The University RecordVolume XIII OCTOBER I 927 Number 4THE MEANING AND VALUE OFA LIBERAL EDUCATION1By DANIEL EVANSProfessor of Christian Theology, Andover Theological Seminary,Cambridge, MassachusettsThere is an increasing interest in education upon the part of theyouth of our country. The colleges for men and women separately or together are crowded. The problem of caring for those who desire to entercollege is becoming acute.The provision made by the older and the newer institutions of learning is unprecedented. New colleges are being founded and old collegesare being developed to an amazing degree. Institutions of learning havebecome the most imposing structures in the American scene. They holdthe attention of all passers-by, and receive from men interested in thethings of the mind their generous support. They are considered to be therefutation of the charge of our crass materialism or unceasing utilitarianism, and the vindication of our high idealism.In all our interest in, and rejoicing over, these cultural developments,we cannot hide from ourselves the disappointment and dissatisfaction ofmany persons with the results of our education. There is some disillusionment upon the part of many persons subjected to our education process,and much bitter criticism of our colleges from within and without.Doubtless one reason for this state of mind is that many persons confuseinformation with insight, learning with education, and a college coursewith culture. They have been eager to get information and they have la-1 An address delivered on the occasion of the One Hundred Forty-seventh Convocation of the University, September 2, 1927.289290 THE UNIVERSITY RECORDboriously gathered their materials, but they have not become liberallyeducated, since they have not acquired wisdom. They have learned manythings in the heavens above and the earth beneath and things under theearth, but this information has only given them encyclopedic memories,not trained minds. They have taken their courses and gone through theircolleges, and gotten their credits, but this education has not changed theiroutlook upon life, nor refined their tastes, nor given them adequate powerof mental control, nor created in them intellectual interests.The products of the colleges have affected the judgments of personswithout and within them. The college men and women are not as highlythought of, nor are they treated with such consideration and respect fromthose who have not had a college education, as they deserve. And someteachers look with pity and others with cynicism upon the eager youth asthey come to college; with pity because they feel the youth are in for disappointment, and with cynicism, for they are in for disillusionment. Inthe one case, what the college youth will fail to get will make for theirdisappointment; and in the other case, what they get will make for theirdisillusionment.If this criticism of college education, based on dissatisfaction and disillusionment, makes for a reconsideration of the meaning and value of aliberal education, it will be all to the good, both for the colleges and theyouth; if it does not lead to this better understanding of the real functionof a liberal education, then it will be bad for us all. This criticism, on theone hand, and this Convocation occasion on the other, may justify us inour purpose to consider the theme of "the Meaning and Value of a Liberal Education." This is indeed the prior question which needs time andagain to be raised, that we may judge the pertinency of the criticism andthe relevancy of our efforts as students and teachers. We raise the question, then: What should we seek to get as students, and to do as teachers? What should be the effect upon our lives of our intellectual interests?THE FIRST THING IN EDUCATIONIt would appear that the meaning of education for a person reallyeducated is that he has found himself. Many a student is lost in collegein more senses than one. He may be lost in the labyrinth of his coursesor in the amazing world into which he has been introduced, or he may belost because he has gone astray like a lost sheep. But I do not have inmind either of these "lost souls/' but rather the condition of the studentwho has not yet found himself. He has not yet made the greatest discovery that a human being can make; he has not found himself. He does notknow what powers of mind he has, the abilities with which he is endowed.THE MEANING AND VALUE OF A LIBERAL EDUCATION 291Now the first thing which a liberal education should do for a man is tohelp him find himself. The discovery of the mind is the great find. Theuncovering of ability is the great prospecting. Putting a person intopossession of himself is the first thing in education. This is the great exploration one starts upon in coming to, and remaining in, college with anypurposes or justification for the time and money and sacrifice othersmake on his behalf. The person, therefore, who finds in and through hiscollege education that he has a mind with which to think things through,and think them together, and understand their relations, and know theirmeaning; that he has an imagination by which he can appreciate and enjoy the beautiful ; that he has a heart which can vibrate in sympatheticresponse to all worthy appeals made by other human beings; that he hasa moral nature which can pass judgments upon the courses of life in termsof their ethical values; that he is a soul strangely stirred by things unrecognized by the animals; and not only that he has these many and various abilities, but they are put to their proper uses and functioning at theirbest, in pursuit of their true ends, this person is truly educated.This involves and implies another discovery which he makes abouthimself. Whatever his abilities, they are his own ; while they have a universal aspect and are similar to the abilities of other persons, and thusmake possible the common world of intellectual and ethical interests, yetthey have another aspect deeper, if not so broad; more intensive, if notas extensive. In and through his education the student who is truly educated discovers his own individuality, comes upon the center of his ownconsciousness, the ground of all his powers, the inner unity of which allhis abilities are the expressions and the energizings. This discovery ofhimself makes for the process of his differentiation from the family, theclass, group, or race. There is an inner integration of all his powers andexperiences about the center of his own life. He becomes distinct; hestands out from the mass; he lives his own life; he thinks his ownthoughts; he has his own moral insights; he is himself; his soul is hisown; he has achieved a developed and balanced individuality. He doesnot fear to be different from others, for he has learned that "one star dif-fereth from another star in glory," even though they are all stars. Thusthe first profound meaning of a liberal education is to discover the uniqueness of men, to secure their individuality, and to enable them to be themselves. A critic recently wrote: "The academic freedom which is neededis not freedom for professors to do various things more or less ridiculous,but freedom for students to develop each his particular intellectual powers. In order to be a scientist you need not be a Ph.D., but you do needto be a man, and one with a brain that turns on its own axle."292 THE UNIVERSITY RECORDEDUCATION THAT "REUNIVERSALIZES"If the first meaning and purpose of education is to "deuniversalize"man and make him individual, then the second is to "reuniversalize" himand make him appropriate and appreciate the cultural wealth of the race.There are persons who are born heirs to fortunes and estates, some ofwhom fail either to appropriate or appreciate them, while others appropriate and dissipate them, but the wiser children make better uses of theirinherited riches. All educated persons are the heirs of a greater andnobler wealth. They came into the possession of the riches of the mind.They are able to appreciate the best in their own particular historicaltradition, and in the greater tradition of other races, peoples, and cultures. They make their own the thoughts of these men; they feel thegreat pulsations of the human heart in these deeper emotions; they lookout upon the world of wonder through their curious eyes, and ask overagain the persistent human question ; they suffer anew with them in alltheir struggles, pains, and death; they rise again with them from successive failures to try once more their arduous tasks; and they go withtheir most daring spirits on their adventurous and lonesome ways outinto the unknown. They live their lives and die their deaths and rise intheir resurrections and make with them their ascensions into the eternalheavens. It is only the most individual of men who can enter thus deeplyinto the lives of others and make the most of their experiences for theirown self -disco very, development, and enrichment. The greater a man'sown inner life is, the deeper can he go into the lives of others; the fartherhe has moved into the interior recesses of his own nature, the farther canhe go into the lives of all sorts and conditions of races and cultures. Theman who has found himself is the man most likely to find others. He whoappreciates the finer quality of his own experiences is the man who canappreciate the same thing in the lives of others. If it is true that the manwho knows only his own language does not really know it, it is also truethat the man who does know his own language well is the man who is in aposition to begin his knowledge of other languages and return later enriched with the wealth of other cultures. And so the man who appreciatesthe culture of his own historical tradition is prepared for the appreciationand assimilation of the culture of other races. The truly educated mancounts nothing human alien to his interest and appreciation. "In thecountries of the mind" he is not an alien, but is at home, and knows itssignificant places, its great movements, and products of the human spirit.While the educated man thus knows the realm of his own life or thegreat human scene, he also knows how to get his orientation in this vastTHE MEANING AND VALUE OF A LIBERAL EDUCATION 293and wondrous, even if wild, world. His first interest is naturally to moveabout in safety. If he does not do this, then he will not remain here longin his body-mind condition and in his social relations. Learn some thingshe must very soon, therefore, if he is to remain to learn anything more.And whatever the period in which he may live, and however great theadvance made in the sciences, he at least has to begin at this point if hewould go farther. He must get his bearings with respect to the objectsand forces and forms of life that he may survive. This knowledge, however, just gives him standing room. Then comes the greater intellectualorientation. He finds his position in the world. He relates himself to theearth on which he stands; he sweeps with it out into the system of whichit is a small but significant member; then goes careering through the universe, with the amazing teleological cosmic drift of things, on an excursion which dazes but thrills him.While thus careering through the universe he discovers that he is aproduct of a marvelous evolution of life, which began in a single cellwithin which was happening something unknown elsewhere where livingthings were absent; and this cell was the bearer of vast possibilities andundreamt-of potencies which in the course of aeons issued in higher formsof life, which, with sentiency as their characteristic, brought pain andpleasure into the world; and still later and on higher levels, issued in abody-mind organism, which made possible all the sciences and all thehuman civilizations, cultures, and religions which make our human worlda place well worth living in, working for, and, if need be, dying for.To be able to get one's bearing in such a world as this, to know itsnatures, learn its forces, formulate the laws of their action, see into theirworking, and appreciate their marvelous combinations and permutations,trace their changes and developments, see the teleological cosmic driftfrom star dust to Plato's mind, and Shakespeare's brain, and Jesus' soul —to react with a thrill to the vision of the mighty world in which the dramaof human life is played — this is what it means to be educated.THE APPRECIATION OF BEAUTYWhile the knowledge of the world is necessary for life, and an intellectual adventure, the appreciation of beauty is also an essential fact inliberal education. Man is compact of imagination. He seeks the beautifulfor the satisfaction of the finer and deeper feelings of his nature. It isgood to know the world; it is better to enjoy the world we know. Theprimitive man sought the cave for shelter and safety; but he made itbeautiful by drawing upon the walls the pictures of the animals he huntedfor food. The caveman, as Chesterton says, was not so brutal as some294 THE UNIVERSITY RECORDthink, nor as near the animals about him in intellectual nature andinterests.To his simplicity, Chesterton writes, it must seem at least odd that he couldnot find any trace of the beginnings of the arts among any animals. That is the simplest lesson to learn in the cavern of colored pictures : only it is too simple to belearned. It is the simple truth that man does differ from the brutes in kind and notin degree ; and the proof of it is here : that it sounds like a truism to say that themost primitive man drew a picture of a monkey and that it sounds like a joke to saythat the most intelligent monkey drew a picture of a man. Something of divisionand disproportion has appeared; and it is unique. Art is the signature of man.A man, therefore, who is liberally educated finds the world somethingnot only to be known, but also to be enjoyed; not only to be understood,but to be appreciated. If he must eliminate the personal equation anddivest himself of his feelings and hang up his passions with his coat andhat, as he goes into his laboratory or observatory, there are other objectshe may study and other attitudes he may take when he comes to the appreciation and enjoyment of the world of beauty. He takes delight in thesignificant lines in forms and shapes of objects, in the rhythmic movements of undulating waters, winged creatures of the air, and light-footedanimals, and dancing youth, in the sounds which issue in rapturous musicand waft him into strange realms, in colors which transfigure the worldwith supernal splendor, in the lyric which soars like the lark to heaven'sgate, or in the epic which displays great events and heroic deeds by bravemen, or in the drama where human beings clash with the wild forces ofnature and the wilder forces of human wills.The liberally educated man is thus made sensitive to objects ofbeauty, and has pleasure in them; and the deeper and higher powers ofhis nature find expression and satisfaction in the world of appreciation.Mohammed on one occasion said that if he had only the price of a loaf ofbread he would spend but the half of it on the bread, that with the remainder he might purchase a hyacinth to refresh his soul. And a modernpoet has sung:I knew that I must plant my garden for my bodyBut must I not plant my rose garden for my soul ?I must live by ecstacy as well as by bread.To climb with Plato up the stairway of beauty from one fair objectto another until we come face to face with the eternally fair, or see thewondrous beauty of the world through the imagination of Keats, or perceive the splendor of the earth and hear the song of the lark in the fieldof labor through the eyes and ears of Millet, is to live in a world of wonder and find enduring satisfaction. The appreciation^ol^the beautiful en-THE MEANING AND VALUE OF A LIBERAL EDUCATION 295riches one's life and transfigures the world. To live without this appreciation is to see the world like a dull, leaden cloud in the sky; to live withthis appreciation is to see the world like a cloud shot through with lightof the sun making it a thing of beauty and delight and taking captive ourimaginations.To see a world in a grain of sand,And a heaven in a wild flower :Hold infinity in the palm of the handAnd eternity in an hour.THE GREAT RELIGIOUS ADVENTUREThe meaning of a liberal education is not exhausted in these manifoldrelations