The University RecordVolume X OCTOBER I 924 Number 4THE INTERNATIONAL MISSIONOF UNIVERSITIES1By JOHN MERLE COULTERProfessor and Head of the Department of BotanyThe subject announced was suggested by a recent visit to the Orient,which gave an opportunity to learn by direct observation the attitudeof universities in China and Japan toward similar institutions in othercountries. The attitude was so friendly and co-operative in spirit as tosuggest an international bond that might be of great service in ourstruggle toward an effective internationalism.I am using the term " universities' ' to indicate research institutionsas distinguished from merely teaching institutions, institutions thatemphasize the development of knowledge, and are actively engaged incontributing to this advance. The international attitude to which Ireferred, as having developed an international bond, was evident chieflyin the atmosphere of research.Those engaged in research in any university represent a wide rangeof contact with universities of other countries. For example, in theAgricultural College of the National Southeastern University at Nanking, I found thirty-one men, all Chinese, in charge of different divisionsof the work, of course with many assistants. Of these thirty-one heads ofdepartments, twenty-two had taken their graduate work in ten differentAmerican universities, four had worked in European universities, andfive were home trained. This simply illustrates the wide range of international contacts university faculties in almost all countries represent.In fact, I am inclined to regard it as perhaps the most hopeful international contact in the interest of mutual understanding and friendship.1 Delivered at the One Hundred Thirty-fourth Convocation of the University,held in.Leon Mandel Assembly Hall, August 29, 1924.261262 THE UNIVERSITY RECORDOne who is interested chiefly in the advancement of knowledge maybe likened to one engaged in the exploration of an unknown country.He realizes that every trail may lead to important discoveries, andsuggestions of trails come from wherever research is being conducted.In short, such exploration is international, for science knows no nationalboundaries. All truth is one, and all men searching for it become comrades in a common enterprise, comrades who understand and appreciateone another. If universities develop such an atmosphere, it is an atmosphere that may be taken advantage of in developing an effective internationalism. It can be made contagious if rightly manipulated, andgradually infect the other types of international contact. This meansthat probably the most efficient factor to develop internationalism at thepresent time is existing, awaiting only proper organization. It is aboutthe only factor that has not been used for this purpose, and it seems tome to be most hopeful at the present stage of progress.An introductory statement may be made of the other factors thathave been used, and are still in use, in connection with international contacts, and their effect in developing the spirit of internationalism.Nations, like individuals, have their physical, intellectual, and moralqualities, and the expression of these qualities determines internationalrelationships. So long as nations were isolated, these qualities expressedthemselves only in the national life; but when nations came into contact,and finally into very close contact, these same qualities expressed themselves in the international life.It was entirely natural that response to the first contact should bephysical, and that attacking and defending should become the international program. This was an expression of the animal within us, themaintaining of one's self against rivals by physical force. This, of course,was the genesis of war, which has played so conspicuous a part in humanhistory even to the present day. It seems strange to most of us now,certainly to a university group, that our most animal trait should havedominated so long in international contacts; that while the intellectualand the moral were developing wonderfully within national boundaries,the chief international expression was through the physical. We hadlearned to set the intellectual and moral far above the physical in nationalliving, but discarded them to a great extent in international living.This does not mean that all physical contacts have been discreditable, for when one is attacked by an animal, the animal response is theonly recourse. It is true, however, that in our international progressnations are becoming less and less like animals. Any physical responseTHE INTERNATIONAL MISSION OF UNIVERSITIES 263to contact, therefore, is merely a relapse into a condition that was onceuniversal.The second period of international development was ushered in whenthe intellectual began to replace the physical in response to internationalcontracts, reducing the physical expression somewhat, but by no meanseliminating it. In this way international politics began its development,resulting in what may be called the science of diplomacy. It was adecided step in advance, for it substituted the intellectual for the physical,and began to remove the international game from the domain of ouranimal nature to that of our human nature, so far as the intellectual ishuman. Internationalism became an intellectual game rather than aseries 6t bodily encounters, a game of chess rather than a fist fight.It is important, however, to note the motive behind this use of theintellectual factor. It was the lowest motive for which this noble factorcan be employed. The motive was selfishness. The slogan of ordinarydiplomacy might be stated as " Secure all you can; give up only what youmust." Here again, the spirit of internationalism was far behind thatof nationalism. Within a nation the spirit of unselfishness and servicewas beginning to express itself more and more. The development of thisspirit has .been notable. We can all recall the time when business ingeneral was conducted on the principle of international diplomacy, to" get all you can, and give only what you must." There has been markedprogress, however, even in this direction so susceptible to selfishness,experience perhaps as much as good will showing that it pays better.In many ways men are beginning to work more and more for thegeneral good of their fellow-citizens, rather than for purely selfish interests; but in diplomacy the general good of fellow-nations was notseriously considered. I have known fine citizens, models of unselfishness, when called into diplomatic work lose sight of any such motive asunselfish service between nations. They found themselves in an atmosphere that forbade it. In spite of this, we must recognize the fact thatthis intellectual contact is far in advance of the older physical contact,and was the natural next step in the development of internationalism.It should not be decried, therefore; but it should be recognized as only asecond natural step in the advance toward effective internationalism,not the final step. Nations must be educated through experience,experience that demonstrates the desirable results, and the process isnecessarily very slow.A third mighty influence in developing the spirit of real internationalism is the moral factor, which has expressed itself most effectively in264 THE UNIVERSITY RECORDreligion. No one can fail to recognize the fact that had it not been forthe progress of religion, in developing what we call the Christian nations,we would very probably still be in the primitive stage of appeal to thephysical in all of our international contacts. It is really the backgroundthat developed an atmosphere that brought us into the second stage ofprogress, the stage of diplomacy, and encourages us to look forward tothe next stage of unselfish service. The practical obstacle, however, isthat although the dominant nations are called Christian nations, theyare not so in fact. Their citizens may be dominantly religious, but aspolitical entities these nations are often far from religious. In otherwords, our national politics has not yet become dominated by thespirit of religion, by which I simply mean the spirit of unselfishness andservice.One recent illustration, familiar to all, will emphasize this. Ihappened to be in Japan for about two months shortly after the greatearthquake. The feeling of gratitude for the great service, the Christianservice it may be called, rendered by this country was most marked.This expressed itself in many ways, and notably by the frequent statement that the United States had shown itself to be a real Christian nation.So impressed were the Japanese by this national quality, and its effectiveness in national behavior, that the students even in government schoolswere encouraged to investigate the Bible, that they might discover forthemselves the real nature of Christianity. It was felt that the nationto be imitated was one dominated by the Christian spirit, rather thanone dominated by the military spirit. It was certainly a wonderfulopportunity for this country to be of great international service.Then came the recent act of Congress, and it was like the blow of afist from an esteemed and trusted friend. It was at once concluded thatthe United States is not a Christian nation after all, even though many ofits citizens may be Christians, or else that Christianity is far from desirable and is not the spirit to be encouraged. And so the Bible and itsteachings were thrown into the discard, and our great opportunity forimportant international service vanished. This shows that howevermuch citizens may be dominated by the spirit of religion, the government has not yet attained it. It is still in the stage of selfish and crudeinternationalism.It may be remarked, in passing, that the effectiveness of the factor ofreligion in the general development of the spirit for which it stands hasbeen handicapped by the emphasis placed upon denominational differences, stressing the unessential differences rather than the essential unity,THE INTERNATIONAL MISSION OF UNIVERSITIES 265presenting the picture of rival camps rather than that of an allied army.The effect of this is very apparent in the Orient, but over there a unitedfront is developing rapidly, and has become contagious even in our owncountry, with its rich inheritance of demoninational prejudices.It is a long step from the present spirit of government, which mayexpress itself brutally through legislation, or skilfully through diplomacy,to the spirit of religion in international contacts, too long a step withoutan intervening stepping-stone. It is my belief that universities canfurnish this stepping-stone.To appreciate the possibilities it will be necessary to indicate thespirit developed by universities, that is, the effective spirit developed byresearch. This does not mean that every investigator becomes dominated by this spirit, for even distinguished investigators have personalequations, some of them being self-centered or centripetal in spirit, butit is probably safe to assert that an increasing majority of investigators arebecoming outgoing or centrifugal in spirit. The spirit developed byresearch may be spoken of, for convenience, as the scientific spirit, thespirit whose motive is to develop knowledge in every subject.In the first place, it is a spirit of inquiry. We are living in a worldfull of problems, and the scientific spirit impels us to attempt their solution. Anyone who accepts the present status quo of knowledge as sufficient does not possess this spirit. This means that the so-called"present order of things" is temporary, based upon incomplete knowledge. The work of the investigator, as already stated, resembles that ofthe explorer in an unknown country. Every trail is worth following,and every advance opens up a new perspective. We discover that themore we know, the more remains to be known. The solution of anyproblem suggests other problems that await solution. Such a spiritrecognizes the fact that the current body of accepted beliefs now andthen needs a thorough going-over to distinguish established facts fromheirloom rubbish. It is surprising to realize the amount of this heirloomrubbish that clutters up the facts that have been demonstrated. Theuniversity atmosphere extended into this region of international problems would result in investigations that might not always lead to identicalconclusions, but it would certainly get rid of a great deal of rubbish andclear the way for further progress.In the second place, it is a spirit that keeps one close to the facts. Afact is influential only in its own immediate vicinity, yet many a conclusion is based upon a fact so isolated and distant that its influence maybe said to have reached the vanishing-point. It is bad enough if the fact266 THE UNIVERSITY RECORDthus used has an unclouded title, but too often it is a legendary fact. Itis astonishing how even elaborate structures of belief are founded uponan imaginary fact. Facts are like stepping-stones. So long as one canget a close series of them, he can make advance in a given direction; butwhen he steps beyond them, he flounders. As already said, a fact isinfluential only in its own immediate vicinity, like rays of light from acandle, but many a system of belief is constructed in the region beyondthe vanishing-point. The university atmosphere recognizes this andkeeps one close to the facts, facts that have been demonstrated. Factsare established not by inference, but by demonstration.This atmosphere extended into the region of international problemswould not only uncover facts, but would reach conclusions based uponconnected facts rather than upon some disconnected and too oftenimaginary fact. In other words, the conclusion would have a scientificbasis; not a final conclusion, of course, because additional facts wouldprobably modify it, but a start toward an adequate conclusion. In ourinternational relations it is surprising how often prejudice is claimed tobe the demonstration of a fact. To free the conclusion from prejudice isthe very first prerequisite of the university spirit.In the third place, it is a spirit that realizes that any conclusion may betentative. Conclusions, in general, seem to me to be like mileposts alongthe road, marking progress, but not the goal in that direction. They aretrue as far as they go, but they have not arrived. New directions ofattack uncover new facts, and the old conclusion is modified to includethem, and this means progress.For example, in investigating soil fertility it was discovered thatcertain soil ingredients produced certain desired results. To securethese results, therefore, these particular ingredients were prescribed.The conclusion was justified, so far as it went, and it marked progress ina certain direction. Further investigation, however, from other directions of attack, discovered that the results were due not to these particularsoil ingredients, but rather to a physical condition which their presencesecured, which could be secured by other materials as well, and so theprescription was much enlarged, marking another milepost in this direction of progress.To a man trained in this attitude in reference to conclusions, it is aconstant source of surprise to discover how many people are positive,often called "cocksure," in their conclusions, as though the last word hadbeen spoken in that direction. Nowhere is this "cocksureness" so inevidence as in national and international politics.THE INTERNATIONAL MISSION OF UNIVERSITIES 267If this scientific attitude in reference to conclusions were extendedinto the field of international relations, there would be step-by-step progress as situations develop, the uncovering of facts by experience, therecognition of conclusions as mileposts on the way, as tentative ratherthan final, the adjustment of conclusions to include new facts; in short,a process of evolution, rather than a futile human attempt at immediateand final creation.In the fourth place, it is a spirit that recognizes the necessity ofco-operation. - There was a time in the history of universities when thedifferent .subjects were being divided and subdivided as the field of workdeveloped. In short, it was a process of analysis or segregation.Using my own field of work as an illustration, the subject of botanywas once a single unit, but as investigation opened up new perspectives,the units began to multiply, until it looked as though there would be asmany units as there were investigators, each one of whom was workingindependently in his own inclosure. In short, the general subject wasbecoming analyzed and assigned to numerous pigeonholes. This processof analysis had the great advantage of developing technique, but thegreater disadvantage of losing perspective. Each investigator was working at the bottom of a well rather than upon a mountain top. One manwould study a structure to its last detail without any knowledge of itswork, while another man would study its work without any knowledgeof its structure. This is but one illustration out of hundreds that mightbe used to show that this splitting-up of subjects, while uncovering facts,was not leading to real conclusions. Presently, however, it becameevident that nature is not pigeonholed, but is a great synthesis, and thatto reach any real solution problems must be attacked from many directions. There must be co-operation in investigation rather than segregation. A conclusion based upon one set of facts must be checked byanother set of facts.An interesting illustration of this may be cited from my own experience. Some years ago a distinguished chemist, at that time in charge ofhis subject at an agricultural college, desired to be of some service to thefarming community of his state. Accordingly, he asked farmers to sendto him samples of crop plants growing in their fields, and he would make achemical analysis of them, discover in this way what materials they wereobtaining from the soil, and thus be able to tell them what materials tosupply to the soil. Unfortunately, this investigator did not realize thatsoil materials used by plants are at once transformed into other products,while those not used accumulate in the plant. His analysis, therefore,268 THE UNIVERSITY RECORDdiscovered the soil materials the plant was not using, but he prescribedthese for use. What a plant uses disappears as such; what remains to bediscovered by chemical analysis the plant is not using. In this case alittle co-operation between a chemist and a plant physiologist would haveavoided a conclusion that was absurd.This conviction that investigation to be most successful must beco-operative was strikingly emphasized during the Great War. At thattime we were called upon to solve many problems in the interest of thegovernment. Many illustrations could be given of important problemsthat were solved promptly when the isolated results of different investigators were brought together and focused upon the problem. In short,the different phases of many important practical problems had long beensolved, but only through co-operation did the result become evident.The lesson learned from this was not only that important practicalresults are reached definitely and more rapidly through co-operation, butalso important scientific results that have chiefly to do with advance inknowledge.This spirit of co-operation, the focusing of all methods of attack upona problem, is nowhere needed more than in connection with internationalproblems. One method of attack leads to a certain conclusion, whichanother method of attack may contradict. From the practical resultsobtained in handling international problems it would seem to be evidentthat conclusions have been individual rather than co-operative; not somuch based upon results that solve the problem as upon the results ofvery incomplete investigation.A summary of the spirit that pervades a real university, what maybe called its atmosphere, may be stated as follows.It is a spirit that seeks to extend the boundaries of knowledge throughexploration, eager to discover truth wherever it may be lurking, not consenting for a moment to that blockade of conservatism which assumesthat our present knowledge is sufficient, and therefore competent togovern us indefinitely.It is a spirit that realizes the futility of assumed facts rather thandemonstrated facts, that recognizes that isolated facts are not trustworthy and must be related to other facts before conclusions can beregarded as trustworthy.It is a spirit that regards all conclusions as tentative, subject to furtherinvestigation that may uncover additional facts; a spirit that realizes thecomplexity of problems, so that our conclusions represent a series ofTHE INTERNATIONAL MISSION OF UNIVERSITIES 269approaches rather than a final result, an unfinished journey rather thanan arrival.It is also a spirit that sees that our future advance depends upon ourbecoming allies in a great cause rather than individual bushwhackers oreven independent armies.It is this spirit that lies at the basis