The University RecordVolume I OCTOBER 19 I 5 Number 4LIBERAL EDUCATION AND THETIME-SPIRIT1By NATHANIEL BUTLER, M.A., LL.D.Professor of Education, University of ChicagoThere is a familiar tale of a student at Yale University, who, havingfinished his undergraduate course, appeared at Commencement andreceived his diploma, went straight to the telegraph office in New Havenand to his mother, in Chicago, announced the total result of the fouryears, as he conceived it, in a message of one word, "Educated." Nodoubt the young man meant a bit of humorous satire. However thatmay be, he used a form of speech not altogether uncommon. Onefrequently hears the young graduate referred to as having done with hisstudies, completed his course, finished his education. It is not to besupposed, however, that any of us are under the spell of illusion uponthat point. Rather are we agreed that if the institution has done itswork intelligently, it has at best only prepared the individual to be educated; that the value of its work is to be found, not chiefly in what thegraduate knows, but in what presently he will be able to learn. It iscommonplace to say that the school is not the only educative agency;on the contrary, the home, the neighborhood, the church, the press, thepulpit, climate and scenery — everything which acts upon us and towhich we react is such an agency. And thus, education is for everyman one of the great abiding interests of life, along with politics andreligion.But when we discuss education on an occasion like this we obviouslydo not refer to this lifelong process, but to that part of it which it is1 Delivered on the occasion of the Ninety-sixth Convocation of the University,held in Leon Mandel Assembly Hall, September 3, 1915.159i6o THE UNIVERSITY RECORDproposed to accomplish in the schools — institutional education. Regarding the term in this restricted sense we may say that the history ofmediaeval and modern education involves the story of conflict betweentwo main types of ideal, the humanistic and the realistic. That conflict, in progress for four hundred years, seems again in our own time tohave become acute, nevertheless with brighter prospect for rationalsettlement than in any former period. As regards these hitherto opposedideals in education, the problem of our time appears to be, not to attemptto settle their rival claims, but rather, ceasing to keep asunder whatGod hath joined together, properly to relate what we feel to be equallyessential to the accomplishment of the educational goal.I said that the conflict between humanism and realism appears atthis moment to be acute. The nature of this opposition is perhapsnowhere more strikingly illustrated than in the rise and early progress ofeducation in Germany. With the rediscovery of antiquity, in themovement originating in Italy in the fourteenth century, and in thespread of that movement to Central and Northern Europe at the opening of the sixteenth century, the interest of men shifted from the worldto come to the world that now is. Man's possibilities here on earth,his rights and privileges, his greatness and his fame, became the mainconcern. This spirit has been well termed humanistic, for it impelledevery man to make the most of this life and of this world. Fascinatedby the classical civilization, its literature, jurisprudence, art, philosophy,and its view of Nature, men said, "Let us restore antiquity and by sodoing remove the evils of our age." Not yet was the main interestcentered upon the formal mastery of classical style and the study ofpoetry and eloquence. It was the spirit and content of the classicalauthors that was the main object of interest. "The revival of classicallearning broke down the barriers set by the church; the feeling of kinship with its spirit, its art, and philosophy permeated the western world,and in the admiration and imitation of these works of classical paganismmen felt their relationship, not merely with Christians, but with thewhole human race."1In the very objective of the Renaissance lay the secret of its speedy,if temporary, loss of vitality. "Restore antiquity" was its watchword.The inevitable followed. The schools lost all concern for spirit and content, and gave their whole attention to imitation. Within sixty yearsfrom the time of Erasmus, the apostle of vital humanism, we encounter the great school of John Sturm, in Strassburg, where for ten years1 Fischer, quoted by Russell in German Higher Schools, p. 17.LIBERAL EDUCATION AND THE TIME-SPIRIT 161boys labored to acquire a correct and fluent use of the Latin tongue.For ten years we are told "Latin was exclusively taught, read, spoken,written, every school day four hours long." Form, style, fluency, eloquence were the ends; imitation the means. There was no concernfor the content or substance of what was read, nor were the pupilsintroduced to history, mathematics, or natural science.The reaction that followed this extreme of formalism seems to usto have been inevitable. The humanistic schools having lost all vitalityin turn lost all hold upon the nobility on the one hand, and the peopleon the other. There followed a century during which the organizedschools were utterly uninfluential. But outside the schools there wasstirring a spirit of protest for reality, genuineness, utility; for educationthat has an intelligible relation to human life. Bacon, Descartes,Locke, Leibnitz, Harvey, and Newton embodied the new Time-Spirit.And with the opening of the seventeenth century the leaders of thoughtwere inspired with contempt for the poetry and eloquence of the Latinschools and the keenest interest in the study of physical phenomenaand the mastery of the material world. The Latin fetich disappearedfrom the schools. The vernacular was used in university classrooms.Humanism for the time ceased to control education. Realism prevailed; and the humanistic Gymnasien gave way to the new Real-schulen.Neither the present purpose nor the time available permits thetracing of the utter eclipse in turn of this realistic interest by the newhumanism that superseded it and prevailed during the second half of theeighteenth century. Inspired by the new spirit of democracy, it sought,not the mastery of the physical world, but the perfection of the humantype. The spread of individualism leveled class distinctions. Overagainst the names of those who a century before had embodied the realistic ideal, one sees the new spirit incarnated in Lessing, and Herder,and Goethe, and Schiller, and Kant, and Fichte. "The new era,"wrote Paulsen, "despises the utilitarianism so highly valued by theprevious epoch. True human culture, and not utility, is its aim. Itis characteristic of ignoble souls to appreciate only what is absolutelyutilitarian, and to overlook entirely the importance of a free, beautiful,and perfect culture of the inner life." So far had the pendulum swungfrom the point where Francis Bacon stood when he exhorted men toturn from theories to the study of things.The spirit of our own times succeeding the period thus characterizedis believed, with satisfaction by some, with apprehension by others, tol62 THE UNIVERSITY RECORDbe prevailingly realistic. At this moment humanism is supposed to beon the defensive and to be waging a losing contest. In Prussia theRealschulen have fought their way to a place of equality with the classicalschools. Among ourselves, we are hearing much of vocational education,industrial education, and training for economic ends.Among those who have no sympathy with this supposed trend, somereact to it with irritation and fear, some with ridicule. The writer ofan article in a recent issue of one of our most respected magazines,1maintaining the case for "The Calumniated Collegian," is moved tosatirical utterance by the following newspaper paragraphs:Education formerly meant an ability to write polished Latin verse, to thinkin terms incomprehensible to the mob, and to feel a proper disdain for all thingsmaterial; today it is being given the meaning of an ability to take one's part in industry, in business, and in the operation of the farm.The best educated man of yesterday was the most helpless, where business wasconcerned. He knew much about the personal habits of the trilobite, could giveaccurate information concerning the sources of the drama and poetry of the ancientGreeks .... but he knew less than nothing of making and selling things, while hisknowledge of the farm came of memorized bits of pastoral and rustic poetry.The writer proceeds to quote from a long speech delivered by thegovernor of one of our states at a recent educational meeting, in whichhe proclaimed the gospel of "More corn roots and no Latin roots.""Down with higher mathematics, with all else that leads to college butdoes not prepare for practical life."Then follows a description of a new" style of college commencementactually adopted in a northwestern state, at which "with appropriatecomment a young woman in a becoming big apron performed upon thestage a family washing, a youth in butcher's raiment cut up a deadsheep, and a future broncho buster gave an exhibition of colt breaking —all on the commencement stage — to the immense delight of an audiencewhich had assembled in apprehension of some hours of exposition ofbaccalaureate plans for the regeneration of humanity."More seriously, the writer of a recent notable article on "The MoralFailure of Efficiency" warns of the consequence of the tendency toregard all the values of education as comprised in the ability to readand write and to turn out a piece of work. Thus:If the present war is making some men brutal, it is also making most men humble.We had become sure of ourselves — sure at least that our foundation was sound. Wehad only to enlarge our rooms here and there, to alter their arrangements for the growing needs of our present democracy, to make of the world the comfortable place our1 Atlantic Monthly, June, 1915.LIBERAL EDUCATION AND THE TIME-SPIRIT 163hearts had desired. And therefore, while we were willing to change our institutions,we saw no need to change ourselves. Now, as though something had been thrustright up against our faces, we see that it is not so much a new government or a newchurch or a new industrial system that is needed, as a new and fervent idealism thatwill warm and shine through all these. This is the right spirit in which to face thefuture, the only spirit that can justify a hope of something better. Looking about us,we see amid the utter wreck of all that we have and are, that our sole hope lies in thefuller unfoldment of humanity — unfoldment, education. The supreme failure [saysthis writer] which we have made in this thing is undoubtedly