The University RecordVolume V JANUARY IQIQ Number iTHE BRITISH EDUCATIONALMISSIONDuring the Autumn Quarter the British Educational Mission tothe United States, which was sent by the British government on invitation of the Council of National Defense, visited Chicago. The purposeof the Mission was "to inquire into the best means of procuring closerco-operation between British and American educational institutions,to the end of making increasingly firm the bonds of sympathy andunderstanding that now unite the English-speaking world." The members of the Mission were as follows: Dr. Arthur Everett Shipley, vice-chancellor* of the University of Cambridge, master of Christ's Collegeand reader in zoology; Sir Henry Miers, vice-chancellor of the University of Manchester and professor of crystallography; the Rev,Edward Mewburn Walker, fellow, senior tutor, and librarian of Queen'sCollege, member of the Hebdomadal Council, Oxford University; SirHenry Jones, professor of moral philosophy, University of Glasgow;Dr. John Joly, professor of geology and mineralogy, Trinity College,Dublin; Miss Caroline Spurgeon, professor of English literature, Bedford College, University of London; Miss Rose Sidgwick, lecturer onancient history, University of Birmingham. At the request of theCouncil of National Defense, the American Council on Educationundertook all arrangements for the tour of the Mission. Of the reception committee the Hon. Elihu Root was chairman. The chairmanof the committee immediately in charge was President Donald J.Cowling, Carleton College, Northfield, Minnesota. The chairman ofthe Chicago committee was the Vice-President of the University of Chicago, James Rowland Angell. The Mission arrived in Chicago on thei2 THE UNIVERSITY RECORDevening of November 7 and was escorted by members of the Universityto the University Club and the Hotel La Salle, places which remainedheadquarters until the Mission left the city after visiting the Universityof Illinois, Northwestern University, the Yerkes Observatory, andthe meetings of the Association of State Universities. For the womenof the Mission the Chicago College Club gave a luncheon on November12. At the same time the University Club gave a luncheon for thegentlemen of the Mission.The members of the British Mission were escorted to the Universityof Chicago on Friday morning, November 8, and were received in thePresident's office by the Vice-President of the University and a reception committee: Mr. Ernest D. Burton, chairman, Mr. R. G. Moulton,Mr. T. C. Chamberlin, Mr. W. G. Hale, and Miss Marion Talbot.After a brief conference the guests visited the General Library and theClassical and Geology Departmental libraries. They then visited certain laboratories in which they were individually interested. At oneo'clock Mrs. Harry Pratt Judson entertained the gentlemen of theMission at luncheon. At the same hour Dean Talbot and other womenof the University Faculties entertained the women of the Mission atNancy Foster Hall. At three o'clock in the theater of Ida Noyes Hallthere was a conference. At the tables in the center of the room wereVice-President Angell, and (to his right) Dr. A. E. Shipley, Sir HenryJones, Dean Shailer Mathews, the Reverend E. M. Walker, ProfessorPaul Shorey, Miss Rose Sidgwick, Professor E. D. Burton, Mr. W. A.Payne, the Recorder of the University, Dean A. W. Small, ProfessorR. R. Bensley, Director C. H. Judd, Professor J. H. Breasted, MissCaroline Spurgeon, Dean R. D. Salisbury, Dr. John J. Joly, andSir Henry Miers. The following is a stenographic record of theconference:Vice-President Angell: This is an occasion which is altogetherunprecedented in our own history and, I suspect, in the history of American colleges. We have an opportunity of talking, in an informal way,with the representatives of the great British universities who are ourguests today, particularly with a view to setting on foot such measuresas we can intelligently devise to improve the intimacy of our relationswith one another, not only as regards our students, but as regards thefaculties of our several institutions. It has been suggested to us, andwe believe it has been an expression of the preference of our guests, thatin place of the more usual formalities of a state visit of distinguishedguests, with meetings of the public-assemblage type and formal speeches,THE BRITISH EDUCATION AL MISSION 3we should come together in this informal way and discuss the topics whichseem to us most fruitful for the purpose which brings the Mission here.As the result of a conference of our own Senate, we have ourselves suggested a few topics which seemed, on the whole, profitable for somediscussion. We have not designed to make these topics in any sensethe coercive program of the afternoon, and we shall be glad to haveour guests depart from them at any point they may desire. But wethought it might help to expedite the program if we kept these topicsin our own mind and presented them very briefly, and, where theyseemed to be particularly profitable for discussion, called upon ourguests to make such comment as they cared to make before going on toanother subject.Topics Suggested for Discussioni. Motives probably controlling migration of American students. — There seemsreason to believe that American students are not likely to be attracted in large numbersto British universities for the purpose of securing degrees. On the other hand, theopportunities for advanced study in particular lines and with scholars of eminence arecertain to attract many. The great libraries and other collections are likely to bepeculiarly tempting. In establishing plans for improving international educationalrelations due weight should be accorded to these circumstances.For the use of students who do desire to obtain British degrees there should be anunequivocal interpretation of the relation between the Bachelor's degree from leadingAmerican universities and the "pass" and "honor" degrees of the British universities.In the case of British students who may be attracted to American institutions the sameunderstanding is essential. Possibly some central board might be established tocertify credentials.2. Co-ordination of opportunities afforded by British universities with those of thegreat libraries and scientific collections. — At the present time American students are notalways able to avail themselves of the facilities offered by the great British librariesand collections, to say nothing of the possibility of combining such opportunities withstudy at British universities. If some program involving co-operation on the part ofthese several agencies could be established it would greatly enhance the attractivenessof study and research in Great Britain.In this connection attention may be called to the desirability of a larger degreeof co-operation on the part of British libraries in the matter of exchanges and of cataloguing systems. American libraries at present find it appreciably more difficult todeal with the British authorities in these matters than with those on the Continent.3. Provision for distinctly advanced research. — Consideration may properly be givento the wisdom of emphasizing the establishment of highly paid fellowships or otherdevices of this character to enable young scholars who have already proved their scientific productivity to spend a year or more in Great Britain, studying wherever menand materials are most attractive. This proposal would look to the migration of asmall, carefully selected group rather than to the attracting into British institutions ofa larger number of graduate students of the ordinary type.4 THE UNIVERSITY RECORD4. Exchange professorships. — Consideration should be given, in the light of pastexperience, to the best forms of exchange professorships.5. Anglo-American University Commission. — It is suggested that in the furtherance of more intimate relations between the British and American universities theremay well be established an Anglo-American University Commission, to the end thatsuch measures as are adopted may reflect the best judgment of the educational authorities of the two countries concerned.6. The relation of British universities to American soldiers and sailors during theperiod of demobilization. — It has already been suggested that the British universitiesmay put their resources at the disposal of American soldiers and sailors during theperiod of demobilization on the lines already more or less matured for Canadians. Thisplan has very great promise, especially if it be carried out in such a way as to provideshort courses which could be attended by properly qualified men. The suggestionis made that if the plan be actually put in operation a certain number of Americaninstructors, drawn from the American Army and Navy, or from American civil life,be secured to assist in estabhshing the adjustments. Such a plan would not onlyf acilitate the fitting of the student to the opportunities but would also serve to familiarize American educational men with the actual inside workings of British institutions.Two other suggestions are offered, which it is not at present perhaps desirable todiscuss in detail. The one relates to the necessity of bearing constantly in mind theintimate relationship of secondary to collegiate education. Any general program whichdisregards this consideration is likely to encounter grave difficulties. The otherrelates to the desirability of preparing a handbook for both American and Britishstudents, in which is set forth succinctly but intelligibly the opportunities afforded bythe various British and American institutions.The committee in charge of our meeting has suggested that we beginthe discussion with a very brief statement on the part of one or moreof our own membership, and so a few of the members of the Facultyhave been asked to introduce these topics, and then they will be thrownopen to general discussion. I should like to have all the members ofthe Faculty who are present appreciate the informal character of ourdiscussion. Those who have offered to open the discussion have nodesire to monopolize the subject.The order in which the topics are listed is also quite unimportant;it merely represented the order which seemed to be convenient. Thefirst of the topics which we have suggested — "Motives Probably Controlling Migration of American Students" — was to have been presentedby Professor McLaughlin, who has unfortunately just had news of theloss of one of his boys in France and cannot, of course, be present.Professor Mathews has kindly consented to take his place.Professor Mathews: We are likely to be affected, I suppose,by the experience which American students have had in former yearsin going to foreign universities to study. Their purposes are, in a way,to be classified under three general heads. In the first place, menTHE BRITISH EDUCATIONAL MISSION 5have gone abroad for the purpose of making degrees at foreign universities. At the same time, they have gone for the purpose of pursuingcertain distinct, specialized studies and not intending to make a degree.And in the third place, they have gone for what might be called thegeneral humanizing effect of contact with the associations of the academichalls of the great universities abroad.I should say, Mr. Chairman, that the details governing the firstpurpose, so far as they apply to the recognition of American universitiesby English universities, and the granting of degrees thereby, are prettywell cared for in the general plan which we trust the distinguishedvisitors will unfold to us and explain. The other matter, the desireto pursue certain courses and not make a degree, is, in the opinion ofsome of us, likely to be the largest element in the migration of Americanstudents to British universities, coupled, as of course it will be, with thethird motive, that of getting in touch with a different civilization andsocial life for the sake of the general humanizing effect of such experience.I fancy that these latter provisions will be more difficult to meetthan the first. The building up of a distinct curriculum in which theend shall be a degree is not so very difficult an undertaking. But theoffering of opportunities for special research, which is to be co-ordinatedwith and made a part of the course which students are taking in American universities is something which will require undoubtedly a very considerable amount of adjustment. There is the adjustment, for instance,of the matter of length of courses, of the prerequisites for certain specificcourses; there is the difficulty which comes in all kinds of waste of energybetween work in two universities. I am inclined to think that therewill be a considerable number of students, if the proper arrangementscould be made, who would be ready to take one year abroad toward aDoctor's degree, and that number will be vastly larger than the numberwho would undertake to work for a Doctor's degree completely in theuniversities of Britain. There will be many also who are not interestedin laboratory research, but who are interested primarily in the morehuman and less technical aspects of life. I cannot help feeling that inthat larger field there will be one of the great services the British universities will be in a position to render, both to those who study for adegree there, and to those who wish to relate special courses there to adegree taken in the United States.Vice-President Angell: Dr. Shipley, if you and your colleagueswill be quite informal in commenting on these topics as may seem to yougood, we shall appreciate it.6 THE UNIVERSITY RECORDDr. Shipley: I don't want to speak myself on No. i, except to saythat so far as we are concerned we have opened our doors. They arenot closed to you in the way you may think they are. We have madeprovisions which I am sure will be welcome to. you, and in the workleading to a degree in two years we are prepared to recognize work ofone year done in another university. Therefore work of at least oneyear done in a recognized university will count, and only one year withus is necessary to lead to a degree.I want to widen No. 2 just a little. I quite agree that we mustexchange books and publications of all kinds. Speaking as a zoologist,I want to exchange specimens. That may not mean much to you, butit means a great deal to the laboratories. We can send you things ofno value to us but of great value to Chicago, and you can do the same;and possibly we could extend it to other things, because it is of theutmost importance that we do not allow the German trade in mathematical models and such things to pass into the hands of the Japanese,and that is what is happening. We are not producing in Great Britainmuch of the material that we want. We have not even begun yet, andI understand that the Japanese have. I think that there is some sortof collusion between those two countries to replace what in future wecannot get from the Germans. I want also tp exchange editorials withthe papers, but that, of course, is not an academic matter.I don't think I will say anything about No. 3, although it is verymuch in my heart.With regard to exchange professors, I think that that will more orless settle itself. I think that most universities will say: "We wouldlike to have a course in such-and-such a subject," and will look aroundand do as they have done in the past and arrange for the exchange ofprofessors.With regard to the University commission, I think that that mustbe international. Our mission is a broad one; it is not parochial. Wewant to bring people together, and we want to do it through the youth,because it is the youth that counts, and I think we must not forget ourAllies. And here I will say something which I should say under No.6. If we do anything to educate these young officers — and we are doingit — we must not forget the universities of Italy and France, which havea great deal to teach us. I want to take the widest possible view ofthese things, because if we Allies can keep together in peace as we havein war, there will be no more war.. THE BRITISH EDUCATIONAL MISSION 7We hope to establish in England an office which will be able tograpple with the voluminous literature that the universities showerupon us. We are traveling through this continent on a roving commission, and we can be traced by the piles of literature we are compelledby the shortage of labor to leave behind us.Finally I want to say two or three words because I am extraordinarilyanxious to do something about the demobilization. Already we arereceiving in England a considerable number of gentlemen whom we usedto call colonials, but we now use the longer expression "from His Majesty's Dominions beyond the seas," which means the same thing. Wehave a number of them already studying with us. We have prepareda number of .short courses for officers, and we are prepared to give aftera term or two terms in residence, some sort of certificate signed by theinstructor. I might remark that professors are comparatively rare inEngland. Most teaching is done by men who have not that title. Ithink that there are only about forty-five in my university. The certificates will be signed by some accredited teachers, and we hope thatAmerican universities will recognize them toward degrees.We want to get hold of these boys. Peace has not come yet, inspite of the evening papers, but you won't want as many of your officersin France as you have now. Let them come to some one of our universities for a few months or perhaps years. The tragedy of theseboys' lives, because I know it and have lived among them, is that theyhave lost their education. Many of them didn't know what educationwas, and they told me that that was what they felt most in this war.So I do earnestly hope, as I told the war-office people in Washington,that some provision will be offered for your young men to come, whenever they can, to all the universities of the Allies, to get the educationthey seek, and I want them to go to the place where the man is whomthey want to work under, because the man is more important than theplace.Vice-President Angell: Are there any other comments anyonewishes to make?Professor Breasted: With regard to the exchange of specimens,may I ask whether the laws of the national museums are such thatnothing can be alienated? I know it is so in the case of the BritishMuseum.Dr. Shipley: They can't exchange a specimen which has beencatalogued, but if you want a few specimens very much and you know8 THE UNIVERSITY RECORDthe curator, there should be no trouble. We suffer a great deal oflegislation which is quite out of date;,. Dr. Joly: With reference to No. i and to No. 2, fellowships arereferred to here. I understand that your ideal fellowship is a meansof enabling a Senior student to pass from one country to another. Personally speaking, I think it would be much better if we could induceundergraduate students to take one of their concluding years in theother country than to influence older students, because my own recollection of undergraduate days is that I made far more friendships as anundergraduate than I ever did as an assistant teacher. I passed manyyears of my life as an assistant teacher, and there was always a kindof aloofness between me and my students. And I think it applies toall, much as we should like to know them. I would prefer then, if Icould, to bring about an interchange of Junior students; I mean not inyour Freshman and Sophomore years but in your Junior and Senioryears. I think that it would be better, it would be more efficient, toget men of those standards to come over. Therefore I should like tosee fellowships — we in England call them exhibitions or scholarships,which means something less exalted than a fellowship — I should liketo see something of that kind established, as I think it would do moregood.In connection with that the question arises, under No. 2, Canyou co-ordinate your courses in the British and American universities ?Can you co-ordinate your courses in the two countries so that a boycould be sent from, say, Trinity College, Dublin, to the University ofChicago, and we would be sure, in Dublin, that his studies were carriedon along the same lines that they had followed in Dublin? There isno use in sending a boy over and dislocating his university work for ayear in order that he should obtain other benefits. He would returnand would probably fail in his examinations when he got back, andnothing would be gained. He would be put back in his universitycareer., For this reason I think that it is important that there shouldbe some kind of co-ordination — which is the word used here — in thecourses of the American and British universities.Talking of Trinity College and the other universities in Ireland,I may say that in the Senior years the courses are generally elective,just as I learned this morning that your courses are here. That is tosay, the student elects to take whatever he likes, as long as he confineshis work to certain groups of studies so as not to be Jack-of -all-tradesand master of none. A boy in Trinity College, Dublin, might be study-THE BRITISH EDUCATIONAL MISSION- 9ing experimental sciences in his first two years. He would come overhere and be placed in some class among your boys, and his education would be carried on just as it was in Dublin. I think thatmight be possible, and I would like to hear from the members of thisuniversity as to whether there is any insuperable difficulty in takinga boy from one university to another and arranging the instructionso that he would be taught as he would have been in his own university.That, I think, would be most desirable, and I am inclined to thinkthat there would be no practical difficulty in carrying it out; and if itwere done, I would suggest, as I have suggested elsewhere, that theproper way of raising money would be to establish memorial fellowshipsor exhibitions. There are many who have lost relatives in this warand who would gladly do anything they could to render the war of useto others in this way. What we are here for today is to try to make theresults of this war such that Americans will benefit forever after. Thatis to say, we shall secure an enduring peace through the friendshipsbetween the various branches of the Anglo-Saxon race. That is, afterall, the end of our mission here. In England the public has taken upthat idea, and we could best contribute to carrying it into effect byestablishing fellowships in memory of dead relatives — fellowships whichwould enable young men to pass from England to America, and fromAmerica to England. I think it would be practicable, and that is thethought I would like to contribute to this discussion.Just one more word, under the head of No. 3, provision for distinctly advanced research. I want to point out that in some of ouruniversities at home we can provide material for research which wouldsurely be attractive to American students. In Dublin there is a fieldfor Celtic and Welsh philology which I think is unequaled by any otherplace in the world. Everything would be placed at your disposal.Our libraries are full of Celtic literature which has never been explored.This and the vast stores of Celtic literature in the Royal Irish Academywould all be at the disposal of your students.Dr. Walker: On No. 1 and No. 6 I have a few words to say, chieflyon No. 1. I hope I shall be absolved of any desire to speak of my ownuniversity. I simply want to say that the conditions for the exchangeof students differ in different universities. Therefore I think it willcontribute to the discussion if I confine myself to things I know. ButI want you to know that Oxford is not the only university which hasinstituted the new degree. It has been instituted in some of theIO THE UNIVERSITY RECORDnorthern universities as well. What I would like to point out, in the firstplace, is this, that what we have done at Oxford — and we did it a yearand a half ago — was not merely to institute a new degree to be givenunder certain conditions. We have done that, but we have done something much more important. We have placed on an entirely newfqoting the whole organization of research work — the whole system ofresearch work in the university. I would not for a moment wish it tobe understood that opportunities for research did not exist before.What I mean is this: the whole system is now properly co-ordinatedand properly organized, and a small committee has been appointedwhose function it is to co-operate with the various faculties in theuniversity for this very purpose.When the war is over, a program of studies will be issued. TheAmerican student who thinks of coming to Oxford and wishes to knowwhether a particular professor is lecturing during the current year andwhat he is giving, what facilities exist, the facilities of teaching, ofsupervision, of libraries, to whom he should apply to secure admission,etc., will find all that put into a form which can be mastered by anintelligent student in half an hour.This organization of research work means that the younger studentsare going to devote a great deal more time and energy to a particularform of work. With regard to the degree of Doctor of Philosophy, itis normally a three years' course, but the American student who produces evidence that he has done a year's work at an American universitywill be excused one year; and in any case, although the period is betweentwo and three years, one of those three years can be spent at anotheruniversity. He can spend that in London or Paris or elsewhere. Theonly two conditions required are that he must have graduated at anapproved American university and must produce satisfactory evidencefrom the professor under whom he studied that he is properly qualifiedfor the work.There are students of one class from America who are likely toavail themselves of this course, and they are the Rhodes Scholarshipmen, because they will have ample time to take this three years' course.But of course we have always believed that in the majority of casesstudents coming to Oxford for research work will not come for two orthree years. They will not wish to take our degree, but will want totake the degree of their own university. What we have contemplatedis that there might be certain students who might wish to come for oneyear. Now I don't think it will be likely that there will ever be a veryTHE BRITISH EDUCATIONAL MISSION IIlarge number of American students who will come to an English university with a view to taking a degree of Doctor of Philosophy, or Doctorof Laws, or whatever it may be called, because I assume that the standard of the degree is going to be a very high one.What is expected is research work, and research work of a high order.It is most decidedly not going to be a cheap degree. You have toconsider, not how many students there are from America who couldattain that standard, but how many students there are from Americawho can afford to come to English universities for two or three years.We have purposely constructed. our system in such a way that thestudent who wishes to come for one year will get good advantages.He will get a certificate from the university, that he attended for oneyear and attained a certain standard, and we are hopeful that thatcertificate may be accepted by the American universities as the equivalent of a year's graduate work at home.It seems to me that there must be a large number of Americanstudents who might wish to come to a British university for one year.Take, for instance, a student who is studying English literature in agraduate school here. He might wish to come to an English universityfor a year, in order that he might know England and learn to understandthe background of English literature, or get in touch with the books onthe subject, or study some particular feature. And that applies to anumber of subjects. It is part of our business to consider the facts inthis question and not merely indulge in optimistic views, if our objectis to bring together students from the two countries. I think that thereare likely to be, after the war, a very considerable number of Englishstudents who will wish to come to American universities, but I thinkit reasonable to suppose that the number who wish to come to Americanuniversities for a year will be much larger than those who wish to comefor three years. It will apply both ways. Therefore, if there is to beconsiderable exchange of students we must not limit ourselves to thosewho come either to England or to America to take the Doctor's degree.They will be a small percentage of the total number who will come.But what I should wish you more clearly to understand is that thathas been taken into account in our new system. All we have done toorganize research will be at the command of the student who comes forone year as much as of the student who comes for three, and the studentwho comes for one year will get recognition, different in kind from theone who comes for three years, but recognition, and I hope that ourcertificate will be honored by your universities.12 THE UNIVERSITY RECORDWith regard to No. 6, 1 think that it must be evident to everybodythat nothing cafe be more important than that our students and yours,who during the war have fought side by side — for in many regimentsthey have been actually fighting side by side and have shared togetherall that this war means — should, after demobilization, share the students'life in common. And I assure you that in English universities everypossible opportunity will be given to American students who, afterdemobilization, wish to come to ,an English university. In the caseof my own university an American student who had passed three yearsin an American university and served a year inHhe American Army,if he could come to Oxford and enter for a year, would find himself qualified for a degree.Professor Small: It seems to me that what Dr. Walker has saidshould be supplemented by one point which has come within my ownobservation, relative to the small number of men who could be expectedto go to Europe — England especially — for a Doctor's degree. It hasbeen distinctly recognized in this country that since the founding ofJohns Hopkins University in 1876 the value of a European degree ofDoctor of Philosophy to an American student has fallen relatively veryrapidly, and within fifteen years I think that it has become the generaljudgment of men in departments with which I am particularly acquainted— arts and literature — that the possession of a Doctor's degree from aEuropean university, which has usually meant a German university,has not been of itself an advantage. The American student who goesabroad and takes a degree of Doctor of Philosophy expects to teach.The modus operandi of getting a place to teach is, in a word, that thepresident of the institution which has a vacancy to fill applies to someman whom he knows or whom some member of his faculty knows, insome university conferring the degree, to find out not merely the academic qualities of the candidate but the personal equation also, and ithas come to be a fact that our American colleges will hardly accept aman as an instructor on the basis of a Ph.D. degree unless there is asponsor who can give testimony by which the personal value can beequated.Thus, while we must be impressed by the liberality, the hospitality,of these plans, they seem to be likely to appeal to us in the particularthat Dr. Walker has emphasized, namely, the opportunity to take oneyear of that hospitality, or at the most two; but the undesirability,unless circumstances change very greatly, of taking three years abroadfor the Doctor's degree is evident.THE BRITISH EDUCATIONAL MISSION *3Miss Spurgeon: I understand that you have a very large numberof women in this university, and their problems are slightly different.In the first place, as Dr. Joly has emphasized, young men in their thirdand fourth years especially might come with advantage to a UnitedStates university, I think. As regards women, I think that my colleagueand myself have come to the conclusion generally agreed to by womenteachers in the states, that for women it would be very much betterfor the exchange to take place in their graduate work. We think thatthen they would be better fitted to take advantage of the exchange andwould benefit in many ways, and we would like to see every facilityprovided for that exchange for women.With regard to No. 1, the motives controlling the migration of American students, that has already been dealt with by several of the speakers.Dr. Walker took advantage of the illustration I had in mind. If youare studying English literature, you will naturally benefit from studyingits background and its home — England. Take an American womanstudent, for instance, who is studying English literature. One can seeat once what an immense advantage it would be to come over to auniversity such as that in which I teach — London — and study under aprofessor of such world-wide fame as Professor Kerr.There is a difficulty, and perhaps a special difficulty, with regard towomen, which is raised under No. 3 — provision for distinctly advancedresearch. These graduate students come. The exchange takes placeon two sides. If it is to be in any numbers and is to take place regularlyand easily, there must be a substantial backing of finance. We musthave a system of scholarships, and that is one of the problems to whichwe must devote ourselves. In England it is a real problem. Manywomen students, and men too, could not afford out of their own incomesto make the journey and provide their living at their own expense.I think that American students think less of the journey to Englandthan we do of that to the United States, because they are becoming moreaccustomed to it, but we would like to see the flow becoming larger.I hope that we may get help, both from the state and from privateendowment.With regard to the exchange professorships, that, I think, is veryimportant. You have had it in connection with France and Germany,and we would like to have it established in connection with England.It has never been the practice, or very rarely — I know of only one suchcase — to have an exchange of women professors. I am sure that wewould welcome the exchange, and also we would like to see an exchange14 THE UNIVERSITY RECORDof junior teachers as well as of senior teachers. Here again it is aquestion of finance, whereby the college concerned could pay the juniorteacher's salary, and possibly also the cost of the journey, for a year'sresidence in another university. The idea would not be to replaceanother teacher on the system of exchange, but to come as an additionalmember of the faculty, to. learn and assimilate the life of the college,and to give lectures on the subject he or she is a specialist in. We think,some of us, that that would be a very great advantage on both sides.With regard to the opportunities and the openings for women —the degrees that are open to women in England — it practically amountsto this, that in all the provincial universities the Ph.D. degree is, or isabout to be, thrown open to women, and I think that in London it willvery soon follow that a woman will be able to come over and work forher Ph.D.Vice-President Angell: There has been a good deal of commenton Nos. 2 and 3. Perhaps if Mr. Burton would present some of thepoints the Senate discussed the other day, it would be of interest.Professor Burton: I feel some hesitation in speaking on thistopic for two reasons. Although I have been in England several times,it is a number of years since I was last there. Conditions may havechanged since my last visit. Possibly what I may say may seem to bein the nature of criticism, which I would rather not offer. We on thisside recognize very fully how rich the collections of Great Britain are,in the matter of both libraries and scientific material, and most of ouruniversities