The University RecordVolume XIV JANUARY I 9 2 8 Number iEDUCATION THAT EDUCATES1By JOHN MATTHEWS MANLYProfessor and Head of the Department of English Language* and LiteratureWhen a brood of what we laymen call insects is born into the world,the swarm of tiny, unpleasant creatures apparently scatters instantly, thenewborn babes being from the first no objects of solicitous care or fondaffection on the part of their parents, but as well equipped for the battleof life and as well instructed in the arts of life as even the most venerablemembers of their species. As we examine creatures higher in the scale ofdevelopment — reptiles, birds, and vertebrate mammals — we find a periodof what we may call infancy, during which the ability of the newborncreatures to take care of themselves is as yet imperfect, and a certainamount of feeding, protection, and instruction is necessary to completethe preparation for the struggle of life and the preservation of the species.Young birds must remain for several days in their nests, fed and protected by the older birds, after which they must be taught to find food,to run, and to fly. For mammals — kittens, puppies, calves, colts, and thelike — the period of infancy is one of weeks or months, and the demandsfor food, protection, and instruction are more numerous and more varied.Now the newborn insect requires no parental care, no feeding, noprotection, no instruction in regard to its future course of action, its relations with its fellow-insects, its proper attitudes toward friends and foes— no warnings as to how to meet this emergency or that in the untriedlife which lies before it, because all its proper reactions are provided forby instinct. The world — so far as the insect is able to know it — is an extremely simple world, and its responses to it are correspondingly simple.1An address delivered in Leon Mandel Hall on the occasion of the One Hundred Forty-ninth Convocation of the University, December 20, 1927.12 THE UNIVERSITY RECORDBut the simplicity of its knowledge of the world — if you will allow me touse an expression loose and ambitious, but for my present purpose entirely true— the simplicity of the insect's knowledge of the world is illusory and is due to the fact that that knowledge is incomplete. There aremany more things in the heavens and the earth than are dreamt of in anyinsect's philosophy, and the insect pays dearly the penalty of his ignorance. He perishes in countless myriads every day, every hour, fromcauses, some of which at least he might have avoided if he had been willing to sit for a while at the feet of his parents instead of running off hastily to take his chances in an untried and dangerous world, and if on theirpart his parents had reflected upon their experiences of life and added thebenefits of education to the admirable outfit of instincts with which theiryoung hopeful was endowed.Animals higher in the scale of development — birds of all kinds andthe vast range of the higher vertebrates — are also endowed with instincts;but their knowledge of the world is less incomplete, their sensory andmotor responses are more varied and elaborate, and their chances of succumbing quickly to the dangers of their environment are lessened, notmerely by the aptness of their instincts, but to no small degree in thehigher organisms by the excellent habits inculcated in their infancy bytheir parents, and by the lessons which they themselves learn in theschool of life.EVERY ANIMAL MUST AND CAN BE EDUCATED"Every animal," says one of our leading experts in pedagogy, "everyanimal that has an infancy must and can be educated." What was theinfancy period of primitive man — of pithecanthropus erectus, of the original owners of the Neanderthal and Piltdown skulls — with what instinctswere they endowed at birth, what lessons were taught them by their none-too-indulgent parents, are all questions which probably admit at least ofa "wide solution," as good Sir Thomas Browne would have said. At anyrate, we may assert with confidence that even if there has been a decreasein the period of absolute infancy — the nursing period — civilization hascertainly brought about a vast increase in the period of relative infancy —the period of education, of preparation for the duties and struggles oflife.This increase is due, naturally, in part to the vast increase in man'sknowledge of the world, and in part to the vastly greater complication ofthe environment to which man must adjust himself for success in thestruggle of life. And even among civilized meri the completion of the environment and the consequent demands it makes upon the individualEDUCATION THAT EDUCATES 3vary widely with the social class to which the child belongs, or for entrance into which its parents strive to prepare it.Among primitive races the total activities of the adult male are simplicity itself: a little hunting and fishing — or, in a more advanced status,a herding of domestic animals or a very primitive form of agriculture —with periodic warfare far less difficult and complicated than a moderngame of football. Add to these a training in manners and morals — thatis, in attitudes toward the members of one's own tribe and toward strangers — all of which are definitely fixed by tribal tradition, and you havethe complete education of the savage or semicivilized male. The education of the woman for her simple domestic duties is correspondingly simple. In either case it is satisfactorily completed at the age of twelve orfourteen.THE ENLARGING COMPLICATED WORLDWith the increasing complexity of the civilized world brought aboutby Graeco-Roman culture, by the Middle Ages, and by the great spurtof civilization which we call the Renaissance, the relations, occupations,and problems of adult manhood became increasingly complicated, andthe period of preparation for them — the period of infancy or education —was correspondingly prolonged until it extended usually over the firstseventeen or eighteen years of life.But the last fifty or seventy-five years of the world's history havewitnessed a greater increase in the complications of adult life than all thecenturies that preceded them. Man's control of the powers of nature hasbeen vastly extended; new powers have been recognized or discovered;and the educated man is expected to know these powers and the laws andmethods of controlling them. Commerce, from being a simple matter ofexchanging what one possessed for what one wanted, has become a vastsystem of economic forces, a complete knowledge of which is a task toogreat for the work of a lifetime — indeed, has thus far proved too great forhundreds of skilled investigators. Cities — even cities of moderate size —are now more complicated organizations than states or nations were afew centuries ago, and the intelligent voter is called on at every pettyelection to grapple with problems as large and important as any that formerly engaged the most serious thoughts of statesmen. But it is unnecessary to particularize further. We all know that for the educated man oftoday the world of his activities, the world whose demands he must prepare to meet, is incomparably larger, fuller of powerful forces, more complicated, than the world of his forefathers. The result has been, naturallyenough, an extension of the period of infancy, of education, until now the4 THE UNIVERSITY RECORDgeneral preparation of the educated man for the duties of life occupies thefirst twenty-two years of his life; and at the end of that time he goes out,not prepared for any of the tasks to which the world may assign him, butonly prepared to begin to learn the special technique of his future occupation, whatever that may be. If he is marked for any of the professions— preaching, teaching, the law, medicine, engineering, or the like — hemust spend three or four years more in acquiring special knowledge andelementary technique. If he goes in for any of the manifold pursuitswhich we lump under the general term "business," he may enter upon itsduties at once, but he is still a novice and must serve an apprenticeship —longer or shorter — before he has acquired the knowledge and the specialtraining necessary to make him an expert. In either event, the highlytrained man is between twenty-five and thirty years of age before theclose of his infancy, or period of preparation for life.The average expectancy of life for a man of thirty is, according tothe best mortality tables, less than thirty-six years. So long a preparationfor so brief a period of productive activity may indeed seem excessive. Itis justified by educators on two grounds: first, the extreme complexity ofmodern life to which I have just referred, and the enormous knowledgewhich that complexity implies; second, the fact that the plasticity of thehuman mind — its capacity to acquire new modes of action and new typesof knowledge — practically ceases as a rule before the age of thirty.INNOCENCE OF KNOWLEDGEThose who regard the time spent in preparation for life as too longhave something to say upon both these points.They do not deny the excessive demands made by modern life, or thenecessity of preparing to meet them. They would even declare that atpresent the preparation is woefully inadequate; that too small a percentage of college graduates will be found possessed at the close of their college career of the knowledge and training which the college course is designed to impart. Many of the graduates, indeed, if questioned about anyof their studies, could truthfully make the reply given by a colored boyto one of our deans who was questioning him with a view to his enrolment. "Do you know any psychology?" said the dean. "Naw, suh," replied the youth, "I's innocent o' dat." Certainly I find upon questioningstudents in our graduate school in English that many of them, after having taken what they call "the full undergraduate course in English," areentirely innocent of any knowledge of English literature. They tell usthat Edmund Spenser was a great writer, but they cannot recall the titleof any of his works; that Alexander Pope was a dramatist; that Dryden'sEDUCATION THAT EDUCATES sAlexander's Feast was written in blank verse; that Wordsworth's Excursion is a good example of lyric poetry; and a thousand other interestingnovelties. All that many candidates for graduate work in English canrecall with certainty about their undergraduate course is that theystudied the subject in a book with a blue cover. Too often I find alsothat after studying French or German two, three, or even four years, students are incapable of reading a book or an article written in French orGerman on a subject assigned for research. Such students come throughcollege not only innocent of knowledge but unprovided with tools and implements of research. And I am credibly informed that the exact knowledge of many devotees of history, sociology, philosophy, geology, chemistry, and physics is not perceptibly greater.All this is surely deplorable; but the remedy for it is not a furtherextension of the period of infancy; for the information these students donot possess is not learning that belongs to a grade of instruction they havenot yet reached; it is information that has been set before them again andagain, in high school as well as in college. To set it before them yet againwould seem futile.LIFE'S PLASTIC YEARSThe plastic period of life — the period in which the mind is capableof acquiring new modes of action and new types of knowledge — is undoubtedly limited. Psychologists and educators agree that, but for exceptional individuals, it does not extend beyond the age of thirty. Moreover, the experience of the race and the history of inventions teach usthat nearly all great ideas had their inception before their authors hadreached the age of thirty.That most great writers have shown their bent and developed theircharacteristic excellences before thirty is too well known to require comment. The same condition is true in the world of mechanical invention.Let us consider only the great outstanding inventions of modern times.We find that Robert Watt was in his twenty-eighth year when the incident occurred which laid the foundation of his great invention of the stationary steam engine. Robert Fulton, in 1803, at Paris, "succeeded inpropelling a boat by steam power, thus realizing a design which he hadconceived ten years previously," when he was twenty-eight. GeorgeStephenson at the age of thirty-two received financial support for building his first locomotive, a problem which had occupied his thoughts forseveral years. As for Samuel F. B. Morse, although his conception of theelectric telegraph did not take form until he was forty, his interest inelectrical studies dates from his college days under Jeremiah Day and6 THE UNIVERSITY RECORDBenjamin Silliman. Alexander Graham Bell at the age of twenty-nine exhibited an apparatus embodying the results of his studies in the transmission of sounds by electricity. And William Marconi invented wireless telegraphy at the age of twenty-three.The same is true of the great thinkers whose ideas have transformedmodern science. Charles Darwin not only manifested his taste for collecting as a boy and had completed his great voyage on the Beagle beforehe was twenty-eight, but in his twenty-ninth year he had begun his firstnotebook on evolution. Herbert Spencer published his first philosophicalspeculations at the age of twenty-two, and his first statement of the hypothesis of evolution at the age of thirty-two. Finally, Alfred RussellWallace, the third of the great trio whose names are associated with thenineteenth-century doctrine of evolution, also gave his first public statement of this doctrine at the age of thirty-two.A study of the genesis of other great ideas would only confirm theconclusion that with few exceptions they originate with men who have notyet passed the age of thirty. Francis Bacon was obviously aware of thisfact. Writing