this — we have mistaken literacy for education. We have led pupils through the alphabet, andthen to make room for those crowding behind we have shunted them off intotrades and occupations. It is unheard-of extravagance to pay further attentionto a man who can read and write and do problems in arithmetic. And whilediscussion goes on as to the advisability of adopting some innovation, there is onewhich we have already adopted. We have resolved to educate the hand. Ourschools are to be turned into workshops, either because we do not see, or because weare incapable of entering the mighty field of the moralities, where the finer urgingsand the powerful restraints of life are bred; from one end of the world to the other,we are shepherding the rising generation toward tools. To be capable of co-ordinatingbrain and hand in the production of a piece of work, that, and that alone, is to be thenew education. And this is accepted as quite the proper thing, save by those who arestill not convinced that the world is a factory, or man solely a workman. As theGreek was kindled with culture, and the Christian with faith, so to much the samefervor the present age is bitten with the passion for making things. We consumeourselves in order to produce something. We cannot ripen, because it is a waste oftime hanging upon the bough.1The laughing and the serious pessimists are not the only ones heardfrom in these days of controversy among educational leaders and ofconfusion of the public mind. The Philistine also is heard and his convictions and hopes are often embodied in editorials whose writers inmany cases may not have intended at all the implications which to theminds of multitudes of readers they seem to involve. In one of ourgreat metropolitan dailies this editorial utterance appeared in June.Some twelve thousand Chicago boys and girls will stand tremblingly on theirschool rostra and receive their eighth-grade diplomas this week; twenty-five hundredmore will finish Chicago high schools. They will pass, as one well-worn class mottoexpresses it, "Out of the harbor into the sea."Continuing, the writer says,It is Chicago's great misfortune that there is irony in that nautical expression.A great proportion of our public-school graduates are "at sea"; they are prepared fornothing, because we have not provided vocational training for them. In our tardyawakening to the fact that the majority of the eighth-grade graduates never finishhigh school, and that a majority of the high-school students never enter college, wehave only feebly readjusted our educational system to fit practical needs. Thousands1 Century Magazine, June, 1915, pp. 187 ff.164 THE UNIVERSITY RECORDof these graduates will slowly awaken to the knowledge of educational handicapswhich are nothing short of tragedy. Some will overcome their educational impediments, just as a determined person overcomes obstacles which nature places in hisway. But it is civilization's function to remove obstacles, not to increase them.In my judgment every word of the editorial just quoted is exactlytrue. And the impression of the editorial upon the minds of thousandsof readers is utterly false and misleading, encouraging the convictionthat the thing most needed at this moment is the conversion of ourelementary and secondary schools into trade schools. And the mischiefof this arises from the fact that persons entertaining this convictionare in position to exercise practical influence in determining educationalorganization and procedure in their communities.That these expressions truly represent the spirit of the time wecannot believe. They are exaggerations of the satirist, the pessimist,and the Philistine. Every man must rejoice in the new realistic emphasis. The advocates of the broadest conception of education do not inthe least discount it. It does, however, seem to be the proper time toemphasize the fact that the renaissance of realistic education is not tobe interpreted as a movement to supersede a broader and more generalculture, but rather as supplementing and completing it, and directingit upon life. The problem is not that of deciding rival claims, but ofdiscovering relations. Both types of discipline are to be recognized asessential. In the enthusiasm for the new, we shall not mistake it forthe whole. We may generalize Abraham Flexner's striking formula andsay that any educational discipline "is enforceable only when it has anadequate sanction in social regard and a real point of discharge in thesocial organization. Men must believe in it. Something must dependupon it." Well, my thesis is that there is no lack of present recognitionof the fact that disciplines quite other than those just described havedistinctly an adequate sanction in social regard and a real point of discharge in the social organization, that men do believe in them, and thatsomething does depend upon them.However, even if we admit that such expressions as these trulyrepresent the audible and conscious demands of the Spirit of the Time,there can be no doubt that the Time is making actual and fundamentaldemands that can be met by no such education as that here described;and further, that already there is reaction to the recognition of the factthat there are practical values in education that are wholly irrespectiveof those secured by technical, professional, or any sort of specializedtraining; and that these values may be expressed in intelligibleLIBERAL EDUCATION AND THE TIME-SPIRIT 165terms. That there is abundant recognition of this is shown nowand then by the utterances of laymen which not seldom reflect theSpirit of the Time more truly than do those of pedagogical and socialexperts.Not long ago, I found myself in one of the larger cities of Iowa ata hotel table opposite a gentleman whom I had never seen before, but,after the manner of humankind, we did not permit the absence ofprevious acquaintance to interfere with conversation. In the courseof the talk it became known to me that he was a successful man ofaffairs, owning a number of banks and factories in various parts of hisstate. In connection with these he said that he had occasion to employa large number of boys and young men. "At what age," said I, "doyou like to take these boys in your employ?" "If I had my way," hereplied, "I would employ these boys at fourteen, put them into myfactories, and train them up in the business." "What then," said I,"happens to the education of these boys whom you put into your factories at fourteen?" At that question a very interesting thing happened. One is familiar with the dissolving of a picture projected upona screen and the emergence of another to take its place. A thing likethis apparently happened before the footlights of this man's consciousness. Up to the moment of my question he had been thinking of theboys whom he employed at fourteen, but with my question these boysfaded from before his attention, and in their place came his only son.I believe that he was not himself aware of the change, but his facelighted up in animation, and he said, "Now you have asked what is tome the most interesting of questions, concerning the education of a boy;for over here at Mt. Vernon, at Cornell College, is my only son. Hewill be twenty years old his next birthday, and I am keeping him incollege for two reasons: first, I want him to get an intelligent outlookupon life and the world before he narrows down his thought and energyto preparation for a special career. He knows that before long he mustmake his choice of his life work — whether he will go into engineering,law, medicine, commerce, or industry; but before he makes his choiceI want him to get that intelligent and sympathetic attitude toward thecommon human life, which every man and woman must have, irrespective of his trade, calling, or profession; and secondly, I want himto discover himself, to come to an understanding of what, by his inheritedand acquired tendencies and his native abilities, he is best fitted for.Some of my men in my factories say, 'Why don't you let us have Frankand train him up in the business ? ' And I reply to them, ' Not on youri66 THE UNIVERSITY RECORDlife until he gets an education' " Apparently, it makes a differencewhose boy you put into the factory at fourteen.So far as this man's attitude toward his own son was concerned weare agreed that he was right. What did he mean? Is it not this:that wage-earning ability, or even technical and professional skill, doesnot comprise the total value of education; that there are values in life,and therefore, in education, that cannot be expressed in economic terms;and that the production of a cultivated man or woman and the productionof an intelligent neighbor and citizen are just as distinct and indispensable results of the training of the schools as the production of a skilledworkman.From every consideration of the relation of education to life therealways emerge these two outstanding types of emphasis or interest.However we may designate them — realistic and humanistic, culturaland practical, liberal and vocational — under whatever names, they comeforward and urge their respective claims. In colloquial terms we aredistinguishing them as vocational on the one hand, and, on the other,cultural and civic. Of course all true education is vocational. Forit is just as truly a man's calling — a calling for which specific training isprerequisite — to react to the finer things of life, to art, music, literature,courtesy, friendship, religion — I say it is as truly a man's vocation toreact to these as it is to perform a piece of work requiring technicalskill. And if we could only form new associations with the word "vocational," this distinction would cease to vex and confuse; and we shouldspeak of the educative process as a whole as involving, on one hand,training for those vocations in which all the neighbors must participatein common, and on the other, training for that specific vocation whichdifferentiates each man's technical endeavor from those of his neighbors.There are, however, let us say again, these two types of educationalemphasis — the vocational and the non- vocational. And these two areforever distinct in their aims. No matter how far the vocational maypress back or up, or be incorporated into the non-vocational program,no matter how much the one may enrich the other, the one is not, andnever can be, the other. One aims at technical expertness, the other atbreadth of view, freedom of spirit, social intelligence, and social sympathy. And it is at this moment a matter of first-rate importance thatthese two types of educational emphasis be felt to be distinct, co-ordinate,not antagonistic, not even mutually