do not hope in the very near future to equal these collections in richness and value. But we have an impression that possiblythese collections have not been made quite as easily accessible to theordinary student — I mean by that the candidate for the Doctor's degree— as would be desirable if there is to be such a migration of Americanstudents to English universities as is under consideration.I remember an incident of some years ago which could not happen,of course, in Great Britain. It illustrates the extreme difference betweenContinental and American universities in one small matter. Applyingto the library for a certain book, I was told that I might leave myapplication for the book today and would get the book tomorrow.Now here in this university the order is that a book shall be deliveredwithin five minutes of the time when it is called for. That is a verytrifling matter, and yet if a student is diligently at work on a problemand needs a book, it is often a very serious thing to have to waittwenty-four hours.THE BRITISH EDUCATIONAL MISSION isWe have the impression also, and it is merely an impression, thatit would be advantageous if more students could be given access to theshelves — not only allowed to consult the catalogue but allowed to seethe whole collection of books on the subject. I know there are disadvantages. I constantly meet them. We admit a limited number ofstudents to the shelves, and some books are displaced, and there is delayin finding them, but it is our belief that the advantages of consultingthe books as they stand on the shelves and learning of books one didnot know of before are advantages for which it is worth while to paya price.Then we have the impression that it would be desirable that onestudying in a given university city should be able as far as possible toget access to the whole resources of that city without having to visitall the libraries; for instance, in Oxford, to go to one central point andlearn the possessions of all the university libraries. That is a matterof very great economy of time and so of advantage to the student.And not only so, but it would be an advantage if it were possible for thestudent in some way to be able to obtain books for study which arenot in that university at all.A student in this university — and it would be true of any otherAmerican university — can, of course, make use of any book of anylibrary of the university; but he can also obtain a book from anyuniversity library elsewhere, only in the latter case it takes a littlelonger. We are constantly receiving for our own investigations booksfrom Harvard and sending books to Harvard, and we wonder if it isimpossible to think that some such system might be evolved forexchanging books between English universities.Now, with regard to a subject about which I know very littleexcept through my colleagues — for how is it possible for an Americanstudent who will be in England for only a year to ascertain what are theresources of that great city in the matter of libraries, or in the matterof scientific material? Are the doors open to him, and how are thosedoors opened that he may obtain information? Is it too much tohope that some day there will be a clearing house or a central bureauin which one will be able to ascertain in a general way what is to besecured in all the libraries and universities? I do not mean to saythat there should be a complete catalogue, but a complete list ofmuseums and libraries, with information as to the extent of the collections and the specific value of them, and, so far as printed catalogueshave been issued, these also.i6 THE UNIVERSITY RECORDOne wonders whether some day it might not be possible that thereshould be telephone connection by which one who had learned wherethe richest collection in a particular field was might ascertain by telephone whether a given book on that specialty was obtainable.Perhaps these are trifling things, but they present themselves tous as means by which the American student who has not yet attainedeminence and therefore cannot claim admission to these various collections on his personal reputation, and who comes to England for only ayear, may speedily get in touch with the material and economize thevery short time at his disposal.I want to touch also, for a moment, on the possibility of communication of information about libraries, and the extension of it onan international scale. There are places in this country where attemptsare being made to assemble catalogues, not only of the collections ofthat university but also of the collections of American universities ingeneral. That is made possible by the use, of course, of a commoncataloguing system, and of the use of the printed catalogue card. Manyinstitutions are now printing their cards and sending them to otherinstitutions. I raise the question whether the time will come whenan American library will be able to obtain such information as to booksadded to your collections, or titles added to the catalogue, such information to be communicated to us that we may add the lists to the generalcatalogue. Thus there might possibly grow up in this country a centralplace, or possibly several central places, of information regarding yourgreat collections. On our side, at least, it would be of very great value.These are merely suggestions of ways in which the collections ofGreat Britain, of such immense value to us, might be made more accessible to the American student who comes to England without a reputation which will open your doors, and who has only a limited time tospend in study.Vice-President Angell: Mr. Breasted, will you comment brieflyon what the members of the Senate had in mind regarding the interestof the more advanced student ?Professor Breasted: The matter has been stated better thanI could state it now, in a letter which I had the privilege of sending tothe Acting President in response to his inquiry about the subjects to bediscussed here. But I should like to suggest, in a few words, why it isnecessary to have such measures as proposed under the third head here.The thing I had in mind is the evidence of the fitness of the Doctor'sdegree to accomplish what it would accomplish. It has become a com-THE BRITISH EDUCATIONAL MISSION 17monplace with us, and our visitors know it, that our young Doctorsbegin specializing so early that they have lost the opportunity to acquirebreadth, such as the student so admirably acquires in British universities.Now, over against that kind of disadvantage in the Doctor's trainingwe have supposed that we were training at least well-equipped teachers,but Dr. Small has just exploded that bomb, or at least produced evidenceto show how far we fail in producing good teachers by turning outDoctors.We at least have had, however, as we thought, some ground forcomfort in the conclusion that if we have failed in giving our youngDoctors culture, or in turning out very good teachers, we have certainlyturned out excellent investigators and research men. But I think thatthat conclusion of ours very largely lacks basis. The experience of ourdepartment, and I believe it is the same in others, is that in too manycases the young man issuing with the Doctor's hood from our universityhalls goes forth to assume in the first place the heavier expenses offamily life. He begins to pay off the debts for borrowed money to carryon his undergraduate and graduate work. He begins to assume theburden of teaching. He lives in an atmosphere of hurry and anxiety.The atmosphere of quiet and meditation, the atmosphere that encouragesthe thirst for truth and creates what Carlyle so well referred to as thedivine curiosity in man, disappears, and these things are slowly crushedout of his life. He is finally totally submerged in some provincialteaching post, and your embryo Galileo goes through a hopeless metamorphosis to emerge as an inglorious Ichabod Crane.Some of the natural sciences, of course, have been able to supplytheir young Doctors with positions permitting the continuance of research; but in the humanities, looking at the whole group of Doctorswe have put forth, I am sure we have not turned out the great groupof research men who will carry the burden of research for new truth infuture as it could be carried, if we could develop our Doctors' training,or the training that should follow that of the Doctor, a little farther.We simply bring a man to the point where he should know how to swimand throw him out into the water, and he is swept out of his depth andstays there and goes down.What we need is an organization to care for the more brilliant menwho have made the Doctor's degree, so that they shall not becomeIchabod Cranes. Of course I know that a large number of our Doctorsdeserve to be Ichabod Cranes and do not deserve to be anything else.We endeavor, by wise devices on the part of departmental heads, toi8 THE UNIVERSITY RECORDweed them out, but unfortunately it is not done. A great many menwho should never have been allowed to take a Doctor's degree areallowed to take it, whether through departmental pride, or what not;but over against that there is a very large percentage of promising menwho go down after the Doctor's degree has been conferred.What I had in mind, therefore, was, as has been referred to by oneof the ladies, the necessity for adequate support. After a brilliantman has obtained his Doctor's degree, give him a liberal fellowship,an income four or five times that of an ordinary American graduatefellowship, a fellowship on which he can marry if necessary, or go abroadif necessary, and enjoy the advantages of all the collections and libraries,about which there has been so much discussion this afternoon, andalso enjoy contact with the leading men of science abroad, so that hecan gain that attitude toward research which is so necessary in the questfor new truth. Lord Kelvin used to dwell on that, on the necessity fora man's living in an atmosphere of desire for more truth.I have no doubt that such men as Lord Rayleigh would not want tobe troubled by a lot of budding young scientists from America cominginto their studies, but there are many men of science who, if a mancame to Europe with the imprimatur of a recognized central bureauhere, would be willing to grant such a selected research man interviewsin which the whole line of research the young man was engaged in andits relationship to other lines of study might be taken up; and such asympathetic interchange between an older man and a young man isenormously helpful to the younger man. I am bound to say that, fromreading the letters of some of the leading men of science, like Huxley,I conclude that the older man has profited also from the stimulus whichthe young man has brought into the study.That brings in many important considerations, like the raising ofthe money and the machinery for the selection of the young men whoare to be the future leaders of scholarship and research, and the provision of bureaus on both sides of the water, so that when the men arriveon the other side the opportunities which they need and for which theyhave come shall be put into their hands in the shortest possible timeand with the greatest possible effectiveness.Professor Stieglitz: As a matter of fact, in my experience withAmerican university men, during the last fifteen years they have beengoing to Europe mostly for post-doctorate material. Men have goneto Germany to a large extent after they had taken their Doctor's degreein this country, and they have had opportunities to come into closeTHE BRITISH EDUCATIONAL MISSION 19relationships with the leading professors, who in fact invited them,and I want to raise the question whether the English plan would notprovide for access to your great men. I know that our men wouldenjoy the privilege of working under your great men; but the gateshave not been open, and it has been difficult to obtain access to suchmen.A second matter is the question of technical schools, like schoolsfor dyeing, etc. The French have excellent schools of that character,as has Germany, and they are exceedingly attractive to Americanstudents who, after taking broad technical training, wish to specializein a particular field. It is, in my judgment, this which holds the greaterpromise for future relationship between England and the United States.I hope that in the British plans facilities will be provided along thesetwo lines.Vice-President Angell: I may have followed this discussion witha bias in my own mind, but I thought that the greatest interest was inthe migration of American students eastward. I should like to hearfrom some of our guests a little about setting the tide in the otherdirection.Sir Henry Miers: As far as the tide from England is concerned,I really don't believe myself- that undergraduate students will comefrom England to the. states. I believe that you will get a number ofgraduate students and those working for Doctors7 degrees. They willcome either for experience which cannot be obtained at home, or forthe opportunity of working under special teachers whose names attractthem. In engineering and mining, economics and administration, theywill get an experience which they cannot get at home. I think thatadvanced students of that kind will be likely to come here, and I thinkthat any information which can be forthcoming on both sides shouldshow what opportunities will be open to students.At present there is no book giving information to English visitorscoming to America for postgraduate work. Neither is there on ourside any book which will give you the information you may desire,and I hope that one of the most profitable outcomes of this Mission willbe the provision on both sides of the water of handbooks giving suchinformation.I wish to point out that these new Doctors' degrees have not beenestablished for themselves alone, but that there have been establishednew courses of advanced studies, not so much in the interest of our owninstitutions as. in the interest of yours. The degree has been created,20 THE UNIVERSITY RECORDnot to tempt students across, but merely as the symbol of the new coursesof study which have been instituted.We already have in some of our universities provisions for studentsto go away to foreign universities and come back and conclude theirhome course. Those opportunities have been made use of to as greatan extent as was expected, but I think that if information can be provided on both sides, of the postgraduate facilities available, you willget from our side a number of teachers, and advanced students willcome over here.I think that it would be extremely important for both sides if wecould get a list of the existing- possibilities in American universities inthe way of fellowships which might be used by English students, andvice versa. I hope that the result will ,be ultimately that means willbe provided to furnish this information, but I hope that if such a bureauis established it will not take the American students and apportionthem to the different universities but merely give them all possibleinformation regarding these universities. I think that anything inthe way of more and more information being made available will tendto increase the flow of students.Vice-President Angell: If we can hear from other of our guestson this particular matter I think it would be interesting to know whetherfinancial arrangements could be made, of the scholarship or fellowshipkind, to stimulate the flow of students. As Sir Henry Miers said, thegroups which would be interested in coming would doubtless be somewhatsmall, but I am not sure whether it would be effective to start financialinducements on our part. What would your judgment be about that,whether it is an essential part of the plan either that the universitiesshould establish such funds or that public aid should be given ? What hasbeen suggested is the necessity of more lubrication of a financial character.Sir Henry Miers: I think it is very important that funds shouldbe established. We have the Rhodes Fund, and I wish that there mightbe some such fund to bring English students to America.Vice-President Angell: The migration of American students toGermany, which at one time assumed considerable proportions, was forthe most part without financial stimulation. There were a few traveling fellowships, but on the whole it was on the individual's initiative,because it was felt that academic opportunities would be greater for aGerman Doctor. Of course conditions have altered now.Miss Sedgwick: I think that for the majority oi women in Englishuniversities it would be impossible to come such a distance withoutTHE BRITISH EDUCATIONAL MISSION 21financial stimulation. Someone was suggesting just now the differentkinds of exchange. In our secondary schools it was found that for ateacher to spend a year, say in Chicago, even though her salary waspaid, would mean that she would have to sacrifice a year's salary topay her way, setting aside the question of living. I think that untilwomen's salaries are raised very considerably in England it would beimpossible. I hope that there may be eventually a central fund availablefor that purpose.Dr. Shipley: We might ask ourselves, How many of the Rhodesscholars would have come to study in England if there had been noRhodes Scholarships? I don't think that we could possibly expectmen to come over without some substantial help. I am very hopeful,however, of someone providing money. I think there will also beestablished this central office. I believe the students ought at least tobe allowed passage money. I think we should try to raise funds, andI would like to be able to go around and see some of my wealthy andbig business friends and see if anything can be done.Vice-President Angell: I would like to know what Dr. Shorey'sopinion is. He is our great "exchanger."Professor Shorey: My impression is that while there is a generallycordial attitude with regard to exchange of professors between Englishand American universities, there is no great interest in the class. Imyself can see that the exchange professorship belongs to that groupof things illustrated by the epigram, I am not fishing for fish; I am fishing for fun. The by-product of fish in this instance is the by-productof friendly intercourse.The Anglo-Saxon or English-speaking races have this fundamentaltrait in common, that they are good sportsmen and can play the gamewithout this painful obsession of gain. That was, I fear, the chiefcause of the partial failure of the German-American exchange. OurGerman friends — although perhaps that is an unfair thing to say — theauthorities in Berlin, were constantly fishing for fish. In their psychological naivete they assumed that we belonged to the widespread familyof the Kaiser's. Now there would not be that difficulty in an Anglo-American exchange. I don't attach any great difficulties to minordetails as the result of my experience. The main practical point thatI would suggest is that we should always bear in mind two distinctkinds of service and action on the part of exchange professors. If hewas a clever after-dinner speaker and a popular lecturer and a goodmixer, as we call them, such a man might become a sort of ambassador22 THE UNIVERSITY RECORDto literary and cultured circles. If he was only an eminent or competentspecialist in his own particular domain, he would probably serve bestby slipping into his unobtrusive niche and teaching a regular course inthe ordinary work of the university to which he was assigned.I think it would be well to keep in mind those two kinds of serviceand to anticipate in advance the kind of service an individual would beexpected to render, and not make anyone uncomfortable because hecould not render both services.I don't know what American science and scholarship could offerto England. One would have to leave that to the courtesy and definitionof our English friends. But back in 191 1 I could point out the detriments to American scholars from contact with Germany. There isthe detachment from your own environment and also the contact withthe culture of a foreign country, and there is the loss by contact duringa number of years with a foreign and more or less unfamiliar languagelike German; that would be absent in the case of England.Our great trouble has been the divorce of our scholarship from ourculture. Greater association with the British universities would helpto unite those things. But after all, as has been suggested by the firstspeaker, the main object of an exchange professorship is that whichtranscends all other considerations— the sacred cause of Anglo-Saxonunity and friendship, on which I am sure you all are agreed depends theleadership of peace and good-will among mankind.Sir Henry Jones : I thank you for that thought. By means ofour universities we want to bring the minds and the purposes of our twopeoples together. I think if we keep that before our minds with thesame earnestness that we keep in mind the things that pertain to ourown industrial and mercantile success — making money, to be plain—we shall find that the obstacles in the way of interchange can easilybe remedied.The friendships of a young man's student days are priceless. Oldmen who have been students, meeting in old age, shake hands with awarmth that is quite unusual. The road is open, speaking generally,to all the universities in Great Britain for your students, whether theywant to take a degree or not. You have only to look at our calendarsto find that that is the case, and no doubt your own universities arejust as open to our students. We must find out about one another.Then again, we question whether money will be necessary or not.Do you know anything that will go without money? Of course it isself-evident that help is necessary to students on both sides, and it isTHE BRITISH EDUCATIONAL MISSION 23also evident that if we university men and women are equally resolutein doing all we can to bind the two races together, we shall go about ifto see that money is obtained.It seems to me that the greatest thing in the world is the influenceexercised by the universities. If I could form the soul of the universitiesI think it would not take long to form the soul of the nation. We needan instructed citizenship. No matter whether it is better libraries orhow to find some new book, the important thing is the spirit of loyaltyto great ideals. We have left to the care of accident the fostering ofthe spirit of citizenship to bind the two peoples together. What ahelp to our university men it has been to have known the greatness ofthe citizenship of England, how generation after generation has givenits wealth of endeavor for the nation, and what we owe to the past.And our dead in this war, in which you have been fighting our battleof liberty as well as your own, will bind us more closely together.I didn't want to speak this afternoon because I knew I would speaktoo long. I know that we shall study nothing with greater interestthan the great social forces which will join our two peoples together,and I do believe that if these two splendid peoples stand together weshall not hear much more of the miseries that are burdening thousandsof homes today. And if we will keep the purposes of this Mission inour view at all times, we shall have the money needed to carry themout, and the difficulties will be overcome.Vice-President Angell: We have several other topics on our program for the afternoon but it has come now to five o'clock, and I amsure we shall continue them to better advantage if we go below andhave a cup of tea.The party thereupon passed to the floor below, where tea wasserved by the women of the Faculties. At half -past seven a dinner inhonor of the Mission was held in the refectory, Ida Noyes Hall. At thespeaker's table were the members of the Mission, the speakers on behalfthe University of Chicago, and Mrs. Harry Pratt Judson, Mrs. JamesRowland Angell, Mrs. Edith Foster Flint, Miss Elizabeth Wallace, MissMarion Talbot, and Mr. La Verne Noyes. After the addresses, thosepresent sang "God Save the King" and "The Star-Spangled Banner."The speeches are given herewith.Vice-President Angell: I am sure that I reflect the feeling ofeveryone connected with the University in greeting most heartily tonightour guests from Great Britain, and in saying that it is an unusual pleasure24 THE UNIVERSITY RECORDand a very great honor to be able to welcome them to our home here atthe University of Chicago. I say our home, not only because it is in factour home, but because they come in a distinctly homelike spirit, andwe hope that while they are with us they will feel that they are at anacademic fireside.Their mission is, I think, wholly unprecedented, in that it is the firstofficial university mission ever sent to us by the British government, andthat, although an official mission, it comes with this cordial personal andfamily spirit.I know we are all resolved that, whatever else happens, after thepeace comes we shall not lose the most perfect fruits of it by failing inany particular to make permanent the good which has already come tous from the war. And among these benefits the greater sympathy, thegreater knowledge, the greater appreciation which we Americans havegained for our British and French and Italian brothers and sisters arecertainly not the least.This Mission comes, not solely to deal with the practical questionsof how we may more wisely and more fully enjoy one another's academicadvantages, but in this larger spirit to open the hearts of our Britishbrothers and sisters to our own and to invite us to enter into the oldhousehold anew. I am sure that you will feel this tone when they comethemselves to speak, as presently they are to do.I am going to call first on one of our own number, a representative ofthe old classical tradition which we borrowed from our British fathersand mothers, the gentleman who is*the head of the Department of Greek,representing a language that is not at all so dead as the opponents ofclassics would have us believe, and one which never will be very deadso long as scholars of this variety pursue it. I present our most exchangedof exchange professors, Dr. Paul Shorey.Professor Shorey : During the nightmare of the last four years thehumanities, in every sense of that all-embracing Ciceronian word, havebeen compelled to give place to efficiency. It is, however, our ferventprayer and faith that the restoration of world-peace will also restore totheir due precedence the humanities of the heart, brushed aside perhapsfor a little by the rough exigencies of war. These humanities of theheart have never been forgotten in the England of Florence Nightingaleand in the France of Vincent De Paul, and, if we dare not say quite asmuch of the Germany whose god was enthroned amid Zeppelins, asBurns prayed that Auld Nick might even take a thought and mend hisways, so we may be permitted to dream that a new Germany may riseTHE BRITISH EDUCATIONAL MISSION 25to a nobler conception of what constitutes true Weltmerk. Humanitycannot live forever on this bitter bread of hate.But what of the humanities of the mind? I do not mean by thatterm the conjugation of Greek or Latin verbs, or the doctrine of the iotasubscript, or even the broad, comprehensive study of the beautiful civilizations of Greece and Rome that have been my consolation. I meannone of these specialties, except in so far as they are essential constituentsof a larger whole — the history of the human spirit, the memory of its ownpast, that distinguishes and discriminates the human being from thebrute; the critical, the sympathetic, the imaginative study of all theproducts of the human mind from the time that the creature out ofLethe scaled the shining stairs of evolution and achieved a mind thatwe can at all recognize as distinctly human. It is my hope and faiththat these things, which you all understand and which it is idle for meto characterize anew, will have their due place in the vast restorationsand reconstructions to which humanity is already looking forward withinexhaustible and inextinguishable hope.A too-quick despairer might see many reasons to doubt it. There is,first, the stress that restoration after war lays upon immediate, practicalutilities. There is the overwhelming absorption of the human mind inthe thrilling panorama of the present that makes it indifferent to all theglorious panorama of the past. And then there is the thought, that wehardly dare dwell upon, of our losses. The Critic announced two yearsago that it had already lost half of its redactors and more important contributors. The young German boys to whom just five years ago todayI was teaching Aristotle in the University of Berlin lie dead or are evenyet attempting to kill the young British Aristotelians on the WesternFront. Professor M , instead of publishing in his inaugural addressthe papers of his most brilliant graduate students, is writing their obituaries. And the classical journals that come to us from different quartersof the world are pathetically thin. Our tradition is steadily interruptedand broken through. It is not so, quite, with the great tradition of thosesciences which men prize as the minister and interpreter of nature, aswe know it in our modern pride of nature's mastery. They too havehad losses of incalculable potentialities, but they have not been crushedby the despairing sense of their own needlessness and futility for theimmediate purposes of the day, and they have not felt helpless before thevast wave of popular feeling that proclaims them helpless.They have been stimulated by the rise of new problems and havebeen strengthened by the demand upon their faculties of even greater26 THE UNIVERSITY RECORDservices. Their tradition stands firm, their work is unbroken and uninterrupted, and if they should choose to maintain that there is an irreconcilable conflict between their ideals and ours, if they should insist thatthese reconstructions to come will have no place for the things for whichwe wish to stand, and if they should use ruthlessly, to the utmost, theiradvantage before the bar of present popular opinion, there is very littlethat the classicist could say in reply; for science is secure, and there isnone that can question the precedence of science in the world today.Science is the very bread and staff of life of the modern world, both inpeace and in war.Do they wish, however, to make us try the experiment of living bybread alone ? Do they wish to breed up a race of university studentswho will open the New Testament solely to force a lie upon St. Paul bya misinterpretation of his text, and turn to the pages of Homer merely tocompare the myths of the Greeks with those of the barbarians of theFiji Islands ? That was not the temper of Huxley in the days whenscience hac\ to fight to win due recognition. It is not, I believe, thetemper of real scientists today, compared with those whom I mightcharitably designate as the walking and talking delegates of science.It is not the temper of the American millionaires who built the schoolwhich crowns the Janiculum at Rome. It is not the temper of theTrustees of the University of Chicago, who, in the year when the European war broke out, built on the campus of this University a buildingdevoted to the study of the classics, from which is issued from quarterto quarter one of the few classical journals which have not been compelledto lower their standard. It is not the temper of that England which inthe very whirlwind of battle has completed the splendid edition of Jebb'sSophocles and the monumental edition of Cook's great monograph onZeus, and pushes on, from volume to volume, the Cyclopaedia of Religionand Ethics. And it is our faith and hope that it will not be the spirit ofthat new world of reconstruction and restoration to which we are alllooking forward with mingled hopes and fears.I am unwilling, however, to sit down without saying one word to ourguests, or rather a word evoked in my own heart by their mere presencehere — by a sort of catalectic action, if Professor Stieglitz will permit me touse the expression in this connection. I have not forgotten Thackeray'ssatire on the effervescence of American after-dinner oratory, and I am notunmindful of the evening when Kipling sat stunned under a coruscatingthunder of blatherskite and marveled that one of our own race shouldbe made to stand up and be plastered with praise in our own country.THE BRITISH EDUCATIONAL MISSION 27A great deal has happened, however, since those days when Americansand Britons were afraid to reveal their inmost sentiments. I am notgoing to praise my country, but am simply going to take this as the firstoccasion in my life, in the presence of English friends, to say in publicjust what I feel about their country. It has not always been easy foran American to say what he thought of England, at least before anaudience composed largely of what used to be called German- Americans,or Irish- Americans. But we are all Americans now. The foolish textbooks which brought about misunderstandings in some minds never madethe slightest impression on my mind. I knew as a boy that the Englandof Shakespeare and Milton, Burke and Fox, Bryce and Jowett, was mycountry too, and I can now say it to an American audience without anysense of apprehension. And that is one of the few consolations of thegreat tragedy now drawing to a close.I remember four years ago last August, when I stepped from asteamer on to English soil, how the lines of Swinburne came to mymind:England, Queen of the waves, whose green inviolate girdle enrings thee round,Mother, fair as the morning, where is now the place of thy f oemen found ?Still the sea that salutes us free proclaims them stricken, acclaims thee crowned.And during the long three years when America stood secure behindthe guard of the British navy, waiting, trying to get together its heterogeneous population and make up its collective mind, my love and myadmiration still were growing, and now at last an American can look aBritish guest in the eye and tell him what he really feels about that idealEngland which in the fiery test has proved herself to be the England ofsober, waking fact.England, mother of men and states, at lastThy giant daughter knows thee as thou art,Keeping the faith of that heroic past,Meeting the present need with pulsing heart,Laying a million sons beyond our praise,On war's red altar, with unquivering lip,Making of empire a school to raiseThe subject peoples to full fellowship.Never again shall that estranging seaDissolve the bond that holds us to the rockOf English speech and law and liberty;The triple bar made strong against the shockOf war-crazed anarchs, while with eyes that mockTheir hates, we face the future of the free.28 THE UNIVERSITY RECORDVice-President Angell: It is a common antithesis among commentators to set our classical traditions over against our scientific traditions, and to urge that modern education is scientific, in a sense inwhich that implies an antithesis to humanism. Personally I have alwaysfelt that such an antithesis was fictitious in fact as well as in theory,and our own representative exponents of science considered it to be inlarge measure fictitious. I am quite certain that the speaker uponwhom I shall now call, as representing the distinctly scientific traditionamong us, reflects this enlightened attitude, which regards our scientifictradition as in no sense merely displacing the older classical and humanistic tradition, but as taking up into itself much of what we believe to beof most permanent value in that and presenting it again with newsurroundings, new meanings, new background, and new outlook, asperhaps the great contribution which we may hope in our own countryto make to general educational progress. I take peculiar pleasure,therefore, in calling upon the next speaker, not only because I think heembodies so admirably