The University RecordVolume I JANUARY igi5 Number 1THE UNIVERSITY RECORDThe University Record will be published as a quarterly. It willcontain the Convocation addresses and statements; the actions of theBoard of Trustees, especially appointments to the various Facultiesand important legislation; significant actions of the various Faculties;and such administrative reports of importance as that by Dean Angellin the present issue. It will include also important items regardingindividual members of the Faculties and such general events as shouldbe mentioned in a university chronicle.In order that all members of the Faculties may be aware of theimportant past happenings, and may be informed also concerningarrangements for the succeeding quarter, each number will be issuedwithout charge to all members of the Faculties. The co-operation ofall in making each volume a worthy record of university progress isearnestly requested by the editor.Of the University Record, which was issued as a weekly from April,1896, until 1902, when it appeared monthly to July, 1905, after whichit became a quarterly, thirteen volumes were issued before its incorporation in 1908 in the University of Chicago Magazine, into which theChicagoAlumni Magazine was then merged. From October, 1908, toJuly, 1914, a department under the name of the "University Record"was maintained in the University of Chicago Magazine. The present isthe first number in Volume I of a new series, in which the UniversityRecord appears as a separate publication under its old name. It isbelieved that it will more completely serve the purposes for which it ispublished, if it appears independently as it formerly did.13THE FEDERAL ANTI-TRUSTLEGISLATION1By PRESIDENT CHARLES RICHARD VAN HISE, PH.D., LL.D.University of WisconsinTo the University of Chicago I bring greetings from the University ofWisconsin; the first an endowed institution, the second a tax-supportedinstitution; both public universities engaged in a common work — theadvancement and dissemination of knowledge and the molding of menand women of the highest type. Their common purpose, the advancement of mankind, is based upon rational methods, the use of all availablehuman knowledge and human experience. The two institutions are onein joint service to the world.The subject on which I am to speak this afternoon is " Federal Antitrust Legislation." Before taking up specific measures it is necessaryto lay the foundation by considering some of the general principles whichapply to the subject. There are certain principles upon which there isgeneral agreement. The first of these is that monopoly should be prohibited; the second that unfair practices should be eliminated; and thethird that competition should be retained.From these statements, however, implications are frequently madewhich are not warranted. In the majority of the discussions upon theso-called trusts, magnitude and monopoly are treated as synonymousterms. It is assumed that all large organizations are monopolies; and, ifmonopolies, they should be destroyed. But before an academic audiencethe meaning of the word monopoly should be confined to its scientificuse, which is well known to you. In this sense of control of the marketthe greater number of organizations are not monopolies; they are simplylarge aggregations of industry.Concentration is the result of progress. It is generally agreed thatconcentration in industry must go to a certain point. There is verygreat difference of opinion, however, in regard to the extent to whichconcentration should go. The Secretary of the Interior holds that verysoon in the development of industry that magnitude is reached which1 Delivered on the occasion of the Ninety-third Convocation of the University,held in Leon Mandel Assembly Hall, December 22, 19 14.2THE FEDERAL ANTI-TRUST LEGISLATION 3gives the highest efficiency. Others say, on the contrary, that relativelyfew organizations are so large as to be beyond the limit which gives thehighest efficiency. Each of these views is an opinion unsupported bydefinite facts.This question is a scientific one which should be solved by investigation. Each great line of industry should be taken up and consideredwith relation to magnitude and efficiency. It should be ascertainedwhether or not in that given line of business the organization has gonebeyond the magnitude which gives the highest efficiency, the greatestusefulness; So far as I know there is only one industry to which thisidea has been applied. Herbert Knox Smith, formerly Commissionerof Corporations, made an investigation of the steel industry; and hefound that the five great steel organizations, the United States Steel,Bethlehem, Lackawanna, and one or two others, have an efficiency greaterby two and a half to five dollars a ton for pig iron and steel, as compared with the smaller organizations. He did not carry his investigations to the point of comparing the United States Steel Corporationwith the other big four; and therefore we cannot be certain that theUnited States Steel Corporation is more efficient than these otherfour, although there is strong evidence in that direction. However,we do know that in steel the one hundred million dollar combination is more efficient than the ten million dollar combination. Wedo not know whether the thousand million dollar corporation is moreefficient than the hundred million dollar combination.I do not suppose that anyone would be willing to advocate the returnto the cross-road grist mill and the subdivided industry that prevailedbefore rapid transportation was developed. But it is necessary in orderthat we may proceed rationally that we know the facts in this regard;for the direction of progress is dependent upon this relation of magnitude and efficiency. If it is true that a great number of industrialorganizations have already attained a magnitude greater than that whichgives the highest efficiency; then the method of disintegrating them isthe correct one to adopt. On the other hand if it proves true that comparatively few organizations have passed that point; then the solutionis along different lines, viz. — a fair distribution of the profits betweenthe producer, the consumer, and the capitalist who is in charge of abusiness.It is necessary at this point to consider, very briefly, the laws relatingto concentration of industry. In England in the Middle Ages both4 THE UNIVERSITY RECORDstatute and common law were very strict against contracts and combinations in restraint of trade. However, it was found that theserestrictions instead of benefiting the people worked against them. Allof them were swept away by an act of Parliament in 1844. In England, at that time, it was definitely determined that there should befreedom in trade — freedom to combine as well as freedom to compete,with the restriction, however, that no combination or contract shouldbe immoral, against public policy, or a monopoly. Even general contracts and combinations in restraint of trade, indefinite in territory andunlimited in time, have been held to be legal.In the United States our laws went through a similar development.In the early colonial days there were very strict laws against all kindsof combinations. Indeed the regulations went so far in some cases as tofix prices, but trade was hampered by these laws. Gradually, underthe pressure of necessity, the decisions of the courts became more andmore liberal until the situation was analogous to that in England.Practically all contracts and combinations in restraint of trade werelegal, provided they were not unlimited in time, nor coextensive inarea with the United States. Indeed some contracts were held to belegal which included all the states and territories, except Arizona andNew Mexico. Arizona and New Mexico at that time had practicallyno population, and this exception was to avoid universality and thusescape the ban of the common law.But in 1890 there was introduced a new era in this country by theSherman act. Under that act every contract or combination in theform of a trust or otherwise or conspiracy in restraint of trade or commerce was declared to be illegal. Within ten years after the enactmentof the Sherman act more than thirty states passed anti-trust laws, containing the same principles as those of the Sherman act, and some of themeven more drastic in their terms. Thus at one stroke the states and thenation went back to the principles which obtained in England in theMiddle Ages with respect to contracts and combinations in restraintof trade.The earlier cases under the Sherman act when they carried contracts in restraint of trade were somewhat severely handled. It washeld that almost any kind of contract which in any wTay restrained tradewas under the ban of the law. In regard to combinations, this tendencywas not so marked. With the modern tendency toward aggregation andconcentration, it soon became manifest that decisions against all combinations would prevent the development of commerce and industry in thisTHE FEDERAL ANTI-TRUST LEGISLATION 5country; and when there came before the United States Supreme Courtthe great cases, such as the Standard Oil, the Tobacco, and others of thatclass, a new interpretation was given to this statute. It was held thatthe restraint of trade meant by the Sherman act was unreasonablerestraint of trade. In other words, by judicial interpretation we begana second cycle of development, precisely as we had passed through thefirst cycle of development in England and in this country. One cycleof development has been sufficient for all the European countries. Wehave thus far gone through two cycles. At the present time it *"s proposed by many that a third cycle be introduced; that a law shall bepassed so as to nullify the decisions of the Supreme Court and reallysecure a situation where all contracts and all combinations in restraintof trade shall be illegal.In discussing the Sherman act it is necessary to consider the extentto which combination exists in this country. It is often supposedthat there are relatively few combinations which are in restraint oftrade and that if the courts could only get hold of those few organizations and destroy them, we should have the situation which wasintended when that statute was passed; but I say to you that thereis combination for every standard product; and this is true from thegreat commercial centers like Chicago to the country crossroads. Doesit make any difference here in Chicago from which of the companiesyou buy ice, or anthracite, the antithesis of ice ? It does not make anydifference at the country crossroads either. The price is the same, ateach locality, for every standard article. Combination is not sporadicor exceptional, but is a universal phenomenon in this twentieth century.The explanation of this is easy. It is the inevitable consequence ofthe development of cheap and rapid transportation and instantaneouscommunication. When transportation was difficult and expensive andwhen communication was slow and uncertain each small communitymight be self-sufficing, or nearly so; each industry was built up at manycenters. But the moment transportation became so cheap that goodscould be carried at a cost of less than one cent a ton-mile, and verymuch less than that for many commodities, such as iron ore and coal,and when communication became instantaneous, a situation arose sonew in commerce and industry that the old ideas of regulation throughfree competition became inadequate.It used to be the case that contracts for combination were writtenout and put in safes. This proved to be unsafe; and the method now isvery different. The telephone is used; and there is no record. Or a6 THE UNIVERSITY RECORDfew men meet to talk over the situation in trade for a definite line. Aconsensus of opinion develops; and finally one man gets up and says:"I don't know what you are going to do; but I intend to do so and so."The meeting breaks up and they all go and do likewise.The former Attorney-General, Mr. Wickersham, said that thetendency toward competition is so great that if we can break up the largeorganizations into small units of not to exceed 5 or 10 or 20 per cent, ofa business; then competition would be restored. I tell you, ladies andgentlemen, the tendency for co-operation in this twentieth century isso much stronger than the tendency for competition that competitionwill never be restored in the old sense of being a force adequate to controlprices and adequate to control quality. This is readily proved by thesituation which exists in many industries. One could scarcely thinkof an industry which would be more difficult for combination to exist inthan raising cranberries. For the most part farmers grow cranberries onsmall lots of one or five or ten acres — seldom more — although thereare some few corporations that have a larger acreage. Now it sohappens that cranberries are raised on those small lots, in the stateof Wisconsin, which I believe is the state of that supposed radical,Senator LaFollette; they are raised in the state of Massachusetts,which reports say is the state of the conservative Senator Lodge; andthey are raised in the state of New Jersey, from which state it is saidthe Democratic President of the United States came. Therefore thecranberries are widely dispersed, so far as the owners are concerned;and yet 90 per cent, of the cranberries are sold through one agency atHudson Street, New York.As combination exists for cranberries, so it does for every otherstandard article. Therefore it is not enough to handle these cases bysporadic prosecution in court. We have a universal phenomenon todeal with, affecting business men in every line of industry. EdmundBurke said more than a century ago: "I know no method of drawingup an indictment against an whole people." And that is preciselythe situation that we have in this country at the present time in regardto the concentration of industry. Action must be taken beyond theattempt to restore competition which, alone, is certain to be whollyinadequate.Under the Sherman Anti-trust act, various corporations have beendissolved or disintegrated; great joy has been expressed in the papersat the dissolution of this or that organization; and administrationsTHE FEDERAL ANTI-TRUST LEGISLATION 7representing both Democratic and Republican parties have spoken withpride of the success which the department under the Attorney-Generalhas had in destroying the trusts. Have any of you heard of an attemptto ascertain the effects of such disintegration ? If I were the owner ofsome of the stock of the corporations which have been disintegrated;and I had foreseen what was to be the effect upon the price of the stock,I might possibly understand the advantage of the disintegration; butwhen I merely want to buy an occasional gallon of oil or a little tobaccoor what not — the product of these companies — and I find I must pay ahigher price for oil and for gasoline, and at least the same price fortobacco, and similarly for other standard articles, I don't see just what Igain. I have not yet known of any claim that the price of any standardcommodity has been reduced because of the destruction of any of thesegreat organizations. Indeed, so far as we can get at the figures, up tothe time of the great European war, the effect was to enhance pricesfor the commodies of each of these great corporations; I say up to thebeginning of the war, because at that time, there were introduced suchextraordinary factors as to make valueless any comparisons.If it is true that it is not advantageous to destroy the great industrialcorporations, it is still more true of organizations such as public utilities.Great joy was expressed by the government at the agreement of theAmerican Telephone and Telegraph Company and the Western UnionTelegraph Company to separate. It so happened that shortly after, acommittee of the Post-Office Department at Washington reported thatit was advantageous for the government to acquire both of these companies and establish a monopoly in this country for the telephone andtelegraphy business, because of the increased efficiency and economy ofoperation that would follow the co-operation between the two. Onepair of telephone lines, when being used for talking, can carry four telegraph messages. Why should we have two sets of poles and wires,when, for a large part of the country, the telephone wires will do thetelegraph business of the country ? Why should it be necessary to haveseparate offices when frequently one office will serve for both ? Whyshould we compel this country to pay interest upon the capitalization ofindependent companies when vast economies could be secured by theconsolidation of the telephone and telegraph business ? If the combinedtelephone and telegraph companies are charging too high rates the remedyis simple. Under our public utility laws they may be lowered, providedthat investigation discloses that the charges are excessive; and this isthe line of progress for public utilities rather than that of disintegration.8 THE UNIVERSITY RECORDDoes anyone suppose it would be an advantage for the great systemsof railroads, the Pennsylvania, the Baltimore and Ohio, the New