to the world and human beings and the profound experiencesone has therein. If one would give full expression to his whole nature, ifhe would give free rein to his far-darting mind, and if he would enter intothe great heritage of the race and let his imagination take its wingedflight, then he must himself go on the great religious adventure of thehuman spirit into the infinite and eternal and confront the ultimatereality and have commerce of soul with it. Theologies may come and go,creeds crumble and perish, cults rise and fall, and even religions die andcease to be; but religion as the soul's confrontation of the ultimate realityin faith still abides, and it is the richest heritage one generation receivesfrom another. The man of a liberal education may or may not be interested in particular theologies, creeds and cults; but if he would have theprofoundest experience and share in the richest heritage of humanity,then he must be profoundly interested in religion as the life of the humanspirit in communion with the Divine Spirit.Religion is a key that unlocks the door to the inner chamber of thehuman soul wherein it has its deepest experience. Religion is distinctivelyand uniquely a human phenomenon. Man alone, as far as we know, is thesubject of religion. Not until he came did religion take rise. He was thefirst and only altar-builder of all the creatures of the world. With hisemergence from the natural order, "the tendency of evolution," as Browning said, "set toward God." "He raised his face toward heaven, as Lowellsaid, and was God-conquered."The animal soul reacts, as Pringle-Pattison writes, to its particular environmentand asks no questions; but the outlook of the rational mind is universal. Manweighs in a balance the earth on which he moves, an insignificant speck .... heforesees his own death in the death of the race. He asks the meaning of it all andnames the name of God.296 THE UNIVERSITY RECORDIn religion man's best powers are brought into activity. The vitalurge of the soul, the pure desires of the heart, the larger grasp of the intellect, the noble idealization of the imagination, the keen-edged conscience, the vigorous will, and the winged spirit, all combine at their bestand utmost in this functioning when religious experience is vital, real,and profound. His powers are freest in action, most expansive in theirmovement, and transcendent in their reach.Moreover, it is in religion that man has his deepest experience.Whenever the mind functions at its best, whether in pursuit of truth,beauty, or goodness, it has profound experience; and since it is in religionthat the mind functions at its utmost limit in commerce with God, it hasits deepest and most significant experience.In religion the soul in the depths calls to the universe, and therecomes back a friendly response. Deep calls unto deep. Out of the depthsof sin, sorrow, and trouble, and also out of the depths of moral convictions, high spiritual endeavor, and undisturbed serenity, the soul criesand gets a reassuring answer.This is the reason that the world's Bibles are its sacred books:Never from lips of cunning fellThe thrilling Delphic oracle :Out from the heart of nature rolledThe burdens of the Bible old;The litanies of the nations cameLike the volcano's tongue of flame,Up from the burning core below —The Canticles of love and woe.The literature of such profound experience "finds" men, as Coleridgesaid of the Bible. It is this great and rich experience which makes usrealize the truth which Browning utters when he declares:Religion's all or nothing; it is no mere guideO' contentment, sigh of aspiration, Sir —No quality o' the fineher- tempered clayLike whiteness, or lightness; rather, the stuffO' the very stuff, life of life, and self of self.In religion, man feels himself in touch with the very nature of things.It involves him in intimate relation with the Ultimate Reality. He enjoys commerce with the Infinite and the Eternal. He is in communionwith God. Religion is not an individual soliliquy, nor a. group conversation, but a human and divine dialogue. It is the reciprocal relation of thetwo sure realities of the universe: man and God. In his religious experience man passes through the finite and the infinite, through the temporalTHE MEANING AND VALUE OF A LIBERAL EDUCATION 297to the eternal, through the shadow to the substance, through the humanto the Divine. The inner dialectic of religious experience and thoughttakes the mind to the Ultimate.This objective ultimate meaning of religion has been well expressedby some leading contemporary thinkers. "By being religious," said Professor James, "we establish ourselves in the possession of Ultimate Reality at the only point at which reality is given us to guard." And Bradley declared: "There is nothing more real than what comes in religion.To compare facts such as these with what comes to us in outward experience would be to trifle with the subject. The man who demands a realitymore solid than that of the religious consciousness knows not what heseeks." Dr. Eliot, when president of Harvard, once raised the question,why a university should be interested in religion, and answered it in thesememorable words: "I answer, that universities exist to advance science,to keep alive philosophy and poetry, to draw out and cultivate the highest powers of the mind. Now science is always face to face with God,philosophy brings all its issues into the one word 'duty,' poetry has itsculmination in a hymn of praise, and prayer is the transcendent effort ofintelligence."From this characterization of religion it is clear that it is for some,and should be for all, a matter of fascinating interest. For as that sagacious man and learned judge of the Supreme Court of the United States,Judge Holmes, once said in an address to the Yale alumni:Somebody once said : "After all, religion is the only interesting thing," and Ithink it is true if you take the word a little broadly and include under it the passionate curiosity as well as the passionate awe which we feel in the face of the mystery of the universe. This curiosity is the most human ,appetite we have. We aloneof living beings yearn to get a little nearer and ever a little nearer toward the unseen ocean into which pours the stream of things — toward the reality of the phantasmagoria which dances before our eyes for three score years and ten. This endlessaerial pursuit is our fate, as truly as to bear offspring or toil for bread. This passionis as genuine and self justifying as any other. The satisfaction of it is as truly anend in itself as self-preservation.EDUCATIONAL VALUESIf our presentation of the meaning of a liberal education is at alltrue, then the value of such an education would appear to be very great.For some persons it is true that its only value is economic or utilitarian.Some prize education highly as a financial asset, and others judge itsworth wholly from its practical usefulness. We hear much in our educational discussions concerning the cost of education, a subject which interests all taxpayers and college administrators. We hear much too of298 THE UNIVERSITY RECORDthe price of education, a subject which interests students and theirparents. And many students, parents, and some educators are mucr^ concerned about the value of education; but they appraise its value in termsof business efficiency, financial returns, and the chances it brings for well-paid positions. We are bountifully provided with statistical data to demonstrate the economic value of a college education from the way suchmen rise to places of great business responsibility and financial reward.It is said that Jowett, the famous master of Oxford, estimated thevalue of a Balliol College education in the terms of £8,000 a year. Thiseconomic return was the reward of disciplined ability in the service of thestate, or industry. If we think the cost and the price of an educationcome high, it would appear that the value is also high. I daresay thisthing can be duplicated in our own country, and that this dream of economic wealth flits through the brain of many a student in our collegesand universities.This, however, is the least value of a liberal education ; and the moreliberal the education, the less is this value thought of, and the more arethe other values appreciated. For after all, if there are not other andhigher values of education than the financial returns, then education provides us only with the means of living, but not the intrinsic ends forwhich we live. I once heard a distinguished professor of Harvard say thatif Harvard did not pay him a salary that he might have leisure to studyand perform the task of teaching he would be willing to pay Harvard theamount of his salary that he might have this privilege. This is certainlya higher appreciation and a truer estimate of the value of a liberal education.While the economic values need not be ignored nor depreciated, thereare, however, higher and more important values of a liberal education.One such value is the emancipation of our minds from narrow interestsand confining spheres. The men whose minds are occupied with materialinterests and practical affairs have neither the leisure nor the power forthe things of the mind. Men who enter the professions confine their attention to their specialties; and while they become very proficient in theirwork, their confining interests make them narrow.Of such men Nietzsche bids us beware. "Be on your guard againstthe learned. They have cold withered eyes before which every bird isunplumed."And no less a thinker than Whitehead has said :The modern scientist is likely to be weak in all other departments of knowledge.This situation has its dangers. It produces minds in a groove. Each profession makesprogress, but it is progress in a groove. The dangers arising from this aspect of pro-THE MEANING AND VALUE OF A LIBERAL EDUCATION 299fessionalism are great The leading intellects lack balance. They see this setof circumstance and that set, but not both sets together. .... Wisdom is the fruitof a balanced development. It is this balanced growth of individuality which shouldbe the aim of education to secure.Now a liberal education does serve men in this way. It helps to savethem from these very dangers; it emancipates them from these narrowlimitations; it gives them wider interests; it lets them have the freedomof the race; it makes them citizens of the universe; and it provides themwith things to enjoy as well as to use.For, as Bosanquet remarked: "We may know all mysteries and allknowledge; the secrets of archaeology or the physical acoustics may lieopen before us; but if we do not in the end enjoy ourselves, we are pretentious pedants, we are as sounding brass and a tinkling cymbal."THE VALUE OF A WELL-TRAINED INTELLECTAnother of the values is the possession of a well-trained, critical intellect. The power to know facts, weigh evidence, test statements, passimpartial judgments, act rationally, and keep one's sanity in such aworld as ours, with its newspapers, its movies, its panaceas, its hysterias,its hectic life — this is of the highest worth in a sane and serious life.Next to moral salvation from sin in its various forms, the most difficultproblem, as well as the greatest boon, is to be intellectually saved fromignorance, credulity, dupery, fanaticism, superstition, and intolerance.It would appear that neutral ignorance should be a sufficient burden forhuman beings; but not so, for many achieve an amazing amount of acquired ignorance, which is knowledge of things that are not. We are bornwith the will to believe in excess of the will to criticize. It is the easiestthing in the world to deceive the American people most of the time, andsome of them all the time, though not all of them all the time. The mem-ace of fanaticism and superstition issuing in intolerance is one of ourgravest dangers at present. If a liberal education can save us from theseevils, then its worth for us and our country will far outweigh its financialvalue. I am not sure, in view of the conduct of educated men during thewar hysteria, whether our salvation lies in a liberal education; but if it istruly liberal, it should help us much in emancipating us from these evilsand helping us to keep our mental balance.If may be that on occasions such as these which confront us the liberally educated men may have to do what Plato's philosopher was obligedto do: when the wind storm blew, he wrapped his head in his mantle,turned his face toward the wall, and let the storm pass by, and then wenton his way. Many educated men the world over recently, and especially300 THE UNIVERSITY RECORDin our land since the war, have followed the example of Plato's philosopher. Life, however, is not all storm, for there are seasons of sunshine,fair days with bright skies, sensible men and women who are living rationally and nobly ; and a liberal education should enable us to find them,live with them, and appreciate them; for as Professor William Jamessaid on an occasion much like this, "the purpose of a college educationis to know a good man when you see him." Well, there are many goodmen and women, of all sorts and conditions, in all walks of life and in allraces, and if we are liberally educated we should be emancipated from allsorts of prejudice and be able to discover and appreciate the best in them,take a sympathetic attitude toward them, have intimate contacts withthem, and find deep joy and enduring satisfaction in friendship withthem. It is very essential that our liberal education should have thiseffect in our lives in this America which is a microcosm of all the peoplesof the world.Another value one gains who has a liberal education is the power tobe alone and to turn his leisure to the enjoyment of his own intellectualresources. We all have to work for our living and we are set in social relations; we are thrown into contact with all sorts of persons and are obliged to spend more or less of our time in the crowd. Never did so manypeople have so much leisure, and never were they so little able to make anoble use of it for the increase of their inner resources. The White Waysof the cities are crowded with people, and the "movies" ever thronged.And when persons retire from business or the professions, while theyhave enough to retire on, they have little or nothing to retire with, andthe result is ennui, restlessness, nervous prostration, and rapid senility,or a forced return to their old tasks. They have no intellectual resourcesto retire with and enjoy. They cannot make fine use of their leisure.They are not emancipated from their routine tasks. They cannot enjoyquiet; they are disturbed by silence; they hate solitude; to be alone is tohave the worst sort of company and to have a premature experience ofhell. As Nietzsche said: "These modern creatures wish rather to behunted down, wounded, and torn to shreds than to live alone with themselves in, solitary calm. Alone with one's self! This thought terrifies themodern soul; it is his one anxiety, his one ghastly fear ..... Andverily it is no commandment for today; tomorrow to learn to love one'sself. Rather is it of all arts the finest, subtlest, last, and patientest."An education, if truly liberal and emancipating, should enable a man,when occasion requires, to live his own life, to withdraw from the crowd,to enter upon zones of quiet, to welcome the hour, the day, the week, ormore, when he can be alone, depend upon himself, have recourse to hisTHE MEANING AND VALUE OF A LIBERAL EDUCATION 301inner resources, and enjoy himself, or, with a "book in a nook," see thepageantry of the spiritual life pass by and himself go with it into theworld of truth and beauty and goodness.Here is the secret of the enduring satisfaction of life. Not to thepleasures of sense, nor the happiness of wealth, nor the intoxication ofpower can the liberally educated man say: "Verweile doch, du bist soschon"; only to the satisfaction that comes from the pursuit and enjoyment of the true, the beautiful, and the good, can he say: "Abide, thouart so fair." These are the sovereign values for human lives.TO THE GRADUATESIf such is the meaning and these are the values of a liberal education,then your responsibilities are as great as your privileges. Yours has beenthe high privilege to discover the true, to enjoy the beautiful, to pursuethe good. You