of our national and internationalorganizations for the advancement of science. In fact, science hasalready become international in its organizations, so that perspectivesare developed, investigators of all nations are brought into contact, andmutual understanding and esteem are developed. All of this international organization and co-operation is an outgrowth of the spiritdeveloped by universities, and its continuance is dependent upon theuniversity spirit.Another fact that must be taken into account is that the studentbody in universities is increasing in a remarkable way, and it is thisincreasing body that is permeating all countries like leaven, and theprobable result is obvious. The spirit of the university will graduallyinfuse society, and eventually society must control government.In the universities of the world, therefore, we possess a powerfulequipment for increasing international understanding, co-operation, andgood will. We have the equipment, but it is quite another thing to workout the method of using it effectively. What must the universities do tobe more definitely effective in this great service ? It is not a question ofchanging their work, for it is this that furnishes the necessary equipment,but of directing it in some way so that its spirit may extend more andmore widely, and finally permeate both national and international life.The conclusion is that the international mission of universities is toextend the boundaries of human knowledge through co-operation,demonstrating that progress depends upon co-operation rather than uponcompetition, and extending this demonstration into all phases of humancontact. This will be a long step toward our final goal, when the moralfactor will become dominant, and international co-operation will prevail,not so much because it is effective as because it is right.THE VICE-PRESIDENT'S CONVOCATION STATEMENT1We regret today the absence of the President of the University, whosefar-reaching plans enlarge our vision, and whose contagious energy is soactively employed in carrying forward these plans. We trust that hisvacation will give him refreshment and the strength needed for thearduous year before us.In one incidental result of the President's absence, however, I havea selfish pleasure. It enables me to convey to my honored friend ofmany years, who has addressed us this afternoon, the greetings of hiscolleagues and of this assembly.The Convocation orator of today is one of the group of scholars andleaders who brought distinction to the University in its beginnings andestablished its character during formative years. As investigator,author, organizer of research, teacher, counselor in educational policies,interpreter to the public of scientific truth, large-minded co-laborer infurthering the moral and spiritual life of mankind, his work has nationaland international recognition.Among his colleagues he is also the genial companion, the trustedadviser, the warm-hearted friend. None holds a larger measure of ourpride and affection.Homo est. Nothing human is foreign to him.His address today reflects the interest of the scholar in the peace andprogress of the world, and on behalf of the University and of this audienceI desire to express our grateful appreciation. The University does notconfer honorary degrees upon its own faculty, but by unanimous consentI should like to recognize you as Master, not only of Arts and Science,but of Life.During the Summer Quarter a gift has come to the University of$1,000 from Miss Shirley Farr for the purchase of manuscripts. This,which is the first of five annual instalments of a gift of $5,000 from MissFarr, is a gratifying evidence of the growing interest in this importantfield of research for which the University has already received valuablegifts from the alumni.1 Read at the One Hundred and Thirty-fourth Convocation of the University,held in Leon Mandel Assembly Hall, August 29, 1924.270THE VICE-PRESIDENTS CONVOCATION STATEMENT 271The total attendance in the Summer Quarter has been 6,132. Especial attention in preparing the program for this Quarter was given to theadvanced work in Arts, Literature, and Science, and the attendance inthese Schools has been 2,875 as contrasted with the graduate attendancea year ago of 2,814 and with the undergraduate attendance this summerin Arts, Literature, and Science of 1,215. The attendance in the DivinitySchool and in the Graduate School of Social Service Administration hasalso shown a gratifying increase.The proportion of graduate to undergraduate students has beenundergoing interesting changes. Contrasting these figures with thoseof ten years ago we find that in the summer of 19 14 the total registrationin the Graduate Schools was 1,389 as compared with 2,875 f°r this summer; whereas the total undergraduate registration in the Colleges of, Arts, Literature, and Science in 1914 was 1,156 as compared with 1,215for this present summer. The registration in professional schools hasalso been increasing. In 19 14 the total registration of professional schoolswas 1,575; during the present summer it has been 2,231.If we divide the complete registration of the summer into those whoare graduates, whether they are registered in the Graduate Schools ofArts, Literature, and Science or professional schools, and those who areundergraduates, we find that the totals are 3,357 graduates as comparedwith 2,775 undergraduates.When we began our work of the Summer Quarter thirty years agothere were no other institutions in this vicinity giving such work. Duringthis past summer there were in attendance at other institutions locatedbetween the Alleghenies and the Rockies a total of 37,397 students.It is therefore evident that what was thirty years ago regarded as adubious educational experiment has proved a highly important policy.It is therefore gratifying that the peculiar part of the summer workwhich seems to fall especially to our province is increasing its appeal tothe advanced scholars of the country.THE BOARD OF TRUSTEESBy J. SPENCER DICKERSON, SecretarySTANDING COMMITTEESAt the meeting of the Board held July 10, 1924, the following standingcommittees were appointed:Committee on Finance and Investment: Howard G. Grey, Chairman;Charles R. Holden, Vice-Chairman; Charles L. Hutchinson; Robert P.Lamont; and Martin A. Ryerson.Committee on Buildings and Grounds: Charles L. Hutchinson, Chairman; Thomas E. Donnelley, Vice-Chairman; Charles R. Holden;Harold F. McCormick; and Martin A. Ryerson.Committee on Instruction and Equipment: Charles W. Gilkey, Chairman; William Scott Bond, Vice-Chairman; Wilber E. Post; JuliusRosenwald; and Edward L. Ryerson, Jr.Committee on Press and Extension: Thomas E. Donnelley, Chairman;Robert L. Scott, Vice-Chairman; Eli B. Felsenthal; Samuel C. Jennings;and Albert W. Sherer.Committee on Audit and Securities: Eli B. Felsenthal, Chairman;Charles F. Axelson, Vice-Chairman; Harry B. Gear; Samuel C. Jeninngs;and Albert W. Sherer.TRIBUTE TO ANDREW MacLEISHAt the meeting of the Board of Trustees held July 10, 1924, the following tribute to Mr. Andrew MacLeish, a Trustee from the founding ofthe University, was adopted:In 1922, Mr. Andrew MacLeish, after twenty-seven years of service, asked to bereleased from the duties of the vice-presidency, but was prevailed upon to remain uponthe Board where he had served since June 18, 1890. Now that he has come to feelthat as he is unable to attend many meetings, or, as he puts it, with characteristic senseof responsibility, "undertake a fair share of work of committees," he has resigned,and at the June meeting of the Board his resignation was regretfully accepted.Although on the occasion when Mr. MacLeish declined re-election as First Vice-President, his colleagues on the Board put on record their appreciation of his serviceand character, they cannot permit him completely to sever his official relations withthem without once more testifying to their deep friendship for him, and their admirationfor that which he has done to build the University on a basis of sound finance and wiseeducational administration.272THE BOARD OF TRUSTEES 273Coming to Chicago from his native Scotland in 1856, as a boy of eighteen, Mr.MacLeish has been identified with this city and its business interests for two generations. He has been honored, he is honored, for his sterling integrity, his rugged senseof Tightness, his comprehending beneficence, his pervasive kindliness, and his highmoral ideals. The University of Chicago has been the beneficiary of these characteristics. His fellow-Trustees have felt the influence of his life. They have profitedby his companionship. The University has been enriched by his gifts. Its councilshave had the benefit of his conservative advice and his wise judgments APPRECIATION OF THE SERVICE OF WALLACE HECKMANMr. Wallace Heckman served as Counsel and Business Managerfrom 1903 and has recently retired. At the meeting of the Board ofTrustees held July 10, 1924, the following testimonial was adopted:When Wallace Heckman was appointed Counsel and Business Manager of theUniversity on February 3, 1903, he already had achieved success as a lawyer. Hencehe assumed his new duties well prepared by a wide and varied experience to grapple withthe legal and financial problems of the University, whose career had begun only adecade or so before. The care and thoroughness which he has devoted to the protection of the University's resources, the zeal of his efforts to increase the capital andthe income of its investments, are outstanding evidence of the spirit in which he hascarried on the multifarious responsibilities of the institution centered in its down-townoffices.When Mr. Heckman became Business Manager and Counsel, the University'sassets amounted to something like $18,000,000. As he leaves the position he has filledwith such evident faithfulness and conscientiousness, the Auditor reports that thesehave increased to $54,000,000 While the Trustees appreciate to the full the quality and the quantity of serviceMr. Heckman has rendered, they desire in this brief tribute to emphasize more particularly those characteristics which have made association with him much more thanco-operation in the conservation of the University's property and direction of itsaffaiis. First of all, he has regarded himself as representing the entire Universityand not merely its business relationships. Although he has been charged with business management, he has laid stress continually upon the fact that he served thecause of education. Naturally, his friendships with the educational administrationgroup and with members of the Faculties have strengthened with the passing years.Those of us who have been associated with Mr. Heckman in the activities of theBoard bear cordial testimony to his unfailing spirit of friendliness, to his outstandingsense of justice and right, to his abounding tactfulness and love of fair dealing. Werejoice in the fellowship of the years now past APPOINTMENTSThe following appointments to the Faculties in addition to reappointments were made during the Summer Quarter by the Board:Ralph H. Keniston, Professor of Romance Languages.Ronald S. Crane, Associate Professor of English.274 THE UNIVERSITY RECORDR. W. Stone, Associate Professor in the School of Commerce andAdministration.Lewis Leon Thurstone, Associate Professor of Psychology.Ira Madison Allen, Assistant Professor in Education, the School ofEducation.Davis Edwards, Assistant Professor of Public Speaking in the DivinitySchool.Julius Blumenstock, Instructor in Physiology.Chester William Darrow, Instructor in the Department of Psychology.Joel Samuel Georges, Instructor in the University High SchoolDepartment of Mathematics.Robert Eastnor Johannesen, Part-Time Instructor in Science in theSchool of Education.Harold A. Anderson, Teacher in the University High School.Florence Belle Burris, Teacher in the Elementary School.Alice Marie Crandall, Teacher in the Elementary School.Marjorie Fay, Teacher in the University High School.Harold Boyne Lamport, Teacher in the University High School.Marguerite Elvera Nelson, Teacher in the Elementary School.Laura Oftedal, Teacher in the Elementary School.Ada Ruth Polkinghorne, Teacher in the Elementary School.Edith Abbott, Dean of the Graduate School of Social Service Administration.H. C. Cowles, Secretary of the Department of Botany.Kathleen Harrington, Medical Adviser for Women.H. P. Burtch, Preparator of the Oriental Institute.Louise Cross, Clerk in the Oriental Institute.Johanne Vindenas, Librarian of the Oriental Institute.John A. Wilson, Registrar of the Oriental Institute.Edmund Barta, of the University of Buda Pesth, Fellow in theDepartment of Anatomy.Earl S. Carey, Seymour Coman Research Fellow in Preventive Medicine.Marie A. Hinrichs, National Research Council Fellow in the Biological Sciences.Walter L. Palmer, Seymour Coman Research Fellow in Physiology.Alice Willard, Assistant in Home Economics in the College of Education.THE BOARD OF TRUSTEES 275Walter W. Hamburger, Assistant Clinical Professor of Medicine ofRush Medical College.Dr. Morris Fishbein, Clinical Associate in Medicine of Rush MedicalCollege.W. L. Buhrman, Clinical Assistant in Pediatrics of Rush MedicalCollege.Thomas G. Walsh, Clinical Assistant in Medicine in Rush MedicalCollege.George Henry Jackson, Jr., Nicholas Senn Fellow in Surgery inRush Medical College.Bernard Parker Mullen, Thomson-Bevan Fellow in Rush MedicalCollege.Harold Theodore Pederson, Francis A. Hardy Fellow in RushMedical College.Celestin B. Semerak, Fellow in the Department of Pathology inRush Medical College.Catherine A. MacAuhff, Librarian in Rush Medical College.The title of Assistant Professor O'Hara, appointed at the July 10meeting of the Board to be Director of Activities, has been changed toAssistant Professor of English and Director of Undergraduate Activities.Clark H. Slover is an Instructor in the School of Commerce andAdministration and not in the School of Education as announced in theUniversity Record for July.RESIGNATIONSThe resignations of the following members of the Faculties have beenaccepted by the Board of Trustees:Albert William Bellamy, Assistant Professor of Zoology.William E. Blatz, Instructor in the Department of Psychology.Walter A. Heath, Teacher in the University High School.Donald W. Riddle, Instructor in the Department of New Testamentand Early Christian Literature.LEAVES OF ABSENCELeaves of absence have been granted by the Board of Trustees to thefollowing members of the Faculties:Dr. Emmet B. Bay, Clinical Associate in Medicine in Rush MedicalCollege, for one year from July 1, 1924.Dr. Nicholas I. Fox, Clinical Associate in Medicine of Rush MedicalCollege, for one year from July 1, 1924.276 THE UNIVERSITY RECORDDr. Grant H. Laing, Clinical Assistant in Medicine in Rush MedicalCollege, for one year from July 1, 1924.Professor A. A. Michelson, to enable him to accept appointment fromthe United States Department of State as delegate to the Pan-AmericanScientific Congress at Lima, Peru, December 20, 1924, to January 6,1925.Dr. Marie Ortmayer, Clinical Instructor in Medicine in RushMedical College, for one year from July 1, 1924.DEATHSS. Chester Parker, Professor of Education, College of Education,died July 21, 1924.Richard Green Moulton, for many years until his retirement in July,1919, Professor of Literary Theory and Head of the Department ofGeneral Literature, died at Tunbridge Wells, England, where he hadmade his home since his retirement, on August 15, 1924.GIFTSThe Joseph Triner Scholarship in Chemistry has been renewed forthe year 1924-25 by a contribution from the Joseph Triner Company,manufacturing chemists.A gift has been received from the Pease Laboratories, of New York,to be used for a study of the action of aluminum compounds on theblood. Dr. Florence Seibert has been appointed to carry on this study.A gift has been received from the estate of Lucy M. Clark, of Benton,Illinois, to be placed to the credit of the Margaret Green Fund, a fund toaid deserving young women in the University.An anonymous gift has been received for the establishment of theSenior Loan Fund for assistance of undergraduate students of theUniversity.Through an anonymous gift the two fellowships in the Departmentof Home Economics have been renewed for another year. The fellowsappointed under this provision are: Miss Margaret Chaney and MissJessie Whitacre.A gift has been received from Miss Shirley Farr for the purchase ofmanuscripts under the direction of a committee consisting of ProfessorsManly, Nitze, and Thompson.An additional gift has been received from Mr. Frank G. Logan tobe added to the Mr. and Mrs. Frank G. Logan Research FellowshipFund.THE BOARD OF TRUSTEES 277As its class gift the Class of 1924 has contributed $400 toward thecost of installing a clock over the east door of Cobb Hall.The stone from the entrance arch of the old University of Chicagobuilding, which stood near Cottage Grove Avenue where Thirty-fourthStreet extends to Rhodes Avenue, has been imbedded in the pavementin front of the "C" bench near Cobb Hall. The stone was given to theUniversity by Mr. E. A. Buzzell.MISCELLANEOUSOn August 1, 1924, Trevor Arnett began his service as BusinessManager and Vice-President of the University.At the July 10 meeting of the Board of Trustees an agreementbetween the University of Chicago and the Central Free Dispensary ofWest Chicago was adopted, under which the work of the dispensary, solong maintained in connection with Rush Medical College, will becontinued.At the July 10 meeting of the Board of Trustees the contract for theerection of the Theology Building was executed. Work upon thebuilding, which occupies a site north of Haskell Hall, began in July, 1924.At the August 5 meeting of the Board of Trustees the execution of thecontract for the erection of the Rawson Laboratory was authorized.The old Rush Medical College building, upon the site of which are to beplaced the new Laboratory of Medicine and Surgery and the NormanBridge Pathological Laboratories, has been demolished.On August 28, 1924, the cornerstone was removed from the old RushMedical College building at the corner of Wood and Harrison streets.The building has been razed to make way for the Rawson Laboratoryof Medicine and Surgery. The Secretary of the Board received theinteresting contents of the box within the cornerstone which was laidin 1875.At the August 14 meeting of the Board of Trustees an arrangementfor affiliation with the Orthogenic Institute under certain conditionswas approved. In accordance with this agreement the Institute willbe under the protection of the Central Free Dispensary (already affiliatedwith the University) and its clinic is to be included as a part of theNeurological Department of the Dispensary. At the same meetingannouncement was made that the Home for Destitute Crippled Childrenhad consented to the assignment to the University by Rush MedicalCollege of the agreement between the Home and the College.278 THE UNIVERSITY RECORDThe beginning of the work upon the Billings Hospital and othermedical buildings upon the assigned site bounded by Fifty-eighth andFifty-ninth streets and Ellis and Drexel avenues will necessitate thewrecking of a portion of Ellis Hall and the removal of the BionomicsGreenhouse. In view of these changes the Board of Trustees has votedamong other changes to remove the Home-Study Department to thespace in Ellis Hall now occupied by the Department of Military Scienceand Tactics and to remove the latter department to Lexington Hall.At the August 14 meeting of the Board the execution of $n agreementbetween the University and the University Co-operative Nursery Schoolwas approved, whereby for certain considerations, the Nursery Schoolgives to the University of Chicago the property known as 5750 WoodlawnAvenue, the building to be used for a nursery school similar to thatheretofore conducted in Lexington Hall.It has been reported that 889 Doctors of Philosophy of the University are now teaching in 274 colleges and universities, an indicationof the widespread influence of the University on educational institutionsof the country.The building at the southwest corner of East Sixtieth Street andEllis Avenue, owned by the University, has been set aside for work insocial-science research and will be known as the Social Research Building, This research is proceeding under an arrangement with the LauraSpelman Rockefeller Fund.THE MEMORIAL SERVICE FORSAMUEL CHESTER PARKER1PROFESSOR JTJDD'S ADDRESSSamuel Chester Parker was, at the time of his death, a little overforty-four years of age. He was born in Cincinnati, Ohio, on May 31,1880. He grew up as a member of a large family. His father, a veteranof the Civil War, was a pilot on the Ohio River when that was one of thechief arteries of the nation's commerce. His boat was in some of theactions which took place up and down the Mississippi and Ohio rivers.His mother was a woman of exceptional mental qualities. One of Mr.Parker's former high-school teachers, in commenting on the success