this point of view and this tradition, but alsobecause of the conspicuous sense in which he represents a large fractionof1 our American public — a man of German parentage who, from theday Belgium was invaded to this, has never hesitated for an instant in hisvision of the right and his courage and outspoken condemnation of thewrong, a man who is in every sense an example of our most loyal and high-minded American citizenship, the president of the American ChemicalSociety, the head of our own Department of Chemistry, Professor JuliusStieglitz.Professor Stieglitz: I did not come tonight prepared to take upthe subject of the sciences versus the classics, or the classics versusthe sciences. I would say, however, that if Professor Shorey had happened by chance to study physics or chemistry, he would have foundthere that the highest appeal is made to that poetic imagination whichattracted him to Greek. I think that a man of science who is at allsuccessful must have a high sense of poetic imagination, because wedeal with worlds which we do not see, we deal with forces which wecannot weigh. All our conclusions are based on imaginary factors,which are part of our Greek heritage. Therefore, although we pursuedifferent objects, I feel that the spirit is the same.It is a special privilege on this happy occasion to have the opportunity of extending to our honored guests from the universities of GreatBritain a cordial welcome on behalf of the men of science of our University; for the opportunity gives us the rare chance to pay frank tributeTHE BRITISH EDUCATIONAL MISSION 29before the representatives of Great Britain to the unusually heavy debtwhich science, nay the world as a whole, owes to British scientists. Ourcousins of the tight little island are not given to vaunting their greatdeeds, either in peace or in war. Whether from modesty, from consciouspride, or from a simple sense of duty performed, the British, it has seemedto me, take their great men, as their great deeds, almost as matters ofcourse. I can never forget the impression made upon me in reading inthe life of Charles Darwin how toward the end of his life a great receptionwas tendered him in London and how, when he entered the hall and theaudience with cheers rose to its feet, the great man turned around to seefor whom the great reception was intended! That modest trait hassomehow always seemed to me typical of the attitude of your great menof science, to ward their own achievements. And yet how great is thedebt the world owes to your scientists! It is no exaggeration, I believe,to say that your Darwins, your Wallaces, and your Huxleys, naturalistsso fitly represented by their modern successor, your Dr. Shipley, will in theages to come to be considered to mark a period of transformation in thethought of man, in the social conscience of mankind, not one whit lessprofound in their influence than the writings and teachings of Luther werein their day in the spiritual life of the world ! With all the stern emphasisof scientific truth, the realization is unquestionably coming more andmore clearly to mankind that its moral and physical welfare and futureare in its own hands, not subject to chance, but subject to the inevitable,eternal laws of heredity, of environment, and of the personal rectitudeof the individual. Society cannot escape this new consciousness of itsduty, the inevitable sequel of the teachings of your great naturalists.No less great is our debt in the realm of the physical sciences. Fromthe teachings of your Dalton of the atomic structure of matter to thebrilliant discoveries in our own generation of your colleagues, ProfessorSoddy and the late Sir William Ramsay— who, I understand, Sir Henry,was indebted to you for a suggestion which led to one of his greatestdiscoveries — chemistry, the fundamental science of the transformation ofmatter, has had vast new realms of thought and power opened to it byBritish leaders. If possible the debt of physics, the sister fundamentalscience of the transformation of energy, is even greater, for your Newtons,Faradays, Maxwells, Kelvins, and the brilliant galaxy of your modernphysicists, J. J. Thomson, Rutherford, Rayleigh, and Bragg, so worthilyrepresented by our distinguished guest Dr. Joly, the inventor of moderncolor photography, have taken us into the very heart of the structure andforces of the universe as well as of the atom, to the profound satisfaction3° THE UNIVERSITY RECORDof every scientist, in a way that has been indeed a wonderful stimulusin every branch of scientific endeavor.The debt is too great to delineate on this occasion. I have dimlyoutlined a part of it to give weight to my assurance on behalf of theScience Faculty of the University of Chicago that we shall most heartilywelcome the opportunity of co-operating with our British brethren, tostand shoulder to shoulder with you, in the realm of science and education,to preserve liberty for all time, as we are just now co-operating in armsin the great struggle to re-establish liberty! I wish to give this assurancewith the more emphasis because most of us must be quite convinced thatthe great reconstructive forces of the world, the statesman no less thanthe engineer, the sociologist no less than the manufacturer and theagriculturist, will turn to the wisdom of science for the healing of theterrible wounds this war has inflicted on society. To restore a measureof happiness and usefulness to the crippled and disabled men, to preventthe wastage of our bravest and noblest from permanently deterioratingthe race, to stay the ravage of disease in enfeebled peoples, to offset theheavy load of debt by the development of more productive, more economical processes of mining, manufacture, and agriculture, and by thesalvage of waste — these are a few of the great problems of the scientist inwhich America will gladly join her forces with those of her Britishfriends!Vice-President Angell: It is now our great privilege to hearfrom our guests, and I have the pleasure to introduce first Dr. ArthurEverett Shipley.Dr. Shipley: We owe you all a very deep debt of gratitude forthe kindness with which you, have received us, the kindness which wefind in every university we visit. We have hardly been in Americathirty days, but our secretary informs me that we have visited thirtyinstitutions. I want especially to emphasize that the more we visit,the better we seem to be treated. When it was agreed that we shouldall speak, we hoped that we might all speak at once; it would save somuch time.Not being an orator, I propose to speak in a very brief way. Withregard to what has been said about the classics and science, I havealways deprecated the somewhat bitter discussion of their respectivemerits. I think that there is more than enough room in this greatworld of ours for both. I recognize that such scientific eminence asCambridge has achieved in the last half-century is largely due to thesupport which in its struggling infancy it received from classical men,THE BRITISH EDUCATIONAL MISSION 31which was, I think, more substantial than the help received from themathematicians. I think that too much has been made of this question.A popular novelist in England, who has the ear of the press, recentlyproposed that the study of Latin and Greek should be replaced by thestudy of Hindustani and Russian. It is well known that there is little orno literature in Hindustani, and T am not sure that even Russian wouldsupply the spiritual and intellectual comfort that Greek offers.I understand that your national Constitution forbids both cruel andunusual forms of punishment. Yet day after day we are made to get upand talk when we have absolutely talked ourselves out. No longer thanthree or four hours after I had landed on these shores I found myselfmaking a speech, and I have been speaking ever since. Two days agowe had an interesting experience. Before ten o'clock on one day weeach of us had made four speeches, twenty-eight in all. Thus we gothrough this continent. I don't know whether all of you are acquaintedwith the works of George Eliot, but those of you who are will rememberMrs. Cadwallader in Middlemarch was asked how she liked her husband'ssermons. She said that she always liked the end. Now that is the partof an after-dinner speech which I like, and so here will I make an end.Vice-President Angell: It is a source of very great gratificationto us at the University of Chicago to find that the commission hasrepresented on it the ladies of Great Britain. At the University ofChicago women have filled a large part of our horizon. They are atthe present moment filling a larger one than ever, because the womenin the college are pretty much all that is left of the college as we knewit before the first of October. The University has always had theutmost respect for the position which they hold in our community, andhas been glad to develop in every possible way their interests. I takegreat pleasure, therefore, in presenting Miss Caroline Spurgeon, of Bedford College, London, and a little later I shall call on the other lady ofthe Mission.Miss Spurgeon: I should like, at the outset, to disclaim havinghad any part in drawing up this program. It has been no invention ofmine. I should have been only too delighted to have been a passiveand interested listener to the speeches of my colleagues, and not to havesuffered the moment of torture, which can hardly be surpassed, justbefore one is called upon to get up. That moment, however, is nowover for me, and I feel better than when I began. In spite of all thespeaking that has taken place since we reached this continent, I do notthink I ever get quite hardened to it; but even so I am very glad indeed32 THE UNIVERSITY RECORDto have this opportunity tonight to express my appreciation of theextraordinarily kind and cordial reception we have had here today,and of the very fruitful and interesting experiences that we have had inthe few hours at our disposal.Vice-President Angell has said something about the objects of ourMission. He put it extremely well, and I think perhaps the best wayI can spend the few minutes allotted to me is to give you a general ideaof my conception of the genesis and object of our Mission. I look atit somewhat in this way: This war — which happily, we believe, is nowcoming to an end— this war, as you know, fell upon us in England withthe most extraordinary suddenness. It was as a thunderbolt out of anabsolutely clear, blue, summer sky, quite literally the most beautifulsummer sky, I believe, that England has ever known.It was a terrific shock. That, of course, in itself gave us an experience different from yours. I think that those who have lived throughit will never forget what it felt like. Old landmarks were swept away,and chaos seemed to have come again. All the things we cared forappeared no longer to matter, and other things took their place. Thatshock, I think, brought with it two main results; at least, that is theway it has struck me. The first was a change in values; the secondwas a quickening of the imagination, a heightening of the nationalimagination.Now, in my view, this Mission is really the outcome of those twothings. Let me try to explain a little more fully what I mean. First,the change in values : The things we had formerly valued seemed to beno longer of any account. Wealth, fame, material well-being, all thosethings were swept away, and in their place we found that courage,unselfishness, devotion, were the things that mattered supremely.Then there came a little later an awakening in England to the value ofeducation. We began to ask ourselves if our system of education wasas perfect as it could be, and if we could do anything to better it, andwe began to reconstruct it.Secondly, there came this quickening of the imagination. Thatshowed itself in many ways in England. I think one of the mostinteresting was the extraordinary hunger for poetry that began to befelt. That is a very remarkable feature. It began in the second yearof the war and has been increasing ever since — the demand for the olderpoets especially. I made some inquiry among the great bookshopsin London during the second year of the war, and I found that one ofthe poets most in demand was Wordsworth, which is interesting, andTHE BRITISH EDUCATIONAL MISSION 33other poets also were enormously in demand. There seemed to be arebirth of desire for poetry. And in addition to that there followed theextraordinary output of poetry among our own soldiers and sailors.Go into any bookshop in England, and you will find piled up these littleslender volumes of verse. When I see them, I feel very proud and Ihandle them with reverence. They are not all good poetry— some ofthem are not poetry at all — but they are wonderful expressions of whatI speak of — the quickening of imagination. But after all it is not surprising that the result of the war should be a desire for poetry andan increased output of it, for poetry is the expression of emotionalexperience.You will think I am wandering away from the object of our Mission,but I do not think I am. I said that one of the changes of values wasa change in our attitude toward education. Further, I believe that weare here as the result of the stirring of our national imagination, on anideal quest. A great ideal is at the back of it. We don't always speakabout it; we have spoken today a great deal about other details, aboutthe exchange of students, about degrees, about finance, but that is notbecause we are unaware of this great ideal at the back of our quest, butrather because we are very conscious of it, and so we are silent about itperhaps because of our queer, dumb British way.We have come, as you know, to inquire into your methods of education in the states, to see what we can gather from what we learn, toimprove our methods, and to arrange in any way that we can for interchange of students and teachers, because we believe that if we can drawtogether the intellectual youth of the two nations we will draw the twonations together, cementing them in a friendship that cannot be broken.And I, for one, and I am sure I may say the other members of the Mission,will do our very utmost to work out the details which will make thisinterchange possible.I think sometimes that this war has come like a great tempest,a devastating storm; and like a tempest it has not been wholly destructive. Like Shelley's west wind, it is sweeping away all the old,dead things, but it is at the same time quickening and scattering theseeds of a new birth, and if out of this high tragedy of nations thereshall be born an enduring understanding and amity between the twogreat English-speaking peoples of the world, then indeed our soldiersand sailors will not have died in vain.Vice-President Angell: To most of us, I fancy, the British universities still mean Oxford and Cambridge; that, in part, because it is34 THE UNIVERSITY RECORDto the beautiful Oxford and Cambridge buildings that the ordinarytourist goes, and it is there that he tries to saturate his soul with thespirit of those places, so beautiful and persuasive are they. We know,as a matter of intellectual information, that there are other universities,Scottish universities that some of our traveling scholars have attendedas students, others as visiting professors, from which they returned withgorgeous robes, the envy of the rest of us; we know there are institutions of learning in the British manufacturing cities and in Ireland, butafter all it is chiefly of Oxford and Cambridge we think when we usethe phrase "the British universities."We are told, with what degree of truth I am not prepared to say,that in the great provincial cities like Birmingham and Manchesterthere are universities which in many particulars far more resemble ourown institutions than do Oxford and Cambridge. It is said that theresemblance to our great state universities is in many respects verystriking. In any event, we are glad to have represented on the commission and with us this evening Sir Henry Miers, vice-chancellor of theUniversity of Manchester, whom I now have very great pleasure incalling upon.Sir Henry Miers : We came here to hear you speak, and when wearrived we found your stenographers on hand waiting for us to speak!I have been immensely impressed in going through this university bythe splendid equipment you have here in the way of buildings andlaboratories, and I could not help thinking of the immense amount oflearning collected here, what a great amount of opportunity is given tothose who wish to learn, and how remarkably well blessed are yourstudents in coming to a university such as this.When I go to any university I can't help asking myself the question,whether we are all of us doing what we should with these magnificentbuildings .and lecture-rooms and opportunities, and are we doing asmuch for the world outside us as we should do ? In other words, are wespreading it, are we letting the general public get all the advantagesthat it should get from the presence in its midst of a great university ?I am reminded here of a little story. I remember being told someyears ago that on a wet day very few came to attend a lecture at theuniversity, and the lecturer noticed one man, with his head betweenhis hands drinking in every word with an expression of unusually deepinterest, and when the lecture was finished the man still remained there.The lecturer went up and spoke to him, because he evidently seemed sointerested. He began to ask the man questions, and his listener informedTHE BRITISH EDUCATIONAL MISSION 35him that as it was a wet day he had decided to come inside to wait forhis cab ! So you see that those who seem most attentive sometimes arenot those who are the best students.However, there is a work in which the great civic universities suchas the one I represent are especially interested at the present time, awork involving a new movement in Great Britain which I hope willvery soon establish itself in this country. We have endeavored to bringthe advantages of our university to the people at our doors. In thenorth of England the extension lectures have ceased to play the important part that was expected. That is because the universities went outto the workers and offered them lectures on all kinds of interestingsubjects; but it has been discovered recently that the working populations have a very real need of true university education, and they havein the last few years come to the university and asked us to give themwhat they want. They asked that they should have some voice inplanning the courses, and that they should take part in them as fellow-learners with the teachers.There has thus grown up during the past ten years a large groupwhich is getting real university ' education. Working-class people,after a hard day's work, undertake for three years in succession to attendevening classes, which are lectures followed by discussion, with essaysprepared by the learners, in order that they might become wiser, better,and happier citizens. That is a movement which I believe will helpto remove many dangers and inequalities in the present readjustment ofthe social structure.We are here to stimulate co-operation between American andEnglish universities, and I hope that as time goes on we may co-operatealong these lines, as well as along others, to open the door for thesepeople so that they may come in and share with us the privileges wepossess.Vice-President Angell: I have great pleasure in calling nextupon the representative of another provincial university, Miss RoseSidgwick, of the University of Birmingham.Miss Sidgwick: I feel that we have laid upon us tonight an exceedingly difficult task. We are here, I suppose, to justify our existence inAmerica at a time when everyone's thoughts are running on the threegreat related topics, war, peace, and reconstruction. As we came lastnight to Chicago, the news burst upon us that peace had already arrived.That, as we know, was premature. Psychologists tell us that whenpeople are undergoing tests of their response to various stimuli there36 THE UNIVERSITY RECORDare always some people who respond a little before the stimulus isapplied.Under that stress of new emotion I began to wonder whether ourMission would be any longer wanted, whether there would be a placeat alb for a universities mission, and after some thinking upon the subject it occurred to me that after all the very idea of a university is, ina sense, a justification of itself in such times, and really in all times, fora university is an expression on a small scale of that idea of the wholewhich is the. political and social phantom which flits in front of us,and on account of the wounding of which, four years ago, we have beensuffering ever since. Until that unity is realized again, we shall neverrest.We would have you realize that our Mission here means more thanpatriotism; it means a desire to reach out to this international unitywhich is, I believe, the hope of the future. Well, someone may say,that is all very well, but in appealing to the university as the type ofthis idea you are proving too much. Universities have their faults,as I know very well, and I should like to say how deeply some of us feel— too deeply, perhaps — the strictures leveled against our libraries inthe Old World. I hope that we may do something to repair thoseerrors in the future. But the university stands for an idea of generalgood which will be absolutely necessary in the coming time.The other day we were watching with wonder that magnificent fallof Niagara, and we noticed the sea birds skimming about perpetuallywhere the water falls, and Tasked a man what they wanted, and hesaid that a number of fish were broken in coming over the falls, and thebirds were after the fish. And so it may be that in the times to comethere will be individuals who will be trying to see what can be got inthe cataclysm of this time, and that is something we shall have toguard against.We are proud to represent the idea of unity and also, if we may,to add something to bring together the various universities of theEnglish-speaking world. The university is a complex whole. AsBryce said, it is a kind of large building covering lesser buildings, likeyour Constitution; and we should like to help to bring about, not in.any literal sense of the word, a union of universities, a common spiritualbuilding, in which university people will find themselves, as your Vice-President has invited us to do tonight, at home. And if anything canbe done toward that end, it must be done by individual contact. Thatis why we hope so strongly that your young people will come to iis andTHE BRITISH EDUCATIONAL MISSION 37that ours will go to you, because it is only those personal relations whichcan in the future protect us against misunderstandings. We hopethat when young Americans have lived in England and young Englishmen in America the danger of collision will be greatly reduced. Andso I hope that the individual contacts may become, as it were, the rootsof those kindly thoughts which will bind together the shifting sandsand make the best barriers against the incursions of such tidal wavesas that which the world has just suffered.Vice-President Angell: We have long, as Americans, appreciatedand been proud of the opportunities which Oxford and Cambridge havegiven to our American students, and it is a peculiar pleasure to callupon the next speaker, who I am certain is second to none in the energyand skill with which he has brought about conditions in Oxford whichhave made it possible for our American students to study there withsuccess and with the feeling of being at home. I am happy, therefore,in introducing Rev. Edward M. Walker, of Queen's College, Oxford.Dr. Walker: I accept your invitation. At this moment I tooam at home. I am looking out of a window, I am looking across agarden, and I see beyond the garden and between the trees two buildings standing in relief against the sky. One is a spire and the other isa dome. It would be difficult to imagine buildings more dissimilar insize and age. The spire dates from the thirteenth century; it wasbuilt in the reign of King Edward the First, and is adorned with thepomegranates of Castile, the symbol of his consort, Queen Eleanor.The dome was built in the middle of the eighteenth century. It is,of all views, the view I know best. The spire is the spire of St. Mary'sChurch, and the dome is the dome of Radcliffe Library.Now the strange thing is this, that while those two buildings are sodissimilar, yet as one views them he is conscious not of discord but ofharmony. They go so well together, each would be poorer withoutthe other. When you ask how it is that a building of the eighteenthcentury fits in so well with a building of the thirteenth, you find it isthat each of these two buildings in its way satisfies the first two conditions of all great architecture — sincerity and proportion, the sense ofmeasure and the sense of truth.In the most unfortunate days of the past I imagine it would havegone over anybody's head to maintain that the difference betweenEngland and America, between the English character and the American, was in any degree comparable to this spire and this dome. Yetsuch, I think, would be a fair comparison.38 THE UNIVERSITY RECORDThis is my first visit to America, and of course when one findsone's self in new surroundings one is always looking about to discoverdifferences, and when I looked about I found them very easy to discover.I found them in the coins and postage stamps and in the countrysidehouses. In fact, so long as I was content to let the view rest upon thesurface I found differences everywhere. But once the view penetratedbeneath the surface I found not difference but identity. And put thedifferences between the two as high as you please, still isn't it clear thatthese two peoples, these two nations, these two characters, were meantto go well together? They harmonize so well, if for no other reasonthan this, that that which is characteristic of both peoples, both characters, is precisely this sense of proportion and this sense of truth.We in England are rather proud, I think, of our common sense,our recognition of facts, and I think that most of us in England whoknow anything of Americans and America would admit that we findprecisely that same sense of fact oyer here; in other words, there is noconviction so deep-seated both in the American and in the Englishmind as the great conviction that we cannot alter the nature of thingsby wishing them different. As for the sense of proportion — the senseof measure — why, has that not carried us in England, again and againin our history, through perils that would have proved fatal to any otherpeople ? Our sense of compromise carried not only us but our ancestorsand yours through many a peril. And that sense of measure, thatfeeling for proportion, isn't it written in every line and sentence of yourfamous Constitution?Now, ladies and gentlemen, I suppose that everyone one meets atthe present time is asking one the question, What do you think, orwhat do the people in England think, are going to be the consequencesof this war? What is going to happen when the war is over? Thismorning, just as I was about to start to visit this university, I wasdelayed by an interview with a reporter, and he began to ask me anumber of questions, not about the future of humanity, but about thefuture of the university — Oxford— and he started off at once with thequestion, "I suppose you would admit that one certain result of thiswar will be the democratization of your universities ?" I asked whathe meant. "Oh," he said, "I suppose there will be another RuskinHall in Oxford."Well, now, one hesitates to venture on any prophecy as to what isgoing to happen after the war, because almost every prophecy of whatwas likely to happen during the war has been falsified. But as hasTHE BRITISH EDUCATIONAL MISSION 39already been indicated by one speaker, when peace comes we may beconfronted with another foe not less perilous to the interests of civilization than the foe whom we have just defeated. I don't think that forsome time in the near future autocracy is going to be one of the greatenemies of the human race, but I am disposed to think there is going tobe another enemy not less to be dreaded, and that is anarchy.And now if that prophecy should be correct, I cannot help thinkingthat the two countries which are likely to offer the most successfulresistance to that enemy will be England and America, if for no otherreason than this, that it is precisely in England and America that thissense of proportion and this sense of truth are strongest. Those of uswho have been in England lately know perhaps better than you inAmerica know how much we owe in serious crises to the moderatinginfluence of your own labor interests.But there are two other consequences of the war, I think, which wemay safely venture to predict. The first is this: I think it is quitecertain that one consequence of the war will be that the language whichis spoken in England and America will be in a sense the universal language; not, of course, in the sense that it will be the only language inthe world, but in this sense, that it will be the modern language whicheverybody will learn who does not belong to the English-speaking race.Unfortunately my memory goes back far enough to recall the Franco-German War. I was in school when the war came to an end. I remember how remarkable was the result of that German success. I rememberthat Otto's German Grammar was introduced into the schools and wewere all set to learning German — the masters just one lesson ahead ofthe pupils. German was more widely studied abroad than English.But now that is changed. Already, in India and Japan, and in Chinato some extent, the language of instruction is English. Thirty yearshence I take it that everybody who seeks to address mankind at largewill write in English. That is one of the two results which the warwill bring to the English-speaking race — I hope that the war has killedforever our old friend the "Anglo-Saxon."There is another result which the war will bring with it, and that isan opportunity, I think, to the universities of America. Since I havebeen here and have seen your universities one conviction has beensteadily growing in my mind, and that is that after the war your universities are going to become international in a sense and in a measurein which they have not been international in the past. I am told thatwhen the war broke out there were 5,000 foreign students in American40 THE UNIVERSITY RECORDuniversities. The day is not far distant when you will look upon 5,000foreign students in American universities with a sort of humorous surprise. That number will be multiplied many times over. Just thinkof it— the number of students who will be coming to your universitiesfrom the Near East, Japan, and China will be greatly on the increase.Students from those countries went largely to Germany, but they willnot do so after the war; they will come to America. There will beinfinitely more students coming from the countries of South Americathan in the past. And do you suppose that the only students who willcome from the Old World are the students from England? I believethat you will have students from all European countries, and thereforeI believe that one of the results of the war will be that your universitieswill become international in character to an extent which none of uscan realize at the present moment. Those will be two great opportunities.The opportunities of the English-speaking race and the opportunitiesof your universities will be opportunities that will carry with themresponsibilities correspondingly great — tremendous responsibilities — andI think that one can only hope and trust that the voice of the English-speaking race and the voice of your American universities will speakthe message of proportion and of truth.Vice-President Angell: The next speaker undoubtedly supposeshimself to be a stranger to us, but he is not. The English settlers camefirst, we are told, to our Atlantic seaboard and settled that coast, butafter it was well settled, the Irish, as you know, came in and took political command, and we have been living under their government moreor less ever since, and for the most part we have found it very agreeable. It has saved us a great deal of trouble and responsibility, and Itherefore take great pleasure in introducing an eminent representativeof the race under which we live so happily, Professor John Joly, ofTrinity College, Dublin.Professor Joly: This morning I was at a loss to know what Ishould speak about this evening. I decided to take refuge in the reputation of my university, which is known as the silent sister. But Ifound that I was expected to talk just as long and just as noisily as mycolleagues, and therefore I realized that I would have to find some subject to talk about. While in this state of doubt I had a conversationwith a gentleman in this university, in which he said that there couldnever again be discord between England and America. The wordssank into my mind. It struck me that I would say a word on that as- THE BRITISH EDUCATIONAL MISSION 41my text, and I would ask you to consider the doctrine contained in thatstatement to be a most dangerous one. I do not want to create analarming impression of impending discord between the countries. Therehave been great questions in the past, and those questions have beendissolved. While at the present time perfect friendship exists betweenthe two great branches of the Anglo-Saxon race, no one can say whatmay be in store for the future; some petty, trivial thing may upsetus all.I remember, when I was a boy, reading a story about a Spanishcavalier who was one of the old adventurers of the fifteenth or sixteenthcentury. He had heard a legend that there was a fountain of perpetualyouth existing somewhere in the southern seas. So Ponce de Leon —for that was his name— set sail in a little ship in search for the fountainof youth. And the story goes that he weathered storms and famine,and that island after island was visited and the waters were tasted byPonce de Leon, but he didn't find himself getting any younger. Asyears went on he found himself getting old, and at last his companionssaw that he was dying, and they brought him to an island where thelegend says no bird had ever sung because there was no water on theisland, and there they left him and sailed away.I think that our quest here may be just as futile as the search forthe fountain of perpetual youth if we imagine that the friendship betweenthese two countries is going to be perpetual, unless we resort to thatfountain of youth which exists in the race. It is to the youth of therace we must look to keep this friendship alive. How can you appealto the youth of the race? Only by appealing to them year by year,to see the same sights you see and to feel the same feelings you feel.That is why we are here. It is a great idea and a noble one, and Iconfess that I sometimes feel almost overwhelmed by its solemnity.How can we do it ? Well, we had a long and interesting discussion today,but I confess that I came away from that discussion with some anxietylest we should become too academic and too divorced from human feelings and human sentiment.Some of us believed that the plans we were advocating should beput into operation by memorial fellowships, to the memory of thosewho have been killed or have died in the discharge of their duty. Objections were made, and it was suggested that it was better to get moneyfrom the state. But I still believe that it would be better that thismoney should be raised by means of fellowships in memory of those whodied to save the world. I would rather see this matter carried through42 THE UNIVERSITY RECORDby memorial fellowships, given by men of substance