are the servants of these ideals, the guardians of thesevalues. These are things for which you are to stand wherever your lotmay be cast, and to endeavor to secure for them the right of eminent domain in our civilization.SONGS FOR A WINDY DAYTHE JOHN BILLINGS FISKE PRIZE POEMSBy STANLEY STEWART NEWMANCommittee of Award : Robert Morss Lovett, Acting Head of the Departmentof English, University of Chicago; Dr. Keith Preston, late Literary Editor of theChicago Daily News; Gladys Campbell, Editor of The Forge.THE WISEHow powerful the force that droveThe young prince, Gotama, the Wise,To leave his palace and to rove,A flaming dream within his eyes.The stars careened and the burnished sunSwung round: eight years he stalked his grief.And still a madness drove him on,His body shriveled like a leaf.The Sacred Boddhi Tree aboveHim curled — no voice, no loud hosanna —The Tree bent down and whispered ofThe shadow of Nirvana.Then up there rose from the Tree's shadeWith a new dream in his eyes,With a new path before him laid,Young Gotama, the Wise.ASTRONOMYLong ago white star-mist came,Tore away, and in new birthFlowed around a burning flame,Rolled as perfect spinning earth.On this fertile star-made groundThe tall green tree and the brown manHad their roots cast deep and boundIn a mad and intricate plan.302SONGS FOR A WINDY DAYThe tall green tree was richly nourished,Drawing the astral juice; and soonA constellation of leaves flourished —A cluster of stars in the sunny noon.But man felt the star-fluid burnLike poison in his troubled flesh.He would tear his roots and turnFrom the wildly woven mesh.He would learn the secret mightOf the white star's intimacy.But his roots will hold him tightTo the silent, green tree.EARTH-BOUNDNo wind disturbs things underground;And wind bends not the stubble.For those whose stems are tightly boundTo earth, whose roots are tough and sound —These the wind does not trouble.But those that fling their slim shoots highTo catch the sun's sharp flashing,That reach to the receding sky—These will the wind beat endlessly,These will the wind be lashing.HE WHO SEES GODAnd when he wanders across the hill,Will the wind be silent, will the air be still,Will the trees hush and the bird songs cease,Will the stream whisper, "Peace, peace?"All this will happen, but only heWill fathom the quiet mystery.For him the silence of the birdIs echo of the Holy Word.SYMPATHETIC ADVICE TO A MYSTICTake care, take care when the brazen sunHas dropped, lest you should look upon304 THE UNIVERSITY RECORDThe pallid and unholy lightOf the moon that quivers in the night.No mortal eyes were made to bearSuch things as you may see there.The dagger rays can stab your mindAnd madden you and make you blind.And you will wander over the landTo speak words none can understand.Oh, lock your door and shut your eyesAnd wait for the bold sun to rise.Oh, better to let the earth smotherYou rather than be the moon's brother.For men in the light will run awayFrom one who is pierced by the moon's ray.THEOLOGYGod is old,Now, and tired,Who once was boldAnd fired with a fierce passionTo scoop up air and mudIn his mighty hand, and fashionA new land,And a thing of bone and blood ....The swift lightningSplit the rocks asunder;The fires rose tall, whitening,Bellowing deep;And the black thunderShook the earth from sleep.When the smoke had blown away,The sun tottered on the first day.God had worked his will.The clear waters in a streamTrickled down the hill;SONGS FOR A WINDY DAYAnd all was luminous as a dream.He saw the green serpents sunning,His golden lions tamed,And the two people runningNaked and unashamed.This quiet and calmGod understood:He raised his long palmAnd blessed the shining land,For it was good ....But men have plotted what he never planned —Have marched in ways he cannot understand.God is old,Now, and tired ....A GRAY TEACHERLet his words tumbleInto your ears with a waterfall's rumble.Let his words rushAnd run in your mind with a river's hush.Quickly, quickly, hear his words come.For soon the lips are numb;Soon the eyes are dumb;Soon the words in his skull will slumberYears without number.SCIENTISTHe walked in dark oblivionWhere he had never seen the sun.Then down came the hard white lightLike showering manna in the night.His senses ate of this new blessing.Each stone and tree for new possessingWas made apparent to his sight.306 THE UNIVERSITY RECORDHere was a room he could exploreWhere questions never shook the door,He saw all that there was to see.But he had come from mystery.And soon he left his pale roomTo wander down the corridorOf endless night,Where sounds he never heard beforeRocked in the gloom,And sudden blossoms sprang to bloomGlowing white.RETENTIONAlthough my ears cannot retainThe whispered reticence of rain,Or the wind's tremulous waveringAs it shook the budded trees last spring,And though my eyes cannot recallWhite lilacs splashed against a wall,Or little pools that caught the sunOn dappled waves when the wind would run,Still there is singing in my mindThe fragile music of the windThat I heard long ago; and hereWhite lilac blooms all through the year.THE LATE DANIEL DAVID LUCKENBILLDANIEL DAVID LUCKENBILLBy J. M. POWIS SMITHD. D. Luckenbill was born at Hamburg, Pennsylvania, on June 21,1881, and died in London, England, on June 5, 1927. His academic career was begun as a student at the University of Pennsylvania, where heobtained his A.B., and continued at the University of Chicago, with ayear each spent in the University of Berlin and in the American School ofOriental Research in Jerusalem. He received the Ph.D. degree at Chicago in 1902. He was at once added to the Semitic staff of the University,where he rose steadily from Associate to Professor, attaining this latterrank in 1915.As a teacher and scholar, Professor Luckenbill was characterized bydiligence and accuracy united with keen insight and great constructivepower. At the time of his death he was second to nobody in his chosenfield of research, viz., cuneiform literature and ancient history. His workwas that of a finely balanced mind and a courageous spirit. He left nothing undone to attain perfection of result.Most of his articles will be found in the pages of the American Journal of Semitic Languages and Literatures, of which he was one of the cooperating editors. In addition to these, he put forth a new translation ofthe well-known prism of Sennacherib, based upon a newly discoveredcopy of the prism which now rests in Haskell Oriental Museum at theUniversity. The book bore the title The Annals of Sennacherib (1926).He also had begun a new translation of the old Babylonian and Assyrianinscriptions, two volumes of which have already appeared, viz., AncientRecords of Assyria and Babylonia, Vol. I (1926), Vol. II (1926). In thepreparation of these volumes he found it necessary to make two trips tothe British Museum in order that he might collate the tablets themselveswhich are to be found there, and so establish a sound text as the basis ofhis work. He had just arrived in London for the second of these visitswhen death overtook him.His greatest work is as yet unfinished. Six years ago he began thehuge task of compiling an Assyrian and Babylonian dictionary. To thisend he organized a staff of assistants who under his direction began thetask of gathering together from all published Assyrian and Babyloniandocuments the complete vocabulary of these languages. Each word is3073o8 THE UNIVERSITY RECORDwritten out on a card with an adequate citation of its context so that itsmeaning may be properly grasped. This work is being done with suchthoroughness that when it is finished every word and particle in Assyrianand Babylonian literature will be enumerated and located in every one ofits appearances. Up to the present time there are approximately 650,000cards. The final task of arriving at the meaning and classifying the usageof the words on these cards has still to be done. The death of ProfessorLuckenbill will be a great loss to the dictionary, and will retard the progress of work upon it greatly. This is an undertaking that must be carriedthrough, not only for the sake of its originator's memory but because ofthe invaluable contribution it will constitute to a better knowledge of Assyrian and Babylonian.Professor Luckenbill had a comprehensive view of his field of workand was fertile in productive ideas. In company with Professor Breastedhe traversed Mesopotamia and Syria just after the close of the great war.In fact, this party was the first to cross from Mesopotamia to Syria afterthe declaration of peace. On this occasion Professor Luckenbill lookedover the territory with a view to future excavations there, plans for whichwere fermenting in his mind.The members of the Department of Oriental Languages and Literatures will miss his stimulating presence and his hearty co-operation in alltheir work, but will ever treasure the memory of his devotion to his workand of his eager and enthusiastic entry upon neiw paths and into newfields. The decipherment of Hittite challenged him early in his career,and the final elucidation will owe much to his critical acumen.Requiescit a laboribus suis: opera enim illius sequuntur ilium.DEATH OF DR. ALONZO K. PARKERThe University of Chicago owes everything to the character of itsfirst builders. The wise and generous founder, the far-sighted and aggressive first President, the willing and co-operative group of men who constituted its Board of Trustees, not to mention the hundreds of givers, largeand small, who proved their faith by their works, separately and jointlygave their best to its firm establishment. The first Board of Trustees included men who in commercial parlance are known as "hard-headed,"those who knew and believed in their Chicago, those who were learned inthe law, wealthy men, and men rich only in ideas and endowed with imagination.One of these first Trustees — opposite whose name in the annual University Register has long appeared the date of his election, 1890 — Rev.Alonzo Ketcham Parker, D.D., died in Brooklyn, New York, on August12, 1927, in the eighty-fourth year of his life. He was the only ministeramong the members of the first Board. He was at the time of his electionpastor of a Baptist church in Chicago and remained as such until 1901,when he was appointed Professorial Lecturer on Modern Missions and inthe same year Recorder of the University. Upon his appointment to theFaculty, he resigned as Trustee. For years he was head of HitchcockHall, where his high ideals in education and conduct, his well-stored mind,his love for and knowledge of the best in literature and art, his high moralcharacter, were brought to bear upon the lives of hundreds of young men,as also upon the members of the Alpha Delta Phi fraternity, of which hewas a University counselor.As a lecturer, Mr. Frederic J. Gurney, associated with him in the Recorder's Office for many years, testifies in a sympathetic appreciation inThe Baptist that "his students learned more than facts. Facts they received in wide range, but they received also an understanding of principles and methods, of religious tendencies in the world and of adjustmentto changing conditions." The same writer well describes the value of hisservice as a member of the Board of Trustees in its crucial first years:"He gave to the University's formative and critical years, when important precedents were being established, the benefit of his broad scholarship, sound judgment and clear realization of the situation as related tothe city, the community and to the growing interests and influence of theBaptist denomination."3093io THE UNIVERSITY RECORDDr. Parker was born in Poughkeepsie, New York, October 8, 1843.He was graduated from the University of Rochester in 1866, and in 1870from Rochester Theological Seminary, whence came other men influentialin the establishment of the new University of Chicago — Dr. George W.Northrup, Mr. Fred T. Gates, and Dr. Thomas W. Goodspeed, amongthem. He came to Chicago in 1872 after a brief pastorate in the village ofAmenia, New York, and served as pastor of the Centennial BaptistChurch, on the West Side (subsequently merged in the Second BaptistChurch) . Although he was an intellectual rather than an eloquent preacher, his ability in the pulpit, his sympathy with his people, and particularlyhis character as a Christian gentleman endeared him to his parishioners inan unusual degree, as may be inferred from the fact that he remained aspastor of the Centennial Church for the unusually long period of twenty-two years. For many years he was a trustee of Vassar College, to whichinstitution he gave the same cultural and beneficent service that hebrought to the University in its early days.Dr. Parker resigned from service in the University in 19 13, and aftera few years spent in Chicago removed east and made his home in Brooklyn and Poughkeepsie, New York. He was buried in the rural cemetery atPoughkeepsie.Mr. Gurney has summarized his character in these well chosen andnotably true sentences:Gentle in spirit, just in his judgment, instinctively courteous to every one, keenin his insight, clear in his thinking and positive in his deliberately formed convictions, he showed a well-balanced mind and sympathetic heart, a genial and kindlynature. It gave one a calmness of spirit to work in the same office with him. Whenhe expressed his mind on any subject a few sentences seemed to make everythingclear. He moved quietly through the events of daily life and handled every situation appropriately and effectively. He had a touch of humor in his makeup whichcame to the surface on occasion and helped to relieve a situation or point out thefunny aspects of it.From the painting by Roy H. CollinsTHE LATE STUART WELLERPortrait in Walker MuseumSTUART WELLERBy EDSON S. BASTINStuart Weller, Professor of Paleontologic Geology and Director ofWalker Museum, died near Salem, Kentucky, on August 5, 1927. Deathfrom heart disease came suddenly and with scant warning at a periodwhen, so far as known to his friends or to himself, he was in robust health.Following his usual custom in recent years, he conducted a field class ingeology in Ste Genevieve County, Missouri, during the early summer,and shortly afterward left for Kentucky to continue his field researchesfor the Kentucky Geological Survey. He died while en route by automobile to the train to join his family in Chicago.Professor Weller was the senior member of the Department of Geology and Paleontology and had been responsible for the work in invertebrate paleontology since its organization. He was born in Maine, BroomeCounty, New York, December 26, 1870. His father became a Congregational minister after training in the theological seminary at New Haven.When Stuart was a lad of twelve the family moved to Springfield, Missouri, where in Drury College, a Congregational institution, he receivedhis precollegiate education. Encouraged by his professor of sciences inDrury College, young Weller became interested first in botany and laterin collecting fossils. It was while at Drury College that he met one of thegeologists of the United States Geological Survey and accompanied himon a field trip. This trip made under the guidance of a trained geologistopened his eyes to the fascination of geology as a study, and he becamefurther confirmed in this new interest by receiving at this time a reportof the United States Geological Survey in which were described and illustrated fossils like those he had collected while tramping the Ozarks.Entering Cornell University in 1 891, he succeeded in completing hisundergraduate work in three years, serving during this period as museumassistant in paleontology and then as assistant in geology. He spent theacademic year 1894-95 as a fellow at Yale, and then was called to thenewly organized Department of Geology at the University of Chicago,where, starting as Assistant, he rose through the various academic gradesto a full professorship in 191 5. His connection with the University ofChicago covered, therefore, the entire productive period of his life. In1 90 1 he received the degree of Doctor of Philosophy at Yale.3113 1 2 THE UNIVERSITY RECORDIn 1897 he married Harriet A. Marvin, of Springfield, Missouri, andthe home thus established became typical of all that is wholesome andennobling in American home life. In this home three sons> James