageand Literature.Among the directors of the City Club ofChicago, who have recently completed plansfor a new clubhouse, is Associate ProfessorCharles E. Merriam, of the Department ofPolitical Science. The club now has eighthundred members.Before the Physicians' Club of Chicago at theGreat Northern Hotel on February 14 Professor James R. Angell, Head of the Department of Psychology, spoke on various phasesof mental therapeutics from the point of viewof the psychologist.At the dedication of the new gymnasium ofKnox College, February 14, 1908 — the seventy-first anniversary of its founding — the chief address was given by Assistant Professor JosephE. Ray croft, of the Department of PhysicalCulture and Athletics."The Opportunities of the Young Man inPolitics" was the subject of an address in theLaw Building on the evening of March 3,under the auspices of the Commonwealth Club,by President Robert R. McCormick, of theSanitary District Board.Assistant Professor J. Paul Goode, of theDepartment of Geography, has recently beenappointed to assist the harbor commission ofChicago in its study of harbor facilities andmarine problems, and will spend two monthsabroad in special investigation."Pending Currency Legislation; the AldrichBill, the Fowler Bill, Proposals for Guaranteeof Bank Deposits" was the subject of an address in Cobb Lecture Hall on April 9, byProfessor J. Laurence Laughlin, Head of theDepartment of Political Economy.UNIVERSITY RECORD 167Professor Albion W. Small, Dean of theGraduate School of Arts and Literature, gavean address on "German Precedents andAmerican Problems," before the GermanisticSociety on the evening of February 24 atFullerton Hall of the Chicago Art Institute.In the April Chautauquan are contributionson contemporary figure and mural painting,by Assistant Professor George B. Zug, of theDepartment of the History of Art, and on "ThePoetry of William Vaughn Moody," by Mr.Carl H. Grabo, of the Department of English.At the banquet given by the Hamilton Clubof Chicago in honor of Secretary of War William H. Taft on the evening of April 3 in theCongress Hotel, Professor George E. Vincent,"Dean of the Faculties of Arts, Literature, andScience, spoke on the subject of "A Conflict ofTypes.""The Interstate Commerce Commission'sConception of a Reasonable Railroad Rate"was the subject discussed in a university publiclecture in Cobb Hall on February 5, by Dr.Stuart Baggett, of Harvard University. OnFebruary 6 his subject was "Railroad Reorganization."In the February number of the ClassicalJournal Associate Professor Frank J. Miller,of the Department of Latin, has a contributionon "The Topical Method in the Study ofVergil," and Professor Paul Shorey, Head ofthe Department of Greek, has a note on the"Iliad 1.133.""The General Manager" is the title of an illustrated short story in the March number ofScribner's Magazine, by Professor Robert Her-rick, of the Department of English. Mr. Her-rick also has a contribution in the March number of the Atlantic Monthly entitled "TheTemple of Juno."Assistant Professor Paul O. Kern, of theDepartment of German, gave a series of lec tures from March 19 to 27 before the teachersof German in Davenport and Scott County,Iowa, this being the first time that the subjectof German has been presented at a normalinstitute in Iowa.At a meeting of the currency commission ofthe American Bankers' Association, held at theCommercial National Bank in Chicago onJanuary 18, Professor J. Laurence Laughlin,Head of the Department of Political Economy,led in the discussion of a new currency billwhich had been drafted by the commission.Professor J. Laurence Laughlin, Head ofthe Department of Political Economy, contributes to the February number of the Journalof Political Economy a note on "The AldrichBill," and Associate Professor William Hill,of the same department, one on the "Relation of Packers' Credit to Panic and Prices."Professor Logan G. McPherson, of JohnsHopkins University, gave three public lecturesin Cobb Hall on February 26, 27, and 28, thesubjects being as follows: "The Developmentof the Commercial and Transportation Structures," "Main Channels of Traffic," and "TheSecondary and Minor Channels of Traffic."On March 10 Associate Professor Albert H.Tolman, of the Department of English, gavean address before the teachers of English inthe high schools of Chicago on the subject of"The Popular Ballads of England and Scotland," special attention being called to themany excellent traditional versions found inthis country.The Investigators' Club is the name of a neworganization in the University, the membership being limited to fifteen. The purpose ofthe club is to consider at first hand the variousschemes for social and economic betterment.Assistant Professor Robert F. Hoxie, of theDepartment of Political Economy, is the honorary president."The Budget Rights of the Russian Duma"168 UNIVERSITY RECORDis the subject of a contribution in the Marchnumber of the journal, by Mr. Samuel N.Harper, Associate in the Russian Languageand Literature. Associate Professor HerbertJ. Davenport, of the Department of PoliticalEconomy, has a note on "Employer's Liabilityin Insurance Theory."On the evening of February 27 the DonaldRobertson Company of players presented inMandel Assembly Hall the Russian play TheInspector, by Gogol; on March 5, the Italianplay As the Leaves, by Giacosa, and on March12, Browning's A Blot in the 'Scutcheon. Theseries of performances was effectively given toappreciative audiences.Professor Theodore G. Soares, of the Department of Homiletics, gave a course of fivelectures on Religious Education under theauspices of the Religious Education Guild atDetroit, Mich., from February 10 to March16. Mr. Soares also gave, on March 9, beforethe Chicago Council of Jewish Women a lecture on "Isaiah's Oration on the Assyrian."Associate Professor Frederick Starr, of theDepartment of Sociology and Anthropology,and Professor William D. MacClintock, of theDepartment of English, started on February27 for the Philippine Islands, where they areto give a series of lectures in April and Maybefore the Teachers' Assembly in Manila. Mr.Starr will also make ethnological studies in theislands.President Charles W. Eliot, of HarvardUniversity, and Mrs. Eliot were the guests ofhonor at a luncheon given by President andMrs. Judson on April 8, the other guests including