or out of the mitesof the poor. It is right and fitting, it seems to me, that in this way ourplan should be put into effect, whereby the principle we are fightingfor should be carried on through the perpetual streams of youth.Vice-President Angell: If we have learned our politics fromIreland, we have learned a great deal of our philosophy and religion fromScotland, and I take great pleasure, therefore, in calling upon SirHenry Jones, professor of philosophy of the University of Glasgow.Sir Henry Jones: I am very much like Miss Spurgeon in manyways, but in nothing more so than in the fact that I rise to speak with agreat deal of trepidation. But in spite of that fact I have somethingto say to you which I think you will all be pleased to hear. I knowthat you will now like to hear what the ladies, of whom there are somany here this evening, so often like to give — the last word: good-night.I claim that I have made the most popular speech of the evening.Vice-President Angell: We are asked to bring the exercises ofthe evening to a close by singing one stanza each of the British and ofthe American national anthems. Before we do so I want to expressour thanks to our guests for the pleasure they have given us, and towish them Godspeed on their journey, with the hope that at somefuture day they may return again to this place.And so the meeting concluded with the singing of the first stanzasof " God Save the King" and "The Star-Spangled Banner."THE FRENCH EDUCATIONALMISSIONUnder the patronage of the French government and with the encouragement of the government of the United States, a Mission made up ofsome of the leading scholars of France arrived in the United States inNovember. This Mission came in response to invitations from severalAmerican institutions of learning to have representative French scholarsinterpret to them the dominant elements of the culture of France as ameans of binding France and America more closely together in intellectual sympathy.The members of the Mission were as follows: Professor TheodoreReinach, Lieutenant Colonel in the French Army, editor of the Gazettedes Beaux Arts, contributor of several important studies to the Historyof Greece, and a member of the "Institut de France, Academie desInscriptions et Belles Lettres"; Professor Emmanuel de Martonne, ofthe University of Paris, exchange professor at Columbia, 1916, one ofthe most widely known French geographers; Professor Fernand Balden-sperger, of the University of Paris, more recently of Columbia University, who has already lectured at the University of Chicago oncomparative literature; Professor Louis Cazamian, professor of EnglishLiterature in the University of Paris, the author of a notable volumeon the social aspects of English fiction of the nineteenth, century;Dr. Etienne Burnet, of the Pasteur Institute (Paris), surgeon in theFrench Army; Mr. Charles Koechlin, composer and musical critic;Mr. Seymour de Ricci, art critic and former editor of Art in Europe.At the University of Chicago, Friday, November 29, the membersof the Mission were entertained at luncheon at the President's houseand in other homes. In the afternoon lectures were given as follows:"The France of Today and Tomorrow," Lieutenant Louis Cazamian.Harper Assembly Room, 4:30P.M. "Experiences of a French Surgeonon Different Fronts," Dr. Etienne Burnet. Ricketts Laboratory,4:30 P.M. In the evening Lieutenant Colonel Reinach delivered anillustrated lecture on "Martyr Monuments of France" in Leon MandelAssembly Hall. On Tuesday, December 3, at three o'clock, Mr. CharlesKoechlin lectured on "Modern French Music." The program of theChicago Symphony Orchestra, at four o'clock, in Leon Mandel AssemblyHall, was made up of modern French compositions.43THE VICE-PRESIDENT'S QUARTERLYSTATEMENTThe work of the Autumn Quarter has been marked by the inauguration of the Student Army Training Corps and its subsequent demobilization. Applications to the number of nearly 2,000 for entrance to theCorps were received, but by reason of the delay in execution of theinduction papers by the local boards, by reason of the general publicbelief that peace was near at hand, and finally by reason of the widespreadepidemic of influenza, the actual number of men in the two sections of theCorps totaled approximately 1,300. A full report of the experiences ofthe" quarter will be prepared in due time.It is only just to comment here upon the unswerving loyalty withwhich every officer of the University attempted to carry out the programof the War Department in assisting in the training of men for the Armyand Navy. It would be a pleasure to mention by name those to whoseuntiring fidelity we are particularly indebted for the establishment of thenew conditions, but the list is too long. If the University had gainednothing else from the experience, it might still count as a great andpermanent asset the evidence which has been given of the complete devotion of the members of its staff to the interests of the country and ofthe institution.The total attendance of students for the quarter has been 3,192,against 3,368 for the Autumn Quarter of 1917, a loss of 176. Thanks tothe S.A.T.C, the attendance in the Colleges shows an increase over lastyear of 1 20. The loss has been in the Graduate and Professional schools.It chances that we confer at the end of this quarter exactly the same number of degrees as at the Autumn Convocation a year ago, although thedistribution among the several divisions of the University naturallyvaries a trifle.A number of interesting gifts have been made to the University during the past quarter. Attention is directed to the following:The Eugene Field collection, consisting of rare editions of his works,original letters, and manuscripts, presented by Dr. Frank W. Gunsaulus.The gift is of special interest because of the high position already attainedby the University Libraries in American literature due to the generosityof Mrs. Francis Neilson.44THE VICE-PRESIDENTS QUARTERLY STATEMENT 45A manuscript volume of great interest for the early history of Kentucky, presented by Dr. William Allen Pusey, of Chicago, a valuableaddition to the previous rich collection of manuscripts on Kentuckyalready in the possession of the University.Very important additions have been made by Mrs. Emma B. Hodgeto her previous gifts of books and original manuscripts of the Reformation period.Mr. Andrew MacLeish, vice-president of the Board of Trustees, haspresented to the University $100,000 for the erection of a building, withan expression of preference for an administration building. This is butone of a long list of benefactions for which the University is indebted toMr. MacLeish, whose frequent generosity has marked its previous history, and whose untiring and devoted service on the Board of Trustees hasbeen for years of inestimable value.The last news from President Judson reported him as in good healthand starting back on December 2 from Northern Persia by way of Constantinople and Paris. The date of his arrival here is still uncertain.Such messages as have come through indicate that the trip has beenboth interesting and successful.Throughout the period of the war the University has strained everynerve to render the largest possible service to the common cause. Morethan a hundred members of its Faculty and hundreds upon hundreds ofits students and alumni have entered the national service. All haveregarded it as a matchless privilege to give each to the limit of his powers.Now that peace has been restored the University will welcome back hersons and daughters, and take up once again the more familiar round ofher usual academic duties ; but she is keenly alive to the fact that the oldworld which she formerly served has gone forever — that new problemsand new obligations now confront her. To these she sets her hand,resolute as in the past to give the best she has of intelligence, insight,and devotion. And with this purpose in mind she will open her doors tothe new year, which promises to usher in a new world.THE BOARD OF TRUSTEESBy J. SPENCER DICKERSON, SecretaryGIFT OF ANDREW MacLEISHMr. Andrew MacLeish has served as a Trustee of the Universitysince 1890, having been one of the original Trustees selected by theAmerican Baptist Education Society.At the meeting of the Board of Trustees held October 8, 191 8, thefollowing communication was received from Mr. MacLeish:The Board of TrusteesThe University of ChicagoGentlemen: Appreciating as I do the pressing and increasing need of the University in the way of additional buildings, I take pleasure in turning over to the University for the purpose of helping to meet the need for a building (preferably for" administration" or "modern languages") the securities described in the list inclosedherewith, and therein closely approximating in value at the time of my gift $100,000.It is my desire that the Board of Trustees shall have full discretion as to the timewhen the proceeds and accumulations from these securities shall be applied to thepurpose mentioned.Respectfully yours,Andrew MacLeishSeptember 27, 19 18The gift was gratefully accepted by the Trustees and at their requestthe Secretary acknowledged Mr. MacLeish's liberality in the followingletter :Mr. Andrew MacLeishCarson, Pirie, Scott 6* CompanyChicagoDear Mr. MacLeish: I am instructed by the Board of Trustees of the University to express to you on behalf of your fellow Trustees their thanks for your munificent gift received by them at the meeting held October 8, 1918. The duty imposedupon me is a most pleasant one — alike because you are the giver and because of theamount and object of the gift.Your gift is peculiarly significant by reason of your official connection with theUniversity from the very beginning; indeed you were one of that group of farseeingmen who participated in the counsels which led to the founding of the institution.Furthermore, you have been intimately connected with the administration of theUniversity's business affairs, having been on the first appointed committees on buildings and grounds and that on finance. The building you first name as that to be builtby your financial aid is that to house the University's administrative officers.46THE BOARD OF TRUSTEES 47It is an occasion for justifiable pride that so many gifts to the University havecome from its Trustees, men who best have known its ideals, its needs, its possibilitiesfor good. You have once more added your name to this list of generous givers towisely chosen objects.On behalf of the Board of Trustees,Very truly yours,J. Spencer Dickerson, SecretaryOctober 14, 19 18THE La VERNE NOYES FOUNDATIONUpon recommendation of Vice-President Angell the Board ofTrustees has adopted the following plan for the administration of thescholarships of the La Verne Noyes Foundation:According to the terms of the gift establishing the La Verne Noyes Foundation,the amount and character of evidence of qualification of applicants and selection fromthe applicants is left to the discretion and decision of the Board of Trustees of theUniversity.The following plan for the administration of the scholarships provided by theLa Verne Noyes Foundation is suggested to the Board of Trustees:1. Each applicant will fill out a form, on page 1 of which are printed the termsapplying to the scholarships. The questionnaire (on pages 2, 3, and 4) has been drawnso as to elicit the facts regarding eligibility and additional facts bearing upon qualifications.2. These applications will be reviewed by a committee appointed by the President of the University. In the case of students already in residence, each applicationwill be submitted to the dean before consideration by the committee. Until theworking of the scheme has been sufficiently tested, the applications will be receivedand considered in the President's office.3. The University Auditor has submitted the following proposal regarding aform of appointment:Appointments will be made in duplicate, the original to go to the appointee, andthe duplicate to be kept in a bound book of 50 or 100 to the book. The appointmentblank will indicate the name of the appointee, the cash value of the tuition which theappointment covers, and the quarter. A separate voucher will be issued for eachquarter. The appointee will be instructed to present the voucher in lieu of cash forthe payment of his tuition to the Cashier, from whose office it will come to the Auditor's.-office, where the amount will be charged against the La Verne Noyes Foundation.Applications for scholarships to the number of 350 have beenreceived. For the Winter Quarter 160 scholarships have been awarded.APPOINTMENTSIn addition to reappointments the following appointments havebeen made :Herbert Bell to an instructorship in the Department of Physics,from October 1, 1918.48 THE UNIVERSITY RECORDAssistant Professor Wellington D. Jones as a dean in the Collegeof Science, from October i, 191 8.William Raymond Meeker to an associateship in the Department ofAnatomy, from October 1, 1918.Daniel L. Hoffer to an instructorship in Physical Education, Schoolof Education, from October 1, 1918.Marie Dye as teacher of chemistry in the High School, School ofEducation, from October 1, 1 91 8.Lydia Jane Roberts to an instructorship in home economics, Schoolof Education, from October 1, 1918.Evelyn G. Halliday to an instructorship in home economics, Schoolof Education, from January 1, 1919.George L. Harris as Acting Principal of the High School, School ofEducation, from October 1, 1918.Kenneth B. Hunter to an instructorship in English in the HighSchool, School of Education, from October 1, 1918.Laurens J. Mills to an instructorship in English in the High School,School of Education, from October 1, 1918.Helen B. Dickey to an instructorship in home economics, Schoolof Education from October 1, 19 18.Marion G. Dana to an instructorship in home economics, School ofEducation, from October 1, 1918.Mildred Henderson to an instructorship in home economics, Schoolof Education, from October 1, 1918.Faith M. McAuley to an instructorship in home economics, Schoolof Eduction, from October 1, 1918.CoAa. Anthony to an associateship in home economics, School of|Educat«p, from October 1, 1918.Harvey B. Lemon to an assistant professorship in the Departmentof Physics, from January 1, 1919.Mrs. Katherine A. Graham to an instructorship in the Departmentof English, from October 1, 1918.LEAVES OF ABSENCEIn addition to renewing leaves of absence already granted to members of the Faculties, chiefly for service in connection directly or indirectlywith th? war, the following leaves of absence have been granted:To Assistant Prof essor ' Charles C. Colby, of the Department ofGeography, for the Autumn Quarter, 1918, the Winter and SpringQuarters, 1919. He visits Japan for the United States Shipping Board.THE BOARD OF TRUSTEES 49To Professor H. Gideon Wells, of the Department of Pathology,from November i, 1918, to May 1, 1919. He visits Roumania and theBalkan States as medical officer of a Red Cross Relief Commission.To Professor George H. Mead, of the Department of Philosophy,from October 25, 1918, to January 1, 1919, to serve as director of warcourses in the Student Army Training Corps for Missouri, Kansas, andColorado.To Professor James H. Tufts, of the Department of Philosophy,from October 25, 191 8, to January 1, 19 19, to serve as director of warcourses in the Student Army Training Corps for Illinois, Wisconsin, andMichigan.To Assistant Professor William D. MacMillan, of the Departmentof Astronomy, from October 1, 1918, for the duration of the war. Heis a major in the Ordnance Department of the Army.To Principal Franklin W. Johnson, of the University High School,for one year from October 1, 1918. He is serving at a United StatesArmy base hospital in New Jersey, with rank of major.To Associate Professor Harold O. Rugg, of the Department of Education, School of Education, for the Autumn Quarter, 191 8. He isserving in the Army.To Dean James Parker Hall, of the Law School, for service in theAdjutant General's Office, of the War Department, from October 1,191 8, for the duration of the war.To Instructor Richard Offner, of the Department of History of Art,from September 1, 19 18, to January 1, 19 19.RESIGNATIONSThe Board of Trustees has accepted the resignations of the followingmembers of the Faculties:John M. Crowe, teacher of English in the University High School,School of Education, to take effect October 1, 191 8.Associate George F. Sutherland, of the Department of Physiology,to take effect October 1, 191 8.Major Henry S. Wygant, Professor of Military Science and Tactics,to take effect October 20, 191 8.Assistant Professor Eugene A. Stephenson, of the Department ofGeography, to take effect November 4, 191 8.Instructor James Kessler, of the Department of Romance Languages,to take effect October 1, 1918. He has entered the Army.5° THE UNIVERSITY RECORDBeth Lemen, teacher in the University High School, of the Schoolof Education, to take effect October i, 1918.Assistant Professor Shiro Tashiro, of the Department of Physiological Chemistry, to take effect December 31, 1918. He takes a positionwith the University of Cincinnati.STUDENT ARMY TRAINING CORPSAt the meeting of the Board of Trustees held November 12, 191 8,portions of a report made by Major H. S. Wygant, the first commandantof the Student Army Training Corps, to the War Department's Committee on Education and Special Training were read.This report contained the following:I desire to report upon the wonderful co-operation accorded the Military Department by the University of Chicago authorities, from the head of the University,Dr. James R. Angell, to the last subordinate. The needs of the military departmentappear to have in most instances been anticipated, and every facility, regardless ofthe sacrifice it meant to the institution, in old established custom, expense, etc., wasoffered the Commanding Officer to effect and satisfactorily carry out the plans andwishes of the War Department. I cannot too highly commend this institution forits spirit of patriotism, sacrifice, and hearty and cordial co-operation with the militaryauthorities.Major Wygant was succeeded as commandant by Major Ripley L.Dana, who remained until the Corps was mustered out in December.MISCELLANEOUSF. H. Tracht, for a number of years connected with the retail department of the University of Chicago Press, has been appointed manager ofthe University bookstores under the general supervision of a subcommittee of the Trustees' Committee on Press and Extension.Mr. and Mrs. J. L. Rosenberger have added $1,000 to the principalof the endowment of the Rosenberger medal and prize. The death ofMrs. Rosenberger on November 19, 1918, was reported to the Trusteesat the meeting held December 10, 1918, and a letter of sympathy ontheir behalf was sent to Mr. Rosenberger.The Board of Trustees has formally voted to extend the leave ofabsence granted to President Judson for service abroad as chairman ofa relief commission sent to Persia. It was the hope of the Trustees thathe would remain in Paris so long as he deemed it desirable, especiallyin view of the early meeting of the Peace Conference at Versailles.President Judson was in Bombay in October; later he proceeded toTeheran, Persia, where he remained for some weeks. On December 10THE BOARD OF TRUSTEES 5*he left Baku on the Caspian Sea, crossing Trans-Caucasia, for Batum,on the Black Sea. He expected to sail thence for Constantinople. Hearrived in Rome on December 30, 191 8, immediately departing forParis. In a letter to the President of the Board dated at Bombay,September 26, 1918, he wrote saying that "the work of the commissionis proceeding well and I am rejoiced that I came. Results look promising." The latest cablegram from Paris announces that he will returnto Chicago early in February.The University has invested $524,550 in Liberty Loan bonds of thefirst, second, and third issues. To the fourth Liberty Loan a subscription of $125,000 was made.A lease has been closed with the Bryant & Stratton Business Collegefor space for use of University College in the Lake View Building at116 South Michigan Avenue.Upon the request of the American Council of Education, the Boardof Trustees has voted to receive in the University one or more studentswho have served in the French Army and to grant them free tuition.They are mature men prepared for advanced work of graduate or technical character. The first of these men enters the Law School in theWinter Quarter of 1919. Twenty-one such soldier-students havealready been received by American universities.LETTERS FROM PERSIAFrom Harry Pratt Judson, Chairman of the Commission on Relief in theNear East:.... The commission has been showered with attentions ....From Arthur C. Boyce, the American Mission, formerly a student in theDepartment of Education of the University of Chicago:It has been a great treat for us here to be associated with Dr. Judsonin this work, and we are hoping that his visit may mean much good forthe future of Persia. I do not believe that any foreigner has been soroyally received in Persia since the days of Shah Abbas and the earlyEnglish ambassadors to the Persian court. The name of America ismagic these days, and the people are expecting much from us in thefuture. The coming of this Commission has made the government andpeople feel that America has a special interest in the welfare of Persia,and, as one Persian gentleman expressed it at a meeting of our ReliefCommittee the other day, " that there is still upon the earth a peoplewho will work for other and weaker nations sincerely and unselfishly."Dr. Judson will tell you no doubt about the way they have been receivedand honored and decorated1 by Shah and people, how they have beendinnered and teaed by every part of the community from ArmenianCouncil to Zoroastrian Assembly. Professor Jackson's scholarship inthings Persian and deep sympathy for the Persian people, together withDr. Judson's fine diplomacy and keen appreciation of the difficultiesunder which the government is working, have greatly enhanced the nameof America, and gives us who stay behind a great deal to live up to.xThe Order of the Lion and the Sun (of the first class with brilliants), the highest honor in the gift of Persia, was conferred on President Judson.52fl)A XOYKS, THK COLLKC.K STUDKXTIDA NOYESBy THOMAS W. GOODSPEEDIda Noyes Hall of the University of Chicago is a memorial building.It was erected by Mr. La Verne Noyes, of Chicago, in memory of hiswife, Ida E. S. Noyes. The name thus commemorated is familiar toall the women of the University, and successive graduating classes willcarry it to new communities and new countries until it is known in everyland. As students and visitors realize the beauty and charm of theHall, view its proportions, and consider its usefulness, they are likelyto ask, "Who was Ida Noyes and was she worthy of the monumentaffection has built to her memory and of the mention that will be madeof her through so many generations and in so many lands ?"She was born in the village of Croton, Delaware County, New York.Delaware, so named because within it are found the sources of theDelaware River, is in the second tier of counties west of the Hudsonand the first north of the Pennsylvania border. At the close of theRevolution it was an almost unbroken wilderness. It was, however,rich in pine forests and in waterways to float lumber and logs to market.Well-authenticated stories are on record of white pine trees more thantwo hundred feet in height. The rumor of its attractions spread toNew England, and colonies of Massachusetts and Connecticut Revolutionary soldiers and their families began to settle in its forests and onits streams. Among them were the progenitors of Mrs. Noyes.. Onher mother's side she traced her genealogy through the Wheat, Bolles,and Shephard families to William Bradford, the second governor of thePlymouth colony who came with the Pilgrim Fathers to the New Worldin 1620. Silas C. Wheat, the genealogist of his family, writes, aftercarefully tracing the line of descent, "This line makes all descendantsof Captain Wm. and Mary Wheat the descendants of Governor Wm.Bradford, of Plymouth Colony." Captain William and Mary Wheatwere the great-grandparents of Mrs. Noyes. On the two sides ofthe family there have been soldiers in all the wars of America, from theFrench and Indian down through two hundred and fifty years to theGreat War, just now ended as this is written, that has saved the libertiesof mankind. The father and mother of Mrs. Noyes were Joel W.Smith and Susan M. Wheat. Their families had migrated from NewEngland to the wilderness of Delaware County in the first decade of5354 THE UNIVERSITY RECORDthe century, the Smiths in 1800. Joel W. Smith was a graduate ofYale. He had eight brothers, and in 1868 the father and his nine sonscast ten votes for General Grant for president. Joel became a physician and was settled for a few years at Croton, near the old home, inDelaware County. This village has found it difficult to get a satisfactory name, and during the last sixty years has been known successively as Croton, East Franklin, and Treadwell. Here, while the villagestill bore its original name, Mrs. Noyes was born on April 16, 1853,and was named Ida Elizabeth. A sister two years younger died inchildhood. She remained the only daughter in a family of five children, one of the brothers being older by two years, the others muchyounger than herself.The father, Dr. Smith, was one of that great army of Americanswho in the fifties of the last century heard the call of the West. Thefather of La Verne Noyes yielded to it in 1854, but it was not untilthree years later that Dr. Smith left the home of his fathers to seekanother in the new state of Iowa. Ten years only had passed since theadmission of Iowa to the Union, and when in 1857 Dr. Smith settledin Charles City, Floyd County, he found himself in a country of pioneers.Charles City, or St. Charles as it was then known, is in northern Iowa,seventy-five miles west of the Mississippi. ^Railroads had not yetreached that part of Iowa. It was, in fact, the real frontier. TheIndians still lingered in the neighborhood. Bears and wolves werefound. Ida was about four years old when the family reached the newhome. The older brother, Irving, was six. It was dangerous for thechildren to wander far afield, and alarm was felt if they were too longout of their mother's sight. Until 1864 there were only two of them,and they were inseparable companions and constant playmates. Asthey grew older together Ida became accustomed to the sports of a boy.The Cedar River flows through the village and in the family, traditionshave come down of big pickerel caught by them. As the country settledthey were allowed great freedom, and, with forest and stream invitingthem, made much of the out-of-door life. Ida was notable throughouther girlhood for rather striking red cheeks, which she no doubt owed tothis life in the open. In the early years the family endured many ofthe hardships incident to a pioneer life. Doctors were few and farbetween on those western prairies, and the father was often compelledto answer distant calls in all weathers. Nothing pleased his youngdaughter more than to ride with him, when weather and distance permitted, on his visits into the country. The father's reputation andIDA NOYES 55practice constantly increased, until he became known as one of theleading physicians of the state. The railroad came, the village developed into a small but thriving city, and the conditions of life greatlyimproved. Dr. Smith was one of the most public-spirited of the citizens. He was much interested in the village school from the first andwas early made president of the school board. He had been a schoolteacher in early life, and his interest in and ambition for the schools ofhis western home were great and fruitful. It was said of him, "Nonebut himself can know and eternity only can reveal the labors, the sacrifices, and the pecuniary cost to himself of the work which he has donefor the schools of Charles City and vicinity."Both the children were exceptionally bright. The brother, Irving,had unusual intellectual gifts and ended his life at forty-four as professor of pathology and therapeutics in Iowa State College. The sister,Ida, was perhaps equally bright, and at eleven years of age was in classeswith boys and girls of fourteen and fifteen. Brilliant as her brotherwas, he kept only two years in advance of her, and he was two yearsolder. When he went to Iowa State College as a student in 1868, atseventeen, it was only natural that the sister who admired him shouldresolve to follow him. This she did in 1870, when she too was seventeen.She was admitted to the State College in this wise: She wrote to thepresident a letter so well considered and in penmanship so clear andbeautiful that he told her to come, and as some form of service was atthat time required from all students he appointed her his private secretary. After her brother's graduation she spent a term at the StateUniversity of Iowa City, but soon returned and completed her collegecourse in the institution at Ames, where she was graduated with honorsin 1874. A fellow-student says of her: "During her college days shewas admired for her talent as a presiding officer, as a fine speaker, andas one greatly talented in reading and acting." She was a brilliant student, learning with unusual facility, so that study was never a drudgerybut always a delight. It was indeed so much of a delight that she continued to be a student to the end of her life. Her work in the classroom is reported to have been well-nigh perfect, and she was a recognizedleader in college activities. It was in the college at Ames that she andMr. Noyes first met. He was a Junior when she entered, and was aclassmate of her brother. They became acquainted, and he found thebright, vivacious, auburn-haired girl most attractive. The attractionindeed was mutual and resulted in something more than mere acquaintance.56 THE UNIVERSITY RECORDReturning home after her graduation in 1874 she became a teacherin the Charles City High School. A popular and successful instructor,she continued teaching for two years or more, when her approachingwedding day took her away from her classes. She found much of herrecreation during the three years between her graduation and marriagein horseback riding. A friend of the family had brought back from theSouth at the close of the Civil War in 1865 a young pony, which latercame into her possession. Her slight figure matched the pony's smallstature, and Daisy, whom she rode thousands of miles, continued formany years to minister to her health and happiness. Daisy accompaniedher through all changes of residence, serving her to a very advancedage, and when too old longer to carry her hundred pounds was sentback to Iowa by Mr. Noyes and cared for to the end of her long anduseful life. Daisy was believed to have lived fifty-four years, an ageso great as to deserve recording.Ida Smith became Ida Noyes in 1877. The father of La VerneNoyes had brought his family from Genoa, Cayuga County, NewYork, to Springville, Linn County, Iowa, in 1854, when the boy wasfive years old. The son had grown up on his father's farm and hadentered Iowa State College in 1868, graduating in 1872. He had laterestablished himself in business in Batavia, Illinois. Mr. Noyes possessedin a very unusual degree two qualifications for success in life. He hadby nature a genius not only for invention but also for the conduct ofbusiness. How many devices he has invented he probably does nothimself know, but he has secured patents for more than a hundred.When he began his business life in Batavia it was in the manufactureand sale of his own inventions in improved haying tools and gate hangers. The acquaintance of the two young people in college had developedinto mutual affection, and an engagement had followed. As soon,therefore, as Mr; Noyes began to see his way in business they weremarried. The wedding took place in Charles City on May 24, 1877.Mr. and Mrs. Noyes did not set up housekeeping in Batavia. A gentleman with a large, fine house and a very small family asked them to maketheir home in his house, so that with slender resources they were rathersumptuously housed during their two years in that attractive village.It has been said that Mrs. Noyes was a student, and that studiousapplication was not a task but a delight to her. It was impossible forher to be idle. Her small body was a dynamo of ceaseless activity.Newly married, in a new community where she had few social ties andno household duties, she applied herself to reading and study. Web-IDA NOYES 57ster's Unabridged Dictionary was kept at hand for ready reference. Shefound it heavy and hard to handle. She therefore suggested to Mr.Noyes that he, being an inventor, should devise something to hold itfor her so that she would only have to turn the leaves. On her consenting to take over his correspondence and accounting, which she wasperfectly qualified to do by her experience in college as secretary to thepresident, Mr. Noyes in the course of a few weeks invented the dictionaryholder, which proved to be a stroke of genius and laid the foundationof their fortune. The new business so increased his labors that Mrs.Noyes continued for a number of years to keep the accounts and conductthe correspondence, and she proved a very able business associatethrough these early years. The success of the new business led themto Chicago in 1879, and that city was thenceforth their home. Thecorrespondence and accounting were now given up for housekeeping,and they made their home at first on the West Side, later on the SouthSide, finally locating permanently in the North Division. In ChicagoMrs. Noyes found opportunities for the art studies which she had longdesired. She lost no time therefore in making her way to the ArtInstitute and enrolling as a student. Her impulse toward art hadappeared in her girlhood. She began her studies in drawing in CharlesCity and continued them in Batavia, making there also a beginning inpainting. She cherished an ambition to become an artist and wasencouraged in it by her husband. On coming to Chicago, therefore,she welcomed the opportunity which the then newly organized ArtInstitute afforded her for continuing her studies under competent teachers. She and her husband conceived a life-long interest in the Institute, of which Mr. Noyes became a governing life-member. It goeswithout saying that Mrs. Noyes never intended to become a professionalpainter. But she earnestly desired to attain a degree of excellencethat would help to enrich her life and add to its satisfactions. She hadwell-defined ambitions. This was one of them. Another was to seeas much of the planet on which she lived as other occupations and dutieswould permit. She was ambitious to improve her mind, to widen herhorizon, to add, to her information. She was mentally alert. Sheread much. But books only served to awaken and increase a desireto see the people and things of which she -read. These longings largelyshaped her life.Mr. Noyes prospered in business, and this opened the way for herto realize her longing to continue her studies in painting in the Meccaof all students of art. It was in 1886, nine years after her marriage,58 THE UNIVERSITY RECORDthat she made her first trip abroad. She left Chicago in November,1886, and did not return till the end of June, 1888. She wrote duringthis absence, as she did in all her absences from home, a series of mostinteresting letters to her husband, which have been carefully preserved.Her penmanship was perfect, and she wrote with great care. Shedid not sit down and write as things occurred to her at the momentbut thought out and arranged in advance the contents of her lettersand then wrote in