Marvin,Chester Marean, and Allan Stuart Weller grew to vigorous and usefulmanhood. The eldest son, Dr. J. Marvin Weller, of the Illinois GeologicalSurvey, has adopted his father's calling. These sons and Mrs. Weller survive him.With the completion of Rosenwald Hall in 191 5 it became possibleto utilize Walker Museum for the purposes for which it was originally designed, namely, for paleontological teaching and research and to housethe paleontological collections. From that time on Professor Weller devoted much time and thought to the organization of its large collectionsand their proper arrangement and display for purposes of teaching and research. The museum also become the repository for his own splendid collections made for the Illinois Geological Survey. For many years, in addition to his teaching duties, he served as Director of Walker Museum.Weller 's success as a teacher grew naturally out of his love for his science and his deep interest in the personalities of his students. Withoutexception every earnest student became in a short time his devoted friend.His teaching methods were simple and direct. His students at the veryoutset of their work began to handle the fossils and their related modemforms, and learned to observe closely and to describe what they saw. Assoon as they were a little farther advanced they were encouraged to workalone. His relations to his colleagues were especially happy and weresingularly free from jealousies or animosities of either a personal or aprofessional sort. With the aid of his hospitable and capable wife, hishome became a delightful center of unpretentious, happy and wholesomesocial life, particularly for the geology staff and students.It was Professor Weller's custom to devote four weeks in June andJuly to field classes in the Ste Genevieve region, Missouri. In the intimateand continuous contacts of this work he came to know the students bestand to influence them most. The region chosen by him for this work wasin his estimation the best in the Middle West for geologic instruction, andit was through his efforts that a tract of land was acquired there and permanent quarters for classes erected as the gift of William E. Wrather. Inthe development of the work of this field station he took especial pride,and his last class there was the largest and best in its history.As a result of his care and industry in research, Weller came to begenerally recognzied as the foremost authority in America on the Mis-STUART WELLER 3*3sissippian. Because of his location at Chicago it was natural that heshould select as his major field of study the richly developed faunas of thePaleozoic rocks of the Mississippi Valley. His studies in this regionranged from the Silurian to the Pennsylvanian, but his greatest contribution related to the Mississippian — particularly the Kinderhook and Chester groups. His principal opportunities for research came through hissummer connections with state and federal geological surveys. From 1889to 1907 he served as paleontologist with the New Jersey Geological Survey, and as a product of this work a number of important papers dealingwith the correlation of the Paleozoic faunas of that state were issued, andalso a paper on the Cretaceous. His connection with the United StatesGeological Survey extended from 1891 until his death. His most important connection was with the Illinois Geological Survey. It began the yearof its organization with the important task of preparing a geologic map ofthe state that was published in 1906 as the first bulletin of the State Survey. From that time until his death Professor Weller maintained an active connection with the Illinois Survey, serving as its principal adviser inpaleontological problems, and, with the aid of its facilities, carried on thepaleontological studies of the Mississippian rocks of the state that werepublished mainly as reports of that Survey. One of his most importantcontributions to the geology of Illinois was the report on the Geology ofHardin County. While he was not sole author of this report, the mapsand the portions dealing with stratigraphy and fossils were wholly his.In 1920 and later years he had an opportunity, under the auspices ofthe Kentucky Geological Survey, to extend his Illinois studies across theline into Kentucky. He was engaged in a study of the geology of theSmithland Quadrangle, Kentucky, at the time of his death. It was characteristic of his industry that the working up of field results for publication was not permitted to lag far behind the field work.He wras a Fellow of the Geological Society of America and of theAmerican Association for the Advancement of Science. The year beforehis death he served as president of the Paleontological Society. He waspast president of the Illinois Academy of Sciences, and served for manyyears as secretary of the Chicago Academy of Sciences. He was an officerin the Illinois Chapter, Sons of the Revolution, and a member of SigmaXi, honorary scientific society, and of Gamma Alpha, graduate scientificfraternity.The funeral services, held in the beautiful Joseph Bond MemorialChapel at the University of Chicago on August 8, at a time when many of314 THE UNIVERSITY RECORDhis closest friends were far away, were conducted by his former pastor,Professor Theodore G. Soares, of the Divinity School. The kindly democracy of the man is indicated by the fact that tributes to his character havecome, not alone from professional associates, but from the trades peopleand farmers in the localities where he collected and surveyed. In one German Catholic community where he was greatly beloved his humble friendsgathered in the Catholic church, where in a special service they prayedfor the repose of his soul.WALTER SARGENTMAY 7, 1868— SEPTEMBER 19, 1927The death of Professor Walter Sargent on September 19, 1927, removed another member of the faculties who seemed to be almost indispensable to the well-balanced progress of the University. For eighteenyears he had been a teacher whose association with his students everawakened enthusiasm, a delightful colleague, and an outstanding exponent of art culture at the University. For fifteen years he served asProfessor of Art Education in the School of Education, impressing inhis own charming manner his artistic ideals upon scores of those whowere to become art leaders and art interpreters to others. He devotedthought and research to the study of color, the results of which devotionare found in his book, The Enjoyment and Use of Color. He had previously published Fine and Industrial Arts in Education and Art Education in the United States.In 1924, thanks to the efforts of President Burton, he declined ahighly desirable position in a leading university in the East and wasthen appointed Chairman of the reorganized and rejuvenated Department of Art at the University. The Department immediately felt theinfluence of his leadership, of his new plans, of his progressive ideals.Additional members of the staff were appointed, additional courses wereprovided, and students flocked to the classrooms so that registrationsin art courses reached the quite remarkable number of 910 during theyear 1926-27. The increase in numbers, while gratifying, was not themost noteworthy indication of the progress of the Department. The enthusiasm of the students, their efficiency, and their loyalty to their chiefwere evidences of the vitality and morale which characterized the Department.The co-operation of the Carnegie Corporation, seen in its giftsproviding for new courses and for assistance to deserving students ofthe Department, was helpful recognition of the quality of the work doneunder Professor Sargent's guidance and inspired by his leadership.There was every expectation that the Department would continue toexpand and that the new building to house it, a building so much neededand so eagerly sought by the Chairman of the Department, would eventually be provided by some lover of the arts and friend of the University.315316 THE UNIVERSITY RECORDMr. Sargent was taken in the prime of life. He was born at Worcester, Massachusetts, May 7, 1868. He was graduated from WorcesterAcademy; he was a student of art in the Massachusetts Normal ArtSchool ; and, further to fit himself for his life work, he studied the art ofpainting under Parisian masters. Indeed, one of the secrets of his success must have been the fact that he was able to base his teaching theories upon knowledge of the mechanics of his profession. He was bothteacher and student; he was both theorist and practitioner. His landscapes were the joy of his friends and pupils. His canvases were seenin art exhibitions and from time to time he was chosen as member ofart juries by fellow-artists. He was a member of the Chicago Associationof Painters and Sculptors, as well as of organizations in which teacherscome together. At North Scituate, Massachusetts, where he died, he hadlong maintained a summer home and studio, and from the village churchhe was buried. President Ernest H. Wilkins, of Oberlin College, hiscolleague at the University of Chicago, and Albert E. Bailey, of Newton,Massachusetts, professor in Boston University, a fellow-teacher and hisbrother-in-law, spoke at his funeral, bringing their tributes of affectionand expressions of their admiration for his work and character. He wasmarried to Emma Florence Bailey in 1901. She survives him.Before coming to his task at the University, Mr. Sargent had beenstate supervisor of manual arts of Massachusetts and director of drawing and manual training in Boston, two appointments which gave himopportunity to test his theories concerning art for the people and whichprovided, by the way, a collection of anecdotes and experiences whichbrightened his classrooms and provided smiles for his friends. He was aninteresting and informing lecturer. Although, naturally, his exhibitedart was controlled by the good judgment and technical methods of themore conventional school of painting and criticism, his broadmindednessand his inborn fairness led him to see and to acknowledge what goodcould be found in the so-called "modernist" movement. He could smileat its idiosyncracies yet point out its possible merits.It is devoutly to be hoped that the efforts to secure a building forthe Department of Art will soon result in its erection. Such a building,so necessary to the development of the Department's activities, so useful for a gallery within which to show the progress of the arts of our day,would be a shrine, a most fitting monument to Walter Sargent's serviceto the world of art.WORKS OF ART AT THEUNIVERSITYIt is gratifying to learn of the increasing number of works of art atthe University. It is the hope of those who appreciate both the numberand excellence of the University's new buildings that they may eventuallybecome as beautiful within their walls as they are interesting when seenfrom the outside. Within a comparatively short time new portraits ofPresident Burton, Professor McLaughlin, Professor Small, Dean Hulbert,Professor Freund, and Dean Mathews, a bronze bas-relief of PresidentJudson, and a bronze bust of Professor Alexander Smith have been placedin appropriate buildings.Ralph Clarkson has just completed a portrait of Dr. Frank Billingswhich is designed to hang on the walls of the library of the Albert MerrittBillings Hospital. Other projects, for a portrait of President Harper forHarper Library, a portrait of Professor J. H. Tufts, and a bronze bas-relief portrait of President Harper for Swift Hall, have been launched.In each instance, before commissions were awarded to the artists who areto produce these portraits, approval of the selection of the painter orsculptor was secured.The Board of Trustees has established the policy that for a work ofart intended for permanent placement in University buildings it is essential that the choice of the artist as well as the character of the work itselfshall be approved. It is not enough that a portrait shall be a good likeness; it must be worthy artistically.Recommendations to the Board of Trustees with reference to the selection of artists and for the acceptance of portraits and similar memorialsare made by the Chairman of the Committee on Buildings and Grounds,Mr. Thomas E. Donnelley. Mr. J. Spencer Dickerson, CorrespondingSecretary, Mio Harper Library, represents Mr. Donnelley at the Quadrangles and should in every instance be consulted before steps are takento secure paintings and sculptures, thus preventing possible blunders andembarrassment.317AMONG THE DEPARTMENTSTHE DEPARTMENT OF LATIN LANGUAGEAND LITERATUREBy Henry W. PrescottThe classical departments of the University are quite unlike otherdepartments of languages and literatures. In English and in Romanicand Germanic languages and literatures the work of an individual department is limited to control of the given language and literature. InClassics, as the issue of a long-established tradition, the candidate forthe doctorate must have control not only of the language and literaturebut of many different aspects of ancient culture, such as religion, philosophy, private life, public institutions, history, sculpture, painting, andarchitecture. Under such conditions the Latin Department is hardly aseparate entity. It is inevitably linked to the Greek Department and hasalways owed much to Paul Shorey and his colleagues. On the linguisticside it has gained by the contact with Carl D. Buck. In earlier days itsstudents profited in archaeology from the instruction of Frank BigelowTarbell. Ancient history for many years has been in the hands of theDepartment of History. As time goes on, other phases of ancient culture, particularly the plastic arts, are likely to be treated in other departments than Latin. The organization of our modern universities isillogical and indefensible except as a matter of administrative convenience. The departmental units, in the humanities, should be language,literature, history, art, government, and the like, and the ancient andmodern developments within these lines should fall to such departments.But practical considerations will postpone for a long time any such idealorganization. With our present system we must be careful to break downbarriers between existing departments and to emphasize the unity withinthe apparent diversity.HISTORY OF THE DEPARTMENTThe appointment of William Gardner Hale to the headship of theDepartment gave it immediate distinction, and for over twenty-fiveyears his influence was felt in the University at large; as a scholar of318AMONG THE DEPARTMENTS 3*9international reputation, an able teacher, and a courtly gentleman, hewon respect and affection. He had already begun his researches in syntax and continued them with zest throughout his residence in Chicago,developing also a new interest in connection with the text-tradition ofCatullus. His wisdom in the selection of his staff is illustrated in theearly appointments of Edward K. Rand, now Professor of Latin in Harvard University; of Clifford H. Moore, now Dean of Harvard College;and of Gordon J. Laing, now Dean of our own Graduate School of Artsand Literature. Later he brought to the University Charles H. Beeson,a pupil of Ludwig Traube, whose work in Latin paleography Mr. Beesonis continuing, gradually establishing himself as an authority in the field.Among older men in the earlier days, George Lyman Hendrickson andFrank Frost Abbott were notable figures. Mr. Hendrickson, with fineliterary taste and acute critical power, began here his thorough studiesof Roman satire and rhetorical theory. Mr. Abbott was an eminentteacher and an intelligent student of Roman political institutions. Thewithdrawal of these two gentlemen to Yale and Princeton in the earlyyears of this century was an irreparable loss to the University. ElmerT. Merrill was called from Wesleyan University; he became an authority on the text of the younger Pliny and of Catullus and on many vital aspects of Roman and early Christian religion. Henry W. Pres-cott came from the University of California as Professor of ClassicalLiterature, at first dividing his time between Greek and Latin. SinceMr. Merrill's retirement Berthold L. Ullman, a graduate and doctor ofthe University, has greatly strengthened the ^Department. By his unusual versatility he performs the double task of establishing desirablecontacts with our secondary schools and