exclusive; and that the problem,so far as they are concerned, is, not to determine an issue between them,LIBERAL EDUCATION AND THE TIME-SPIRIT 167but rather to discover how these two essential elements in educationare to be preserved and related.It is this specific emphasis in education which is utterly irrespectiveof vocational aims, which on the contrary proposes cultural and civicends, that I understand and mean by liberal education. And my thesis,restated in different terms, is that the Spirit of the Time is making distinct and imperative demands that can be met only if we keep steadilyin view the immediate and practical and essential values of liberal education co-ordinate with that whose values are expressed in economicterms.One may find an illuminating statement of this faith if he will takethe pains to read the report of the president of Amherst College printedin June, 1914. All the world knows the position that this college tookin 191 1 when its scientific course was discontinued and it frankly committed itself to liberal culture. It is not pertinent at this point todebate the question as to the motives that led to this action. That thecollege took this position is the point significant for our present purpose.At the very outset of the president's statement a matter important forthis discussion is made quite clear, that the term "liberal" is not synonymous with the term "humanistic," as the latter term is ordinarily used andunderstood, though it seems precisely synonymous with the meaning ofthe term as expressed in the aims of the earlier humanists. The devotionof Amherst College to the ends of liberal education did not mean thatthe sciences were abandoned and that the greater part of the instructionwas henceforth to be in the ancient languages. Upon this point thepresident wrote: "The abandonment of the science course does not meanthe giving up of science instruction." And quoting with approval anofficial utterance of his trustees, he continues: "The value of theancient classics, that is, the Greek and Latin languages and literatures, is recognized. But there are other knowledges that arerequisite to a liberal education — history, philosophy, mathematics,political science, economics, music, the literature of one's own tongue,German and Romance languages and literatures. Certainly a liberallyeducated man should know something of these great experiences of thehuman race." It is apparent that the writer of this report conceivesliberal education as definable, not in terms of the studies that it embraces,but of the ends proposed and accomplished, for he adds, "We areplanning to give our students the essentials of a liberal education, tomake them sharers in the intellectual life of their people and of their time."i68 THE UNIVERSITY RECORDIt would be extremely difficult to find or to frame a more direct andintelligible expression of this sense of the relation of liberal educationto the needs of the time than one finds in the words, not of a representative of one of the old foundations of the East, but in those of thepresident of a western institution, almost the youngest in the sisterhood of colleges. The president of Reed College, at Portland, Oregon,after frankly expressing his judgment that the "new endeavor to bringto the pupils of each grade the kind of education which school statisticsprove that the majority of them will immediately need is a hopeful tendency" because, as he remarks, "the stability of a democratic community depends in the first instance upon the widest possible extensionamong its people of the capacity for productive labor," adds:But there are careers of vast importance to mankind for which all the technicaland professional schools of today seem to offer no broadly valuable preparation. Theworld needs today, as it has always needed, ministers of the gospel with the zeal andinspiration of the missionaries of old. The world needs today, as never before, genuineleadership in the realm of journalism. The world needs today, more than it canknow, leaders equal to the growing opportunities for improving human life in manifold forms of social service. The world needs today in commerce, in manufacturing,in banking, in mining, in distribution, in transportation, men with a conception ofthe meaning of their enterprises and their opportunities far beyond the scope of technical preparation. The world needs today, in shameful measure, available men andwomen equal to the tasks of leadership in the government of our states, of our nation,especially of our cities.Are these merely the views of the scholar and the special-pleader ?What in fact is happening ? How is it faring with the colleges that areknown to be devoted chiefly to liberal education ? Is the spirit of ourtimes, justly and frankly utilitarian, really indifferent to results thathave no bearing on specialized or vocational skill, values that can beexpressed only in terms of individual and civic intelligence ?In order to gather some first-hand evidence upon this point, letterswere lately sent to some half-dozen American college presidents, askingspecifically whether the patronage of these institutions indicates thatthe present emphasis upon palpably utilitarian results seems to be accompanied by a diminishing confidence in the values of liberal culture. Thethree questions were these: (i) Is the enrolment of your college decreasing, or holding its own, or increasing ? (2) Are the graduates from yourliberal courses finding employment with industrial or commercial concerns? (3) Do you know of any steady or increasing demand on thepart of industrial or commercial firms for college graduates? Repliesto these questions were received from the presidents of Amherst, Bowdoin,LIBERAL EDUCATION AND THE TIME-SPIRIT 169Colby, Earlham, Reed, De Pauw, Beloit; Dean Ferry, of Williams College,Dean Marshall, of the University of Chicago, and President Faunce, ofBrown University. I have thrown together the following sentencestaken from these letters.Dean Ferry, of Williams College: The enrolment of students in our collegeshows plainly that the demand for liberal education is fairly permanent. Our number has remained practically stationary at our fixed maximum of five hundred, afterfirst reaching it a half-dozen years ago. We have still the great number of demandsfor our graduates from commercial and industrial concerns except so far as that number has been modified temporarily by these trying conditions in business circles.President Roberts, Colby College: When I was in college practically everybody was looking forward to being a lawyer, or a doctor, or a minister, or a teacher.In our own college there is a yearly increasing number of those who are planning toengage in some sort of business as a life work. Indeed, I think one of the reasonswhy college attendance is increasing everywhere — and by "college" I mean the sortof institution that puts the emphasis on so-called "liberal" training — is that it isthe growing conviction that college is the best place for a boy from eighteen to twenty-two, regardless of what he plans to do in after life. It is coming to be pretty generallybelieved, other things being equal, that the man who spent the years from eighteento twenty-two in college will, by the time he is thirty or thirty-five, have caught upto the man who went from high school into business, and by the time he is forty orforty-five, will have far outstripped him. This theory may be wrong, but it is gainingground all the time. I don't believe you can find a business man who has had theliberal training of the college, who regrets the time so spent.The President of De Pauw University: Our enrolment is steadily increasing.Graduates from our liberal courses find employment with industrial and commercial concerns. There is a steady demand from these firms for our graduates asemployees.President Hyde, Bowdoin College: More of our graduates are seeking andfinding positions in commercial and industrial concerns.Registrar Goodale, Amherst College: The A.B. course enrolment has beenshowing a steady gain for the past few years. I should say that at least 40 per centof our graduates are going into commercial lines of activity.President Kelly, Earlham College: The past five years have been the mostsuccessful years this college has ever had from the three standpoints of endowment,equipment (personal and material), and numbers. There were more students enrolledin the college the past year than ever before, and there is no sign of decrease. Themost popular courses are the "old line" subjects — literature, languages, history,science, and mathematics. The demand for Latin and Greek is not so great. Buton the whole, the subjects that made up the courses of study in the college of thepast are the subjects that students are seeking in college today. My observation isthat business men are more ready than ever before to take college graduates intotraining. So far as I have observed, this demand from business men is greater thanthe supply. In Indiana, where the vocational idea is being developed in conformityto the law, the ideals of liberal education are not deteriorating.170 THE UNIVERSITY RECORDI am permitted to quote the opinion of one of our own colleagueswho is in position to judge of this matter, Dean Marshall, of the Collegeof Commerce and Administration, in the University of Chicago.I am quite clear that nearly all of the so-called objection to college training forbusiness men has been opposition not to college training but to lack of training. It isworth while to bear in mind that the business community has never objected to liberaleducation. So far as I know, they have always been in favor of it. I suppose thatno one would deny that the better colleges of commerce in these present days aregiving a cultural background that may with propriety be called distinctly liberal.I think that there is no question that the business community is looking with increasing favor at the graduates of our colleges of commerce. There is no question thatincreasing numbers of our college graduates are going into careers of commerce andindustry.Florence M. Reed, Secretary to the President of Reed College, Portland, Ore.:The first class was graduated from Reed College in June, 191 5. Of the twenty menwho took their degree, four will continue their work in professional schools and eightor nine will teach. Most of the others have already taken positions with industrialor commercial concerns. So far as I know, every graduate who wished such a positionhas been able to obtain it.President Faunce, Brown University: The great majority of the graduates ofBrown University find places in commercial and industrial