members of the University Board olTrustees and the graduates of Harvard on theFaculty. In the afternoon a reception washeld, to which all members of the facultieswere invited."The Social Cost of Exhaustion, Accident,and Ignorance" was the subject of an address on April 3 before the National Child Committee conference in Atlanta, Ga., by ProfessorCharles R. Henderson, Head of the Department of Ecclesiastical Sociology. Mr. Henderson also spoke at the University of Texason March 24, his subject being "A SocialPolicy."Professor Frank Frost Abbott, of the Department of Latin, has accepted an appointment to a professorship in Princeton University, his new work beginning in the autumn.Mr. Abbott has been connected with the University of Chicago since its beginning, havingbeen Associate Professor of Latin the first twoyears and full professor for the past fourteenyears."The Legal Setting of Plato's Apology," byAssistant Professor Robert J. Bonner, of theDepartment of Greek, is the title of a contribution in the April issue of Classical Philology. To the same number Professor PaulShorey, Head of the Department of Greek,contributes a note entitled "Varia," and Professor Frank F. Abbott, of the Department ofLatin, a "Comment on Professor Foster'sNote."Professor Nathaniel Butler, Dean of theCollege of Education, was the representativeof the University at the meeting of the Federation of Colleges held in Jacksonville, 111.,on April 27. On March 13 Mr. Butler addressed the teachers of St! Paul, Minn., on thesubject "The Social and Moral Aspectsof Education," and on April 3 he spoke beforethe Teachers' Association of Southeastern Nebraska.Charles Scribner's Sons announce for immediate publication A History of the AncientEgyptians, by James Henry Breasted, Professor of Egyptology and Oriental History, avolume appearing in the "Historical Series forBible Students," edited by Professors Kentand Sanders of Yale University. This newUNIVERSITY RECORD 169volume is based upon Professor Breasted'slarger History of Egypt, which was publishedby the same firm two years ago.Dr. Shigeo Yamanouchi, of the Departmentof Botany, makes the one hundred and seventhcontribution from the Hull Botanical Laboratory in the March number of the BotanicalGazette — ^"Spermatogenesis, Oogenesis, andFertilization of Nephrodium," illustrated bythree- plates. Mr. Heinrich Hasselbring, formerly of the same department, makes the onehundred and eighth contribution, entitled "TheCarbon Assimilation of Penicillium.""Ratzenhofer's Sociology," a contributionby Professor Albion W. Small, Head of theDepartment of Sociology, opens the January(1908) number of the American Journal ofSociology. Under the head of Industrial Insurance Professor Charles R. Henderson,Head of the Department of Ecclesiastical Sociology, discusses the subject of "Firms andCorporations," and in the March number ofthe journal "Insurance Plans of Railroad Corporations."On March 14 the daily issue of the Aurora(111.) Beacon was edited by ten or twelvestudents who had taken the course "Development and Organization of the Press," by Professor George E. Vincent, of the Departmentof Sociology. There was a fully organizedstaff, including managing, city, sporting, andsociety editors, an editorial writer, copyreaders, and general reporters, who were responsible for all the details of the edition,which appeared on time.The Study of Stellar Evolution — an accountof some modern methods of astrophysical research — is the title of the latest volume in theseries of Decennial Publications, to be issuedabout May 1 by the University of ChicagoPress, the author being George Ellery Hale,director of the Solar Observatory on Mt. Wilson, Cal., formerly Director of the Yerkes Ob servatory at Williams Bay, Wis. The volume,of 250 pages, will have more than a hundredplates showing the latest results of celestialphotography.At the annual meeting of the German Students' League, made up of graduates and formerstudents of German universities, held at theHotel Bismarck, Chicago, on the evening ofFebruary 11, Assistant Professor Paul O. Kern,of the Department of German, was made avice-president and Dr. Adolf C. von Noe, oneof the secretaries. Among the directors of theorganization are Professor Starr W. Cutting,Head of the Department of German, andProfessor Albion W. Small, Head of the Department of Sociology."The Adjustment of the Church to the Psychological Conditions of the Present" is thetitle of the opening contribution in the Aprilissue of the American Journal of Theology,by Professor James H. Tufts, Head of theDepartment of Philosophy. "Concerning theReligious Basis of Ethics" is the subject of adiscussion by Professor George B. Foster, ofthe Department of Comparative Religion. Assistant Professor Edgar J. Goodspeed, of theDepartment of Biblical and Patristic Greek, contributes a critical note on "The Syntax ofI Cor. 7:18, 27."In the Historical and Linguistic Studies issuedunder the direction of the Department ofBiblical and Patristic Greek the most recentpublication is that of Dr. Effie FreemanThompson, entitled "METANOEO and META-MEAEI in Greek Literature until 100 A. D.,Including Discussion of Their Cognates andof Their Hebrew Equivalents." The purposeof the investigation is to determine historicallythe meaning in the New Testament of theseGreek words and their cognates. The authorreceived the Doctor's degree from the University in 1907.Professor Charles Zueblin, of the Depart-170 UNIVERSITY RECORDment of Sociology, will take charge in theautumn of an organized effort to improve civicconditions in Boston, the funds for the purposebeing furnished by Mrs. Quincy Adams Shaw,a wealthy philanthropist of that city. Theplan of the work may include in its scope othercities and towns of Massachusetts. Mr.Zueblin has been connected with the University of Chicago' in various capacities since1892, having been made Associate Professorof Sociology in 1896 and full professor in1902. He has been one of the most successfullecturers in the University Extension Division.The February issue of the Elementary SchoolTeacher contains contributions by ProfessorGeorge W. Myers, of the College of Education, on "The Deeper and the Richer Meaning of Mathematical Teaching in ElementarySchools," and by Mr. Ira B. Meyers, of theSchool of Education, on "Field- Work andNature-Study — Part II. The