of advancing graduate workthrough his expert acquaintance with text-tradition, the history of several literary types, and other aspects of classical philology.During the earlier years the undergraduate work was largely in thehands of Charles Chandler and Frank J. Miller. Both these gentlemenby their kindly natures and intelligent teaching occupied a large placein the affection of their students for a long period of years.Quantitatively, the present condition of the department is highlyencouraging when one considers the general condition of classical studiesin this country. Undergraduate registration, for example, in the yearssince the war has increased 33^3 per cent. Graduate registration in thesame period has more than doubled. The department, however, takesgreater pride in observing the extent to which its doctors over a longperiod of years are now found in high-ranking positions in the colleges320 THE UNIVERSITY RECORDof this country and of Canada; Johns Hopkins, Iowa, Wisconsin, Kansas, Colorado, Washington, Toronto, McGill, Queen's, Manitoba, Alberta, Northwestern, Vermont, Pittsburgh, Indiana, Goucher, Idaho,Wellesley, and Mount Holyoke now include our graduates in their classical staffs, and in many cases as chairmen of departments. And it is interesting to find five eastern colleges in the list as well as the colleges ofthe Middle West. In southern institutions, also, such as Tulane, Mississippi, Stetson, Southern Methodist, Charleston, and Agnes Scott, Chicago doctors hold responsible positions.ACTIVITIES OF THE STAFFThe earlier activities of the faculty in syntax, government, Romansatire, and rhetoric have changed with advancing years and new appointments. Mr. Laing continues his studies in religion. Mr. Beeson isdeeply engaged in investigation of the insular script, and provision hasrecently been made for long-continued absences in Europe that he maystudy the large mass of manuscripts which illustrate the influence ofthat form of writing. Such a study is sure to clarify our knowledge ofthe transmission of classical authors and illuminate various phases ofmedieval culture. Mr. Prescott has recently published a critical accountof the development of Virgil's art, intended in some measure to assistin the teaching of Virgil, but sifting and summarizing the results of thework on Virgil in the last half-century; he is also progressing in hisstudies of the history of comedy. Mr. Ullman has just completed thepublication of an interesting Latin work of the early Renaissance bearing on the history of Latin literature, and looks forward to the furtherprosecution of his studies in satire and in Tibullus.A significant new development is largely under the supervision ofMr. Beeson and Mr. Ullman. For many years our only dictionary ofLatin in the Middle Ages has been that of Du Cange, incomplete and inmany ways imperfect. By an international effort plans are now madefor the preparation of a more nearly complete lexicon of the later Latinfrom the sixth through the twelfth centuries a.d. This work requiresthe thorough sifting of the Latin of this period and the critical collectionof the vocabulary of many individual authors. At present over twentymasters' and doctors' dissertations by our students are in progress, orjust completed, which contribute to the ultimate dictionary. This special task will continue for a term of years, and the department hopes toperform a large service in this direction.AMONG THE DEPARTMENTS 321DEPARTMENTAL NEEDSThe department has its difficulties as well as its occasions for congratulation. Classical studies require special fostering to counteract thenatural practical tendencies of the times. As the years go on, men areless easily attracted, because of their financial responsibilities, into theclassical field, and the department tends to become feminized in its constituency. This feature has its advantages; the women are of high quality, and the growth of women's colleges should prompt us to encouragethe preparation of women for higher study. But the meager fellowshipsoffered by the University, in comparison with such universities as Harvard, Yale, and Princeton, put us at a serious disadvantage in drawingmen into advanced study. Again, the large field of classical study required by the conditions to which I referred in the opening paragraph,necessitates a larger number on the teaching staff than the number ofstudents may seem to warrant. We are fortunate at present in being ableto cover Roman religion, private life, Roman history, and the history ofthe literature, epigraphy, and paleography. On the other hand the Department of Fine Arts is not yet able to provide for the study of classical art. The important subject of Roman government and political institutions, perhaps the most vital contribution of Rome to modern culture, is totally unrepresented, except as it plays a small part in coursesin history. And the field of Roman archaeology, so important for students of anthropology as well as of art and general culture, remains unoccupied, although Mr. Tarbell left a tradition well worth continuing.It would seem as if the development in the University of oriental archaeology, so generously supported, should carry with it the recognitionof the importance of classical archaeology.The University loudly proclaims the value of research and withreason emphasizes it as fundamental in its educational policy. It stillcontinues, however, the undergraduate curriculum. The result is thatthe undergraduate is often neglected. Our department, like many others,shows the effect of this neglect. Our graduate constituency comes largelyfrom other institutions, not from our own undergraduate department.In the humanities we cannot afford to neglect, whether as a stimulus tolater research or as a basis of general culture, the proper teaching of literature and other aspects of civilization. If the atmosphere of the University is wholesome, there should be many undergraduates who shouldcrave a knowledge of classical civilization without the labor of acquiringthe classical tongues; there should also be many who, in the course of322 THE UNIVERSITY RECORDacquiring the language, should demand emphasis upon the content ofthe thought and the qualities of the form rather than upon the tediousminutiae of the conventional classroom. Teachers who can communiscate such things are rare and, unfortunately, are growing rarer in theclassical field. But it is imperative to provide in our undergraduate workstimulating teachers who appreciate Roman civilization as a stage inthe development of human society.NEW DEVELOPMENTS IN THE COLLEGES OF ARTS,LITERATURE, AND SCIENCEBy C. S. Boucher, Dean of the CollegesThanks to a President who is quick and keen in the recognition ofthe mistaken practices and the shortcomings in our educational program,and who welcomes and encourages experimentation and new departuresin educational methods, the University of Chicago is recognizing as neverbefore its obligations to its undergraduate students. A new spirit and anew life is evidenced in the thought and activity of a majority of the officers of instruction and administration concerned with undergraduate education. The members of the Freshman class entering the University ofChicago in the current quarter, x\utumn, 1927, have more and better opportunities open to them than any previous class has had. Space in theUniversity Record will not permit an extended discussion of all of ournew departures, but a brief statement concerning each of several of themcan be made.THE INCOMING FRESHMENAs a result of our observations based on past experience and on theexpressed opinions systematically solicited from past Freshmen who havebeen through the mill, the Freshman Week program was changed considerably. Unessential and profitless items were eliminated, new and worthwhile features were added, and the time devoted to individual educationalguidance conferences was doubled.At the opening of this quarter all Freshmen entered the Colleges ofArts, Literature, and Science; none entered a professional school. This isa decided step forward in the proper education of our students in preparation for later specialization in any particular line, and in the advancement of the standards and spirit of some of our professional schools. Thewriter has already found that some other universities of first rank are ex-AMONG THE DEPARTMENTS 3^3pressing a keen interest in this move on our part and are preparing totake a similar step.Our Freshmen this year will receive better instruction in the classroom than was offered any previous class. The administration has spentmore money this year than ever before on instructors for first-year classes,with the result that in many departments we have either materially reduced or entirely done away with the use of graduate student assistantsin charge of Freshmen sections. Not only have we raised the caliber ofinstruction, but we have made more adequate provision for the number ofclasses and sections, so that a greater number of students can get the particular courses they want and ought to have when they need them most.Not only have we raised the quality of instruction and improved thevariety and adjusted the amount of program offerings, but in several instances the content of introductory courses has been changed so considerably as to make an entirely new course. Perhaps the best example hereis the introductory course in Political Economy — "The Economic Order1'— a three-quarter course extending throughout the year. Under the leadership of Professor Marshall, the Head of the Department, old course-offerings were restudied so carefully that several of them were abandoned ;and after an almost unbelievable amount of time and study had been devoted by Professor Marshall and several of the members of his department, the result is an entirely new course' — new in content and method ofpresentation — a real and vital orientation course — a course which, I believe, is the best introductory course in economics in the country offeredto Freshmen. Professor Marshall himself has charge of the course and isthe most active participant among the group of instructors and men ofprofessorial rank offering the course.CHANGES IN COURSESIn similar fashion the Department of History has accepted the challenge and has scrapped its introductory course. Instead of presenting theold and deadly stereotyped course on the history of Western Europe —mainly political and military — the new introductory course in historywill present a history of civilization in a fashion which is sure to bemore interesting, more vital, and more useful to the student. Many otherdepartments are seriously studying their introductory courses on thescores of content and method of presentation ; several have already mademarked improvements, and several others are well on the way to doing so.As soon as the administration showed its interest in improving thequality of instruction furnished to Junior College students, a number of324 THE UNIVERSITY RECORDdepartments demonstrated a willingness to co-operate which is most gratifying. More care has been given to the selection of instructors in regardto ability to teach. More conferences are being held for members of a departmental staff engaged in instructing elementary classes. In some casesa staff member has been designated as supervisor of Junior College instruction for the department.Here we had a remarkable example already at hand in the JuniorCollege language work in French, Spanish, and German. Under the guiding genius of Professor Morrison, in charge of the Laboratory Schools,whose expert services in the guidance of this elementary work in theselanguages was requisitioned a few years ago, such remarkable progresswas made that, earlier in this calendar year, it was considered safe, at hisrequest, to take the work back into the Colleges, under the supervision ofProfessor Bond, who had worked with Professor Morrison. ProfessorBond is now serving as chairman of the Junior College division of thework in these languages and is definitely responsible for seeing that effective teaching is the order of the day. That this is the case is shown by thefact that, a few months ago, at the request of the Department of Romance Languages and the Department of Germanics, the Faculty votedto reduce the language requirement in French, Spanish, or German fromfour majors to three majors, because we are now accomplishing as muchin three majors as was the objective — a reading knowledge of the language— when four majors were required.IMPROVEMENT IN JUNIOR COLLEGE WORKThe Department of Mathematics, anxious to co-operate in our endeavor to improve Junior College instruction, has appointed one of itsstaff members to be the supervisor of Junior College instruction in thatdepartment. With careful study of performance in the classroom, thissupervisor is sure to raise the standard as measured in results. The advanced courses will profit by the increased capacity and the further advancement of the students who enter them from the improved elementaryinstruction. Two more of our larger departments have expressed a willingness to appoint supervisors for their Junior College courses in the nextacademic year. This is an important development worthy of every possible encouragement, for nothing but good can come from it.With the hearty co-operation of the English Department an interesting experiment is being tried this quarter with a selected group of Freshmen. The 140 Freshmen who were selected for admission by invitation toAMONG THE DEPARTMENTS 32Sthe first Survey Course, "The Nature of the World and of Man"— the topof the entering class in ability — were not registered for Freshman English in the Autumn Quarter. Two instructors in English are assigned tothis group, and on the basis of the regular written work for the SurveyCourse, are classifying these Freshmen into three groups: those whoclearly do not need the introductory course in English and who will beexempted; those few who clearly do need it and will be enrolled for it in asubsequent quarter; and those who, with the aid of a short period of individual conferences and coaching, can be certified as not needing the regular course.THE DETERMINATION OF DEMONSTRATED ABILITYThis suggests another primary interest of a number of us— the determination of demonstrated ability, achievement, or accomplishment incertain fields as a substitute for specific course requirements. Whenachievement tests can be substituted for our present dogmatic and autocratic system of bookkeeping in terms of courses taken, real educationwill be materially advanced. This is the goal now achieved in the elementary work in French, Spanish, and German, for a student is advancedfrom one course to another, even in mid-quarter, as rapidly as he demonstrates that he can do the work; and no student is given a grade of C inthe third and last required major in any one of these languages until hecan be certified as having a reading-knowledge of that language. It is tobe hoped that each department will make a serious effort to work out aseries of satisfactory achievement tests to be given at appropriate stagesof advancement ano! to take the place of the more simple but quite unsatisfactory method of recording only courses taken.For the superior students— superior both in ability and in earnestness of application — we are endeavoring to provide methods of escapefrom the lock-step system of nothing but formal classroom performance— lectures and quizzes, lectures and quizzes — a system which proves alltoo frequently to be deadening rather than stimulating to the better students, but a system which will probably have to be continued for sometime in large institutions for the mediocre and mine-run students. Thisyear we have a number of honor courses open to superior students. Thebasic idea is to have little if any formal and perfunctory classroom work;a student is to be given a problem or a really big assignment — one fit tochallenge the initiative and capacity of the best student; he is then to beput on his own resources to a large extent and allowed to show his origi-326 THE UNIVERSITY RECORDnality and the utmost extent of his powers. Real accomplishment in aparticular field is to be the criterion of judgment at the conclusion of hiswork. That the better students are keen for such opportunities I