to his uncle, Lord Burghley, he says : "I wax now somewhatancient; one and thirty years is a great deal of sand in the hour glass —I have vast contemplative ends, for I have taken all knowledge to be myprovince." In like manner, according to his own statement, Sir IsaacNewton conceived the idea of universal gravitation at the age of twenty-three.Surely in the light of these facts the disposition made of the yearsfrom twenty to thirty is a serious problem in education. Any systemwhich tends to fill these years with the routine of acquisition and to exclude from them the habit and the practice of speculative activity, ofcreative thinking, is dangerous for the individual and supremely dangerous for the race.LIFE'S POSTGRADUATE COURSEIf education were confined to the school and ceased with the completion of schooling, there might be reason for extending schooling to theend of the period of plasticity. But life is full of demands upon the mindand the will which the schools cannot duplicate or imitate. For meetingthese successfully, life itself must give the training. It is important,therefore, that the school should not attempt to cover a field in which itis impotent, and equally important that it should send out into the university of life pupils trained in mind and will for the postgraduate coursewhich life, and only life, can offer. The plastic years of life are of valuenot only for what may be learned or acquired in them; they are of evenEDUCATION THAT EDUCATES 7higher value for what may be done or attempted. They are the yearswhen the active powers, the productive powers, are at their height.As a man advances in age, not only does the capacity of his mind forentertaining new ideas diminish; there is a still more important and fatalloss: the loss of emotional power, of enthusiasm. Great driving power isessential for every great intellectual undertaking. Without it the mostfertile and ingenious mind is a mere plaything, a kind of brilliant "fireworks machine," not a dynamo of accomplishment. Habits of initiative,of creative activity, may undoubtedly be prolonged to very advanced age— as is shown in the careers of hundreds of great thinkers: Bacon, Galileo, Newton, Darwin, Wallace, Samuel Pierpont Langley, AlexanderGraham Bell, and a host of others — but such habits are and must be acquired during the years that are now spent in college and university. Ifnot formed then, they never are formed and never can be formed.ADMINISTRATION IN EDUCATIONAL PRACTICEBut how can the period of school instruction be shortened? Chieflyby making actual in educational practice three ideas: one that concernsthe administration, one that concerns the teacher, and one that concernsthe pupil.The most important idea developed in modern times for the administration of education is, in my opinion, that of ascertaining by psychological and physical tests the mental ages of children and the defects thathave retarded their mental development. Upon the basis of these tests,plans should be made for the removal of the defects, if they are removable, or for the special training of the defective children, if the defects arefound to be permanent and incurable. Recognition of this duty is growing, and in many of the best schools special provision of teachers andmethods for the mentally defective has produced highly encouraging results. But the tests have not been generally used for the far more important purpose of classifying together for educational processes children ofthe same grade and type of mental development, regardless of physicalage. The consequence is that even in our best schools children whosemental processes are of lightning rapidity are placed in the same roomsand classes with other children whose thoughts move with the speed ofcold molasses or a prehistoric glacier.This is one of the most wasteful and reprehensible practices in education. It is really criminal. It is unjust both to the bright, quick childand to the dull, slow one. Neither one gets or can possibly get the kindand amount of training best fitted for it. The teacher is forced to try tofollow a method that will suit both and inevitably suits neither. Such a8 THE UNIVERSITY RECORDsituation could not exist for a week in business. Suppose the shoe dealershould attempt to fit all his customers with shoes of the same size. Howlong would he keep his trade? But in education we are trying to do a precisely similar thing. That a specially brilliant pupil is allowed to advancemore rapidly from grade to grade is an alleviation of the evil, but not aremedy for it. The point is that the methods of teaching suitable andeffective for a mind of one type are not suitable for a mind of anothertype and of a different degree of power. The inevitable result of our present methods is that time is lost for both the brilliant and the dull pupil,and that both are less well educated than they easily could be by methodsspecially adapted to each. Worse yet, both the quick mind and the slowone can be roused to enthusiasm, can be filled with interest for the phenomena of life; but while we know that interest and enthusiasm are thewhole secret of learning, we continue to deaden and destroy them by themethods of teaching we use.THE TEACHER'S PART IN EDUCATIONAL PRACTICELet this suffice for the administrational idea. The idea that concernsthe teacher as teacher is so simple that I hardly dare mention it. Yet it,too, is only partly recognized and acted upon. It is merely that the teacher should teach; should train his pupils to use their minds; should showthem how to work, instead of merely acting as a sort of examiner to ascertain whether or not work assigned has been done, or of trying to expound a difficult subject so clearly that that abstract and nonexistent being, the average pupil, ought to be able to understand it.This is no new idea. Educators have long cherished it, and some havetried to make it effective. In looking through some letters written manyyears ago by my grandfather, Basil Manly, who was then president ofthe University of Alabama, I find one, of the year 1851, addressed to somegentlemen who planned to establish a new school in Talladega. I willquote a part of the letter:Sound elementary instruction is despised and slid over with haste and neglect;and that first and most necessary of all teaching is almost unattempted, i.e., theteaching of a child how to study — how to use its powers in the acquisition anddigestion of knowledge Schools, as I see them, have practically resolved themselves into establishmentsfor receiving evidence of the fidelity and success with which some one at home (usually the mother) has imparted knowledge to the pupil. The true teacher is somenameless one, in domestic retirement, not on the list of the "Faculty," as publishedin the annual exhibit. If that private teacher is a good one, the child is well taught,and if those home lessons are omitted for any reasons, the child, as to so much, is,for all useful purposes, untaught. This is my experience ; and my observation bringsEDUCATION THAT EDUCATES 9the same results as to the children of others. My sending to school, when analyzedand reduced to its elements, is this : paying a high price to a professional and popular teacher, in order to oblige myself and my wife to be very punctual and exact indoing the labor of teaching our children — and then going once a year, or so, to seeothers, very complacently and with all due flourish, receive the credit of it.Now, give me a teacher that is a teacher, if you please. Till a pupil has acquired the art and the habit of close, patient, intelligent, and successful study — soas to be left alone without injury: — let every lesson be got in the presence, and withthe instant directing and prompting, of a teacher whose attention for the time is notdiverted to any other object Let the periods of attenion to one subject bedivided into such portions of the aggregate school time as may suit the general planof the school and the number of studies embraced in the courses of the several classes(we will suppose forty-five minutes to each). Let the first two-thirds of this timebe devoted by teachers and pupils to the thorough acquisition of the lesson, everyone being kept on the qui vive by the keen eye and active methods of the teacher.And then let the latter third part be devoted to testing the promptness and accuracyof their several acquisitions, taking especial care to sound the younger, feebler, andslower minds, for the purpose of educing their powers ; also the idler portion for thepurpose of waking up the laggards Oh ! it is mournful to go into a school and see the waste of precious time andof more precious mind by mere inanity — meeting some little difficulty, and stallingand balking and flying back till disgust and fretfulness ensue. And then, for all this,the teacher has no remedy but a scold or the strap ; and what good, I pray, does thisdo ? Thus the child is wearied, confined, disgusted, in the schoolroom ; and when itcomes home there is no rest, no recreation, no relief to the bent and oppressed spirit.The mother's voice, which should be like a balm to the soul, hurries the poor childat meals, hurries it from bed, hurries it to lessons, tortures and harasses it all thetime, and makes home irksome, while the father's stern look of disappointment, if hescrutinizes the child's acquirements, is like the "iron entering into the soul." You callthis education,, do you?It is not in the elementary school only that the ideal of the teacher asteacher should prevail. In college and university also the teacher's fundamental task is that of a trainer. If a teacher does not help his pupil to seeproblems with simple and unbiased vision, to think of them with eagerness and sincerity, to attack them with every power of his mind and bringto bear upon them every fact and theory germane to the problem, he isno teacher, however amiable he may be as a man or eminent as an investigator.RECEIVED KNOWLEDGE TO BE USEDAll education should be, in the widest sense of the word, motor education. There must be no reception of knowledge without a using of it.Motor consequences not only clinch impressions; they make the processes of education the processes of joyous life. "In the joy of the actors,"says Stevenson, "lies the sense of any action." And William James de-10 THE UNIVERSITY RECORDclares that "wherever a process of life communicates an eagerness to himwho lives it, there the life becomes genuinely significant." But eagerness,but joy, are at their height, not in receptivity, but in activity. And ineducation even our receptive processes must be active, not passive. Ourminds must welcome new ideas and new knowledge, not as a snob welcomes his poor relations, but as a real estate promoter welcomes a strangerwho visits a boom town.The value of technique, of doing a thing in the right way, the bestand most effective way, is too well known to require argument. Everyschoolboy knows that his athletic trainer can make him run faster, jumphigher, box better, by teaching him a better technique, a better form.Yearly we see the records in every sport improved, not so much becauseof any general physical improvement of the race as because the techniqueof all sports is constantly improved, and the pace is constantly made faster. Physical training for any sport is a hard grind, if high excellence isaimed at, but it carries with it eagerness and joy in the doing. Mentaltraining is also a hard grind, but it too carries eagerness and joy, if it be agenuine training, a tense activity of mind, and not merely a dull processof being stuffed with predigested information.THE PUPIL'S PART IN EDUCATIONAL PRACTICEThe idea that concerns the pupil I have already anticipated in part.This is that the mind is not an aggregation of separate faculties — reasoning, memory, intuition, emotion, and the like — but a unit, a power working and manifesting itself in different forms and by different methods;and the most important elements of the mind are not so much those wecall mental as those we are accustomed to think of as belonging to ouremotional and moral natures.I do not mean to deny the fundamental importance of good memory,of power of clear reasoning, of that quick ingenuity which we call intuition; but we daily see instances, and hundreds of instances, in which thepossessors of such powers are useless, ineffective, unproductive. I And ifwe examine the careers of great and successful men, whether in the worldof thought or in the world of action, we find in every case that the causeof their success is what we call emotional and moral. Uniformly they aremen to whom their work is, not a dull routine, but a series of problemscalling aloud for solution. Uniformly they are men who carry to theirtasks eagerness, enthusiasm, sincerity, and invincible determination. Theydo not let their minds crystallize into routine beliefs, routine attitudes,routine solutions of problems that have never been really solved. TheyEDUCATION THAT EDUCATES IIare constantly striving for the real, the true, which lies behind or beyondthe accepted opinion, the conventional way of doing a thing. They knowthat life — mental life — consists in keeping the mind plastic, and active,and ready for new impressions and new ideas; and that crystallizationmeans intellectual death.ROUTINE AND RATIONAL INNOVATIONEducation is obliged to prepare the individuals intrusted to its training for two types of activity — the two types into which all human activities may be divided: the routine type and the reasoning type.The routine type covers by far the greater part of human life. Tothe routine and the traditional belong not only all the activities, physical,mental, and moral, of 90 per cent of the community, but also 90 per centof the physical, mental, and moral activities of the rest. Civilization ispreserved by unconscious or half-conscious routine. Our lives are enmeshed