YorkCentral, the Chicago and North Western, the Burlington, and the othergreat roads that center here in Chicago, to be subdivided each into theten or twenty or thirty units which originally composed them ? Thereis no question that their consolidation was of enormous advantage to thebusiness of the country: advantage in efficiency, advantage in quicknessof work, not to mention lower rates. Therefore, when it is announcedwith glee that some great organization has been destroyed under theSherman act, let us ask where we come in before we join in the mirth.The solution which I shall advocate for the existing situation is notdisintegration; nor is it monopoly — the two solutions which have beenheld to be antithetical of each other, and one of them necessary. Myproposal is neither regulated competition nor regulated monopoly; butthe retention of the prohibition of monopoly, with permission forco-operation and regulation of co-operation. It is clear that if we doaccept the alternative that these great organizations are to be free tounite, if they are to be free to co-operate so that they can control themarket; then there must be regulation to protect the public.I believe it to be a true alternative that, either disintegration of thegreat organizations must continue, or that large business must agree tosubmit to proper, adequate regulation.Having reached this point of view some three years ago I advocatedthe doctrine that there should be a Federal Trade Commission and StateTrade Commissions which should have substantially the same relationsto the great industrial corporations that the Interstate CommerceCommission and the State Commerce Commissions have in regard topublic utilities. There is no question about the constitutionality ofsuch a law. The only difference in this regard between the United StatesSteel Corporation and the Pennsylvania Railroad is that one has beendeclared to be a public utility and the other has not. When thereexists a great organization which controls a large percentage of the ironore of the United States, which controls a considerable percentage ofthe coal lands, which produces one-half of the output of a great fundamental product like iron and steel, that business has become so largeas to be vested with a public interest. The decisions of the courtsshow beyond question that when any business has become vested witha public interest it is subject to regulation precisely as are now thepublic utilities.THE FEDERAL ANTI-TRUST LEGISLATION 9The radical proposal of three years ago has now become the law,so rapidly has sentiment developed in regard to it. During the politicalcampaign of two years ago the two great historical parties wouldhave nothing to do with this proposal. It was declared to be veryobjectionable. Some of the campaign orators said it was socialistic.But when the trust problem came up in Congress at the last session,so rapidly had public sentiment developed, that a trade commissionbill was passed with the nearly unanimous vote of both the greatparties. The new trade commission will have a large part of thepowers that it should have. Indeed, in this respect the trade commission act is much farther advanced than was the first act which controlled public utilities. The Federal Trade Commission is composedof five members. The act contains, as one of its first clauses, the generalprinciple that unfair methods of competition in commerce are unlawful.In other words, it puts into law one of the fundamental premises mentioned at the opening of the address. The commission is authorizedto investigate regarding unfair methods of competition; and, if suchmethods are found to exist, the commission has authority to orderthe corporation to desist from them. The corporation must obey thecommand or else the commission may take the case to the courts. Thecommission has extensive powers of investigation regarding corporationswith relation to violations of the Anti-trust act. Upon its own initiativethe commission may investigate in regard to the manner in whichdecrees against corporations found guilty of violating the Anti-trustact are carried out; and suits must be instituted at request to theAttorney-General of the United States. The commission may makerecommendations to the Attorney-General for the readjustment ofbusiness which is found to be acting contrary to law.This act thus goes very far toward providing adequate control ofthe great corporations. However, it still lacks one feature which wasurgently put before the committees of Congress, but which was notadopted. This commission, it seems to me, should have power to advisecorporations regarding the legality of existing practices. No one knewwhen the Sherman Anti-trust law was passed how it would be interpreted by the courts. No one could have supposed ten years ago thatit would be decided that "every contract and combination in restraintof trade" meant only unreasonable contracts and combinations inrestraint of trade. Business men do not now know how far combinationmay go and not be in violation of the Sherman act. And especially isthis true of contracts in restraint of trade. To carry cases through theIO THE UNIVERSITY RECORDcourts requires a vast sum of money, and one, two, three, five years intime. If a corporation desires to know whether a practice in which itis engaged is in accordance with the law and it could take that caseto the commission for advice; then the corporation would feel relativelysafe in its course of action if such practice were approved, especiallyif there were contained in the law the provision that the order of thecommission is prima facie evidence of the lawfulness of the practice untilsuch time as the practice has been shown to be illegal.But perhaps it was too much to expect that the Federal Trade Commission should have all the powers that are necessary at the outset. Asthe commission's work develops, and as the experience of the countryshows the necessity, probably similar changes in the power of thecommission will take place that have taken place with the InterstateCommerce Commission; and the Trade Commission will be given adequate powers to regulate industry. When this situation arrives, it willbe possible for the co-operation warranted by law to be engaged in bythe business men of the country without fear or prosecution.At the last session of Congress was also passed one other trust bill,the so-called Clayton act, and this bill, supposed to be supplementary tothe Sherman act, has introduced an entirely new principle into anti-trustlegislation. Among others this law has the following prohibitions: tocontrol the sale or resale prices, rebates, or discounts, where the effectof such sale or contract for sale, or such agreement or understanding,may be substantially to lessen competition or to create a monopoly inany line of commerce. Again, no corporation is permitted to acquirethe stock of another corporation where the effect of such acquisition maybe the substantial lessening of competition between the corporations.When two grocers out of two or three at the country corners unite,that union does substantially lessen competition. This act, however, likethe original Sherman act, will not be interpreted by the courts for a longtime. But in the meantime the business men of the country have nomeans of knowing how it will be interpreted. If it is strictly interpreted,it puts new bonds upon business — bonds perhaps more severe than thoseof the Sherman act. In the recent steamship pool case tried beforethe Federal District Court of New York, it was shown that this combination engaged in ocean traffic combined to ^x prices, combined tocontrol trade, and did in various ways unite in various contracts andcombinations. But the New York court inquired into the conditionsof ocean traffic, and reached the conclusion that the contracts andTHE FEDERAL ANTI-TRUST LEGISLATION IIrelations which exist in that steamship pool are not disadvantageousto the public welfare; and it therefore held that combination lawfulunder the Sherman act. There is little doubt that if that court wereto pass upon this case under the Clayton law, it would be held unlawful;for there is no doubt that competition has not only been substantiallylessened but practically eliminated by this steamship pool.Therefore the business men of the country are confronted with a newsituation, which may be an important disturbing feature for years tocome. It seems to me that there was no warrant whatever for introducing this new and radical principle into the law, which so far as I knowhas no precedent either in Europe or America. As I have indicatedthere have been rigid laws against restraint of trade. Every contractand every combination in restraint of trade has been prohibited. Iknow of no law which has prohibited combinations which resulted insubstantially lessening competition. Therefore the same Congressthat passed this Trade Commission bill, a bill which seems to me highlymeritorious, also passed a law which it seems to me is very dangerous.I shall not attempt to predict, because no one who has followed thedecisions of the courts would have the courage to indicate how thisdifficulty will be met. Had anyone said a few years ago that "everycontract and combination in restraint of trade" meant only unreasonable combinations and contracts in restraint of trade, it would havebeen regarded as a hazardous forecast; and it may be the ingenuity ofthe courts will find some way to handle this difficulty; but being aplain scientific man, accustomed to the use of words with their commonsignificance, I do not see how they are to find their way out.In lieu of the Clayton bill, it seems to me the Sherman act shouldhave been amended along another line; and had this line been taken inconnection with the Trade Commission bill, I believe we should havegone a long way toward solving the problem of the concentration ofindustry. An amendment to the Sherman act should define what isreasonable and what is unreasonable restraint of trade. We have thebroad principle laid down by the court that reasonable restraint oftrade is permitted. We have no principle laid down by the court bywhich we may decide whether a restraint of trade is reasonable orunreasonable. Therefore in lieu of the Clayton bill I would haveproposed — indeed I did propose — that the Sherman act be amended,by the addition of this simple clause to section i: "The restraint oftrade or commerce meant by this section is that restraint of trade which12 THE UNIVERSITY RECORDis detrimental to the public welfare; and the presumption is that anyrestraint of trade is thus detrimental."This proposal is not a theoretical one which has not been tested inpractice. Its essence is contained in the Australian Anti-trust law,one of the most successful of anti-trust laws in a very progressivecountry. The Australian Anti-trust law embodies a series of prohibitions of the most rigid character against combinations and contracts inrestraint of trade; but the law adds the provision that it will be a defensein the case of any of the things prohibited that the matter or thingalleged to have been done in restraint of, or with the intent to restrain,trade or commerce is not to the detriment of the public. This principleis also in complete accord with the recent decision of Lord Haldane inthe case of the salt combination in England. In regard to this combination it was shown that it extended very far; indeed the trade waslargely controlled. But the practices of the combination were inquiredinto; and it was found that these practices were fair; it was found thatthe prices charged were reasonable; and Lord Haldane said that whetheror not a combination should be destroyed depended upon whether it wasto the benefit of the public.Thus we have in support of the principle advocated, not only thedecision of the Lord High Chancellor of England, but we have the precedent of the Australian law. I read my proposed amendment again:"The restraint of trade or commerce meant by this section is thatrestraint of trade which is detrimental to the public welfare; and thepresumption is that any restraint of trade is thus detrimental." Thatlast clause is added in order that any combination which in any wayrestrains trade shall have the burden of proof resting upon it. If thatwere the situation no corporation could engage in restraint of trade tothe detriment of the public. It would be necessary in each case to prove,when challenged, that the particular restraint of trade in that individualcase is not detrimental to the public welfare.Does anyone seriously propose to prohibit combination which is tothe benefit of the public ? Or suppose that it is advisable to do morethan prohibit combination which is to the detriment of the public?If these principles be agreed to, the line of progress is clear. Under theconditions which would exist if the Clayton bill were repealed and thisamendment passed, it would be possible for merchants and manufacturers to engage in all combinations and contracts which were notdetrimental to the public welfare. The farmers now hampered andrestricted by the anti-trust laws could go forward with their co-operativemovement. The laborers could combine in any way or take any actionTHE FEDERAL ANTI-TRUST LEGISLATION 13for their mutual protection which is not detrimental to the public welfare. It would not be necessary to pass special legislation in theirfavor, nor to make exemptions in an appropriation bill, such as weremade in the last two congresses, providing that none of the moneythus appropriated should be used to prosecute labor organizations.I regard that legislation as one of the most immoral acts ever passed byCongress, because it defeats by indirection the Sherman act. It is insubstance class legislation. In this country we should have one law forall, broad principles which will apply alike to the laborer, the employer,the farmer, giving reasonable freedom to all, and having that freedomunder regulation so that all may be protected.To you, students of the University of Chicago, who are todayreceiving your degrees, I bring this somewhat dry subject because it isone which is fundamental in this country. Of all of the complex economic questions which have come before this nation under the new conditions of the twentieth century, this of combination is the greatest andmost pervasive. If we can succeed in getting a wise solution, themarvelous progress of the last half of the nineteenth century will becontinued through the twentieth. However, to have sound ideasaccepted by the public will require a great campaign of education; andnecessarily this campaign of education must be carried on by the youngmen, by the thoroughly trained men, by the college and university menof the country.In the past the trust question has been discussed too frequentlyunder the influence of passion, or of appeal to party, or to class, orto section; and it is but just to say that too often the business men ofthe country have been to blame for the situation. They have to agreater or less extent indulge^ in unfair practices, and in consequenceof this the people have struck blindly without realizing the effect oftheir blow. It is incumbent upon the business men on the one side todesist from unfair practices, to carry on their manufacturing and commerce in the future from the point of view that the laborers in the millsand on the railroads and the public are partners with them in their greatenterprises; and on the other hand it is incumbent upon the educatedmen of the country to carry on a campaign of education until the greatquestion of concentration of industry is wisely solved for the advancement of the nation.If this be accomplished the nation will make more rapid progressin the future than in the past, and industrial strife will give way topeace. I ask your co-operation in this work.THE PRESIDENT'S QUARTERLYSTATEMENT ON THE CONDITIONOF THE UNIVERSITYTHE CHINA MEDICAL COMMISSION OF THE ROCKEFELLERFOUNDATIONDuring seven months, from the middle of March to the middle ofOctober, the President of the University was on leave of absence bycourtesy of the Board of Trustees, engaged in an investigation of public-health and medical institutions in China under the auspices of theRockefeller Foundation. The work of the China Medical Commission,of which the President of the University had the honor to be chairman,was most interesting and is leading, it is believed, to important results.The need on these lines in China is something beyond the power ofwords to portray accurately, and probably nowhere in the world canso much be done to advantage for humanity. I take this occasion totender my warm expressions of appreciation to the Board of Trusteesfor the generosity with which they permitted the leave of absence inquestion, and at the same time my sincere thanks for the faithful andefficient work done by Dean J. R. Angell, who was Acting Presidentduring my absence. It has always been the policy of the University torender such service of public character as might be consistent with theefficient conduct of the work in the quadrangles, and it is my belief thatin the present instance the service which the University was able torender