PedagogicalAspect." In the March number these contributions are continued, and Katharine E. Dopppresents a report of the first annual meeting ofthe National Society for the Promotion of Industrial Education. Anna S. Gronow opensthe April number with an article on "OldSpring Customs in Germany.""Concerning Schiller's Treatment of Fateand Dramatic Guilt in his Braut von Messina"is the subject of a contribution in the January(1908) issue of Modern Philology, by Professor Starr Willard Cutting, Head of theDepartment of German. Assistant ProfessorPhilip S. Allen, of the same department, hasa contribution of fifty- four pages (Part I) on"Mediaeval Latin Lyrics," which in the formof a paper was first presented to the EnglishClub of Princeton University. In the Aprilissue of the journal Dr. Charles Goettsch, ofthe Department of German, discusses "Ablaut-Relations in the Weak Verb in Gothic, OldHigh German, and Middle High German." Director Edwin B. Frost, of the Yerkes Observatory, has the opening article in the January (1908) number of the AstrophysicalJournal, on "Hermann Carl Vogel," the distinguished German astrophysicist who died in1907. Professor Edward E. Barnard, also ofthe Observatory, has a contribution entitled"Observations of Saturn's Rings at TheirDisappearances in 1907, with a Suggested Explanation of the Phenomena Presented." Itis illustrated by a diagram of the ring systemof Saturn. "The Function of a Color-Filterand Tsochromatic' Plate in Astronomical Photography" is the title of a contribution in theMarch number, by Mr. Robert James Wallace,of the Observatory. The article is illustratedby three plates and numerous figures.The So-C ailed Rule of Three Actors in theClassical Greek Drama is the title of a dissertation of eighty-six pages submitted for theDoctor's degree in the Department of Greek,by Mr. Kelley Rees, and recently published bythe University of Chicago Press. The subjectis discussed under the following heads : "TheEvidence for the So-Called Law of ThreeActors," "A Distinction between the AestheticCanon of Aristotle and Economic Conditionswhich Determine the Number of Persons Employed as Actors in a Play," "Objections tothe Law* as Usually Applied," "The Existenceof a Practical Three-Actor Rule in the Periodof the Guilds," and "A Redistribution of theRoles in Selected Plays." Mr. Rees receivedthe degree of Doctor of Philosophy at theAutumn Convocation in 1906.Geometric Exercises for Algebraic Solutionis the title of a recently issued School of Education manual in the series of secondary textspublished by the University of Chicago Press,the authors being George William Myers,Professor of the Teaching of Mathematicsand Astronomy in the College of Education,and William R. Wickes, Ernest A. Wreidt,UNIVERSITY RECORD 171and Ernst R. Breslich, instructors in mathematics in the University High School. In thepreface the authors say that this list of exercises has been used to supplement the work insecond-year geometry in the University HighSchool, and it is hoped that it may be foundhelpful to other teachers as supplementarymaterial to either algebra or geometry in thesecond high-school year. There are twenty-four different sets of exercises in the book.In the February issue of the School ReviewProfessor Nathaniel Butler, Dean of the College of Education, has a discussion of "Parents' Associations ;" Associate ProfessorSlaught, of the Department of Mathematics,summarizes the conclusions reached in the departmental conference in mathematics heldat the University of Chicago in November,1907; Assistant Professor Paul O. Kern, ofthe Department of German, discusses "TheStudy of Cognates as an Aid in the Acquisition of a Vocabulary ;" Henri C. David, of theDepartment of Romance, gives an account of"The Direct Method in the French SecondarySchool;" Frances R. Angus, of the UniversityHigh School, discusses "The Teaching ofFrench in the University High School;" William Crocker, of the Department of Botany,has a contribution on "Plant Physiology inSecondary Schools," and Dr. Oscar Riddle,of the Department of Zoology, one on "Biologyin the Secondary Schools of the CentralStates."Elementary Greek is the title of a volume -of about 250 pages recently issued from thepress of Scott, Foresman & Co., Chicago, theauthors being Theodore C. Burgess, directorof the Bradley Polytechnic Institute, and Robert J. Bonner, Assistant Professor in the Department of Greek, the University of Chicago.The book, containing sixty lessons, uses avocabulary made up from Xenophon, andalmost from the beginning a passage from the Anabasis forms a part of each lesson. English words derived from the Greek have beenfreely introduced in both the special and general vocabularies, with the purpose of showingthe direct connection with our own languageand so stimulating interest. The very fullappendices contain the rules of syntax and theparadigms; and English-Greek and Greek-English vocabularies, with an index, concludethe volume. Twenty-two figures illustratingvarious phases of Greek life and accompaniedby descriptive text, and a frontispiece ofAthena, add an attractive feature to the book.Both authors received the Doctor's degreefrom the University, Mr. Burgess in 1898, andMr. Bonner in 1904.In the February issue of the Biblical WorldAssistant Professor John M. P. Smith, of theDepartment of Semitics, contributes the second part of a discussion of the biblical doctrineof atonement, under the title "Atonement inthe Prophets and Deuteronomy." Dr. FrankG. Lewis, of the Department of Biblical andPatristic Greek, has a contribution on "Jesus'Attitude to the Old Testament." Under thehead of Exploration and Discovery AssistantProfessor Edgar J. Goodspeed, of the samedepartment, discusses "The New Gospel Fragment from Oxyrhynchus." In the Marchnumber Professor Ernest D. Burton, Head ofthe Department of New , Testament Literatureand Interpretation, has a contribution entitled"Sin, Guilt, Condemnation" — the argument ofRom. 