in a routine established in many particulars by the actions andthoughts of countless generations. We eat when we do, because our ancestors have eaten at these hours, not because we have given intelligentthought to the problem. We choose our clothing, we suppose, with meticulous care and taste, but we choose always within a routine establishedfor us by our particular branch of the human race.Our moral ideas, our decisions as to what is right and what is wrong,are so fundamentally shaped for us by our ancestors that when we firstentertain a novel or radical idea a still, small voice — which we call thevoice of conscience, but which is really the voice of our ancestors, thevoice of traditional thinking — always whispers a doubt, always attemptsto recall us to the routine attitude of the community to which we belong.In politics or in economics we think we are deciding questions by the exercise of pure and unbiased reason, when in reality nine-tenths of ourthought-process belongs, not to us as individuals, but to the general groupof which we are members, and is the product, not of individual reasoning,but of group attitudes and conclusions. Any intelligent man or woman offifty or more can remember, for example, when the idea was universal andunquestioned that a railroad, a gas company, or any other of the businesses we now call public utilities, had as good a right to determine ratesas a grocer had to determine prices; and all charged all that the trafficwould bear. All at once, without our knowing how the change cameabout, we began to think differently, to feel that public utilities derivetheir values from the community and owe definite obligations to the community.12 THE UNIVERSITY RECORDTHE ANCESTRAL MINDEven in purely scientific thinking, our thinking is only in a smalldegree individual. Not one man in ten knows any really valid argumentsfor believing that the sun does not move about the earth as the moondoes. Not one man in ten could successfully defend the roundness of theearth against the ingenious arguments of those who believe that it is flat,or of those who contend that it is shaped like a saucer, or of those whodeclare that it is a hollow sphere and that we live inside. Not one in tenof us knows why the undulatory theory of sound, heat, light, and electricity is preferable to the corpuscular. We act and think and feel withthe minds of our ancestors far more than we do with our own minds, evenwhen we think we are thinking."The individual mind cannot rise much above the level of the groupmind." "Only in a qualified sense is it just to attribute important movements, ideas, and inventions to individuals. The extraordinary individualworks on the material and psychic fund already present; and if the situation is not ripe, neither is he ripe." The differences between men —whether savage and civilized, or cultured and uncultured — in their thinking and in their moral and aesthetic reactions, consist, not in fundamentaldifferences, in intellectual capacity, but chiefly in the different traditionalmaterial with which each new conception can be associated. We of theWestern world — Europe and America — set a high value upon history andupon statistical information concerning the communities in which we live.The Arab and the Turk, whose actual brain powers are as great as ours,do not. How queer to a modern American sounds the following letter addressed by an oriental official to a Western inquirer:My Illustrious Friend and Joy of My Liver:The thing which you ask of me is both difficult and useless. Although I havepassed all my days in this place, I have neither counted the houses nor inquired intothe number of the inhabitants ; and as to what one person loads on his mules and theother stows away in the bottom of his ship, that is no business of mine. But aboveall, as to the previous history of this city, God only knows the amount of dirt andconfusion that the infidels may have eaten before the coming of the sword of Islam.It were unprofitable for us to inquire into it Listen, O my son : There is nowisdom equal to the belief in God : He created the world, and shall we liken ourselves unto him in seeking to penetrate into the mysteries of his creation ? Shall wesay, Behold this star spinneth around that star, and this other star with a tail goethand cometh in so many years? Let it go. He from whose hand it came will guideand direct it Thou art learned in the things I care not for, and as for thatwhich thou hast seen, I spit upon it. Will much thinking create thee a double bellyor wilt thou seek paradise with thine eyes ?The meek in spirit,Imatjm Ali ZadaEDUCATION THAT EDUCATES 13You laugh at the absurdities of this simple soul. You feel immeasurably superior to him. But do not flatter yourself that you have a betterbrain than he, or that in any contest of pure mentality you would inevitably overcome him. Your superiority, such as it is, is not the productof your individual brain, but of the brains of an army of thinkers fromAristotle to Einstein. You are you, and the Oriental is the Oriental, because you belong to one routine and he belongs to another.The routine, the tradition of the social group, is then the main support of its civilization, and a large part of education must be devoted tothe maintenance of it and the inculcation of it in each new generation.THE VALUE AND DANGERS OF ROUTINELife itself, to be sure, is tremendously effective in doing this. Everysocial act, every business, every avocation gives in large measure its owntraining and adequately perpetuates itself in those who pursue it. This isthe reason why so many doubts exist as to the value of higher education.Life itself being nine-tenths routine, and routine being most effectivelyestablished by the simple process of repeatedly performing the same action and thinking the same thoughts, it is clear that the higher education,in order to justify itself, must have claims, if not superior to those of lifeas a school for life, at least supplementary in some valuable way. If itcannot inculcate routine more effectively, it must prepare the individualfor making desirable changes in the routine. And this is precisely whatthe higher education — and to a certain degree secondary and even primary education — can and must do.Whenever and wherever the maintenance of the routine, that is, ofthe acquisitions of civilization, has been left solely to the activities of life,those acquisitions have remained stationary or even have decayed. InPalestine a late American ambassador to Turkey was entertained by Samaritans who had preserved their traditions unchanged since the days ofAbraham, and consequently are today as primitive in their customs andtheir outlook on life as they were four thousand years ago. The civilizations of India and China — once the marvels of the world — have not advanced in thousands of years, because routine has been the watchword ofeducation no less than of active life. The difference between the MiddleAges and modern times is not a difference in intellectual power; humanbrains were as good in the days of Charlemagne as they are now. Thedifference lies chiefly in the fact that the Middle Ages were thoroughlydominated by practical motives. There was no release from intellectualstagnation, and there could be none, except through the disinterestedcuriosity of a few scientists. These men, in spite of opposition, in spite of14 THE UNIVERSITY RECORDsuspicion, in spite of persecution, dared to question the ancient routine,dared to think differently from their fellows, dared to break with the bestestablished traditions, and by so doing prepared the way for expansionsof knowledge and of power undreamed of by their contemporaries or evenby themselves.THE CHIEF AIMS OF EDUCATIONThe chief aims of education therefore must be: (i) to keep the community thoroughly informed of the acquisitions of the race and thoroughly equipped with the best routine of civilization, in science, in the artsand crafts, in business and commerce, in civic institutions and practices,in the public and private virtues of honesty, justice, truthfulness, courage, and courtesy; (2) to train individuals to a sense of reality, to a perception of the facts and truths which lie under or behind the routine actions and attitudes and theories of life, and to a constant effort to improvethe routine, to see things as they in themselves really are.The average man sees in every object only what he and his ancestorsbefore him have been accustomed to see. The genius sees the object withfresh and clear vision. The ideal condition for the operation of genius isthe possession of the knowledge of an expert plus the eye of a child. Notall of us are or can be geniuses, but all of us can, in our degree, acquirethe habit of trying to see things as they are; of trying to think clearly andsimply and sincerely; of refusing to stultify our intellects and destroy thepowers with which we are endowed by parrot-like repetition of formulaswhich we do not understand or believe. And education can be of enormous effectiveness in promoting or hindering these results.Mr. Hoover's report a couple of years ago upon the elimination ofwaste in industry emphasized the need in the industrial world for menwho are capable of the sort of training that true education will give. Iquote three main points from it: (1) "The wastes revealed are the results of methods, tactics, practices, and relationships of long standing.That is, they are the result of routine instead of fresh thinking. (2) Theaverage of management is much below the standard set by individualswho have achieved notable success. That is, the average man is slow toadopt the successful innovations developed by his fellows. (3) Morethan 50 per cent of the responsibility for wastes can be placed at the doorof management, and less than 25 per cent at the door of labor."That is, the greatest failure of modern industrial life is the failure ineffective brain power; and this failure is a failure in training, a lapsinginto routine, an incapacity for fresh, eager, joyous attack upon new problems and old problems that are yet unsolved.EDUCATION THAT EDUCATES ISUntil a student has found some subject at which he can work witheagerness and joy he has hot found himself intellectually; for it may besafely asserted that there is no human being of normal intelligence who isnot capable of interest, of eagerness, of love for some one of the marvelous paths of knowledge down which the human mind has ranged. Let uslisten to some of the many words of wisdom left us by William James:Nor need any one be too much cast down by the discovery or supposed discovery of his deficiency in any elementary faculty of the mind. What tells in life isthe whole mind working together, and the deficiencies of any one faculty can becompensated by the efforts of the rest. You can be an artist without visual images,a reader without eyes, a mass of erudition with a bad elementary memory. In almostany subject your passion for the subject will save you. If you only care enough forthe result, you will almost certainly attain it. If you wish above all things to berich, you will be rich; if you wish to be learned, you will be learned; if you wish tobe good, you will be good. Only you must really wish these things; and wish themwith exclusiveness — not wishing at the same time a hundred other incompatiblethings.WHERE IS THE EFFICIENT FORM OF EDUCATION?But where lies this efficient form of education, of which I havesketched the outlines, this fine fabric to the construction of which executive, teacher, and student contribute, each in due proportion? Is it thesystem of our fathers, from which, as some writers are never tired of telling us, we have unfortunately fallen away? Certainly it is not that. Thesystem of our fathers and grandfathers was not adequate for the simplertasks of its own time. It would be even less adequate for the far moredifficult tasks of today. There has been no educational system of a highpercentage of efficiency since man left the savage stage of development.In that stage, and even today where that stage exists undisturbed by contact with new ideas — as in Central Africa — the training, physical, mental, and moral, given to the boys and girls of the tribe is far more efficientthan any system ever known among civilized races. But as I have alreadypointed out, the training of the savage is a training in routine, and in avery limited and inadequate routine.Modern education is a chaos, but the chaos is not one resulting fromthe dissolution of a fair and beautiful cosmos that once existed, but achaos formed of a vast mass of new materials — new knowledge, newforces, new ideals. And those who are trying to shape this chaos intoorder and beauty are not gods or demigods, but men. It is not enoughfor them to say "Let there be light," "<£cos eorco!" They must create thedesired order and beauty by the work of their hands and brains andhearts, and must create it in a growing and constantly changing material.i6 THE UNIVERSITY RECORDThis education of which I have spoken is that toward which I confidently believe we are now moving, and if we have not achieved it — if,perhaps, because the material of our knowledge and our ideals are growing with unexampled rapidity, we shall never achieve it perfectly — I stillbelieve that we have made notable advances toward this education, to thecreation of which the executive brings his vision of the future, the teacherhis guidance and inspiration, and the student that eagerness and joy inknowing and doing which will transform our world in the future as it hasdone in the past.In conclusion, if there are any here who do not share with me this belief and this vision, I commend to them a reflection which has often comforted and reassured me when confronted by some educational fad thatseemed more dangerous and absurd than usual — the recognition, I mean,that educational experts