know asa result of offering such a course myself this year.EDUCATIONAL GUIDANCEWe have drawn the line more sharply between the Junior Collegeand the Senior College in the field of educational guidance. During hisfirst two years, in the Junior College, a student is assigned to a Dean foreducational guidance. Special Deans are provided for students who knowdefinitely that they wish to enter a professional school, whether for Medicine, Law, Education, Commerce and Administration, Social Service Administration, or Nursing. Other Deans will work with non-preprofes-sional students and will do their best to help each such student to find amajor and vital academic interest.At the end of the first two years some of the preprofessional studentswill enter the appropriate professional schools, while others will not entera professional school until at the end of the third or fourth years, depending on what seems best for the student and the entrance requirements ofthe particular professional school. All students who do not enter a professional school at the end of the second year are required to declare amajor interest in some department in the Colleges. The student's Deanwill, during his first two years, help him to make this choice wisely. Whena student has completed his Junior College requirements and has madehis departmental selection for primary interest in his Senior Collegeyears, he will be assigned to an officer of that department, known as theDepartmental Counselor for educational guidance. In this we have followed the precedent of the Graduate Schools of Arts and Literature andof Science. Each department has furnished educational guidance for itsgraduate students and will henceforth do so for its Senior College students as well. In this manner we have considerably enlarged the numberof staff members devoting part of their time to educational guidance andhave thus insured for most students more attention and better counsel.Most of the departments have shown an earnest and excellent spirit inproviding for this additional burden of responsibility, because they were'quick to realize that this plan furnished an improved opportunity forthem to build up a new esprit de corps and raise the standard of performance among their students. Departments which neglect this importantfunction and duty will find themselves losing prestige and a hold on theinterest of the student body.AMONG THE DEPARTMENTS 327In a civilization which is changing as rapidly as ours has changed inthe past generation, and which bids fair to change certainly no less rapidly in the next generation, our educational system, to be of any value, mustchange accordingly and adapt itself to new demands. We must not changeour educational processes, content, organization, and methods simply forthe sake of change, but must be willing to experiment in the light of pastexperience and present needs, and then, on the basis of tested thought,make our changes — changes to a system which may safely be regarded aspermanent only to a relative degree — permanent until tested thoughtagain demonstrates that another change is advisable.CONVOCATION STATEMENT1STATISTICS OF ATTENDANCEThe work of the Summer Quarter now closing, favored by delightful weather and the presence of a number of distinguished professorsfrom other universities, has been unusually enjoyable both to Facultyand to students. The registration records show that in the GraduateSchools of Arts, Literature, and Science, we have 3,339 students, anincrease of 129 from the Summer Quarter of 1926. In the Undergraduate Colleges, the registration is 1,291, a decrease of 98; in the professional schools, 2,038, a decrease of 109. The total enrolment in the University is 6,480, a decrease of 68. This slight falling off, it should besaid, results directly from the exercise of greater discrimination in theadmission of unclassified students who are not candidates for a degree.PERSONNELAgain during the past quarter the hand of death has fallen heavilyupon the University community. Four members of the faculty havebeen taken from us: James Alfred Field, Professor of Economics;Stuart Weller, Professor of Paleontology and Director of the WalkerMuseum; Alonzo Ketcham" Parker, Professorial Lecturer Emeritus inthe Divinity School, and from 1891 to 1901 a member of the Board ofTrustees of the University; and Dr. Bird McPherson Linnell, AssociateClinical Professor of Medicine in Rush Medical College. We shall riseand remain standing while a hymn is chimed in tribute to the memoryof these our friends and colleagues.Professor Ernest H. Wilkins, of the Department of Romance Languages and Literatures, has resigned in order to accept the Presidency ofOberlin College. For fifteen years a member of our faculty and for threeyears Dean of the Colleges, we know him to be a thorough and productive scholar, a stimulating teacher, and an extraordinarily active andprogressive administrator. To Oberlin College we offer our congratulations; to President Wilkins our heartiest wishes for his success and happiness.1Read by Professor Frederic C. Woodward, Vice-President and Dean of Faculties, at the One Hundred and Forty-seventh Convocation of the University, held inLeon Mandel Assembly Hall, September 2, 1927.328CONVOCATION STATEMENT 329A notable addition to our staff is Professor Edward Chiera, of theUniversity of Pennsylvania, who comes to us as Professor of Assyriologyin succession to the late Professor Luckenbill.GIFTSThe growth of an intelligent community interest in the work of theUniversity and of a consequent desire to participate in the developmentof our projects in research and education is again in evidence. Today Ihave the pleasure of announcing two splendid gifts, one for an additionto our group of hospitals on the Midway, the other for the promotion ofmedical education and research.Mrs. Gertrude Dunn Hicks has given to the University $300,000 forthe purpose of erecting and equipping a building to be known as the Gertrude Dunn Hicks Memorial, which shall be operated as an orthopedichospital, in the admission of patients to which preference shall be given,so far as may be practicable, to children who are unable to pay for thetreatment received by them.Mr. Louis B. Kuppenheimer has given $250,000 for the establishment of an endowment fund to be known as the Louis B. and EmmaM. Kuppenheimer Foundation, the income from which shall be devotedto the study of the structure, functions, and diseases of the eye and toinstruction in the Department of Ophthalmology.Following so closely upon the gift "of the Bobs Roberts MemorialHospital for Children, the transfer to the University of the CountryHome for Convalescent Children, and the plan for the removal of theChicago Lying-in Hospital to the Midway, these new contributions byMrs. Hicks and Mr. Kuppenheimer give us a thrilling glimpse into thefuture. Large additional contributions are needed for our medical development, but we are confident that they will be forthcoming. TheUniversity, we earnestly hope, will be privileged to play a noble part inthe conquest of disease and the alleviation of human suffering.For the endowment of the Frank Billings Medical Clinic, Mrs. LilyMacLeish Day has subscribed $5,000; Mr. Robert L. Scott, $5,000;Mrs. Clarence Sills, $5,000; Mr. E. J. E. Ward, $5,000; Mr. and Mrs.John H. Wood, $5,000; Mr. G. A. Tomlinson, $2,000; Dr. J. ClarenceWebster, $1,000. Other contributions amounting to $1,935 bring thetotal subscribed during the quarter to $29,935 and the grand total forthe endowment of the Clinic to $268,473.To the support of the Graduate School of Social Service Administration subscriptions aggregating $11,400 have been received as follows:Mrs. Howard Spaulding, $4,250; Miss Shirley Farr, $2,500; Mr. Mor-33° THE UNIVERSITY RECORDton D. Hull, $2,500; General Abel Davis, $1,500; the Chicago Community Trust, $500; and the American Association of Hospital SocialWorkers, $150.Mr. James H. Hopkins has given $5,000 for such purposes as thePresident may elect; Dr. F. R. Lillie has contributed $3,100 toward thecost of certain construction work for the Department of Zoology; theChicago Branch of the American German Student Exchange has established for the year 1927-28 a fellowship of $1,000 for an advanced student of German nationality; Mrs. Joseph Schaffner has given $100 tobe used for student aid in memory of Jane Morgenthau, a former student of the University, who died one year ago.Rightly speaking, all of these contributions are gifts not to theUniversity but to humanity. The University is provided with the opportunity and charged with the responsibility of administering them. Weare grateful to the donors for the confidence they have reposed in theUniversity, and we pledge our best efforts to carry out their beneficentpurposes.TO THE GRADUATESFor you who have just received degrees from the University thisConvocation is a particularly important and happy occasion; though,unless you expect to return for further study, I suspect that your happiness is not without a tinge of sadness. Your degrees are not only a recognition of accomplishments; they carry with them a definite obligation.Not a financial obligation; not the obligation of gratitude; but the obligation of educated men and women everywhere to be open-minded andhonest-minded, to seek always the truth, and to fight courageously forwhat they believe to be the right. Conscious of our own deficiencies, wenevertheless hope that you are well equipped for the performance ofthis obligation. Indeed, we venture to hope, if I may paraphrase thewords of Justice Holmes, that we are sending you forth with a pennonas well as a sword, to keep before your eyes in the long battle the littleflutter that means ideals, honor— yes, even romance.THE BOARD OF TRUSTEESBy JOHN F. MOULDS, Secretary of the BoardRESIGNATION OF HOWARD G. GREY AS FIRSTVICE-PRESIDENT OF THE BOARDAt the July meeting of the Board of Trustees the resignation ofMr. Howard G. Grey as First Vice-President of the Board was acceptedwith the understanding that Mr. Grey would continue his importantwork as Chairman of the Committee on Finance and Investment. Aspecial committee was subsequently appointed to express to Mr. Greythe warm appreciation of the Trustees for his long and valued servicesin this important office, and the following testimonial was recorded inthe minutes of the Board of Trustees:Those of us who serve as Trustees of the University come to realize as theyears pass that the Board consists not merely of a group of Trustees charged withduties demanding their time and their best judgment, but that it is a company offriends closely knit together by ties of continuous service. The friendships createdby this association one with another, by the mutual striving for highest ideals andattainments for the institution we all serve, grow stronger as time passes. Yourfellow members of the Board have learned through many years of its exemplification to appreciate the service you have rendered since that day in 1900 when youbecame a Trustee. The scrupulous care you have given to every duty that hasdevolved upon you, the wisdom you have shown, the days you have freely given tothe work of committees, at times to the limit of your strength, these services areknown and appreciated by us all.Now that you have resigned the office of Vice-President, the duties of whichoffice you have taken so conscientiously, we, a committee appointed by the Board,are glad to express to you on behalf of the entire membership, our appreciation ofthe tasks you have assumed on behalf of the University, to assure you of the highpersonal esteem in which you are held, and to put on record our gratitude for thethe quality and the quantity of service you have rendered. We congratulate ourselves that you are relinquishing only one portion of your work and that the University is still to have the benefit of your mature judgment in an important branchof the Board's work and that you are still to be among us in those meetings inwhich business and friendship mingle. On behalf of the Board of Trustees,Julius RosenwaldThomas E. DonnelleyJ. Spencer Dickerson, ChairmanELECTION OF OFFICERSAt the meeting of the Board of Trustees, held August 11, 1927, theresignation of Mr. Howard G. Grey as First Vice-President of the Board331332 THE UNIVERSITY RECORDhaving been accepted at the July meeting, the following officers wereelected to the respective offices: Thomas E. Donnelley, First Vice-President; Robert L. Scott, Second Vice-President; and William Scott Bond,Third Vice-President, for the period until the next annual meeting ofthe Board in June, 1928.STANDING COMMITTEESFollowing is the personnel of the standing committees of the Boardof Trustees for the year 1927-28:Finance and Investment : Howard G. Grey, Chairman, Charles R. Holden,Vice-Chairman, William Scott Bond, Frank McNair, Robert P. Lamont, EugeneM. Stevens.Buildings and Grounds: T. E. Donnelley, Chairman, E. L. Ryerson, Jr.,Vice-Chairman, H. B. Barnard, Harold F. McCormick, Martin A. Ryerson, JohnStuart.Instruction and Equipment: Charles W. Gilkey, Chairman, William Scott.Bond, Vice-Chairman, Sewell Avery, Wilber E. Post, Julius Rosenwald, Albert W.Sherer.Press and Extension : T. E. Donnelley, Chairman, Robert L. Scott, Vice-Chairman, Eli B. Felsenthal, Samuel C. Jennings, Albert W. Sherer.Audit and Securities: Eli B. Felsenthal, Chairman, C. F. Axelson, Vice-Chairman, H. B. Gear, Samuel C. Jennings, Charles W. Gilkey. !UNIVERSITY STATUTESThe Statutes of the University have been amended, and the following paragraph has been substituted for paragraph 1, of Article XIV ofStatute 1 3:The Board of University Social Service and Religion shall be composed of thePresident of the University; the Vice-President and Dean of Faculties; the Recorder; eight members of the University Faculties (one to serve as Vice-Chairmanof the Board) and eight members of the student body, these sixteen persons to beappointed by the President of the University. The Vice-Chairman of the Boardand two other members shall form an Executive Committee, and religious workerson the Quadrangles may be made members of this Committee without appointmentby the President.and in all places where the words "Board of Christian Union" appearedin the Statutes, the words "Board of University Social Service and Religion" have been substituted.APPOINTMENTSIn addition to reappointments, the following appointments havebeen made by the Board of Trustees during the three months prior toOctober 1, 1927:THE BOARD OF TRUSTEES 333Edward Chiera, as Professor of Assyriology in the Department ofOriental Languages and Literature, from July i, 1927.Dr. Arthur R. Elliott, as Clinical Professor of Medicine in RushMedical College, from August 1, 1927, to June 30, 1928.Dr. Percival Bailey, as Associate Professor of Surgery in charge ofNeurological Surgery, from July 1, 1928.Dr. Samuel William Becker, as Assistant Professor of Dermatologyin the Department of Medicine, from September 15, 1927, to September30, 1928.Day Monroe, as Assistant Professor in the Department of HomeEconomics, for the Winter and Spring Quarters, 1927-28.Dr. Robert von der Heydt, as Assistant Clinical Professor in theDepartment of Ophthalmology in Rush Medical College, for one yearfrom July 1, 1927.Edith Ballwebber, as Instructor in the Department of Physical Culture and Athletics, for one year from October 1, 1927.J. A. Bearden, as Instructor in the Department of Physics, for oneyear from July 1, 1927.Dr. Robert Bloch, as Clinical Instructor in the Department of Medicine, for one year from July 1, 1927.Jean Bogert, as Instructor in the Department of Medicine for theAutumn Quarter, 1927, and the Winter and Spring Quarters, 1928.Eleanor Chambers, as Instructor in the Department of Pathology,Sprague Memorial Institute, for one year from July 1, 1927.Luther C. Gilbert, as Instructor in Education in the Department ofEducation, for one year from October 1, 1927.Willard J. Graham, as Instructor in the School of Commerce andAdministration, for one year from October 1, 1927.Ethel Hahn, as Instructor in the Department of Art, for one yearfrom October 1, 1927.Barton Hoag, as Instructor in the department of Physics, for theAutumn Quarter, 1927, and the Winter and Spring Quarters, 1928.John Wesley Hoffman, as Instructor in the Department of History,for one year from October 1, 1927.Dr. Charles B. Huggins, as Instructor in the Department of Surgery, for the Autumn Quarter, 1927, and the Winter, Spring, and Summer Quarters, 1928.Warren C. Johnson, as Instructor in the Department of Chemistry,for one year from June 20, 1927.Jean Maxham, as Instructor in the Department of Physical Education, for one year from October 1, 1927.334 THE UNIVERSITY RECORDMarion Monroe, as part-time Instructor in the Department of HomeEconomics, for the Winter and Spring Quarters, 1928.Robert Redfield, as Instructor in the Department of Sociology, forone year from October 1, 1927.Dorritt Stumberg, as Instructor in the Department of Psychology,for one year from October 1, 1927.