whichProfessor Parker attained, said in my hearing that the explanation of hisability was to be found in his mother's unusual intelligence and in theinterest and guidance which she gave to her son's training.Mr. Parker's early education was in the public schools of his nativecity. When he was in high school, he came into contact with a teacherwho became a life-long friend and always stood in Mr. Parker's thinkingas a model to be followed in teaching and in pupil administration. Thisteacher was Professor T. L. Feeney, now connected with Miami University. He was the source of the statement made a moment ago aboutMr. Parker's mother.Professor Feeney's influence in the life of Mr. Parker was very large.Indeed, it is typical of this man whose character and work we are hereto discuss that he was loyal in a very unusual degree to any good influencewhich he discovered in his social environment. Mr. Parker was alwaysfinding some model performer whom he observed and talked about,describing the practices of this model to his students as an example to befollowed. His acceptance of models was no blind imitation. He alwaysanalyzed his cases; what he could not approve, he rejected; the essentialvirtues he saw clearly and emphasized vigorously.The habit of analytical study of people and their methods certainlyreaches back to Mr. Parker's high-school days. I am sure that all of1 The Memorial Service for Professor Samuel Chester Parker was held in LeonMandel Assembly Hall Sunday, August 10, at 4:00 p.m. In the absence of PresidentBurton, Vice-President James H. Tufts presided. Professor Gerald Birney Smithacted as chaplain. The addresses were made by Professors Charles H. Judd andWilliam S. Gray of the School of Education of the University.279280 THE UNIVERSITY RECORDus. who have associated with him have heard him tell again and again,with circumstantial detail, how Professor Feeney taught him German bythe direct method and how Professor Feeney managed to arouse theinterest of dull pupils and guide the efforts of bright pupils.I do not know whether Mr. Parker's choice of a teaching career is to betraced to his mother's influence or to the influence of his high-school teacher,but I am sure that Mr. Parker's methods of work and thinking were in nosmall measure consciously adopted from this teacher of his early youth.From the high school Mr. Parker went to the municipal university.Here he lived the ordinary life of an undergraduate, trying one line ofwork after another, looking for the subject which he was to teach. Heexhibited during his college career some of those qualities of leadershipwhich we saw later in their riper form in this University. He was president of his class, not because he was the most distinguished athlete or themost conspicuous social star but because his fellow-students trusted hisjudgment and fairness. One of his teachers tells how he found twograduates of the university in a dispute. One was a classmate of Mr.Parker; the other had known him less intimately. The subject of thedispute was whether there had ever been another class president as goodas Mr. Parker.During his Senior year in college he became very much interested inchemistry and thought for a time of specializing in that subject. Hedecided, however, after taking a number of laboratory courses, thathe had no skill in manipulation.I have repeated this definite adverse judgment which Mr. Parkerarrived at about his own ability because it illustrates one of his fundamental traits. I have said that he analyzed others; he also analyzed himself.There was a curious mixture of introspection and objectivity about Mr.Parker's self-examinations. He talked about himself as most men talkonly about others. He seemed to stand apart and cast up an appraisal ofhimself as though he were examining an unknown candidate. He wouldbring into these discussions of himself all of the information that he couldcollect and in doing so would often tell the most intimate personal reflections as a part of his self-diagnosis.In his teaching he often used his personal experiences as examples.I think that his students seldom misunderstood him. If the ordinaryteacher talks about himself as an example before a class, the performanceseems like a piece of egotism. In the case of Mr. Parker one felt that theexample was exhibited in the most scientifically objective spirit. Therewas even at times a kind of extravagant humility in his comments con-SAMUEL CHESTER PARKER MEMORIAL SERVICE 281cerning himself and, as many of us thought, an extreme underestimationof his personal powers.I never could bring myself to take seriously Mr. Parker's statementof the reason why he did not go on with his work in chemistry. Certainit is that the members of the chemistry department at the universitydid not share his disesteem of his power of manipulation. They madehim an assistant in the laboratory and encouraged him to specialize.His mind was made up, however, and during the summer of 1901 hewent as a graduate student into the classes in education.I have always felt sure that Mr. Parker's interest in education isexplained by the traits which I have emphasized. Education is soessentially a field in which the analysis of people and their doings is themajor subject of attention that the moment Mr. Parker found that itis possible to make a systematic study of education his choice of aprofession was settled.In his first year of graduate work he took all of the courses offeredin education. During this year he taught in the high school which wasconnected with the university, and he made plans to go on with graduatestudy. He carried out these plans by attending a summer session at theUniversity of Chicago and attending Teachers College at two differentperiods of a full year each.When Mr. Parker began to specialize in education, I was a youngand inexperienced teacher at the University of Cincinnati, struggling,because of the administrative necessity of conducting all of the coursesof the department, with the arduous task of keeping ahead of my studentsin several courses, some of which I must frankly admit were as new tome as to them. It was a source of some anxiety to me to find this youngman, whom I immediately came to recognize as a first-rate student,attending all of my classes. I very well remember consulting him aboutthe propriety of his dropping a part of the work because I was afraid thathe would find it repetitious. His mind, however, was quite made up.He wanted the courses, having planned what he ought to take, and itwas evidently quite useless to try to dissuade him.It was characteristic of Mr. Parker, as a student, as an administrator, and as a teacher, that he knew to a most extraordinary degree whathe wanted to do and why. I do not think that I have ever encountereda man who guided his choices more by reason than did Mr. Parker.Let me offer another striking example of this. When he was finishinga year of work at Teachers College, the institution with which I was thenconnected was looking for a man to give courses in education. I was282 THE UNIVERSITY RECORDauthorized to interview Mr. Parker and see if he would accept the position. I found once more that Mr. Parker's mind was made up. He hadan invitation to go to Miami University, and, although the other positionin a larger institution had in it certain very attractive possibilities, Mr.Parker had made up his mind that he needed the kind of training thathe would get at a small college; so to the small college he went.I remember another occasion later in his career, after we had bothcome to the University of Chicago and he had become well known as aresult of his writing. He received an invitation to a professorship inanother institution at a salary materially in advance of that which he wasthen receiving. He told me about it some days later, and I asked himwhat he had done. "I telegraphed them as they requested," he said."What did you telegraph?" I asked. I may pause to remark inadvance of my repetition of the message which he sent that from somepoints of view his answer might be thought of as curt. To us who knowhis kindly disposition, the interpretation is very different. Mr. Parkerknew what his plans were and what his work involved; so, in keeping withwhat he had definitely arranged in advance, he telegraphed quite simplyand clearly two words, "Not interested."No one could interest Mr. Parker in deviating from a carefullyplanned course of action. He had thought it all out in advance and knewwhy he had undertaken it. He usually had a fairly accurate estimateof the length of time it would take to carry out the plan and what hewould do next. His mind worked with a precision that was most interesting to observe.He was quite as clear about what he was not going to do as he wasabout the positive part of his program. One of the things he would notdo was to appear on the public platform. He had convinced himselfthat he had no ability as a public speaker. The rest of us knew that hewas mistaken. The lucidity of thinking and expression which characterized his writing and teaching could, I am convinced, have carriedhim far in public address if he had elected to undertake such activities.His mind was made up, however, and public address was not a part ofthe program. On a few rare occasions he was dragged out. I have heardMr. F. B. Dyer, formerly dean of the college of education of Miami University, tell of one such occasion, and his colleagues in the School ofEducation will recall at least one other occasion when Mr. Parker wascompelled, against his protests, to make a public address. Both incidents contribute to the judgment that he could have done more of theSAMUEL CHESTER PARKER MEMORIAL SERVICE 283same sort of thing with success if he had not decided that it wasimpossible.Mr. Parker's very positive decisions about what he could and couldnot do rested in part on his fundamental scientific views. These viewshe had built up on the basis of his reading and study. They were alsocolored by his profound respect for Professor Thorndike's teachings.Mr. Parker had learned from biology that inherited qualities are verypersistent, and he had learned from Professor Thorndike that the majorshare of a person's traits are determined by inheritance.These conclusions, accepted by science, were to his mind final, aswere all of the results of systematic study. What one must do for one'sself and for one's students is to find out what the native endowments ofthe individual are and then for better or for worse be guided by the findings. On careful self-examination, Mr. Parker had found that he wasby nature not a public speaker; that settled the matter for him.Let us go back to the chronology of Mr. Parker's life. After collegeand the year of graduate study and teaching in Cincinnati, he came for asummer session to the University of Chicago. Here he took courses withProfessor Dewey. A profound impression was made on his mind by thisgreat thinker. He did not adopt all of Professor Dewey's views, but heaccepted without reserve the doctrine that schools are affected by generalcurrents of social progress. The acceptance of this doctrine meant thatone must know the history of nations and of men, and these were fromthat time forward matters of constant study by Mr. Parker. He gavemuch explicit attention, especially in his early teaching, to historicalstudy. He taught history of education at Miami, and I remember thatwe talked at one time of the possibility of his doing some of that kind ofteaching here, but his choice fell on methods rather than history.After work with Professor Dewey came a year at Teachers College.Then came teaching at Miami and his marriage, followed by another yearat Teachers College and more teaching at Miami. In 1909 he came toChicago.At Teachers College he took courses in various lines and broadenedhis training very greatly. Of all of the leaders in thought whom heencountered there, none influenced him more than Professor Thorn-dike. One can trace this influence in Mr. Parker's writings. He didnot himself make educational measurements on any large scale, butProfessor Thorndike's methods and results guided much of his thinkingand many of the passages in his writings.284 THE UNIVERSITY RECORDAfter the student period, which has been described in some detail,came the productive period in Mr. Parker's life. As Professor of Education and Dean of the College of Education, Mr. Parker influenced thepolicies of this institution in many important ways. He was one of thekeenest judges of men that I have ever known. With almost uncannyprecision, he again and again selected people for posts in the Department of Education and described the kind of success that they wouldachieve.His judgments of students were of the same definite and usuallyaccurate type. I shall leave it for my colleague who succeeded him inthe deanship to speak of his writings and academic productivity. Myshare in this commemorative program is to mention the personal traitsthat made up the man's character and the incidents that made up his life.In the summer of 191 5 Mr. Parker went on a camping trip into theHudson Bay region. He was overtaken on that trip by a fever whichseriously shook his constitution. He never fully recovered his physicalvigor; For a time he was entirely absent from his duties at the University. He later came back to a mixed program of teaching and physicalrecuperation. For several years he spent a large part of each day in theopen, taking exercise, and he systematically spent the Winter Quarterputting himself in physical trim so that he could teach classes during theother three quarters and carry out the program of writing which he hadarranged for himself. During this whole period he lived under theshadow of anxiety lest his physical endurance should not carry himthrough each day's tasks.He was obliged to be very cautious about overexcitement. He hadone mental trait which continually harassed him during this struggle.He had a picturesque phrase which he used to employ in describing hisdifficulty. If he gave attention too long to any problem, he got, as heused to say, "lit up." This meant a restless night. If a problem goton his mind, he could not turn it off. Not infrequently he used to writeletters dated 4:00 a.m., giving the conclusions of one of these restlessnights. Often these four-o'clock letters were full of very helpful plansfor the Department or the University. The further advantage of themwas that they were followed by sleep. The matter thoroughly threshedout and disposed of, the excitement subsided, and the kind of rest thatmost of us get without solving our problems came to him.In spite of the physical handicap under which Mr. Parker did his workduring these later years, he found time and energy to perform a type ofservice which many of his students will not forget. He was always onSAMUEL CHESTER PARKER MEMORIAL SERVICE 285the lookout for ability, and he was unreserved in his praise of ability andin his efforts to induce its possessor to make the most of it. I rememberthat one of the students reported how Mr. Parker once brought into classthe written papers which had been handed in the day before and said,"There is a genius in this class. Mr. 's paper is one of the bestdiscussions that has ever been written on this subject." I pause tocomment on the fact that most of us would hardly venture to speak insuch absolute terms. Absolute terms were the daily instruments ofMr. Parker's thinking.I do not know what steps Mr. Parker took to fire the ambitions andstimulate the efforts of the particular Mr. whose genius he discovered that day, but I have seen him operate on others. I have knownof his calling in a young man of superior intelligence and insisting that acareer be laid out for future study and future achievement. Why shouldnot this sort of thing be done for all geniuses ? Had he not early laid outhis own program and by unfaltering steps traveled the path which he hadmarked out ? The supreme confidence of this man in a reasoned programis an inspiration to all who have had the privilege of association with him.Mr. Parker's conspicuous success as a writer of textbooks on educational methods was no accident. I remember very distinctly when hebegan to write articles and plan his first book. He saw the necessity ofgiving himself training, and he went systematically about the cultivationof a literary style. He also decided that the form of a publication is amatter of major importance. So, with true empirical insight, he wroteto the leading publishers of textbooks and asked for the most successfulbooks on their list, regardless of the subjects which they treated. Hethen made an analysis of these most successful books. His own bookscontain the results.I shall not trust myself to speak of Mr. Parker's personal relationswith those who were associated with him in the office where he so longpresided. We were all glad that he was there. He had a gift for devicesto cheer up routine. I have seen the office force gather around him tohear his expert criticism of the acting in a musical comedy. He mighthave made a name for himself, we all felt sure, as a dramatic critic.Perhaps it was his analysis of human nature which was coming to the.surface. I am altogether certain that his criticisms of the drama madethe office routine run more smoothly.It is some consolation to all of us to know that he was very optimisticat the end. As always, so in those last days he was planning. He hadjust finished a book on which he had been collaborating for the last two286 THE UNIVERSITY RECORDyears with one of our colleagues, and he was very happy in the result.He was going to do thus and so during the autumn and winter. Hisplan for next summer was so and so. He would write this and this.The plan is interrupted, but that eager mind, with its intense devotion to all that is reasonable and constructive, will work on and on in ourinstitution and in others to the upbuilding of which it contributed and inthe thinking of all who have been enlightened by its clarity and unwavering integrity.PROFESSOR GRAY'S ADDRESSThe professional career of Samuel Chester Parker was vigorous,productive, and inspiring. By virtue of circumstances, it may bedivided into four distinct periods, which may be characterized as theperiod of discovery of professional interests, the period of research and theorganization of plans, the period of administrative responsibilities andparticipation in numerous productive activities, and the final period ofconspicuous accomplishment as an author.Mr. Parker began his professional career in 1903 at Miami University, where he served for a number of years as a teacher of the history ofeducation and of educational methods. His teaching activities wereinterrupted from time to time in order that he might continue his preparation for effective professional work. For example, he was a fellowin education at Columbia University in 1906-7, and he attended aSummer Quarter at the University of Chicago. At both of these universities, as well as at Miami, he came into personal contact with a numberof prominent leaders in education who made profound impressions uponhim. He studied the characteristics of these men as diligently as hepursued his academic studies. He endeavored particularly to determinethose qualities which are essential to a successful professional career.From his observations and studies of eminent men he prepared a set ofstandards by which he criticized his own activities as well as those of hisassociates. I repeatedly heard him say that a person who aspires tosuccess must select a special field of interest, apply himself diligentlyto the study of that field, make use of scientific methods in his study andresearch activities, and learn to write effectively and to speak fluently.The early period at Miami was not only the period of the discoveryof essential personal qualities but also the period in which Mr. Parkerdiscovered the field of his special interest. While engaged in givingcourses in methods and in the history of education, he became profoundlyinterested in the study of the scientific principles which underlie effectiveSAMUEL CHESTER PARKER MEMORIAL SERVICE 287classroom teaching. The fact that he was critical of his own methodsof teaching and constantly endeavored to improve them may have led tothe selection of methods as the field for his life-work. Be that as it may,he gained distinction during this early period as a classroom teacher andwas prepared when he came to Chicago in 1909 to devote himself largelyto a thorough study of the field of methods.Before leaving Miami University Mr. Parker was asked to prepare ahistory of that institution for use in a celebration which had been planned.This document was his first published writing. It is significant fortwo reasons: It reflects the use of accurate methods of historicalresearch which he acquired as a result of his studies in the history ofeducation; it also reveals his unusual ability in interpreting the motives,activities, and accomplishments of men and