will be far-reaching in its beneficial results.AFFILIATION BETWEEN THE UNIVERSITY AND THE CHICAGOTHEOLOGICAL SEMINARYA' very interesting event during the quarter just closing is the completion of a transaction begun in the Spring Quarter whereby the ChicagoTheological Seminary transfers its work from the West Side to thevicinity of the University quadrangles and enters into a relation ofaffiliation with the University. The Seminary retains its autonomy.At the same time it will work in close co-operation with the facultyof the University Divinity School. Students of the two schools willhave reciprocal advantages. The work of the Seminary will be con-14THE PRESIDENTS QUARTERLY STATEMENT 15ducted for the present in the buildings of the University. The University Library will house its large and interesting collection of books,and the two faculties will interchange in their instruction.The University welcomes the Chicago Theological Seminary to itsfellowship and feels that the accession of its able faculty and its bodyof students will be a distinct advantage to the work of our own DivinitySchool. At the same time the action of the Board of Trustees of theSeminary is in accordance with the wisest policy of theological schoolsin recent times. The day of the isolated theological seminary is past.The spirit and life of a university are necessary for the proper trainingof those who are to be Christian pastors. We believe, therefore, thatthe advantage in this case will be mutual, and sincerely trust that ourfriends of the Congregational churches will find their TheologicalSeminary inspired with fresh life from its new relations and increasedresources.A PROFESSOR FROM THE UNIVERSITY OF LOUVAINThe distressing circumstances at present prevailing in Belgium havemade the work of institutions of learning in that country impracticable.The University of Louvain, with its main building destroyed, its facultyand students scattered, nevertheless is trying to carry on its work underother conditions. Many of the faculty have been guests of the facultyof the University of Oxford. By authority of the Board of Trustees anoffer was extended to one of these professors to take up his residenceduring the Winter and Spring quarters next ensuing at the University ofChicago and to give instruction in the line of his department. Inaccordance with this invitation Professor L. Van der Essen, of theDepartment of History of the University of Louvain, will arrive inChicago at about the New Year and will give instruction during theensuing two quarters on the history of Belgium. I am sure that he willbe welcomed by all members of the University.THE DAVID BLAIR MCLAUGHLIN PRIZE IN ENGLISH COMPOSITIONDuring the summer just past the family of one of our colleagues metwith a distressing loss in the death by accident of a son, David BlairMcLaughlin, a student in the Colleges of the University. He was ayoung man of rare promise and character. To commemorate his nameby giving an impetus especially to the line of scholarship in which hisespecial interests lay his parents have placed in the hands of the Boardof Trustees the sum of $1,000 as the principal sum of a foundation, thei6 THE UNIVERSITY RECORDinterest of which sum is to be used in awarding an annual prize forexcellence in the work of the writing of English prose. The conditionsof the award have been made in such form as to be satisfactory mutuallyto the Department of English and to the donors. In accepting this giftthe Board of Trustees confidently believes that it will be the means ofconnecting the name of the young man who is gone with some of thebest work of the Department of English through many generations yetto come, and the Trustees tender sincere thanks and appreciation toProfessor and Mrs. McLaughlin.THE CHARLES R. CRANE RUSSIAN FOUNDATIONAn interesting gift in the Autumn Quarter was that of Mr. CharlesR. Crane, of Chicago, for establishing and maintaining for a term of yearsthe work of instruction in the Russian language, literature, and institutions. On the basis of this gift Mr. Samuel N. Harper has beenappointed to an assistant professorship in Russian and will begin thework of instruction at the opening of the Winter Quarter. Arrangements will be made later for occasional lectures by eminent specialistson the subject of Russia, and generous provision has been made for thepurchase of books and periodicals. The University extends cordialthanks to Mr. Crane for the generosity which makes this addition tothe work of the University possible.STATUS OF THE NEW BUILDINGSThe several buildings which are under process of construction atthe present time are the Howard Taylor Ricketts Laboratory, theClassics Building, the Julius Rosenwald Hall, and the Ida Noyes Hall.The Ricketts Laboratory, erected just north of the PsychologyLaboratory on Ellis Avenue, will be devoted to the Departments ofPathology and of Hygiene and Bacteriology. The building, which isnow completed, will be occupied at the opening of the Winter Quarter.The total cost is $56,000, and as it has been constructed under theconstant advice of the members of the departments concerned it will bea very useful laboratory. It will not merely be a large addition to theresources of the departments concerned, but the transfer of these departments from the Hull Laboratories will afford welcome relief, especiallyto the Departments of Zoology and Anatomy. The name of the newbuilding has been selected by the Board of Trustees to commemorate oneof the brilliant young members of our own staff, who met an untimelyTHE PRESIDENT'S QUARTERLY STATEMENT 17W pq< "OO Ti8 THE UNIVERSITY RECORDTHE PRESIDENT'S QUARTERLY STATEMENT 1920 THE UNIVERSITY RECORDTHE PRESIDENTS QUARTERLY STATEMENT 21death in Mexico in 1910 while engaged in a very important research onthe subject of typhus fever.The Classics Building is under roof and the work is proceedingrapidly on the interior. It is hoped that this building will be ready foroccupancy in the next Spring Quarter. Details as to construction andcost will be given at the next Convocation.The Julius Rosenwald Hall, for the Departments of Geology andGeography, is practically completed and will be occupied in the WinterQuarter by these departments. This building, made possible by thegift of $250,000 by Mr. Julius Rosenwald of our Board of Trustees, willadmirably meet one of the most pressing needs of the University at thepresent time. The departments in question have been greatly crampedin their quarters in the Walker Museum and will find commodious roomsfor their various activities in the new building, and at the same time willrelease the Walker Museum for the primary purpose for which it wasoriginally erected. The dedication of the Rosenwald Hall may beexpected as a part of the exercises of the Convocation in March, 191 5.For the Ida Noyes Hall ground was broken on the Midway frontbetween Woodlawn and Kimbark avenues in November, and the workis proceeding rapidly. The contracts call for the completion of thefoundation ready for the cut-stone work by the 15th of January next, forthe completion of the cut-stone work by the 15th of July next, and forthe completion of the entire structure by the 15th of January, 1916.This building, or rather group of buildings, as it comprises the functionsperformed for the men by the Bartlett Gymnasium, the Reynolds Club,and the Hutchinson Commons, will be one of the most comprehensiveand beautiful features in the quadrangles. The service it will rendercannot fail to be of enormous value to the life of the women of the University, and I speak moderately in saying that they are looking forwardwith profound interest to the work which will cover the year justapproaching. The generous gift of Mr. La Verne Noyes in memory ofhis wife has already made many happy hearts in the University andwill make many more in the years to come.THE CLASS-OF-1914 GIFTAt the meeting of the Board of Trustees held October 20, 1914, thegift of the Class of 1914 was formally accepted. This gift amounts to$500 and may be increased. It was given to "perpetuate in materialform the experience and opportunity of a collegiate education and thepleasant memories and associations of our four years at the University22 THE UNIVERSITY RECORDof Chicago, and believing that our appreciation and sympathy to thoseends may be best expressed in a memorial which will enable others whofollow to partake of a like opportunity." The gift is to be administeredas a loan fund. Money will be loaned in small amounts to deservingstudents in the undergraduate departments "who are dependent on theirown resources in securing an education." The designations of thebeneficiaries of this fund are to be made by the Dean of the Faculties ofthe University and a member of the class of 1914 residing in Chicago.A NEW TRUSTEEAt a meeting of the Board of Trustees held October 27, 1914, avacancy caused by the resignation of Mr. Frederic A. Delano, owingto his appointment to the Federal Reserve Board at Washington, wasfilled by the election of Mr. Harold H. Swift, a graduate of the Collegesof the University in the class of 1907. Mr. Swift is the first of the alumniof the new University to be elected to the Board of Trustees. The oldUniversity has been represented in the Board from the beginning, thepresent members being Judge Frederick A. Smith of the class of 1866and Mr. Eli B. Felsenthal of the class of 1878. The choice of Mr. Swiftis an action of the Board of Trustees very interesting to the alumni, and,for that matter, to all friends of the University. It may be added thathe was chosen not merely because he was a graduate of the Universitybut also for his own especial personal fitness.THE BOARD OF TRUSTEESBy J. SPENCER DICKERSON, SecretaryAPPOINTMENTSO. F. Hedenburg, Research Instructor in the Department of Chemistry, from October i, 1914.Harold G. Moulton, promoted to be Assistant Professor in theDepartment of Political Economy, from October 1, 1914.Richard Oflner, Instructor in the History of Art, from January 1,1915.Frank C. Becht, Assistant Professor in the Department of Physiology, from January 1, 1915.Samuel Northrup Harper, Assistant Professor of the Russian Language and Institutions, from January 1, 1915. In this connectionfunds have been provided for public lectures on Russian or other Slavichistory and institutions and for the purchase of books and periodicalsrelating to these subjects.The Board of Trustees has voted to appoint a member of the University of Louvain, Belgium, to give instruction in the Universityduring the Winter and Spring quarters. President Judson has madearrangements by which Professor L. Van der Essen of Louvain willteach in the Department of History.RESIGNATIONSThe Board of Trustees has accepted the resignations of the following:Frederic B. Garver, Instructor in Political Economy.R. Myron Strong, Instructor in Zoology.Annette Butler, Teacher in the Elementary School, School of Education.Harvey N. Sollenberger, Instructor in Physical Education, School of Education.Katherine M. Slaught, Instructor in French, School of Education.Mary M. Jones, Instructor in Home Economics, College of Education.LEAVE OF ABSENCEThe Board of Trustees has granted leave of absence to:Franck Schoell, Instructor in the Department of Romance, at present with hisregiment in France.2324 THE UNIVERSITY RECORDTHE CLASS-OF-1914 GIFTAt the meeting of the Board of Trustees held October 20, 1914, thegift of the Class of 19 14 was formally accepted. This gift amounts to$500 and may be increased. It was given to "perpetuate in materialform the experience and opportunity of a collegiate education and thepleasant memories and associations of our four years at the Universityof Chicago, and believing that our appreciation and sympathy to thoseends may best be expressed in a memorial which will enable others whofollow to partake of a like opportunity." The gift is to be administeredas a loan fund. Money will be loaned in small amounts to deservingstudents in the undergraduate departments "who are dependent ontheir own resources in securing an education." The designations of thebeneficiaries of this fund are to be made by the Dean of the Facultiesof the University and a member of the Class of 1914 residing in Chicago.A NEW TRUSTEEAt the meeting of the Board of Trustees held October 27, 1914,Mr. Harold H. Swift was elected as trustee as successor to Mr. FredericA. Delano, resigned.RICKETTS LABORATORYThe Board of Trustees has voted to name the new Laboratory forthe Department of Bacteriology and Pathology, "The Howard TaylorRicketts Laboratory" in honor of the late Assistant Professor ofPathology. The memorial tablet to be placed in the new building willbear the following dedication:In Memory ofHOWARD TAYLOR RICKETTS1871 - IQIOAssistant Professor of Pathologyin THEUniversity of Chicagowhose career, marked by enthusiasmAND RARE ABILITY IN MEDICAL RESEARCH,WAS CUT SHORT BY TYPHUS FEVER CONTRACTED DURING HIS INVESTIGATION OFTHAT DISEASE IN THE CITY OF MEXICO.STAGG FIELDThe Board of Trustees at its meeting held October 27, 1914, votedto change the name of the Athletic Field to Stagg Field in recognitionof Amos Alonzo Stagg, Professor and Director of the Departmentof Physical Culture.THE BOARD OF TRUSTEES 25CHICAGO THEOLOGICAL SEMINARYThe Board of Trustees at the meeting held December 15, 1914,adopted a "Memorandum of Agreement between Affiliated TheologicalSeminaries and the University of Chicago" which sets forth the termsupon which theological seminaries may be allied with the University.On the basis of this agreement the Board of Trustees authorized theaffiliation of the Chicago Theological Seminary (Congregational) withthe University. The Board of Directors of the Chicago TheologicalSeminary has authorized the removal of the Seminary to the neighborhood of the University campus and its affiliation with the University.IDA NOYES HALLContracts were let in December for the construction of Ida NoyesHall, the new building which is to provide the facilities of a clubhouse,an assembly hall, a gymnasium, and dining commons for women students.It has been made possible by the generous gift of Mr. La Verne Noyesand is to be a memorial of his wife. The building, which is to havea frontage of 240 feet, is to face the Midway Plaisance and to be placedbetween Woodlawn and Kimbark avenues. The cost of the buildingis estimated at $475,000.DAVID BLAIR MCLAUGHLIN PRIZEAt the meeting of the Board held December 15, 1914, the offer ofProfessor A. C. McLaughlin, of the Department of History, to create bythe gift of $1,000 the David Blair McLaughlin Prize was accepted.The income from the gift is to be used as a prize to be "awardedannually to a student having credit for more than two years of collegework, who has shown special skill and sense of form in the writing ofEnglish prose."THE CURRICULUMEXCERPTS FROM A REPORT TO THE PRESIDENT BY THE DEAN OF THE FACULTIESOF ARTS, LITERATURE, AND SCIENCE1ICONTEMPORARY IDEALS OF THE AMERICAN COLLEGETwo marked tendencies of somewhat divergent character are discernible in the contemporary development of the American college.On the one hand is the disposition to make the college stand out sharplyagainst the professional school, to make it the embodiment of so-called"liberal" education, shunning every overt evidence of immediate utilityin the training which it offers. Over against this conception, whichfinds its most typical representatives in the older New England colleges,stands the movement to incorporate into the college a moderate amountof work explicitly preliminary to the professional interests — includingin the term "professional" such fields as those of commerce and industry.This tendency perhaps finds its most extreme embodiment in the collegedivisions of some of the state universities. But in varying degree it hasmade its way into many of the leading universities of all kinds throughout the country. It will repay us to examine briefly certain of thefeatures of these dual tendencies.There can be no doubt that the defenders of the "liberal-culture"type of college have in mind a positive and explicit program to beexecuted in accordance with a specific ideal of collegiate education.When, however, we scrutinize the actual materials offered to studentsin carrying out this program, we find it differs from that offered by colleges organized on the other principle chiefly in the absence of certainkinds of subject-matter. The college of the more utilitarian typeoffers more kinds of material and organizes these materials in a somewhat different fashion. So far, then, as concerns its educational subject-matter, the liberal college is defined, in comparison with the otherxThe first two sections of this report were presented in 1913, but are now published for the first time. The subsequent section deals with legislation enacted bythe Faculty of Arts, Literature, and Science in 1914.26THE CURRICULUM 27variety of institution, negatively, not positively — it omits much whichthe other includes. The different spirit in which the two sorts of institution do their work is of course still to be reckoned with. It may involvemuch or little.To be more specific, the two groups of institutions offer in