have never yet been able to devise a system ofeducation that could entirely defeat the native powers of the human mindand its unconquerable impulse to explore the unknown.Meanwhile, we can also draw encouragement from the fact that theworld today is, as a whole, more alive, more intelligent, and more inspiredwith lofty ideals than at any previous time in recorded history.uV.H•7;«>X13PH<URwC>-PwowwMhMEDICINE AND THE UNIVERSITY1By JAMES ROWLAND ANGELLPresident of Yale UniversityIt is a great personal satisfaction to me to have some part in the ceremonies of this most auspicious occasion, marking as it does the moralclimax of nearly four decades of persistent effort to bring about the sanestand soundest development of medicine at the University of Chicago. Formany years I was privileged to have a modest share in the effort to accomplish these results which have now come to pass. The long and oftenheart-breaking delays have at last eventuated in a program which isdoubtless more judicious, as it is certainly more comprehensive scientifically, than any which preceded it, and one full of splendid promise forthe future.President Harper states in his decennial report that before the opening of the present University, he was approached by the representativesof Rush Medical College with a view to creating an affiliation betweenthe two institutions. From that time on until the execution of the agreement of 1923-24, one plan after another has been proposed, discussed,amended and finally abandoned; although in the interim Rush and theUniversity have sustained relations of ever increasing intimacy. I neednot rehearse the character of the difficulties which so persistently blockaded progress. These were partly educational, partly administrative andlegal, but largely financial ; yet I betray no great secret when I say thatsweetness and light have not always brooded over the negotiations. Ihave myself attended more than one conference in which passion ranhigh and the clouds of distrust and dismay gathered thick.THE SOLUTION OF A DIFFICULT PROBLEMThe agreement of 1897-98 was in so far executed that in 1901 thework of the Freshman year at Rush was transferred to the Midway, andsubsequently the first two years were so transferred. But as late as 191 5President Judson said in his annual report that "The University has nocomplete medical school." Nearly a decade was to pass before the actualfusion of Rush with the University was accomplished. The earlier planfor a great hospital center on the south side of the Midway was aban-*An address delivered on the occasion of the One Hundred Forty-eighth Convocation of the University, October 31, 1927.17i8 THE UNIVERSITY RECORDdoned, and gradually the program was developed for the present superb,even though ostensibly more modest, plant.It is doubtful whether anywhere in the world for so long a period thewhole program of medical education was ever more exhaustively studied— a study which had the greater significance in that it attempted on theone hand to meet the requirements of the highest ideals for medicine itself, while on the other hand doing justice to the needs of a great metropolitan center like Chicago, and to the requirements and obligations ofthe two existing institutions whose fusion has produced the present school.On behalf of all your sister universities and on behalf of the greatpublic which is the beneficiary of every advance in medical science andart, I congratulate most sincerely all those who have contributed to thepresent felicitous solution of a most difficult problem.And now it falls to my lot to present a few considerations which are,I trust, in some degree appropriate to this occasion. I have chosen for mytopic "Medicine and the University," a subject upon which I am not vainenough to suppose I can say anything new, but one in connection withwhich I can at least attempt to stress old truths too often and too easilyforgotten.THE PRESTIGE OF THE MEDICAL PROFESSIONMedicine in its modern form represents the great agency by whichsociety undertakes to relieve suffering and to protect itself against theravages of disease. As such, it stands in the very forefront of those institutions which appeal to whatever is noble in mankind; and, however debased its practice may at times have become, however depraved thestandards of the occasional practitioner, from the days of Hippocratesdown, medicine in the Western world has yet counted among its votariesagain and again men of the loftiest humanitarian ideals, serving often onterms of the most meager reward the vital interests of the community.The preservation of the highest ideals of medicine is obviously one of theprime duties of civilization, and society cannot long tolerate any procedure whereby the unscrupulous and incompetent may, for private gain,play upon the credulity and suffering of men. Every civilized society hasattempted to protect itself at this point against exploitation by the charlatan and the quack, though frequently with very indifferent success. Thetechnically incompetent and the morally callous have both succeeded alltoo often in taking advantage of the unsuspecting sick. Although thelaborer is truly worthy of his hire, the man who enters medicine merelyto accumulate a fortune is utterly unworthy of the great traditions of hisMEDICINE AND THE UNIVERSITY 19profession — a man whose success, if by chance he be successful, mayprove a grave calamity by reason of its noxious influence on his youngercolleagues. The old-fashioned family doctor of the better type is a fineexemplar of a contrary ideal and practice — a man beloved and respectedfar and near, a leader in his community, an adornment to his calling.Rightly conceived, medicine yields to no other profession in the socialand moral prestige which is open to it. We are fortunate to have in everyconsiderable community medical men who measure up to the full statureof this calling. It is a peculiar responsibility of those in charge of medicaleducation to protect the profession and the community, as far as possible,against the admission to practice of men of low moral character, and especially of those devoid of a keen sense of professional obligation.THE VICTORIES OF MEDICAL SCIENCEThe victories of medicine in recent years are justly to be listed amongthe greatest of human achievements. Smallpox, yellow fever, typhoid,and malaria, to mention but a few of the more terrible scourges, have allbeen put under control and within range of practical extinction; whileothers, like diphtheria, scarlet fever, typhus, tuberculosis, and bubonicplague — some of them already in part subdued — have been so carefullystudied as to hold out hope of a similar control at no remote date. Almostevery day sees some advance in the curative attack upon the organic andnon-communicable diseases, while the marvels of surgery go forward withever increasing success. Thanks to improvements in obstetrics, gynecology, pediatrics, and public health measures, infant mortality has been inmany communities astonishingly reduced, and through these agencies, together with other forms of medical procedure, the average age of life hasbeen greatly extended. Indeed, so far has this gone that some of our experts in foreseeing trouble are solicitous lest once again, even in the faceof birth-control policies, we may see population increasing beyond thebounds of food supply. More serious is the anxiety lest the preservativetendencies of modern medicine, unless combined with some kind of practicable eugenic program, may result in a great excess of feeble and incompetent stock. Certainly the preservation and increase of life for individuals unable to make reasonably happy and effective adjustments to theconditions of living is a highly dubious blessing.Without wishing to be in any way an alarmist, it still seems to meessential to recognize the extraordinary extent of nervous and psychicdisorders. It is reported, authoritatively I believe, that there are in theUnited States today more patients under custodial care in institutions forthe mentally deranged than in all the hospitals for all other forms of dis-20 THE UNIVERSITY RECORDease combined. This is a staggering fact, and tends to suggest with something akin to conclusiveness that the most urgent present-day need* inmedicine is in the field of psychiatry and mental hygiene. That the problems are more baffling than elsewhere in medicine, that the techniquesare more imperfect and uncertain, that both the preventive and the curative features of the situation are more disheartening, is, or should be, butadditional challenge to the intelligence and devotion of our day. Aberrantforms of conduct, whether of a criminal character or otherwise, if theylead to human misery, are as much a community concern as overt diseaseof the more generally recognized types.PROBLEMS OF THE UNIVERSITY MEDICAL SCHOOLNow it seems a far cry from all these issues to the problems of themedical school and the university. And yet the extraordinary accomplishments of modern medicine are the products of the scientific laboratoriesand the clinics of our medical schools and the institutions which center inmen there trained, such as the federal, state, and municipal health services, the research institutes, and the hospitals. Upon the training whichthese schools give, upon the ideals which they instil, rests the future ofmedicine.In passing I venture to inquire for a moment whether medicine isreally a university discipline. Many persons will doubtless reply thatmedicine has always been a part of the universities since the founding ofthese institutions at the close of the Middle Ages, and that the questionis therefore essentially fatuous— in fact, just the kind of question collegeprofessors delight to propound. It may be so ; but I am disposed to believe that there are still current conceptions of medical education whichare essentially alien to any worthy conception of a university.I do not hesitate to say that in the degree to which any medical college is merely a trade school — and there have been plenty of such — it hasno real place in a university. If the school merely trains men to be journeymen doctors, able to perform with some deftness a modicum of standard procedures, it belongs with other trade schools teaching carpentryand plumbing and the other manual arts — all excellent and indispensabletrades, but having nothing in them of the spirit of the university. Theyoung neophyte may be taught to use the clinical thermometer, to makea blood count, to take a blood pressure, to make a smear for microscopicexamination, and to go through any number of routine forms of diagnostic examination, impressive to the patient, but with little or no real apprehension of scientific method, and with only the most slender knowledge of disease. Such a physician is an empiric in the worst sense of theword, one who follows uncritically, and in essential ignorance of the fun-MEDICINE AND THE UNIVERSITY 21damental reasons involved, procedures which have been instilled by dogmatic command and with no real vision of what lies either beyond or behind. One of the striking and almost tragic circumstances attending therecent extraordinary improvement in many of our American schools ofmedicine is the creation, as a reflex of this movement, of many new sects,offering easy opportunity for men of little education to obtain, throughbrief and often very nominal apprenticeship, opportunity to go outstamped as persons competent to pursue the special methods of the sect.Obviously it is a shrewd saying that when the devil is driven out of thedoor, he comes in again at the window.THE UNIVERSITY MEDICAL SCHOOL NOT A MERE TRADE SCHOOLTraditionally it is true that the medical school has been a part of theuniversity; but, like the school of law and the school of theology, it hastoo often been simply a case of imperium in imperio, the professionalschool following its own ideals, applying its own standards, going its ownway, and often with resentment of any suggestion of interference fromother parts of the university. Except in a legal, and at times a sentimental, sense, the medical school has often not been & real part of the university at all. This fact has generally occasioned neither surprise nor irritation, for the prevailing American conception of a university implies justsuch a loose confederation of schools, presenting little, or no, evidence oforganic unity.The medical school has generally conceived its predominant obligation — and no doubt in part correctly — to be the training of practitionerswho can qualify for state certificates and so proceed to the earning of alivelihood. But surely medicine, as a university discipline, may be reasonably asked and expected to do far more than this, just as we expectthe better schools of law and divinity to go far beyond such a point intraining for those professions. The university medical school should notonly open to properly qualified men the opportunity for the mastery ofscientific methods of thought and the attainment of a sound scientificscholarship, but it should also create and stimulate a vital enthusiasm forcontinued growth in scientific and general intellectual power, togetherwith the insistent ambition to promote and extend the field of genuineknowledge. People sometimes assume that any medical school which follows the so-called full-time plan for clinical professors is forthwith a university school. But however intrinsically important or meritorious thissystem, compared with the issue to which I have just referred, it is ofminor consequence. The one thing involves an ideal and an attitude ofmind; the other concerns a mere administrative detail.We have in the American university an anomalous institution which22 THE UNIVERSITY RECORDwe call the graduate school. It has had a strange history, and many secretsins lie at its door, but in it there nevertheless resides more of the truespirit