women in terms of theireducational significance.Mr. Parker was invited to the University of Chicago in 1909. Heaccepted the appointment because he saw in the work here wideropportunities for growth and service. The Bulletin of the School ofEducation for 1909-10 contains the announcement of a series of closelyrelated courses in the field of his specialization. The core of those courseswas the fundamental principles of teaching with special emphasis on theirpsychological and social aspects. Supplementary courses dealt with thehistorical development of modern methods of teaching, presented numerous concrete examples of the application of those principles to elementary and secondary education, and included the use of valid methods inthe criticism and improvement of teaching.With genuine devotion to his task, Mr. Parker studied the field ofmethods exhaustively for a period of fifteen years. He accepted as hispeculiar reponsibility four types of constructive work, namely, thesummary and interpretation of all of the scientific studies relating to thefield of methods, the stimulation of research where additional studieswere needed, the collection of striking examples of good teaching, andthe preparation for the use of teachers of printed materials which can beread and interpreted easily. In accomplishing results, he utilized everyresource at his command. He applied himself vigorously up to and evenbeyond the limit of his endurance. He sought for materials not onlythrough educational channels but in such fields as industry and theapplied arts. He studied the social life about him with unusual interestand secured a wealth of pointed examples and illustrations. He encouraged his colleagues to make investigations of special problems andco-operated with them in the collection and interpretation of data. He288 THE UNIVERSITY RECORDwas untiring in his efforts to discover new problems for study and instimulating agencies of one type or another to aid in their solution.Between 1909 and 191 1, Mr. Parker outlined a comprehensive program of writing which was to form his personal contribution to the fieldof educational literature. The purpose of the series of books which heproposed to write was to present to teachers and to students of educationexhaustive discussions of valid principles of teaching, together with theevidence that justified them and concrete examples of their application.The first book was to outline the historical development of modernelementary education. Subsequent books were to deal specificallywith the problems of teaching in elementary and secondary schools.According to his original plan the book on elementary-school methodswas to precede the book on high-school methods. Before the book onelementary-school methods 'was well under way, he recognized the moreurgent need of a book on high-school methods and modified his plansaccordingly.It is quite natural that Mr. Parker's first book should have been ahistorical treatment. Much of his early training had been in the historyof education. Furthermore, he had collected a wealth of valuablematerial relating to modern movements in education. When he cameto the University, he was encouraged to formulate some of this materialin tentative form for publication in the Elementary School Teacher and toundertake the preparation of a text. Accordingly, he prepared a seriesof articles bearing the general title, "Our Inherited Practice in Elementary Schools." The evident purpose of these articles was to presenttype studies of limited periods or problems with their social, economic,and material settings. He was far more interested in historical factswhich would aid in understanding and solving modern problems than ina chronological treatment of the history of education. The titles ofthree of the articles which he wrote suggest his point of view: "Rousseauin Relation to Contemporary Practice," "Free Schools and the Lan-casterian System," and "Pestalozzian Object-Teaching and OralInstruction."The History of Modern Elementary Education was published in 191 2.The principles which were applied in formulating materials for the textwere described by Mr. Parker in the following terms:(1) The intensive treatment of a limited field; (2) emphasis on a relatively few selectedmovements, institutions, or individuals in this field as typical; and (3) the discussion ofchosen topics in such a concrete way as to help students to appreciate the reality of thehistorical development.SAMUEL CHESTER PARKER MEMORIAL SERVICE 289He also endeavored to maintain a proper balance between descriptions ofsocial conditions, statements of educational theory, and accounts of schoolpractice. This book was received enthusiastically because of the newsignificance which is attached to many current problems and because ofits vigorous and helpful treatment of historical facts. It immediatelygave to Mr. Parker wide recognition as an author and created a potentialdemand for his future publications.In 191 1 Mr. Parker was appointed Dean of the College of Education.For a period of five years his energies were divided among administrativeduties, teaching, research, writing, and the editing of the yearbooks ofthe National Society for the Study of Education. His work in each ofthese activities was thorough, painstaking, and efficient.As an administrator, Mr. Parker made personal application of theprinciples of scientific management which he discussed in his classes. Hethoroughly organized and systematized the work of his office. Theprocedures which were to be followed by students, secretaries, andfaculty members were outlined in mimeographed form. The equipmentof the classrooms and offices was improved at frequent intervals, andbuilding changes were recommended regularly in an effort to makeworking conditions as favorable as possible. A study of the Announcements of the School of Education for the years in which he edited themsupplies numerous evidences of his extraordinary capacity to organize.The specific purposes of the various departments were clearly differentiated. The courses of a given department which were closely relatedwere announced as a unit. General courses were organized into specificcourses. Even the titles and the descriptions of the courses were reconstructed and improved. Mr. Parker's vision of the possibilities of theSchool of Education was broad and far-reaching. Well do I remember,with a deep sense of gratitude and with keen apprecitation of his unusualcapacity, a vivid portrayal, during one of the closing days of his administration, of the probable future of the School.In his personal contacts as an administrator, he was considerate in theextreme. Administrative rulings were presented forcefully but tactfully.He was ever mindful of the interests of his secretaries and devoted muchtime to promoting their happiness and welfare. He was extremelyinterested in the students and gave unselfishly of his time to helpingthose who were ill or in trouble. The correspondence on file in the officereveals numerous ways in which he served as friend, counselor, andadviser to a surprisingly large number of students during the five yearsof his administration.290 THE UNIVERSITY RECORDMr. Parker's second book appeared in 1915, just three years after thepublication of his first book. From 191 1 to 19 14 he was busily engagedin summarizing materials and in collecting appropriate examples of goodteaching. The point of view adopted by Mr. Parker in his Methods ofTeaching in High Schools is thatefficiency and economy in instruction are facilitated by (1) radically adapting allinstruction to contemporary social needs, (2) basing methods of instruction on soundpsychological principles that have been determined, as far as possible, experimentally,and (3) applying principles of scientific management to the conduct of all teaching.The first of these standards eliminates processes that have no direct social value; thesecond eliminates waste of effort resulting from the use of uneconomical and ineffectivemethods of learning; the third eliminates waste of time which results from failure tostandardize materials and processes.In the preparation of this book, Mr. Parker made a deliberate studyof the technique of textbook-making. This technique included themechanics of the book, the style of composition, and the selection andarrangement of the subject-matter. Every detail was considered withthe greatest care. He went far afield to secure apt and original illustrations. Each chapter was organized so that important relationships wereemphasized. Typographical devices were included which would aid thereader in a rapid mastery of the essential points. He eliminated nonessentials from each discussion and presented fundamental issues withexamples and illustrations which set them forth most clearly.When the book was published, it was recognized at once as a contribution of the greatest importance. It contained an exhaustive summaryof the scientific literature in the field of methods. It challenged principlesof teaching for which there was no supporting evidence. It stimulatednation-wide discussions of the validity of current classroom practices,and it led to numerous experiments and investigations in the field of high-school teaching. It undoubtedly did more than any other book toestablish a science of methodology and a scientific attitude toward problems of method. It also met with the heartiest approval of administrators and teachers in the field, as evidenced by the fact that it soon rankedamong the best-selling educational books in the country.In 191 1 Mr. Parker was elected secretary-treasurer of the NationalSociety for the Study of Education, in which capacity he served for fouryears. One of the major responsibilities of that office was the editing ofyearbooks published by the Society. When he undertook this work, theyearbooks were frankly in disrepute. Before publishing additionalnumbers, he made a careful study of the problem of editing material,SAMUEL CHESTER PARKER MEMORIAL SERVICE 291similar to the study of textbook construction to which reference has beenmade. Radical improvements were soon apparent in both the contentand the form of the yearbooks. Under his editorship, they gained a widerecognition which they have enjoyed ever since. The members of theSociety have repeatedly expressed their keen appreciation of the valuableservice which Mr. Parker rendered so generously and faithfully in hiscapacity as editor.The administrative period of Mr. Parker's professional career terminated with his resignation as Dean of the College of Education in thespring of 1916. During the last period of his career he limited his professional activities to teaching and writing. Although he was seriouslyhandicapped by his physical condition, the period since 19 16 has been oneof tremendous productivity. His book entitled Exercises for Methods ofTeaching in High Schools was published in 19 18. His General Methodsof Teaching in Elementary Schools came from the press in 19 19. The companion volume of that book, entitled Types of Elementary Teaching andLearning, appeared in 1923. The manuscript of a final book, entitledUnified Kindergarten and First-Grade Teaching, which was prepared incollaboration with Alice Temple, is ready for publication. Four notablevolumes in eight years is a record rarely equaled even under the mostfavorable circumstances.Exercises for Methods of Teaching in High Schools, published in 19 18,includes two types of material. The first type consists of numerousconcrete exercises which give the students "practice in interpreting thediscussions of the textbook and in applying these to the solution of realproblems." The second type of material includes directions for teaching the course in methods and directions for special assignments for papersto be prepared by the students. There were three motives which guidedMr. Parker in the preparation of this book. He believed most heartily inthe recent movement to apply problem-solving methods to the teachingof the social sciences. He felt the need of supplying students with concrete situations about which they can organize their thinking. Finally,he wanted to make the wealth of examples and problems which he hadcollected available to all who teach courses in high-school methods. Thebook serves as an excellent example of his tendency to systematize,organize, and routinize any procedure or practice of genuine value.The two volumes on elementary-school methods may be discussed asa unit. When Mr. Parker began their preparation, he intended to publishthe material in one book, comparable in scope to his Methods of Teaching292 THE UNIVERSITY RECORDin High Schools. Long before the manuscript was ready for the printer,he found that he had far more material than he could publish in a singlevolume. He accordingly revised his outline, assigning to one book discussions of the general principles of method which apply to elementary-school teaching and to a second volume discussions of methods, techniques,and devices which are used in special types of learning, such as handwriting, reading, problem-solving, and enjoyment.There are four characteristics of these books to which their largesuccess may be attributed. In the first place, Mr. Parker emphasized thesocial aims of education so clearly and forcefully that they instantly takeon new significance for the reader. In the second place, he reduced tovery simple terms the results of recent scientific experiments concerningthe teaching of various subjects so that they can be interpreted andapplied by classroom teachers. In the third place, both volumes are fullof examples of good practice, taken largely from the course of study andthe classrooms of the University Elementary School. Finally, he made aspecial effort to adapt the books to the needs of young people who arejust beginning their work as teachers. The extent to which he wassuccessful is shown in a sense by the fact that 9,500 reprints of a series ofarticles, entitled "How to Teach Beginning Reading," which laterappeared in the book entitled Types of Elementary Teaching and Learning, were called for by the school people of the country within a very fewmonths. Both volumes on elementary-school methods are destined towield tremendous influence during the next decade in modifying andimproving the content and method of elementary instruction.The title of the book on which Mr. Parker and Miss Temple collaborated, namely, Unified Kindergarten and First-Grade Teaching, suggests its fundamental purpose. As expressed by the authors, it is "tohelp prospective kindergarten and first-grade teachers to understand anduse methods of teaching that co-ordinate closely the activities of pupils inthe kindergarten and primary grades." Mr. Parker became deeplyinterested in the possibilities of kindergarten education several years agowhen giving courses in methods to prospective kindergarten teachers.In his book entitled General Methods of Teaching in Elementary Schoolshe gave generous recognition to the problems of kindergarten teaching.It was while gathering material for this book that he became keenlyaware of the dearth of literature pertaining to the kindergarten in itsmodern form and particularly to its place as an integral part of the elementary school. Certain chapters of the manuscript have already beenpublished as articles in the Elementary School Journal. There is everySAMUEL CHESTER PARKER MEMORIAL SERVICE 293reason to believe that the new book will prove eminently successful ineffecting needed reforms in both kindergarten and primary instruction.Mr. Parker had not completed his program of writing. It is doubtful if one of his vision and insight ever could. He had mentioned to hisfriends among the Faculty and students at least five subsequent publications. The first two were to be radical revisions of his Methods of Teaching in High Schools and the exercise book which accompanies it. Thecontents of these books were to be divided into two volumes comparableto his treatment of elementary-school methods. The material in manyof the chapters was to be enriched, and new chapters emphasizing recentdevelopments in high-school teaching were to be included. Carefullyselected exercises were to appear at the end of each chapter rather thanin a separate book. The third publication was to be a monograph onthe place of memory in learning. The fourth was to be a treatise onmental hygiene which he hoped would prove of value to students inavoiding injurious fatigue or breakdown. The fifth was to be the crowning accomplishment of his life-work and was to interpret modern education in terms of its leaders. With his unusual capacity to distinguish thesalient characteristics of his contemporaries, this volume would have beenof inestimable value.A record of the professional ideals, activities, and accomplishments ofMr. Parker would not be complete without reference to his characteristics as a teacher. In the organization and conduct of class work he wasguided by three strong convictions, namely, that the definite mastery offacts and principles is essential to effective learning and to constructivethinking, that facts and principles should be expanded by numerousconcrete examples and illustrations until their significance is clear, andthat specific training is needed in the application of facts and principlesto problem situations. These principles of procedure explain in a largemeasure the specific assignments, the animated lectures and discussions,and the employment of problem-solving exercises which characterized histeaching.Mr. Parker made conscious application of the principles of economyand business management in all routine phases of teaching. He possessedthe most remarkable ability in combining lecture and discussion, materialfor serious thought and humor, and scientific evidence and personalexperience. He was a genius in illustrating established principles withconcrete examples. He ranked without an equal in ability to describeto his students the personalities of leaders in education and to analyzethem as scientists, teachers, or citizens. He secured a remarkable grip294 THE UNIVERSITY RECORDon his students because of his keen personal interest in them, his willingness to discuss problems with them, and his eagerness to help those whowere in trouble or who needed personal advice. He possessed to a verygreat degree the ability to stimulate interest in significant problems andcontroversies and to inspire students to devote their lives to the scientificstudy of vital issues.For these reasons Mr. Parker's work will go on, and the monumentalstructure which he erected will be perpetuated. Furthermore, thememory and inspiration of Mr. Parker as a profound student of educational problems, as a genius among authors and compilers in the field ofeducation, as a vigorous, efficient administrator, as a versatile, stimulating teacher, and as a warm personal friend will always remain with eachone of us.CHARLES LAWRENCE HUTCHINSON1854-1924By J. SPENCER DICKERSONCharles L. Hutchinson, whose death occurred on Tuesday, October 7,1924, was one of the original group of twenty-one Trustees of the University of Chicago, elected in 1890, after they had been selected by theAmerican Baptist Education Society. The membership of these menupon the governing Board gave the institution that standing throughoutthe country which created confidence in the stability and perpetuityof the infant University. How well these men planned and builded,the University of Chicago of 1 9 24 is inspiring evidence. Mr. Hutchinson'spart in the foundation-laying and the upbuilding of the Universitywill be remembered so long as students gather in the noble hall whichhis generous gift made possible, whenever they enter that court wherethe marble fountain he provided as the central feature of the quadranglesplashes amid the flowers his thoughtfulness so often renewed.Mr. Hutchinson was elected Treasurer of the University at thebeginning of its history, an office which he held until his death. Foryears he served as chairman of the Committee on Buildings and Grounds,and no little of the credit for the consistent excellence of the buildingswhich adorn the University quadrangles is due to his constant care,his good judgment, his familiarity with the world's best architecture, hisknowledge of what constitutes beauty of mass and line and ornament.He was the chairman of the first Committee on Finance of the Board ofTrustees, and from the date of his appointment until his strength beganto fail he was one of its active and useful members. His position asone of Chicago's trusted bankers enabled him to help the growinginstitution when it needed financial assistance and to guide its financialpolicy when its endowment mounted to millions. For years he wastreasurer of Rush Medical College, now a part of the University, as wellas one of its trustees. Thus for nearly a generation he gave his interest,his time, his influence, his experience, his money to make the Universityworthy of the city whose name it bears and of the cause it serves.Naturally, the interest of the University community centers in theinvaluable contribution Mr. Hutchinson made to this institution he so29s296 THE UNIVERSITY RECORDlong and so efficiently served, but his labors on behalf of the Art Institute,of which he became president' when it was organized, were a conspicuouselement in the remarkable growth of that museum and art school. Hewas active in promoting numerous associations which strove to aid theaged, the sick, and the needy. He was interested in church and Sundayschool. He was willing to devote his time and experience to publicaffairs. He was a helpful, generous, loyal citizen of the city in whichhis life was passed.Mr. Hutchinson was born in Lynn, Massachusetts, on March 7,1854, and was therefore in his seventy-first year at the time of his death.He was vice-president and director of the Corn Exchange National Bank,a director of the Northern Trust Company, and one of the officers of theIllinois Merchants Trust Company, into which the Corn ExchangeBank has recently been merged. He was one of the directors of theWorld's Columbian Exposition and chairman of its commission on finearts. Doubtless it was due, in part at least, to his efforts that the buildingin which was exhibited the most complete display of the world's artachievement ever seen in the United States was saved from destructionat the close of the World's Fair so that it might house the Field Museum'scollection. This building in Jackson Park will be bequeathed to futuregenerations as one of the most architecturally successful of modernpublic edifices.Mr. Hutchinson in 188 1 married Frances Kinsley, who survives him.Their home on Prairie Avenue and later that on the North Side wasbeautified by well-selected and famous paintings and other works ofart. Their charming home at Lake Geneva was placed amid trees andshrubbery and flowers, both wild and cultivated, which were cared forwith the skill of a professional and the enthusiasm of an intelligentamateur.