commonwork in the ancient and modern languages, in philosophy, mathematics,economics, and political science, in physics, chemistry, biology, and theearth sciences. In general there is a tendency in the liberal college toemphasize the humanities, and perhaps a corresponding tendency in theother type of college to emphasize somewhat more actively the naturalsciences. But the more radical divergence occurs at the point wherecourses specifically preparatory for law, medicine, or divinity, forexample, begin to make their appearance. Much of comparativeanatomy may find place in a course on general zoology without elicitingserious objection from the liberal-culturist. But a course on humananatomy designed to be of use for a student looking toward a coursein medicine is likely to occasion severe protest. Moreover, if it isbrought into context with courses in physiology, physics, and chemistry,the damage is viewed as irreparable. Liberal culture has been sold outto a shallow and premature utilitarianism! Hebrew, though notcommonly taught in colleges of the liberal-culture type, might presentperhaps as genuine a claim as Italian or Spanish. But if it appears aspreliminary to a theological career, it suffers the taint of practicalutility. Constitutional history is sometimes taught in colleges notconnected with a law school and when so offered is not considered devoidof cultural value. But if offered in a group of related subjects likeeconomic history and political science, and with special intent to furnisha satisfactory introduction to a law-school course, it becomes immediatelytaboo for the "liberal" college.It is the writer's belief, based upon an extended study of collegecatalogues, that a dispassionate survey of the materials actually availablefor college work and at present incorporated in the curricula of thecolleges of the two kinds under consideration will indicate that verylittle material now employed in any college of high grade could beexcluded from the liberal college on the sole ground of intrinsic unfitness.The crux of the issue is really to be found in the organizing of a groupof materials propaedeutic to a specific practical aim and in the injectioninto the mind of the student of ideals and purposes of a professionalcharacter as contrasted with those of an intellectually more disinterestedvariety.28 THE UNIVERSITY RECORDThe advocates of the exclusively liberal-culture ideal have commonlybased their case on two main considerations. On the one hand, theyurge that professional aims are per se narrow and somewhat selfish andthat they ought not to be allowed to intrude themselves until the mindhas been enriched to the fullest extent with nobler and more generousideals. On the other hand, they maintain that professional work isbetter done when superposed on the broader foundations of four fullyears of non-professional training. We have seen that so far as concernsthe material of study the actual practice of institutions nominallypursuing the two different directions does not greatly vary. Theirideals and aims vary radically and we may be sure that the actualacademic atmosphere of the two are disparate. When we face the question whether a professional and business career is pursued to greateradvantage if based upon four years of college work wholly free of reference to any subsequent calling, we come upon divided opinion amongexperts. Indeed, in this connection, the value of any college traininghas been much questioned.In point of fact the most common practice among colleges whichencourage work of a pre-professional type is to permit the student toenter upon such specialization sometime during the second or thirdyear of his collegiate residence, reserving the first year or two for thework nominally of a more liberal character. The actual issue amongour protagonists accordingly affects the last year or two of the ordinarycollege course and not the entire four years. And even here we mustagain remember that the issue concerns specific topics less than it doesthe grouping together of a series of such topics with explicitly professional aim.It is commonly asserted and probably generally believed that professional work of a higher grade can be done with the graduates of afour-year college course than with these same men taken two yearsearlier. If the two final years of college work have not been whollywasted, this conclusion ought not to be open to serious challenge. Butthe comparison in the form in which it is usually made is somewhatfallacious. The graduate of a combined six-year law and arts course,or medicine and science course, ought not to be compared at the momentof graduation with the man who has put four years of professional training on top of a four years' college course. The men should be comparedage for age. Is the first man, after two years of practice of his profession,ahead of, or behind, the new graduate of the eight years' course ? Andwhat of the conditions when the first man has been out of the professionalTHE CURRICULUM 29school ten years and the second man eight? Which type of man"arrives" most promptly, judged by age, and which man goes farthestin the long run? The answer to these questions, put in this form, isnot wholly clear as yet, although a great deal of presumptive evidencein favor of the earlier start is beginning to appear. The serious socialand economic disadvantages of the more time-consuming procedurerequire very conclusive evidence on the scientific and professional sideto outweigh them.If now we inquire what are the apparent differences in the actualstudent life and atmosphere of colleges conducted with regard to one orother of the ideals we have been considering, we shall find on the wholea situation somewhat of the following kind. It has long been a matterof familiar comment that the standards of work peculiar to the bettertechnical and professional schools are much more severe and unequivocalthan those cultivated in the colleges. Indeed, so true is this thatstudents not infrequently express their intention to invite their soulsand loaf comfortably while in college with the expectation of turningover a new leaf and going to work seriously when they get into businessor into a professional school. Nor is this attitude confined to students.Not a few graduates defend the college as a place of agreeable companionship and the not too arduous pursuit of polite learning. Theyobject vociferously to the introduction into it of the strenuous conceptions of the technical school.On the whole, if one may trust general report — for such mattershardly lend themselves to objective determination — the problem ofkeeping alive even reasonable standards of application and accomplishment is much more serious in institutions where liberal culture is theonly plant that blooms than in institutions given over in greater or lessdegree to ideals of a more practical kind. Experience certainly indicatesthat, with all due regard to the exceptional youth, it is very difficult tocommand the vital interest and respect of the average college studentfor studies which have in his eyes no obvious utility. We recognizeof course that the inspiring teacher may by virtue of the sheer force andcharm of his personality instil interest and devotion where the less-gifted instructor would fail utterly. In proportion, however, as we geta professional, practical attitude of mind established in the studentsdoes the necessity for the superlatively endowed teacher decrease.Consequently, we find many of our culture-forcing institutions resortingto all sorts of devices to stimulate and maintain an intellectual interestwhich ought to be, but is not, begotten by the work itself.30 THE UNIVERSITY RECORDTHE COLLEGE IN ITS RELATIONS TO THE GRADUATE SCHOOL ANDTO SECONDARY EDUCATIONWhether we direct our attention to the "liberal-culture" collegeor the other variety, we are equally impressed by the somewhat anomalous relations which they sustain to the secondary schools on the onehand and to the graduate schools on the other. College work is supposedly different from high-school work and the later parts of the collegecourse are, in theory at least, of a somewhat different character from thoseof the freshman and sophomore periods. In point of fact, what is thereal case? Let us consider the graduate school first, meaning by theterm, for the moment, the graduate division of Arts, Literature, andScience, conferring the degrees A.M. and Ph.D.Some hardy idealists would recognize as graduate work only suchas is specifically of a research character. The practice of our graduateschools is, however, quite different, and we find the courses listed arefor the most part simply more advanced, but in other respects notmaterially different from those offered in the senior year in college. Thearbitrary nature of any sharp division between the college and thegraduate school is revealed in the frequent presence, in "graduatecourses," of advanced undergraduate students. And conversely, it isno unusual thing to find graduate students in certain undergraduatecourses. In other words, the graduate school is designed for personsexpecting to become specialists, but it overlaps both in subject-matterand in method not a little of the more advanced work of the college.Indeed, colleges not infrequently encourage the beginning of research.Whether such research is often worthy of the name and whether in anycase it represents the wisest investment of the student's time and energy,we need not attempt to determine. The main point to recognize is thatthe college merges into the graduate school by gradual stages. Thestudent who has been pursuing Latin throughout his college course, andwho then enters the graduate school to continue this work, is not likelyto remark any material change in the methods by which most of hisinstructors conduct their courses. He may possibly get into a seminarfor the first time and presently he may begin upon a thesis. But in themain his studies will simply continue farther along the line of work hehas already entered upon.A few American institutions, stimulated by the example of theGerman university and as a result of observing that the German boyfresh out of the gymnasium is substantially at the same point as a well-trained American boy completing his sophomore year, have attemptedTHE CURRICULUM 31to begin definite specialization at this point by obliging the studentto choose at this time a major and a minor (or a two-minor) course ofstudy with a thesis, as a method of securing the Bachelor's degree.Not a few institutions have carried a similar plan even farther, underthe name of the "group system" (though generally with eliminationof the thesis), by inviting such a choice of specialized subjects at anearlier period in the college course. Whatever the merits or defectsof these plans they may at least serve to confirm still more fully ourobservation that no sharp boundaries mark off graduate school andcollege. Such boundaries as exist are in large measure determined bynominal ideals and aims, not by intrinsic subject-matter and in nouniform way by method.If we turn now to the relation of the college to the secondary school,a similarly anomalous situation presents itself. We are obliged todistinguish somewhat at the outset between the college preparatoryschool and the public high school. The former, recognizing only theobligation to train for college, and often for a particular college at that,has been secondary in every sense of the term, and, in transferring fromsuch a school to a good college, a boy may often feel that he has enteredinto a much larger atmosphere. On the other hand, some of theseschools, and especially the better ones of a residential character, have amost excellent tone, which only the best colleges are likely to equal.The public high school, on the other hand, has training for college asonly one of a number of obligations and often by no means the mostimportant one. Many things may be taught in such a school whichwould never appear in a mere college preparatory academy. Thestudent's intellectual outlook is moderately certain to be affected by thisfact and his consciousness of change when he gets into college is likelyto bear some relation to the attitude of the college toward these topics.Such differences as these, however, are entirely swamped in thesimilarities which the two types of school display toward one anotherand in their relations to the college. In its original conception the college did not include work done in the school, and so long as the curriculaof the schools remained simple and relatively stereotyped no seriousanomalies existed. But with the enrichment of the school course by themultifarious materials of modern knowledge, a new situation rapidlydeveloped, leading to the peculiar condition of today. The evolutionof these conditions has been affected in a marked degree by the policyof the colleges which until very recently have substantially dictated justwhat the boy coming to college should do in his school course. But even32 THE UNIVERSITY RECORDhad there been no dictation, many of the features of the present casewould inevitably have been encountered. Here is a good modernschool offering four years of Latin and English, two years of Greek,German, French, and history, three years of mathematics, a year ortwo of physics, chemistry, biology, and some work in the earth sciences,with an indefinite amount of shopwork and drawing. It is practicallyout of the question for a boy to cover all of this ground in four years.He accordingly postpones to his college days one or another part of theprogram, knowing that if the work is not secured in school it can beobtained later in college.Possibly this situation would not call for any serious searching ofthe heart if the things which were postponed from school were all of arelatively advanced character, like the third year of mathematics or thefourth year of Latin and English. But this is not the case. It is oftenthe beginning work in a modern language which is postponed. Thecolleges are accordingly offering a considerable amount of work whichis in every sense of the word elementary secondary material. Theamount offered of such strictly secondair^r^ " r ^-otncollege to college, but it is everywhere impc , ^_ , .^ _ ^xSti-tute a considerable fraction of the first two years of the college course.This practice of the colleges is commonly defended on two grounds:(i) That it is unavoidable under contemporary conditions. The collegesmust accept the students sent up by the secondary school and furnishthem such things as are educationally reasonable, even though manyof these might most appropriately be confined to the secondary stages.