of the university, in its highest sense, than in any other one part ofthe present institution. In its worthier forms it conceives itself as dedicated to the protection and dissemination of true learning and to the incessant pressing forward of the frontiers of knowledge. The universityprofessional school should be infused with much of the same spirit, andshould be so co-ordinated with the related branches of learning in thegraduate school that benefits may constantly pass from one to the other.Within certain fields, our university schools of theology have found thisprocedure relatively easy to pursue. Our schools of law and medicinehave been more conservative, or possibly less enterprising, although inboth fields there has been marked' progress in the last few years.MEDICINE AND THE PHYSICAL AND BIOLOGICAL SCIENCESWe are all familiar with the dependence of medicine on the physicaland biological sciences, and we take as a matter of course the requirement made of the medical student for a reasonably wide familiarity withthese sciences. But we have not as yet fully learned what is for our generation and under our American conditions quite as important, to wit,the fact that a constant interchange and co-operation between the investigating organic chemist and the pioneering pathologist, between the bacteriologist and the biologist, on the one hand, and the clinician in any oneof a dozen different fields on the other, is just as indispensable for themost effective progress of all the interests concerned. Nor have we fullyappreciated that organic chemistry, physical chemistry, biology, bacteriology, and psychology, to mention only a few of the natural sciences involved, may, by such close contact with the investigation of men nominally pursuing the interests of medicine, at any moment be brought face toface with facts of revolutionary significance for those sciences. Yet suchis the case, and the university is the place in which relations of this kindcan be most easily and most profitably exploited. The investigatory attitude of mind has long been familiar to the leaders in the natural sciencesand, often at the cost of some absurdities, we have come to require thatevery man who is ambitious to find a career in the prosecution of thesesciences shall accomplish some piece of creative work before he may askfor recognition as a scholar. The time is surely ripe for a similar emphasisin the case of our university medical students. Indeed, in a few schoolsa beginning has already been made in the movement designed to bring tothem a more independent, self-reliant, and inquiring attitude of mind.Results of this character are only possible where and when the med-MEDICINE AND THE UNIVERSITY 23ical curriculum has been simplified and stripped of the iron rigidity whichuntil recently has characterized American procedure. Theory and practice have been too often divorced in the utilization of strictly scientific information. The practical bearings of anatomy, physiology, chemistry,bacteriology, and pharmacology have been postponed from one to threeyears after their acquirement before their significance is actually seen inthe clinics, the dispensary, and the hospitals. Moreover, this curriculumhas not infrequently been so absurdly congested, having been originallycreated by a process of log-rolling among departments, each of which demanded its Shylock pound of the student's flesh, that the student has issued from it often physically wrecked and almost always intellectuallybefuddled, and certain, under the workings of the beneficent protectivemechanisms of the brain, to forget far the larger part of the ingested material at the earliest possible moment. Greater leisure for actual assimilation of material, more recognition of the differing pace at which menare able to proceed, and above all, an emphasis on greater independenceof thinking and a more fundamental mastery of the principles of scientificprocedure, as contrasted with the mere memorizing of facts — all this,coupled with the constant encouragement of the spirit of fresh observation and experiment, is essential to the best interests of medicine and issurely only what may be expected in a university medical school.THE GREAT HUMAN OBJECTIVEPossibly all this sounds as cold-blooded and non-human as a discussion of geology or physics. But happily the human objective of all thetraining is not likely to be long lost sight of, and much less in a universityschool of medicine, which, like this, owns and controls its own hospital.The great objective of relieving human suffering and protecting againstthe ravages of disease will always be, in the last analysis, the controllingconsideration; but just as the surgeon, in the practice of his skill, must sofar as possible forget the momentary suffering of his patient while he operates, in order that his complete powers of mind and hand may be at thedisposal of that patient, so, in the training for the medical profession itself, the best interests of all concerned require that the most objectiveand scientific procedure should be employed.It is perhaps in the years of interne service that the young medicalman faces the most critical point in his professional development. He willalready, in the clinics and through his discipline in the dispensaries, havecome to see much of the technique of diagnosis and the more familiarremedial procedures. Indeed, he will be fortunate if he does not contractthrough those contacts the dangerous habits of snap judgments and too24 THE UNIVERSITY RECORDspeedy resort to stereotyped remedies. But during the years of his in-terneship, if he is at all wise himself and if he is guided with sympatheticskill by his superiors, he will have an opportunity to develop fundamentalscientific attitudes toward his work, and even to indulge in genuine investigatory work. If, on the other hand, he comes out of this apprenticeship with the habit of wasting such leisure as he has in worthless diversion, and content to enter upon his career as a practitioner, utilizinguncritically the procedures which he has already learned, he may becomea respectable member of some community and enjoy a career of reasonable usefulness, but he has sacrificed once and for all his place in the greatpioneering forces which carry forward the battle against disease.MEDICAL SCHOOL HOSPITALSIt is impossible to exaggerate the value for university medicine ofthe possession of hospitals entirely under the control of the medicalschool. To many persons entrance into such a hospital is inexpressiblyrepellent, because they feel themselves averse to being made, in any sense,the subject of student examination. In fact, however, there can, I believe,be absolutely no question that the service in hospitals of this character islikely to be far superior to that in hospitals of the common variety, thatthe scientific and medical tone is far more alert and stimulating, and thatthe benefit, both to the community and to the patient himself, is out of allproportion to any conceivable discomfort or annoyance which springsfrom the fact that the patient is a subject of student observation. Thecombination of such hospitals with research institutes and with a fineteaching body represents the most effective medical organization whichour generation has devised, and this institution may well be proud to becounted among the number in which such advantageous circumstancesprevail.THE ESSENTIAL VALUES OF BOTH MEDICINE AND UNIVERSITYWhile medicine is a very precious human heritage, the university isalso of priceless worth; and if the two are to go forward together, neithermust be allowed to sacrifice the essential values of the other. For thecasual onlooker impressed solely by the superficial aspects of the university, the hurly-burly of its athletic contests, the restless coming and goingof its ephemeral student interests, the tropical expansion of its physicalplant, it is difficult to remember that these institutions are among the mostlasting devised by the mind of man. The older ones have seen dynastiesrise and fall, civilizations wax and wane, the boundaries of great peoplesredrawn a dozen times. Even this University, but recently come of age,MEDICINE AND THE UNIVERSITY 25has seen the nation pass through two wars, has seen it extend its empiresouth into the Caribbean and west to the coasts of Asia, has seen it becomethe world's banker, and has witnessed an industrial development in itwholly unparalleled in previous history. Why should the universities solong out-live these great political and economic institutions? Simply because they minister to certain of the deepest and most enduring of human needs, needs whose thwarting men will not long tolerate; because tothem is confided the sacred torch of learning, beneath whose light andleading man makes his slow circuitous progress up the mount of wisdom.Let us, therefore, look to it that we measure justly the values which lie atthe heart of this University, that we, its friends, may play our part discerningly and courageously to safeguard and perpetuate its undying service to mankind.DEDICATION OF UNIVERSITYCLINICS AND MEDICALLABORATORIESOn a gloomy day in May, 1925, on the sixth day of that month to beexact, directed by the hand of a guiding workman, Dr. Frank Billingsdrove a steam shovel into the earth and thus "broke ground" for thesplendid group of clinics, classrooms, hospital, and laboratories which onOctober 31 and November 1, 1927, was dedicated to the progress of medicine and the alleviation of pain. While two years and a half in these daysof rapid building construction appear to be a long time, as one studiedthe new buildings from across the Midway Plaisance, from Fifty-eighthStreet, or from within their two courts, one could not but be amazed thatsuch an imposing pile, containing within its walls over 6,000,000 cubicfeet, could have been planned, builded, furnished, and actually put to usein so comparatively short a time. For the several sections of the University Clinics, the Albert Merritt Billings Hospital, the two wings of thelarger building devoted to the uses of the departments of Medicine, Surgery, and Pathology, the Max Epstein Clinic, the Billings Library, thebuilding which houses the departments of Physiology, PhysiologicalChemistry, and Pharmacology — all these are brought together, unified byactual contiguity and by co-operative service.THE MAGNITUDE OF THE TASK OF CONSTRUCTIONAny modern building which serves as anything more than a factoryor a warehouse, as Mr. George C. Nimmons pointed out in his noteworthypaper published in the July number of the University Record, is a complicated and comprehensive accumulation of appliances and conveniencesunknown to the days of our fathers. How much greater is this aggregation of mechanical and other appliances in buildings intended to house ahospital, research laboratories of many descriptions, libraries, assemblyrooms, operating rooms, and offices. These buildings and their interiorsmust have light, both natural and artificial, heat for warmth and for experimentation, power in order that the most delicate instruments mayfunction, as well as to cause elevators to bear their heavy and valuableburdens. They must be furnished with everything necessary to operation,from pillow-cases to cardiographs, from uniforms to operating tables.26DEDICATION OF THE UNIVERSITY CLINICS 27And all this and all these have been studied and chosen. Apparatushas been selected from innumerable types and forms, from the cataloguesof many manufacturers and under the eloquent solicitations of an armyof salesmen. That all this work of imagination and nice discrimination —of architectural drawing, of rough construction and almost artistic finish-jng — has been unified and completed and the whole dedicated with a notable program of addresses, clinical lectures, and exploring pilgrimagesover miles of terazzo hallways, and within a period of thirty months, is anaccomplishment worthy of highest praise.The program of the two days devoted to the special convocation andthe dedicatory exercises of the University Clinics and the new medicallaboratories on the Quadrangles included a special convocation held inLeon Mandel Assembly Hall on Monday, October 31, 1927, at whichJames Rowland Angell, of Yale University, delivered the convocation address, the subject of which was "Medicine and the University." Thisaddress, heard with high appreciation of its substance and its relation tothe occasion by many of President AngelPs friends in the University, appears in another portion of this issue of the University Record.HONORARY DEGREES CONFERREDFollowing the convocation address the honorary degree of Doctor ofScience was conferred upon four men distinguished in the world of medicine. The first to receive the honor was Dr. Frank Billings, who has beensuch a potent force in the development of medical science and medicaleducation in Chicago, and particularly in the University of Chicago. Hewas presented to President Mason by Dr. Wilber E. Post, Trustee of theUniversity and Professor in Rush Medical College, with the followingcomprehensive recital of the reasons for conferring the well-won honor:I have the honor to present a great physician ; renowned as a diagnostician andmaster in the art of relieving suffering and prolonging life; a pioneer in medicalstudies; author of a monumental work in focal infections; a writer on many medicalsubjects; worthy holder of the highest offices in his profession; recipient of thetokens of high honor from great institutions of learning; a powerful factor in thedevelopment of medical education; an inspiring teacher of rare success; dean of thefaculty of Rush Medical College for nearly a quarter of a century, giving freely ofhis time, great energy, and ability, and as freely of his possessions, asking only opportunity to do more and better ; one of the chief builders of our own new school ofmedical