[Dr. Thomas W. Goodspeed is preparing for the January Record a biographicalsketch and character study of Charles L. Hutchinson, in the same form as others ofthe series of University of Chicago Biographical Sketches which has found wideacceptance. — Ed JRICHARD GREEN MOULTON,CHARLES ZUEBLIN, ANDEDWIN ERLE SPARKSBy VICE-PRESIDENT JAMES HAYDEN TUFTSThe passing during the summer of three former colleagues, who hadan especially important part in the development of the extension workof the University during the early years, and who were all unusuallylovable personalities, brings a feeling of bereavement to those of us whosememory reaches back to the days of the University's beginnings.Originally the organized extension work included lectures, class study,and correspondence work. All these were important in the conceptionof the "larger University" which President Harper cherished. Thesuccess of this work in the early years, which did so much to make theUniversity of Chicago favorably known not only in Chicago but throughout the Middle West and beyond, was due in great measure to theunusual capacities of Richard Green Moulton, Charles Zueblin, andEdwin Erie Sparks. All three were men of enthusiasm for their respectivesubjects. All three had the gift of clear and direct statement. All threewere attractive in manner and had genuine interest in presenting thework of scholarship to the larger public.It does not seem long since Professor Moulton was among us, afigure both scholarly and genial, a man whose enthusiasm kindled a likespirit in all his associates, and whose influence even upon the youngeststudents among whom he worked was unique. Coming from England,where his first notable successes as a lecturer were achieved, he broughtto America and to the University of Chicago the essence of Britishscholarly tradition. He brought also a generous conception of educationfor the community and a body of well-tempered methods, which madehim from the outset a distinctive figure. He was an innovator. Assuch he assumed a rightful place at a time when pioneers in educationwere establishing the reputation of the university. At our Universityhe has left no successor in the extra-mural field.To recount briefly Dr. Moulton's life-history: He was born in Preston,England, May 5, 1849. He came of a distinguished and intellectualfamily, including the late W. F. Moulton, the well-known New Testamentscholar, a brother of Richard. Both these brothers inherited a love of297298 THE UNIVERSITY RECORDscholarship both religious and literary, and the sons of W. F. Moulton,the late James Hope Moulton and W. F. Moulton the second, havecarried on the family tradition.Richard Green Moulton was given the kind of education that wasto be expected in view of his parents' conception of what an educationmeans. His first school days were spent at New Kingswood School,Bath, and^at Clevedon College, Northampton. He became a scholarof Christ's College, Cambridge, won an exhibition at London University,was graduated from both, and in 189 1 received the degree of Ph.D. fromthe University of Pennsylvania. In 1874 he was made lecturer in Englishliterature at Cambridge University. After sixteen years he was appointed*lecturer to the American Society for the Extension of University Teaching, and a year later lecturer to the London Society for the Extension ofUniversity Teaching. When the University of Chicago opened its doorsin 1892 he was elected Professor of Literature in English. As he interpreted the function of his chair it was to present the great classics of theworld's literature, particularly those which have found such fittingtranslation into English as makes them in a sense a part of Englishliterature. Deuteronomy, Job, and the Greek tragedies lived again inhis presentations. In 1901 the title of his chair was changed to that ofProfessor of Literary Theory and Interpretation, but there was nofundamental change in his message. His selection was one of the mostfortunate instances of the far-seeing vision of President Harper.From the year of his appointment until his retirement from activeservice here, Richard Green Moulton toiled as few men have toiled tobring to a public far beyond the University quadrangles his message ofthe beauty of literature and the beauty of religion. He taught classes,many of them undergraduate classes, in which the works of Shakespearewere illuminated in a new way for young students; he traveled far andwide, lecturing to large, popular audiences; he wrote book after book.He worked without sparing his strength. His voice and pen were neveridle, and both were at the service of the University and of the peoplethroughout the years.Writing of the religious strain in Dr. Moulton's temperament andwork, a writer in the London Times of August 16 comments as follows:R. G. Moulton was in no sense a student of theology, but he cared for it immenselyfrom the literary standpoint. He wrote books on The Literary Study of the Bible,of which a second edition appeared in 1899; The Modem Readers1 Bible; The Bibleof a Single View (1918); The Modem Readers' Bible for Schools, of which the NewTestament volume appeared so lately as 1920. The first of these volumes is probablythe best known. In the last book he arranged the various books of the Bible in theorder in which, in the judgment of the editor, they may best be, to use his own words.R. G. MOULTON, C. ZUEBLIN, AND E. E. SPARKS 299"felt to draw together with a connectedness like the unity of a dramatic plot." Apartfrom all religious questions connected with the Bible, Moulton promoted by everyeffort in his power its study as a piece of great literature. His arrangements of thebooks of the Bible, his literary introduction, and his notes served this purposeadmirably.The same article mentions:Moulton insisted on the value of a classical education for the better understandingof the literature of the past Moulton perceived that the Latin races of theContinent preserve, as they always have preserved, in their practice as well as theirtheory, some of the main traditions of the literatures of Greece and Rome. He alsoperceived America growing and thriving immensely, dependent for her literary teachingalmost wholly on English traditions, and applying these traditions with a laxness anddiffuseness which carried them still farther from the ancient models. This laxness anddiffuseness Moulton set himself to check, and he performed his task with genuineenthusiasm.Thus far the London Times — but Professor Moulton's friends did notthink of him as primarily setting himself "to check77; his whole attitudewas rather that of presenting so effectively the finest expressions ofthought and emotion that these would of themselves take possession ofthe student7s mind. His whole attitude was positive rather thanrestrictive.Of Dr. Moulton's books, there may be mentioned, besides thosealready spoken of: Shakespeare as a Dramatic Artist; The Moral Systemof Shakespeare, later called Shakespeare as a Dramatic Thinker; TheAncient Classical Drama; World Literature and Its Place in GeneralCulture, and the Modern Study of Literature,During his most active years as a lecturer, Dr. Moulton gave interpretative readings which made a strong appeal to University Extensionaudiences, and he journeyed from city to city almost continually. Laterhe found himself unable to travel so much, but he still taught large classesof University students. Finally, at the age of seventy-one, he soughtrest in retirement, and returned to his native England. He died at hishome in Tunbridge Wells, August 15. The funeral, which was heldAugust 17 and was conducted by Rev. W. F. Moulton, ProfessorMoulton's nephew, was attended by President and Mrs. Burton, whowere at Salisbury, England, when advised of the death of the notedShakespearian scholar. Writing of Dr. Moulton7s later activities,President Burton said in a letter:Professor Moulton had been since his return to England increasingly active inwriting and lecturing, especially the latter, until about six months ago, when perniciousanemia began to develop, eventually causing his death. He had appointments tolecture at Cambridge this summer at just about the time of his death.So passed a great scholar and teacher.300 THE UNIVERSITY RECORDProfessor Zueblin died the fifteenth of September at his Europeanhome near Geneva, Switzerland. Newspaper despatches say that atthe time of his death he was working on his latest book, AmericanHistorical Characters. The statement that Professor Zueblin was atwork almost up to the last has the ring of truth, for few men have established a record for more active and determined effort. It was in thenineties and the early nineteen hundreds that he most impressed himselfupon the University of Chicago and its community, and that he carriedthroughout the Middle West and even farther the messages which he hadto give. He became an Instructor in Sociology in the University in1892, thus forming one of the first group of Faculty men. When heleft the University to lecture and teach elsewhere, he was a full Professorof Sociology. Like Professor Moulton, he was one of the popularfigures in University Extension lecture work. He was an unusuallyforceful and agreeable speaker, and had a magnetic quality on theplatform. Having been a graduate of Northwestern University, oneof his first activities was in connection with the founding of the socialsettlement bearing the name of that university. After forming hisconnection with the University of Chicago, he took a leading part inestablishing the University of Chicago Settlement near the Stockyards.Before entering the field of sociology, he was inclined toward the ministry,and studied both in Garrett Biblical Institute and the theological department of Yale University. His classmates at Yale found him a genialcompanion, whose interest at that time seemed likely to develop in thedirection of oriental language study. The change in his plans from thework of the ministry to that of the lecturer upon civic and social subjectsinvolved no change in his fundamental spirit. His single purpose, whichfound expression on the platform, in books, or in the classroom, was toopen the minds of his fellow-citizens to the possibilities of a better city,a better social order, and a more humane civilization than our presentAmerica knows. He taught usually one quarter in the year within theUniversity quadrangles, but it was as lecturer and writer that he becamemost widely effective. He exercised a strong influence in many communities. A friend of the present writer, visiting in a small city in this regionwhere Professor Zueblin had been lecturing, reported that the wholecity had been set to work reading and studying with reference to improving that city and making it a better place for both old and young.His books include: American Municipal Progress, A Decade ofCivil Development, The Religion of a Democrat, and Democracy and theOverman. He had what a writer describes as a "militant interest inR. G. MOULTON, C. ZUEBLIN, AND E. E. SPARKS 301social betterment," and a mind which divined social tendencies andfaced them courageously. "His books," says the same writer,1 "arenotable for their stimulation of interest in the underlying problems ofsocial organization from a humanitarian standpoint." In this spiritProfessor Zueblin devoted himself, after leaving the University ofChicago, to writing and lecturing. He was fifty-eight years old at thetime of his death.Dr. Edwin Erie Sparks was born in i860 in Licking County, Ohio,a region invested with the interest of early American history. In thisfield of history, particularly as it reflected itself in outstanding personalities, Dr. Sparks was an enthusiastic student and was a member of ourFaculty in this field from 1896 to 1907. Prior to this appointment hehad taught in Ohio public schools, had been a member of the faculty ofPennsylvania State College, and had been a member of the staff of theAmerican Society for the Extension of University Teaching. Dr.Sparks, who received his. Ph.D. from the University of Chicago, becameactive in its extension work, and lectured widely, especially in the middlewestern and southern states. In 1908 he was elected president ofPennsylvania State College, assuming office in June of that year. Underhis administration the college developed from an enrolment of about1,000 to one of more than 3,000 regular students and 2,000 "special"and "short-course77 students. The income of the college increased fromabout $100,000, a year to more than $2,000,000. In 1920, on account ofill health, Dr. Sparks retired and was made president emeritus. Hecontinued to give occasional courses in history. An inspiring teacher andpublic speaker, Dr. Sparks was also a successful writer on historicaltopics. His books include: The Expansion of the American People,Men Who Made the Nation, The United States of America, and FormativeEvents in American Diplomatic History. Dr. Sparks died June 15 last.Springfield [Mass.] Republican, September 25, 1924.DIVIDING THE INDIVISIBLE1By WILLIAM D. HARKINSA colleague recently asked the writer "How can you secure microscopes sufficiently powerful to see inside the atoms ?" Now atoms areso minute that the best microscopes, and even the most efficient ultra-microscopes, are altogether incapable of revealing their existence, sinceit takes one hundred million atoms to give a single line an inch long.Thus microscopes are discarded by the atomic astronomer, and he utilizesany instrument or machine which will give him indirectly facts which bearupon the subject of his investigation. The nucleus of an atom is muchsmaller than an atom, so much smaller that it would require the nucleifrom a million million atoms to fill up the volume of a single atom.Strangely enough the nucleus contains practically afll of the mass or the-material of the atom, and this exists in such a high concentration that thematerial of all of the battleships on earth could be put into a thimble,provided the outer electrons of all the atoms could be swept off, and thenuclei packed tightly together. The present article deals with investigations carried out during the last decade at the Kent Chemical Laboratoryin order to determine the structure and method of building of theseminute bodies, atom nuclei. It will be found that instead of microscopes,the apparatus consisted of the stems of smoking pipes, glass tubes,beakers, flasks, filter paper, etc. However, in general, electrical instruments are the most useful, and the microscope plays its part in revealingthe flashes of light produced upon a phosphorescent screen by the highspeed atomic projectiles ejected by the explosive disintegration of anatom. ; * *Since the time of the early Greeks it has been supposed that anelement could not be torn apart into different substances, but this ideaof the indivisibility of an element had little meaning or importance, andcould not be tested, since there was no knowledge as to what substancesare elements. This defect was remedied by the work of chemists in thelatter part of the eighteenth and the beginning of the nineteenth century,particularly by Lavoisier and Dalton, who firmly established the ideathat such substances as iron, zinc, silver, gold, oxygen, nitrogen, and1 A report of the work of the Kent Chemical Laboratory on the separation ofan element into different substances.302I-io. 3 aFig. 3/) Fig. 3 cexperiments on the separation of an elementFig. 1. — Apparatus for the separation of the element chlorine into different kinds ofatoms, known as atomic species or isotopes.Fig. 2. Apparatus for the separation of the element mercury into mercury of differentdensities, or isotopes. The mercury is boiled in a vacuum in the flasks shown below. Thelighter atoms jump out of the surface of the liquid more rapidly than those which are heavier.The vapor rises into filter-paper tubes shown above. Again the lighter atoms shoot morerapidly through the (liter paper. The mercury in the flask thus becomes heavier and heavier.Fig. 3. — Method of detecting the difference between isotopes, (a) Bottles filled withdiffused mercury and mercury which remained as a residue after the diffusion, (b) Thesamples of mercury have been put into two small flasks known as pyenometers. These havethe same volume," and the weight of the glass is the same, (c) The balance proves theresidue from the diffusion to be heavier than the mercury which has diffused. This showsthat the density of the former is the higher, though both are exceedingly pure mercury.DIVIDING THE INDIVISIBLE 303chlorine are elements or undecomposable substances. By the work ofabout a century the number of known elements grew to eighty-seven, andthe supposition that each element is an individual became firmlyintrenched. In the latter years of the nineteenth century, and evenbefore, some chemists and physicists expressed the idea that atoms of theelements might be broken up by violent means, but no one even suggestedthat the elements as they exist in nature might commonly be mixtures,and only rarely definite individual substances.Such a suggestion arose, however, but only for the radioactive elements, as the result of an important investigation carried out in KentLaboratory by McCoy and Ross in 1907. They found that certainradioactive elements, that is, substances similar to radium, could not beseparated by chemical means. Such chemically identical substances areknown as isotopes (£?0 = same, tope— place). To a chemist they occupya single place in his tables, that is, they behave as a single element chemically. Similar results were obtained by Boltwood at Yale at almost thesame time.There was little suspicion, however, that ordinary elements might bemixtures of isotopes. The possibility that this might be true for somelight elements was indicated by an accidental discovery made by J. J.Thomson of Cambridge, England, in 191 2. By the use of what is knowntechnically as a positive ray apparatus he investigated the element neon.Much to his surprise, instead of finding a single line on the photographicplate for this element, he found two lines which indicated the element toconsist of two kinds of atoms of atomic weights 20 and 22. However,there was some chance that one of these lines might have been producedby an impurity, and a letter written from Thomson's Laboratory in 19 19indicates that the results were not considered as conclusive.For a century chemists had known the relative weights of the atomsof the different elements, or the atomic weights. Originally the atomicweight of the lightest element, hydrogen, was set as 1, but more recentlyit was put at 1.0078 in order that the atomic weight of the most abundantelement, oxygen, might be exactly the whole number 16. This gives theatomic weight 12 for carbon, 55.84 for iron, and 35.46 for chlorine.An enormous amount of work has been done by chemists upon thedetermination of atomic weights, since their values have great importance in the industries. Ten years ago it appeared to the writer that theatomic