enterprises. The largestbusiness houses and corporations, such as the Standard Oil, Swift and Co., and thelargest insurance and trust companies, are constantly writing to our eastern universities and asking us to recommend graduates to enter their employ. Some of thesecorporations definitely state that they no longer expect that their important positionswill be filled by young men who have worked up from the lowest places to the highest,but they prefer to take college graduates who have no business experience, but areversatile, alert, with some knowledge of economics, history, and social science andwith evidence of capacity for executive work.The United States Commissioner of Education, whose utterancesas to matters of fact and of opinion command the highest respect andmay be fairly accepted as interpretations of the Spirit of the Time,states that in the decade from 1900-19 10 the productive endowment ofthe colleges increased 65 per cent. Their incomes exclusive of additionsto endowments increased 173 per cent. Their faculties grew 61 per centand their student bodies 67 per cent. And he adds, as an expressionof his own judgment, "The best interests of the civic and industrial lifeof the country demand that a larger percentage of its citizens shouldhave the preparation for leadership and direction of affairs which thecolleges are supposed to give. Everywhere," he continues, "the importance and necessity of education for civic, economic, social, and spiritualwelfare are recognized more than ever before."My interest in this subject is not merely academic. It involvesan issue of practical importance, particularly for young men and womenLIBERAL EDUCATION AND THE TIME-SPIRIT 171who have enjoyed the advantages of college and university training.It does not involve the conclusion that we should attach anything lessthan the utmost importance to that department of educational activitythat is controlled by the motive of preparing the individual specificallyfor a career, but it does involve the conclusion that we should not allowourselves to lose sight of the co-ordinate importance of that otherdepartment of educational activity that proposes utterly different ends.For it is everlastingly true that the things men live by are work,play, love, service, and worship. And we are dangerously nearmisinterpreting the Spirit of the Time, turning work into drudgeryand so losing sight of the things men live by, in our absorption inmaterial things and the mastery over material things. Thus our wholeeducational emphasis is individualistic. We do our best to fill thegraduates chiefly with thoughts of what their education and trainingwill enable them to get out of life and the world. Liberal education, onthe other hand, is social. It emphasizes the value, not merely of whata human life contains, but of its output. Its fine expression is the utterance of Terrence,Homo sum; humani nihil a me alienum puto.As fine an utterance of the spirit of liberal culture is that one ofSenator Root, who has lately said, "After some centuries of the strugglefor the rights of equality, it may be that the world is about to enterupon a struggle for the rights of inequality." And one cannot helpbelieving that that struggle has already begun in view of the convictionexpressed on every side that the obligations of wealth are to poverty,the obligations of power to weakness, the obligations of knowledge toignorance. We seem to be realizing and to be reorganizing society uponthe principle declared by Matthew Arnold that " the purpose of cultureis, not to make an intelligent being more intelligent, but to make reasonand the will of God prevail." The ends of individual culture arefound, not in the cultivated individual, but in the world about him.Two men who speak with authority have given convincing descriptions of these ends. The late William James shortly before his deathgave a public address in which he pronounced his opinion as to the valueof liberal education as a social asset. I do not quote him verbatim.In substance, however, he said, "I have been giving much thought tothe answer to this question, How is the community justified in spendingso much money to make you an intelligent man or intelligent woman ?and I have concluded that it is chiefly for this reason: Liberal education enables you to know a good man when you see him." This seemsat first to be no answer at all. And when one learns that the address172 THE UNIVERSITY REC0R1?was given to the girls of Barnard College, it has in it a touch of humor.For surely any education that enables a young woman to know a goodman when she sees him is practical education — I would even call itvocational education. But, as he proceeds his meaning becomes clearer."Liberal education," he says, "makes you demand always the firstbest, and renders you incapable of being satisfied with the second orthird best. It makes you know a good human job when you see it anda good human workman when you, see him." But further, and hismeaning becomes still clearer, "one of the most fatal things for ademocracy would be that the people at large should lose a sense for thebest and become content with the second or third best, and one of themost vital things for a democracy is that we should insist that our bestmen should lead us and that we should follow them." Now we knowprecisely what Professor James meant by liberal education being a socialasset. For any machinery that will keep up the supply of those whowill demand that our best men and women should lead us, and that weshould follow them, is valuable machinery. Our schools of liberaleducation are just that machinery. So much for the social value ofliberal education.As an individual asset liberal culture has been characterized by aNew England college president in the following terms:President Hyde, of Bowdoin College: To feel at home in all lands and all ages;to count nature a familiar acquaintance, and art an intimate friend; to have a standard for the appreciation of other men's work and for the criticism of one's own; tocarry in one's pocket the key to the world's library, and feel its resources behind onewherever he goes; to make friends of hosts of fellow-students who will be leaders inevery walk of life; to lose oneself in generous enthusiasms and in co-operation forcommon ends; to form manners with fellow-students who are gentlemen, and to formcharacter under teachers who are Christians — this is what the college offers for thebest years of one's life.To know how to get the best out of life, to stand for the best in life,to find one's place and to do one's work — nothing less and nothing elsewill meet the actual demands of the Time-Spirit. And the disciplinethat proposes this will alone prepare the individual for that completeliving which is the goal of education. To such discipline no institutioncould be more unequivocally committed than that which inscribes uponits great sealCrescat Scientia Vita Excolaturthe memorable paraphrase of which we have from one of our owncolleagues:Let knowledge grow from more to moreAnd so be human life enriched.THE BOARD OF TRUSTEESBy J. SPENCER DICKERSON, SecretaryAPPOINTMENTSIn addition to reappointments the following appointments of officersof instruction have been made:Harry Dexter Kitson, Instructor in the Department of Psychology,from October i, 191 5.Stuart M. Hamilton, Instructor in the Department of PoliticalEconomy, from October 1, 191 5.John B. Canning, Instructor in the Department of Political Economy,from October 1, 191 5.Samuel Carson Duncan, Lecturer in the Department of PoliticalEconomy, from October 1, 191 5.Frederick M. Simons, Jr., Instructor in the Department of PoliticalEconomy, from October 1, 19 15.Edith Abbott, Ph.D., Instructor in the Department of Sociology,from October 1, 191 5.Frank H. Abbott, Instructor in the Department of RomanceLanguages and Literatures, from October 1, 1915.Rudolph Altrocchi, Ph.D., Assistant Professor in the Departmentof Romance Languages and Literatures, from October 1, 191 5.Harry Newton Irwin, Instructor in Mathematics, University HighSchool, from October 1, 191 5.Professor Julius Stieglitz, Chairman of the Department of Chemistry,to succeed Professor John Ulric Nef, whose lamented death occurredAugust 18, 1915.W. France Anderson has been appointed as Alumni Member ofthe Board of Physical Culture for the academic year, 191 5-16.LEAVES OF ABSENCELeave of absence has been granted Instructor Pietro Stoppani,of the Department of Romance Languages and Literatures, for a year,until October 1, 1916. Mr. Stoppani has returned to Italy to serve inconnection with the hospitals of the Italian army.Instructor Franck L. Schoell, also of the Department of RomanceLanguages and Literatures, is absent on leave and is serving in the173174 THE UNIVERSITY RECORDFrench army. He has been wounded and, according to latest reports,is a prisoner in Germany.RESIGNATIONSThe resignations of Assistant Professor Robert Retzer, of the Department of Anatomy, who becomes Professor of Anatomy and Dean ofthe Medical College of Creighton University, Omaha, Nebraska; of Instructor William D. Reeve, of the University High School, who goes tothe University High School of the University of Minnesota; and of Instructor L. Charles Raiford, of the Department of Chemistry, who becomes Professor of Chemistry in the State College of Oklahoma, havebeen accepted.GIFT OF THE CLASS OF 1915The Board of Trustees has accepted a gift of bronze lamps forHutchinson Court from the Class of 191 5. Designs for these lamps arein course of preparation.THE AUDITORThe Board of Trustees has granted leave of absence to the Auditor,Mr. Trevor Arnett, at the request of the General Education Board,in order that he may prepare for publication by the Board a comprehensive report on educational finance. Mr. Arnett will spend a portionof his time for six months or more in New York City, but meanwhilewill give general oversight to the work of the auditing department ofthe University.THE TWENTY-FIFTH ANNIVERSARY OF THE UNIVERSITYThe Committee on the Twenty-fifth Anniversary of the University,in conformity to the dates of previous celebrations, has recommended1 91 6 as the year for the celebration of the event.The charter of the University was signed June 18, 1890; it wasdated September 10, 1890; it was recorded September 20, 1890.William Rainey Harper was elected President September 18, 1890.He began his duties as President July 1, 1891.The University opened October 1, 1892.WALKER MUSEUMThe Departments of Geology and Geography having now beentransferred to Rosenwald Hall, the Board of Trustees has made provision for the necessary alterations in Walker Museum so that it maynow be used