sciences; eminent servant of his country in the great war; citizen of highorder, champion of measures for the public good. Truly, his worthiness and greatness may be measured by his service for his fellowman — Frank Billings, candidatefor the degree of Doctor of Science.Dr. Franklin C. McLean, chairman of the Department of Medicine,28 THE UNIVERSITY RECORDin sponsoring Dr. Rufus Ivory Cole, director of the hospital of the Rockefeller Institute for Medical Research, New York, spoke as follows:I have the honor to present an active and productive investigator in clinicalmedicine, whose life-work has contributed greatly, both directly and indirectly, tothe relief of human suffering ; a leader of men, whose success in life is measured byhis influence upon others; a pioneer in the cause of scientific education in clinicalmedicine, whose teachings have profoundly influenced the progress of clinical teaching. And finally, a man who is loved and respected by all his associates — RufusIvory Cole, candidate for the degree of Doctor of Science.Dr. Karl Landsteiner, formerly of Vienna, member of the Rockefeller Institute for Medical Research, was the third candidate. Dr. LudvigHektoen, head of the Department of Pathology and director of the JohnMcCormick Institute for Infectious Diseases, set forth Dr. Landsteiner 'sachievements in the following words :I have the honor to present a member of the Rockefeller Institute for MedicalResearch; for many years a leading investigator of fundamental problems of immunity; author of many of the most important contributions to the literature ofimmunology of recent years; discoverer of the blood grouping of human beings; amodest but illustrious scientist of international renown — Karl Landsteiner, candidatefor the degree of Doctor of Science.It was the privilege of Professor Henry Gordon Gale, Dean of theOgden Graduate School of Science of the University, to present Dr. William Sydney Thayer, Professor Emeritus of Medicine of Johns HopkinsMedical School, as the fourth candidate. Dean Gale said:I have the honor to present the Professor Emeritus of Medicine in Johns Hopkins University; a man of long and distinguished career in medicine; prominent inthe development of the Johns Hopkins Medical School and a leader in the improvement of medical education in America; chief consultant to the medical service ofthe American Expeditionary Force in France, with the rank of brigadier general;recipient of the distinguished service medal; officer of the Legion of Honor; a contributor to medical science, especially in fields of malaria and bacterial endocarditis;president-elect of the American Medical Association, a man of broad human interests, honored and beloved by his associates — William Sydney Thayer, candidate forthe degree of Doctor of Science.DELEGATES FROM OTHER INSTITUTIONSThese are the delegates from institutions of learning appointed to attend the dedicatory exercises:M. A. Andreen, Augustana College; Marjorie Heitman Andrews, Mills College;James Rowland Angell, Yale University ; Charles R. Bardeen, Medical School, University of Wisconsin; Henry E. Bennett, College of William and Mary; W. W.Boyd, Western College; Raymond W. Bradshaw, Oberlin College; Arlo AyresBrown, University of Chattanooga; Samuel A. Brown, University and BellevueDEDICATION OF THE UNIVERSITY CLINICS 29Hospital Medical College; Manfred Call, Medical College of Virginia; Grace L.Clapp, Milwaukee-Downer College; Walter Gillan Clippinger, Otterbein University;George W. Corner, University of Rochester; Tom Peete Cross, Hampden-SidneyCollege; Robert H. Crowley, Berea College; Irving Cutter, Northwestern University; Charles F. DuBois, Alma College; David M. Edwards, Earlham College; Victor E. Emmel, Brown University ; William E. Gamble, Iowa State College ; Frank G.Gardner, Cornell University; Adolph Gundersen, University of Oslo; J. Milton Guy,Ohio Wesleyan University; A. S. Hall, Washington College; Carl A. Hamann, Western Reserve University School of Medicine; R. W. Harrison, Southern MethodistUniversity; Walter Morris Hart, University of California; Hugh Hastings Hedg-cock, Purdue University; Ludvig Hektoen, Carnegie Institution of Washington;Albert G. Heyhoe, Doane College; Sarah M. Hobson, Boston University; Mary A.Hodge, Goucher College; Merrill J. Holmes, Simpson College; William T. Hughes,Yankton College; R. M. Kelley, Loyola University; Sylvanus E. Lambert, LehighUniversity; William F; Lawton, Tufts College; Paul N. Leech, Miami University;Dean Lewis, The Johns Hopkins University; F. Howard McCormick, State Collegeof Washington; James H. McLaughlin, University of Southern California; HelenVincent McLean, Mount Holyoke College; Irving Mauer, Beloit College; CharlesE. Morse, University of Vermont; R. C. Mullenix, Lawrence College; Raymond D.Mullinix, Rockford College; Lowry Nelson, Brigham Young University; Edward A.Oliver, Kenyon College; Norval H. Pierce, University of Illinois; Alexander Primrose, University of Toronto, Faculty of Medicine; E. E. Rail, North Central College;Maurice H. Rees, University of Colorado School of Medicine; G. Canby Robinson,Vanderbilt University; Otto G. Schmidt, Heidelberg College; Frederick H. Scott,Princeton University; George E. Shambaugh, University of Pennsylvania; Homer L.Shantz, Colorado College; I. Snapper, University of Amsterdam; John TimothyStone, Amherst College; James Westfall Thompson, Rutgers College; Allen O.Whipple, Columbia University; Francis Carter Wood, Columbia University.DEDICATION OF THE FRANK BILLINGS MEDICAL CLINICExercises in dedication of the Frank Billings Medical Clinic, thatportion of the University Clinics devoted to laboratories and other usesof the Department of Medicine, were held in the University Clinics Assembly Room on the afternoon of October 31. In his address presentingthe Billings Clinic to the University, Mr. Bernard E. Sunny, chairman ofthe University's Citizens' Committee engaged in the beneficent and successful task of securing funds for endowment and buildings for the University's upbuilding, reported that 140 contributors had made gifts to theendowment of the Billings Clinic, the total amount secured up to datebeing $325,000. He pointed out that the clinic is to be devoted to research and teaching in internal medicine. Mr. Sunny said:It is especially appropriate that the clinic be named in honor of Dr. Billings,and the reasons therefor are deep in the hearts and minds of all who know him.He has been not only a skilled medical practitioner and kind and unfailing friend tomany for a half century ; he has also been one of the nation's chief medical statesmen. He has throughout his life aggressively and tirelessly promoted the sane de-3° THE UNIVERSITY RECORDvelopment of medical research and training His first interest was in teaching,in better teaching, but it did not stop there. He realized that the practitioner of thefuture would need to be well grounded in research method, would have to use instruments of precision, would want all the help which a scientific background could give.His interest in the advancement of medical science was not accidental. His wholeclinical success was founded on what was essentially a scientific method of carefulinductions drawn from a minute study of facts. Further, he was himself an important contributor to that science.The Billings Medical Clinic will be a shrine to which the student and practitioner alike from far and near will turn for direction and stimulus. Dr. Mason andthe Trustees are entitled to, and they have, our sincere thanks for conceiving andencouraging this noble project. The endowment fund of the clinic calls for $1,000,-ooo. The income from this fund, Dr. Mason says, will be supplemented by incomefrom the gift of the General Education Board. These combined endowments willprovide an enduring agency for the alleviation of suffering through medical researchand education.With few but significant words, President Mason accepted the giftstendered for this important service.DEDICATION OF THE BILLINGS HOSPITALThe program of the dedication of the Albert Merritt Billings Hospital was carried out in the assembly room of the University Clinics onthe morning of November i.For the Billings family, donors of the funds which enabled the University to build the hospital, Mr. Albert Billings Ruddock, of Pasadena,California, grandson of Albert Merritt Billings, made the address of presentation, in the course of which he said:It gives me the greatest satisfaction and pleasure to stand here today as therepresentative of the Billings family, who have been privileged to be a part of thistruly wonderful achievement that surrounds us. In looking at this inspiring setting,the thought inevitably comes to mind of the many forces and talents that have contributed to the splendid results we now admire: the ability of the architect; thecraft of the builder ; the scheme of the academic administration in fitting this medicalunit into the most useful place in the life of the University ; the particular skill ofthe medical officers in preparing plans for the hospital, in which their talents willhave such exceptional opportunities for expression ; the generous vision of the University authorities in making possible on such a magnificent scale the fruition of aplan long delayed by the war and the mounting costs of building ; the activities ofthe several contributing medical agencies of Chicago ; and, back of it all, the creativeefforts of those that have contributed to the birth, growth, and character of theUniversity of Chicago itself, of which this medical division is now an integral andan important part. All these factors have been indispensable in bringing this department into being and in assuring its successful functioning.Our family, recognizing the important position occupied by Albert MerrittBillings in the business world of Chicago over a period of many years, felt that hismanifold activities and his sterling Christian qualities had been a distinct factor inDEDICATION OF THE UNIVERSITY CLINICS 31the building up of Chicago during the forty and more years of his residence. Webelieved that a memorial to him in the shape of a university hospital would be oneof the best means of perpetuating his memory. We had in mind an institution thatshould have as goal the prevention, rather than the alleviation, of human suffering;something constructive rather than something palliative; something that should gobefore rather than follow the dread course of disease and suffering. We believed thata university hospital would best serve the purpose we had in view, because such ahospital affords not only unusually efficient treatment for the sick and injured, exceptional training of medical students to become resourceful physicians, rationaleducation and training to nurses, but also particular facilities for scientific researchin the causes and prevention of diseases. In this thought and plan we were encouraged and guided by him whom we consider to be the leader of our family, a manrenowned from coast to coast in the highest medical circles, a man who indeed wasearly helped by the one whose name is borne by this hospital, Albert Merritt Billings, who recognized the qualities of his nephew, Frank Billings, and assisted inmaking possible the medical education out of which the outstanding career of hisnephew has been created.Now, however, we see, to our great satisfaction, the memorial hospital whichwe had in mind, developed and expanded by the University authorities in a magnificent way far beyond what we could have made possible. In consequence, this wonderful building, forever to be known as the Albert Merritt Billings Hospital, expresses the last word in hospital construction, with wards, laboratories, equipment,and facilities creating unrivaled opportunities to carry on all of the varied functionsof a research hospital of the first rank.But even this hospital development as it stands today is due, so our familyfondly believe, to the genius, inspiration, and guidance of Frank Billings. In evidenceof this the Trustees of the University have given to the clinic of the hospital hisname. And so it is he who is honored today, as well as the name of the father,father-in-law, uncle, and grandfather, to whom this memorial is dedicated.It is more fitting that others, skilled in medicine and surgery, should appraisetechnically the significance of this achievement. Those best qualified to know appearto think it possesses high meaning for human welfare. We are happy to believe this,and to hope that much good will come out of it to humanity and to medical research; but should only a small concrete contribution to medical knowledge result,we should feel that the effort had been well justified.So, on behalf of the Billings family, I take the deepest satisfaction and pleasurein offering this hospital in honor of the name of Albert Merritt Billings, and for thebenefit of humanity and the promotion of medical knowledge, through the instrumentality of the University of Chicago.THE EPSTEIN CLINICMr. Max Epstein, donor of the clinic which bears his name, presented the clinic to the University in an address characterized by directnessand modesty. "I have learned that a donor is one who receives, not onewho gives. This clinic will not only assist in giving students sound bodiesand sound minds, but it will be of great service to the people of Chicago.By serving the city well, the University will be brought closer to thehearts of the people of Chicago."32 THE UNIVERSITY RECORDPresident Mason, in accepting the hospital and the clinic on behalfof the University, declared they were to be used as opportunities for investigation and service, and assured the donors of both that no effortwould be spared to make the fullest use of these facilities so generouslyprovided. "Institutions such as this clinic, with its endowment privatelysubscribed, offer opportunities