(2) That the work in college is done in a more mature and thorough way;that it is done more rapidly and on the whole more satisfactorily; thatit is only nominally, therefore, the same thing as that offered by theschool. It is further urged by some competent observers that occasionally a student is met with who is quite incompetent at fifteen tohandle a subject which at eighteen he may deal with successfully.Mathematics affords a specific instance of the kind of thing in mind.No doubt there is truth in the contention, but it should be brought intocontext with the contrary case, e.g., the modern language which mighthave been mastered easily at thirteen or fourteen, but which at twentypresents serious difficulties.One best gets the full force of the issue, perhaps, when one inquireson what grounds beginning French and German can be regarded asstudies of collegiate grade. One might put the same question concerning beginning Greek and no doubt, if present tendencies persist, we mayTHE CURRICULUM 33find ourselves raising a similar question before long about elementaryLatin. Hebrew and Sanskrit and the Scandinavian languages presenta similar though less frequent problem, the most striking immediatedifference being found in the fact that while few schools offer the latter(just as few offer Spanish and Italian), practically all good schools offerLatin, French, and German, and many offer Greek.If there are any relatively definite dividing lines between school andcollege to be found in subject-matter as such, elementary work in amodern language of western Europe would certainly seem to fall in thesecondary division. It calls for intellectual activities of a very simplekind, and certainly of no higher order than much of the work in a highschool. Not until the mechanics of the language is sufficiently masteredto permit a critical appreciation of its construction as a whole, of itshistorical derivation, of its literature, its forms and peculiarities — notuntil such a stage is reached have we work reasonably to be regardedas collegiate in caliber. A similar thing may be said of Greek andLatin, with the proviso that these languages are in some respects morec - ' " "- i so put a somewhat greater strain on theinarvictu^x l hj*w .er them. But fundamentally the case isnot genetically different from that of the modern language.This statement would need to be qualified in so far as the modernlanguages are taught by the so-called "natural method." The classicallanguages are almost invariably presented in a rationalistic manner,which differentiates the discipline they involve somewhat distinctlyfrom that gained from a modern language taught imitatively in large partthrough the ear. But college and high-school teaching of modernlanguage is still widely conducted on the pattern of the classical languages, and until very recent years this method has been almost exclusively employed in American schools.Now, it may be argued, and with some force, that such a distinctionbetween secondary and collegiate work is arbitrary and in a measureartificial. But it is not arbitrary to maintain that, on the whole, collegework is and ought to be characterized by processes of thought whichgo definitely beyond merely memoriter forms of acquirement, which gobeyond the mastery of very elementary material of any branch of learning, and which require some degree of independence in manipulation.Meantime we are confronted ever and again by the assertion alreadycited that whatever might be the condition in an educational Utopia,at present we must take our students where the secondary school leavesthem and supply such deficiencies as may exist in their training — give34 THE UNIVERSITY RECORDthem beginning French and German if they wish it and failed to acquireit in the school.Apparently there are three possible replies to this assertion. Oneis represented by the current practice of the day, i.e., let the college giveas much secondary work as is necessary to satisfy the demands of studentsand the ambitions of college departments. Another is represented bythe attempt to eliminate forthwith as far as possible all strictly secondarywork like the beginnings of modern languages, the elements of algebra,the rudiments of history, and the like. A third plan contemplates theslow elimination of such courses, but provides in the interim for theirretention under a system of discount whereby a lessened amount ofcredit is accorded such courses. Such discount may be administeredin either of two ways: (a) such courses may be discounted under allcircumstances and carry, let us say, only half credit, or (b) they may beaccepted at their face value if taken in the freshman year and thereaftersuffer an increasing discount as time passes.Everyone who knows current college conditions is aware that thepresent practice has many serious drawbacks. It lowers the tone ofmuch of the college work. It burdens the college with an enormousamount of elementary routine work which is deadening in its effectupon instructors and often fatal to the development of any considerableflexibility of program in the courses offered by the college.The second alternative involves the grave disadvantage of refusingto give the student work which he may have failed to get in schoolthrough no fault of his own. It may represent too little in amount tojustify his attempt to secure it by remaining in the school for an entireyear or even half-year in addition to his regular four years' course. Thissolution seems not unlikely, however, to be increasingly adopted in thenear future, for it seems highly probable that the stronger public schoolswill take on one or more years of additional work. This need, in actualfact, represent very little real addition to their present curricula, althoughsome of them are ambitious to make such additions. It may simplyrepresent the opportunity for a student to pursue more of the workalready offered by the school. If this development occurs on any considerable scale, it will relieve part of the college difficulty in a veryfortunate way. It will instantly precipitate the question, however,of shortening the college course. But of this, more presently.The third proposition, already in principle in partial operation inat least one institution, seems a not unreasonable one under presentconditions as affording a transition method. The details would needTHE CURRICULUM 35careful scrutiny and the criticism of many persons. But in principleone might agree to allow full credit for a course definitely of secondarycharacter only during the freshman year. In the sophomore year itwould give only two-thirds credit, in the junior year only one-thirdcredit, and in the senior year no credit at all. Such a scheme wouldadvertise frankly the recognition by the college of the exact policy it ispursuing; it would encourage the securing of as much as possible of thisstrictly elementary work in the schools, and it would serve as noticethat at the earliest practicable day the college would cease wholly todeal in wares of this kind.nCURRENT CONDITIONS AND IDEALS AT THE UNIVERSITY OF CHICAGOOn the basis of these general considerations attention is next directedto the peculiar problems which confront us at the University of Chicago.From the first the institution has been subjected to strong pressure todevelop the conventional American type of undergraduate college.Fraternities and sororities, class organizations and clubs of myriad forms,intercollegiate athletics and all the paraphernalia of the acceptedstandards of college life have been much in evidence Overagainst this tendency there has been arrayed from the first a strongparty in the Faculty, including the President of the University, whichbelieves, with President Wilson, that aggressive means should be takento prevent the side-shows from diverting all the patronage from the bigtent. These men see, as their ideal, an institution in which seriousstudy and the cultivation of intellectual interests should be paramount,in which students should be free from the distractions of ordinary collegelife, with its overorganized and harassing maelstrom of interests, in whichwholesome exercise and manly sports should find a natural place, but inwhich the man of brains rather than of brawn should be the honoredfigure — or better still, the brawny man of brains.Moreover, this party has from the first estimated very highly theplace in education of investigation and research. Indeed, the administrative policy of the University has from the beginning fostered theseinterests as fully as possible and for better or for worse — and sometimes,it must be admitted, it has been for the worse. Many an instructor haslooked forward to the time when he might be freed from the labor ofinstruction to give his entire time and energy to research.There seems to be an almost irrepressible inner impulse for themodern college to spread over into professional schools, and without36 THE UNIVERSITY RECORDinquiring into the reason for this we have simply to remark that theUniversity of Chicago has illustrated this tendency in a typical way.The Divinity School was a heritage from the past which has existed sideby side with the colleges since 1892. The School of Education, the LawSchool, and the Medical courses are later acquisitions. Certain ofthese schools have contributed much to the fostering of interest ininvestigation and all have added materially to the spirit of serious,strenuous work. Mingling as do their students with many of the regularundergraduates their influence is an important item in our local situation.The University rests on a private foundation, and as such is free oflegal restraint in determining the course it shall pursue. In point offact, however, no institution can be wholly free, either morally or practically, from the obligations entailed by its immediate surroundings. Ifit build upon ideals too remote from those accepted in the communitywhere it is established, it simply fails to leave its impress. This is atruth which bears directly upon our own case. We are in the midst ofone of the world's great commercial and industrial centers, surroundedby communities of high average intelligence, but saturated with idealswhich demand that educational institutions turn back into the commonlife young people trained and fit to meet the practical demands of apractical age.CULTURAL VERSUS VOCATIONAL IDEALS IN THE CURRICULUMIt has been occasionally urged, in view of these circumstances, thatthe peculiar obligation of the University of Chicago should be the furnishing of an education emphasizing vigorously the conceptions of liberalculture as a corrective of the overpractical ideal of mental developmentsupposedly entertained by the people of our constituency. This tendency prevailed on the whole in the early days of the University, expressing, as it no doubt did, the ideals of a majority of the Faculty, whichwas largely imbued with the traditions of the New England college.Little by little, however, we have broken with the extremer form, atleast, of this view. The breach has been unquestionably expeditedby the gradual acquirement of professional schools, whose demands wereinstantly heard for a recognition as academic in character of a portionat least of their work. With this development came, too, the injectionof the specialist, professional spirit into our undergraduate college life.The curricula recently adopted by our Faculty frankly accept vocational interests as legitimate objects of collegiate recognition and encouragement. Not only do we permit the use, for securing our Bachelor'sTHE CURRICULUM 37degree, of two years of scientific work specially designed for medical men,and one year of outright law or divinity work with another year ofstudies explicitly preliminary to these; we have even gone farther andin the organization of our "sequences" we have encouraged what isoften practically a choice of a profession or vocation early in thesecond year. To be sure, we have tried to hedge our procedure aboutwith safeguards designed on the one hand to prevent the conferring ofour degree upon a person who has failed to come into reasonably intimateintellectual contact with each of the important fields of human knowledge, and, on the other hand, we have sought to permit a considerableamount of free exploration, such as may be dictated by the student'spersonal interests and intellectual curiosity.The first of these safeguards we are fairly successful in securing forall of our students. The second we attain in very variable degree. Amedical candidate for our degree of B.S. who has not secured a fortunatehigh-school course may find himself almost wholly debarred from freedomof election, whereas a candidate for our Ph.B. degree who has had a well-organized high-school course may find himself with very considerablefreedom. In large measure the variation is due to the irregularities ofthe high-school work. But aside from that there is a real discrepancyin the rigidity of the requirements as they apply to students aiming atentrance upon one of our professional schools and students taking ourdegree under the sequence plan, but not with the expectation of goingdirectly into one of these schools. The Graduate School of Arts, Literature, and Science would not be ranked in this statement as a professionalschool, for it sets up no such requirements as does the Law School, forexample, and the diversity of practice among the several departmentscomprising it would probably render any such requirements almostimpossible of administration. Departments advise students known tobe contemplating graduate work how they may most wisely proceed, butsuch advice has no such binding force as do the requirements of the professional schools, strictly so called.We have tried to make it clear that the chief difference between thecollege setting up liberal culture as its guiding ideal and the college ofmore utilitarian purposes is to be found, not so much in the subject-matter offered as in the arrangement of the material and in the spirit andaim of the work. Moreover, some measure of cultural value can presumably be extracted from any subject of study provided it be handledappropriately. On the whole, then, the problem simmers down for usto the question whether we shall turn back from the course upon which38 THE UNIVERSITY RECORDwe have embarked as the result of an altogether natural development,or whether we shall continue increasingly to recognize the vocationalmotives in our work.We believe that only one reply can be given to this query, providedwe have regard to the spirit of the constituency which we must mostimmediately serve. The ideal of fitting one's self to do superlativelywell any specific thing is in no sense at variance with what is best in theconceptions of liberal culture. It is only the narrow and shallow conceptions of vocational and professional education which are hostile tothis ideal. If one conceives of a vocation as requiring only the technicaltraining called for by its mechanical features, the educational preparationfor it might well be barren of all serious cultural achievements. Butif one conceives it in larger terms as a life to be lived as richly and fullyas possible in the rendering of certain forms of service to the community,then it loses at once its narrowness and gains scope for whatever breadthof outlook the individual's powers may render possible. We can therefore hardly fail to identify ourselves with that conception of collegiateeducation which sees in it opportunity for the most liberal type of study,but which does not find a fair degree of such training incompatible withthe desire to obtain at the end of a college course a peculiar fitness toenter upon one or another form of pursuit. If at the end some othercalling is chosen, one is little or no worse off than if one had proceededwholly without regard to such postgraduate occupation; whereas ifno change of plan is encountered, the practical gain is very great. Wevalue particularly the spirit of serious earnestness generated by thisattitude of mind, call it vocational, professional, specialist, or whatyou will.The main defect in our present practice, as the writer sees it, is notso much that we overdo the vocational type of training, as that we areat present organized to meet too few such needs. The College of Commerce and Administration is attempting to supply some of these outstanding needs and no doubt it will succeed. It is to be hoped that ourother colleges may carry farther the same movement.Granting that for the present our essential collegiate ideals shouldremain of the general type just described, we have still to consider thequestion of how we are to meet some of the issues raised in the precedingdiscussion. For example, what of our relation to the secondary work ?Shall we continue indefinitely the practice of our neighbors and give anunlimited amount of high-school work ? A word as to our present practice may be helpful.THE CURRICULUM 39Under our system we say frankly to our students : " We desire to haveyou put in possession of a certain range of material, which we specifyin a general way, but we do not wish to hamper the high school whichgives you your secondary education by setting up any rigid and inflexiblerequirements with which it must comply. We stand prepared, therefore,to offer you a certain amount of work which might have been donein high school and we shall expect you to accomplish this during yourfirst two years of college residence." Accordingly, we offer beginningGreek, French, German, Spanish, and Italian, elementary coursesN inhistory, political science, economics, mathematics, botany, zoology,physiology, etc.An inspection of the records of a hundred of our recent graduatesindicates that on the average one-third of all the work such studentshave done in college was of a character that might have been pursuedin well-equipped high schools and that more than one-fourth of it couldhave been done in any high school from which we should accept a student.Nor is this the whole story. This statement necessarily disregards thepossible difference in, intrinsic quality of the work and refers primarilyto subject-matter.PLANS PROPOSED TO REDUCE AMOUNT OF SECONDARY WORK NOWOFFERED IN COLLEGEThe problem which instantly presents itself, when one proposesseriously any such departure from accepted current practice as wouldbe involved in our cutting off a part of our elementary work, concernsthe relation in which we should find ourselves to the secondary schoolsand the conditions under which we should confer the Bachelor's degree.Not a few high schools are already giving five years of work, some aregiving six, and it seems wholly probable that in the near future manymore will be following this practice. Should such a movement goforward rapidly, the problem would lose some of its more perplexingfeatures, as was stated above, for the college which had eliminated mostof this beginning work would then find a constituency from which itmight draw a reasonable number of students. No doubt many collegeauthorities would fear that the work done in these five- and six-yearhigh schools would be inferior in quality to the college work whose placeit would be taking. This issue would seem to hinge almost entirely onthe competency of the instruction and it ought not to be passed uponadversely, in advance of the actual experiment. The advanced instruction in our strong high schools, when not hopelessly handicapped by40 THE UNIVERSITY RECORDlarge numbers of students, probably compares favorably with the averagecollegiate instruction given to Freshmen.1If, however, the high school continues to adhere to a four-yearcourse covering the ground at present