for museum purposes as was originally designed. TheTHE BOARD OF TRUSTEES 175building is undergoing thorough repair. A modern lighting system isbeing installed. Mr. A. W. Slocom, formerly connected with the FieldColumbian Museum, is engaged in rearranging for exhibition muchmaterial which for lack of room has never been displayed.COLVER-ROSENBERGER LECTURE FUNDIn the July, 191 5, number of the University Record announcementwas made of the creation of the Nathaniel Colver Lectureship andPublication Fund by Mr. Jesse L. Rosenberger and his wife, Susan E.Rosenberger. The latter is a graduate of the old University of Chicago,Class of 1882. The same generous friends of the University have nowmade arrangements for the endowment of the Colver-RosenbergerLecture Fund.Among the conditions of the gift it is provided that —the income only of this fund shall ever be used, and then only to provide, from timeto time, at, or in connection with, the University of Chicago, what shall be knownas the "Colver-Rosenberger Lectures," or for the publication, or to aid in the publication, of such of said lectures as it may be deemed best to preserve and give circulationin book form.Further provisions are as follows:It is desired that the " Colver-Rosenberger Lectures" shall be of as distinct anindividuality and forceful a character as they may practicably be made, and, above all,as beneficial as possible to the University, and, through it, to the world, especiallyadding to the sum of practical human knowledge and aiding with the more vital problemsof human life. To this end, they would perhaps best be kept in the field of sciencesrelating to human society and welfare, the particular topics to be determined by theBoard of Trustees from time to time. To give the lectures, persons of eminence inscholarship or other respects making them authorities on their respective subjectsshould be chosen.This endowment my wife and I wish to associate with our family name and thatof Mrs. Rosenberger's father, the late Reverend Charles K. Colver (1 821-1896), aBaptist minister of exceptionally strong character, deep scholarship, profound convictions, and much ability, yet very simple and sincere in his life, who was also anearnest promotor of sound education, and made the first subscription to the fund forthe establishment of the present University of Chicago. He was a son of the ReverendNathaniel Colver, D.D. (1794-1870), who was the first theological professor in theold University of Chicago and one of the founders of, and the first instructor for, whathas now become the Divinity School.COLVER-ROSENBERGER FELLOWSHIPFor a third time Mr. and Mrs. Jesse L. Rosenberger have rememberedthe University. The Board of Trustees at the meeting held September 14, 191 5, accepted funds which eventually will provide for the176 THE UNIVERSITY RECORDColver-Rosenberger Fellowship. The income from the fund will be paidto holders of the fellowship, the object being, as stated by the donors:that this fellowship may be as important and beneficial as possible — productive,directly, so far as it may be, of good in immediate results, and, indirectly, much more,by turning and stimulating persons of high character and promise to noble and unselfish studies and endeavors for the benefit of mankind and the solution of the morevital problems of human life. For these purposes it is suggested that the fellowshipbe not permanently assigned to any one department of the University, but be keptpreferably in the field of sciences relating to human society and welfare, the particularsubjects to be determined from time to time, and, if desired, either religious, moral,sociological, economic, industrial, political, or whatever it may be thought will do themost good, present and prospective. It may be administered with some referenceto the " Colver-Rosenberger Lectures," heretofore provided for, or entirely independentof them, as may be considered best.THE CHICAGO DEGREE CEREMONYConvocation, a term originally intended to apply to the generalassemblage of the University of Chicago for any purpose whatever, hascome to stand especially for the public University service for the conferring of degrees. Because degrees are regularly conferred at the conclusion of each quarter it happens that since the first Convocation heldJanuary 2, 1893, in the Central Music Hall until the occasion describedin the present issue of the University Record, and including the specialones, ninety-six have been held.From the very outset the Convocation program was determined:I. The ProcessionII. The PrayerIII. The Convocation AddressIV. The Award of HonorsV. The Conferring of DegreesVI. The President's StatementVII. "Alma Mater"VIII. The RecessionThe order of the procession is as follows:The Marshal of the UniversityThe Candidates for the Associate's Title and for the Certificate of the Collegeof EducationThe Candidates for the Bachelor's DegreeThe Candidates for Higher DegreesThe Faculties of the UniversityThe Official Guests of the UniversityThe Trustees of the UniversityThe President of the Board of Trustees and the Convocation ChaplainThe President of the University and the Convocation OratorThe position of each individual in each group is predetermined bythe arrangement of the individuals for the degree ceremony. On themain floor candidates in the several groups are arranged alphabetically bymarshals and aides: associates are seated at the back; candidates forhigher degrees at the front. Upon the stage Trustees, Members of theFaculties, and Guests are seated. In the center of the front row is thePresident's chair. To his right are seated: the Convocation Orator,the Convocation Chaplain, the President of the Board of Trustees, the177i78 THE UNIVERSITY RECORDTrustees, the Dean of Women. To his left are ranged: the Dean ofthe Faculties, the Deans of the Graduate Schools, the Dean of the LawSchool, the Dean of the Divinity School, the Dean of the Senior Colleges,the Dean of the Junior Colleges, the Recorder. Responsibility for thesedetails, upon faithfulness to which depends in large part the ease anddignity of the exercises, rests upon the Marshal of the University, whosesymbol is a black, gold-mounted baton. His assistants are the HeadMarshal, who carries a mahogany, silver-mounted baton, and themarshals and aides, who wear mortarboards having maroon tassels.All persons in the procession remain standing in their places untilthe President and the Convocation Orator reach their seats. Whenthe President removes his cap and takes his seat, all do likewise. Immediately the President says: " Prayer will be offered by the ConvocationChaplain [announcing the name]." At the conclusion of the prayerthe President again rises and says: "The Convocation address [announcing the subject] will be delivered by [announcing the name]."At the conclusion of the Convocation Address, the President, duringthe musical interlude, seats himself in the Convocation Chair placed atthe extreme right of the spectator. When the music is ended he donshis cap, as representing the authority of the University, rises, and says:Attention is called to the Award of Honors :Honorable Mention for excellence in the work of the Junior Colleges.Honorable Mention for excellence in the work leading to the Certificate of theCollege of Education.Scholarships in the Senior Colleges for excellence in the work of the JuniorColleges.The Conferring of the Bachelor's Degree with Honors.Honors for excellence in particular departments of the Senior Colleges.Scholarships in the Graduate Schools for excellence in the work of the SeniorColleges.Election to the Chicago Chapter of the Order of the Coif for high distinction inthe professional work of the Law School.Election to Sigma Xi on nomination of the Departments of Science for evidenceof ability in research work in general.Election to membership in the Beta of Illinois Chapter of Phi Beta Kappa onnomination by the University for especial distinction in general scholarship in theUniversity.Degrees and titles will now be conferred.The President, still wearing his cap, seats himself in the ConvocationChair.Candidates for titles and degrees are presented by their Deans in thefollowing order:THE CHICAGO DEGREE CEREMONY 179Candidates for the title of Associate and for the Certificate of theCollege of Education by the Dean of the Junior Colleges.Candidates for the degree of Bachelor of Arts, Philosophy, or Scienceby the Dean of the Senior Colleges.Candidates for the degree of Bachelor of Laws by the Dean of theLaw School.Candidates for the degree of Master of Arts or Science by the Deanof the Graduate School of Arts and Literature or by the Dean of theOgden Graduate School of Science.Candidates for the degree of Bachelor of Divinity by the Dean of theDivinity School.Candidates for the degree of Doctor of Law (J.D.) by the Dean of theLaw School.Candidates for the degree of Doctor of Philosophy by the Dean ofthe Graduate School of Arts and Literature or by the Dean of the OgdenGraduate School of Science.When a Dean rises in his place on the platform, candidates to bepresented by him rise in their places and proceed in previously arrangedalphabetical order to the platform, escorted by marshals and aides whorange the candidates in files facing the President. When all candidatesare in place upon the platform the Dean presents the candidates andthe President addresses them. The Dean then reads the name of eachcandidate as he approaches the President to receive from him thediploma which the Recorder passes to the President. In the case ofDoctors the hood is placed upon each candidate by the UniversityMarshal before the diploma is presented. The formulae for the Deansand the President are as follows:TITLE OF ASSOCIATEThe Dean: Mr. President: These students have completed the work of the JuniorColleges and are presented for the title of Associate.The President: Young men and women: You have finished the work prescribed in the curriculum of the Junior Colleges of the University of Chicago, and youhave attained that degree of maturity and accomplishment which will enable you topursue with advantage studies of a University character conducted in accordancewith University methods. You are therefore admitted to the rank of Associate in theUniversity, and in testimony of this fact I present you these diplomas.THE CERTIFICATE OF THE SCHOOL OF EDUCATIONThe Dean: Mr. President: These students have completed the two years'course under the regulations of the School of Education and are presented for theCertificate.i8o THE UNIVERSITY RECORDThe President: Young women: Yoil have finished the work prescribed in thecurriculum of the two years' course of the