a natural, simple, and charming style. A reader ofher letters finds no difficulty in believing what she says in one of themthat rhetoric and Karnes's Elements of Criticism were the most enjoyable studies of her college course. She began to write on the steamer,and her letters gave a detailed story of every day, from that on whichshe sailed to her arrival in port on her return. She did this on all herjourneys (and these were not infrequent) to give pleasure to her husband. She wrote twice and sometimes three times a week, and Mr.Noyes wrote just as often. On this first voyage abroad, after spendinga month in Heidelberg with a friend, she went to Paris, passing throughCoblenz, which she was assured was "impregnably fortified." Mostof the nineteen months of her stay abroad at this time she spent inParis studying French, drawing, and painting. She spent much timein the famous Julien School but tried out the methods of others also.In March, 1888, she writes of her daily routine as follows:In the morning I rise soon after daylight, which is not too early at this season,make my toilet, take the coffee and rolls, and get to work at the art school at half-past eight. Dejeuner occupies the noon hour, after which comes painting again tillfour or five o'clock. The time between this and getting ready for dinner is usuallyoccupied with a walk for fresh air and exercise and doing little errands or makingcalls. You know all about the length of the dinner hour [Mr. Noyes had run overand visited her] and how easy it is to sit down afterward and talk with friends andacquaintances, or go somewhere in the evening. Still my evenings are not all spentthis way, as you know I write an occasional letter, go to dancing school one eveningeach week, and up to this time have prepared French exercises for a class which Iattended two afternoons each week.While I am quoting from this interesting series of letters I cannotresist the temptation to use the following passage, so full of significanceand interest at the time this sketch is written at the end of the GreatWar which restored to France her lost provinces:One incident of the national fSte day which I witnessed deserved to be recorded.It was early morning and I was standing in the Place de la Concorde quite enrapturedwith the fairy-like appearance given to it by garlands of white globes, which, likefestoons of flowers, were carried in all directions from lamp-post to lamp-post, wherethe ordinary burners and lanterns were replaced by an immense cluster of globesIDA NOYES 59like a great spray of white flowers. Suddenly a solemn procession appeared at thenorthwest corner of the Place, marched slowly across the Place, and paused in frontof the statue which symbolized the provinces of Alsace and Lorraine. From thegravity of the procession, which consisted of men and youths, as well as the dirgelikemusic to which their steps were timed, I had at first supposed it must be a funeral,and had wondered that any French person, even in death, could be so inconsiderateof the feelings of others, or perhaps it were better to say, of the eternal fitness of things,as to intrude obsequies upon that festal day. But I was mistaken. There was nohearse, although the other symbols of grief, sad music, the mournful visage, the stepwhich showed the heart bowed down, and the wreaths of immortelles were all there.The latter they had come to lay at the shrine of their loved and lost provinces. Whatcould be more patriotic or more fitting the nation's day? And they tell me thepeople all say this shrine shall never be without flowers until their own is restored tothem again.This letter was written July 24, 1887. Mr. Noyes was about tojoin her and had asked her to continue her letters as usual up to the dayof his arrival. He came on July 25, and they spent a month togetherin Paris, in Switzerland, on the Rhine, in Belgium, and in England;then Mr. Noyes returned to his business in Chicago and she to herstudies in Paris. A few months later he wrote to her:Many people have said to me that they did not see how we could stand it to beseparated so long. I assure such people that it would be much pleasanter for us tobe together, but that happiness in life for us is made up of many elements; that wecan each read, write, think, and do many things that give enjoyment in the absenceof the other; and that even when alone and thousands of miles apart we find lifewell worth the living, and that we hope by being separated for a time to make it betterworth the living.Both were young in 1887 ; Mrs. Noyes was only thirty-four. Thougha college woman, she was eager for a broader culture, and her husbandsympathized with her ambitions. Her desire for improvement andexcellence appears in this extract from a letter of October, 1887. " Whenone looks at the lovely Venus de Milo chiseled by human hands beforethe time of Christ and contemplates how its beauty has endured, is itnot a wonderful incentive to do well that which we do ?" In April andMay of 1888 she made a trip through Italy, visiting Rome, Naples,Venice, Milan, and Florence, returning to Chicago at the end of June.Continuing her studies, she added a knowledge of Spanish to heracquaintance with French.The year of her return from this first trip to Europe was one of themost interesting and important in the family life. It was the year inwhich Mr. Noyes organized the Aermotor Company for the manufactureand sale of steel windmills, which were so vast an improvement on the6o THE UNIVERSITY RECORDold wooden styles that they revolutionized that business and led himon to a career of uninterrupted prosperity. Mrs. Noyes was thereafterat liberty to spend her leisure as she wished. The thing that distinguished her from other women was the use she made of the opportunitieswhich increasing wealth opened before her. She might have spent hersummers at fashionable watering places or devoted her leisure to thedistractions of the capitals of Europe. But these methods of employing her time do not seem to have occurred to her. It was her ambitionfor self-improvement, for acquiring new information, for increasing herknowledge of the world she lived in that controlled her. She felt thatshe had no time to waste in those places where the wealthy and fashionable gathered for recreation and amusement. Whether at home orabroad she was ceaselessly busy. It was her artistic instinct that madeher a devotee of the camera. Always and everywhere she was takingpictures. She was fond of travel, and though she was never againabsent from her home for as long a period as on her first sojourn in Paris,in pursuance of her ambitions she traveled much and far. And shejourneyed in this fashion: Her camera was in constant use, ten, twenty,thirty times a day. Every point of historic or artistic interest wasvisited and studied and photographed. Notes were taken on the spotand at night written out more fully in a diary. Every expenditure,even the slightest, was set down in an account book, on the theory thatwhat cost money was worth remembering, and that an expenditureaccount is a real and illuminating history of a journey. No days werewasted in idleness. The photographs were carefully catalogued, named,and numbered, and the films developed at the studio of the nearestexpert. Then the frequent home letters and letters to other friendswere faithfully written. There was much preparatory reading to bedone of the places to be visited during the succeeding week, as well asroutes of travel to be studied and passage to be secured.In reading the records of these journeys one is overwhelmed by theimpression of the almost superhuman activity in sightseeing, photographing, souvenir buying, elaborate accounting, diary writing, letterwriting, and other things which are not occasional but continue dailyfor weeks and months together. Yet there does not seem to be haste,only an ordered but ceaseless activity. She worked untiringly, but witha singular ease and enjoyment. Constant activity was not an effortbut the law of her being. Her frequent jounfeys were made in thecompany of her husband or of some kindred-minded woman friend.She was not critical of people, but sympathetic and companionable,IDA NOYES 61and made many warm and valued friends in the course of her travels.At the same time she had so keen an intelligence, so much independenceand self-reliance, such an air of competence, that she never sufferedfrom imposition in any part of the world.It is not intended to tell with any detail the story of Mrs. Noyes'sjourneys, nor even to mention all of them. The limits of this sketchforbid. The three daily diaries she kept on her trip around the world,telling the story of where she went and what she saw each day, of thephotographs she took and the money she spent, these alone contain aboutten thousand words, more than are here given to the story of herentire life.In the spring of 1892 she visited the Pacific Coast, and after seeingOregon, Washington, and southern California extended her journey toHawaii, spending on her return a few days in the Yosemite Valley. InFebruary, 1894, she went abroad, visiting France, Belgium, and England.Mr. Noyes joined her in the spring for the later weeks of travel. Thefollowing winter and spring she spent three months in a trip which carried her to Portugal, Spain, Italy, Greece, Egypt, Palestine, Turkey,France, and England. In the summer of 1895 she and her husbandwent down the St. Lawrence and up the Saguenay, visited Montrealand Quebec, and gave two days to Bar Harbor and two more to iLakeGeorge and Lake Champlain. Before returning home Mrs. Noyesvisited her birthplace in Delaware County and was taken by Mr. Noyesto see the house in which he was born in Cayuga County.In the summer of 1897 Mr. and Mrs. Noyes took a trip togetherthrough the West and Northwest of their own country. After ascending Pike's Peak and viewing the Garden of the Gods they crossed thecontinental divide amid scenery of which Mrs. Noyes wrote: "Theviews of castle-like rock formation all along the Grand River and nearthe Green River were so startlingly like the elaborate architecturalwork of man it was hard to believe it all Nature's unstudied handiwork.Sometimes the formations looked in the distance exactly like greatfortified cities." They visited Great Salt Lake, where "La Verne triedthe buoyant billows of the salty sea, but I did not," and took the tripdown the Columbia River. But all this was only preliminary to theirreal objective, which was Alaska. The rush to the Klondyke was on,and their steamer was full of men on their way to the gold fields. Theyclimbed the Muir Glacier and found themselves, as Mrs. Noyes wrote,in the "awe-inspiring presence of the majesty of congealed centuries."They went as far north as Skagway. There were so many scenes to be62 THE UNIVERSITY RECORDphotographed that her supply of films became exhausted and could notbe replenished till Tacoma was reached on the return journey. Agreat week followed in Yellowstone Park, and the beginning of September found them again at home.The combination of the beautiful, sublime, and marvelous that thisjourney had presented made such an impression on Mrs. Noyes that inclosing her diary she quoted these lines:There are those who seek in other climes the joys they might have knownMid the mountains and the meadows of the land they call their own.The impression, however, was not abiding, though she loved andadmired the "mountains and meadows" of no land above those of herown. But Greece and Palestine and Egypt had awakened in her adesire to see the Far East. On December 2, 1897, accompanied by anold Chicago friend then living in London, she spent six busy and happymonths circling the globe. She followed a unique method in preparingfor this journey. In 1895 a book had been published in Chicago, writtenby Sarah A. Pope, with the following title: East, West — Home's Best.Aunt Sarah Here, Aunt Sarah There. The author told the story of justsuch a tour around the world as Mrs. Noyes desired to make. She tookthis book, therefore, and wrote out a fifteen-hundred-word transcriptof it. This was written in narrative form and reads like a diary of atrip taken by herself. It contained all the facts as to trains, boats,hotels, places worth seeing, etc., which she thought might be useful toher, and this transcript she took with her, apparently that she mighthave at hand the information she wanted for frequent reference. Inthe journey Bombay was reached on January 9, 1898, and six weekswere given to India. Mrs. Noyes found the people of India "fascinating." A few days were spent in Burmah, Ceylon was visited, and a fewweeks were given to China. It took 6ve or six weeks to see Japan, whichwas enjoyed as much as India had been. The Spanish- AmericanWar was threatening, and Mr. Noyes warned her that the sea mightbe so unsafe that it would be necessary for her to walk home. But itdid not prove to be so and the S.S. "China" took the travelers safely toSan Francisco in May, 1898. During the entire trip Mrs. Noyes hadbeen extraordinarily busy. She had been indefatigable in visitingplaces of interest. She had taken about two thousand photographs.She had purchased innumerable souvenirs, most of them of artisticinterest and value. She found Mr. Noyes awaiting her on the dockin San Francisco, and together they visited southern California andthe Grand Canyon of the Colorado. They reached Chicago earlyIDA NOYES 63in June, a little more than six months after the voyage around theworld began.Only nine days later Mrs. Noyes went to Denver, Colorado, toattend a convention of the Federation of Women's Clubs. From thisshort trip of less than three weeks she brought back two hundred photographs. In 1899 she spent some weeks in Ireland, England, and France.In 1900 she made a pilgrimage to Oberammergau, Bavaria, to see andhear the Passion Play. It was the year of the World Exposition inParis. The aermotor was among the American exhibits, and the youngest brother of Mrs. Noyes was in care of the exhibit. She reached Parisat one o'clock at night and was much pleased to find her brother Frederick at the station to greet her, the city being crowded with visitors.She gave only six days to Paris and the Exposition and then went on toOberammergau, where she stopped at the house of Emmanuel Lang,brother of Anton, the Christus of the year's play. The house was a"lowly cottage, but entertained fourteen guests, in addition to the fivemembers of the family."On Sunday, September 30, she wrote in her diary, "The long-looked-for and long-journeyed-for day to see 'the story that transformed theworld.' .... Had seats 233 and 234 .... at just the right distance.Of the play shall not attempt to write, except that it riveted attentionfrom beginning to finish in spite of the long, long hours of sitting still..... Tableaux wonderful, acting astonishing." Leaving Oberammergau, she visited Vienna, Prague, Dresden, and other German cities.In 1902 President McKinley appointed Mr. Noyes a delegate tothe International Congress of Commerce and Industry which met atOstend, Belgium, in August of that year. Mrs. Noyes accompaniedhim, and they visited together Germany, Switzerland, Belgium, France,and England. In 1905 they again went abroad together and spentJuly and August in Ireland, Scotland, England, and Wales. Throughout this journey Mrs. Noyes was very busy with the camera, bringinghome about six hundred pictures. In 1907 they visited once moreYellowstone Park, making a more extended stay than on their formervisit. Many pictures were brought from a visit in 1909 to the PacificCoast from Washington to California, which included the YoserriiteValley. "A fascinating sojourn in the heart of the Big Horn Mountains" in Wyoming, which she enjoyed with Mr. Noyes in the summer of1910, greatly enriched her photographic collection. Mrs. Noyes madeher last trip abroad in September, 19 10, at the request of a friend whowas ill and desired to see her face once more. She took the round trip64 THE UNIVERSITY RECORDon the "Campania" to London and back, contributing on the voyagean appeal in verse for seamen at a concert given on their behalf. Thisrecord of her travels is by no means complete. She visited the PanamaCanal with Mr. Noyes and the islands of the Caribbean Sea, wheremany of her finest photographs were taken.It will be apparent from the foregoing that Mrs. Noyes was veryfond of travel. The fact that she was never seasick gave her the liveliestsatisfaction. She was proud to be able to write to her husband thatin the wildest and most long-continued storms she never missed umeal and was often the only woman who appeared in the dining-room.Everything in her journeys seemed enjoyable; even while her fellow-passengers were miserable she was happy. She possessed great good-willand liked the people she met on trains and shipboard. Amiable andsociable, she made many delightful acquaintances. Everywhere shefound friends. She had an unusual capacity for enjoyment and leda happy life. When she went to Hawaii in 1892 Mr. Noyes wrote:I was sure your trip would be one of unalloyed pleasure and enjoyment, partlybecause you always travel rather to enjoy yourself than to be miserable and uncomfortable, and one is likely to find what he hunts for; partly because you are a goodtraveler and know how to look for and find the good things, and partly because peoplelike to help one enjoy who is a good enjoyer, which you are.Mrs. Noyes, it has been said by one who knew her, would havebeen conspicuous in any company by her inconspicuousness. She waspetite in figure to an extreme, being about five feet one inch in height,but she made up in animation what she lacked in bulk. Her vivacitywas spontaneously temperamental. She was physically and mentallyalert and represented the type of woman the old New England academiesprided themselves on producing. She carried the spirit of the well-brought-up girl into the sphere that was open to her in Chicago. Playful and serious, she was a decidedly wholesome woman, devoted to thosegood causes that appealed to her.She was very much interested in the activities of women. She wasa director of the Twentieth Century Club and of the Women's AthleticClub. She was a member of the Chicago Colony of New EnglandWomen. She was president of the North Side Art Club and was activein the Woman's Club. But the later years of her life were devotedlargely to the Daughters of the American Revolution. The story ofher ceaseless activities in the interest of this organization of patrioticwomen is worthy of a volume. She was secretary and later regent ofthe Chicago Chapter, the first organized in the country and the largest,IDA NOYES 65having over eight hundred members. She became vice-president general of the national organization. This honor was conferred on herfor the second time during her last illness, when she was not able to bepresent at the annual meeting. She gave much attention to the Illinoisroom in the national building of the D.A.R. in Washington, and it waslargely furnished by her. She visited the Capitol often in the interestof this great organization and wielded a potent and beneficent influencein its affairs. She often spoke at the annual meetings, and a reporterof a great daily once said of her that she was the "most brilliant womanwho had ever appeared before the Congress." She was a gracefulspeaker, her voice was sweet and musical and carried far, and she hada most winning personality.She devoted much time and attention to disseminating amongforeign immigrants lessons of true Americanism, that they might quicklybecome good citizens.She devoted herself to organizing the boys and girls of the countryin patriotic clubs and educating them in the duties of citizenship. Shewas particularly active in the D.A.R. in furthering its multiplied activities. At the request of the national board of that organization shewrote a paper on the forms of activity of the various chapters. To onenot acquainted with them their variety and magnitude would be asurprising revelation. She was deeply interested in them all, and noone surpassed her in devotion to them. They included preserving andmarking historic sites of buildings, battlefields, forts, roads, and trails,sustaining schools in remote mountain regions and night schools incities, purchasing and equipping playgrounds in congested city districts,raising funds for patriotic educational work, sustaining lecture courseson American history among our foreign population, and so on, almostwithout number. Mrs. Noyes gave herself to all these things with thefull strength of her enthusiastic nature. A friend who knew her intimately says of her that "wealth made no change in her soul," and thatshe "never knew a sweeter nature or a stronger one." She was characterized by great kindliness and sympathy and greatly delighted inhelping young people to enjoy themselves. Having built an $18,000cottage for the Park Ridge School for Girls, Mrs. Noyes took muchpleasure in providing occasional entertainments for the girls whosehome it was and ministering to their welfare and happiness.Mrs. Noyes's artistic instincts gave her a peculiar joy in beauty. Inher journeys the galleries of art, the beautiful in architecture, like thegreat cathedrals and the Taj Mahal, the picturesque and sublime in66 THE UNIVERSITY RECORDnature, were the things that attracted her and made travel the delightit was. She took pleasure in becoming costumes and filled her housewith beautiful things. Her penmanship was itself a work of art, simple,clear, natural, and well-nigh perfect, as the following facsimile willillustrate:6>This Christmas card also illustrates how in the latter years of her lifeMrs. Noyes developed a facility in writing occasional verse. One ofher early attempts was written for her husband for a meeting of theForty Club in December, 1906, when each member was required tointroduce himself in verse. The two verses quoted will serve an evidentpurpose:In far-away New EnglandWhere words and speech are choice,My earliest ancestorsWere always known as "Noyce."But in the "wild and woolly west"Among the Forty boys,To make a pun or turn a jestThey always call me "Noise !"It came to be quite the thing for Mrs. Noyes to be called upon towrite verses for birthdays, social gatherings, club meetings, and otheroccasions. After her death these were collected and published in asmall volume. Once she wrote for herself during her last illness in 1912,and the result was received with great applause by the D.A.R. CongressIDA NOYES 67in Washington after her re-election as vice-president general. Theseven verses are all good. The following are the first two:No matter how electionsMay really terminate,My heart will be contented,My spirits still elate.For if we win we're happy.And if we lose, we're gladTo give to someone betterThe honors that we had.At the eighteenth D.A.R. Congress held in Washington in 1909she read a response for Illinois in verse to the president general's addressof welcome, which awakened great enthusiasm. It is related that whenshe concluded the French Ambassador left his place and came to congratulate her, and after returning to his seat again left it to repeat hiscongratulations as the applause continued. The number and varietyof the social functions for which her little poems were prepared indicate,in themselves, that she had a very wide circle of friends. They alsoclearly show that the ties which bound her to her friends were those ofreal sympathy and affection. Her letters to her husband often broughta company of them together to give an evening to hearing them. Shehad an unaffected liking for people and was fond of their society. Allher instincts were social. Her vivacity was a distinct social asset andgave life and sparkle to every company. It resulted from all this thatshe was much in society. Her home was the center of an active sociallife. It was a pleasure to entertain, and she entered with zest into thesocial life of the city. She was, as this story indicates, often absentfrom Chicago. She was always ceaselessly active and busy when athome, but she found time nevertheless for meeting her social obligations,and she did this with the same interest and enjoyment that characterized all her multifarious activities.Mrs. Noyes's interest in art did not cease with her studies in Paris.Not only did she continue to study art, but she continued to paint,producing a large number of pictures, many being studies in heads andfaces, and not a few landscapes. Many of these paintings were excellent, some of them very successful. They were evidences of the excellence she might have attained had she devoted herself to art. Herbusy life, however, made this impossible. But her camera remainedto the end her constant companion in almost daily use. -Various68 THE UNIVERSITY RECORDestimates have been made as to the number of photographs- she took,varying from thirty thousand to more than a hundred thousand. Itis certain that she took many thousands of pictures, and the best ofthese she arranged with great care in bound volumes which she preserved.Her work with the camera was so perfect that publishers sought theuse of. her photographs to illustrate their books. In Frederick Royce'sThe Burning of St. Pierre and the Eruption of Mont Pelee may be foundextracts from the diary of Mrs. Noyes and a large number of picturestaken by her during a visit she and Mr. Noyes made to the Leeward andWindward Islands in March, 1899.In 1907 Mr. Noyes purchased a most attractive home at 1450 LakeShore Drive. Mrs. Noyes found much happiness during the closingyears of her life in furnishing and adorning this beautiful home. Intoit she brought souvenirs of all the lands she visited. Every room contains something unusual and interesting from far-away lands. Everything fits into its environment as though made for the place it occupies,and all add to the harmony and unity of the design. After living invarious parts of the city and during the summers at their country homeat Midlothian, in going into the house on the Lake Shore Drive Mr.and Mrs. Noyes were entering their permanent home, where they hopedto have many happy years together. They made it a home of hospitality. They had maiiy friends of whom they were fond, and in entertaining these they found much of their happiness.Mrs. Noyes had always enjoyed perfect health, and it was a grievousshock to both husband and wife when she was overtaken by seriousillness. She made a courageous battle to regain her lost health, butthe last year of her life she passed as an invalid. Not, however, a complaining one. She studied to make the atmosphere of her room a cheerful one. For her husband she always had a smile, and this smile wasone she had for no one else. On the last day of her life, to the friendwho passed that day with her she committed the following beautiful•confidence and charge. She said that she had a smile which she called"La Verne's Smile," which was his alone, and which she was veryanxious he should not miss when he came in to see her for the last time,and as she feared her sight might fail she charged her friend to give her.an agreed sign of his presence that she might not fail to give him hissmile. And thus on the fifth of December 1912, at the age of fifty-nine, "passed the strong, heroic soul away." -That Ida Noyes was no ordinary woman is made evident by the.extraordinary tributes paid to her at the memorial meeting held in herIDA NOYES 69honor by the Chicago Chapter of the Daughters of the American Revolution on December 19, 1912.Telegrams of appreciation were read from many other chapters.The president general, Mrs. Matthew T. Scott, sent a message whichsaid, among other things:My personal feeling is too deep for utterance. The death of one so cherished,the one I so leaned on for help, for counsel, for support — so strong, so true, so unswerving in friendship — this loss, I believe, means more to me than to any other one personin the world — except the stricken man for whom the light of life has gone out. Iam stunned, groping in the dark .... for the reason why this bright, beautifulwoman, so radiant with glorious vitality, bubbling over with wit and humor, sofeminine in charm and personality, so masculine in brain and intellect, should havebeen taken from those who so loved and leaned upon her. Never again shall we hearfrom her smiling lips the sparkling, yet stingless raillery and pleasantry that havecharmed and convulsed great assemblies; nor noble addresses that are stamped asclassics — with their ring of truth and sincerity; matchless in thought and utterance.I am sure I may be pardoned at this pathetic hour for alluding to her marvelousaddress in the Congress of 191 1 in illustration of the intellectual supremacy of thisgreat woman Mrs. George A. Laurence, state regent of Illinois, said:.... who can consider her life as we have known her personally, as she hasgone in and out among us, who does not feel a thrill of pride in her accomplishments.And especially as women do we rejoice that we have been so ably represented by onewho, though slight and frail in body, was great in intellect and soul Shewas not an ordinary woman. Many a noble woman, possessing all the finer qualitiesof intellect and heart, fulfilling a splendid life of usefulness, has lived, served, and diedwithin a small circle of friends, who alone knew of her merits. Our friend possessedall these qualities, and yet united with them that finer intellect and personal charmthat drew others about her and made her a center of influence that was widespread.. ... As regent of the Chicago Chapter she attained distinguished success, andher influence in the state conference was a potent one. She was kind, she was thoughtful, she was fair-minded, she did not stoop to the craft and wiles of the politician,but her voice was raised and her influence exerted to lift the standard of our work,and to advance that work along lines that would broaden in their scope as new occasions and directions arose for the exercise of exalted patriotism She had amind that conceived, a heart that resolved, and a hand that executed.Mrs. Benjamin A. Fessenden, called upon to speak of Mrs. Noyesas a friend, said:.... I say "our friend" because through long years of close intimacy I havenever heard her say a cruel or unjust thing of any living soul She loved thebeautiful in life, and with a generosity that was as boundless as it was modest shesought (out of her abundance) to make those whose lives lay along shadowed pathssee the sunshine and by its light find joy and peace. Even as she watched beside70 THE UNIVERSITY RECORDthe gate to answer to her name she found comfort in the letters written to her bychildish hands and coming direct from childish hearts, letters of love for the friendwho was sheltering, feeding, clothing, and educating them for- a useful life and ahelpful womanhood, letters of prayer that God would spare her to them for long,long years.She was a woman of distinct mentality and great executive ability. Had shegiven her life to either literature or art she would have made for herself a place in herday. She had keen wit, versatility, and a delicate sense of humor. .... Many ofus here today recall her generous interest in and for the schools and colleges amongthe Tennessee hills and the Carolina mountains and for all children's organizations.She was always and ever the children's friend, and she remembered the widow in herdesolation, and her little hands, full of helpfulness, were stretched out in mercy tothe downtrodden and oppressed, and she seemed to walk through life with the purpose of helpfulness.One who had known her since her college life wrote of her:She had a personality so much out of the ordinary that from childhood untilthe time of her death she always held a place distinctly her own. All that cameinto her life ministered to her education and development. .... She was superblydemocratic. Attainments, position, wealth, only deepened this element in her disposition. .... She always had sympathy and kindness for any who, she judged,were unfairly treated. .... To clearness and accuracy in thinking is due much ofthe power she possessed for leadership In the early days of her husband'sbusiness life .... it was from her orderly little desk in their home that the beautifully written letters were sent that were so helpful to his success j and at this deskthe books were kept accurately and scientifically. Her wondrously beautiful handwriting has always been a joy to her hosts of friends Literature was a fieldshe loved. Books were her delight. She knew them well and loved the best inmany kinds.At the annual meeting of the Congress of the Daughters of theAmerican Revolution held in Washington in the spring following herdeath Mrs. Fessenden was again called upon to speak of her. From thepoem she read in memory of Ker friend the following fines are taken:She loved all civic good,She bent to lift the children of the poorFrom out the mire of stagnant want,The want that drowns their souls,And wrecks their bodiesEre they pass the portalsOf life's earliest day.She loved all truth,And held her torch aloft,That those who passed along her wayMight find the road that ledTo highest aims and truest happiness.IDA NOYES 71She was a woman fair and sweet and true,And now that she has passedTo higher usefulnessShe leaves to us who knewAnd loved her hereA legacy of inspirationToward the highest and the bestThat we can giveIn deed and wordTo this our time.So in this "in memoriam" hourWe in all truth can say of her,Her works cannotBe reckoned up in faltering words,Her deeds shall live.God has recorded them.Such are the appreciations of those who knew Mrs. Noyes longand well. They leave no room for doubt as to the beautiful and noblequalities she possessed. But it is not these tributes that have convinced the writer of these pages, he having never met Mrs. Noyes, ofher exceptional abilities and the loveliness and strength of her character. Two quite other things have persuaded him of the essentialtruth of all these splendid eulogies.The first of these is Mrs. Noyes's correspondence with her husband.Many hundreds of her letters have been read with care and with equalinterest and delight. They are the letters of a high-minded woman,written with rare intelligence and revealing a personality bent on self-improvement. Not one unworthy sentiment can be found in any ofthese thousands of pages of intimate personal letters. And they arenot selected specimens but comprise all the correspondence with herhusband through a period of a quarter of a century. They reveal herdemocratic spirit, the essential kindness of her heart, her warm appreciation of her fellow- travelers. If at the beginning of a transatlanticvoyage she does not find the crowd of strangers about her interesting,before it is over she has found delightful people and made valued friends.The style is never careless and slipshod, yet there is no attempt at finewriting. At the same time it is evident that she wrote her letters withextraordinary care. She usually made a detailed analysis, in advance,of what she wished to say and followed this in the composition. Thiswas in pursuance of her desire for excellence, to do well whatever shedid, and to make her letters worthy of her husband's perusal. Theyare a record of her daily and tireless worth-while activities in study and72 THE UNIVERSITY RECORDobservation. They contain little sentiment. There was an evidentunderstanding on this point between husband and wife, and no strangercan know all that was contained in such phrases as the following foundin the last lines of all these letters. "I do," or "I do always," or "Ido more and more," or "I do more than you do," or "You know I do."But evidence of the unique, endearing, and noble qualities of Mrs.Noyes, more convincing than her correspondence and the affectionatetributes of her friends, is the extraordinary appreciation of her husband.He knew her better than did any other friend. She was a woman —Not perfect, nay, but full of tender wants,No angel, but a dearer being.Her husband trusted in her, was supremely devoted to her, held herand still holds her in an admiration and affection which he does notwish to conceal. Nothing that he could do was ever too good for her.On him, a man of uncommon discernment, what he regarded as the greatqualities of her mind and heart made a profound and indelible impression.'It is not surprising therefore that he welcomed the opportunityto commemorate her life and perpetuate her memory in that beautifulbuilding for the women students of the University of Chicago, theIda Noyes Hall. It was less than six months after the death of Mrs.Noyes when he announced to the Trustees his readiness to erect thishall "as a social center and gymnasium for the women of the University." The proffer was accepted, the plans for the building were made,and the cornerstone was laid on April 17, 191 5. Since April 16 wasMrs. Noyes's birthday, her husband chose to regard that ceremony asa celebration of the day. Firmly believing in the future life in whichshe was conscious and active, he addressed to her a very full letter,saying among other things:I am writing a letter to you this morning, to be sealed in the box in the cornerstone of Ida Noyes Hall .... as if I knew that you would consciously receive itand get information from it and be pleased with its contents, as I know you wouldhave been before your departure. If it does not come to your conscious mind, itmay come to the hands of some living persons a thousand years hence I havegiven in your name, to the University of Chicago, a very beautiful building — IdaNoyes Hall — as a home for the social activities of the young women at the University.It will contain a beautiful gymnasium, natatorium, and many other special, novel,and useful features. It will be an ideal Gothic structure, unsurpassed, probably,by anything in this country for beauty of design, perfection, and durability of architectural construction, and adaptation to the varied activities (social and otherwise)of the women student body.