traversed, a college undertakingto curtail its elementary work must look for its students largely toemigrants from other colleges. In our own case, we know this numberto be large — both relatively and absolutely. Of the classes graduatedin 191 2 approximately 57 per cent (220-385) had done part of theirwork in other colleges. Nevertheless, after making due allowance forthis group, the inauguration of any policy which would compel studentsto find the equivalent of all or a large part of the work of our presentfreshman year elsewhere would certainly tend at the outset to curtailour attendance very seriously, for it would not only serve to eliminatethe 400 or 500 now ordinarily coming to us as Freshmen, but it wouldalso speedily operate to reduce very largely the numbers in our threeupper classes by cutting off the principal source of supply.Another and perhaps the more obvious alternative is not to reduceat once by one year or more the length of the college course, but to keepit at four years, eliminating from the college curriculum, however, allstrictly and unequivocally elementary work of high-school character.This procedure might well be adopted as a frankly tentative and presumably temporary device with the expectation, as soon as the schoolshave in any large measure moved forward to the five- or six-year course,of dropping one or two years outright. Under this procedure we shouldrefer to the high schools any students who might come to us deficientin an elementary branch which they desire to pursue. Such a programwould necessarily be put in operation only after due warning and at theoutset no doubt on a modest scale. We should have to feel our wayforward little by little. Meantime it would mark a real beginning inthe effort to face courageously the anomalies of our present practice.1 In passing we may note the comment sometimes made in criticism of the five-and six-year high school that four years are long enough for a student to remain inany single institution and that it is wiser to change at the end of such a period. Nodoubt there is a degree of truth in this opinion. But it seems safe to say that thequality of the school is a much more important factor than the length of the student'sconnection with it. One year is a long time to spend in a poor school. Moreover,our universities have for years countenanced and encouraged a similar procedurewithout serious disaster. The man who pursues a six-year combined arts and lawcourse is doing just this, so far at least as concerns his mere surroundings. Theman who puts three or four years of work for the doctorate of philosophy on top of hisfour years' college course in the same institution is doing an almost identical thing.On the whole this criticism probably should be accorded minor significance.THE CURRICULUM 41Reference has already been made at an earlier point to a third possibility, which in substance adopts the principle of the immediately preceding suggestion and modifies it still further. This is the proposal tooffer elementary work for a time but to discount it either from the startor after the freshman year. This procedure would probably exercisea wholesome educational effect on the student, leading him to get hiselementary work disposed of at an early point, but it would promiseno material relief to the pressure on our instructional resources.If we are to secure substantial economy in point of time, it is clearthat we must discover and put in operation methods of condensing andconcentrating the entire curriculum, so that the student may, at itscompletion, be in possession of an intellectual training substantiallyequivalent in character to that which he now receives — if possible abroader and deeper training — without the expenditure of so long ameasure of time. Moreover, to avoid distortions and asymmetries, theentire educational system from base to capstone ought to be given consideration in a program of reconstruction. Experiments which havealready been made in our own laboratory school show that at least oneof the years in the grammar school can be saved by means of relativelysimple arrangements in the work of the school. It seems by no meansunreasonable to believe that at least one additional year can be savedas between the high school and the college.11 Basing one's consideration upon the ordinary high-school course of the betterschools in the Mississippi Valley, one may reasonably suggest that the present fouryears' course in English be condensed to substantially two or, at the outside, to threeyears. The work in mathematics can unquestionably be given in not to exceed twoyears. History, instead of occupying, as it often does, three years or more, can probably be gained to better advantage in two. French and German ought to be enteredupon in the grades, and if this can be achieved the time given in the high schools canbe reduced by at least one year with results of a vastly better kind than are nowreached. The ancient languages can perhaps not be given advantageously with anygreat decrease in the amount of time accorded them, but the number of students whoelect them is speedily decreasing, so that they promise to offer a rapidly decliningsignificance for the purpose now in hand.Physics and chemistry are probably now offered in a form as compact as ispracticable or desirable. The biological sciences and the earth sciences, on the otherhand, may perhaps best be dropped altogether from the general course, or introducedin ways which relate them definitely to practical agricultural interests. Certainly,as given at present, they represent a minimum of standardization and the resultsgained from them, as judged by subsequent scientific work in college, are often all butnegligible. As over against the present program, such economics as have beenindicated above, recognized as they are by prominent school men as being entirelypracticable, represent the possibility of at least one year's saving of time.42 THE UNIVERSITY RECORDIf .this were done, we might work forward to a three-year high schoolwith a two-year junior college superposed upon it, with a two-yearsenior college resting upon this, and the possibility offered to a studentwho reaches his decision at a sufficiently early point to secure, by twoadditional years of exclusively professional work, entrance upon anyof the learned professions. The doctorate of philosophy would, as atpresent, require an indefinite period for its attainment, resting as itdoes, in theory at least, primarily upon quality rather than uponquantity of achievement.A program of this character would get the average student out of thehigh school at sixteen years of age and would allow him to have completed his technical professional studies by the end of his twenty-secondyear. Taking ordinary experience as a basis, this would allow him tobecome self-supporting within another eighteen months — possibly muchsooner than this — and would enable him to marry by the time he wastwenty-five or twenty-six, thus cutting down the period of postponementof marriage from four to six years as compared with conditions today.A saving of this amount obviously involves social and personal consequences of the utmost moment and must surely invite considerationof the most searching kind.Obviously the conditions under which we should grant the Bachelor'sdegree are involved in this whole question. If one of our suggestionswere adopted, we should grant the degree for three years of work of arelatively advanced character, which we should then have to define. Ifanother were adopted, we should still require four years of work for thedegree but from this would be eliminated much elementary materialwhich now finds a place in it. Under the third proposal the curriculumwould also be of four years' duration and the courses offered would notimmediately vary from those now given. But elementary work wouldbe heavily discounted and ultimately would probably be withdrawn.The objection to the present freshman year is twofold, as has alreadybeen pointed out. In the first place, the studies pursued tend simplyto continue the type of elementary work done in the high school. In thesecond place, the average age of graduation from college renders itimpossible for professional training to be acquired at a sufficientlyearly age. The social, moral, and economic consequences of this unduedelay of entrance upon the professional career justify any reasonableexpedient for abbreviating the course of training, any shortening whichsacrifices essential quality being forthwith excluded as not reasonable.THE CURRICULUM 43Whether these consequences of an outright elimination of the freshmanyear which we have been facing constitute too high a price for theadvantage gained may be left open. The writer is disposed to feel thatthe price is perhaps at present too high for any institution single handedto undertake and especially until the schools have gone farther into thereorganization of their work. He is disposed to believe that othermeasures tending to free the college of some of its present burden ofelementary work with face turned toward an ultimate curtailment ofthe length of the college course offer the most judicious forward movement, avoiding on the one hand the loss of caste likely to come from apremature reduction of the length of the college course and on the otherhand, putting an end to the intolerable continuation of high-schoolwork in college.1inACTION OF THE FACULTIES OF THE COLLEGES, APPROVED BY THEUNIVERSITY SENATE JUNE 8, 1914The language requirement for the Bachelor of Philosophy and Bachelorof Science degrees was amended to read as follows:In a single language other than English (i.e., Greek, Latin, French, German, orSpanish) each student must present a minimum of two units (high school) or fourmajors (college).This action adds Greek, Latin, and Spanish to the languages accepted insatisfaction of the requirements for a degree and abolishes the efficiency test.The report of the Curriculum Committee on the action of the Faculty atits meeting February 21, approving certain general principles as a basis forspecific legislation dealing with devices for encouraging high quality of workby according to it relatively more credit than to mediocre work, for lesseningduplication of school and college work, for rendering more intimate our contact with secondary schools, and for reducing credit granted for elementarywork when taken late in the college course, makes the following provisions:1 There is some reason to believe that, as compared with any plan providing forthe elimination of one year, the University would find it easier to administer a reorganization which would accept students trained in such ways as it might prescribe butspending normally only two years with us before receiving the Bachelor's degree.Such an arrangement would not necessarily have any bearing on the shortening ofprofessional training for the student, but it might be arranged to provide for this,and in any case it would relieve still further the obligation to give the more elementarysorts of courses. A project of this general character was much discussed when ourpresent Junior College — Senior College program was adopted. The response ofneighboring institutions has been much less than was anticipated. Few have shownany disposition to confine themselves to a two-year course. But the project need begiven no serious consideration at the present moment.44 THE UNIVERSITY RECORD(i) A committee of three, appointed by the Board of Admissions, shallbe empowered to confer with any accredited high school and to approve plansdrawn by the school for according extra credit for work done at high grade.The University will then accept the definition of a unit offered by the school.In general the principles governing such a plan of accrediting are to beas follows:(i) The number of courses to be taken by the individual student shallbe limited and shall in no case exceed four units a year, except that non-creditsubjects such as physical education may be taken above the four.The granting of excess credit shall not depend upon a few accidental coursescarried with a high grade, but shall depend upon ability to carry consistentlyat a high level a number of different courses, particularly in the second half ofthe high-school course.Credit of the type in question must be recognized by the high school itselffor graduation, and must be awarded to the exceptional student rather thanto the average student.(2) A committee consisting of the deans of and in the colleges in chargeof first-year instruction and acting as a committee of the Board of Admissionsshall be appointed to supervise the granting of college credit for courses takenbeyond fifteen units in the high school. This committee may bring into conference at any time the departmental advisers in the various departments inwhich students are taking their special work in the high school.It is desirable that students should register with the committee before theyenter upon advanced courses. If students register in this way, the coursescould be approved, and uncertainty about their compliance with out requirements would be eliminated. The amount of college credit to be given for suchwork would be left to this committee subject to the provisions specified below,including the provision that no Senior College credits shall be given for suchwork, and that no credit shall be allowed toward the sequences required forgraduation in the college. The committee would be empowered to refuse creditfor any courses which did not substantially comport with our Junior Collegeprogram. Students registering in this way would be required so far as possibleto pursue work corresponding to the courses administered in our JuniorColleges.The student who has thus been registered and has completed excess workin the high school to the satisfaction of his instructors in that institution willbe recorded for provisional credit by advanced standing in the Junior Colleges.If he maintains during the first two quarters of his work at the University astanding averaging B or better, his high-school courses shall be credited infull for college work. If he maintains an average of C or B — but less than B,his high-school work shall be credited for one-half. If he falls below C, heshall not be credited with the courses.If it is found impossible for the student to enter college courses at the levelwhich would be indicated by the amount of previous credit provisionallyTHE CURRICULUM 45granted him, the credit which he ultimately receives in college for high-schoolwork shall be graded down to correspond to that which he would receive incollege for work preliminary to the course which he is found able to enter.(3) As the following courses substantially duplicate courses given in thehigh schools from which our students come (i.e., Political Science 1, History 1and 2, Latin iA, iB, 2 A, 2B, German 1-4, Romance 1-4, English 1 and 40,Mathematics o, 01, 02, Physics 1 and 2, Chemistry 1, and Geology 1), thesecourses when taken in college shall be subject to reduced credit as follows:Full credit will be given only when the courses are taken among the firsteighteen majors (the total number of courses so taken, however, shall notexceed nine) ; after a student has eighteen majors (but less than twenty-seven),these courses will be credited at one-half major each; after a student hastwenty-seven majors, the courses will not be credited at all, but any one maybe taken with the consent of the dean, on payment of a fee, presumably as afourth course. If a student takes two regular courses and a third course forwhich under these regulations he can receive credit for only one-half major,he will be allowed to register for an additional half-major without additionalfee. The courses specified in the above list may be changed by action of theCollege Board, upon recommendation of the department.