1 : 18 — 3 : 20 ; Professor Charles R.Henderson discusses "Rights and Responsibilities of the Great Corporations;" AssistantProfessor John M. P. Smith continues his discussion of the biblical doctrine of atonementunder the title of "Atonement in the LaterPriestly Literature;" and Assistant ProfessorEdgar J. Goodspeed has a contribution oh"The Detroit Manuscripts of the Septuagintand New Testament." "Atonement in Non-172 UNIVERSITY RECORDCanonical Jewish Literature" is the subjectof an article in the April number of the journal, by Professor Ernest D. Burton; "TheThought, Style, and Method of Apocalyptic"is a contribution by Associate Professor ClydeW. Votaw, of the Department of Biblical andPatristic Greek; and "The Circumstances ofJesus' Baptism" is the subject of an article byShirley J. Case, of the Cobb Divinity School,recently appointed an Assistant Professor ofNew Testament Interpretation in the DivinitySchool.Ancient Italy, by Ettore Pais, professor ofancient history and classical antiquities in theUniversity of Rome, is the title of a volumeof four hundred and fifty pages recently issuedby the University of Chicago Press. The volume contains the results of historical andgeographical investigations in central Italy,Magna Graecia, Sicily, and Sardinia, these researches having been suggested to the authorin preparing his History of Magna Graeciaand Sicily and his History of Rome. Thetranslation from, the Italian, which followsthe original closely, was made by Mr. C. Dens-more Curtis, who had the benefit of theauthor's advice at the latter's home near Naples.Among the chapter headings are the following: "Ausonia and the Ausonians," "TheOrigin of Siris," "The Expedition of Alexander of Epirus to Italy," "The Defeat of theAthenians at the Assinarus," "Naples andIschia at the Time of Sulla," "The Temple ofthe Sirens Near Sorrento," "Italiot, Samnite,and Campanian Elements in the Earliest History of Rome," "The Greek Fleet which Appeared off the Coast of Latium in 349 b. c.""Concerning the Early History of Pisa," "TwoGreek Inscriptions Found in Sardinia," and"The Time and Place in which Strabo Composed His - Historical Geography." The volume, which concludes with an appendixand an index of nine pages, is illustrated by eleven figures and eleven plates, which addgreatly to the value and beauty of the book,which is bound in rough gray cloth, with whitelabel on the back, and artistically printed by theUniversity Press. The author, who receivedfrom the University of Chicago the honorarydegree of Doctor of Laws at the Winter Convocation in 1904, delivered at the Universitylectures on "Excavations in the Roman Forum"and "The Legend of Servius Tullius andEtruscan Domination."Professor William Gardner Hale, Plead ofthe Department of Latin, is the author of AFirst Latin Book, of 370 pages, publishedseveral months ago by Atkinson, Mentzer andGrover, of Chicago and Boston. It is thefifth revision of the original draft, which wasused by Professor Hale himself and manyother teachers in mimeographed form and advance sheets. In his preface the author says:The method employed in the past in teaching beginners in Latin has been either to make them attack apiece of continuous narrative, written for matureRoman readers and necessarily without grammatical arrangement, or to furnish them with exercises made upin the main of short bits, without connection I have tried to lead my readers by a carefully gradedroad to the lower levels of Caesar. I have sought to interest them by plain ideas, plainly stated in easy Latin,and woven at the earliest possible moment into a connected narrative. There is not a word about Caesar —the whole war is a boy's affair. Then, when forms andconstructions have been learned, Caesar appears, not asa writer of a school-book, but as a vigorous and effectiveperson, dramatically rescuing the remains of his armyand saving the situation. With few and slight changesthe story is in his own words. The reading of thisepisode is likely to leave the student with a taste formore.More than 90 per cent, of the vocabulary of the book is from the Gallic War. Inthe first forty-eight lessons each new word isused in two successive lessons at least, andwords closely connected are put, as far aspossible, in the same lesson. The English vocabulary is of substantially the same length asUNIVERSITY RECORD 173the Latin. The forms are all given in thebody of the book and never in a mass. Thereading matter is largely in dialogue, both forgreater naturalness and to fix the persons ofthe verb. The book has an introduction tothe student, and the three parts are given respectively to pronunciation, learning to read,and twelve chapters of supplementary readingfrom the second book of the Gallic War. Thevolume closes with Latin-English and English-Latin vocabularies and a very full index offourteen pages.The frontispiece of the Chicago AlumniMagazine for January, 1908, is an attractivegrouping of campus views, one looking northfrom Snell Hall, one of Hitchcock Court, anda third showing Hutchinson Court and theEnglish garden. "Features of CollegeLife in the West which Differ fromThose at Chicago," by Ella R. Metsker,'06; "Journalism in the Old University,II," by Francis H. Clark, '82; "The PikeCollection of Legal Engravings in theLaw School;" "The Chicago College Club,"by Jessie L. Jones, '97; "More Remarks byan Undergraduate;" "Because of Tom," byMelvin J. Adams, '09; "A Letter Home," byLuther D. Fernald, '08; and "In a Library" (apoem), by Bernard I. Bell, '07, are other contributions in this number. Besides the usualfull departments on the University, the student body, athletics, the alumni associations,and the classes, there are two portraits, one ofProfessor Albert A. Michelson, winner of the Copley medal and the Nobel prize, and theother of Professor Edwin E. Sparks, of theDepartment of History, who has recently beencalled to the presidency of the PennsylvaniaState College. The February number of themagazine has as a frontispiece a new portraitof President Harry Pratt Judson, and his address before the Washington Educational Association, delivered in Seattle January 1, 1908,on the subject of "The New Education," ispublished in part. Other contributions are:"Charles Densmore Wyman," with portrait;"The University of Chicago Settlement," withillustrations, by Maude L. Radford, '94 ; "WhatIs a Fair Examination?" by Harry A. Hansen, '09; "The Needs of the Women at theUniversity of Chicago," by Katharine M.Slaught, '09; "Elementary Rushing," byEleanor Day, '08; "The Classics of the Ten,Twent', Thirt' " (verses), by Melville J. Adams,'09; and "Stories That Went Wrong," byLuther D. Fernald, '08. Among the portraitsin the number are those of Miss Mary E. McDowell, head resident of the