weights revealed the synopsis of a most remarkable story — that ofthe method of atom building as it has occurred in the remote past, orpossibly is occurring at present. The achievements and discoveries of3°4 THE UNIVERSITY RECORDthe decade which has intervened have fully justified such expectations.Even the synopsis of the story as it was revealed at that time requiresthe space of a book for its exposition, so all that will be presented hereis an account of some experimental accomplishments which resulted fromthe suggestion given by the atomic weights, together with the mostintimately related theory.The first step in this direction was taken by the announcement earlyin 19 1 5 of the law of the constancy of the packing effect, which hasbecome universally known as the "Whole Number Rule for AtomicWeights." In 181 5 Prout assumed that if a hydrogen atom has aweight of 1, then the atomic weights of all of the other elements are alsoexactly whole numbers. That is, the atomic weight of any atom isexactly the sum of the atomic weights of the hydrogen atoms from whichhe supposed it to be built. During the latter part of the nineteenthcentury Prout's idea was discarded. For the past quarter of a centuryit has been customary to consider that the hydrogen atom weighs1.0078. Now the law of the constancy of the packing effect indicatedthat when heavier atoms are built up from the constituents of thehydrogen atom (these are known as positive and negative electrons),there is a loss of mass, known as the packing effect, equal to 0.77 percent in most cases, so that most of the atomic weights are very close towhole numbers. When this whole number rule was first stated by thewriter it was predicted that the atomic weights of actual types of atomsof the first 28 lighter elements, with the exception of hydrogen alreadynoted, probably do not deviate more than 0.1 per cent from wholenumbers, and that the atomic weights of individual atoms of the heaviestelements are also close to whole numbers. The theory indicated thepossibility and even the probability that for some elements of intermediate atomic weight the atomic weights of specific types of atoms maybe somewhat less than the nearest whole numbers. This whole numberrelation for the atomic weights is now amply confirmed, and constitutesone of the strongest factors in the evidence which indicates that all ofthe other elements are built up from hydrogen, or more exactly from itstwo electronic constituents as stated above.The mass lost when hydrogen is thus converted into heavier elementsmay be supposed to appear as heat. In 191 5 a paper from this laboratorypointed out that if one pound of hydrogen with a value of one cent wereto be converted into helium, or into any other element, the amount ofheat liberated would be equal to that given by ten thousand tons of coal,or a sufficient amount to heat a house for five hundred years. LaterDIVIDING THE INDIVISIBLE 305this idea was expanded by a number of astronomers into the theory thatthe heat of the sun and the other stars, and therefore the heat of theearth is largely due to the liberation of heat by this sub-atomic processin which helium is formed.Another indication of the whole number rule was that more than 75per cent of the elements are mixtures, since the atomic weights of only afew of the elements are whole numbers. Indeed, of the 92 elementsnearly all of those of numbers 28 to 92, with the exception of only a fewelements of odd number like iodine, were indicated as mixtures, and thisprediction has been fully verified by experiment. It seemed more important, however, to test the rule among the light elements, and here themost marked seeming exception was chlorine, with an atomic weight35.46, or almost as far from a whole number as is possible. The theoryindicated the existence of a lighter isotope of atomic weight ^$, and theprobability that the atomic weight of the heavier isotope would be 37.It would seem exceedingly simple to test these ideas, since chlorine isa gas, and ordinary gases of different weights are easily separated fromone another by diffusion through the walls of the long stems of churchwarden smoking pipes, which are pipes of porous porcelain. Thus if agaseous mixture is passed into the stem of the pipe, the lighter of the twogases passes through the walls more readily than the heavier, so the heavygas becomes concentrated inside the stem, provided this is sufficientlylong.The only argument against the success of such a process was that ofexperience, since no element had ever been separated into lighter andheavier fractions by any means whatever, while diffusion processes havebeen extensively used for the past century. This argument was emphasized by physicists and chemists consulted by the writer before beginningthe attempt to split up the element. In particular one well-knownphysicist gave it as his opinion that the diffusion experiments alreadyperformed would undoubtedly have separated such elements into partsif they were capable of such separation. This idea also seriously impededthe work after it was begun, since it was difficult to secure the necessaryassistance, which was essential on account of the fact that such a processdepends upon almost constant attention, so that the duties of teachingnot only interfere with, but practically destroy all chances of success.During the year 1916-17 the writer had a capable assistant, W. D.Turner, and a good separation would have been attained two yearsearlier than was actually the case, if the apparatus could have beenoperated for an additional three months.306 THE UNIVERSITY kECORDHowever, an entirely new attempt begun by C. E. Broeker andthe writer in October, 1919, gave a specimen of chlorine with a higheratomic weight than that of ordinary chlorine, thus demonstrating theelement to be a mixture. The determinations of atomic weights carriedout in January, 1920, proved definitely that the diffusion had given thefirst separation to be attained of an element into different parts known asatomic species, or isotopes.The apparatus (Fig. 1) consisted of long trains of the stems of smoking pipes, inclosed in glass tubes. Four independent separations of thechlorine have been made, and in these processes some tons of chlorinehave been passed through the small apertures in the stems, an extremelytedious process.Early experiments on the diffusion of gaseous elements seemed todemonstrate the elements to be individuals and actually elementary,which is not at all true. Thus, far-reaching conclusions of the utmostimportance were drawn from incomplete experimental results. Theprimary cause of error was that the experimenters believed that theelements could not be separated; they did not have, therefore, the greatpatience and faith necessary to obtain correct results; for it takes faithto cause a worker to keep gases passing through pipestems month aftermonth, without any hint that results are being obtained, and when thegeneral opinion is that the attempt to divide an element by such a mildprocess is an altogether foolish one.In later work in the laboratory both zinc and mercury have beenseparated into isotopic fractions of different densities. While the separation of mercury is not so fundamentally important as that of chlorine, itis very much easier to accomplish, and is of considerable interest onaccount of the fact that mercury is used in the determination of two ofthe most fundamental electrical units, the ohm and the volt, or thestandards of resistance and potential. Now it happens that the value ofthe ohm in use was established by an international conference in Londonin 1908, and is based on the idea that mercury when pure has only onedensity. At present, however, there are many samples of mercury ofdifferent densities in Kent Laboratory, and the value of the ohm wouldvary according to which sample is chosen for the determination. Theohm and the volt are of fundamental importance in connection with allof the world's electrical industries, so the problem of their exact determination is of great interest to the U.S. Bureau of Standards and similarbureaus in other countries. The various kinds of mercury now beingproduced in this laboratory are to be used by the Bureau of Standards inDIVIDING THE INDIVISIBLE 3°7work upon the ohm and the volt, and the Bureau is co-operating with theUniversity in meeting the expense of the separation. The process iscarried out by diffusion of the hot vapor of the metal through filter paper,and the apparatus used is shown in Figure 2 as reproduced from amotion-picture film.The difficulty of separating isotopes may be illustrated by the factthat no sample of mercury which we have obtained by purchase differsin density by as much as y-flW of * Per cent from any other sample, andthis minute difference is presumably caused by the process of purificationto which we have ourselves subjected the mercury. As found by Professor Baxter of Harvard, the nickel in the meteorites has the sameatomic weight as that on earth, which shows that the mixture of the twoisotopes of nickel has the same composition in both. The isotopes inmany elements differ considerably in atomic weight, and in one caseby as much as 17 per cent, yet in no case has a separation of isotopes beeneffected by nature in the billions of years of the existence of the elements.At least there has been no separation sufficient to have been detected.All of the methods in use for detecting the difference between isotopesdepend upon differences of mass or weight. Figure 3 is taken from amotion-picture film which illustrates in a simple way the differencebetween the isotopes of mercury. Two small flasks, known as pyc-nometers, are made to have the same mass and volume, and each is filledwith the same volume but by the different samples of mercury producedby diffusion. When these are placed upon the pans of a balance thedifference between the two kinds of mercury is made apparent, since oneis shown by a depression of the balance pan to have a higher density thanthe other.The difference between isotopes may be explained very simply. Thusthe nucleus of an atom of chlorine of atomic weight 35 is built up from35 hydrogen nuclei, each of unit weight. Each hydrogen nucleus is apositive electron and carries a unit positive charge, making 35 positivecharges in all. These positive electrons are held together by nearlyhalf as many negative electrons. Thus 18 negative electrons are present. These neutralize the charge of 18 positive electrons, so the effectivepositive charge on the nucleus is 17, and 17 is said to be the atomicnumber of chlorine. Now it is evident that35-18=1736-19=1737-20=17or in general P — N = 1 73o8 THE UNIVERSITY RECORDThus, numerically any number of atom nuclei of positive charge 17 arepossible, and these would have the atomic weights 35, 36, 37, 38, etc.However, of all of these only two, those of 35 and 37 atomic weight, arestable enough to exist in quantities sufficient to allow their detection.The stability of atoms is a most important problem, since upon therelative stability of atoms depends the composition of all of the materialsutilized in human existence. The most important of the stability relations of atoms thus far found have resulted from the hydrogen-heliumtheory of atom building as published from this laboratory in 191 5.According to this theory most atoms are built entirely from helium, anda smaller number from helium with hydrogen added on. Since, however,helium itself is supposed to be formed from hydrogen, the latter is themore elementary. During the decade which has intervened a great massof evidence in favor of the theory has been collected, and no facts whichhave been discovered speak against it.Now the hydrogen-helium theory did not suppose the elements to bebuilt up from atoms of hydrogen and helium as such, since the hydrogenatom consists of a positive electron or proton as a nucleus and a singleelectron which moves in an orbit as a planet. The helium atom consistsof a positively charged nucleus, called an alpha particle, and two negativeplanetary electrons. The theory indicated that as many as 10 alphaparticles may unite to form the nucleus of a single atom, such as calcium,without the use of any other particles to cement them together, but inorder to form much heavier atoms, some negative cementing electronsmust be included. Electrons of the cementing electron type are shotoff at high speeds in the disintegration of radioactive atoms. Lessabundant atom nuclei may be supposed to be formed by the addition ofprotons and electrons to the nuclei already built up from alpha particles.However, so far as composition alone is concerned any atom may berepresented as built up from the proper number of hydrogen atoms.Thus a hydrogen atom consists of one proton (p) and one electron (e),so it may be represented as pe. An atom of iron consists of 56 protonsand 56 electrons, which may be designated as (pe)56. The same numberof protons and electrons would be given by 56 hydrogen atom®, or HS6,and it is only in this sense that iron is built up from the constituents ofhydrogen. A calcium atom consists of 40 protons and 40 electrons(^4<Ao) but while all of the 40 protons enter the nucleus only one-halfof the electrons are nuclear, and the other half (20) rotate outside asplanets. Since there are 40 positive and 20 negative charges on thenucleus, the net charge is 20 positive. The number of positive charges onDIVIDING THE INDIVISIBLE 309the nucleus may be designated as the number of the element, calledtechnically the "atomic number." The nucleus of the calcium atom(p4oe20)20 is probably built up from 10 alpha particles, as suggested above.The nucleus of a helium atom, or alpha particle, may be supposed toconsist of 4 positive electrons and 2 negative electrons, and 4—2 = 2 givesthe positive charge on the nucleus as equal to 2, so the atomic number ofhelium is 2. According to the helium theory the most abundant elementsshould consist largely of atoms built from helium alone. If the theory isjustified the most abundant elements would be those of even atomicnumber, and the atomic weights of the most abundant atomic speciesshould be divisible by 4; and both of these are true. Thus Figure 4demonstrates conclusively that in the meteorites each element of evenatomic number is very much more abundant than the odd-numberedelement which immediately precedes it, or than the odd-numbered element which immediately follows it. On earth, too, the even-numberedelements are much more abundant than those which are odd, and it ispossible that the foregoing rule holds for the earth as a whole, althoughthis is almost too much to expect, since atoms show great specific differences in stability. However, the adherence to the rule on earth is trulyremarkable. The crust of the earth need not represent the compositionof the interior any more than that of the rind of the orange indicates whatis inside. There are, however, certain elements known as rare earthswhich are very difficult to separate in the laboratory. Therefore in thepast history of the earth it is probable that these elements would havebecome separated less than any others. In 191 7 the writer showedthat the rule would apply to these elements. Recently extensive X-rayinvestigations of rare earth minerals have been carried out by ProfessorV. M. Goldschmidt and L. Thomasson of the University of Christianiaand they state, "Certainly this rule in regard to the relative scarcity ofthe odd numbered elements as compared with the adjacent even ones,holds." Their results are illustrated in Figure 5.Gold, atomic number 79, is a very rare element, and probably wouldnot be known at all if it had not been collected together during billions ofyears by the segregative processes which have taken place. There aretwo general relations which indicate the rarity of such an element. First,no element of atomic number higher than 30 is at all abundant, since theheavy atoms are less stable than those which are light, and it is probabletoo that the light atoms are formed first and hold the material. Second,gold is an odd-numbered element. If we knew how to cause the changeto occur, an atom of gold could be produced by the loss of a hydrogen3io THE UNIVERSITY RECORDnucleus or positive electrpn from the nucleus of an atom of mercury, of ahelium nucleus from the nucleus of an atom of thallium, or of a negativeOABUNDANCE OF THE ELEMENTSSiMG FEI6 8 12 14 16 20 22 24 26 28ATOMIC NUMBERSFig. 4. — Abundance of the chemical elements in the meteorites (atomicpercentage).electron from the nucleus of an atom of platinum. That this has not beendone is because no idea has been developed as to how to cause any one ofthese processes to occur.DIVIDING THE INDIVISIBLE 3HOther simple relations of a simple numerical form are fundamentallyimportant in atom building, and a few of these, as developed in connection with the hydrogen-helium theory, are listed below.1. In almost all atoms the number of nuclear negative electrons iseven. This is possibly the most important of all of the stability rela-57 5$ 59 60 61 62 63 64 65 66 67 68 69 70 71.La Ce Pr Nd Sm Eu Gd Tb Dy Ho Er Tu Yb CpFig. 5. — The height of each point represents the abundance of the rare earthelement in minerals on the surface of the earth. Obviously each element of evennumber (number given below) is very much more abundant than either adjacentelement of odd number. This accords exactly with the predictions of the hydrogen-helium theory of atom building developed eight years before the work representedabove was done by Goldschmidt and Thomasson.tions and indicates that the negative electrons in atom nuclei areassociated in pairs.2. The charge on the nucleus of most atoms is even, that is, as shownabove, the most abundant atoms are those of elements of even atomicnumber.312 THE UNIVERSITY RECORDi3. In most atoms the number of positive electrons is even, and morecommonly divisible by 4 than by 2 (and not by 4).4. Elements of even atomic number contain in general a considerably greater number of atomic species, that is of isotopes, than elementsof odd number.5. In elements of even atomic number the most abundant species arethose of even atomic weight.6. In elements of odd atomic number the isotopes are almostexclusively of odd atomic weight.Thus there are many periodicities of 2 in the numerical relations ofatom nuclei, and a number of others might be cited. These periodicitiesof 2 are of interest since 2 is the positive charge on the nucleus of the atomof helium, and the periodicities of 4, since 4 is the atomic weight of helium.By mapping the elements by means of a three-dimensional plot the writerhas secured additional extensive evidence that the elements are largelyintra-atomic compounds of helium.7. In general the 28 lightest elements are abundant, while the 64heavy elements are extremely rare.The most remarkable evidence for the higher stability of theelements of even atomic number as compared with that of odd number,as predicted by the theory in 1915, was obtained in the experiments ofSir Ernest Rutherford, beginning in 1919. He was able to disintegrateatoms of the elements of odd atomic numbers 5, 7, 9, n, 13, and 15,which proved to be relatively unstable. Furthermore hydrogen (thehydrogen nucleus) was the product liberated, exactly in accord with thetheory. Later he was able to disintegrate the adjacent elements of evenatomic number, but they proved to be, as expected, very much morestable. An investigation to determine if helium nuclei (alpha particles)are driven off, is in progress in Kent Laboratory.In addition to those named in the paper, the following men haveparticipated in some portion of the work described in part in the presentpaper: E. D. Wilson (Ph.D., 1915), R. E. Hall (Ph.D., 1916), LesterAronberg (Ph.D., 1917), W. D. Turner (Ph.D., 1917), Anson Hayes(Ph.D., 1921), R. S. Mulliken (Ph.D., 1921), S. K. Allison (Ph.D., 1923),Samuel Leo Madorsky (Ph.D., 1923), R. W. Ryan (Ph.D., 1923), F. A.Jenkins, E. C. Buckner, W. A. Mann, and B. R. Mortimer.THE NON-VOTING SURVEYBy HAROLD F. GOSNELLResearch work in political science has usually been confined to theanalysis of written and printed materials. During the past year anattempt was made by the Department of Political Science to make useof the city as a laboratory for studying a concrete political problem.Non-voting was the subject selected for this type of analysis. In manyways this selection proved to be a fortunate one. Non-voting is certainly a matter which challenges investigation in this country, as therecord set for popular participation in government is the poorest of anyof the leading democracies of the world. The subject is one in whichthere is great interest, as the newspapers and magazines are full of armchair generalizations regarding it. From the standpoint of the investigator, the subject is a baffling one, and, consequently, one which demandsclose attention and continued effort. A complete catalogue of the socialsituations which crowd out the electoral function