(4) The carrying out of the several features of these recommendationswill involve an unusual amount of supervision on the part of the departmentalofficers in the adjustment of high-school students in college courses. Theappointment of four inspectors is therefore recommended — one in the Historicalgroup, two in the Languages, and one in Mathematics and Science; it beingthe duty of such officers to visit schools, inspect work with reference to collegecharacter, advise with teachers and pupils, make preliminary registration ofpupils for high-school work to count toward the college degree, etc.These inspectors may also act as departmental examiners. The additionalwork involved should be compensated for by additional salary, or release fromother work. The Faculty is of the opinion that the additional duties involvedare equal to at least one-third of a man's regular duties in connection with theteaching staff.ROBERT FRANCIS HARPER1By IRA MAURICE PRICEThe death of Professor Robert Francis Harper has removed fromour University community a unique character and personality. Eversince the University opened its doors, October i, 1892, his stalwartfigure has moved in and out among us with the dignity and determinationof one who was conscious both of his responsibilities and of his sincereefforts to discharge them. During the last twenty-two years he hasnot only been one of our number, but has been a forceful' factor in establishing some of the standards of scholarship and authorship that havegiven our University its scholastic reputation in this and other lands.It will be quite impossible in the time allotted to the writer topresent a full survey and estimate of his life and scholarship. Indeed,that would mean a gathering up of the experiences and results of thirty-six years of acquaintance and friendship. During twenty-eight of theseyears we worked side by side on the same and similar tasks and linesof investigation. A brief tribute only of friendship and gratitude canbe given here.To understand the origin of some of the basal characteristics ofProfessor Harper's personality we must go back to New Concord, Ohio,where he was born October 18, 1864. He was the third in a family offour sons and one daughter who grew to maturity, the late PresidentWilliam Rainey Harper being his oldest brother. His parents partookof that sturdy Scotch-Irish blood that never knows defeat and is neversatisfied until it achieves the highest and best. Imbued with the doctrines and policies of the United Presbyterian church of which they weremembers, his parents instilled into their children high ideals of attainment and personal character. At the early age of fourteen, Frankwas sent to the Academy of Denison University, over which his brotherpresided as principal. At the end of two years (in 1879) his brotheraccepted a call to Morgan Park to occupy the chair of Hebrew in theBaptist Union Theological Seminary, and Frank returned to New Concord, where he completed (in 1880) his Freshman year in Muskingum1 Presented at a service in memory of Professor Robert Francis Harper in LeonMandel Assembly Hall, November 22, 1914.46ROBERT FRANCIS HARPER 47College, the school from which his oldest brother (at fourteen years ofage) had been graduated in 1870.Opportunities for taking a larger range of studies, and, at the sametime, of living under the same roof with his brother, led him (in 1880)to go to Morgan Park, whence he entered the Sophomore class of theold University of Chicago. During these next three years, while completing his academic work, he began and pursued the study of Hebrewin the classes of the Theological Seminary under the inspiring instruction of his brother. Frank was one of those who put to immediatepractical use our knowledge of Hebrew by assisting our Professor in theestablishment (in 1881) of the Hebrew Correspondence School and theHebrew Summer Schools. Proper textbooks for the conduct of thesepopular methods of teaching Hebrew had to be produced. The meetingof this necessity, stretching over three years, was a most valuableexperience. No classroom drill and no private study could have equaledthe disciplinary value which we received in assisting the preparation oftextbooks and in the conduct of the Hebrew Correspondence School,whose students in March, 1884, numbered more than six hundred persons residing in nearly every civilized land. During these same years,and under the same inspiration, were established two journals, the OldTestament Student, continued in the present Biblical World, and Hebraica,continued in the American Journal of Semitic Languages, both publishedby the University of Chicago. These years of close contact with Hebrew,Aramaic, and Syriac, both in technical and practical work, not onlyovershadowed the classic field in young Harper's mind, but so attractedand fascinated him that he resolutely and heartily chose the Semiticfield as his life-work.Acquaintance with several men who had done graduate work inEurope and also correspondence with several professors in Germanuniversities made the possibilities of doing graduate work in those institutions loom large in his vision. In March, 1884, young Harper sailedto Germany and matriculated at the University of Berlin for the summersemester. He began at once to study Assyrian under Professor Eber-hard Schrader, the recognized father of Assyriology in Germany. InOctober of the same year he (and the writer) matriculated at the University of Leipzig to pursue Semitic studies under the, at that time, mostrenowned Semitic faculty in Europe. For two busy years we studiedAssyrian under the direction of Professor Friedrich Delitzsch, theteacher of nearly every Assyriologist in America, native or foreign-born,Arabic under the veteran Professor H. L. Fleischer, Ethiopic under48 THE UNIVERSITY RECORDProfessor Ludolf Krehl, and Hebrew Seminar work under ProfessorFranz Delitzsch, father of the Assyriologist. Harper was one of thekeenest of the dozen Americans who sat at the feet of that galaxy ofGerman Semitic scholars. In the lecture halls and in the seminars ofthose men he easily and almost instinctively acquired their methods ofinvestigation and research. Very early in his university courses hedecided, out of the broad field of Semitics, to specialize in the newbranch of Assyrian-Babylonian. The lack of textbooks on this almostvirgin theme compelled each student, if he intended to make real progress, to construct his own grammar and lexicon. Such a necessityrequired an industry and a thoroughness on the part of the studentthat would be quite rare if every facility for study were ready at hand.On the acceptance of a thesis on Esarhaddon B — a historical cuneiformtext with commentary and notes — and examinations in Assyrian,Hebrew, and Greek philosophy (July 31, 1886), Harper was granted thedegrees of Master of Arts and Doctor of Philosophy. Not yet twenty-two years of age he had completed a college and university course, andat the latter had won a degree that was a guaranty of proficiency inmethods and scholarship.Simultaneously with this completion of Frank's work in Leipzig,his brother accepted the position of Professor of Semitic Languages inYale University. Here it may be said that during the period of hispreparation, until his return from Germany, he was always called" Frank," but from this point (1886) on, he was called "R. F.," partlyto distinguish him from his greater brother, who was known among hisintimate friends as "W. R." Immediately upon his return from Germany he accepted a position upon the staff of Yale University as instructor in Semitic Languages. He served in that capacity until 1888,when, upon invitation, he joined the expedition of the University of Pennsylvania to Babylonia as one of two expert Assyriologists. The largerpart of one year was spent in the service of this campaign, which wasabruptly concluded by a disaster, from which the whole party fortunately escaped unharmed. During the following two years (1889-91)he was again occupied as instructor in Semitics in Yale.When Dr. William Rainey Harper accepted the presidency of thenew University of Chicago in 1891, "R. F." went to the British Museum,London; and through his friendship with its officials began to copya class of cuneiform tablets little known to Semitic scholars, viz., lettersand dispatches. Undeterred by the difficulties of the task he publishedin 1892 Part I of the The Assyrian and Babylonian Letters of the Kon-ROBERT FRANCIS HARPER 49yunjik Collection of the British Museum, the beginning of what he afterward named his Magnum opus.In the organization of the University of Chicago President Harperaimed so to construct the Department of Semitic Languages and Literature as to include in its range of courses Hebrew and all the principalcognate tongues. This bold move put that department, both in thenumber of its staff of instructors and in the scope of its courses, at thehead of all American universities. On October i, 1892, Dr. "R. F."entered the University as associate professor in this department, as theofficer in charge of the sub-department of Assyrian-Babylonian languagesand literatures. In 1900 he was promoted to a professorship in the samedepartment.Although he never had a large number of students in his highlyspecialized department, he had picked men whose more thoroughpreparation would fit them to occupy places of a high order in theirchosen profession. This class of men has always brought out some ofthe best traits of Harper's character. For the last five years he hasmade some of these students his fellow-workers and assistants, bytaking them, partly at his own charges, to the British Museum to aidhim in the preparation of his books and in the gathering of materialfor their own use. Of the thirty-six persons from the Semitic department upon whom the University has conferred the Doctor's degree sinceOctober, 1892, fourteen, more than one-third, have taken their majorwork under Professor Harper. Several of these men now fill positionsof eminence in institutions of learning, and others are prominent inliterary and ministerial service.As a contributor to archaeological effort, he was director of theexpedition of the University of Chicago to Bismya, Babylonia, in 1903-4.In 1908-9 he was resident director of the American School of Archaeology at Jerusalem, in which he had the pleasure of directing eight ofour own students and fellows in their travel and study at first hand of thetopography and history of Palestine and Syria.The most notable contributions of Harper to the science of Assyri-ology were his books. Since the opening of the University he hasspent several years, distributed at intervals, at work in the British Museum, London, in copying from cuneiform tablets letters and dispatcheswhich belonged to some of the most prosperous periods of Assyrian andBabylonian history. These have been published in successive parts downto the present day. Indeed, he left the University last March foranother six months' vacation, but really for a six months' hard work atSo THE UNIVERSITY RECORDthe British Museum. He completed the copying and most of themechanical work of Vol. XIV of his Magnum opus before his deathon August 5. In 1 90 1 he edited Assyrian and Babylonian Literature,selected translations made mostly by members of our own Semiticdepartment; in 1904 he published The Code of Hammurabi, text, transliteration, translation, notes, and vocabulary. In 1908 he, in cooperation with President Francis Brown of Union Theological Seminaryand Professor George F. Moore of Harvard University, edited OldTestament and Semitic Studies, two volumes of contributions of AmericanOld Testament and Semitic scholars, in memory of his brother, President William Rainey Harper.From the opening of the University in 1892, he, with the otherpermanent officers of the Semitic department, were associate editorsof the departmental journal, the American Journal of Semitic Languages.In 1902 he was made managing editor, and in 1906, the editor.Of all his editorial work, Assyrian and Babylonian Letters, fourteenvolumes of cuneiform texts, are far and away the most important. Theywill be a source-book for years to come for a study of the social andpolitical life of the Assyrians and Babylonians in their best historicalperiods. It is, however, a serious loss to science that he had not published translations of these texts, upon which he had spent twenty-three years of ardent toil. Their great value, however, is attested bythe fact that they are quoted and referred to in all recent works onAssyrian research.Although he had received his technical training in Germany, hismost intimate and lasting friends in Semitic fields, outside of America,were a choice few of that group of British scholars whose lives aredevoted to intensive research in the British Museum. Indeed, it waswhile pursuing his studies in the beloved atmosphere of that center oflearning that he was stricken down. And it was these same Britishfriends who tenderly anticipated and ministered to his every comfortin the last days and hours of his life.His long-planned task was not finished, but was more nearly completed than that of many another worker whose years have outnumberedhis. We shall assuredly miss him. A friendship and fellowship ofa quarter or of a third of a century can never be blotted out. Thecontributions of his trained students, his scientific and popular publications, and his high standards of excellence, shown in his ownscholarship, have made for him a permanent place among the world'sSemitic scholars.EVENTS: PAST AND FUTURETHE NINETY-THIRD CONVOCATIONCharles Richard Van Hise, Ph.D.,LL.D., president of the University ofWisconsin, was the Convocation oratoron December 22, 1914.The Award of Honors included theelection of nineteen students to membership in Sigma Xi, and nine studentsto membership in the Beta of IllinoisChapter of Phi Beta Kappa.Degrees and titles were conferred asfollows: The Colleges: the Title ofAssociate, 67; the Two Years' Certificate of the College of Education, 8; thedegree of Bachelor of Arts, 3; the degreeof Bachelor of Philosophy, 35; the degreeof Bachelor of Science, 27. The DivinitySchool: the degree of Master of Arts, 5;the degree of Bachelor of Divinity, 7; thedegree of Doctor of Philosophy, 2. TheLaw School: the degree of Doctor ofLaw, 1. The Graduate Schools of Arts,Literature, and Science: the degree ofMaster of Arts, 5; the degree of Masterof Science, 3; the degree of Doctor ofPhilosophy, 7. The total number ofdegrees conferred (not including titlesand certificates) was 95.The Convocation Reception was heldin Hutchinson Hall on the eveningof December 21. President and Mrs.Judson, the Convocation orator, President Charles Richard Van Hise, and thepresident of the University Board ofTrustees, Mr. Martin A. Ryerson, andMrs. Ryerson were in the receiving line.At the Convocation Religious Servicein Leon Mandel Assembly Hall, Sundaymorning, December 20, the sermon wasdelivered by President Henry ChurchillKing, D.D., LL.D., S.T.D., OberlinCollege, Oberlin, Ohio.The quarterly meeting of Phi BetaKappa was held Tuesday, December 15,when the president of the society conducted the initiation of nine candidates.The secretary, Professor F. W. Shepard-son, delivered an address, "A Fraternityof Scholars," which is to be printed in thehandbook of the Beta of Illinois Chapter. LECTURES BY EX-PRESIDENT TAFTWilliam Howard Taft, LL.D., KentProfessor of Law in Yale University,lectured in Leon Mandel Assembly HallNovember 18, 19, and 20, on "TheExecutive Power." The lectures will beprinted in book form some time duringthe Spring Quarter, 1915. While inChicago, Professor Taft was the guestof President Judson at dinner, November18. November 19 he spoke before theCongregational Club of Chicago on"Peace," and on Friday evening, November 20, he addressed the CommercialClub on "Economic Management of theBusiness of the Government."THE AMERICAN PHYSICAL SOCIETYMEETINGThe American Physical Society met inRyerson Physical Laboratory on November 27 and 28. The session of Fridayconsisted of a symposium on "Spectroscopic Evidence concerning AtomicStructure," attended by about 125physicists. The speakers were Dr. H. B.Lemon: "The Nicholson Atom"; Professor H. G. Gale: "The Ritz Theory";Dr. Gordon S. Fulcher (Wisconsin):"The Stark Effect"; Professor G. W.Stewart (Iowa): "Energies of ImpactNecessary to Excite Light"; and CarlD arrow : ' ' X-Ray Spectra. ' ' In the evening Professor Bragg, of the University ofLeeds, lectured in Kent Theater on"X-Ray Spectra and CrystallographicStructure." After the lecture a receptionto the distinguished British guest washeld by the society at the QuadrangleClub. The sessions of Saturday consisted of the reading of twenty-eightpapers, representing most of the universities of the Middle West. The members of the society were the guests ofthe University at luncheon in the Hutchinson Cafe on Saturday.ILLINOIS DAY"Illinois Day," instituted by a proclamation of the Governor of Illinois, wasSi52 THE UNIVERSITY RECORDATTENDANCE IN AUTUMN QUARTER, 1914Men Women Total1914 Total1913 Gain LossI. The Departments of Arts,Literature, and Science —1. The Graduate Schools:Arts and Literature. . .Science 183209 14964 332273 272228 6045Total 39234366639 21327945759 6056221,12398 5006491,117no 105"*6"2. The Colleges:Senior 27Junior Unclassified 12Total 1,048 795 1,843 1,876 33Total Arts, Literature,and Science II. The Professional Schools —1. The Divinity School:*Graduate 1,440125(3 dup.)9 1,00816(2 dup.)3 2,44814112 2,37611210 72Unclassified Dano-Norwegian English Theological. . .Total 1345795245 191351 15370IOO246 12275H5105 3i2. The Courses in Medicine:Graduate Senior . ...Junior Unclassified Medical ....Total 1811264141(4 dup.)2 1942 2001304143(4 dup.)2 20511953392 53. The Law School:Graduate*Senior *Candidate for LL BUnclassifiedTotal 21020 6245 216265 213290 34. The College of Education 25Total Professional ....Total University *Deduct for Duplication. . 