University ofChicago Settlement; Dean Shailer Mathews,of the Divinity School; and Assistant ProfessorIra W. Howerth, of the Department of Sociology, recently appointed secretary of theIllinois Educational Commission. This number has an unusual variety of contents, wellorganized and printed, and is issued under anew business management, with increased advertising matter.THE ASSOCIATION OF DOCTORS OF PHILOSOPHYFive candidates for the degree of Doctor ofPhilosophy received this honor at the SpringConvocation, March 17, 1908. They are asfollows :George Lane Melton, S.B., Kansas State AgriculturalCollege, 1893, Ph.B., University of Chicago, 1902 ;Ph.D. in History and Political Science.Rowland Hector Mode, A.B., University of Toronto,1898, A.M., ibid., 1899, Th.B., McMaster University,1901, D.B., ibid., 1902; Ph.D. in Assyrian and Hebrew.Roy Lee Moodie, A.B., University of Kansas, 1905 ;Ph.D. in Paleontology and Zoology.Florence Ella Richardson, A.B., University of Nebraska, 1902 ; Ph.D. in Psychology and Education.Mary Emily Sinclair, A.B., Oberlin College, 1900,A.M., University of Chicago, 1903 ; Ph.D. in Mathematics and Astronomy.Of the new Doctors, those already reportedas having received appointments are as follows :Dr. Melton is engaged in research work.Dr. Mode has been appointed to a Docent-ship in Semitics at the University of Chicago.Dr. Mode is to be a member of the AmericanSchool at Jerusalem during the year, October,1908 — June, 1909, as Senior Semitic Fellow ofthe University of Chicago, and Thayer Fellowof the Jerusalem School.Dr. Moodie is teaching at the State NormalSchool, Warrensburg, Mo.Dr. Richardson has received the appointmentas assistant professor of psychology at DrakeUniversity, Des Moines, Iowa. She will spendthe next six months in study at German universities.Dr. Sinclair is instructor in mathematics atOberlin College, Oberlin, O.The total number of Doctors is now fourhundred and eighty-one, of whom four hundred and seventy-three are living. The deceased are:Arthur W. Greeley, 1902 ; Julien A. Herrick, 1900; Henry F. Linscott, 1896; Wesley W.Norman, 1899; Robert S. Padan, 1901 ; Renede Poyen Bellisle, 1894; Eliphalet A. Reed,1896; Jeannette C. Welch, 1897.Hereafter the address list of the Doctors ofPhilosophy will appear in the Graduate Announcements, a copy of which is mailed annually to all Doctors. The form of theannouncement is to be modified, giving a briefstatement of general information concerningall departments in a separate circular, and adetailed account of courses in special circularsarranged by groups of related departments. Itis in these group circulars that the data concerning the Doctors will be given, and in orderthat this record may be kept up to date allchanges and promotions should be reportedpromptly to the secretary of the Association.The next annual meeting of the Doctors'Association will occur on Monday, June 8,1908. The complimentary luncheon to theDoctors will be an attractive feature of theoccasion, as it has been for the past threeyears. Aside from the transaction of regularbusiness, the interest vr" center in the discussion of the topic proposed by the executivecommittee : "The Relation of the Doctorate tothe Teaching Profession." Provision has beenmade for participation in this discussion bythose who cannot attend the meeting in person.A questionnaire has been sent to each member,and Dr. Eleanor P. Hammond has been appointed special corresponding secretary for receiving and making a digest of the responses,which will be pr rented at the meeting andreported back to the members. All replieswill be considered confidential by the committee. The questions proposed are suggestedby the fact that the great majority of Doctorsare obliged to' engage in the work of practicalUNIVERSITY RECORD 175teaching, and are as follows: (i) Shouldcandidacy for the Doctorate be based upon ahigher and broader standard of general culture ?(2) Should candidates for the Doctorate, berequired to pursue courses in the philosophy ofeducation or in the pedagogy of special subjects? (3) Should the University discouragea much larger number of persons from proceeding to' the Doctorate? Members of theAssociation and members of the faculty willlead the discussion at the annual meeting.During the Spring Quarter the annual election by the University Congregation of representatives to the Senate and Council takesplace. The Doctors are entitled to vote for onerepresentative in the Senate and one in theCouncil, to be chosen from among the permanent members of the faculty. The ballots aredeposited by mail with the University Recorder,who sends out in advance blanks for the purpose, together wth a full list of the eligiblemembers of the faculty for the current year.Dr. Anthony L. Underhill, who took his degree in Mathematics in 1907, and is now instructor at the University of Wisconsin, willgive courses in the Summer School at Madisonduring the coming summer.Dr. Carleton J. L 1e, 1905, accepted a calllast summer to the cnair of physics in theSchool of Education in McGill University.Assistant Professor Ira W. Howerth, Ph.D.in Sociology and Political Economy, 1898, hasbeen appointed secretary of the state educational commission of Illinois.Dr. Franklin P. Ramsay, 1903, instructor inEnglish and the Bible at Southwestern University, Clarksville, Tenn., has recently published in the Christian Observer at Louisville,Ky., a series of articles on "The Origin ofGenesis."Assistant Professor Gilbert A. Bliss, Ph.D.in Mathematics, 1900, will give courses at theUniversity of Chicago' during the Summer Quarter, 1908. Dr. Bliss was recently chosenas an associate editor of the Transactions ofthe American Mathematical Society.A government bulletin from the Bureau ofPlant Industry of the United States Department of Agriculture, recently published, givesresults of loco-weed investigations in the fieldby Dr. C. Dwight Marsh, 1904, who is theexpert of the bureau on poisonous-plant investigation.Dr. Charles A. Ell wood, 1899, head of thedepartment of sociology in the University ofMissouri, is one of the editors of the EconomicBulletin, a periodical recently undertaken bythe American Economic Association, the firstnumber of which is to appear in May. Dr.Ellwood was also recently made correspondentfor the United States of La revue de psychologic so dale, published in Paris. Dr. Ellwoodtook