was, of course, out ofthe question. The results of the efforts made by two members of theFaculty and a group of graduate students which varied in number fromsix to twenty to delve into a considerable number of these situations hasnow been made public.1 The voting records were carefully analyzedand compared with special tabulations of the number of adult citizensin selected areas, a questionnaire was sent to over two thousand precinctcommitteemen, and over six thousand non-voters representative of thedifferent nationalistic, economic, and sectional groups in the city wereinterviewed personally. The work was done under the general supervision of the Local Community Research Committee of the social sciencedepartments and funds from the Laura Spelman Rockefeller Memorialmade it possible to conduct the investigation in a thorough fashion.The study was made of a particular Chicago election and, while ithardly furnishes a basis for generalizations which will apply indiscriminately to all parts of the United States, it is hoped that it does illuminatesome of the dark spots of the problem. The city of Chicago is typical ofthe great urban communities of this country. Its varied social classes,its heterogeneous population recruited from all parts of the world, and1 Non-Voting: Causes and Methods of Control. Gosnell, Harold F., and Merriam,Charles E. Chicago: The University of Chicago Press, 1924.3i3314 THE UNIVERSITY RECORDits complicated governmental machinery furnish a wealth of material forthe study of electoral processes.The empirical study of a practical political problem such as nonvoting furnished excellent training for all who were connected with thework. The number of cases involved was sufficiently large and thedata sufficiently complex to warrant the use of mechanical tabulatingdevices. The gathering of the material and its subsequent handlingrequired careful organization and planting. The need of co-operativeeffort in social research was clearly demonstrated. Those who followedthe study closely gained a much clearer notion than they had had beforeof the uses and limitation of the statistical method in the social sciences.One of the chief sources of satisfaction from the work was the opportunity afforded to establish intimate contacts with interesting people inall parts of the city. The non-voters, when questioned regarding theirfailure to vote, were usually anxious to explain their conduct and raisedfew objections to giving the personal data sought for by the interviewers.The fact that the University of Chicago was back of the survey allayedsuspicions and helped to give the interviewers ready access whereverthey went. Many of the persons interviewed were quite free and unrestrained in their remarks. The investigators thus gained many insightsinto the political and social life of the people living in typical sectionsof the city. They had a chance to study municipal sanitation, the operation of the building code, the effect of the prohibition laws, the methodsand tactics of the precinct captains, the fluctuations in rental values, andthe movements of the population as well as the causes of non-voting.They had occasion to observe something of the community spirit of thepeople, their family pride, their neighborliness, their racial and nationalistic traditions, their party loyalty, and their civic pride. One of theinvestigators made the following interesting comment upon the work:The investigation in this district was on the whole very pleasant. The investigator was hospitably admitted into nearly every home and the persons interviewedtalked freely, not only about their political opinions but also about their other opinionsand affairs — their family difficulties, their employment difficulties, the poor housingconditions and high rents, their churches, their neighbors who "are going to the bad,"the migration, and all of the things that interest them. Indeed the problem of theinvestigator was not to get them to talk but rather to direct their conversation andkeep them on the subject under investigation.Another one of the graduate students engaged upon the studydescribed the value of her experiences as follows:The attitude of a community or class group cannot be studied with any definite-ness from the outside, for in that case the observer merely reads into his survey theTHE NON-VOTING SURVEY 315impressions and ideas concerning the group that he has gathered from other sources,such as books, conversations, classroom discussion, etc. So, as an investigator in thenon- voting survey, where the people in certain districts had to be interviewed personally, I feel that by this method of securing fairly definite information and especiallyby first-hand contact with the psychology and attitudes of the people concerned, amuch fairer and certainly a much more secure method of reaching conclusions has beenestablished.It is not an easy matter to get at real political attitudes. The interviewers were not satisfied with mere excuses but tried to get completeinformation regarding the non-voters and regarding the situations whichstimulated their conduct. The following account of an interview with aforeign-born woman who had never voted illustrates how this was done:Mrs. C, who was born in Italy and spoke English very imperfectly, had lived inChicago twelve years and had not voted in that time. Her chief reason for not votingseemed to be the fact that she never started and could not bring herself to begin, justdid not want to vote. Her husband took the Chicago papers, read, went to politicalmeetings, and she said she just let him represent the family. Very soon she would havea boy old enough to vote, and then "I'll have two voters," as she expressed it. Shesaid the voting booth was near and all conditions surrounding the polls were satisfactory, but she preferred to stay at home and do her work and look after the family.She believed it all right for women to vote, and her husband did not object, but shejust never started and was not going to begin. There was evidently no reason underthe sun why she herself did not vote except that she never broke her habit of stayingat home. Not even the presidential campaign interested her, as she said that shewould not vote in the fall of 1924.A very gratifying feature of the work was the interest shown in it byimportant local officials, party committeemen, journalists, and civicleaders. It was possible in this study to combine theory and practicewithout much injury, it is hoped, to either.EVENTS: PAST AND FUTURETHE ONE HUNDRED THIRTY-FOURTH CONVOCATIONThe One Hundred Thirty-fourth Convocation of the University was held inLeon Mandel Assembly Hall, Friday,August 29, at 4:00 p.m. The Convocation Address, "The International Missionof Universities, " was delivered by JohnMerle Coulter, Professor and Head ofthe Department of Botany. In theabsence of President Burton, Vice-President James H. Tufts made theConvocation Statement.The award of honors was as follows:The Lillian Gertrude Selz Scholarshipfor the young woman who completes thework of the first year with the higheststanding: Helen Elsie Engel.Honorable mention for excellence in thework of the Junior Colleges: CatherineLavinia Baird, Rosebud Elkan, DoraGoldstine, Emily Belle Lamey, MaryFrances Presler, Kate Wood Ray, MaxN. Rose, Harold Frederick Schwede,Edward Boucher Stevens, Lulu KatherineWeber, Isabella Ernestine Williams.The Bachelor's Degree with honors:Jennie Olga Adams, Helen MaryAndrews, Mary Aline Bright, EdithPearl Crawshaw, Florence Reata Eddy,Beth Roxsena Gee, Mary Olive Gillham,Charles Loren Goldberg, Arthur Burn-ham Johnson, Mary Zelene Johnson,Julia Louise Klosterman, Mae FrancesMardorf, Lillian G. Mei, ElizabethChristine Miller, Edgar Stuart Mills, PaulMooney, Vangie Rebecca Morrisey,Agnes Bertha Peterson, William BoothPhilip, Frances Alma Pope, Marion MaeQuint, Mabel Angeline Rossman, FloraMay Sanders, Clara Emma Scholpp,David Shipman, Lillian Augusta Skog-man, Laura Louise Stephens, BelleStrunk, Edna Taul, Vera Phyllis Thome,Mary Catharine Bernice Ullrich, JohnLaurens Van Zant, Irene ThereseWhitfield.Honors for excellence in particulardepartments of the Senior Colleges:Agnes Louise Adams, Kindergarten-Primary Education; Jennie Olga Adams,Kindergarten-Primary Education; Helen Mary Andrews, Home Economics; MaryAline Bright, Education; Mary AlineBright, English; Edith Pearl Crawshaw,History; Edith Pearl Crawshaw, English;Leo Edward Donnelly, Mathematics;Lee Oscar Eagleton, Law; Florence ReataEddy, Education; Arthur Julius Fox,Education; Otto John Habenicht, History; Carmille Parmelia Holley, Mathe-mathics; Arthur Burnham Johnson,Chemistry; Mary Zelene Johnson, History; Mary Zelene Johnson, PoliticalScience; Harold Sprague Kemp, Geography; Julia Louise Klosterman, Latin;Elena Landazuri, Philosophy; Shao YuLiu, Psychology; Mae Frances Mardorf,Education; Mae Frances Mardorf,Botany; Lillian G. Mei, Mathematics;Paul Mooney, Political Economy; EllenMary Olson, Kindergarten-Primary Education; William Booth Philip, Sociology;Frances Alma Pope, English; FerolElizabeth Potter, Home Economics; ClaraSchmitt, History; Clara Emma Scholpp,Mathematics; Esther Violet Schwartz,Education; David Shipman, Philosophy;Lillian Augusta Skogman, Botany;Martha Esther Steele, Romance; LauraLouise Stephens, English; Belle Strunk,Geography^ Edna Taul, English andGeneral Literature; Hessel William Ten-have, Botany; Vera Phyllis Thome, History; John Laurens Van Zant, English;Edith Jane Veggeberg, Botany; IreneTherese Whitfield, French; FlorenceBelle Wickersham, Education.Election to the Alpha Omega AlphaFraternity for excellence in the work ofthe Junior and Senior Years at RushMedical College: Norman Joseph Kil-bourne, Harry Leichenger, Abe Mathe-son, Philip Jack Rosenbloom, LuciaElizabeth Tower, Laird Sumner VanDyck.Election to the Beta of Illinois Chapterof Phi Beta Kappa for especial distinctionin general scholarship: Jennie OlgaAdams, Mary Aline Bright, Edith PearlCrawshaw, Martha Agnes Gose, MaryZelene Johnson, Dorothy Copinger Mead,Edgar Stuart Mills, Julius William Pratt,David Shipman, Belle Strunk, VeraPhyllis Thome (June, 1923), Mary316EVENTS: PAST AND FUTURE 317Catharine Bernice Ullrich, John LaurensVan Zant (March, 1923).^ The certificate in the College of Education was awarded to : Nellie May Cullar,Josephine Eleanor Hargrove, HattieGrace Leech.Degrees were conferred as follows: TheColleges: the degree of Bachelor of Arts,4; the degree of Bachelor of Philosophy,77; the degree of Bachelor of Science,30; the degree of Bachelor of Philosophyin Education, 73; the degree of Bachelorof Philosophy in Commerce and Administration, 13; the degree of Bachelorof Philosophy in Social Service Administration, 3. The Graduate School of Artsand Literature: the degree of Master ofArts, 119; the degree of Doctor of Philosophy, 24; the degree of Master of Artsin the Graduate Divinity School, 13;the degree of Master of Arts in Commerceand Administration, 6; the degree ofMaster of Arts in Social Service Administration, 3. The Ogden Graduate School ofScience: the degree of Master of Science,41; the degree of Doctor of Philosophy,26. The Divinity School: the degree ofBachelor of Divinity, 4; the degree ofDoctor of Divinity, 1. The Law School:the degree of Bachelor of Laws, 4; thedegree of Doctor of Law, 14. RushMedical College: the Four-Year Certificate, 23; the degree of Doctor ofMedicine, 27. The total number ofdegrees conferred was 505.The Convocation Prayer Service washeld at 10:30 a.m., Sunday, August 24,in Hutchinson Hall. At 11:00 a.m. inLeon Mandel Assembly Hall, the Convocation Religious Service was held.The preacher was President Clarence A.Barbour, D.D., Rochester TheologicalSeminary, Rochester, New York.GENERAL ITEMSThe University Preachers for the Summer Quarter were: June 22, ProfessorTheodore Gerald Soares, Ph.D., D.D.,University of Chicago; June 29, Reverend Ivan Lee Holt, Ph.D., St. John'sMethodist Episcopal Church, St. Louis,Missouri; July 6, Professor HerbertLockwood Willett, Ph.D., University ofChicago; July 13, Professor ShailerMathews, D.D., LL.D., University ofChicago; July 20, President Allan Hoben,Kalamazoo College, Kalamazoo, Michigan; July 27, Reverend Miles H. Krumbine, First Lutheran Church,Dayton, Ohio; August 3, Reverend J. L.Craig. Queen's Church, Glasgow, Scotland; 'August 10, Reverend A. W.Fortune, Central Christian Church, Lexington Kentucky; August 17, ProfessorArchibald Gillies Baker, Ph.D., Universityof Chicago; August 24, Principal RobertBruce Taylor, D.D., LL.D., Queen's University, Kingston, Ontario, Canada.An informal reception to summerstudents was held on Monday evening,June 23, from 8:00 to 11:00 o'clock inIda Noyes Hall. The students andfaculty members who were present numbered about 1,300. There was no receiving line, and the evening was spent indancing and games. President Burtonmade a few remarks, and the occasionwas pronounced a real success by all whoattended.Memorial services for Dr. Bertram W.Sippy, Professor of Medicine in RushMedical College, who died near Luding-ton, Mich., August 15 last, are to be heldunder the auspices of the University onNovember 9. The University thus willhonor one of its most valued members inthe field of medical education. Dr.Sippy ranked as one of the world'sauthorities in diseases of the stomach,particularly in the treatment of stomachulcers. Besides being a research worker,as a teacher of conspicuous ability, hecarried on an extensive medical practice.Dr. Sippy was born in Wisconsin in1866. He studied at the universities ofVienna and of Berlin. He had been amember of the faculty of Rush MedicalCollege since 1900. His writings on thesubject of diseases of the stomach broughthim renown in the medical profession.Private funeral services for Dr. Sippywere held August 19.The following Friday Evening concerts and lectures were given in LeonMandel Assembly Hall at 8:00 p.m. during the Summer Quarter: On June 20, aconcert was given by Florence Macbeth,of the Chicago Opera Association; onJune 27, there was a concert by SophieBraslau, of the Metropolitan OperaCompany; on July 11, there was a pianorecital by Fannie Bloomfield Zeisler; onJuly 18, Zona Gale, novelist and playwright, gave a lecture on "Scholarshipand the Spirit"; on July 25, Lorado3i8 THE UNIVERSITY RECORDTaft, Professorial Lecturer on the History of Art in the University, gave alecture on "An Evening in a Sculptor'sStudio," which was illustrated by a demonstration of modeling and other processes; on August i, a dramatic recitalwas given by Solomon Henry Clark,Associate Professor Emeritus of PublicSpeaking in the University, on Shaw'sSaint Joan. On August 8, a concert wasgiven by Amy Neill, a violinist; onAugust 15, Clara M. Schevill, mezzo-soprano, and Ferdinand Schevill, Professor of Modern European History inthe University, rendered an evening'sentertainment on "Folk and Folk-Songsof the Hebrides"; and on August 22,Edna Richolson Sollitt gave a pianorecital, and was accompanied by AmbroseCherichetti, tenor.The following Norman Wait HarrisMemorial Foundation lectures were givenfor the first time this summer, from June24 to July 18, at 4:30 p.m., in LeonMandel Assembly Hall:Sir Valentine Chirol, of England, whowas connected with the British ForeignOffice, 1872-76, director of the foreigndepartment of the London Times, 1899-191 2, a member of the Royal Commissionin India in 191 2, and author of numerousbooks on problems of the Near and FarEast, lectured on June 25, 30, July 3, 9,12, and 17, on "Reactions of the NearEast upon Europe."Dr. Charles De Visscher, Professor ofInternational Law at the University ofGhent, editor of the Revue de droit international, and author of several books oninternational law and related subjects,including a juridical examination of theneutralization of Belgium, lectured onJune 26, July 1, 5, 10, 15, and 18, on"International Problems of France,Belgium, and Western Europe."Dr. Herbert Kraus, Professor of Constitutional Law at the University ofKonigsberg, an expert in the GermanForeign Office during the making of theVersailles Treaty, and author of severalbooks on international law and foreignpolicy, including an authoritative treatiseon the Monroe Doctrine, lectured onJune 24, 27, July 2, 8, n, and 16, on"Present Conditions in Germany andCentral Europe."The retiring Counsel and BusinessManager of the University, Mr. Wallace Heckman, who twenty-one years ago wasappointed by the Board of Trustees totake up the difficult responsibilities involved in the legal and financial problemsof the University, has shown his ability tomeet the demands made upon him by theremarkable increase of the University'scapital, which must be continuouslyemployed, and by the ever changing conditions of business and finance, particularly during the critical years of the warperiod.Recognizing in recent resolutions thequality and amount of Mr. Heckman'sservice, the Board of Trustees emphasizeespecially those characteristics whichhave made association with him muchmore than co-operation in the conservation of the University's property anddirection of its affairs."First of all, he has regarded himselfas representing the entire University andnot merely its business relationships.Although he has been charged with business management, he has laid stress continually upon the fact that he served thecause of education. Naturally, his friendships with the educational administrationgroup and with members of the Facultieshave strengthened with the passing years."David Allan Robertson, AssociateProfessor of English in the University,has been appointed assistant director ofthe American Council on Education in thefield of international relations, and ismaking his home in Washington, D.C.In co-operation with the Institute ofInternational Education, the AmericanUniversity Union, and other agencies, hewill devote his entire time to the formulation of effective policies and soundpractice in this important field of educational work.The sudden death in February of Dr.Jacques Loeb recalls his presence on theFaculty of the University in the Department of Physiology from 1892 to 1902.One of the most brilliant of investigators,he- was also one of the warmest offriends, and he will be missed not only bycolleagues in his field, but by many inother fields, who had come to know himpersonally.In Dr. Osterhout's appreciation inScience of May 16, 1924, the closingparagraph is as follows:"Thus closed a career rich in the joy ofpioneer adventure in fresh fields ofEVENTS: PAST AND FUTURE 319thought, abounding in brilliant discoveries, and splendidly stimulating farbeyond the boundaries of biology. Itwill always stand out as a prominentfeature of the progress of biology towardsthe status of an exact science. It is acareer which reveals everywhere a creative imagination and capacity found onlyin minds of the highest order.By the election of Dr. Karl TaylorCompton, of Princeton University, to beProfessor of Physics in the University,this institution now has two brothers inone department, both distinguished fortheir work in physical research, Dr. ArthurH. Compton having been appointed to asimilar position a year ago.Professor Karl T. Compton was anaeronautical engineer for the SignalCorps, United States Army, in 19 17 andassociate scientific attache of the American Embassy in Paris in 191 8. He is amember of the council of the AmericanPhysical Society, fellow of the AmericanAssociation for the Advancement ofScience, and associate editor of theJournal of the American Optical Society.During his work at Princeton he was particularly successful in promoting aninterest in research.Professor Arthur H. Compton, hisbrother, who was called to Chicago fromthe headship of the department of physicsin Washington University, St. Louis,is chairman of the National ResearchCouncil Commission on X-rays andRadioactivity, and is regarded as oneof the most productive men in scientificresearch in the country.Katharine Blunt, Chairman of theDepartment of Home Economics in theCollege of Education, was elected president of the American Home EconomicsAssociation at its meeting in Buffalo inJuly, 1924. The Association held itssixteenth annual meeting last summer atthe University. In the summer of 1925 itgoes to San Francisco. The membershipof this organization has grown in the lastfew years from several hundred to oversix thousand, with forty-seven affiliatedstate societies, made up of teachers,extension workers, and women interested in other lines of home economics, aswell as a progressive group of homeworkers. It publishes its own journal and maintains its office in Washington. Professor John Merle Coulter, Head ofthe Department of Botany at the University, lectured during the recentToronto meeting of the British Association for the Advancement of Science onthe progress of botanical study andresearch in China, as he saw it during hisrecent five months' visit. The mostimportant botanical work, ProfessorCoulter said, is being conducted at theNational South-Eastern University ofNanking and at Nanking University.It is