^y7/ .v-IDA NOYKS, THE ART STUDENTIDA NOYES 73In accepting this gift, the Board of Trustees of the University declared in formalresolution its "especial gratification that there is to be commemorated in the quadrangles of the University the name of a gracious and gifted woman whose rare qualitiesare well worthy of admiration and emulation by successive generations of our youngwomen."Are souls straight so happy, that, dizzy with heaven,They forget earth's affections — ? - 'Mrs. Noyes had visited many countries, and her husband hadfollowed her, with his letters, to them all. Now she was to him onlyin another country and had not forgotten "earth's affections," and hewrote to her, a little more seriously, indeed, but as naturally as whenshe had been in Paris. It was the result of the reaction of a healthymind whose "thoughts and beliefs regarding the next transition havebeen comforting."The dedication of the building formed a part of the celebration ofthe University's twenty-fifth anniversary, in June, 1916. Ida NoyesHall involved a contribution from Mr. Noyes to the University of halfa million dollars, and it has added in an extraordinary degree to thewelfare and enjoyment of the students of the University, men and womenalike. Indeed the life of the entire University has been enriched. Tohis contribution Mr. Noyes has added a personal interest that leadshim to invite the women of the Senior class each year to a luncheon athis house on the Lake Shore Drive, where they are encouraged to examinethe many objects of interest the house contains.'Ida Noyes Hall was not the only memorial built in her honor. Mr.Noyes also gave to the Fourth Presbyterian Church, on the Lake ShoreDrive, where they had a pew, the Cloister connecting the manse withthe church edifice, in which is placed a tablet bearing, in gold, the following inscription:This Cloister Is Erected to the Glory of Godand in Loving Memory of Ida E. S. Noyes1853-1912Vice-President General of the Daughters ofthe American RevolutionNot quite a year after her death a portrait of Mrs. Noyes wasunveiled by the De Witt Clinton Chapter of D.A.R. at Clinton, Illinois.Mrs. Scott, former president general made the address. A few sentences from the tribute she paid her friend may fitly close this sketch.This lovely woman was rich in gifts, the best that intellect, character, and devotion to high ideals represent in the great organization of which she was so vital a part..... Her's a fidelity that never faltered, a loyalty that never relaxed, a patience74 THE UNIVERSITY RECORDthat never wearied, a wisdom, that rarely erred, and an unselfish devotion that knewno^limit. Never can we forget or cease to cherish her precious memory, rich in allthat is most gracious in womanliness, strong and clear in intellect, pure in heart,sweet and noble in spirit, splendid in example, and with a magnetism that drew, allhearts to her. .... What she did and what she was contained the germs of greaterthings, whose influence is to be felt in ever-broadening lines of service— the real andenduring, though invisible, force that makes for the happiness and betterment anduplift of humanity.This sketch' is written chiefly for those women students of theUniversity of Chicago to whose college life Ida Noyes Hall may contribute some element of interest and charm. It has been the desireof the builder of the Hall that they should know who Ida Noyes was,that she should not be to them a name only, but a real woman, withwfyom, knowing the story of her life, they should feel acquainted, andfrom whose history they should perhaps derive 'some inspiration forstudious, active, brave, high-minded, helpful, useful careers.NATHANIEL COLVERNATHANIEL COLVER, D.D.By THOMAS W. GOODSPEEDTo the Rev. Charles Kendrick Colver belongs the distinction of having made the first cash contribution for the founding of the new University of Chicago. The amount was $100 and was paid to the writer ofthese pages. There were earlier subscriptions, but the first actual cashreceived came from Charles K. Colver, son of Dr. Nathaniel Colver.Like his distinguished father he was a Baptist ministerBorn May 22, 182 1, in Clarendon, Vermont, he grew up in sympathywith his father's views on theology and reform. Graduated with honorsfrom Brown University in 1842 and from Newton Theological Institution in 1845, he occupied various pastorates up to 1879, when hemoved to Chicago, that his daughter might attend the University. Hedied in this city October 24, 1896.Susan Esther Colver was born in South Abington, Massachusetts,November 15, 1859. She was graduated from the old University ofChicago, class of 1882, receiving the degree of A.B., and later (in 1886)of A.M. She also became an accomplished musician. She inheritedmuch of what may be called the typical Colver intellect and characteras exemplified in her grandfather and father. She was also noted forgenerosity, geniality, independence, and energy. She gave her lifeunreservedly to the cause of education. She was in the service of thepublic schools of Chicago from October 26, 1882, to June 26, 1912. Shewas principal of the Horace Mann School from August 20, 1890, toMarch 21, 191 1, and principal of the Nathanael Greene School fromMarch 21, 1911, to June 26, 1912. She was unusually successful bothas a teacher and as a principal. In fact, many persons thought that asa principal she made her school one of the best in the city, this beingespecially true of the Horace Mann School. She was a member of theImmanuel Baptist Church of Chicago. She was married to Jesse L.Rosenberger, a lawyer of Chicago, July 2, 191 2, as the culmination of along acquaintance. She died in Chicago November 19, 1918.Jesse Leonard Rosenberger was born in Lake City, Minnesota,January 6, i860. His youth was spent in the village of Maiden Rock,Wisconsin. When about 17 or 18, he taught several terms of countryschool.7576 THE UNIVERSITY RECORDHe was a student at the old University of Chicago, but was graduatedfrom the University of Rochester, receiving the degrees of A.B. and A.M.He was graduated from the Chicago College of Law, and received thedegree of LL.B. from Lake Forest University. He was admitted to thebar of Illinois, and maintained an office in Chicago for the practice of ,law until 191 5, but gradually came, by preference, to giving more andmore of his time to various forms of writing, principally on legal andbusiness subjects, for publication, as well as to doing some editing andpublishing.Mr. and Mrs. Rosenberger had been students in the old University of Chicago, and personal reminiscence and family tradition combined to interest them in the fortunes of the new University. In March,191 5, they united in conveying to the University the old Colver homestead on Thirty-fifth Street, west of Cottage Grove Avenue, Chicago.The purpose of this gift was the founding of the Nathaniel Colver Lectureship and Publication Fund, Mrs. Rosenberger desiring to honor thename and perpetuate the memory of her grandfather in the institutionwhich was the successor of that in which he had given instruction fiftyyears before.On June 7 of the same year Mr. and Mrs. Rosenberger provided forthe endowment of what will eventually be the Colver-Rosenberger Lecture Fund, in this donation associating with their own name that ofCharles K. Colver, Mrs. Rosenberger's father.Less than three months later, September 2, 191 5, they establisheda Colver-R.osenberger Fellowship Fund to provide ultimately a fellowship, desiring in this to associate with their family name that of thefather, Charles, and of the grandfather, Nathaniel.On February 4, 191 5, they provided for the doubling of this fund,and on the next day they provided for the eventual establishment of rwhat is to be known as the Colver-Rosenberger Scholarship, again associating with their own the name of the father and the grandfather.On April 5, 1917, they, gave $1,000, later increased to $2,000, toestablish at once a fund for an honor medal or cash prize to be knownas The Rosenberger Medal or The Rosenberger Prize, founded by Mr. andMrs. Jesse L. Rosenberger, the medal or prize "to be awarded in recognition of achievement through research, in authorship, in invention, fordiscovery, for unusual public service, or for anything deemed of greatbenefit to humanity."It will be noticed that three of these benefactions are wholly orpartly in honor of Nathaniel Colver, and this sketch has to do particu-NATHANIEL COLVER, D.D. 11larly with his life. He bore the name of his father and his grandfather,both Baptist ministers in New England and New York. They were noteducated men, and, preaching in the scattered settlements of Revolutionary and pre-Revolutionary days, received little remuneration, supporting themselves largely by farming. They preached for the love ofpreaching. The Nathaniel Colver of whom I write was born, one ofeleven children, in Orwell, near Lake Champlain, Addison County, Vermont, May 10, 1794. He was little more than a year old, however, whenhis father took the family to a farm in Champlain, New York. Theyno doubt traveled the hundred miles by water, up the lake to Rouse'sPoint, the northeast corner of New York, and then five or eight milesby the Champlain River to the settlement of the same name where thenew farm was located and where, although there were only thirteenfamilies in two townships, the father began at once to preach as well asto cultivate his land. The country was a wilderness, but the populationslowly increased and churches were organized in course of time in Champlain and other places. The family was poor, none of them strong andwell except the boy Nathaniel. He grew up to a life of toil. Eitherthere were scant opportunities for schooling or the pressure of the familyneeds gave him no time for school. At all events two winters at schoolwere all he ever had. He grew fast and became tall and robust. He wasstrong as an ox, red-blooded, and eager to get all he could out of hisyouth and the frontier wilderness about him. And what a country thatwas for an active, vigorous, fun-loving, adventurous, courageous lad.Within sight of his home to the north were the forests of Canada. Afew miles down the river were the upper reaches of Lake Champlain.The rivers and brooks were the home of the trout. The woods werefull of many kinds of game. In his last days Dr. Colver visited thesescenes of his youth. "There," he wrote, "I learned to trap the musk-rat and the mink, and also the wolf and the bear. I could rememberin what direction and about where, in the wilderness as it then was, mybrother next older and myself caught four wolves in one winter. Wecaught them in fox traps, and by fastening the trap to the end of a polethe wolf was unable to pull his foot out," the heavy pole acting only asa drag. The boy was not able, however, to get out of this wonderfulboy's world all the joy of youth he might have had under happier circum-cumstances. He continues, " In my father's family there was much hardsickness. I, only, had good health, and mine was the lot of service andtoil." His lack of schooling was not compensated by any home advantages. The only books he recalled as being in the house in those early78 THE UNIVERSITY RECORDyears were the Bible, a "psalm-book," a spelling-book, and the "ThirdPart," so barren was his life of any opportunities of education. Beingnaturally eager for knowledge he became during these early years thoroughly familiar with the Bible. He says, "I had nothing else to feedmy mind with, and so I ate up the Bible," which "my mother earlytaught me to read and love." When asked in later life where he graduated, he replied, "In the northeast corner of New York, in a log heap."The hard life of the frontier continued till he was fifteen years old,when the family moved to West Stockbridge, Massachusetts, where alittle over fifty years before Jonathan Edwards had produced the workson which his fame is founded.Although young Colver was still a lad he was, in this removal, senton in advance of the family, and all of the journey not made by waterhe accomplished on foot. He was now apprenticed to a tanner andfurrier and learned, among other things, shoemaking. The war of 1812came on, and, when in 18 14 New York was threatened, Colver, then inhis twentieth year, volunteered and served for some months with thearmy concentrated in that city for its defense. He became shoemakerfor his fellow-soldiers.Up to his army experience there is not the slightest evidence thatthe boy possessed any unusual gifts. But he now, all at once, gave proofof hitherto hidden powers. A comrade was arrested and taken beforea magistrate. Young Colver, believing him innocent, appeared andasked permission to defend him and did this with such eloquence andpower that not only was the soldier acquitted, but a gentleman presentsought out the youthful advocate and offered, if he desired to make thelaw his profession, to put him in the way of obtaining a legal education.Although he was only twenty years old he was already contemplatingmarriage, and a long course of study did not appeal to him. The warending, he returned home and on April 27, 181-5, a ^ew days before histwenty-first birthday, married Sally Clark and began life for himself.He fully intended to follow the business he had learned, but in 181 7,when twenty-three years old, he became the subject of an old-fashionedconversion and this changed the direction of his life. He did not indeedchoose the ministry. It rather chose him. Immediately after his conversion the people began to say that he must preach. A call comingfrom a neighboring church for someone to supply the pulpit, the deaconsdrafted young Colver into the service. Reluctantly he went and toldthe people that he could not preach, but would lead a prayer meeting.They assured him that this would not do. They were expecting a ser-NATHANIEL COLVER, D.D. 79mon and a sermon they must have. But he said, "I cannot preach.I have not even a text." Thereupon one of them suggested, "This isa faithful saying, and worthy of all acceptation, that Jesus Christ cameinto the world to save sinners." "Well," the young man said, "I thinkI do know a little about that," and went into the pulpit. The recordof his biographer, Dr. Justin A. Smith, is as follows :The subject opened to him beyond his expectation, and while all were delightedand surprised at the sermon which followed, he himself was more surprised than anyof them. At the close it was announced without consulting him that he would preachagain in the afternoon, and at the close of this sermon that he would preach a thirdsermon at a school house a few miles away. This last was the best of all. His fatherand mother were present, and the joyful old man, turning to his wife as the serviceended, exclaimed, "Our Nathaniel is a preacher."That day's experience settled the question. He was, indeed, without theological training. He did not even have a common-school education. He suffered from these handicaps throughout his life. But hewas a natural preacher and orator. He lacked the discipline of study,the intellectual acquisitions of learning, and the, culture of education,and these serious deficiencies long obscured the extraordinary naturalabilities he possessed. He was ordained in 1 819 at West Clarendon,Vermont, being then twenty-five years old. Two years later he accepteda call to Fort Covington, New York, fifty miles west of Champlain, wherehe had spent his boyhood, and also on the Canadian border within fiveor six miles of the St. Lawrence River. It was a wilderness country.Almost any morning he could see deer from his study window. Therewas no church. Not a man in the town professed religion. He wascalled by and became pastor of the community. They promised hima salary of $400, of which $242 was to be paid in cash, the balance "inthe produce of the country necessary for the support of the family."A strong church resulted from Mr. Colver's labors, and he preachedas a missionary and an agent of Hamilton Theological Seminary all overthat part of New York lying north of the Adirondack Mountains. Losing his wife in 1823, he married in 1825 Mrs. Sarah F. Carter, of Platts-burg.After remaining eight years at Fort Covington he became pastor atKingsbury and Fort Ann, in Washington County, New York, southeastof the Adirondacks. In 1834 he was called to Holmesburg, a suburb ofPhiladelphia. The circumstances which led to this call reveal the sortof preacher ten years of experience in wilderness and country places hadmade of him. Failing health having led him to visit Philadelphia he8o THE UNIVERSITY RECORDhad gone into the First Baptist Church in which the distinguished pastor,Dr. Brantley, was conducting a "protracted" meeting. Having beenintroduced as a minister he was invited to preach. He had been preaching but a few minutes when the pastor "discovered that the strangerwas a man of no common power in the pulpit. As he progressed theimpression was deepened, and by the time he had concluded his discourse, pastor and people were bathed in tears and made haste tothank the Lord for sending such a preacher among them," and at onceprevailed on him to continue his preaching through the rest of the meeting. So great was the impression that a year and a half later they sentfor him to assist them in another meeting. Speaking of Mr. Colver 'spreaching the pastor wrote:On Sunday evening the crowd was beyond all example in our place of worship.After all the seats above and below in our spacious house had been filled, the aisleswere supplied with benches until no more could be introduced, and the whole spacewas literally crowded. The preacher's lips appeared to be touched as with a live coalfrom the altar. After remaining till ten o'clock at night without manifesting theleast impatience, the congregation was dismissed; but though dispersed, the peopleappeared unwilling to leave the house and the greater part of them remained, whilstinquirers to the number of about one hundred came forward.Dr. Brantley did not rest until he had brought Mr. Colver to thesuburb of Holmesburg. He remained, however, only a few months.But during that time he had the joy of welcoming into the church theson already mentioned, Charles K. Colver, then in his fourteenth year.The pastorate was brought to a sudden termination by an urgent callto the Union Village Church, Greenwich, New York, near his formerfield in Washington County. The church was one of the largest andmost influential in eastern New York. Rev. Edward Barber had servedit for more than forty years, Mr. Colver having been associated withhim for a time while pastor at Kingsbury. On the death of its agedminister the church at once sent for Mr. Colver, and its position andprestige were such that he does not seem to have thought it possibleto decline the call. It was during the two years previous to the oldpastor's death that Mr. Colver had been associated with him and haddevoted a great deal of his time to work in the church. Mainly as theresult of these labors three hundred converts were baptized. His ownsole pastorate in the Union Village church was one of the most remarkableand fruitful in his career. In the four years it continued he baptizedthree hundred and ninety, making, for the whole period of six years, sixhundred and ninety. It was a wonderful experience and a marvelousNATHANIEL COLVER, D.D. 81record. How could a man leave the pastorate of such a church in themidst of his usefulness and at the height of his success?That is the story I wish now to tell. In the early years of hisministry he joined the Masons, but as he took one degree after anotherhe became increasingly dissatisfied, and when it came to oaths toprotect Masons even though guilty of crime and of treason, he revolted, left the order and joined, at great personal sacrifice, the anti-Masonic crusade of the last century. Not that he neglected his dutiesas a minister. His ministry was always his first business. But after1830 he held his place among the foremost advocates of anti-Masonry.He was called on frequently through many years to address anti-Masonic meetings and conventions in many parts of the country.Dr. J. A. Smith declares, "It is not too much to say that among thosewho were chiefly instrumental in arousing and directing public sentiment with reference to the wrong and peril of secret orders such as thatof Masonry, Nathaniel Colver ranked always with the very foremost."No doubt much that he denounced has been reformed.Mr. Colver also early became an ardent advocate of the temperancereformation. He became a popular lecturer on temperance. He wassent as a delegate to conventions, and his eloquence placed him amongthe temperance leaders of the country. Writing of this phase of hiswork Dr. J. D. Fulton said:Memories of his rising in his place. at a great temperance convention in Saratoga,New York, where he confronted and opposed Governor Briggs on a question of policy,live in the minds of men at this hour. Such was his power that the currents of thoughtwere changed. The master-spirit had appeared. He spoke over an hour, apparentlywithout premeditation, but in so telling a manner that he carried the convention withhim, and Governor Briggs, familiar with the palmiest efforts of Henry Clay andWebster, declared he had never listened to such oratory before. There was that inthe squint of the eye, the pucker of the mouth, the wave of the hand, the tone ofvoice, which would set an audience into a roar of laughter, or smite the rock of feelingwith the touch of his wand, causing fountains of tears to gush forth.The third great reform to which Mr. Colver devoted himself wasantislavery. He became widely known as an ardent abolitionist. Hiszeal and abilities brought him into intimate association with antislaveryleaders and he quickly came into wide prominence. In the Baptist denomination he was one of the leaders in disfellowshipping slaveholdersand organizing the American Baptist Antislavery Convention. He wasa delegate from that Convention to the World's Antislavery Conventionin London in 1840. William Lloyd Garrison and Wendell Phillips werethere. Taking an active part in the Convention were Prince Albert,82 THE UNIVERSITY RECORDClarkson, Daniel O'Connell, Lord Brougham, Guizot, and members ofthe English nobility. Early in the sessions Mr. Colver was called outand compelled to speak absolutely without premeditation. But it wasin just these circumstances that his genius flamed forth. His speechproduced so great an effect that he was publicly and warmly congratulated and in the after-proceedings was one of the recognized leaders.Mr. Colver's championship of the cause of freedom continued withunabated zeal till the final triumph.This review of the three great reforms to which Mr. Colver gave hislife brings us back to the reasons that led him to leave the Union VillageChurch and the seven hundred converts who had flocked into it underhis ministry. In 1838 the reforms he advocated were none of thempopular. If he had been seeking popularity and pastorates in large andpowerful churches he would have eschewed them all. They raised upagainst him multitudes of enemies in his own denomination. Manychurches, and most of all the large churches of the cities, were closedagainst him. They regarded him as a fanatic and a trouble breeder andwould have nothing to do with him as a pastor. It so happened, however, that in the city of Boston there was a Baptist layman like-mindedwith him. This was Timothy Gilbert, who for years had cherished thepurpose of founding a Baptist church in which the seats should be freeand which should be committed to those reforms which Mr. Colveradvocated. In his memoir of Timothy Gilbert, Dr. Fulton writes:In 1838 Mr. Colver was in Connecticut lecturing [on slavery]. He had beenmobbed and vilified, but he had triumphed gloriously. Flushed with victory, hecame to Boston and spoke at the Capitol and at Marlboro Chapel. There TimothyGilbert saw him. Jonathan had found his David. He was at this time forty-fouryears of age. His power of mind was fully developed Timothy Gilbert nosooner saw him than he beheld a standard bearer. An agreement was made thatif the brethren in Boston would procure a place of worship and organize a church opposed to secret organizations, intemperance, and slavery, and in favor of free seats,he would become their pastor.This was the way Mr. Colver came to leave the amazingly successful work he was doing in the Union Village Church and undertake apastorate in the metropolis of New England. He saw an opportunityof building up from the foundations a new church of his own faith, fullycommitted to all the great reforms he advocated, in the very center ofculture, of population, and of power. It was thus he came to Bostonin the autumn of 1839. He was in his forty-sixth year and during thethirteen years of his pastorate, reached the fulness of his great powers.That he had great powers as a thinker and an orator cannot be doubted.NATHANIEL COLVER, D.D. 83There has never been a nobler group of preachers in Boston than therewas during the fifties of the last century. But none of them had greaterpopular gifts than Colver. A distinguished southern minister after along visit in Boston was persuaded to go and hear him. When askedhow he liked him, his reply was, "I abhor the man's abolitionism, buthe is the best preacher I have heard in Boston." He was above themiddle height, large-framed, symmetrically built, with a benevolent butpowerful face, altogether of a dignified and commanding presence.Telling of one of his missionary tours before this date, a writer beginsthus, "A noble-looking man called at a public house in New LebanonSprings, New York, just in the edge of evening and inquired if therewere any Christians there who held evening meetings." That describeshim exactly. He was a noble-looking man. He had a most expressivecountenance and a voice of great sweetness, compass, and power. Hehad all the natural gifts of a great speaker and on occasions was anorator of surpassing eloquence. He lacked only one thing — the mentaldiscipline of a liberal education. It was this lack that made him anoccasional orator only. It was this that made him adopt a uniform,cast-iron method of preparing a sermon. I have before me a dozen ofhis plans of sermons. They are all constructed on the following model:(1) introductory exposition of the text; (2) doctrine; (3) reflections.He knew no other method.It was this lack of the mental discipline of a liberal education thatmade regular habits of daily study impossible for him and led him sometimes to enter the pulpit without having prepared a sermon or evenchosen a text. He had a fatal gift of extemporaneous speech.But notwithstanding these handicaps he had a great and usefulministry in Boston. Out of that ministry came the church and movement famous in Baptist history as Tremont Temple. In 1842 one hundred and thirty-six converts were baptized. This pastorate was thegolden period of Mr. Colver's life. As pastorates go it was a long one —thirteen years. The time came, however, when Deacon Gilbert beganto criticize him because he had a shop in his backyard where he indulgedhis genius for invention, because he didn't spend enough time in hisstudy, and because he was not enough in the homes of the people. Thefriendship of the two was not broken, but in 1852 Mr. Colver resigned.It was a curious coincidence that on the night he resigned TremontTemple was destroyed by fire. The pastor went from the meeting asa guest of Deacon Gilbert and during the night the Temple was burnedto the ground.84 THE UNIVERSITY RECORDMr. Colver was now one of the most distinguished and capablepreachers of the denomination and would naturally have gone to oneof its important churches. But the prejudice created by his agitationagainst Masonry and slavery was so great and widespread that the onlysettlement immediately open to him was in a small suburb of Boston,South Abington. Here he remained only one year and then went tothe First Baptist Church of Detroit, Michigan, where he had a not veryfruitful pastorate of four years. The church was not a strong one, andin 1856 Mr. Colver accepted a call to the First Baptist Church of Cincinnati, where he remained a little over four years. The church wasa rather feeble body when he took charge of it. He was at the timesixty-two years old, but in Cincinnati he renewed his youth and laboredwith tremendous energy and power. He held great revival meetings,preaching every night for many months together. Hundreds of convertswere baptized and the church was greatly strengthened. His Cincinnati pastorate extended from his sixty-second to his sixty-sixth or sixty-seventh year, and he received during this period the degree of D.D. fromDenison University. He made the distinct impression that he was agreat preacher and a great man. Rev. Dr. Aydelotte, a Presbyterianpastor of the same period, wrote of him as follows:After a brief exordium we were brought to feel the power of a giant intellect As he went on, his body as well as his spirit seemed rising upward — heavenward — •while he poured out one continuous stream of captivating, melting, richest, sacredeloquence. It was not merely the eloquence of intellectual talent, or of high moraland spiritual culture; it was something in addition to all these — it was a rare, heaven-born genius shedding a hallowed glow of beauty, of power, of sublimity over everystatement, every argument, every appeal We have at times endeavored, notwithstanding all the fascination of his eloquence, to listen with the severest criticalaccuracy: and we were filled with astonishment, when we called to mind the deficiencies of his early education, that we could rarely discover a solecism or grammaticalerror in his language, and that his figures of speech were so apt and pure — always instrict accordance with the nicest rules of rhetoric His was often the higheststyle of sacred oratory — a glorious preacher We never expect to see anotherDr. Colver.Such was the testimony of a fellow-pastor of another denomination. Itis only one of many like it relating to Dr. Colver after he had passedthreescore years.Dr. Colver's last pastorate was with the Tabernacle Baptist Church,Chicago. It began in 186 1 and continued till 1864. The church wasnot large and was badly located. The pastor was no longer in vigoroushealth. But, as Dr. Smith, his biographer, says:NATHANIEL COLVER, D.D. &5The closing period of his pastorate was marked by an incident of the greatestinterest and importance to the church .... putting the Tabernacle Church upona basis wholly new, and starting it upon a course of prosperity unexampled in itsprevious history. The house occupied by the First Church — an excellent brickstructure — was, with its furniture and appurtenances of every kind, given to theTabernacle Church. The house was taken down, removed to the new location on thecorner of Morgan and Monroe streets, and there re-created, with improvements madethen and since which rendered it one of the most attractive houses of worship in thecity. The Tabernacle Church, with the members, some sixty in number, of the FirstChurch proposing to join them, united in a new organization which, taking the nameof the Second Baptist Church of Chicago, has now, with God's blessing, won a titleto be named with the largest, most enterprising, most widely influential of the Baptistchurches of America. [This was written in 1873.] While these changes were inprogress Dr. Colver retained his pastorate of the Tabernacle Church. He felt, however, that the new church now formed should have a new pastor, a younger man, ableto undertake a service impossible to one who had already reached his threescore yearsand ten. It was therefore with his most cheerful acquiescence that the joint churchcalled to its pastorate Rev. E. J. Goodspeed, of Janesville, Wisconsin. He welcomedthe new pastor to his field with cordial words, publicly spoken, and ever after, to theend of his own life, co-operated with him in every way .... rejoicing .... in thesignal success which attended his ministry.At the close of 1864 the writer of these pages was beginning hisministry as pastoral supply of the North Baptist Church, Chicago.Responding in March, 1865, when he was twenty- two years old, to thelast draft of the War of the Rebellion, he received ordination beforereporting in Rochester, New York, for duty. He has always recalledwith pride that his ordination sermon was preached by Dr. Colver, whowas fifty years his senior.The service of three years with the Tabernacle Church was Dr. Colver 's last regular pastorate, though he continued to preach as long ashe could stand in a pulpit. He had no thought of ceasing from labor.After coming to the West he had felt an increasing interest in the education of young men for the ministry. In Chicago he entered withenthusiasm into the plans for establishing the Baptist Union TheologicalSeminary. He had strong convictions as to the teaching of theology,believing that it should be strictly biblical. He was invited to inaugurate the work of instruction preliminary to the establishing of the proposed seminary, and in 1865 and 1866 he taught theological classes inconnection with the old University of Chicago. In pursuance of hisview that instruction should be purely biblical he prepared and gaveto his classes a course of lectures founded solely on the Epistle to theRomans. Three of his personal friends in New England, W. W. Cook,of Whitehall, New York, and Mial Davis and Lawrence Barnes, of86 THE UNIVERSITY RECORDBurlington, Vermont, contributed $7,500 for the work of instruction,given originally to pay his salary, but surrendered