his degree in Sociology and Philosophy.Dr. Herbert E. Slaught, 1898, has been appointed chairman of the round-table conferencein mathematics at the National EducationAssociation to be held in Cleveland next July.Dr. Robert F. Earhart, Ph.D. in Physics,1 901, is now assistant professor of physics atthe Ohio State University. He has an articlein the February Physical Reviezv on "SparkPotentials."Among the publications of the Carnegie Institution of Washington, issued March 14,1908, are the following six numbers by Doctors of the University of Chicago:"Coloration in Polistes," by Dr. WilheminaEnteman Key, 1901, Belmont College, Nashville, Tenn."Stages in the Development of Sium Cicu-taefolium," by Dr. George H. Shull, 1904,botanical investigator, Station for Experimental Evolution, Cold Spring Harbor, N. Y."A Revision of the Pelycosauria of NorthAmerica," by Dr. Ermine C. Case, 1896, assistant professor of historical geology andpaleontology, University of Michigan.176 UNIVERSITY RECORD"The Variation and Correlation of the Taxo-nomic Characters of Gryllus," by Dr. Frank E.Lutz, 1907, of the resident research staff of theStation for Experimental Evolution, ColdSpring Harbor, N. Y."Table of Prime Factors of Numbers fromOne to Ten Million," by Dr. Derrick N. Leh-mer, 1900, assistant professor of mathematics,University of California."Some Internal Factors Concerned with theRate of Regeneration of the Chelae of the Gulf-weed Crab," by Dr. Charles Zeleny, 1904, associate professor of zoology, Indiana University.Dr. Reinhardt Thiessen, 1907, has been ap- -pointed expert assistant in paleo-botany at theUnited States National Museum. His specialwork is in the determination of coal plants.Herbert N. McCoy, Ph.D. in Chemistry,1898, has been promoted to an Associate Professorship in the University of Chicago.Theodore L. Neff, Ph.D. In Romance,1896, has been promoted to an Assistant Professorship in French at the University of Chicago.Dr. Frank B. Jewett, 1902, holds a responsible position with the Bell Telephone Company.He has recently been promoted and transferredfrom their Boston to their New York office.He was married in 1906 to Miss Fannie Fris-bie, who took her doctorate in Physics at theUniversity in 1904.Robert B. Wylie, Ph.D. in Botany, 1904,assistant professor of botany, the State University of Iowa, will be in charge during thecoming summer of the botanical work at themarine station of the University of Washington, at Friday Harbor.Dr. Robert J. Bonner, 1904, has been promoted to an Assistant Professorship in Greekat the University of Chicago. Dr. Bonner, incollaboration with Professor Theodore C. Burgess, Ph.D., 1898, has recently published a be ginner's book in Greek (Scott, Foresman &Co., Chicago).Assistant Professor Charles J. Chamberlain,1897, has recently spent six weeks in Mexico inthe study of Mexican cycads.Willis S. Hilpert, Ph.D. in Chemistry, 1906,has been appointed chemist in the chemicallaboratory of the American Medical Association.Dr. Thomas C. Hebb, Ph.D. in Physics,1904, was married last October to Miss EvelynHayden, S.M. in Physics, 190*5. Dr. Hebb isin charge of the department of physics in theMichigan Normal School at Marquette.Edith Ethel Barnard, Ph.D. in Chemistry,1907, has been promoted to an Instructorshipin Chemistry at the University of Chicago.Dr. Frank R. Moulton, 1900, has been promoted to an Associate Professorship in Mathematical Astronomy at the University of Chicago.Dr. Theodore C. Frye, 1902, professor ofbotany, University of Washington, will conduct a botanical field trip to Alaska during thecoming summer.Herman I. Schlesinger, Ph.D. in Chemistry,1905, has been appointed to an Associateshipin Chemistry in the University of Chicago'.George Winchester, Ph.D. in Physics, 1907,is in charge of the department of physics atWashington and Jefferson University, Washington, Pa. He is to teach in the University ofChicago during the coming Summer Quarter.Burton E. Livingston, 1901, of the DesertBotanical Laboratory, Tucson, Ariz., is spending the year in Europe in connection with hisinvestigations.Andrew F. McLeod, Ph.D. in Chemistry,1906, has been appointed to an Instructorshipin Chemistry at the University of Chicago.Dr. James W. Thompson, 1895, has beenpromoted to an Associate Professorship inHistory at the University of Chicago.UNIVERSITY RECORD 177Dr. Anstruther A. Lawson, 1901, assistantprofessor of botany, Leland Stanford Jr. University, has been appointed to an instructorshipin botany in the University of Glasgow.Dr. Herbert E. Slaught, 1898, has beenpromoted to' an Associate Professorship inMathematics at the University of Chicago.Otto K. Folin, Ph.D. in Chemistry, 1898,has been appointed to an associate professorship in the Harvard Medical School. He hasrecently been elected to membership in thecouncil of chemistry and pharmacy of theAmerican Medical Association.Dr. Clifton D. Howe, 1904, associate directorof the Biltmore Forest School, Biltmore, N. C,has been appointed professor of forestry at theUniversity of Vermont.Dr. Katharine Blunt, 1897, instructor inchemistry at Pratt Institute, N. Y., has beenappointed to an instructorship in Vassar College.Dr. Robert W. Smith, 1899, professor ofbiology, McMaster University, Toronto, Canada,has been granted a year's leave of absence forresearch work at the University of Chicago.Willy Denis, Ph.D. in Chemistry, 1907, is achemist in the United States Bureau of Chemistry at Washington.Nellie I. Goldthwaite, Ph.D. in Chemistry,1905, is carrying on research in the RockefellerInstitute, New Yorl^ City.Laetitia M. Snow, 1904, head of the department of biology, State Normal School,Farmville, Va., has been appointed assistantprofessor of botany at Wellesley College.William McCracken, Ph.D. in Chemistry,1905, is professor of chemistry at the StateNormal School, Kalamazoo, Mich.Laurence E. Gurney, Ph.D. in Physics, 1906,is in charge of the department of physics atthe State University of Idaho. He has threearticles in the January number of the PhysicalReview entitled "The Viscosity of Water at Low Rates of Shear;" "Some Observations onthe Surface Rigidity of Water;" "Effects ofthe Soluble Constituents of Glass on the Viscosity of Water at Low Rates of Shear."A Short History of Greek Literature fromHomer to Julian is the title of a book recentlypublished by Dr. Wilmer Cave Wright {neeFrance). It