School of Education of the University ofChicago. You have attained that degree of training and scholarship which willenable you to discharge with credit to yourselves and to the University the duties ofthe honorable profession which you have chosen. In testimony of this fact I presentyou with these diplomas.BACHELOR OF ARTS, PHILOSOPHY, OR SCIENCEThe Dean: Hi, praeses, juvenes, ex collegii disciplina evadentes, gradum Bac-calaurei petunt.The President: Vos, iuvenes, qui per tempus debitum in studia feliciter incu-buistis, Curatores Universitatis Chicaginiensis ad gradum Baccalaurei admiserunt.In cuius rei testimonium haec diplomata vobis trado. Quae accipite, piisque animisMatrem Almam colite.RE-ENACTED DEGREE OF BACHELOR OF ARTSThe President: Vos, ad gradum Baccalaurei redintegratum admissi estis. Incuius rei testimonium haec diplomata vobis trado. Quae accipite, piisque animisMatrem Almam colite.BACHELOR OF LAWSThe Dean: Hi, praeses, juvenes, ex disciplina juris ac legum evadentes, gradumBaccalaurei in Legibus petunt.The President: Vos, iuvenes, qui per tempus debitum in studia feliciter incu-buistis, Curatores Universitatis Chicaginiensis ad gradum Baccalaurei in Legibusadmiserunt. In cuius rei testimonium haec diplomata vobis trado. Quae accipite,piisque animis Matrem Almam colite.MASTER OF ARTS OR SCIENCEThe Dean : Hi, praeses, juvenes, ex scholae baccalaureorum disciplina evadentes,gradum Magistri petunt.The President: Vos, iuvenes, qui per tempus debitum in studia feliciter incu-buistis, Curatores Universitatis Chicaginiensis suadente Professorum ordine idoneo,Senatuque approbante, ad gradum Magistri admiserunt. In cuius rei testimoniumhaec diplomata vobis trado. Quae accipite, piisque animis Matrem Almam colite.BACHELOR OF DIVINITYThe Dean: Hi, praeses, juvenes, ex sacrae theologiae disciplina evadentes,gradum Baccalaurei petunt.The President: Vos, iuvenes, qui per tempus debitum in studia feliciter incu-buistis, Curatores Universitatis Chicaginiensis ad gradum Baccalaurei in Sacra Theo-logia admiserunt. In cuius rei testimonium haec diplomata vobis trado. Quaeaccipite, piisque animis Matrem Almam colite.THE CHICAGO DEGREE CEREMONY 181RE-ENACTED DEGREE OF BACHELOR OF DIVINITY FROM THE OLD UNIVERSITY OF CHICAGOThe Dean: Hi, praeses, juvenes, ad gradum Baccalaurei in Sacra Theologia exPriori Universitate olim admissi eundum gradum redintegratum petunt.The President: Vos, ad gradum Baccalaurei in Sacra Theologia redintegratumadmissi estis. In cuius rei testimonium haec diplomata vobis trado. Quae accipitepiisque animis Matrem Almam colite.DOCTOR OF LAWThe Dean: Hi, praeses, juvenes, baccalaurei, ex disciplina juris ac legum evadentes, gradum Juris Doctoris petunt.The President: Vos, iuvenes optimi, qui, per tempus debitum omni cogitationecuraque studiis dediti, eximiae esse spei vos probastis, Curatores Universitatis, sua-dente Professorum ordine idoneo, Senatuque approbante, ad gradum Juris Doctorisadmiserunt. In cuius rei testimonium haec diplomata vobis trado. Quae accipitepiisque animis Matrem Almam colite.DOCTOR OF PHILOSOPHYThe Dean: Hi, praeses, juvenes, ex scholae baccalaureorum disciplina evadentes,gradum Philosophiae Doctoris petunt.The President: Vos, iuvenes optimi, qui, per tempus debitum omni cogitationecuraque studiis dediti, eximiae esse spei vos probastis, Curatores Universitatis, sua-dente Professorum ordine idoneo, Senatuque approbante, ad gradum PhilosophiaeDoctoris admiserunt. In cuius rei testimonium vobis et hos cucullos trado, quibus utDoctores ex Universitate Chicaginiense induamini. Et haec diplomata sigillo Universitatis munita; quae accipite piisque animis Matrem Almam colite.Honorary degrees, the first of which was conferred in 1899 uponWilliam McKinley, President of the United States, are given at a regularConvocation after the conferring of the degrees in course, or at a specialConvocation called for the purpose, as in 1899 for President McKinleyor in 1903 for President Roosevelt. The candidate is presented by thehead or chairman of the appropriate department, and the President inconferring the degree uses a special formula for each candidate. President McKinley was presented by the Professor of International Law andDiplomacy, Head of the Department of Political Science, and Dean ofthe Faculties of Arts, Literature, and Science, who, escorting the candidate to the Convocation chair, addressed the President of the University.The President of the University then said:You, William McKinley — a man endowed with all advantages of education andexperience, who, at the time of gravest crisis, when the weal not only of this Republic,but of foreign states, was put in deepest peril, and the path of wisdom lay dark beforel82 THE UNIVERSITY RECORDthe people, served each highest interest, and, by your wisdom and your foresight, outof confusion brought a happy ending — the Trustees of the University of Chicago, onnomination by the University Senate, have admitted to the degree of Doctor of Lawsnow for the first time given by them, and have granted and bestowed upon you allhonors, rights, and privileges here or elsewhere pertaining to the same. In testimonywhereof, I now present you with the Doctor's hood of the University of Chicago,which, in virtue of this degree, you have the right to wear, and with the diploma ofthe University. And may you increase in wisdom and virtue, and, in days to come,as in the past, cherish the Republic and defend her.The normal form is that used in conferring the honorary degree ofDoctor of Laws on Basil Lanneau Gildersleeve, Professor of Greek inJohns Hopkins University:Professor of Greek in the Johns Hopkins University; founder and editor of theAmerican Journal of Philology; at once lover of letters and student of linguisticscience; commentator, in noteworthy editions, upon Pindar and Persius; author ofa Latin Grammar based on scientific principles; investigator, and stimulator of theinvestigations of others; author of a work now appearing in which the results of manyyears of study of the Syntax of Classical Greek are summarized: for these distinguishedservices, and especially for the last named, by the authority of the Board of Trusteesof the University of Chicago, upon the nomination of the University Senate, I conferupon you the degree of Doctor of Laws of this University, with all the rights andprivileges appertaining thereunto.The President's Statement generally consists of four parts. Hefirst expresses to the Convocation Orator the thanks of the University. He then refers to the death of any member of the University, ifthere has been any such since the last Convocation, and requestsall to stand in silence in memory of the deceased. When theaudience has risen, PleyeFs Hymn is played on the Alice FreemanPalmer chimes. When the people are again seated, the Presidentreviews the condition of the University and announces gifts or plans,concluding with an invitation to join in the singing of the "AlmaMater," and with the announcement: "After the benediction theaudience is requested to remain seated until after the recessional."The Recession is conducted in an order exactly the reverse of theProcession.JOHN ULRIC NEFJOHN ULRIC NEFBy JULIUS STIEGLITZProfessor and Chairman of the Department of ChemistryOn the morning of Saturday, August 14, the startling and tragicnews was flashed to his Chicago friends that on the day before Dr. JohnUlric Nef, Head of the Department of Chemistry at the University ofChicago, had died suddenly of heart disease in Carmel, California.Professor Nef had been in only indifferent health during the pastyear, without, however, seeming to develop any symptoms of a seriousor alarming nature. At the end of June he left Chicago to spend hissummer vacation in a leisurely trip through the Canadian Rockies, theNorthwest, and California. Very soon, finding himself in poor condition, he hurried on to San Francisco and reached the city on July 22,a month in advance of the date originally planned. There he wasfound to be suffering from acute dilatation of the heart. His conditionresponded so rapidly to treatment that he was allowed to be up withina week. During this period he was in the best of spirits, grateful thatthe cause of his poor condition had been recognized and the latterquickly improved, and he was most hopeful of the future. On July 30I went to pay him a last visit before my return to Chicago. We hadan hour's talk, in which Dr. Nef showed all the buoyant hopefulness andcourage which were so characteristic of him. He was indeed in thehappiest of spirits, full of his well-known enthusiasm for his researchplans for the autumn and for the liberal arrangements made to furtherthem. At that time, neither he nor his friends had the least fear ofany immediate or early danger to his life. We knew he would have totake better care of himself in the future than in the past, but that wasall. It is a small grain of comfort to know that almost to the very endDr. Nef was spared all acute worry about himself and that death cameswiftly, instantaneously — came while he was walking and talking withhis friend and former pupil, Dr. Herman Spoehr.In Dr. Nef the world has lost a great scientist, a genius, whose ideashave been fertilizing his broad field of work — organic chemistry — forover twenty-five years. The University has lost one of its greatestinvestigators — an irreparable loss. The Department of Chemistry haslost a wise, far-seeing, and kindly head and an enthusiastic, inspiring183184 THE UNIVERSITY RECORDteacher. Dr. Nef s friends have lost the comfort and counsel comingfrom a kind-hearted, loyal man who was fearless in his honesty andstrong in his sense of justice and right.Professor Nef graduated from Harvard in 1884, and, as the holderof the Harvard Kirkland Traveling Fellowship, he took his doctorateof philosophy in chemistry at the University of Munich in 1886 underGermany's greatest teacher in organic chemistry, Professor AdolphBaeyer. On his return to this country he applied himself to researchin organic chemistry with a single-hearted devotion and a fiery enthusiasm that remained his most conspicuous characteristic throughout hislife. Starting his academic career in 1887 as professor of chemistry atPurdue University, he achieved such notable results in research, thatwithin two years he was called to Clark University, founded, as is wellknown, with research as its keynote and main objective. From ClarkUniversity he came to this University in 1892, one of the group ofbrilliant scientists whom President Harper succeeded in drawing awayfrom Clark University, and who became a most important factor in immediately placing the University in the front rank of the