by him to the seminary,and his former church in Cincinnati took preliminary steps to transfera piece of real estate.But this work was cut short by a call that had behind it the imperative of nearly half a century of warfare for the freedom of the slave. Amovement was organized to educate colored men for the ministry amongtheir own people, and Dr. Colver was induced to undertake theinauguration of the work of instruction for the freedmen in Richmond,Virginia. In feeble and failing health he began this new service in May,1867. But a year of heroic toil brought him to the end of his strength,and he returned in 1868 to his home in Chicago to rest from his labors.He had lost his wife in April of that year. He himself died two and ahalf years later, on September 25, 1870, in the seventy-seventh year ofhis age. But the work in Richmond did not die. Started in Lumpkin'sjail, an old slave pen, it developed into Colver Institute, now known asRichmond Theological Seminary, a part of Virginia Union University.Dr. Colver was a many-sided, highly gifted man. He had a genialhumor and a very active wit. He rarely, if ever, met his superior inthe give and take of debate. On occasions he was eloquent beyondalmost any of the great orators of his day. He had a natural gift forpoetical composition, writing for the choirs of his churches scores ofhymns which were sung on special occasions. He often thought innumbers, as once when visiting John G. Whittier and invited by him toattend the Quaker meeting. Mr. Whittier told him he must keepsilent, that a man named Beach was then in prison for speaking in theirmeeting. "It was a silent meeting," said Dr. Colver. "One man got.asleep and so did I." When they returned home and Whittier inquiredhow he liked the meeting Colver replied:Well, John, since thou a Quaker art,Go to, I'll tell thee all my heart.Quite plain, but neat, the place I found;A solemn stillness reigned around.I took a seat and down I sat,And gazed upon a Quaker hat,While all around, in solemn mood,I ween were thinking something good.But still I eyed that Quaker hat —The crown was low, the brim was flat,It canopied a noble pate,Who still in solemn silence sate.NATHANIEL COLVER, D.D. 87I thought him thinking of his God,When lo! the hat began to nod!The spirit moved to use my speech:I should, but then I thought of Beach.I longed his drowsy soul to waken,But thought it best to save my bacon;And — would you think me such a chap ?I gave it up and took a nap.Dr. Colver was a man of power. He always made this impression:"In stature higher than the average, the proportions of his figure were,in the days of his prime, well-nigh perfect, matched as they were by aface and head that were the fitting crown of a noble form." Men spokeof his noble presence; and the glory of his eloquence, which was theexpression of an uncommon intellect, made an extraordinary impressionof power. As he approached the close of his career his reflections on allthat he had lost by his lack of early advantages led him to devote hislater years to providing candidates for the ministry opportunities for aneducation which he in his youth had not had. This interest in the education of young men for the ministry brought him into connection withthe first University of Chicago. It made him one of the founders ofthe Baptist Union Theological Seminary and its earliest professor. Allthis makes it singularly appropriate and gratifying that in lectureships,fellowships, and scholarships his name, with that of his children, shouldbe enduringly associated with the new University and its school oftheology.CHARLES H. SMILEYBy THOMAS W. GOODSPEEDA special interest attaches to the story of the establishment in theUniversity of the Charles H. Smiley Scholarship. For Mr. Smiley wasa colored man, probably, though not certainly, born in slavery andbrought up in such poverty as to have had no opportunities of education. It is uncertain when or how he reached Chicago or what hisearlier employments were. He became, however, a waiter, and thoughthis was a lowly calling his business insight revealed to him its opportunities. He saw that by frugality and good management he mightbecome his own employer and this he finally did. He became a catererand conducted that business for many years at 76 East Twenty-secondStreet under his own name, Charles H. Smiley. He developed remarkable efficiency, and his uniform courtesy and sterling integrity madehim a great favorite with many of the best people. He became indeedone of the best-known and most popular caterers of the city. He didnot, however, without difficulties achieve success. Judge Jesse A.Baldwin, who knew him well, says:A good many years ago, while I was practicing law, he came to me and told methat he was tied up financially and that he would have to come to some understandingwith his creditors. He gave me a list of his creditors with the amount he owed eachone, and he gave me an account of his assets. He asked me to make the transfer.He came in a few days later, after I had seen his creditors, feeling downcast. " Charlie,your creditors feel sorry for you," I told him, "and I can settle with them for fiftycents on the dollar." With tears rolling down his face he said: "I couldn't do that,Mr. Jesse. My mother borned me poor, but she borned me honest. I don't care ifthere ain't anything left."The Judge concludes, "I never had a client who was more insistent onbeing honest." Mr. Smiley recovered from this temporary backsetand, giving strict attention to business, prospered in a modest wayuntil he came to be recognized as one of the successful colored men ofChicago. He numbered many white men among his friends, some ofthem men of high character as well as large means. .In March, 1909, Mr.. Smiley again visited his friend and attorneyJudge Baldwin to consult him about making a will. Such was his confidence in the Judge that he asked his recommendations as to the bene-88CHARLES H. SMILEYCHARLES H. SMILEY 89ficiaries of his estate. He explained that he was becoming consciousof physical ailments and felt that he ought to make suitable provisionconcerning the disposition of the little property he had, aggregating invalue a little more than $11,000. Having no wife, there was but onemember of his family for whom he wished to provide. He then explainedthat Chicago had been very hospitable to him and that in Chicago hehad acquired whatever he possessed of reputation and property, so thathe would like to leave a liberal share to some institution in Chicagowhich would perpetuate his desire to make a little money useful in developing character. Not long after this conference with the Judge hereturned and indicated that he wished to make a bequest that wouldhelp to give to poor young people, particularly of his own race, theadvantages of education which had been denied to him.Like many other persons who contemplate making a will Mr.Smiley did not at once carry out his purpose. It was not until March 15,191 1,. that his will was finally executed. It contained the followingprovision:I direct that my said Executor and trustee shall pay to the University of Chicagothe sum of Three Thousand Dollars ($3,000) as and for Endowment, creating a Scholarship to be known as "Charles H. Smiley Scholarship," which shall be administeredby the Board of Trustees of said University, as they may from time to time decidewise — hereby expressing the preference that the proceeds of such Scholarship shallbe used for the benefit of poor but promising students, preferably of the colored race,though not at all intending this as any limitation upon their right to use the same asthey see fit. I am making this bequest because of my limited opportunities to acquirean education and my desire to aid others in acquiring an education.While the executing of the will had been waiting for two years, thecondition of Mr. Smiley's health had been growing more and moreprecarious. He died suddenly and unexpectedly on March 25, 191 1,only ten days after the signing of his will. The University received thefull amount of the bequest, $3,000, on June 15, 191 2, since which timethe scholarship, yielding about $150 a year, has been awarded to poorbut promising students of the colored race as often as such studentshave made application. And thus this humble black man has made hislife a fountain of perennial blessing to his race and to the world.GALUSHA ANDERSONAt the meeting of the Board of Trustees of the University heldAugust 13, 1 91 8, the Secretary was requested to prepare a memorialof the late Professor Galusha Anderson. He submitted the following,which was inserted in the minutes of the Board and also sent to Dr.Anderson's family :Galusha Anderson, professor of homiletics in the Divinity School ofthe University from 1892 until 1904, when he was retired, died atWenham, Massachusetts, July 20, 19 18. He was born at Clarendon,New York, March 7, 1832. He was graduated from the University ofRochester in 1854 and from Rochester Theological Seminary in 1856.During these eighty-six years he lived a useful and strenuous life, servingin various positions of importance and exerting a beneficent and widespread influence.In St. Louis, during the trying period of the Civil War, his outstanding patriotism and loyalty to the Union were most helpful to the causeof freedom and to the stability of the national government, and thesequalities of mind and spirit were manifested in a region where and at atime when to be true to the underlying principles of the Republic wasoften unpopular and sometimes dangerous.His ministerial labors, which began in Janesville, Wisconsin, andlater were continued in St. Louis, Brooklyn, and Chicago, were characterized by vigorous thinking and by earnest endeavor to help men andwomen to higher planes of living. His message sought to establishrighteousness by changing the minds of men and thus developing highmoral character rather than to play upon human emotions.It was as an educator, however, that Dr. Anderson will be longestremembered. He was professor of homiletics in Newton (Massachusetts)Theological Institution for seven years. In 1 878 he was elected presidentof the old University of Chicago and there remained until 1885. Theperiod of his presidency was one environed by difficulties. The institution was hopelessly involved in debts, debts which at length caused itscollapse. Chicago had not recovered from the financial losses and socialupheavals of two great fires, nor from the commercial disaster of thepanic of the seventies. The counsels of the University's friends were90J'nhiteti by Frederii lint,GALUSHA ANDKRSONGALUSHA ANDERSON 91divided. The student body was. gradually disintegrating. Dr. Anderson's heroic struggle on behalf of the University proved unavailing, butit is not too much to say that his efforts to keep it alive had reward inthe firmly established conviction that in the imperial city of Chicagothere ought to be a great university. Subsequent to the passing of theold University he became president of Denison University at Granville,Ohio, and later professor of homiletics in the Baptist Union TheologicalSeminary at Morgan Park, which in due time became the Divinity Schoolof the University of Chicago, in which he occupied the same chair.Dr. Anderson's vigor of mind appeared to be a logical sequence ofhis vigorous body. He impressed those with whom he came in contactand particularly his hearers with the sturdy character of his thinkingand the tenacity with which he held to his convictions, notably those inwhich right and wrong were involved. He ever stood firmly for politicalhonesty, justice, righteousness, and the good of humanity. Indeed, hiswhole career, as discerned in his sterling character and his moral earnestness, was characteristic of the highest type of American manhood.His oldest son pays this noble tribute to his father:"He was built four-square to every wind that blew. He was simple,sturdy, honest, affectionate, generous, and brave. Sanity and devotionwere the keynotes of his character. He was one of the hardest and mostpersistent workers I have ever known. He was a true leader, an efficientpastor, a master of extempore preaching, a clear and forcible writer, butpre-eminent as a practical teacher."It was moved and seconded to approve the memorial, to insert thesame in the records of the Board, and to request the Secretary to transmita copy to Dr. Anderson's family, and, a vote having been taken, themotion was declared adopted.SAMUEL WENDELL WILLISTON1852-19181DR. WILLISTON'S WORK IN ENTOMOLOGY, INMEDICINE, AND AS STUDENT OF THEEVOLUTION OF LIFEBy FRANK RATTRAY LILLIE, Ph.D.Professor of Embryology, Chairman of the Department of ZoologyDr. Williston came to the University of Chicago in 1902 as Professorof Vertebrate Paleontology. He succeeded George Baur (1892-97), anable scholar who brought the best traditions of paleontology to thisUniversity with the group of scientists from Clark University at thetime of our foundation. Many of us remember Professor Baur as afine type of scholar, exhaustive in his knowledge, burning with love forhis subject, and an indefatigable investigator. Professor Baur was notonly a paleontologist but an enthusiastic student of living vertebratesand of island fauna, and his studies of the Galapagos Islands and of thelizards and giant tortoises there found are classic pieces of work. Afterthe death of Professor Baur in 1897 tne chair of paleontology remainedvacant until the appointment of Professor Williston in 1902 continuedits scholarly tradition.Many of his colleagues in the University of Chicago may think ofProfessor Williston as a man with one consuming interest which enlistedall his enthusiasm and activity. He came to us rather late in life, privileged to devote himself heart and mind to the problems of the evolutionof life that had been his chief interest in a varied career, running throughthe web of his life like a golden band. He was now released from themany administrative and pedagogical responsibilities which had accompanied him on his journey so far, and was to enter on that supremeprivilege of the scholar in the afternoon and twilight of a busy life, theunimpeded pursuit of his subject and its extension by investigation, andby training a selected group of students in its technique and philosophy.It was in this phase of his life that we knew him — at times awayfrom the University on expeditions to secure the materials of research1 At a memorial meeting held in Leon Mandel Assembly Hall, Sunday, December 9, 19 18, these addresses were delivered.92Paintid by C. A. ConoinSAMUEL WENDELL WILLISTONSAMUEL WENDELL WILLISTON 93from the strata of the West and Southwest; then returned to the University, working with loving care in the technique of preparation; layingbare the precious evidences of the life of bygone ages; drawing withhis own hands, studying, and interpreting; superintending the preparation of the specimens for permanent record; publishing the results.Each specimen was studied, not only as accurately as possible asindividual and species, but as representative of the great process of evolution, the vague outline of which we clearly perceive, but the courseand processes of which will always form matter for study. Somepaleontologists have been primarily craftsmen, others have allowedspeculation to outrun results. It was a great merit of Dr. Willistonthat his love for detail and his desire for generalization were sanelybalanced.It was thus a matter not entirely of opportunity but also of selectionon theoretical grounds that made the class of reptiles Williston's favoritesubject of research. In the extinct members of this class are found theconnecting links with lower vertebrates and also the ancestral forms ofbirds and of mammals. They exhibit besides an extreme of adaptiveradiation which had run its course ages ago. They are a group inwhich all the great problems of paleontological research are abundantlyillustrated.We can do no more than touch on Dr. Williston's chief interest.The esteem in which he was held may, however, be more readily appreciated by these words of Professor Henry Fairfield Osborn, president ofthe American Museum of Natural History, himself now the leading vertebrate paleontologist of the world, written for the present occasion:"Williston," as all his intimate friends called him, was the senior member of ourprofession in the United States; indeed, senior vertebrate paleontologist of the world.Since the death of Cope he has ranked as the foremost American student of the extinctreptilia. He has left a permanent mark on our knowledge of the marine reptiles ofthe Kansas Cretaceous, while his numerous contributions on the batrachians andreptiles of the Permo-Carboniferous are of capital importance.Recalling his peculiarly American career as a self-made scientist who overcameobstacle after obstacle, and who from his earliest days set his heart upon observationand research, we feel that Williston was in a sense a typical American. With hismany-sided training in anatomy, in medicine, in entomology, and in geology he combined the precision of an anatomist with the larger perspective of a naturalist; consequently his studies of extinct life were always illuminated by careful reconstructionsof the environment and of the living relationships.This combination of perception of form, of function, and of environment reacheda high point in the volumes published by the University of Kansas and by the University of Chicago. It is a matter of everlasting regret that, beloved and honored94 THE UNIVERSITY RECORDby all, he left the circle of our profession before he was able to complete what wouldhave been his crowning life-work on the Extinct and Living Reptiles of the World. Wecan only rejoice that he has accomplished so much, and that he has encouraged somany of his younger colleagues, students, and successors, by his unstinted appreciationand enthusiasm, to follow in his footsteps.However, we obtain only a small measure of Professor Williston ifwe know only that segment of his life that he lived among us. Hisfather was a blacksmith, who emigrated from Boston to Manhattan,Kansas, in 1857, when our friend was five years old. Frontier conditionsprevailed there. The Manhattan colony was from New England, andmany of its members were abolitionists who had come to Kansas tocolonize the territory and help John Brown preserve it to the "FreeStates." With such traditions of the founders of the town, a school wasnaturally the first public building erected, and an agricultural collegewas soon started. Owing to the mother's insistence the Williston children attended these means of grace regularly. Our friend, however,seems to have needed no urging; from the time he was seven years oldhe devoured literally every book on which he could lay his hands. Herelates in his recollections that theEmigrant's Aid Society sent to Manhattan a large box filled with old second-handand tattered books. Such of these as were of any use in the schools were taken out,leaving it about half full of a most heterogeneous collection, from Baxter's Saints9Rest to goody-goody Sunday-school books. It was a gold mine to me, and I did notcease its exploration till everything readable was read, and everything was grist thatcame to my mill.At fifteen years of age he read Lyell's Antiquity of Man, sitting up allnight to finish it while a dance went on downstairs.The teacher of science at Manhattan, Professor Mudge, was animportant influence in his life and was no doubt chiefly responsible forthe fact that Williston's life became devoted largely to natural science.Williston was of an enterprising and adventurous disposition. Atnineteen years of age he left home, went into railway construction, andbecame a railway surveyor and engineer. This phase terminated inabout three years, when he returned to college and graduated. A secondadventure in railroad surveying and engineering was of short duration.The panic of 1872-73 was then on, and times were hard. After somemiscellaneous adventures Williston settled down to the study of medicinein the old way with a family physician; he secured a collection of humanbones by excavating an old Indian burial ground. He studied chemistryin Manhattan College, lectured on Darwinism, and earned much hardcriticism.SAMUEL WENDELL WILLISTON 95In the summer of 1873 he was invited to accompany Professor Mudgeon a paleontological expedition to collect fossils for Professor Marsh, ofYale University. This changed the current of his life, and he becamea paleontologist. Invited by Professor Marsh to come to Yale as hisassistant, he reached New Haven in the spring of 1876. 'Refused permission to study or publish in paleontology on his own account, he tookup the study of insects, specialized on flies (Diptera), and labored incessantly during his spare time, nights and holidays, in this field, in whichhe made many discoveries and rapidly became the leading specialist;nor did he ever entirely abandon this field of work.He separated from Marsh as a consequence of illiberal treatment andresumed the study of medicine at Yale, earning his way by paleontological work for Cope, and graduated in medicine in 1880. He wasthen appointed assistant paleontologist in the government service, withresidence at Yale. He took the degree of Ph.D. at Yale in 1885. Thereupon followed various vicissitudes — the offer of position of assistantentomologist in Washington, the practice of medicine in New Haven,the appointment as health officer of New Haven, and professor of anatomyat Yale. As health officer he carried through successfully an epidemicof smallpox in 1888, and issued various publications on public health.In 1890 he was called to the University of Kansas as professor ofgeology and paleontology. This was an opportunity for which he hz dlong waited, and he began at once that series of independent researchesand publications in paleontology on which his fame chiefly rests.He became the leading spirit in the faculty and did valiant workfor the sciences. He introduced variety into the zoological work atKansas, and himself taught physiology and histology, osteology and vertebrate anatomy, in addition to his regular work. He organized themedical school and became its dean; he was head and shoulders of theSigma Xi Society and was prominent in the commercial club of the town,securing its backing for many University enterprises. His activity wasprodigious.With it all he never for a moment relaxed his energy in research, andpaper followed paper in entomology and in paleontology. His adviceto his advanced students and associates was that they should religiouslyspend a certain amount of time in research each day, whatever therequirements of routine. Two of my colleagues in other institutionshave testified to me that this advice was a saving factor in their lives;and there are many others who experienced the impetus of his impulsive,always genial, spirit in research.96 THE UNIVERSITY RECORDWhen Williston went to the University of Kansas from Yale he atonce interested himself in the problems of medical education. His ownearly study in medicine had been carried out under a system "withalmost no educational requirements for matriculation; nearly everymedical institution in this country would graduate the average studentafter two courses of lectures, the second a repetition of the first, andeach but of four or five months' duration."1 Conditions had greatlyimproved when he went to Kansas, but the average medical school wasstill divorced from the university, and entrance requirements were low.He was one of the first, if not the first, to advocate the teaching of thefundamental branches of medicine by the university, and he succeededin establishing a medical school in the University of Kansas to give onlythe first and second years' work in medicine by university departments.In 1897, twenty-one years ago, he wrote:It is through the great universities, and especially the state universities, that thesolution of the problems of professional education must come, and in fact has come,for some of the professions. With such cultural training as is best adapted to thelawyer's needs, the college course should include all the strictly non-professionalbranches, leaving the student, after he has completed his course as Bachelor of Artsin Law, to take up the work of the professional school and complete it in two yearswith the degree of Doctor of Laws. In the medical course there are even greateropportunities than in law. The medical colleges should resign to the undergraduatearts course all the non-professional branches. And the work rightfully belongs there.The best chemical laboratories in the United States are not in the medical collegesbut in the universities. Nowhere are physiology, histology, and anatomy bettertaught than outside medical colleges. As in engineering, there should be a harmonious course leading through the high school to the Bachelor of Arts in Medicine,preparatory to two years of strictly professional work with the degree of Doctor ofMedicine.When such training as this is demanded of all aspirants to professional practicewe shall have uniformly well-educated men in the professions, and not until then.This was written after he had established the University of KansasMedical School on such a. basis;, it was not vague theorizing but theoutcome of experience. It is an interesting fact that the system advocated by Professor Williston in medicine is almost precisely that adoptedlater by the University of Chicago; and, as this institution was enabled toorganize in a much more thorough and effective way, the Chicago systembecame a model for several important institutions in the Middle Westand West, and has exercised a strong influence on medical education.It is said that Professor Williston literally wept when he made uphis mind to leave Kansas and come to the University of Chicago. He1 Science, N.S., 1897, p. 863.SAMUEL WENDELL WILLISTON 97was leaving the state of his childhood, which he had seen grow from apoor frontier state to one prosperous and central; he was leaving therich human associations of his early and middle life; he was leavingproblems of administration and varied teaching responsibilities; he wasleaving important paleontological collections that he had made largelywith his own hands. That to which he was coming was the opportunityof the scholar to devote himself fully to his favorite subject. In spiteof the varied nature of his early interests one feels that it was a consistent decision, and it was one that I am sure he never regretted.In some brief recollections of his life written for his family Willistonsums up his life thus:My plans and ambitions may seem fickle; first as an engineer, next as a physician,as a chemist, entomologist, paleontologist — I have tried various things. In realitythere was only one ambition — to do research work in science. And I have realizedthat ambition in a measure. I have published about 300 books and papers totalingabout 4,000 pages. But the chief satisfaction that I find now in looking back overmy life is that I have been the means, to some extent at least, Of assisting not a fewyoung men to success in medicine and in science.The life of Professor Williston is a precious heritage of the University, which we do well to cherish and honor. The University is consistent in so honoring him, for Professor Williston is only one of a number,already considerable, who have received from this University similaropportunities. Among all the many claims to the affection and respectof the community and country earned by the University of Chicago,none will last longer or rank higher than the tradition of opportunityand freedom for investigation so well established here.DR. WILLISTON AS A TEACHERBy ERMINE COWLES CASE, Ph.D., CHICAGO, 1895Professor of Historical Geology and Paleontology, University of MichiganIn speaking to you of Dr. Williston as a teacher I find myself hesitating between two strong inclinations. On the one hand I would paytribute to the depth of learning, the skill in presentation, and the enthusiasm and sympathy which brought every student under his spell andmade his Very technical subject a most fascinating study to all whoattended his classes. In all verity he stirred the dead bones; he clothedthe skeletons in flesh, and the long-stilled forms passed in processionthrough their proper environment before our eyes, revealing the evolution of each group as in a panorama; and all this without sacrificing'98 THEgUNIVERSITY RECORDone necessary detail or one item of the truth to make the story moreattractive.On the other hand I am tempted to relate a succession of anecdotes,many of them tinged with humor, that would reveal to you the real manas he was disclosed to us, his students, in the classroom and in the tryingintimacies of remote camps. For the Doctor, as we liked to call him,was a very human person; with all his store of knowledge, his highposition in the scientific world, and. the honors which came to him, heremained a simple-mannered, kindly, big-hearted man, always ready torespond to every request for help, be it the simple question of a tyroor the difficult problem of a colleague. In his office he would turn fromhis professional work or from the study of some intricate problem tosolve the little personal troubles of a student, and in the field, in the"shadow of a great rock in a thirsty land," after a lunch of coarse campfood washed down with drink from a canteen filled with muddy water,he would slip into an informal lecture, suggested by some chance happening of the day or some new-found specimen, which would havegraced in its content the hall of any learned assemblage.I believe that the "Mark Hopkins and a log" idea of a universitywas never more nearly realized than in Dr. Williston. His knowledgeof men and things was so wide and his acquaintance with many branchesof science so intimate that in the heat of a barren fossil field or underthe stars at night by the side of a camp fire, some bird, or flower, orfossils, some insect — "one of mine, I named it in 187-odd," he wouldsay— would start a talk that held his little band of student assistantsenthralled until hunger, thirst, and sleep were forgotten.Dr. Williston was very human. He made mistakes, not many relative to the amount of work he did, but a few, and his students sometimesrejoiced a little that they had caught their chief in a rare slip, but therewas such quick recognition of error, with acknowledgment and creditgiven in generous measure where it was due, that it always brought uscloser together. There were rare outbursts of good, honest wrath whenthings or men went wrong. I think some of us may tingle a little evenyet, though the happening may have been years ago, but once thetrouble was located, be it of weather or roads, or plain stupidity instudents, vigorous action or kindly advice set all to rights or taught thephilosophy which bears cheerfully what may not be mended.No man was more generous with the ideas of his own conception, andmany a paper by his students or by colleagues is built around a suggestion from Dr. Williston and bears the marks of his careful scrutiny andSAMUEL WENDELL WILLISTON 99criticism, and this is true of papers which would have been an additionto his own fame if he had published them himself.He taught not only by his lectures and writings; his life was a lessonto all who knew him intimately. The philosophy with which he metmisfortunes large and small was as contagious as it was hard-learned ina hard school. In reviewing the life of a successful man we are likelyto be attracted by his attainments and to fail to appreciate at their truevalue the details of drudgery borne and difficulties overcome. If thiswere the place, and I had the time at my disposal, I could relate a longseries of stories told me by himself and his older friends illustrating hisearly struggles and his tireless industry. Enough to say that he oncetold me that the lowest stage of his fortunes was reached when as ayouth he bailed water in a cofferdam and was discharged for lack ofstrength to do the work, with no idea where his next meal was to comefrom. The stages from that experience to this memorial meeting gavehim a knowledge of life and a serene faith in the outcome of perseveranceand endurance which he passed on, in part unconsciously, to all who camewithin his influence. One thing he strove to teach his students — thatthe reward of the work was the result accomplished, that the discoveryof truth was greater than any recognition which might come to the successful searcher. Few men have named more new forms of life than he,and yet he cared little for any credit that came to him as the author ofa new name. He repeatedly declared to me, "I don't care whether theyare named or numbered, just so we know what we are talking about."Few men have attained a greater mastery of their subject or reacheda more dominant position in their chosen branch of science, and yet hewas singularly free from the touch of dogmatism which frequently, andperhaps excusably, comes in the later years of a master's life. Only afew months before he died he wrote to me in half-comic despair concerning some intricate problem of the morphology of the Permo-Carboniferousvertebrates, "The more we study these things, the more we don't knowanything about them."The effort to reveal to you the man I knew so well is more gratefulthan the attempt to appraise, as briefly as I must here, the service thathe rendered to his favorite branch of science. Others will tell of thevalue of his work in entomology, his leadership in the Sigma Xi Society,and his inspiration as a colleague; let me say but a few words of his workas a vertebrate paleontologist. A mere catalogue of his discoveries andcontributions would mean little to anyone but a specialist, but it meansmuch to all of us that the collections of the National Museum iniod THE UNIVERSITY RECORDWashington and of the museum in Yale University were enriched by hisdiscoveries when he worked as a young man in the fossil fields of Kansas,in the days when his rifle for defense from hostile Indians was neverfarther from his hand than his pick and shovel. The winters of thoseyears were spent at Yale, and his work there upon the Mosasaurs ofthe Kansas chalk and the Dinosaurs of the Jurassic was far more thanmere preparation of the fossils. The publications of Professor O. C.Marsh contain many of his observations and conclusions, and the qualityof his work was recognized by the bestowal of the Ph.D. degree in 1885.For several years he remained at New Haven, serving part of the timeas professor of anatomy in Yale University, and in 1891 returned to thestate of his boyhood years, now as professor of geology and anatomy inthe. State University of Kansas. There he again took up the study ofthe reptiles of the Cretaceous deposits, and the museum of the university shelters treasures of his collecting. His monograph upon theMosasaurs, published as a report in Kansas University Geological Survey, is the standard reference work upon that group as represented inAmerica. His work upon the Plesiosaurs and Ptersaurs, though notpresented in monographic form, is fully as comprehensive and authoritative. During these years he was training his first students in vertebratepaleontology, and their papers, prepared under his guidance, togetherwith his own, make the volumes of the Kansas University GeologicalSurvey the source books on the Cretaceous reptiles and fishes of NorthAmerica. All this was done while he was fulfilling the duties of professorof geology, and for part of the time those of director of the geologicalsurvey, of head of the newly organized medical school of the University,and of state medical officer.When Dr. Williston joined the Faculty of the University of Chicagoa new period began in his