appears in the "Greek Series forColleges and Schools," edited under the supervision of Professor Herbert Weir Smith.Dr. Wright took the Ph.D. degree in Greekand Latin in 1895.Dr. Wiliam R. Blair has an extended report,in a recent government bulletin from the MountWeather Observatory, on the wind, temperature, and barometer readings in upper airregions reached by means of kites. Dr. Blairhas had remarkable success in making themodern box kite serve the purposes of science.He took" his degree in Physics and Mathematics in 1902.Warren Rufus Smith, Ph.D. in Chemistry,1894, was chairman of the Chicago section ofthe American Chemical Society during 1907.Professor Edwin E. Sparks, Ph.D. in History, 1900, has been elected to the presidencyof the Pennsylvania State College.David P. Barrows, Ph.D. in Anthropology,1897, director of education in the Philippines,is chairman of the Chicago Alumni Club atManila. Merton L. Miller, Ph.D. in Anthropology, 1897, is also a member of that club.Mrs. Paul G. Woolley (Helen BradfordThompson, Ph.D. in Philosophy, 1900) has recently returned to Chicago after an extendedsojourn in the Far East.There ape four Chicago Doctors at the University of Cincinnati : Michael F. Guyer, 1900,professor of zoology; Harry H. Bawden, 1900,professor of philosophy; Nevin M. Fenneman,1 90 1, professor of geology and president of theuniversity; and Lauder W. Jones, 1897, professor of chemistry.178 UNIVERSITY RECORDDr. Albert G. Steelman, who received hisdegree in Sociology in 1905, is the author of abook on Charities for Children in the City ofMexico. Dr. Steelman was formerly a missionary in Mexico and is now chaplain in thestate penitentiary at Joliet, 111.Augustus R. Hatton, Ph.D. in 1907, is associate professor of political science in WesternReserve University, Cleveland, O.Rev. Julien A. Herrick, who took his doctorate in Systematic Theology and New Testa ment in 1900, died January 2, 1908, at BayCity, Mich., where he was pastor of the FirstBaptist Church. The followng high tribute ispaid him by a writer in the Chicago Standardof January 25, 1908:Dr. Herrick was in the class of pure scholarship,ranking highest in the field of philosophy and theology.Few men have ever taken the Doctor's degree at theUniversity of Chicago who were more worthy to receiveit, or whose actual attainments in the field of investigationand critical study could stand a more severe test onexamination.APPOINTMENTS TO FELLOWSHIPS FOR THE YEAR 1908-9Grace Abbott, Ph.B., Grand Island College, PoliticalScience, Nebraska.Henry Foster Adams, A.B., Wesleyan University, Psychology, Connecticut.Carlos Eben Allen, A.B., Carleton College; A.M., University of Chicago, Latin, Minnesota.George Delwin Allen, A.B., Oberlin College, Zoology,Michigan.Dice Robins Anderson, A.B., A.M., Randolph-MaconCollege, History, Illinois.Harold de Forest Arnold, Ph.B., S.M., Wesleyan University, Physics, Connecticut.Charles Lawrence Baker, Paleontology, Illinois.John Walter Beardslee, Jr., A.B., Hope College; A.M.,University of Chicago, Greek, Michigan.Luther Lee Bernard, A.B., University of Missouri, Sociology, Missouri.Harold Eugene Bigelow, A.B., Harvard University,Chemistry, Massachusetts.Ingram Ebenezer Bill, A.B., Acadia University, ChurchHistory, Indiana.Edwin Sherwood Bishop, L.B., A.M., University of Wisconsin, Physics, Wisconsin.Frank Clyde Brown, A.B., University of Nashville ;A.M., University of Chicago, English, Georgia.Herbert Earle Buchanan, A.B., University of Arkansas ;A.M., University of Chicago, Mathematics, Illinois.Thomas Buck, S.B., University of Maine, Mathematics,Maine.George Miller Calhoun, A.B., University of Chicago,Greek, Florida.B. B. Charles, A.B., Cornell University, Semitics, NewYork.Earle Chidester Floyd, Ph.B., Syracuse University,Anatomy, Massachusetts.J. Harry Go, S.M., State College of Kentucky, Physics,Washington.Earl Francis Colburn, A.B., Miami University; A.M.,University of Cincinnati, Sociology, Virginia.Lloyd Lyne Dines, A.B., A.M., Northwestern University, Mathematics, Illinois.Sister Helen Angela Dorety, A.B., College of St. Elizabeth, Botany, New Jersey.E. H. Downey, A.B., A.M., State University of Iowa," Political Economy, Iowa.Aurelio Macedonio Espinosa, A.B., A.M., University ofColorado, Romance, New Mexico. Herbert Francis Evans, A.B., Leland Stanford Jr. University ; D.B., University of Chicago, SystematicTheology, Illinois.Mabel Ruth Fernald, A.B., Mt. Holyoke College, Psychology, Massachusetts.John Roberts Fisher, A.M., Vanderbilt University, Romance, Texas.Carol Home Foster, A.B., Oxford University, English,South Dakota.Lachlan Gilchrist, A.B., A.M., University of Toronto,Physics, Canada.John Cowper Granbery, A.B., Randolph-Macon College ;D.B., Vanderbilt University, Systematic Theology,Virginia.Willard Neal Grubb, A.B., A.M., Washington and LeeUniversity, Political Economy, Virginia.Arnold Bennett Hall, A.B., Franklin College; J.D., University of Chicago, Political Science, Indiana.George William Hauschild, A.B., Northwestern University, German, Wisconsin.Leslie Hayford, Ph.B., Tufts College, Education, Vermont.Edward Atwood Henry, A.B., Hiram College, Semitics,New York.Henry Hinds, A.B., University of Dakota; A.B., OxfordUniversity, Geology, Minnesota.Harley Earl Howe, S.B., University of Missouri, Physics, Missouri.Dora Johnson, A.B., Vanderbilt University, Latin, Tennessee.Roger Miller Jones, A.B., Denison University, Greek,Ohio.Robert William Jones, A.B., University of Missouri,Political Economy, Missouri.Arthur Leslie Keith, A.B., University of Nebraska,Greek, Kansas.John Curtis Kennedy, A.B., Cornell University, PoliticalEconomy, New York.Frank Joseph Klingberg, A.B., University of Kansas,History, Kansas.Samuel Kroesch, A.B., University of Missouri, German,Oklahoma.Judson Fiske Lee, A.B., Des Moines College ; A.M.,State University of Iowa, History, Iowa.Edwin Russell Lloyd, A.B., Ohio Wesleyan University,Geology, England.180 UNIVERSITY RECORDWalter Raleigh Meyers, Ph.B., Northwestern University, German, Illinois.Harris Lauchlin MacNeill, A.B., McMaster University, Biblical Greek, Canada.Hector Macpherson, A.B., Queens University, Sociology,Canada.Donald Francis McDonald, S.B., University of Washington ; S.M., George Washington University, Geology, Washington, D. C.Walter Joseph Meek, A.B., University of Kansas, Physiology, Iowa.Edgar Allen Menk, A.B., Indiana