world's universities as a center of research and of the highest type of graduate work.Professor Nef — by his great pioneer work on bivalent carbon, on the fulminates, on the sugars, on the mechanism of organic reactions, and onmany other subjects — contributed his full share to this great achievement of the University of Chicago. There is a well-authenticated storycurrent, that when President Harper returned from his trip throughEurope in 1900, he reported that he had been much impressed by thefact that at all the centers of learning he had visited he had found theUniversity of Chicago known best as the university where three well-known men of the Faculty were carrying on their work. Professor Nefwas one of these three men. In outward recognition of his importantcontributions to the advance of the world's knowledge he was electeda member of the National Academy of Sciences, of the AmericanAcademy of Arts and Sciences, and of the Royal Society of Sciences ofSweden. In Europe as well as from one end of this country to the otherhis loss will be deplored in chemistry circles as the loss of a great, enthusiastic and productive mind, as the loss of a man who had the genius tocreate new ideas and the courage to develop and advance them in thewidest fields.Professor Nef was uniquely able to transmit his enthusiasm forscientific investigation to his students and auditors. He was for thatreason a great and inspiring teacher of the highest class of students —JOHN ULRIC NEF 185graduate students preparing to do research work. Insistent on criticalthought and on exhaustive work, he set them thinking for themselves,working for themselves. It is not surprising to find, as a result, thatmen who have taken their doctorate under his direction are holdingsome of the most important positions in chemistry in this country andare themselves, in many cases, productive investigators of note.As Head of the Department of Chemistry, Dr. Nef from the earlydays of the University adopted the wise policy of non-interference withhis staff, of giving to each member of it full rein for the independentdevelopment of his branch of chemistry, and of demanding, in return,of each instructor complete responsibility for the success or failure ofhis work. The result of this generous care for the individuality andopportunity for growth of the members of the staff was a wholeheartedly carried-out policy of co-operation among the members, whichhas made the department what it is.Many of us have lost the inspiration and helpfulness of a greatcolleague with whom we could discuss scientific matters, and we haveincurred, too, the greater personal loss of a loyal, devoted friendship.This was as honest, generous, and strong in its counsels as Dr. Nef wasunstinted and unswerving in his devotion to his scientific ideals. It isa pleasure for the writer to recall that twenty-five years of intellectualand scientific co-operation and whole-hearted friendship remained tothe end unmarred by a single clash of interest, purpose, or action; afact due, above all else, to the greatness of the character of the friendwe have lost, to his fair-mindedness, his confidence-inspiring honestyof purpose, and his generous eagerness ..to help all who came within hisrange of action.BENJAMIN ALLEN GREENEA MINUTE ADOPTED BY THE BAPTIST THEOLOGICALUNION, JULY 14, 191 5Dr. Greene came to the Divinity School in 1909, having been electedProfessorial Lecturer on Practical Theology, April 13. He died May 25,191 5. Thus he served as a member of the faculty for six years. Hisservice on behalf of the Divinity School, however, began at an earlierdate. On October 2, 1901, he was elected a trustee of the Baptist Theological Union as successor to Dr. G. W. Northrup. On July 11, 1905,he was chosen vice-president of the Board of Trustees, which office heheld until his death. To the meetings of the trustees during the fourteenyears of his service he brought an open mind, a sense of justice, and inhis calm, gentle, unobtrusive way a strong determination always to dothe right thing. He became a member of the Board at a time when theDivinity School was in a state of transition. The theological seminaryof the type formerly common in the Baptist denomination was passingand the divinity school with new and more scholarly methods, withuniversity ideals and a broader intellectual horizon, was beginning tomake its way into the favor of the denomination. The coming of Dr.Greene into the counsels of the Board of Trustees brought with it nospirit of compromise, but a peace-producing atmosphere which surelymust have been helpful in placing the School in the position of steadilygrowing power which it has now attained.Dr. Greene's relationship with the faculty and the student body willbe recalled as something which added charm of character, abiding poise,and delightful personality to the virility of mind which he shared with hiscolleagues.Dr. Greene became a member of the Divinity School faculty afterthirty-five fruitful years spent in the pastorate, in pastorates characterized by the solid growth of the churches he served and by the affectionwhich never ceased to well forth from the hearts of his parishioners aslong as he lived. He brought to his new duties a ripe experience, a broadsympathy for the ministers of the future, and a profound conviction thatpreparation for the pastorate could not be too broad or too thorough.He never made a contrast between an intellectual and a spiritual ministry.As in his own beautiful character there were united intellectuality of a186BENJAMIN ALLEN GREENE 187rare order and an apprehension of the spiritual life in high degree, so inhis lectures and in his conferences with students he always advocatedthat united cultivation of mind and soul which is the very essence ofcharacter.Most potent of all the many charming and forceful characteristics ofthis Christian gentleman, this saintly prophet, this admirable scholar,was his delightful personality. His very presence was a benediction.He was inspiring to his fellow-teachers and to the student body, not onlybecause of the glow of his intellectuality and the fine flavor of his life, butbecause he was lovable. In this " Indian summer of his life," as in hispoetic way he was wont to describe his period of service at the University,he seldom assumed the strenuous duties of the classroom, but his influence was felt wherever he was known.The nearly three score years and ten of his life were devoted to helpingmen to be better, to making the world a more pleasant place in whichbetter men may dwell, to interpreting to willing ears the voice of God,not as some far-off mysterious sound, but as something potently intimateand personal, and to revealing to youth to whom this voice of God hadcome as a call to preach, the power, the joys, and the compensations ofthe Christian ministry.We, his fellow-workers in one department of Christian service, hereplace on record our admiration of the life and character of BenjaminAllen Greene, our love for him as a brother in service, our sorrow in hispassing on, and our sympathy with his family in this time of theirbereavement.EVENTS: PAST AND FUTURETHE NINETY-SIXTH CONVOCATIONAt the Ninety-sixth Convocation, heldin Leon Mandel Assembly Hall, September 3, 1015, the address, "Liberal Education and the Time-Spirit," was deliveredby Nathaniel Butler, A.M., LL.D., Professor of Education, the University ofChicago. In introducing the orator, thePresident of the University said:"Twenty-three years ago last summerthe office of the University was in Room121 2, Chamber of Commerce Building,on Washington St., corner of La Salle St.President Harper, Dr. Goodspeed, andthe present President of the Universitywere busily at work making preparationsfor opening the new University for instruction in the following October. Tothem one day came a card announcing acall from a new member of the facultywho was ready for duty. The gentlemanin question had been connected with thefaculty of the old University of Chicago,was then in the faculty of the Universityof Illinois, and now for nearly a quarterof a century has never failed in his loyalservice to the University which chosehim and which he chose in 1892. Sucha service he has rendered today, and Icordially thank my colleague, Professor Butler, the Convocation Orator ofSeptember, 191 5."The Award of Honors included theelection of eight students to membershipin the Beta of Illinois Chapter of Phi BetaKappa.Degrees and titles were conferred as follows: The Colleges: the Title of Associate, 23; the Certificate of the Collegeof Education, n; the degree of Bachelorof Arts, 6; the degree of Bachelor of Philosophy, 94; the degree of Bachelor ofScience, 27. The Divinity School: thedegree of Master of Arts, 12; the degreeof Bachelor of Divinity, 6; the degree ofDoctor of Philosophy, 5. The LawSchool: the degree of Doctor of Law, 10.The Graduate Schools of Arts, Literature,and Science: the degree of Master of Arts,45; the degree of Master of Science, 23;the degree of Doctor of Philosophy, 34.The total number of degrees conferred(not including titles and certificates) was262. The Convocation Reception was heldin Hutchinson Court on the evening ofSeptember 3. In the receiving line werePresident and Mrs. Judson, the Convocation orator, Professor Nathaniel Butler,and Mrs. Butler.The Convocation Prayer Service washeld in Harper Assembly Room at ten-thirty Sunday morning, August 29, andthe Convocation Religious Service ateleven o'clock in Leon Mandel AssemblyHall. The Convocation sermon waspreached by Reverend Frank WakeleyGunsaulus, A.M., D.D., pastor of CentralChurch, Chicago, and president of ArmourInstitute of Technology.UNIVERSITY PREACHERSAUTUMN QUARTER, 1915October 3 Rev. Professor Francis Greenwood Peabody, D.D., LL.D.,Harvard University, Cambridge, Massachusetts" 10 Settlement Sunday. Rev.Professor Francis GreenwoodPeabody, D.D., LL.D." 17 Bishop William Fraser McDowell, Ph.D., D.D., LL.D.,Evanston, Illinois" 24 Rev. Carter Helm Jones,D.D., First Baptist Church,Seattle, Washington" 31 Rev. Carter Helm Jones,D.D.November 7 Rev. Cornelius Woelfkin,D.D., Litt.D., LL.D., FifthAvenue Baptist Church, NewYork City" 14 Rev. Cornelius Woelfkin,D.D., Litt.D., LL.D." 21 Rev. Professor Charles Reynolds Brown, A.M., D.D.,Dean of the Yale DivinitySchool" 28 Rev. Professor Charles Reynolds Brown, A.M., D.D.December 5 Right Rev. Bishop CharlesDavid Williams, D.D.,L.H.D., LL.D., of Michigan,Detroit, Michigan" 12 Right Rev. Charles DavidWilliams, D.D., L.H.D.,LL.D." 19 Convocation Sunday, Rev.John Timothy Stone, D.D.,Fourth Presbyterian Church,Chicago188EVENTS: PAST AND FUTURE 189WINTER QUARTER, 1916January 9 Bishop Francis