activities. A more limited field of work, betterfacilities, greater leisure, all contributed to the culmination of his career.A small beginning had been made before his coming, in the collectionand study of the vertebrate fossils of the Permo-Carboniferous depositsin North America, and he realized at once the possibilities of the field.Active collection began at once and was continued to the time of hisdeath. These collections, made and most skilfully prepared under hisdirection, have placed in this University an unrivaled assemblage ofPermo-Caroniferous fossils, and they will always remain as one of themonuments to his work. Papers appeared in rapid succession from hispen, supplemented by contributions from his students, all resulting inSAMUEL WENDELL WILLISTON IOIan enormous increase in our knowledge of the morphology of the group,an orderly taxonomic arrangement of the various forms, and some valuable and far-reaching conclusions in philosophic zoology. While it istrue that all of his conclusions did not meet with acceptance by workersin the same field in this country and abroad, the points of differencenever resulted in personal animosity nor bred anything but the mostsincere respect for the honesty of his convictions and the weight of hisarguments. To those who followed his lead and to those who differedfrom him on greater or lesser points he was always the master, to befollowed with good faith and trust or to be opposed with deference anda large measure of caution.In this brief summary I have mentioned only the most importantof his contributions, for to attempt a more detailed statement would beto cite papers upon nearly every group of the vertebrates and to recountcollecting trips in nearly every fossil field of America and periods ofstudy in every important museum in this country and many abroad.An adequate statement of his work in vertebrate paleontology alone anda just estimate of its value could only be compassed by the limits of agoodly volume.Facile and pleasing in public address, he was equally apt with penand pencil. The results of his investigations have been interpreted tothe general reader in two volumes from the University of Chicago Press,his Permian Vertebrates and his Water Reptiles of the Past and Present,both illustrated largely by his own hand. A more comprehensive workupon the class Reptilia, planned as summary of his studies in that class,lies uncompleted. I feel, however, that he would rather have passedwith work still in hand than to have waited until his powers wereexhausted. He grew weary in his later years, when grief and physicaldistress fell heavily upon him, and sometimes expressed a wish that hemight rest, but he always turned again to the work that was his pleasure,and died with hand and brain still achieving for his chosen branch ofscience. ,And now that I have given such appreciative measure of his workas time permits, my thoughts turn back to him as a teacher and a friend.I cannot think of him as quieted forever; rather let your memory andmy memory be of his active, living, helpful personality, of his life as aninspiration that will be felt by many generations of workers. I canvoice no better tribute from his students than this: We admired andrespected the scientist, we revered the teacher, but we loved the man.102 THE UNIVERSITY RECORDSAMUEL WENDELL WILLISTONBy STUART WELLER, Ph.D.Professor of Paleontologic GeologyIn the passing away of Professor Williston the University has lostan inspiring teacher, science has lost a scholar famed for his researchand the world has lost a man of noble character. Our friend is mournednot alone by those of us who have been closely associated with him inthe University of Chicago, but by his former colleagues in the Universityof Kansas and in Yale University, and his loss will be deeply felt throughout the whole body of men of science, among whom he held a positionof honor and respect.Professor Williston was a born naturalist, one of those who cannot help studying nature. His interests were broad, not being confinedto a single small department of research. He attained world-wide famein two fields as widely apart as vertebrate paleontology and entomology,but his interests were not confined to these subjects alone. He wasinterested in all of nature, in whatever phase it presented itself -to him.Professor Williston was a life-long advocate of the dignity of research.He believed in research and in the service which all research is destinedto render to mankind. His belief in research was not of the selfish sort,justified because he himself delighted in the exercise of his ability in thatdirection, but it rested on his conviction that every addition to the sumtotal of human knowledge, however small and insignificant it may seemto be, is an addition to the reserve supply of energy which, when drawnupon, shall serve to further the progress of mankind. He continuouslyencouraged his students and associates in the belief that whatever theymight accomplish in the line of discovery was worth their utmost effort,because it was sure to be utilized in due time in the interest of mankind.Professor Williston's great interest in research, and especially hisinterest in bringing the spirit of research into contact with students, waswell exhibited in his zeal for the Sigma Xi Society, of which he wasnational president from 1901 to 1904. He it was who was primarilyresponsible for the establishment of the Chicago chapter of the society,and to the time of his departure he gave much thought to the development of both the local chapter and the national organization.As a young man in New Haven, while an assistant to ProfessorMarsh in the study of fossil vertebrates, Professor Williston was notpermitted the opportunity to contribute to the literature of paleontology,but his scientific ardor could not be repressed, and he sought another .SAMUEL WENDELL WILLISTON 103field in which his surplus energy might be employed. After a numberof trials he selected the two-winged flies as a group of organisms suitedto his purpose. The material for study was abundant and was to be hadsimply by going into the fields and collecting it, and the existing literature was not so extensive as to be beyond the reach of his slender purse.His devotion to the study of the flies, prosecuted wholly during sparemoments, soon brought him recognition as a world-authority on theDiptera. His contributions in this field of science have been many,some being of monographic proportions, and his Manual of Diptera hasprobably been the starting-point for as many young entomologists as hasany existing work of its sort. Who can say but what the studies of thelowly mosquito, prosecuted by this great man, may have been the realinspiration for those later workers who have done so much in establishingthe relations between these insects and human disease ? It is certainlytrue that such work as was done by Professor Williston was essentialto the later application of our knowledge of these creatures in the reliefof human suffering.Genuine research, as conducted by such men as Professor Williston,involves the persistence into manhood of that quality of childhood whichalways asks the question, "Why?" Professor Williston was neversatisfied with the mere recording of his observations upon the fossils orinsects which he studied. He continually set his mind to answer thequestion, "Why?" concerning the features which he observed. Everynew suture which he discovered in the skulls of the ancient reptiles andamphibians which he knew so well and every modification in theirskeletons had to be reasonably interpreted in terms of the evolution ofthe creatures or in their life-habits before he was satisfied with his work.As a man of research Professor Williston's outstanding characteristicwas his enthusiasm, which was of a most contagious sort. The pleasurewhich he felt in the discovery of something new he always wished to sharewith his friends, and he delighted to point out and explain these discoveries even to those who were unfamiliar with the immediate field inwhich lay his work.Although the subject which Professor Williston taught was not onewhich brought him into contact with large numbers of students, no onewho came under his influence ever lacked the feeling of obligation tohim for what he had received. As a teacher Professor Williston carriedthe enthusiasm of his research laboratory into his classroom. Hislectures were totally devoid of the atmosphere of the professionalpedagogue; they were conversational in style, filled with illustrations104 THE UNIVERSITY RECORDfrom the vast store of his knowledge of nature, every illustration chosento drive home the facts which he wished to impress upon his hearers.His classroom work was stimulating to the last degree. Because of hiswide experience in the field, from the days when the collecting partiesin western Kansas had to receive military protection against the Indians,down to the present year, when he spent some time in Texas, he was ableto supplement his teaching with innumerable personal experiences, which.were always chosen with care and for a purpose, and which added greatlyto the interest of his lectures and aided materially in fixing the attentionof his students upon points of importance. With his advanced studentsProfessor Williston always established relations of closest companionship. They were commonly given a key to his private office, workedat a desk next his own, and made use of his private library. Hewas never too busy to drop his work for consultation or advice withstudents or colleagues, and such consultation was always most cordialand friendly. The humblest Freshman received the same cordial treatment as a colleague, and with one who showed a genuine interest in thesubject he never in the least degree begrudged the time spent in answering questions and making explanations outside of the classroom. Nostudent ever came under his influence who did not feel that he hadgained through the association. Is it any wonder that a man of such acharacter should leave as a heritage a great group of disciples whooccupy leading positions in science throughout our whole land?Through these men the spirit of Professor Williston will survive and willbe transmitted to future generations.In his personal relations with his fellows Professor Williston wasmodest in the extreme. He was a most lovable, kindly, and companionable man and enjoyed to the utmost association with congenialspirits. His hearty greeting to former students or to friends who calledupon him at the University was delightful to listen to, showing as it didthe warmth of his heart and his great loyalty.The first years of Professor Williston's connection with our own.University were discouraging to him because of the lack of materialsupon which to prosecute his research work. However, this did notdaunt him, and when he could not obtain fossils to work upon he wentback to his files and prepared the final, fully illustrated, edition of hisManual. For more than a year he devoted his energies to this workand prepared with his own hand some hundreds of illustrations for thebook, which became his crowning effort in the field of entomology. Hesoon began the accumulation of the magnificent collection of PermianSAMUEL WENDELL WILLISTON K>5vertebrates which the University now possesses, and the greater portionof his paleontologic research while connected with the University wasdevoted to these materials. The productivity of his research wasamazing when it is remembered that his contributions were of necessityaccompanied by large numbers of illustrations, practically all of whichwere drawn by his own hand. His last work, not quite completed atthe time of his death, is a comprehensive treatise on the osteology ofthe reptiles, living and extinct, very fully illustrated by original drawings.When it is published, the illustrations and other matter in this book willundoubtedly be drawn upon for years to come to furnish materials fortextbooks and other similar publications.The loss to the University and to the community of such a man asProfessor Williston is irreparable. Someone will be found in due timeto take his place in the classroom, but those of us who have been hisclose associates will always miss him, and there will always remain inour hearts a vacant spot that can never be filled. But his spirit willlive and will manifest itself for generations to come through those whohave been in contact with him during life.THE UNIVERSITY AND THE WARTHE UNIVERSITY PRESS AND THE WARThe Press, as one of the divisions ofthe University, has been especially activein its contributions to war service. Thevarious phases of this war work haveincluded the publication and distributionof War Papers and books bearing on thewar, the furnishing of men for nationaland state military service, the differentforms of Red Cross work, and the purchase of bonds in the numerous LibertyLoans.WAR PAPERSThe widely circulated series of University of Chicago War Papers issued bythe Press embraces eight numbers, asfollows: (i) The Threat of German World-Politics, by Harry Pratt Judson, President of the University; (2) Americansand the World-Crisis, by Albion W. Small,Head of the Department of Sociology;(3) Democracy the Basis for World-Order,by Frederick D. Bramhall, of the Department of Political Science; (4) SixteenCauses of War, by Andrew C. McLaughlin, Head of the Department of History;(5) The War and Industrial Readjustments, by Harold Glenn Moulton,Associate Professor of Political Economy;(6) England and America, by ConyersRead, Associate Professor of History;(7) Democracy and American Schools, byCharles H. Judd, Director of the Schoolsof Education; (8) Democracy and SocialProgress in England, by Edith Abbott,Instructor in Sociology.These Papers have been issued underthe auspices of the Publicity Committeeof the University War Service and havebeen in wide demand by newspapers,schools and colleges, libraries, clubs,the State Council of Defense, Y.M.C.A.organizations, and individuals. Theywere also used in educational institutionsas supplementary reading for war-aimscourses. Some idea of the circulationand influence of these Papers may begained from the following figures:The first four Papers required a specialprinting of 25,000 each to be distributed through the State Council of Defense;Paper No. 5, first printed under anothertitle by the Union League Club ofChicago, had a total circulation of nearly100,000; 155 periodicals in fifteen statesused the War Papers in whole or in part,these periodicals having a total circulation of 4,706,200.BOOKS BEARING ON THE WARAmong the books published in connection with the war are a number thathad a wide use in officers' training campsand the Student Army Training Corps.They include the following:Army French, by Ernest H. Wilkins,Professor of Romance Languages, University of Chicago, and Algernon Coleman, Associate Professor of RomanceLanguages, University of Chicago. Fiveimpressions of this book were struck offin the first edition, and the new editionwas especially revised to meet the needsof the Student Army Training Corps.First Lessons in Spoken French for Menin Military Service, by Ernest H. Wilkins,Algernon Coleman, and Howard R. Huse.First Lessons in Spoken French forDoctors and Nurses, by Ernest H. Wilkins, Algernon Coleman, and EthelPreston. All royalties received fromthis book are devoted to the work of theAmerican Red Cross.Le Soldat Americain en France, byAlgernon Coleman, Associate Professorof French, University of Chicago, andMarin La Meslee, Professor of French,Tulane University. A handbook forthose who already have some knowledgeof French.Because of two series of volumes whichthe Press already had under way, one on"Materials for the Study of Economics"and one on "Materials for the Study ofBusiness," it" has been possible to cooperate immediately with the editors ofthe series in issuing two other books inresponse to the urgent needs of war time —Readings in the Economics of War, by106THE UNIVERSITY AND THE WAR 107J. Maurice Clark and Harold G. Moulton,of the University of Chicago, and WaltonH. Hamilton, of Amherst College; andReadings in Industrial Society, by LeonCarroll Marshall, Dean of the Schoolof Commerce and Administration, whois Director of Industrial Relations inthe United States Shipping Board ofthe Emergency Fleet Corporation. Theformer volume, of 700 pages, interpretsthe economic aspects of the war andoutlines its significance for the futureorganization of industrial society; whilethe latter, a volume of over a thousandpages, furnishes a foundation for athorough understanding and intelligenthandling of industrial questions nowmade so essential by the war.MEN IN MILITARY SERVICEAs a contribution of the UniversityPress to actual war activities, fifteen ofits force are now in war service — sevenin France, one in Washington, D.C., andothers in various camps. Following is alist of the Press employees who are nowin the national military service: CorporalThure W. Larsen, 247th Aero ServiceSquadron, A.E.F.; Private Harry Han-num, 121st Aero Squadron, A.E.F.; Corporal Elton T. Conley, 328th AeroSquadron, Supply Headquarters, KelleyField No. 1, San Antonio, Texas; NateFeldt, Printing Department, InstructionBldg.j Main Camp, Great Lakes, 111.;Sergeant Donald P. Bean, Quartermaster's Department, 1266 ColumbiaRoad NW., Washington, D.C.; Corporal Fred H. Sell, Battery E, 12 2d FieldArtillery, A.E.F.; Sergeant Byron P.Rublee, Company K, 343d Infantry,A.E.F.; Second Lieutenant William T.Birch, Company K; 343d Infantry,A.E.F.; Arthur Newton, Armed Guard,U.S.N., City Park Barracks, Brooklyn,N.Y.; Corporal M. F. Baldwin, 37thEngineers, A.E.F.; Private Arthur Dreyi-kovsky, Motor Repair Division, AeroSquadron C, West Point, Miss.; M.'W.Parkinson, Great Lakes, 111.; PrivateF. B. Gallagher, 53d Field Artillery,Camp Travis, Texas; Private A. Hora-witz, Battery C, 123d Field Artillery,A.E.F.; PaulLaskowsky, Great Lakes, 111.Early in the war men from the University Press formed five squads fordrilling twice a week on Stagg Field. Anumber of the men are now membersof Company 13, Illinois Reserve Militia,as follows: Corporal F. A. Feller, Sergeant O. C. LaNard, G.'C. Crippen,J. E. Replinger, A. A. Green, S. S. Marshall, D. McGowan.PURCHASE OF LIBERTY BONDSA remarkable record has been madeby the women of the University Pressin their subscriptions, often at actualpersonal sacrifice, to the four issues ofLiberty Bonds. The subscriptions havebeen as follows:Issue No. ofWomen No. ofBonds TotalAmountFirst Second . .Third...Fourth . . IO343860 II354275 $ 550-001,950.002,150.004,000 . OOTotal. . 163 $8,650.00In addition to these subscriptions ofthe women, the men in the UniversityPress have given a very generous responseto appeals to purchase Liberty Bonds.Their purchases for the four issues havebeen as follows:Issue No. of Bonds Total AmountFirst Second Third Fourth 14646.165 $ 1,200.004,500.004,300 .OO4,500 . 00Total 204 $14,500.00The combined purchases, therefore,of Liberty Bonds by men and women ofthe University Press amount to a totalof $23,150.00.WAR WORK BY WOMENTo the various phases of the Red Crosswork the women of the University Presshave devoted much time despite theirregular all-day employment at the Press.During the winter of 191 6-1 7 they gaveone evening a week at Ida Noyes Hall tosewing for the Red Cross, and during thewinter of 191 7-18 many were engagedin such work in neighborhood groups.With wool furnished by the Ida Noyesunit, the women of the University Presshave already made and sent in thirty-fiveknitted sweaters and sixty-five pairsio8 THE UNIVERSITY RECORDof socks, as well as a dozen other garments. A number of the women alsopledged themselves to service in theWoman Student Army Training Corps,The United States Navy in undertaking to build up by the end of 1919 aforce of upward of 25,000 line officers forservice in the Mercantile Marine of theUnited States Government establishedthe United States Naval Reserve School,Municipal Pier, Chicago. Last Junethe Department of Mathematics wasapproached indirectly by the authoritiesof the school at the Pier and asked togive at the University naval preparatorycourses for men enlisted but not yetcalled to that school, and naturallywelcomed the opportunity to be of useto the country in this way. Accordingly,during the summer four intensive navalpreparatory courses were given by theDepartment, initially of two weeks' andlater of three weeks' duration. Thework was from three to five hours dailyand embraced mathematics, navigation,and nautical astronomy; further, in thelater courses instruction was given insignaling, both semaphore and blinker.In all, about 550 men were handled inthese courses.Beginning with the Autumn Quarterthe intention was to hold four weeks'courses under the direct auspices of theUniversity. However, at the end ofSeptember the authorities of the Pierschool made arrangements with thegovernment to take over this preparatorynaval work as the first four weeks of theregular work of the Pier school, the menbeing sworn in to government service,in regular government pay, and undernaval discipline. Under the new planthe University is to receive every fortnight a company of 100 men, the normalstrength of the University of Chicago Unitthus being two companies, 200 men in all.During the summer instruction inmathematics, navigation, etc., was givenby E. H. Moore, L. E. Dickson, G. A.Bliss, E. J. Wilczynski, J. W. A. Young,R. G. D. Richardson, of Brown University, and W. H. Roever, of Washington University, the last two beingmembers of the Department for theSummer Quarter, and also by Miss AliceBache Gould, of Boston, Dr. F. D.Murnaghan, of Rice Institute, now ofJohns Hopkins University, and Mrs. and a movement was organized to contribute regularly to the support of oneor two orphan children of France. Infact one child has been adopted.M. I. Logsdon, of Northwestern University, various graduate students andfriends of the Department assisting in\ the conducting of the large sections,i while Quartermaster E. E. Bohrn, of, the Pier school, was sent to give instruc-\ tion in signaling. During the first; month of the Autumn Quarter instruc-> tion in mathematics, navigation, etc.,> was given by Miss Gould, now of theDepartment, and Messrs. E. H. Moore: and J. W. A. Young, assisted by Messrs.Horwich, Hacker, Uhlir, and Harvey,; detailed by the authorities of the Pier, school. The bluejackets were quarteredI at the Del Prado Hotel in charge ofs Messrs. Ulrich, Bohrn, Price, and Elder,L petty officers detailed by the Pier fori this purpose and to give instruction int drill, seamanship, and signaling. Ensign, C. W. Schick, enrolling officer of the; school at the Pier, reviewed the uniti every Saturday morning at 11:30 A.M.From Professor Anton J. Carlson's1 commanding officer at Washington Dr.Luckhardt received the following letterr November 7, 1918: "We have heard' nothing from Carlson himself, but we; have a cablegram from Major Street,f who was with Carlson, to the effect thatr he landed in France on October 28. I* am supposing that Carlson also landedT about that time. Carlson has done1 remarkably good work, as, of course, wei knew he would, and he has been com-, mended by General Ireland in veryr strong terms. When I first met General1 Ireland here a couple of weeks ago, hementioned the excellent work which1 both Carlson and Shaffer had done int England and France respectively. Carlson's work consisted mainly in tracing1 down the causes of dissatisfaction or1 trouble with the rationing of our troopsat the rest camps and the aviation;, squadrons in. their training areasthroughout England. Carlson foundour troops were being subsisted upon a5 ration which was quite inadequate, ande immediately took steps to have it in-e creased in amount and improved in». quality. Carlson's work is being com->f mended also in a report which General1. Gorgas is now writing."THE UNITED STATES NAVAL RESERVEEVENTS: PAST AND FUTURETHE ONE HUNDRED AND NINTHCONVOCATIONThe One Hundred and Ninth Convocation was held in Leon Mandel AssemblyHall, Tuesday, December 17, at 4:30p.m. There was no Convocation Orator.The President's Convocation statementwas somewhat emphasized.The award of honors included the election of six students to membership inthe Beta of Illinois Chapter of Phi BetaKappa.Degrees and titles were conferred asfollows: The Colleges: the certificate ofthe College of Education, 5; the degreeof Bachelor of Arts, 3; the degree ofBachelor of Philosophy, 47; the degreeof Bachelor of Science, 21; The DivinitySchool: the degree of Master of Arts, 2;the degree of Doctor of Philosophy, 1 ; TheLaw School: the degree of Bachelor ofLaws, 1; the degree of Doctor of Law,2 ; The Graduate School of Arts, Literature,and Science: the degree of Master of Arts,4; the degree of Master of Science, 1;the degree of Doctor of Philosophy, 7.GENERAL ITEMSThe University preachers for the winterquarter, 1919, are as follows: January 5,Rev. Charles LeRoy Goodell, St. Paul'sM.E. Church, New York; January 12,Dr. Goodell; January 19, Professor HarryEmerson Fosdick, Union TheologicalSeminary; January 26, Dean WilliamWallace Fenn, Harvard Divinity School;February 2, Dean Fenn; February 9,Rev. S. Parkes Cadman, Central Congregational Church, Brooklyn, New York;February 16, President W. H. P. Faunce,Brown University; February 23, Professor Hugh Black, Union TheologicalSeminary; March 2, Professor Black;March 9, Rev. William Coleman Bitting,Second Baptist Church, St. Louis, Mo.;March 16, Convocation Sunday, Rev.John Douglas Adam, Hartford Theological Seminary. The University preachers for theSpring Quarter, 19 19, are as follows:April 6, Professor Albert Parker Fitch,Amherst College, Amherst, Mass.;April 13, to be announced; April 20,Rev. Cornelius Woelfkin, Fifth AvenueBaptist Church, New York; April 27,Dr. Woelfkin; May 4, Professor HarryEmerson Fosdick, Union TheologicalSeminary, New York; May n, DeanCharles R. Brown, Yale School of Religion, New Haven, Conn.; May 18, DeanBrown; May 25, Bishop William FraserMcDowell, Washington, D.C.; June 1,Bishop McDowell; June 8, ConvocationSunday, to be announced.Dr. Ernst Freund, Professor of Jurisprudence and Public Law, has beenawarded the Ames prize by the faculty ofthe Harvard University Law School forhis book on Standards of American Legislation, recently published by the University of Chicago Press. The Ames prize,named after a former dean of the lawschool, was established in 1898 by JudgeJulian W. Mack, of the United States Circuit Court, who is Professor of Law in theUniversity of Chicago. It consists of abronze medal and four hundred dollars,and is given every four years to the writerof the most meritorious law book orlegal essay written in English. Amongthe former winners of the prize have beenDean John H. Wigmore, of NorthwesternUniversity, and Professor Frederick W.Maitland, of Cambridge University, England.As director of the University ofChicago Press Mr. Newman Miller, whodied on January 8 at the age of forty-seven, was widely known to publishersand educational leaders and writers.Before assuming the directorship in1900 Mr. Miller, who was a graduate ofAlbion College, had been secretary ofthe Correspondence-Study Departmentin the Extension Division of the University of Chicago and manager of theRecorder Press in Albion, Michigan.During Director Miller's nineteen years109no THE UNIVERSITY RECORDof service the University of ChicagoPress has been brought to its presentposition as the largest and best-knownuniversity press in the country.A memorial service for Mr. Miller willbe held at the University of Chicago inthe present Winter Quarter.Professor Robert Morss Lovett, of theDepartment of English, has acceptedthe editorship of The Dial, the officesof which were recently removed fromChicago to New York. Professor Lovetthas been connected with the Universityof Chicago for twenty-five years, comingas an instructor to the Department ofEnglish from Harvard University in 1893.He has not severed his connection withthe University but will return at thebeginning of the Summer Quarter."Education and the American Expeditionary Forces" was the subject ofan address before the University ofChicago Settlement League on January21, by Associate Professor AlgernonColeman, of the Department of RomanceLanguages and Literatures. ProfessorColeman has recently returned fromParis, where for eight months he hasbeen executive secretary of the Commission on Educational Work in the American camps in France under the directionof the Y.M.C.A. National War WorkCouncil.Professor Paul Shorey, Head of theDepartment of the Greek Language andLiterature9, gave an address before the artand literature department of the ChicagoWoman's Club on January 15 and theUniversity Club on January 18, his subject being "The Spiritual Suicide ofGermany." Professor Shorey was theRoosevelt Exchange Professor of Historyat the University of Berlin in 1913-14.He has recently been elected to membership in the American Academy of Artsand Letters.Professor Andrew C. McLaughlin,Head of the Department of History, wasone of the speakers at the mass meetingin the interest of the League of Nations,held at the Abraham Lincoln Center,Chicago, on the evening of January 12.Professor McLaughlin gave a series ofaddresses on American democracy inGreat Britain during the war, and someof these, together with papers on "British and American Relations," "The MonroeDoctrine," etc., are now announced forpublication in book form under thetitle of America and Britain. ProfessorMcLaughlin will be the orator at theOne Hundred and Tenth Convocationof the University on March 18, 19 19.Edward Scribner Ames is the author ofThe New Orthodoxy, published by theUniversity of Chicago Press.Professor George H. Mead, of the Department of Philosophy at the University of Chicago, who is president of theChicago City Club, was made chairmanof a committee of fifty representing tendifferent organizations for social work, toco-operate with city and federal officers inthe suppression of vice in Chicago, and itsenvirons.The latest addition to the series of"Handbooks of Ethics and Religion"published by the University of ChicagoPress is The Life of Paul by Dr. BenjaminW. Robinson, who is professor of NewTestament Literature and Interpretationin the Chicago Theological Seminary.Professor H. Gideon Wells, of theDepartment of Pathology, who is alsodirector of the Otho S. A. SpragueMemorial Institute, left Chicago onOctober 30 for special medical work underthe auspices of the Red Cross organization in Roumania and Serbia. Dr. Wellshas already spent several months inRoumania on a similar mission.The mass meeting at the University ofChicago in the interest of the United WarWork movement on the evening ofNovember n was changed to a generalUniversity celebration of victory. Vice-President James R. Angell conducted themeeting, and the singing was led byDaniel Protheroe, leader of. the CentralChurch choir. The speakers includedCaptain Charles Edward Merriam, Professor of Political Science, who recentlyreturned from six months' service in Italyas head of a commission for the AmericanCommittee on Public Information; RabbiJoseph Stolz, representing the JewishWelfare Board; Father O'Brien, representing the Knights of Columbus and theNational Catholic Council; Mrs. EmmaByers, of the Y.W.C.A.; Major RipleyL. Dana, U.S.A., commanding officer ofEVENTS: PAST AND FUTURE inthe Student Army Training Corps at theUniversity; and Rev. Charles W. Gilkey,of the Hyde Park Baptist Church,Chicago. There were special reservedsections in the hall for the Student ArmyTraining Corps and the Woman StudentTraining Corps, and great patrioticenthusiasm was manifested throughoutthe meeting.Among the recent bulletins issued bythe American Judicature Society is oneby Dean James Parker Hall, of theUniversity of Chicago Law School, on thesubject of The Selection, Tenure, andRetirement of Judges.The University of Chicago Press haspublished A History of Suffrage in theUnited States, by Kirk Porter.The Parents' Association of the HighSchool of Oak Park, Illinois, has createda scholarship at the University of Chicagoto be used by that student in the StudentArmy Training Corps who has made themost satisfactory record."Democracy in England and theUnited States" was the subject of theWilliam Vaughn Moody Lecture givenat the University of Chicago by LordCharnwood on December 4. "TheProposed League of Nations as It Affectsthe British Empire" was the subject ofa second lecture by the same speaker onDecember 5.Captain Charles Edward Merriam,Professor of Political Science, who wasrecently Commissioner to Italy for theCommittee on Public Information, hasannounced his candidacy for1 the mayoralty of Chicago.Associate Professor S. H. Clark, of theDepartment of Public Speaking, whorecently returned from several months'service in Europe under the auspices ofthe Y.M.C.A., gave a University warlecture in Leon Mandel Assembly Hall on the evening of November 26, his subject being "Intimate Glimpses of OurBoys in France and Italy."The twelfth annual convention of theAssociation of Cosmopolitan Clubs metat the University of Chicago on December 26, 27, and 28. The president of theAssociation is Ernest Watson Burgess,Assistant Professor of Sociology in theUniversity. The address of welcome forthe University was given by Vice-President James R. Angell at a receptionin Ida Noyes Hall. The presidentialaddress, on "The Cosmopolitan Movement and the 'New Epoch,'" was givenin Leon Mandel Assembly Hall by Professor Burgess, and on the same eveningtwo other addresses were given by members of the University of Chicago Faculty— one by Dean Shailer Mathews, of theDivinity School, on "The Hope of World-Reconstruction," and one by ProfessorThomas C. Chamberlin, on "The Omni-national Organization for PermanentPeace," a subject on which he has contributed a notable article to the DecemberJournal of Geology. Other sessions wereheld at Hull-House and the City Club ofChicago. At the convention banquet inthe Hotel del Prado Frederick Starr, Associate Professor of Anthropology in theUniversity of Chicago, spoke on the subject of "The World's Center."Professor John Merle Coulter, Head ofthe Department of Botany, is presidentof the American Association of UniversityProfessors, which met with the AmericanAssociation for the Advancement ofScience in Baltimore on December 28.Professor Coulter is also president of thelatter association.The death of George Burman Foster,Professor of the Philosophy of Religionin the University of Chicago, occurred inSt. Luke's Hospital, Chicago, on December 22.A memorial service for ProfessorFoster will be held in the Winter Quarter.ATTENDANCE IN AUTUMN QUARTER, 19 181918 1917Gain LossMen Women Total Men Women TotalI. The Departments op Arts,Literature, and Science:1. The Graduate Schools —67100 12767 19416715 209176 15671 36524715 17180S ATC Total 182141230221,006 19434150954 376482739761,006 385327596133 22734749449 6126741,0901821,006 2361922. The Colleges—351106S.A.T.C Total 1,3991,5815921 904-1,09874 2,3032,679(3 dup.)6625 1,0561,44110813 8901,117123 1,9462,558(2 dup.)12016 357121Total Arts, Literature, andScience II. The Professional Schools:1 Divinity School —Graduate English Theological Chicago Theological 21 21 28 2 30Total IOI5011733 • 11116 1126112333 "i496893183 17IO6 16678183 54*2. The Courses in Medicine —Total 1731958 177331 190268n1 1826143362 168^241 198<?°45403 83. The Law School —Total 329673821,963181 14206853331,43120 462151527153,394201 14281476282,069227 15302774271,54418 157310¦ 224i,o553,6i3245 in4. The College of Education 5. The College of Commerce andAdministration 9572Total Professional 340219*Deduct for Duplications Net totals 1,782 1,411 3,193 1,842 1,526 3,368 175112I-'ro»i engraving by Geo. li. Perinet Neiu YorkCHARLES JEROLD HULL