for untrammeled work and investigationnot possible in institutions of a different character. I stand today bywhat I said a few days ago — that opportunity, not compulsion, should bethe driving force behind study. In this clinic I believe such a golden opportunity promises. Touched by the spirit of co-operation exemplified inthese two gifts, the University looks forward with confidence towardsignificant results."THE PROGRAMObviously it is impossible to print in full in the University Recordthe account of the proceedings of these two days filled with assemblies,learned addresses, and laboratory demonstrations. For the sake of record, however, the entire program for the dedicatory exercises is here reproduced:Monday, October 31 : The One Hundred Forty-eighth convocation, Leon Man-del Assembly Hall ; the Convocation Procession : Delegates, Speakers, Trustees, andFaculties of the University ; the Prayer : The Convocation Chaplain, Charles Whitney Gilkey, Professor of Preaching ; the Convocation Address : "Medicine and theUniversity," James Rowland Angell, President of Yale University ; the Conferring ofHonorary Degrees; the Convocation Statement; the Recession.Departmental Assemblies : The Department of Physiology and the Departmentof Physiological Chemistry and Pharmacology, Physiology Building ; address : "Reduction of Dyes by Biological Systems and Some Remarks on the Mechanism,"W. Mansfield Clark, Professor of Physiological Chemistry, Johns Hopkins MedicalSchool; address: "The Regulation of Respiration," Robert Gesell, Professor ofPhysiology, University of Michigan; address: "Studies in Drug Tolerance, withSpecial Reference to the Esters of Nitrous and Nitric Acids," Arthur S. Loevenhart,Professor of Pharmacology, University of Wisconsin.The Department of Pathology and the Department of Hygiene and Bacteriology, Pathology Building. Address : "Some Recent Investigations on Antigens," KarlLandsteiner, Member, Rockefeller Institute for Medical Research.The Department of Medicine: Assembly Room, University Clinics; Dedicationof the Frank Billings Medical Clinic : presentation of the Clinic and the EndowmentFund : Bernard E. Sunny, Chairman of the Citizens' Committee ; response : President Max Mason; address: "Medicine and Science," Alfred E. Cohn, Member,Rockefeller Institute for Medical Research ; address : "Urea Excretion in Nephritis,"Donald D. Van Slyke, Member, Rockefeller Institute for Medical Research.Monday, October 31: Department of Surgery: Ampitheater, Surgical Clinic.Clinical Demonstrations : Arthur Dean Bevan, Professor of Surgery, Rush MedicalCollege of the University of Chicago.DEDICATION OF THE UNIVERSITY CLINICS 33Scientific Assembly, Leon Mandel Assembly Hall. Address : "The Non-excretory Functions of the Kidney," I. Snapper, Professor of Pharmacology and GeneralPathology, University of Amsterdam ; address : "The Present Status of Cancer Research," Francis Carter Wood, Director of the Institute of Cancer Research, Columbia University.A reception for the delegates and visitors in the Reynolds Clubhouse immediately after the evening Assembly of October 31.Tuesday, November 1 : Dedication of the Albert Merritt Billings Hospital andthe Max Epstein Clinic, Assembly Room, University Clinics. Prayer : Shailer Mathews, Dean of the Divinity School ; presentation of the Albert Merritt Billings Hospital, for the Billings Family, Albert Billings Ruddock; presentation of the MaxEpstein Clinic: Max Epstein; acceptance of the Hospital and the Clinic, for theUniversity, President Max Mason; address: "The Hospital and the Laboratory,"Rufus Ivory Cole, Director of the Hospital of the Rockefeller Institute for MedicalResearch.Clinical Assembly, Assembly Room, University Clinics. Clinical lecture : "Bacterial Endocarditis," William S. Thayer, Professor Emeritus of Medicine, JohnsHopkins Medical School; clinical lecture: "Diseases of the Gall Bladder," EvartsAmbrose Graham, Professor of Surgery, Washington University School of Medicine.THOMAS WAKEFIELD GOODSPEEDSEPTEMBER 43 1842— DECEMBER 16, 1927One can hardly think of the University of Chicago with no Dr. Good-speed! He was associated with it, was a vigorous part of its life, even inthose prehistoric days when, as Dr. Soares so aptly described them in hisaddress at the funeral services, the University was merely a hope in themind of one man — and that man, Dr. Goodspeed. For forty years he gavehis thoughts, his strength, himself, first to its founding, then to its stabilization, and then to its broad expansion. He saw it grow from a hope to anidea, from an idea to an organization, from a college to a great university.He walked through the tall weeds of its prairie-grass site which had noteven a sidewalk across its marshy acres. He lived to see its first buildingsurrounded by many Gothic halls and stately towers. He and Dr. Fred T.Gates, with tireless advocacy and infinite patience, secured the first $400,-000 and more in gifts and promises which met Mr. Rockefeller's pledgeof $600,000, then heralded as a princely gift to higher education. Andsuch, indeed, it was. He tramped the streets of Chicago seeking subscriptions for the establishment of the University, and with voice and pen advocated the re-establishment of higher education in the city where the olduniversity had succumbed to debt and disagreement among its friends.It was not easy to secure the necessary creative funds ; it was a still moredifficult task to create confidence and hope. Four hundred thousand dollars was a larger sum in 1888 than in 1928. Chicago's wealth was notwhat it is now. Where now confidence exists, then pessimistic doubt prevailed. But Goodspeed and Gates never faltered, never despaired. AsDr. Fred T. Gates once wrote:To Dr. Thomas W. Goodspeed belongs the honor of first calling Mr. John D.Rockefeller's attention effectively to the unique educational needs and opportunitiesat Chicago. This Dr. Goodspeed did with fervor and power, in season and out ofseason, in letters and in visits covering at least two years, 1886-88. There can be noquestion that these labors of Dr. Goodspeed were the effective agency that convincedMr. Rockefeller of the need of an institution of higher learning in that city and ledhim to believe that he had an important duty to perform in conjunction therewith..... No history of the University of Chicago will be an adequate history whichdoes not begin with the correspondence of Dr. Goodspeed with Mr. Rockefeller in1886 and trace that correspondence to its culmination.So well has Dr. Theodore G. Soares, in his admirable address at thefuneral services, characterized Dr. Goodspeed's forty years' service that34THE LATE THOMAS WAKEFIELD GOODSPEEDHistorian of the UniversityTHOMAS WAKEFIELD GOODSPEED 35it is not necessary to enlarge upon it in this brief sketch of his life andlife work.Dr. Goodspeed was born in Glens Falls, New York, September 4,1842. In 1855, when he was thirteen, his parents moved to Illinois, andas a student in Knox College, in 1857, he heard Abraham Lincoln debatewith Stephen A. Douglas. Later, while a student at the old University ofChicago, in 1861, he was an officer of the guard of honor at the funeral ofSenator Douglas. He finished his college course at the University of Rochester in 1863 and his seminary course at Rochester Theological Seminary in 1866. In that year he married Mary Ellen Ten Broeke, of Panton,Vermont, and became pastor of a Baptist church in Quincy, Illinois. In187 1 he removed to Chicago to join his brother, Edgar J. Goodspeed, inthe pastorate of the Second Baptist Church, and went through the GreatFire of that year. For fifty-six years his life was identified with Chicago.In 1876 he became secretary of the Baptist Theological Seminary, inwhich, in 1882, he was instrumental in interesting Mr. John D. Rockefeller. This led him in 1886 to suggest to Mr. Rockefeller the founding ofa new university in Chicago. He was one of the six incorporators of theUniversity who in 1890 signed the application for its charter.He served for years as Registrar of the University. At different timeshe was a member of the Board of Trustees. He was the first Secretary ofthe Board of Trustees and remained in that office until 1913. He wasthen elected Corresponding Secretary and held that office until 1926. In1926 he was appointed Historian of the University, although without thattitle he had long been actively engaged in collecting material for a historyof the institution. In 19 16, at the age of seventy-four, he published hisfirst book, "A History of the University of Chicago, 1891-1916," a workwhich was a model of its kind and which received the enthusiastic approval of friends of the University as well as of the periodical press. Heproduced two large volumes of biographical sketches of University donors,including many of the leading figures in Chicago history, and a shortertreatment of the University's history under the title "The Story of theUniversity of Chicago." His last book, a life of President E. D. Burton,was published in 1926 in his eighty-fifth year. His last days were spenton a life of his great friend and colleague, President William R. Harper,which was almost finished when, on December 8, he laid down his pen forthe last time.Dr. Goodspeed was a keen follower of college sport and a great loverof outdoor life. For thirty-three years he spent his summers at his home,Paradise Island, in Plum Lake, Wisconsin, to which he was greatly at-36 THE UNIVERSITY RECORDtached. For thirty-four years he was a leading figure in the Hyde ParkBaptist Church, of which he wrote a history in 1924. He was a member ofthe Alpha Delta Phi fraternity, and of Phi Beta Kappa. He was a lifelong Republican. He received the degree of D.D. from the old Universityof Chicago.Funeral services were held in the Hyde Park Baptist Church on December 19, and were conducted by his pastors, Dr. Charles W. Gilkey andRev. Norris L. Tibbetts. A large company of friends and former associates was present, including members of the Board of Trustees, administrative officers, and members of the faculties of the University, besidesmany of Dr. Goodspeed's other friends and neighbors.Dr. Theodore G. Soares, of the Divinity School, surveyed his associate's career as a founder of the University.DR. SOARES' TRIBUTEA year ago President Lowell told me that Harvard regarded Chicago as a genuine rival. The oldest university in the country, with the dignity of its three hundredyears of brilliant learning, and its financial resources the greatest that the world hasever known, looked across the country to this commercial city and found its peer inthe institution that forty years ago existed only in the vision, and hope, and faith ofone man. Before the genius of Harper, the unparalleled generosity of Rockefeller,the sagacity of Judson had combined to make the University of Chicago one of theworld's great centers of learning, Thomas Goodspeed said that the old University ofChicago ought to be revived. He told the great church that had stood behind theold institution that it should be revived. He told the city that had been proud of itsearly university that it should be revived. He urged upon Mr. Rockefeller, his friendand helper in the development of the theological seminary, that the university shouldbe revived. He held before the mind of the young professor of Hebrew in that seminary that he was the man to be the educational leader in the university that was tobe revived. Largely out of his faith and his indomitable courage the dream became true.Why should Dr. Goodspeed want the Baptists to establish a university in Chicago ? To some people today, to many of the younger men on the faculty, that seemsa narrow ambition. What has a great institution of scholarly research to do with adenomination ? The question illustrates the extraordinary lack of historical imagination that is so common among even able men. Forty years ago a university meantto most people a college with associated professional schools. The vital conceptionof research which is now dominant in scholarship was then only beginning to makeits way. The old University of Chicago was a college for the training of citizens, withwhich were connected certain professional schools. Dr. Goodspeed and the men whoworked with him were concerned to have a similar institution, only upon a muchnobler scale. The almost unbroken tradition of American education was that suchan institution should be founded by a church. It was the glorious faith that the education of young people should be far more than learning. It should be character, civic devotion, human service. It was this that inspired religious men and women tofound colleges; they wanted to make Christian citizens. There was no sectarianismholograph by J. V. NashTHE LAST PICTURE OF DR. GOODSPEEDTHOMAS WAKEFIELD GOODSPEED 37about it. They never dreamed of any religious test upon faculty, students, or teaching Dr. Goodspeed wanted the Baptists to make a contribution to higher education.It is doubtful if a university could have been established in Chicago at that timeexcept with the support of a church. No one was interested in making Baptists, butthey did desire that the spirit of the institution should be religious. When the conception of the college gave way to that of the research university and the limitationof the presidency was found to be unwise, those men who wrote the charter werethe most willing to seek its change. It is only silly to think of the University securing liberation from a sectarian bondage. Anyone who understands the developmentof American educational life knows that in these forty years we have come througha radical change in the conception of higher learning, and have so developed the interest of the citizens in education, that the major responsibility for university development no longer rests upon the church. And the interest of the citizens of Chicago in educational beneficence