-Dr. Mary E. Maver, as Research Associate in the Department ofHygiene and Bacteriology, under the Douglas Smith Foundation, forone year from July 15, 1927.Dr. Guiseppe Rocca, as Research Associate in the Department ofEconomics, for one year from October 1, 1927.F. W. Saunders, as Research Associate in the Department of Physiological Chemistry, under the Douglas Smith Foundation, for one yearfrom June 15, 1927.Shigeo Yamanouchi, as Research Associate in the Department ofBotany, for three years from October 1, 1927.Harold G. Shields, as Lecturer in the School of Commerce and Administration, for one year from October 1, 1927.John W. Todd, as Lecturer in the Department of Psychology, for theAutumn Quarter, 1927, and the Spring Quarter, 1928.Fred G. Anibal, as Teacher of Science in the University High Schoolof the School of Education, for one year from October 1, 1927.Wilson Alphonso Law, as Teacher in the University High School, f or^one year from October 1, 1927.James Hedley Peeling, as Teacher in the University High School,for one year from October 1, 1927.Louis Edward Raths, as Teacher in the Elementary School, for oneyear from October 1, 1927.Lester Carl Smith, as Teacher in the University High School, forone year from October 1, 1927.Dr. Irene Tufts Mead, as School Physician, for one year from September 1, 1927.W. H. Cowley, as Executive Secretary of the Board of VocationalGuidance and Placement, for one year from September 1, 1927.George R. Moon, as Dean in the Colleges of Arts, Literature, andScience, for the Autumn Quarter, 1927, and the Winter and Spring Quarters, 1928.Mabel F. Williams, to give instruction in the Department of Art,for the Autumn Quarter, 1927, and the Spring Quarter, 1928.THE BOARD OF TRUSTEES 335LEAVES OF ABSENCEThe following leaves of absence were granted by the Board of Trustees during the three months prior to October i, 1927:Edward Chiera, Professor of Assyriology in the Department of Oriental Languages and Literature, for one year from July 1, 1927, in orderthat he may carry on research projects in the Orient.E. W. Puttkammer, Professor in the Law School, for the AutumnQuarter, 1927, and the first half of the Winter Quarter, 1928.Frank C. Hoyt, Assistant Professor in the Department of Physics,for one year from October 1, 1927, so that he may accept a fellowshipon the Guggenheim Foundation.Dr. Josephine E. Young, Assistant Clinical Professor in Rush Medical College, for one year from July 1, 1927.RESIGNATIONThe resignation of Ernest H. Wilkins as Professor in the Department of Romance Languages and Literature was accepted, effective June30, 1927, in order that he might accept the presidency of Oberlin College.DEATHSWalter Sargent, Professor and Chairman of the Department ofArt, died on September 19, 1927.Stuart Weller, Professor in the Department of Geology, died onAugust 5, 1927.Dr. Bird McPherson Linnell, Associate Clinical Professor in theDepartment of Medicine of Rush Medical College, died on August 18,1927.GIFTSThe Fleischman Company has renewed its fellowship in the Department of Physiological Chemistry for the year 1927-28 by a gift of$1,500.The International Association of Fairs and Expositions has given$1,500 for the year 1927-28, for a study of financing and organization offairs and expositions.The sum of $1,000 has been received from the Chicago Branch ofthe American German Student Exchange for a fellowship for an advanced student of German nationality for the year 1927-28.The two special fellowships in the Department of Home Economicsand Household Administration have been renewed for the year 1927-2833^ THE UNIVERSITY RECORDby a gift of $800. This is the eighth year these fellowships have beenpresented.The gift of the University Study Club of a scholarship has now beenchanged to a loan fund to be known as the "Dana Feehery Loan Fund,"in memory of the first president of the club, and to be available to someneedy woman student or students, preferably from Woodlawn.Mr. Willoughby Walling has given to the Department of Historyof the University a valuable collection of original records of territorialIndiana, and of pamphlets, newspapers, and biographical material madeby William E. English, for fifty years a leader in Indiana public life.The collection is to be known as the William E. English Collection and isto be made available for the use of the Faculty and graduate studentsin history.Dr. Rudolph Wieser Holmes, of the Faculty of Rush Medical College, has given to the University, for the Rush Medical College Library,his library consisting of some 500 volumes, many of them rare and valuable books.Several sets of bound periodicals have been received from ProfessorH. G. Wells for the Billings Medical Library.The Chicago Alumni Club has given to the University of Chicago abronze bust of Amos Alonzo Stagg. It will be placed in the entrancehall of Bartlett Gymnasium.There has been received from the Bell Telephone Laboratories special apparatus consisting of a vacuum tube amplifier for association witha string galvanometer in the determination of certain electrical potentials, to be used in the research work of the Department of Physiology.The Logan Museum of Beloit College has given the sum of $1,000 tobe applied to the expenses of the Hittite Exploration Division of theOriental Institute.BRIEF RECORDS OF THE QUARTERThe new lying-in hospital to be builtby the Chicago Lying-in Hospital willprovide approximately 180 beds, 140 forobstetrics and 40 for gynecology. Byaction of the Board of Trustees of theUniversity a site for the new' buildinghas been provided on Fifty-ninth Street,facing the Midway Plaisance, in theblock bounded by Fifty-eighth Street,Drexel and Maryland Avenues, west ofthe medical group.The Chicago City Council has vacatedthe alley running north and south lyingbetween Fifty-seventh and Fifty-eighthStreets and Ellis and Ingleside Avenues.This alley is that which passes the present Power Plant.The Committee on Buildings andGrounds of the Board of Trustees hasbeen authorized to select the site, employ architects, and let contracts for thebuilding of the Gertrude Dunn HicksMemorial, an orthopedic hospital, to beerected in the southeast portion of theblock where the medical buildings havebeen built. It will be similar in designand construction to the buildings already erected for the University Clinics.It is expected that work on the newbuilding will begin by April 1, 1928.Preliminary plans for the Social Science building, to be erected east of, andconnecting with, Harper Memorial Library, have been approved.The dedicatory exercises and formalopening of the University Clinics andnew medical laboratories will be held onMonday, October 31, and Tuesday, November 1, 1927, on the University Quadrangles. A convocation of visiting delegates and of the faculties of the University of Chicago will be held on themorning of October 31. The Albert Mer-ritt Billings Hospital and the Max Epstein Clinic will be dedicated on themorning of November 1. Scientific assemblies, clinics, and demonstrations willbe held on both days, and all buildingsof the group will be kept open for inspection. The return of Professor John M. Manly, head of the department of English,after six months spent in London on theChaucerian research project, calls attention to the fact that the greatest centerof Chaucerian material in the world isnow in the University. Professor Manlybrought with him numerous photostatsof manuscripts and records to add tothe collection. Of the eighty-three manuscripts of the Canterbury Tales, theUniversity of Chicago now has photostats of seventy-seven. Of the remaining six, only three are complete or nearlyso, the other three being fragments.Professor Manly has assurances of copies of four of the six of these remainingmanuscripts. "Work of compiling thefirst critical text of the Canterbury Talesis now under way,". Professor Manlysaid, "and will require about five yearsto complete. The text, however, will bethe final authority, because it is basedon all the manuscripts." While in London Professor Manly and Associate Professor Edith Rickert, of the English department, discovered much new materialin the Public Record Office, the GuildHall, and Westminster Abbey whichconfirms theories already advanced byProfessor Manly concerning Chaucer.Arrangements have been made by Professor Manly for a permanent staff offour research workers to study the records in London for several years. Fourother research workers will assist Professor Manly in his project at Chicago.The special committee on the RollinD. Salisbury Memorial Fund has turnedover to the University of Chicago thecontributions made. The fund, of nearly$15,000, was collected with the understanding that it would be known as theRollin D. Salisbury Memorial Fund forthe promotion of research in the fields ofgeology and geography. The income isto be used for the following specificclasses of projects : (a) field research expeditions; (b) office and laboratory researches.; (c) research fellowship grantsto graduate students of especial promise for the conduct of specific researches ;(d) aid in the publication of research re-33733& THE UNIVERSITY RECORDsuits when such publication cannot beotherwise arranged; and (e) other projects that come appropriately under promotion of research. Professor Salisbury,who died in 1922, was for twenty yearsDean of the Ogden Graduate School ofScience.Dr. William H. Taliaferro, Professorof Parasitology, Drs. Lucy Graves Taliaferro and Frances A. Coventry, researchassociates in the Department of Hygieneand Bacteriology, have just returnedfrom months of research work in Central America. Through the courtesy ofthe United Fruit Company they spentmost of their time working on the serology and immunology of malaria andvarious intestinal worms at the hospitalof the Tela Railroad Company in Tela,Honduras. Dr. Taliaferro has been invited to the School of Tropical Medicineof the University of Porto Rico to serveas visiting professor of parasitology during the Winter Quarter of 1928.Excavations of the Hittite Expeditionof the University of Chicago's OrientalInstitute, in progress since May, havealready uncovered important remains ofthe Hittite civilization, according to reports received by Director James H.Breasted from H. H. von der Osten, whois field director of the expedition. Theexcavations are being made in an ancient "mystery" city discovered by vonder Osten a few miles from Alishar,south of the Black Sea in Asia Minor,which has never even been known toexplorers heretofore. The Hittites werea people whose history is largely unknown at the present time. One of theirlanguages was Indo-European in character, and connects them with the ancestry of modern races. Their cuneiform documents have revealed theactivities of the ancient Greeks long before they had writing of their own. Mr.von der Osten's 100-page illustrated report of the results of the first expeditionof the Oriental Institute, which completed its work, including the discoveryof some unknown Hittite settlements,towns, and cities last summer, has appeared from the University of ChicagoPress. The Armageddon expedition ofthe Oriental Institute has now reachedthe third level of remains in the hugehill, and is working in the period of theHebrew monarchy. The last reportstated that the walls of a fine masonrybuilding of the time of King Ahab of biblical fame, who reigned in the ninthcentury b.c, had been uncovered.New football stands on three sides ofStagg Field provide several thousandadditional improved seats for Maroongames. The new construction not onlybrings the total capacity of Stagg Fieldup to 56,000, but puts a larger part ofthe seating between the end lines on thesouth side of the field, assuring seasonticket holders the best accommodationsever provided for games at the University. The new stands, of steel and woodconstruction, provide fifty rows of seatson the south side of the field, forty rowson the east, and twenty rows in frontof the old concrete stand on the west.The "rise" between the rows will giveall spectators a clear view of the entireplaying field. By rounding out the corners and removing the old wooden seats,the new arrangement has materially improved the general appearance of StaggField. Sections of the concrete wallaround the field have been torn out toprovide larger gates, and ramps in thestands and exits at street level make thehandling of crowds much more rapid.There has been a gratifying growth inthe Department of Art at the Universityof Chicago since its reorganization in thespring of 1924, according to a recentstatement by the chairman. At the endof the year 1924 (including all fourquarters) there were 636 registrations;at the end of 1926, 872 registrations;and for the present year, 1926-27, 910students have registered for the courses.At this time 56 undergraduates haveplanned their major sequences in theDepartment of Art. Students who aretaking art courses come from all the colleges of the University. Some of thebest students have turned to art fromone of the professional schools as lateas the Senior year in college, and arenow making plans to teach or to go intosome field of practical art. It is interesting to note that more men have beentaking work in the Department in thelast year or two. As over against the63 men of the year 1925-26, there were205 men who took courses in art, theoryor liistory, in 1926-27. The sudden deathof Professor Walter Sargent, Chairmanof the Department, is a severe blow. Itis planned to carry on the work of-theDepartment, especially that so well begun by the Chairman, meanwhile seeking a successor.BRIEF RECORDS OF THE QUARTER 339The registration at the University forthe first year of President Max Mason'sadministration, including the SummerQuarter of 1925, was 14,472 differentstudents; for the second year, includingthe Summer Quarter of 1926 and ending with the Spring Quarter of 1927, itwas 14,500. The members of the Faculty, August 6, 1925, exclusive of Assistants and the 38 Clinical Assistants, numbered 574; on July 25, 1927, the number was 681. In addition to the regularmembers of the Faculty, there were 83other appointees, including directors, secretaries, advisers, examiners, etc. Buildings completed during President Mason'sadministration from October, 1925, toOctober, 1927, include the Rawson Laboratory of Medicine and Surgery, theWhitman Laboratory of ExperimentalZoology, Swift Hall, Joseph Bond Chapel, and the Medical Group (Billings Hospital, Epstein Dispensary, and buildingsfor Physiology and Physiological Chemistry, Medicine, Surgery, and Pathology). Buildings begun during PresidentMason's administration include the University Chapel, Wieboldt Hall of Modern Languages, the Swift Hall cloister,and the new north stand on Stagg Field,all of which are completed with the exception of the Chapel, which is to bededicated next year.Since the beginning of President Mason's work at Chicago, October 1, 1925,the amount added to the University'sendowment fund up to June 30, 1927,was $5,907,868. This is exclusive of theendowment of the Country Home forConvalescent Children recently affiliatedwith the University, which amounts to$1,064,688. The assets of the Universityduring this time have been increased byover $20,000,000.To enable first-year students to begintheir work in the University under favorable conditions an interesting andvaried program was prepared for Freshman Week, September 26-October 2.This effort to orient the entering studentproperly is being supplemented duringthe entire Autumn Quarter. All first-year students meet together once eachweek for talks on various University activities by some of the leading men inthe institution. Addresses by PresidentMason