University, Sanskrit,Indiana.Egbert J. Miles, A.B., Indiana University ; A.M.,Swarthmore College, Mathematics, Indiana.Mabel Helen Millman, A.B., University of Toronto, Romance, Canada.Rowland Hector Mode, Ph.D., University of Chicago,Semitics, Canada.William West Mooney, A.B., A.M., Vanderbilt University, Latin, Tennessee.Elwood S. Moore, A.B., University of Toronto, Geology,Canada.William Cabler Moore, S.B., University of Nashville,Chemistry, Tennessee.Francis Joseph Neef, Ph.B., University of Chicago,German, Illinois.Roy Herbert Nicholl, S.B., Drake University, Physiology, Iowa.Jeannette Brown Obenchain, Ph.B., University of Chicago, Anthropology, Florida.Arthur Dunn Pitcher, A.B., A.M., University of Kansas,Mathematics, Kansas.Keith Preston, Ph.B., University of Chicago, Latin,Illinois.Clarence J. Primm, A.B., Park College ; A.M., University of Missouri, Political Economy, Kansas.John Daniel Roads, A.B., Ohio Wesleyan University,German, Ohio.Frank Egleston Robbins, A.B., Wesleyan University,Greek, Massachusetts.Jose Ignacio Rosario, A.B., L.B., St. Thomas University,Manila, Chemistry, Philippines.Theophilus Henry Schroedel, A.B., Northwestern University, Semitics, Minnesota.George Orin Schryver, A.B., Cornell University, German, New York. Clara Gertrude Seymour, A.B., University of Chicago,English, Massachusetts.Marion Lydia Shorey, Ph.B., A.M., Brown University,Zoology, Rhode Island.Martin Sprengling, A.B., Northwestern College, BiblicalGreek, Illinois.Herman Augustus Spoehr, S.B., University of Chicago,Chemistry, Illinois.Clinton Raymond Stauffer, A.B., A.M., Ohio State University, Geology, Ohio.George Asbury Stephens, A.B., A.M., Baker University,Political Economy, Kansas.Herbert Taylor Stevens, Ph.B., A.B., Adrian CollegeS.T.B., Boston University ;* A.M., Harvard University, Church History, Kansas.Arthur Howard Sutherland, A.B., Grand Island College, Psychology, Nebraska.Dagny Gunhilda Sunne, A.B., A.M., Columbia University, Philosophy, Minnesota.Anna Louise Strong, A.B., A.M., University of Chicago,Philosophy, Illinois.Edward Otto Tabor, A.B., Tulane University, History,Louisiana.Katashi Takahashi, Imperial University of Japan, Zoology, Japan.Schuyler Baldwin Terry, A.B., University of Chicago,History, Illinois.Harlan Leo Trumbull, A.B., University of Washington,Chemistry, Washington.Edith Minot Twiss, A.B., Ohio State University;S.M., University of Chicago, Botany, Ohio.Fred Wilbert Upson, S.B., University of Nebraska,Chemistry, Nebraska.John Blair Wjhidden, Ph.B., University of Chicago,Geography, Illinois.Payson Sibley Wild, A.B., Williams College, Latin,Illinois.Horace Blake Williams, A.B., A.M., Northwestern University, Philosophy, Illinois.Jesse Erwin Wrench, A.B., Cornell University, Semitics,New York.James Remus Wright, S.B., Westminster College, Physics, Ohio.Mary Sophie Young, A.B., Wellesley College, Botany,Missouri.UNIVERSITY RECORD 181THE LIBRARIAN'S ACCESSION REPORT FOR THEWINTER QUARTER, 1908During the Winter Quarter, January-March,1908, there has been added to the library of theUniversity a total number of 4,353 volumesfrom the following sources:BOOKS ADDED BY PURCHASEBooks added by purchase, 2,618 volumes, distributedas follows : Anatomy, 44 ; Anatomy, Neurology, Pathology, and Physiology, 1 ; Anatomy, Pathology, and Physiology, 1; Anthropology, 6; Astronomy (Ryerson), 6;Astronomy (Yerkes), 185; Bacteriology, 10; Biology, 1;Chemistry, 5 ; Church History, 46 ; Commerce and Administration, 66; Comparative Religion, 13; Dano-Nor-wegian and Swedish, 9 ; Divinity School, 1 ', English,547 ; English, German, and Romance, 2 ; General Library,78 ; General Literature, 6 ; Geography, 23 ; Geology, 13 ;German, 45 ; Greek, 40 ; History, 200 ; History of Art,10; Homiletics, 6; Latin, 29; Latin and Greek, 17;Latin and History of Art, 6 ; Latin, History of Art, andSanskrit and Comparative Philology, 2 ; Law School,130 ; Lexington Hall, 21 ; Mathematics, 77 ; New Testament, 31 ; New Testament and Systematic Theology, 1 ;Pathology, 21 ; Philosophy, 14 ; Physics, 64 ; Physiology, 52 ; Political Economy, 73 ; Political Science, 64 ;Psychology, 14; Public Speaking, 10; Romance, 80;Russian, 4; Sanskrit and Comparative Philology, 17;School of Education, 41 1 ; Semitic, 29 ; Sociology, 23 ;Sociology (Divinity), 12; Swedish Theological Seminary, 10; Systematic Theology, 24; Zoology, 18.BY GIFTBooks added by gift, 1,256 volumes, distributed asfollows : Anatomy, 1 ; Anthropology, 2 ; Astronomy(Ryerson), 2; Astronomy (Yerkes), 14; Biology, 15;Botany, 2; Chemistry, 7; Church History, 10; DivinitySchool, 133 ; English, 5 ; General Library, 832 ; Geography, 12; Geology, 18; Greek, 1; History, 18; Historyof Art, 1 ; Law School, 3 ; Lexington Hall, 5 ; Mathe matics, 7 ; New Testament, 1 ; Pathology, 3 ', PhysicalCulture, 2 ; Physics, 20 ; Physiology, 2 ; Political Economy, 76; Political Science, 10; Romance, 1; Sanskritand Comparative Philology, 1 ; School of Education, 36 ;Semitic, 1; Sociology, 10; Systematic Theology, 2;Zoology, 3.BY EXCHANGEBooks added by exchange for University publications,479 volumes, distributed as follows : Anatomy, 1 ; Anthropology, 1; Astronomy (Ryerson), 4; Astronomy(Yerkes), 1; Biology, 5; Botany, 8; Church History, 2;Comparative Religion, 8 ; General Library, 356 ; Geology,12; History, 1; History of Art, 2; Homiletics, 3; LawSchool, 1 ; New Testament, 6 ; Philosophy, 1 ; Physics,5 ; Political Economy, 35 ; Political Science, 1 ; Schoolof Education, 5 ; Semitic, 8 ; Sociology, 7 ; SystematicTheology, 6.SPECIAL GIFTSBaltimore Health Department, reports — 6 volumes.C. M. Cullom, Bulletin of the Bureau of Rolls andLibrary — 3 volumes.M. E. Emrich, medical books and periodicals — 46volumes and 54 pamphlets.C. R. Henderson, theological and miscellaneous — 87volumes and 44 pamphlets.C. L. Hutchinson, Publications of the Carnegie Institution of Washington — 9 volumes.Nebraska State Library, reports — 8 volumes.A. K. Parker, miscellaneous and periodicals — 28volumes.Pennsylvania, Department of Public Instruction, reports — 10 volumes.Karl Pietsch, miscellaneous — 3 volumes.St. Louis Health Commissioners, reports — 6 volumes.Marion Talbot, chemical periodicals and miscellaneous— 11 volumes and 40 pamphlets.F. B. Tarbell, papers of the Archaeological Institute of America — 5 volumes.United States government, documents and reports — ¦64 volumes.