John McCon-nell, Ph.D., D.D., LL.D.,Denver, Colorado" 16 Bishop Francis John McCon-nell, Ph.D., D.D., LL.D." 23 Rev. Burris Atkins Jenkins,A.M., S.T.B., Linwood Boulevard Christian Church, Kansas City, Missouri" 30 President William HerbertFaunce, D.D., LL.D., BrownUniversity, Providence, RhodeIslandRev. Professor William Wallace Fenn, A.M., S.T.D.,Dean of the Harvard DivinitySchool" 13 Rev. George W. Truett, D.D.,First Baptist Church, Dallas," 20 Rev. George W. Truett, D.D." 27 Rev. Professor Hugh Black,M.A., D.D., Union Theological Seminary, New YorkMarch 5 Rev. Professor Hugh Black,M.A., D.D.February 6 March 1219 Rev. George Hanson, ErskineChurch, MontrealConvocation SundaySPRING QUARTER, 1916April162330May1428June A.M.,Mr. Robert Elliott Speer,D.D., New York CityRev. John Ellington White, D.D.,First Baptist Church, Anderson-ville, South CarolinaRev. John Ellington White, D.D.Rev. Harry Emerson Fosdick,A.M., D.D., Union TheologicalSeminary, New YorkRev. Harry Emerson Fosdick,A.M., D.D.Rev. Professor George AlexanderJohnston Ross, M.A., Union Theological Seminary, New YorkRev. Professor George AlexanderJohnston Ross, M.A.Rev. President Albert ParkerFitch, D.D., Andover TheologicalSeminaryRev. President Albert ParkerFitch, D.D.Convocation SundayATTENDANCE 191 4-1 5— TOTALS FOR DIFFERENT STUDENTSSchools and Colleges Men Women TotalThe Graduate Schools 1,209S237282821632323612733iQ176 762467575392579804924121,100 i,97i9901,303674The Senior Colleges The Junior Colleges Unclassified students The College of Commerce and Administration University College The Divinity School The Courses in Medicine 297The Law School 331The College of Education 1,276Grand total 4,266594 4,418309 8,684Duplicates Net total 3,672 4,109 7,78iNUMBER OF STUDENTS, 1914-15, ACCORDING TO QUARTERS IN RESIDENCESchools OneQuarter TwoQuarters ThreeQuarters FourQuarters Three-QuarterThe Graduate Schools The Senior Colleges The Junior Colleges Unclassified students The College of Commerce and Administration.University College The Divinity School . The Courses in Medicine The Law School The College of Education Grand total.Duplicates. .Net total Three-quarter basis i,35837438359i55353250911161,0104,58i166 1551691955051527483929551,318691,249 31837866623107332761321311772,3401572,183 14069593635553444532 i,o6of707I1,002$266|i68§801239i235262I595f5,3393015,038190 THE UNIVERSITY RECORDM CM CO CM • l^ vo H • •ssot;OOO • -<t to©o 00 O0 00VO 0 • • • • • Tj- CM Ov Ovt^trv . ts.nivo 100 ^ • co^n ©oH H 01 Cnj N C^ • • H M-Oo tN • °8,rfioO vO O f* CO CS VOVO CM H«!ON lO lOOvf^CMCO CMCM'd'CM00 OOO 1000 "too t>» CM IO00 t>. CO « CO H H CM VO O t^. ^VO 00. H 00 tO CO (ONIOH to H H H Ov lO H H Oj0 i-T h c? H T? 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OM .CO". *6 :8 1*0 icE- .31HerCM c'c•2 1-to «43 c•gC^^HH H U3e cdHfljCcSO'- ifl a. &^OcoUp H ^.>CO -* -gi- ^103chJ H eINDEXINDEXAnesaki, Masaharu, Haskell Lectures,106.Attendance (1914-15), 189; AutumnQuarter (1914), 52; Winter Quarter(1915), 107; Spring Quarter (1915),157; Summer Quarter (1915), 190.Board of Trustees, The: American Library Association at Panama PacificExposition, appropriation to aid, 74;appointments, 23, 74, 127, 173; auditor,leave of absence to the, 174; by-lawsof Board amended as to date of meeting, 74; campus meetings of the Board,128; Chicago Theological Seminary,25 (see also 14); class-of-i9i4gift, 24;class-of-1915 gift, 174; College of Religious and Social Science merged inCollege of Commerce and Administration, 74; Colver Lectureship, 128(see also 175); Colver-RosenbergerFellowship, 175 (see also 128); Colver-Rosenberger Lecture Fund, 175 (seealso 128); David Blair McLaughlinPrize, 25 (see also 15); Hamilton,David G., Trustee, death of, 75 (seealso 103); Howard Taylor RickettsLaboratory, 24 (see also 16, 105); IdaNoyes Hall, 25 (see also 16, 53, 104,132, 134); Illinois Building at PanamaPacific Exposition, University represented at, 74; leaves of absence, 23, 74,127, 173; McLaughlin, David Blair,Prize, 25 (see also 15); NathanielColver Lectureship, 128 (see also 175);Ida Noyes Hall, 25 (see also 16, 53, 104,132, 134) ; Oriental Languages and Literatures, Department of, 127; Otho S.A. Sprague Institute granted used ofbuilding, 74; Resignations, 23, 127,174; Ricketts Laboratory, 24 (see also16, 105); Sprague Institute, 74; StaggField, 24; Swift, Harold H., Appointment of as trustee, 24; twenty-fifthanniversary of the University, 174;Van der Essen, Professor L., 23 (see alsoIS? S3> 56); Walker Museum, 174.Butler, Nathaniel, Liberal Education andthe Time-Spirit, 159.Charles R. Crane Russian Foundation,The, 16.Chicago Alumni Club Scholarship andLoan Fund, 156.Chicago Degree Ceremony, The, 177.Chicago Theological Seminary, Affiliation between, and the University, 14,China Medical Commission of the Rockefeller Foundation, 14, 105. Classics Building, 16; dedication of, 129;descriptive details of, 130; first usedfor classes, 105.Class-of-1914 gift, 21, 24.Class-of-1915 gift, 174.College of Religious and Social Science,74-Colver Lectureship, 128 (see also 175).Colver-Rosenberger Lecture Fund, 175(see also 128).Convocation: Ninety-third, 2, 51;Ninety-fourth, 53, 59, 103; Ninety-fifth, 115, 154; Ninety-sixth, 159, 188.Convocation addresses: C. R. Van Hise,The Federal Anti-trust Legislation(Ninety-third Convocation), 2; MyraReynolds, The Education of Womenin England in the Eighteenth Century(Ninety-fourth Convocation), 59;Theodore Marburg, Informed versusEmotional Will of the People (Ninety-fifth Convocation), 115; NathanielButler, Liberal Education and theTime-Spirit (Ninety-sixth Convocation), 159.Crane Russian Foundation, The, 16.Colver Lectureship, 128 (see also 175).Colver-Rosenberger Lecture Fund, 175(see also 128).Curriculum, The: Excerpts from aReport to the President by the Deanof the Faculties, 26 (see also 101).David Blair McLaughlin Prize, The, inEnglish Composition, 15, 25.Dodd, William E., address of, at Memorial Day celebration, 148.Education, Economy of Time in (extractfrom President's Report for 1914), 101.Education of Women, The, in England inthe Eighteenth Century (Myra Reynolds), 59.Educational Conference,Twenty-seventh,104.Events: Past and Future: AmericanHistorical Association, 53; AmericanPhysical Society Meeting, 51; American Political Science Association, 54;Attendance, 1914-15, 189; AutumnQuarter, 1914, attendance in, 52;China Medical Commission, 105 (seealso 14); Educational Conference, theTwenty-seventh, 104; Faculty dinner,53; general items, 54, 105, 108, 156,158; Hamilton, David G., death of,103; Henderson, C. R., services inmemory of, 103 (see also 91, 92, 93, 98);Ida Noyes Hall, 53, 104; Illinois Day, 51 ;National Academy of Science Meeting,193194 THE UNIVERSITY RECORD53; Ninety-third Convocation, The,51 (see also 1); Ninety-fourth Convocation, The, 53 , 103 (see also 59) ; Ninety-fifth Convocation, the, 1 54 (see also 115);Ninety-sixth Convocation, The, 188(see also 159); President's Report, The,for 1915, 104; Spring Quarter, 1915,attendance in, 157; Summer Quarter(191 5), attendance in, 190; SummerQuarter (1915), faculties, 104; Taft,Lectures by ex-President, 51; University Preachers, 54, 188; WinterQuarter (1915), attendance in, 107.Everts, Dr. William W., gift of engravedportrait of William Mathews, 156.Federal Anti-trust Legislation, The (C.R. Van Hise), 2.Fellowships, award of (1915-16), 109.Flower, Mrs. Lucy M., gift of engravedportrait of Maria Agnesi, 156.Gifts to the University, 155.Greene, Benjamin Allen, 186.Gunsaulus, Dr. Frank W., gift of manuscript, 155; of engravings, 156.Hamilton, David G., Trustee, death of,75, i°3-Harper, Robert Francis, 46.Haskell Lectures, eighteenth series, 106.Henderson, Charles Richmond, 91; address of the President at the funeral of,92; address of Dean Albion W. Smallat the funeral of, 93 ; address of Professor E. D. Burton at the funeral of,98; services in memory of, 103.Hey der, Hans, bequest of, 155.Hodge, Mrs. Emma B., gift of work ofErasmus, 155.Howard Taylor Ricketts Laboratory, 16,24, 105.Ida Noyes Hall, 16, 25, 53, 104; addressof Dean Marion Talbot at cornerstoneceremonies, 134; ceremonies at layingof cornerstone of, 132.Illustrations : Charles Richmond Henderson, facing p. 91; Classics Building,facing p. 115; Ida Noyes Hall, facingp. 1; ground plans of building, 17-20;In the Graduate Quadrangle, facingp. 159; John Ulric Nef, facing p. 183;Julius Rosenwald, facing p. 76; JuliusRosenwald Hall, facing p. 59.Informed versus Emotional Will of thePeople (Theodore Marburg), 115.Julius Rosenwald Hall, 16, 53; addressof the President at dedication of, 77;address of Dean Rollin D. Salisbury atdedication of, 79; address of ProfessorThomas C. Chamberlin at dedicationof, 82; decorative details of, 88; dedication of, 76; dedicatory statement ofPresident Judson, 86; opened forclasses, 105. Liberal Education and the Time-Spirit(Nathaniel Butler), 159.Louvain, a professor from the Universityof, 15.Marburg, Theodore, Informed versusEmotional Will of the People, 115.McLaughlin, Andrew C, address of atMemorial Day celebration, 137.McLaughlin, David Blair, Prize, 15, 25.Memorial Day — Fifty years after: Program of ceremonies, 137; address ofthe President, 137; address of AndrewC. McLaughlin, 138; address ofWilliam Edward Dodd, 148.Moore, William Underhill, 56.Nathaniel Colver Lectureship, 128 (seealso 173).Nef, John Ulric, 183.Ninety-third Convocation, 2, 51.Ninety-fourth Convocation, 53, 59, 103.Ninety-fifth Convocation, 115, 154.Ninety-sixth Convocation, 159, 188.Noyes Hall, 16, 25, 53, 104; address ofDean Marion Talbot at^ cornerstoneceremonies, 134; ceremonies at layingof cornerstone of, 132.Orchestral Association, The University,154.Oriental Languages and Literatures, Department of, 127, 158.Otho S. A. Sprague Institute, 74.President's Quarterly Statement, The,at the Ninety-third Convocation, 14.Reynolds, Myra, The Education ofWomen in England in the EighteenthCentury, 59.Ricketts Laboratory, 16, 24, 105.Rosenwald Hall, 16, 53; address of thePresident at dedication of, 77; addressof Dean Rollin D. Salisbury at dedication of, 79; address of ProfessorThomas C. Chamberlin at dedicationof, 82; decorative details of, 88; dedication of, 76; dedicatory statement ofPresident Judson, 86; opened forclasses, 105.Scholarship awards (1914-15), 57.Sprague Institute, 74.Swift, Harold H., Trustee, 22, 24.Taft, lectures by ex-President, 51.University history, illustrations of, 156.University Orchestral Association, The,154-University Preachers, 155.University Record, The: Editorial announcement,.!.Van der Essen, Professor L., 15, 23, 53, 56.Van Hise, C. R., The Federal Anti-trustLegislation, 2.Walker Museum, 174.Whittier, resignation of Professor, 56.