5451,9^5229 2891,29721 8343,282250 8303,206262 476Net Totals i,756 1,276 3,032 2,944 88..EVENTS: PAST AND FUTURE 53celebrated for the first time December 3,1914. At a meeting in Leon MandelAssembly Hall President Judson introduced Mr. John J. Arnold, vice-presidentof the First National Bank, who spokeof the meaning of "Illinois Day," andProfessor Francis W. Shepardson, whodelivered an oration on the historicaldevelopment of Illinois.THE NATIONAL ACADEMY OF SCIENCES MEETINGThe National Academy of Sciencesheld its first meeting at the Universityin the autumn of 1903 and its secondmeeting here December 7, 8, 9, 1914.A special feature of the meeting wasthe second course of lectures on theWilliam Ellery Hale Foundation byDirector William Wallace Campbell ofthe Lick Observatory on "Stellar Evolution and the Formation of the Earth."The lectures were given December 7, at8:00 p.m., and December 8, at 4:00 p.m.,in Leon Mandel Assembly Hall.Following the first Campbell lecturePresident and Mrs. Judson gave a reception in Hutchinson Hall in honor of theacademy. Other social functions werethe luncheon of December 8 tendered bythe Quadrangle Club, at which Dr.William H. Welch, of the Johns HopkinsMedical School, president of the academy,spoke on the relations of universities andspecial institutions of scientific research,and the dinner of December 9 tenderedby the Chaos Club, an organization ofactive investigators in mathematics andthe natural sciences connected with theUniversity of Chicago, the University ofIllinois, and the University of Wisconsin,at which President Judson, Dr. Henry H.Donaldson, formerly of the University ofChicago, and now of the Wistar Instituteof Anatomy, and Dr. Welch were thespeakers.Four public scientific sessions for thereading of papers by members of theacademy and others were held in Botany13. In the programs of thirty-sevenpapers the University of Chicago wasrepresented by Messrs. E. E. Barnard,G. A. Bliss, A. J. Carlson, C. J. Chamberlain, T. C. Chamberlin, C. M. Child,W. Crocker, L. E. Dickson, E. B. Frost,J. F. Groves, W. D. Harkins, E. C.Humphrey, E. O. Jordan, F. R. Lillie,H. N. McCoy, A. A. Michelson, R. A.Millikan, E. H. Moore, F. R. Moulton, J. Stieglitz, S. Tashiro, W. L. Tower,E. J. Wilczynski, and S. W. Williston.THE WINTER QUARTERThe address at the Ninety-fourth Convocation, March 16, 1915, in Leon Man-del Assembly Hall, will be delivered byMyra Reynolds, Ph.D., '95, Professorof English Literature and Head ofNancy Foster House.Julius Rosenwald Hall will be dedicated in connection with the exercisesof the Ninety-fourth Convocation, inMarch, 1915.The cornerstone of Ida Noyes Hall willbe laid at the time of the Ninety-fourthConvocation.The lectures on the history of Belgiumwill be delivered during the WinterQuarter, 191 5, by Professor L. Van derEssen, of the University of Louvain, inHarper Assembly Room at 4:00 p.m.Senior College and graduate studentsmay register for credit. The lectureswill be open to the public.THE FACULTY DINNERThe usual Faculty dinner at theopening of the Autumn Quarter was postponed until October 26, when it was madea reception in honor of President Judson,who then made his first public appearance after his return from China. Vice-President Angell presided and welcomedthe President. In reply President Judson spoke appreciatively of the way inwhich Dean Angell had served the University and then talked about variousphases of his experiences as chairman ofthe China Medical Commission of theRockefeller Foundation. Professor PaulShorey spoke of his winter at the University of Berlin as Theodore Rooseveltprofessor and at the Shakespere celebration at Weimar. President Judson thenpresented two new members of theFaculties who also spoke: ProfessorWilliam Underhill Moore, of the LawSchool, and Assistant Professor WaltonHale Hamilton, of the Department ofPolitical Economy.THE AMERICAN HISTORICALASSOCIATIONThe thirtieth annual meeting of theAmerican Historical Association, ofwhich Professor A. C. McLaughlin ispresident, was held at the Auditorium and54 THE UNIVERSITY RECORDthe Art Institute, December 29, 30, and 31.Professor James Westfall Thompson waschairman of the Committee on Program,and Mr. Charles L. Hutchinson waschairman of the Committee on LocalArrangements. The president's address,"American History and AmericanDemocracy," was delivered in FullertonHall, Tuesday evening. Other members of the Faculties who participatedwere: Professor J. H. Breasted, "TheEastern Mediterranean and the EarliestCivilization in Europe"; Assistant Professor S. N. Harper, "The RussianNationalists"; and Assistant ProfessorA. E. Harvey, "Economic Self-interestin the German Anti-Clericalism of theFifteenth and Sixteenth Centuries."THE AMERICAN POLITICAL SCIENCE ASSOCIATIONThe American Political Science Association met at the Congress Hotel, December 29, 30, and 31. The first meeting washeld jointly with the American Philosophical Association. The presidential address was delivered by the Hon. John Bas-sett Moore, formerly counselor of the statedepartment. At the Wednesday meeting the topic was "State Government,"and the principal speaker was PresidentE. J. James, of the University of Illinois.In the afternoon, when President Judsonpresided, President F. J. Goodnow, ofJohns Hopkins, spoke on "Reform inChina." In the evening "The Administration of Justice" was discussed byDean J. P. Hall, Professor Kales ofNorthwestern University, Mr. F. B.Johnstone, and Judge Levine, of Cleveland. At the final session, Thursdaymorning, devoted to topics of International Law, the speakers were Professor P. M. Brown, of Princeton;Professor C. C. Hyde, of Northwestern;Professor R. G. Usher, of WashingtonUniversity; and Professor A. C. Cool-idge, of Harvard.UNIVERSITY PREACHERSDuring the Autumn Quarter theUniversity religious services were conducted as follows: October 4 and 11:Dr. Francis Greenwood Peabody, Harvard University, Cambridge, Mass.;October 18: Dr. Robert Elliott Speer,Presbyterian Board of Foreign Missions,New York, N.Y.; October 25: Bishop William Fraser McDowell, Chicago;November 1: Dr. Charles RichmondHenderson, University of Chicago; November 8 and 15: Rev. Henry MartinSanders, New York, N.Y.; November22: Dean Charles Reynolds Brown,Yale Divinity School, New Haven,Conn.; November 29: James A. Mac-Donald, Toronto, Ontario; December 6and 13: Bishop Charles David Williams,Detroit, Mich.; December 20 (Convocation Sunday): President HenryChurchill King, Oberlin College.The arrangements for the WinterQuarter are these: January 10 and 17:Bishop Francis John McConnell, Denver,Colo.; January 24: Rev. S. Parkes Cad-man, Central Congregational Church,Brooklyn, N.Y.; January 31 and February 7 : Rev. Nehemiah Boynton, ClintonAvenue Church, Brooklyn, N.Y.; February 14: President Ozora S. Davis,Chicago Theological Seminary; February 21: Rev. Hugh Black, Union Theological Seminary, New York, N.Y.;February 28: Rev. George W. Truett,First Baptist Church, Dallas, Tex.;March 7 and 14: Rev. Cornelius Woelf-kin, Fifth Avenue Church, New York.GENERAL ITEMSA meeting in memory of Robert FrancisHarper, A.B., '83, Ph.D., who died inLondon, August 5, 19 14, was held inLeon Mandel Assembly Hall, Sunday,November 22, at 4:00 p.m. The President, the Chaplain, the Dean of theGraduate School of Arts and Literature,and Professor Ira Maurice Price, of theDepartment of Semitic Languages andLiteratures, took part in the service.The address of Professor Price, who hxDecember spoke at the MemorialMeeting at Muskingum College, NewConcord, Ohio, is printed elsewhere inthis number of the University Record.At the meeting of the AmericanPhysiological Society in St. Louis,December 28-31, 1914, papers werepresented by the following members ofthe Department of Physiology in theUniversity: H. R. Basinger, F. C. Becht,W. L. Gaines, R. W. Keeton, A. B.Luckhardt, F. L. Rogers, L. L. Hardt,A. J. Carlson.Under the presidency of ProfessorJames H. Tufts, who is at the head ofEVENTS: PAST AND FUTURE 55both the American and the WesternPhilosophical Associations, the two societies met in joint session at the Universityof Chicago, December 28-30, 1914. Thepresident's address, "Ethics of States,"was delivered after a dinner at the Quadrangle Club. To the general discussion ofthe contribution of philosophy to conceptions of justice, Ellsworth Faris contributed a paper, "The Injustice ofPunishment," and W. K. Wright, Ph.D.,'99, discussed "Private Property andSocial Justice in the Light of Social Psychology." Professor Tufts also presidedat the joint session with the AmericanPolitical Science Association and Conference on Legal and Social Philosophyon "Constitutional and Political Guaranties," at which Professor George H.Mead presented a paper and ProfessorsErnst Freund, Roscoe Pound, and DeanJ. P. Hall led a discussion.Members of the Social Science groupbegan a series of addresses on subjectsconnected with the present Europeanwar, in Leon Mandel Assembly Hall,Thursday, December 3. The aim of thecourse is, not to determine the responsibility for the war, but to analyze thefacts in order to discover the causes andresults involved in the struggle. Theviews expressed will not represent anyofiicial opinion of the University as awhole.The following schedule of subjects andspeakers is announced:"Racial Traits Underlying War," William I. Thomas, Professor of Sociology,December 3."Pan-Germanism and Chauvinism,"Carl F. Huth, Assistant Professor ofHistory, December 10."The Triple Alliance and the TripleEntente," Conyers Read, Assistant Professor of History, December 17."The Balkan Question," FerdinandSchevill, Professor of Modern History,January 7."Russian and Asiatic Issues Involvedin the War," Samuel N. Harper, AssistantProfessor of Russian Language and Institutions, January 14."Modern Government and ForeignPolicy," A. C. McLaughlin, Head of theDepartment of History, January 21."The Immediate Occasion of the War,"Arthur P. Scott, Instructor in History,January 28. "The Effect of the War on Bankingand Credit," Professor J. LaurenceLaughlin, Head of the Department ofPolitical Economy, February 4."The Ethics of Nations," James Hay-den Tufts, Head of the Department ofPhilosophy, February 11."The Rights and Duties of the UnitedStates as a Neutral Nation," CharlesCheney Hyde, Professor of Law in Northwestern University, February 18." Geographic and Economic Influencesupon the War," J. Paul Goode, AssociateProfessor of Geography, February 25." Some Effects of the War on EconomicConditions in the United States," ChesterW. Wright, Associate Professor of Political Economy, March 4.Dean Shailer Mathews presided at theeighth annual conference of the WesternEconomic Society, in the Hotel Sherman,November 13 and 14. One of the chieftopics of discussion was the valuation ofrailway property. Dean Mathews ispresident of the society and AssistantProfessor Harold G. Moulton, of theDepartment of Political Economy, is thesecretary.Professor Felix von Luschan, directorof the Royal Museum of Ethnology inBerlin and also professor of anthropologyin the University of Berlin, gave threeillustrated lectures in Haskell OrientalMuseum, November 4, 5, and 6, the subjects of the first two being "The Excavation of a Hittite Capital," and of thethird, "The Anthropology of WesternAsia."On account of the present Europeanwar it has been agreed by the Universityof Chicago and the Ministry of PublicInstruction in Paris to postpone thelectures arranged to be given at the Sor-bonne by Professor James RowlandAngell.Among the editors of the new MonthlyProceedings of the National Academyof Sciences, are Director Edwin B. Frost,who will edit the section on astronomy;Professor John Merle Coulter, who willhave charge of the section on botanicalscience; and Professor Eliakim HastingsMoore, who will edit the section on mathematical investigations.Professor Paul Shorey was invited bythe president and corporation of Brown56 THE UNIVERSITY RECORDUniversity to give two lectures in connection with the one hundred and fiftiethanniversary of its founding. He discussed in his first lecture, November 30,"Interpretations of Greek Literatureand History," and in his second, December 7, "Latin Poetry and EuropeanCulture." Dr. Shorey lectured also on"Euripides" at Rochester University, on" Greek and Modern Poetry" at WellesleyCollege, and on "The Alexandrian andthe Roman Epigram" at Smith College;he also spoke at Clark University.The Haskell Lectures will be givenduring the first week of February byMasaharu Anesaki, professor of thephilosophy of religion in the ImperialUniversity of Tokyo, who, during thelast year, has been exchange professor inHarvard University. Professor Anesaki,who is himself a liberal Buddhist, willdeliver four lectures on Buddhism andits influence on Japanese thought andlife: I, Buddhism: Its FundamentalTenets; II, Buddhism: Its Development;III, Buddhist Influence upon the Japanese; IV, Buddhism in Modern Japan,Especially in Relation to Christianity.Professor Anesaki will also deliver anillustrated lecture on Japanese art.Professor Leon Van der Essen (Doctorin Philosophy and Letters), who will lec ture in French on the history of Belgiumduring the Winter Quarter, 1915, is alaureate of the Institute of France (Cour-celle Prize), a member of the RoyalAcademy of Belgium, and professor ofthe Faculty of Philosophy and Lettersof the University of Louvain. He isvice-president of the Historical Seminary,and has given courses in Louvain on"The History of the Middle Ages,""Institutions of the Middle Ages," and"The Historical Method."The vacancy caused by ProfessorWhittier's resignation has been filledby the appointment of William Underbill Moore from the faculty of law ofthe University of Wisconsin. ProfessorMoore is a graduate of the Columbia LawSchool in 1902, having previously receivedan A.B. and an A.M. from ColumbiaUniversity. After practicing for fouryears in New York City he became amember of the law faculty of the University of Kansas in 1906. In 1908 hewas called to the University of Wisconsin.He has taught in the summer session ofthe Columbia Law School for severalyears, and last summer taught in the LawSchool here, where he had previouslygiven instruction in the Spring Quarter,19 13. He is one of the authors of astandard case book on Bills and Notes.SCHOLARSHIP AWARDS1914-1915GRADUATE SCHOLARSAppointed for excellence in the work of the Senior CollegesLester Aronberg, S.B., Chemistry.Florence Marie Barrett, Ph.B., Romance.Holly Reed Bennett, S.B., Geology.Paul Clark Bickel, Ph.B., Philosophy.Eunice Temple Ford, Ph.B., Psychology.Frederick Wilburn Hiatt, S.B., Geography.Margaret May Higgins, Ph.B., History.Albert Claire Hodge, Ph.B., PoliticalEconomy.Abraham Horvitz, A.B., Greek.Amy Genevieve Kelty, A.B., Latin. William Hymen Kurzin, S.B., Mathematics.Elizabeth Wilhelmina Miller, Ph.B.,Household Administration.Kenneth Potter Monroe, S.B., Chemistry (resigned).Bertha Louise Riss, Ph.B., German.Homer Cleveland Sampson, S.B., Botany.Elizabeth Sherer, Ph.B., History of Art.Lois Whitney, S.B., English.Frieda Bertha Zeeb, Ph.B., Sociology.SENIOR COLLEGE SCHOLARSAppointed for excellence in the work of the Junior CollegesGustav Otto Gottfried Arlt, German.John Gurney Burtt, Geology (resigned).Caryl Cody, Psychology.Paul Harold Daus, Physics.Marjorie Josephine Fay, Latin.Joseph Fisher, History.Elias Gordon, Mathematics.Bertha Kaplan, Botany.Florence Gridley Knight, PoliticalEconomy. Lawrence John MacGregor, English(resigned).Ruth Manierre, Romance.Alma Margaret Merrick, Greek.Lydia Eleanor Quinlan, English.Edward Reticker, Political Economy(resigned).Zonja Elizabeth Wallen, Chemistry.JUNIOR COLLEGE SCHOLARSAppointed for exceptional ability in the work of the first yearPaul Richard Anderson.Alfred Paul Dorjahn.Emmer Davis Edwards.Willis Eugene Gouwens.Arthur Oscar Hanisch.Henry Newton Ingwersen.Jeannette Jacobs.Margaret Mackay Lauder.Joseph Levin.Abo Lipman (resigned). Marjorie Dorothea Mann.Mollie Neumann.Axel Olson.Helen Roxana Olson.Florence May Ryan.Jennie Cornelia TenCate.Leah Gertrude TenCate.Abraham Joseph Weinberg.Sidney Maurice Weisman.5758 THE UNIVERSITY RECORDSPECIAL AND PRIZE SCHOLARSThe Florence James Adams PrizeScholars:Yetta Milkewitch, firstColeen Browne, secondThe Enos M. Barton Scholar:Sallie Sterling RustThe Colby Scholars:Harriet Winifred JonesDorothea Anna BungeHanna Matilda BungeHelen Deane InnesThe John Crerar Scholars:John Gurney BurttJohn Nuveen, Jr.The Zwinglius Grover Scholar:Jeanette Duryea HarveyThe Kelly Scholar:Alice Marjory WaitsThe Walter D. Lowy Scholar:Isador Michael LevinThe Henry C. Lytton Scholar:Louise AveryThe Marie J. Mergler Scholar:Marion Ousley ColeThe Joseph Reynolds Scholars:Thaddeus Elmore AllenRudolph John AnschicksIsrael Albert BarnettElmer Newman BuntingRoy Allen BurtEugene Opet ChimeneJoseph Kaiser CohenDonald Lewis Col wellLester Reynolds DragstedtHoward Raymond DrakeWilliam Raymond MeekerHerman Lyle Smith The Julius Rosenwald Prize Scholars:Willard Earl Atkins, firstIsador Hyman Tumpowsky, secondThe Scammon Scholar:Harry Nathaniel WeinbergThe Lillian Gertrude Selz Scholars:Mildred Dorothy LenderPauline Arnold LeviThe Elbert H. Shirk Scholar:Rose LeeThe Charles H. Smiley Scholar:Eva OvertonThe Henry Strong Scholars:Katherine Deborah BigginsFrederick Marion ByerlyCharles Francis GrimesLawrence John MacGregorEdward RetickerThe Harold H. Swift Scholar:Joseph LevinThe Fannie C. Talcott Scholars:Maud Romana CavanaghClare Lucretia DarstAnnie Kathleen HooleHazel Eva KochThe William A. Talcott Scholars:Helen Louise DrewPauline SperryJessie B. StrateThe Tilton Scholar:Augustus Kent SykesThe University Scholar:Ruth Robertson AllenThe Katherine M. White Scholars:Lois Esther DayKatherine MacMahonMargaret Terrell Parker