and Dean Boucher were given.There were "sight-seeing tours" aroundthe Quadrangles, a reception, talks toFreshmen, a mass meeting, and group meetings, for informal discussion of various student activities ; an exhibition tennis match; art, language, folk-dancing,and water-sports group parties for women, and group parties for men.The University preachers during theSummer Quarter were as follows : During July: Rev. W. C. Bitting, D. D.,St. Louis, Missouri; Professor DanielEvans, D.D., Andover Theological Seminary, Harvard University, Cambridge,Massachusetts; Professor John EdgarMcFadyen, D.D., Free Church College,Glasgow, Scotland; Rev. Robert Men-zies, Camphill United Free Church, Glasgow, Scotland; President Ozora S.Davis, LL.D., Chicago Theological Seminary; during August: Rev. AlbertD. Belden, Crowstone CongregationalChurch, Westcliff, Essex, England; Rev.Carl Safford Patton, D.D., Chicago Theological Seminary ; Professor Henry Nelson Wieman, Ph.D., Occidental College,Los Angeles, California ; Professor Theodore G. Soares, D.D., Professor of Religious Education, Head of the Department of Practical Theology, Universityof Chicago.Cash and securities amounting to $1,-064,688, market value, have been turnedover to the University as custodian inaccordance with the terms of the contract with the Country Home for Convalescent Children which was recentlyenacted.Marion Talbot, LL.D., ProfessorEmeritus of Household Administrationand Dean of Women in the University from 1892 until 1925, will serve asacting president of the ConstantinopleWoman's College during the absence ofits president, Kathryn N. Adams, whowill spend a year in the United States.Miss Talbot was a member of the University faculties for thirty-three years.By her long and useful service, both asteacher and as Dean, as well as by hercontact with the many students whoseUniversity home was in Green Hall, sheis admirably fitted for the work she hasconsented to perform at the institution,the site of which is near to that of Robert College on Bosphorus. Constantinople Woman's College for over half a century has performed a beneficent workon behalf of the young women of themany nationalities of the Near East.ATTENDANCE IN THE SUMMER QUARTER, 19271927 1926Gain LossMen Women Total Men Women TotalI. Arts, Literature, and Science:i. The Graduate Schools —Arts and Literature 1,122664 1,318226 2,440890 1,082652 1,239224 2,321876 "914Science Total . . . i 1,786261102118 1,544405152254 3,33o666254372 1,734258125134 1,463440154280 3,197698279414 1332. The Colleges —Senior 322542Junior Total 4812,26724626112 8112,355321420 1,2924,62227840132 5172,25117838128 8742,33737625 i,39i4,58821544153 3463 99Total Arts, Literature andScience II. Professional Schools:i. Divinity School —Graduate 421Chicago Theological Seminary . . .Total 384118118 66145 45o132123 344120126 6818 412138I26 382. Graduate Schools of Medicine —Ogden Graduate Schoolof Science —Graduate 6Senior Unclassified 3Total 137IS1046122 19I66 15616no6722 147101033816 181243 16510US4219 6253 9Rush Medical College —Postgraduate \Fourth- Year 5Third-Year Unclassified Total. 20211723352 137 21512423352 16711732272 19101 18612733272 29""s3. Law School —Graduate 3Senior 10Candidates for LL.B Unclassified Total 177351447 719791310 184232105357 1785o1474 II227103401 189277117475 54. College of Education —\ Senior . . . . 45Junior 12Unclassified 118Total. 969044158 5983312139 694123562817 13874402510 73131121317 8691055238. 27 184 1755. School of Commerce and Administration —Graduate Senior Junior 10Unclassified 10Total 157121 675910628 2247i11629 14991 73486927 222577927 214426. Graduate School of Social ServiceAdministration —Senior Junior ~. 3Unclassified 1Total 141,1673,434166 1038733,22822 1172,0406,662188 10i,i333,384179 901,0103,34720 1002,1436,731199 17Total Professional Schools . . .Total University (in theQuadangles) 10369Deduct for Duplicates Net Total in the Quadrangles 3,268 3,206 6,474 3,205 3,327 6,532 58340ATTENDANCE IN THE SUMMER QUARTER, 1927 341ATTENDANCE IN THE SUMMER QUARTER, 1927— ContinuedGraduate Undergraduate UnclassifiedArts, Literature, and Science 3,330380132193124 920 37270Divinity School Graduate Schools of Medicine —Ogden Graduate School of Science I 2322Rush Medical College Law School 583378417 2College of Education 3S71729School of Commerce and Administration Graduate School of Social Service Administration 12371Total Duplicates 4,353143 1,41721 89224Net Total 4,210 i,396 868Grand Total 6,474INDEX TO VOLUME XIIIAbbott, Edith: The Graduate School ofSocial Service Administration, 241Among the Departments: The Department of Art (Walter Sargent), 24; TheDepartment of History (Andrew C.McLaughlin), 231; The Department ofLatin Language and Literature (HenryW. Prescott), 318; The Department ofOriental Languages and Literatures(J. M. Powis Smith), 11 2 ; The Department of Romance Languages (W. A.Nitze and T. A. Jenkins), 121; TheGeneral Survey Courses (Ernest H.Wilkins), 26; The Graduate School ofSocial Service Administration (EdithAbbott), 241; Haskell Oriental Museum (Edith Williams Ware), 116; NewDevelopments in the Colleges of Arts,Literature, and Science (C. S. Boucher),322; The Political Science Department(Charles E. Merriam), 235; The Reserve Officers' Training Corps (Lieutenant C. R. Gildart), 28Architecture, The Outstanding Contributions of America to Modern (George C.Nimmons, F.A.I.A.), 217Architecture of the University Chapel,The (Von Ogden Vogt), 215Armageddon: Excavations in the HighestStrata of the Mound of, illus., facing120; (or Megiddo), The Great Moundof, illus., facing 118Attendance: in the Autumn Quarter,1926, 47; in the Winter Quarter, 1927,159; in the Spring Quarter, 1927, 287;in the Summer Quarter, 1927, 340Art, The Department of (Walter Sargent), 24Avery, Sewell L., A New Trustee, 20;portrait, facing 20Balzac Acquisition, A (E. Preston Dar-gan), 124Barnard, Harrison B., 79; portrait, facing79Bastin, Edson S.: Stuart Weller, 311Billings, Frank, Sc.D., M.D.: Medicineand Human Progress, 161; portrait,facing 85, facing 161Board of Trustees, The (John F.Moulds), 32, 141, 260, 331; Adjust ment of Tuition Rates, 141; Adjustments, 36; Amendment of the Articlesof Incorporation, 32; Appointments,34, 142, 261,^ 332; An Appreciation ofJ. Spencer Dickerson, 32; Deaths, 145,27I> 335; Election of Trustees andOfficers, 141, 260, 331; Gifts, 33, 146,27I> 335; Leaves of Absence, 37, 144,27°, 335J Miscellaneous, 37, 147, 273;Promotions, 143, 266; Resignation ofHoward G. Grey as First Vice-President of the Board, 331; Resignations,36, 144, 270, 335; Retirements, 144;Secretary of the University, 141; Special Committees, 141; Standing Committees, 332; University Statutes, 260,332Bond, Mrs. Joseph, portrait, facing 12Bond Chapel. See Joseph Bond ChapelBoucher, C. S. : New Developments in theColleges of Arts, Literature, and Science, 322Brief Records of the Quarter, 43, 152,277, 337Bundesen, Herman Niels: Your NextStep, 49; portrait, facing 49Butler, Dr., and the Community (CharlesW. Gilkey), 105Butler, Dr., and the University (FredericC. Woodward), 102Butler, Nathaniel (Shailer Mathews), 103Butler, Nathaniel, Death of, 101; portrait, facing 101Chamberlin's Plane tesimal Hypothesis,New Phases of, 91Changes in the Chapel Requirements(Charles W. Gilkey), 252Chapel. See University ChapelChapel Requirements, Changes in the(Charles W. Gilkey), 252Chicago House: Library, Offices, andLiving Quarters of Epigraphic Expedition at Luxor, illus., facing 118Chicago Lying-in Hospital and Dispensary, The (Janet Ayer Fairbank), 75Colleges of Arts, Literature, and Science,New Developments in the (C. S.Boucher), 322Convocation Statement, 148, 255, 328343344 INDEX TO VOLUME XIIICountry Home for Convalescent Children, The, Affiliation with the University, 250Craigie, William Alexander: The Historical Dictionary of American English,209Daniel David Luckenbill (J. M. PowisSmith), 307Dargan, E. Preston: A Balzac Acquisition, 124Death of Dr. Alonzo K. Parker, 309Death of Nathaniel Butler, The, 101; Dr.Butler and the Community (CharlesW. Gilkey), 105; Dr. Butler and theUniversity (Frederic C. Woodward)102; Nathaniel Butler (ShailerMathews), 103Death of President Emeritus Judson, 109Death of Wallace Heckman, 107Dedication of Joseph Bond Chapel, 12Dickson, Bruce W. : Foreign Students atthe University, 228Egyptian Official's Household as Embodied in Painted Stone Figures to BePlaced in His Tomb, An. Twenty-sixthCentury b.c. In Haskell Oriental Museum, illus., facing 116Evans, Daniel: The Meaning and Valueof a Liberal Education, 289; portrait,facing 289Fairbank, Janet Ayer: The ChicagoLying-in Hospital and Dispensary, 75Fiske Prize Poems. See John BillingsFiske Prize PoemsForeign Students at the University (BruceW. Dickson), 228; illus., facing 228Frank Billings Medical Clinic, The, 85Freund, Professor Ernst, 23; portrait,facing 23Gildart, Lieutenant C. R.: The ReserveOfficers' Training Corps, 28Gilkey, Charles W.: Changes in theChapel Requirements, 252; Dr. Butlerand the Community, 105Golden Pectoral Showing a Goddess inCow Form Nursing the PharaohAmenemhet III, A. Dates from about1800 b.c, illus., facing 120Goode, the Honorable Katherine Hancock: Woman's Stake in Government,1; portrait, facing 1Goodspeed, Thomas W. : President Harper and "The Great University," 55 Graduate Students' Clubhouse, The, 89;illus., facing 90Hanson, J. C. M.: The University Library: Its Development and Problems,203Harris, Norman Wait, portrait, facing 98Harris Foundation on International Relations, The (Quincy Wright), 98. Seealso Norman Wait Harris FoundationHaskell Oriental Museum (Edith WilliamsWare), 116; Headquarters of the Oriental Institute, illus., facing 118Haynes, Rowland, portrait, facing 21Heckman, Wallace, Death of, 107; portrait, facing 107Historical Dictionary of American English, The (William Alexander Craigie),209, History, The Department of (Andrew C.McLaughlin), 231Houghteling, Leila, 1889-192 7, 94; portrait, facing 94Illustrations: Sewell Lee Avery, facing20; Harrison B. Barnard, facing 79;Dr. Frank Billings, facing 85, facing161; Mrs. Joseph Bond, facing 12;Herman Niels Bundesen, facing 49;The Late Nathaniel Butler, facing 101 ;Chicago House: Library, Office, andLiving Quarters of Epigraphic Expedition at Luxor, facing 118; An EgyptianOfficial's Household as Embodied in. Painted Stone Figures to Be Placed inHis Tomb. Twenty-sixth Century B.C.In Haskell Oriental Museum, facing116; Professor Daniel Evans, facing289; Excavations in the Highest Strataof the Mound of Armageddon, facing120; Foreign Students at the University, facing 228; Professor ErnstFreund, facing 23; A Golden PectoralShowing a Goddess in Cow FormNursing the Pharaoh Amenemhet III,Dates from about 1800 B.C., facing 120;The Honorable Katherine HancockGoode, facing 1; Graduate Students'Clubhouse, facing 90; The GreatMound of Armageddon (or Megiddo),facing 118; Norman ' Wait Harris,facing .98; Haskell Oriental Museum,Headquarters of the Oriental Institute,facing 118; Rowland Haynes, facing 21;The Late Wallace Heckman, facing107; The Late Leila Houghteling,facing 94; Interior, of Joseph BondChapel, facing 14; Tablet in Memoryof President Emeritus Harry PrattINDEX TO VOLUME XIII 345Judson, facing 109; The Late DanielDavid Luckenbill, facing 307; FrankMcNair, facing 80; Modern LanguageBuilding — Wieboldt Hall, facing 17;Progress in the Construction of theMedical Buildings, facing 40; Progressin the Construction of the UniversityChapel, facing 42; McKendree Llewellyn Raney, facing 82; The Founder —John Davidson Rockefeller, facing 55;Sculpture Figures on New MedicalBuildings, facing 247; Sculpture Figures on South Front of the UniversityChapel, following ^>2>\ Sculpture Figureson the University Chapel, facing 88,facing 215; Sculpture Figures on Wieboldt Hall, facing 201; Eugene M.Stevens, following 80; Two RecentlyCompleted Buildings, facing 39; TheLate Stuart Weller, facing 311Jenkins, T. A. See NitzeJohn Billings Fiske Prize Poems, The,Songs for a Windy Day (StanleyStewart Newman), 302Joseph Bond Chapel, Dedication of, 12;illus., facing 39; Interior of, illus.,facing 14Judson, President Emeritus, Death of,109; Tablet in Memory of, illus.,facing 109Latin Language and Literature, TheDepartment of (Henry W. Prescott),318Leila Hough teling, 1889-192 7, 94Library. See University LibraryLuckenbill, Daniel David (J. M. PowisSmith), 307; portrait, facing 307Luckhardt, Arno B.: The PhysiologyBuilding, A Description of the PrincipalCarved Historical Figures, 247Lying-in Hospital. See Chicago Lying-inHospitalMcLaughlin, Andrew C: The Department of History, 231McNair, Frank, 80; portrait, facing 80Mathews, Shailer: Nathaniel Butler, 103Meaning and Value of a Liberal Education, The (Daniel Evans), 289Medical Buildings, Progress in the Construction of the, illus., facing 40;Sculpture Figures on New, illus.,facing. 247Medicine and Human Progress (FrankBillings, Sc.D., M.D.), 161 Merriam, Charles E.: The Political Science Department, 235Moulds, John F. : The Board of Trustees,32, 141, 260, 331New Director of Libraries, The — M.Llewellyn Raney, 82New Phases of Chamberlin's Plane tesimalHypothesis, 91New Trustee, A: Sewell L. Avery, 20New Trustees of the University, 79Newer University Buildings, The, 39Newman, Stanley Stewart: Songs for aWindy Day, The John Billings FiskePrize Poems, 302Nimmons, George C, F.A.I. A.: The Outstanding Contributions of America toModern Architecture, 217Nitze, W. A., and T. A. Jenkins: TheDepartment of Romance Languages,121Norman Wait Harris Memorial Foundation, The (Quincy Wright), 275Oriental Languages and Literatures, TheDepartment of (J. M. Powis Smith),112Outstanding Contributions of America toModern Architecture, The (George C.Nimmons, F.A.I. A.), 217Parker, Dr. Alonzo K., Death of, 309Physiology Building, The, A Descriptionof the Principal Carved HistoricalFigures (Arno B. Luckhardt), 247Poetry of William Vaughn Moody, The(Paul Shorey), 172Political Science Department, The(Charles E. Merriam), 235Prescott, Henry W. : The Department ofLatin Language and Literature, 318President Harper and "The Great University" (Thomas W. Goodspeed), 55President's Convocation Statement, The,255. See also Convocation StatementProfessor Ernst Freund, 23Raney, M. Llewellyn, The New Directorof Libraries, 82; portrait, facing 82Reserve Officers' Training Corps, The(Lieutenant C. R. Gildart), 28Rockefeller, John Davidson, portrait,facing 55Romance Languages, The Department of(W. A. Nitze and T.'A. Jenkins), 12134^ INDEX TO VOLUME XIIISargent, Walter: The Department of Art,24Sargent, Walter, May 7, 1868— September19, 1927, 315Secretary of the University, The, 21Shorey, Paul: The Poetry of WilliamVaughn Moody, 172Smith, J. M. Powis: Daniel David Luckenbill, 307 ; The Department of OrientalLanguages and Literatures, 112Social Service Administration, TheGraduate School of (Edith Abbott),241Songs for a Windy Day, The JohnBillings Fiske Prize Poems (StanleyStewart Newman), 302Stevens, Eugene M., 80; portrait, following 80Stuart Weller (Edson S. Bastin), 311Survey Courses, The General (Ernest H.Wilkins), 26Swift Hall, illus., facing 39Symbolic Sculpture of the UniversityChapel, The, 88Trustees. See Board of TrusteesTrustees' Annual Dinner to Members ofthe Faculties, The, 127University and the Chicago Lying-inHospital, The, 77University Chapel, The Architecture ofthe (Von Ogden Vogt), 215; Progress inthe Construction of the, illus., facing42; Sculpture Figures on the, illus., facing 88, facing 215; Sculpture Figureson South Front of the, illus., following88; The Symbolic Sculpture of the, 88University Library, The: Its Development and Problems (J. C. M. Hanson) ,203Vogt, Von Ogden: The Architecture ofthe University Chapel, 215Walter Sargent, May 7, i868; — September19, 1927, 315Ware, Edith Williams: Haskell OrientalMuseum, 116Weller, Stuart (Edson S. Bastin), 311;portrait, facing 311Wieboldt Hall, 201; illus., facing 17;Laying of the Cornerstone, 17; Sculpture Figures on, illus., facing 201Wilkins, Ernest H. : The General SurveyCourses, 26William Vaughn Moody, The Poetry of(Paul Shorey), 172Woman's Stake in Government (TheHonorable Katherine Hancock Goode) ,1Woodward, Frederic C. : Dr. Butler andthe University, 102Works of Art at the University, 317Wright, Quincy: The Harris Foundationon International Relations, 98; TheNorman Wait Harris Memorial Foundation, 275Your Next Step (Herman Niels Bunde-sen), 49