notable in being concerned chieflywith practical problems in developing thenatural resources of the country. TheCollege of Agriculture of South-EasternUniversity at present has one large experiment station and nine substations, allwell equipped.The principal botanical enterprises nowunder way in China include a completecollection of the native plants of centralChina, not only for purposes of classification but also as sources of valuable rawmaterials and drugs; reforestation, formost of China is completely denuded oftrees; improvement of vegetables and ofcotton; and problems of plant disease.Eight new mountains have been foundand ascended and the remarkable buthitherto unknown Cariboo Range inBritish Columbia definitely located byProfessor Rollin T. Chamberlin, of theUniversity, and Allen Carpe, a New Yorkengineer. One of the peaks, yet unnamed, ranks among the highest in theCanadian Northwest. The CaribooRange, into which the Thompson Riverdisappears, has long been a mystery togeologists and adventurers, and the storyof its definite location is one of adventureand daring exploration.In addition to the discovery and ascentof the great glacier peaks, Chamberlinand Carpe have located the headwatersof the Thompson and Canoe rivers, thelatter of which follows the Rocky Mountain trench to the Columbia River. Theyare the first white men ever to note theglacial sources of the two mountainstreams.Without guides and disregarding thewarnings of native explorers that stormsmight cut off retreat, Chamberlin andCarpe made eight first ascents to mountains that had never before been setfoot upon by man."From the summit of the highestmountain we looked upon almost un-320 THE UNIVERSITY RECORDequaled scenery," Professor Chamberlinsays. "Higher than any other peak inthe territory, with the exception ofMount Robson, we were able to makerecords that will add to our fundamentalknowledge of glacier and mountainformation, mountain structure and theorigin of mountains being two of thegreatest problems of geology."The leading Egyptologist of GreatBritain, Dr. Alan H. Gardiner, hasrecently been appointed by the UniversityBoard of Trustees, Research Professor ofEgyptology in the Oriental Institute of theUniversity. He has already been connected with the work of the Institute atCairo in the editing of the Coffin Texts,and in the future will largely have chargeof this enterprise. Dr. Gardiner will alsoshare in the work of the Epigraphic Expedition at Luxor, where he will later jointhe starl in the new Luxor House of theInstitute.In this connection it is of interest tonote that the University has securedpermanence for its headquarters at Luxorby buying a site which will remain theproperty of the University, instead ofbuilding on land controlled by theEgyptian Department of Antiquities.The Norwegian government, in combination with the municipality of Chris-tiania, has recently established a well-endowed Institute for the InternationalStudy of Human Culture. The work ofthis new Institute is to be opened by agroup of lectures to be given by distinguished scholars of Europe. Professor James Henry Breasted, Director ofthe Oriental Institute and Head of theDepartment of Oriental Languages andLiteratures at the University, is the onlyAmerican scholar to be invited to givea course of lectures on the new foundation.After a summer's investigation, duringwhich he performed the, feat of climbing425 feet down the shaft of an abandonedcoal mine, Dr. Adolf Carl Noe, Professorof Paleobotany at the University, hasreturned home with forty-one boxes ofspecimens, including half a ton of "coal-balls."Professor Noe's discoveries have theimportance of confirming the fact, whichhas been questioned by some authorities,that the Middle West is fertile in "coal- balls." It is hoped, also, that the microscopic examination to be made in theUniversity laboratories will add to theknowledge of ancient plant life derivedfrom the study of these limestone lumpsthat grow in some coal seams. It hasbeen proved that these lumps surroundedby black coal, preserve, as though bymagic, forms of plants that grew beforethe carboniferous era. Some of themhave been found to be of highly developedplant types, and this has altered the entireconception of the age of such plants.Professor Charles E. Merriam, Chairman of the Department of PoliticalScience at the University, spent the summer in Czecho-Slovakia for the purpose ofobserving at first hand the operation ofthe Czech government. Professor Merriam has the benefit of personal acquaintance with many leaders of the new regimeand will pay special attention to themethods of political leadership, the operation of political parties, methods of voting, and the amount and character ofnon-voting. The question of non-votingin particular is one in which ProfessorMerriam is interested, inasmuch as duringthe past year a far-reaching study of thisproblem was made under his direction inthe city of Chicago.Working under a grant from the LauraSpelman Rockefeller Memorial at theUniversity, an investigator has becomeacquainted with more than 500 boygangs in Chicago, less than half of the1,200 gangs that he found actually toexist having a membership of some50,000 boys and men, of ages from sevento thirty years. This is part of the datahe has collected in the Department ofSocial Science Research at the Universityin preparing a book that is expected tobe unique in the field of sociology.To make an exhaustive study of thesituation, the young investigator lived,ate, and played with many of the gangsters, young and old. Much of hismaterial is concerned with actual casestudies of the groups, in which he hastabulated information gleaned from theboys themselves concerning their activities in the gangs and their relation tothe city at large. Many of his visitswere made to the Chicago and CookCounty School for Boys; and othermaterial was gathered from playgrounds,settlement houses, truant officers, theEVENTS: PAST AND FUTURE 321police, the Y.M.C.A., railroad guards,and the Juvenile Court.Other important sociological problemsconnected with the life of a great cityare being studied under the Memorial,the work of which will be continued forthree years. A house at Sixtieth Streetand Ellis Avenue, Chicago, will be usedas research headquarters.By the co-operation of the Universityand the Art Institute, a School of Dramatic Art is to be established, studentsbeing admitted to certain courses of theschool only after passing the entrancerequirements of the University. ThomasWood Stevens, head of the new school,and Dean Ernest Hatch Wilkins, of theUniversity, will co-operate in the arrangement of courses, which will be offeredat the Art Institute beginning with thewinter term, January 5, 1925.Director Charles Hubbard Judd, of theSchool of Education at the University,directed a survey of the high schools ofPennsylvania by appointment of the StateCommissioner of Education. DirectorJudd, who has recently been engaged in aneducational survey of Texas with reference to junior high schools and the stateadoption of textbooks, has also made asurvey of the public schools of GrandRapids and St. Louis, and was a memberof the staff of the New York Rural SchoolSurvey.A graduate of the University, MissElizabeth Vilas, who recently donated ascholarship to the woman in the School ofEducation who kept herself physicallyfit throughout the year, has accepted aposition as instructor in home economicswith the International Grenfell Association at the St. Anthony School on thenorthwest coast of Newfoundland. Sheleft September 1, going by way of NewYork and the east Canadian coast.Students in the school, who are ofEnglish extraction and English speaking,will receive instruction in such courses asexperimental cooking, meal service andfood purchase, methods of teaching household art and house furnishing.The Second National Conference onthe Science of Politics was held at theUniversity, September 8-12. The purpose of the Conference was to concentrateattention upon the problems of technique and method by which political sciencemay emerge into a science of politics.To this end the members will form aseries of round tables for intensive discussion of some of the problems of government, including the relation of politicsand psychology, the personnel problem,public finance, the technique of legislation,political statistics, legislative limitations,nominating methods, international organization, and municipal administration.About one hundred of the leading students of government from all parts of theUnited States attended. Among theprominent members were ProfessorArthur N. Holcombe, of Harvard University; Professors Arnold B. Hall andFrederick A. Ogg, of the University ofWisconsin; Professors John A. Fairlie andJames W. Garner, of the University ofIllinois; Professors Victor J. West andE. A. Cottrell, of Stanford University;and Professor Charles E. Merriam, of theUniversity.The plan for the distribution of footballtickets at the University by the FootballTickets Committee the coming seasonwill be practically the same as last year.All tickets will be sold on the basis ofwritten application, and will be classifiedand considered in the following order:Season applications from students,alumni, former students, Faculty, andofficers of administration; season applications from the general public. Applications for single games from students,alumni, former students, Faculty, andofficers of administration; applicationsfor single games from the general public.Application forms were mailed September 1 to all patrons of last season,and also to others who make specialrequest.Last year one-third of the entire capacity of Stagg Field was occupied by season-ticket holders. A considerable increase islooked for this year on account of theimportance of the schedule, which includes two intersectional games.GAME DATEUniversity of Missouri .... October 4Brown University October nIndiana University October 18Ohio State (at Columbus) . . October 25Purdue University November 1University of Illinois November 8Northwestern University. .November 15University of Wisconsin. . .November 22322 THE UNIVERSITY RECORDIt will be noted that two of the teams —one from the trans-Mississippi section andone from New England — are new to theschedule; that of the eight games, onlyone, that with Ohio State, will be playedaway from Stagg Field; and that Octoberand November will each have four games.All communications regarding footballtickets should be addressed to the Football Tickets Committee, The Universityof Chicago, 5625 Ellis Avenue, Chicago.Among the July publications announced by the University of ChicagoPress is a volume on Origins of Sociology,which has been appearing serially in theAmerican Journal of Sociology under thetitle of "Some Contributions to the History of Sociology," The author, Professor Albion Woodbury Small, Head ofthe Department of Sociology at the University, says in his preface that the bookdoes not deal with the maturest, but onlywith the most elementary, manifestationsof the sociological tendency. "It is anattempt to show the falsity of the generalimpression that sociology is like the popular notion of a comet — a monster with anorbit from nowhere to nowhere."The book traces almost exclusively themost easily authenticated line of sociological descent through the^ Germanhistorians, economists, and political scientists; and the closing chapters discuss theattempt to reconstruct economic theory ona sociological basis, the sociologizing movement within political science, and the emergence of sociology in the United States. When the University through itsOriental Institute came into possessionof a splendid six-sided prism containingthe final edition of Sennacherib's royalannals, in almost as perfect condition aswhen it left the hands of the ancientscribe, it seemed an opportune time tomake available in translation a completebody of Sennacherib's historical andbuilding texts. This has now been doneby Dr. Daniel D. Luckenbill, Professorof the Semitic Languages and Literaturesin the University, and appeared from theUniversity Press in August as the secondvolume of the "Oriental Institute Publications," the first being Oriental Forerunners of Byzantine Painting, by JamesHenry Breasted, Director of the Institute.A beautiful reproduction of a photograph of the famous prism forms thefrontispiece of the volume, which contains, besides an introduction on " CertainPhases of Assyrian Statecraft" and achapter on the reign of Sennacherib, theOriental Institute prism inscription inboth transliteration and translation, andthe historical records arranged chronologically.One of the most interesting documentsin the volume is "The Place without aRival," written in the year 694 B.C.,which gives a very full record of theimprovements in and about the capitalcity of Nineveh. Reproduced in full alsois the autographed text of the OrientalInstitute prism of Sennacherib, withtwenty-five plates.Cfl tO co CO CO -* coco tj- 0 b« VO oo CO coco w N Ifl w to ThW • Th W vO H H Th W CO tn t-» COO • w w w w whi% ¦* • On • oo • Thoo v to . . . . to • • w • t^ • w< n . lO : ^ : CO H ' wVOOO TJ" to Th O On co Th On w Th vO O O VO w too w Th to ThvO to to O w O o CO O ThH TJ-vO O toco co *o On CO tr oc W CO Th On W W N w w coco Th to t- w w Th Ti On vn voO>00 oo VO W Th co w w w w Th t: to w COCOwo>H W w tJ- w vo' vOW CO t(- x— NVO 0 tj- W O v N vo Th W w (OH (0 ' N O VO W tO00 H ThO O w f- vO£ ThN « tr* w w CO W w CO W H W W VO w w CO 00 001 Ov w °1 CO w w n on c<- CO ^w w w w CO COto to O 00 r- Th On On W OnvO N 0VO00 Th On Th CO W N to oo Th O n On N Tf w c<- Tt 00H a o o> O w w N W T) Th w W CO !>. 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O V C vocc CO W CO Ov CO CO w VO W Th H Tj t- Na* H W CO Tj- w c 3 1> N00 w O W CO <N N vo J Th w w O • • H • w 0> c< ) w 00 Tl Th£ to w vO WWW to w H 0w w Tj ThOOVO Th t-oo n W v© w w > vo On CO t-» w w w w o IN ti ¦> tr 3 Ww 3 w Th VO Ti- O CO w VO CO H wCO w H «* 3 COO u~ lO ON O to O OO Tl h On CO e vO N W N w tovooo VO Tj O o ^ a H 00co c- vO ON lO O to w CO H to H Th W H H 00 o oH N w 00 W H^ VO a IN ONw wVOOO Th Th to Tf O W T h ^c w 3 w w co w 00 VO T| L O a ^ vo c 3 co£ lO XT N CON 00 On CO M W w cr 3 f 3 COTh to W O to vo c 3 COSo Ht(- N to w to W CO On Th G CO w w c 3 NO N VO to O CO co t- co 0 3 Xt 3 00£ n r- to www N w Th HO H w 3 *> vo3 CO Th HO 00 00 00 tooo w On On W C O to w c 5 0 00 00 CO H O to CO CO W v 5 W cr 3 0 .. % IN 0 OnO N-tf VO vo to Tj-VC VO O H c > w ¦> o w Th 00 Th VO to co H VO CO H Ti Ti COa H w 1> o Th w w o o> H w w H wvo w " ¦< H v"l«s h" w' w T p ThON to N Th Thr- ¦> CO • w ¦> co • • CO w 00 O VO H VO vc c IN VC CO£ to W O n w w t- Th w W H « 3 3 1- vc top to w N WW Th W^ >o vc 0C oo8 w 1- HN o vO On O w O O to t^ c •) t/ •5 to00 CO H N CO tO CO to Tj 1- N t> h C Ti h vow w c to w <o Tt On Th Th cov 5 OlHf ) c< ¦> O w Th N O to Th W H CO c IN T h vc *-.CO 3 N V w www Th N w *¦ H H W w t- u ¦) f COw w" ^ wThvo o CO W 00 N £-. w w C Th vo w v •) 00 OOO • vo On 00MOH a ^ o c IN V 3 ThTh o Th fOOO o vo Tht/ •5 1/ -> O w cv 5 t/ -> O co Th • 00 Th NlOtOf 3 O W 1- cv 3 0C 3 0C toH N t- to to w w w vo w w w O OC ti ¦> H COa w w w co w towvo n w r-» O n Th COVO0C X- 5 OC w W Th O woo cv w o Ti h f c In WOn w co tJ On o w CO w t- i WW H to w t- c< 3 ti ^ V •> H CO£ 00 c* C CO w w to vo On c t- N1 w w o wCO N Th O O co Onvo e> « xr» w w in •5 VO O00 Th to 00 tON C In On ¦> ti ¦5 0C vC wPn . Th w ThTi • W vo CO CO T h w 0\ w c rj O CO Th 00 CO to Th W H Th e> 0C VCS CO v i Th wwww to On W 1- 1 w w w H OCCV H vO-d 'w 8•?•*38B il S3COGoCO*o*o1CO8" 1 "ed '.T3• wUs„ o r >i ''I1je of a. ' 53o'§ J,ooXio *t • c•*s: c;] 1D3l . o ".t: i :J. 1^ ii!1 i *. c• c• J. 1 w"'1I t"C i io1 1i • #c: I: I: p- ! I !1i < I3SO «vj <. e If 331" iwww-j l~& . a•vC \ -t *£% i 3^ o ^ . a•ie 3s 3 ^^ I - *c I 1 1 : ^2 3g:sjHco£>w: io ^•^-5 o " ! 4i Sg"sSj Mil3 0-3^ Uco & B * ij 2 I O ci g «2 63 i I 3 ^ 3¦1<c i 1i14h w w w* CO tJ- to O #<.1-i i—! 1 i324 THE UNIVERSITY RECORDATTENDANCE IN SUMMER QUARTER, 1924GraduateArts, Literature, and Science Divinity School Medical Courses Law School College of Education . . ; ^ School of Commerce and Administration Graduate School of Social Service Administration.Total. ,Duplicates .Net Total. . . .Grand Total. 2,873249108H585383,4681123,3566,130* Unclassified students.INDEXAddress at the Commemorative ChapelAssembly (President's), 19; to theGraduates (Albion Woodbury Small),13.Attendance: Autumn, 1923; 107; Winter, 1924, 187; Spring, 1924, 259;Summer, 1924, 323.Award of Fellowships, 247.Bellamy, Albert W., The BionomicGreenhouses, 175.Bionomic Greenhouses, the (Albert W.Bellamy), 175.Board of Trustees: Amendment toArticles of Incorporation, 23; appointments, 25, 121, 210, 273; appreciationof the service of Wallace Heckman,273; assistants to President Burton,208; Barrows Lectureship, the, 209;committees and commissions, 23, 121;committees, standing, 272; deaths,276; election of officers, 207; gifts,27, 123, 209, 276; leaves of absence,26, 122, 219, 275; miscellaneous, 27,123, 219, 277; organization of GraduateSchool of Medicine, 208; policy formilitary instruction, 208; promotions,26, 218; resignations, 26, 122, 218, 275;standing committees, 272; TrevorArnett appointed business manager, 24;tribute to Andrew McLeish, 272;union of Rush Medical College with theUniversity, 207; vice-presidents of theUniversity, 24.Burton, Ernest D., The Business of aCollege, 55; The Business of a University, 43; The Business of a University Medical School, 125.Charles Lawrence Hutchinson (J. SpencerDicker son), 295.Cincinnati Prize and Dr. Leonard E.Dickson, the (Eliakim HastingsMoore), 88.College, The Business of a (Ernest D.Burton), 55.Convocation, The One Hundred Thirty-third, 239.Convocation Statement, The (President's), 1, 115, 197. Coulter, John Merle, The InternationalMission of Universities, 261; Lecturesin China and Japan, 157.Dever, WilHam E., The Problems of aGreat City, 189.Dickerson, J. Spencer, Charles LawrenceHutchinson, 295.Dividing the Indivisible (William D.Harkrns), 302.Dodd, William E., The University andNational Leadership, 109.Douglas, Stephen Arnold (Thomas W.Goodspeed), 62.Events, Past and Future: General items,96, 181, 253, 317; One HundredThirty-first Convocation, 95; OneHundred Thirty-second Convocation ,180; One Hundred Thirty-fourthConvocation, 316.Fellowships, Award of, 247.Goodspeed, Thomas W., Leon Mandel,137; Stephen Arnold Douglas, 62.Gosnell, Harold F., The Non-VotingSurvey, 313.Harkins, William D., Dividing theIndivisible, 302.Illustrations: Chauncey Samuel Boucher,facing p. 94; James Henry Breasted,facing p. 29; Arthur H. Compton,facing p. 94; John Merle Coulter,facing pp. 157, 261; William E. Dever,facing p. 189; Stephen A. Douglas,facing p. 62; Experiment on theSeparation of an Element, facing p. 303,Gordon Jennings Laing, facing p. 1;Leon Mandel, facing p. 137; FranklinChambers McLean, facing p. 23;Rawson Clinical Laboratories, facingp. 220; William F. G. Swann, facingp. 94; Ernest Hatch Wilkins, facingp. 90; Quincy Wright, facing p. 94.Individual Undergraduate and the CollegeCommunity, The (Ernest H. Wilkins),90.International Mission of Universities,The (John Merle Coulter), 261.325326 THE UNIVERSITY RECORDJudd, Charles H., The Memorial Servicefor Samuel Chester Parker; 279.Mandel, Leon (Thomas W. Goodspeed),137.Medical Program of the University, The,220.Memorial Service for Fomer PresidentWilson, The, 159.Memorial Service for Samuel ChesterParker, The (Charles H. Judd). 279.Moore, Eliakim Hastings, The CincinnatiPrize and Dr. Leonard E. Dickson, 88.Moulton, Richard Greene, CharlesZueblin, and Edwin Erie Sparks (JamesHayden Tufts), 297.Non-Voting Survey, The (Harold F.Gosnell), 313.One Hundred Thirty-third Convocation,The, 239.Parker, Samuel Chester, The MemorialService for. (Charles H. Judd), 279.President's Address at the Commemorative Chapel Assembly, The, 19.President's Convocation Statement, The,1, us, 197.Problems of a Great City, The (WilliamE. Dever), 189.Professors, Recently Appointed, 94.Research in the Realm of Physics at theUniversity, Progress in, 224. Richard Greene Moulton, CharlesZueblin, and Edwin Erie Sparks (JamesHayden Tufts), 297.Small, Albion Woodbury, Address to theGraduates, 13.Sparks, Edwin Erie, Richard GreeneMoulton, Charles Zueblin and (JamesHayden Tufts), 297.Tomb of Tutenkhamon, Experiences inthe (James Henry Breasted), 29.Trustees, Board of, see Board.Tufts, James Hayden, Richard GreeneMoulton, Charles Zueblin, and EdwinErie Sparks, 297.Tutenkhamon, Some Experience in theTomb of (James Henry Breasted), 29.University and National Leadership, The(William E. Dodd), 109.University, The Business of a (ErnestD. Burton), 43.University Medical School, The Businessof a (Ernest D. Burton), 125.Vice-President's Convocation Statement,The: at the One Hundred Thirty-fourth Convocation, 270.Wilkins, Ernest H., The IndividualUndergraduate and the College Community, 90.Zueblin, Charles, Edwin Erie Sparks,and Richard Greene Moulton (JamesHayden Tufts), 297.