to no small extent is due to Dr. Goodspeed.Ten years before the old University failed for lack of funds, our friend, then ayoung minister in Chicago, was asked to lead a campaign to put the Baptist Theological Seminary on a firm financial foundation. It was hoped that the year of thenational centenary would be a fitting period. His heart was in the ministry, for hewanted to share his deep religious experience with others, yet he saw the significanceof preparing young ministers for their tasks, and he consented to give a year to thefinancial effort. That was a difficult period in Chicago, just reviving from the "BigFire"; and the panic of '77 made contributions to education impossible. But Dr.Goodspeed believed in God. Very simply and profoundly he believed that God wanted things to be done that ought to be done. The adequate preparation of young menfor the Christian ministry seemed to be a thing that ought to be done. It was God'senterprise and this man of duty gave himself to it.For ten years he labored to build up the seminary, and for those ten years hesaw the university decline. He had no part in that unfortunate catastrophe; but nosooner was the old impossible situation cleared than he conceived a new universityon a broader basis. He had already interested Mr. Rockefeller in the seminary ; indeed, he had secured him as vice-president of the board of trustees. Dr. Goodspeedsaw that if this man of expanding wealth and enlarging philanthropic purpose couldsee the possibility of a Christian institution of learning in Chicago, something farbeyond the old foundation was possible.But Mr. Rockefeller, while deeply interested in the establishment of a university,was not clear as to its location. Many thought it should be in New York. Many, including at that time Dr. Judson, were convinced that it should be in Washington.Dr. Goodspeed was sure that it should be in Chicago ; and a company of earnest citizens were with him. This great advancing metropolis was not to be a mere commercial city ; it must have the spiritual quality of a great seat of learning. Dr. FredT. Gates, secretary of the American Baptist Education Society, was studying thematter for a report to Mr. Rockefeller. Probably the courage, the faith, the readiness of that little group of men in Chicago to undertake responsibility went far toward determining the issue. We now see that influences which have determined theeducational life of the entire Middle West hung upon that decision. Of course thosemen did not appreciate all that they were doing ; but they did see great beginnings.In these days of millions of endowment the signficance of the first financial effort cannot be measured. Thirty-six men formed a committee and called Dr. Good-38 THE UNIVERSITY RECORDspeed to lead the enterprise, Dr. Gates agreeing to co-operate. Our friend gave uphis assured position and accepted the secretaryship of a committee which had not adollar in its possession. The great Baptist leaders of the day said to him, "You goout like Abraham, who journeyed not knowing whither he went."To Dr. Goodspeed it was God's enterprise, and so he presented it to the men ofthat day. Very significant is it that in only one unimportant case did he meet arebuff. Not all whom he asked contributed money, but all were impressed by thisman who came, not as a solicitor, but as a messenger of opportunity to offer themthe privilege of a great enterprise. They felt the presence of his glowing personality ;they felt the power of his vital faith.1 His was a religious home. The good, old-fashioned custom of family prayerswas there observed. A common expression upon his lips was the prayer of faith, "OLord, establish thou the work of our hands upon us." The work of his hands, whichhe prayed God to establish, was the building of this institution of life and learning.His friend and colleague, Dr. Fred T. Gates, sends this telegram : "Dr. Good-speed's death removes from me a friend of more than forty years, during all of whichour intimacy was close and unbroken. He was the first to work for the establishment of the University of Chicago, and lived to be near the last of the group whichlaid its foundation and promoted its development. The memory of Dr. Goodspeedmust ever remain among the most cherished of my life."After the founding came those marvelous expanding years with William RaineyHarper in the van, seeing visions, making plans, carrying on enterprises far beyondeven the ample resources of the University to meet. Difficult, terrible years with recurring financial deficits. To Dr. Harper a deficit was only the temporary failure ofthe supply train to keep up with the advancing army; to Mr. Rockefeller a deficitwas the collapse of the whole campaign. These two great souls did not understandeach other. Dr. Goodspeed stood between them, understanding both, sympathizingwith both, trying to keep them together. There can be no higher testimony to hisstatesmanship than that he kept the confidence of Mr. Rockefeller and Dr. Gates;there can be no higher testimony to his devotion than that he kept his loyalty to hischief. Everyone recognized it at last. He has written the story with insight, generosity, and appreciation, and with a marvelous ability and willingness to leave himself out. Only those who know can read between the lines.Then came the years of consolidation under Judson, when the great endowments came in and the University for which Dr. Goodspeed had lived and prayedand worked was established upon an enduring foundation.But he had reached the three-score years and ten, and insisted upon retiring. Itseemed absurd to us. When was ever man more vigorous in body and in mind? Hecould spend untiring days at his desk. He could play a vigorous round of golf. Hecould hew down a tree on his island in the northern lake. He could tire the youngermen in a day's tramp. He could talk to the undergraduates at a football "pep"session and get the boys "on their toes" with eagerness. He could speak in a prayer-meeting so that the very presence of God was in our hearts. He could still raisemoney with all his old ardor and enthusiasm. Why should he retire? But he saidit was right and a fitting example to others.Those who were near to him feared the effect of sudden inactivity. But happily it was not to be. Dr. Judson, himself a historian, realized the unparalled opportunity of gathering the data of the early history of the University, and asked Dr.Goodspeed to undertake the task; not to be the Historian; that was not thenTHOMAS WAKEFIELD GOODSPEED 39thought of. Vigorously and effectively he gathered the material, and it was soon evident that he must write the history himself. In his delightful whimsical way (hishumor was part of his greatness of soul) he apologizes in his preface for breakinginto literature at seventy-four years of age. And it was literature. Fascinating, keen,interpretative, illuminating is that story. Then followed the masterly sketches ofthe benefactors of the University, like cameos in their clear presentation ; almost abiography of the city of Chicago. Then the history of his great friend, Ernest D.Burton, the third president of the University. Then the last and crowning task, thelife of his friend and chief, that unique personality whom he loved and understoodso well, William Rainey Harper — almost finished when the pen dropped from hishand a few days ago. Fifteen years of this vital literary activity and the great storyof the University of Chicago is told.But there is one great omission ; his part is not told. He has left himself out,save for the merest necessary references. It is a great loss, for now his part in thestory never can be told. He has written the history so well that no one will ever writeit again. His contribution, therefore, will never be recorded. It will live in the memory of a few who knew him. It will only remain, as he would have it remain, apart of the work of our hands, here established by God, in the place of learning thatwill never die.Dr. Gilkey's address followed that of Dr. Soares. He dwelt particularly upon Dr. Goodspeed's religious life and his service to the Hyde ParkChurch. His great soul radiated with the spirit of youth, with play, withhumor, with the contagious joy of giving to worthy causes. He was everopen-minded in his views of religion, forward looking, having the growing mind of youth. He not only wrote, but made, history. As the end ofhis days drew near he declared he had two ambitions: "To finish mywork and to know God."THE "COMPTON EFFECT"When such a signal honor as the Nobel Prize comes to a member ofthe University Faculty, we are all interested in the man and his achievement. Professor Compton has been with us a comparatively short time,having come to the University from Washington University (in St. Louis)a little over four years ago. It was there that he began his academic career after the war. He is thus one of the youngest, if not the youngest, ofthe scientists (he was born in Wooster, Ohio, in 1892) who have receivedthis prize. For a time he tried the profession of electrical engineering, butsoon left this for pure physics. His brother, K. T. Compton, who is professor of physics at Princeton University, claims the honor of having persuaded his younger brother, while a student at Princeton, to specialize inthe study of physics as a preparation for an engineering career.The investigation for which the prize was awarded was begun at St.Louis, and the first statement of the new discovery was made while he wasstill there. Since coming to the University of Chicago, Professor Compton has verified the original observations and completed the investigationof the phenomenon. Last year Professor Compton was absent from theUniversity on a tour which took him to India and the Orient, where helectured for two months, and then to Europe, where he visited most ofthe European universities. He has recently attended the Volta CentennialCelebration in Italy and the Solvay Congress in Brussels, and still laterreturned to Europe, where in Stockholm, on December 10, 1927, KingGustav presented the prize.The Nobel Prize is awarded on the basis of some outstanding discovery or achievement, and Professor Compton's discovery eminently merits that characterization. The award came to him as a comjplete surprisewhen he read of the honor in dispatches from Sweden. The "Comptoneffect" is already considered of the greatest significance in the development of physics.Coming at a time when new theories are being developed to accountfor an ever widening group of novel phenomena, it is welcomed by physicists as decidedly opportune. While the significance of the effect is appreciated most fully by these men, the nature of the discovery itself is readily grasped by those not especially conversant with modern physicaltheories. Speaking qualitatively, it is as though a traveler should tell us40TWO NOBEL PRIZE WINNERS— COMPTON AND MICHELSONTHE "COMPTON EFFECT" 41that in some distant country the clouds were not white, but red. Moreaccurately, the "effect" has to do with the scattering of single colors ofthe kind of light we know of as X-rays. Our observations and theories forordinary light say that a substance may scatter and diffuse light of a single color (or wave-length) that passes through it, but that it cannotchange that wave-length. However, with X-rays, which behave as ordinary light in so many respects, Dr. Compton found that part of thescattered rays come out with a different wave-length (or color) from thewave-length characterizing the original rays.The significance may possibly be seen from an analogous phenomenon in the field of radio. When a wireless antenna is set into oscillationsby a radio wave, its own oscillations reradiate again a part of the energyreceived. It would be inconceivable that these reradiated or scatteredwaves should be of a different wave-length from the original waves thatexcite the oscillations in the antenna. Our older theories of the scatteringof light and X-rays consider the process to be similar to the reradiationof wireless waves, and there is no possibility for the scattered wave-lengthto be different from the wave-length received. The "Compton effect,"however, is just the observation that this change of wave-length doesoccur.The effect was so unexpected and contradictory to our establishedtheories that the possibility of accounting for it on the abandoned corpuscular theory was considered. Remarkably enough, Professor Comptonfound that a simple interpretation on this theory was possible. When alight corpuscle or "quantum" strikes an electron, the electron recoils, andthe reflected or scattered quantum has less energy. Our modern theorieswould require that the scattered quantum be, in consequence, characterized by a longer wave-length. This renaissance of Newton's ideas on thenature of light has aroused universal interest in the effect and has stimulated experimental and theoretical developments, which we may hope willretain what is valuable in the wave theory of light as well as account forthis new phenomenon. At any rate, the "Compton effect" is bound to beone of the cornerstones in the physics of the future.JAMES ALFRED FIELDMAY 26, 1880— JULY 15, 1927What an admirable Head Marshal was James A. Field! He lookedlike a marshal, he acted like a marshal, as, during eight years, he led toconvocation halls the long, dignified processions of faculty members wearing their brilliant hoods. When a Marshal Joffre, or a Prince of Wales, orsome other distinguished personage marched through the Quadranglesone always looked at the University Marshal as well as at a Viviani or aGovernor Lowden.But Mr. Field was infinitely more than a leader of university marches.He was a leader among university teachers and administrators. He cameto the University in 1908 from Harvard University, and until his deathhe was steadily winning his way into the friendship of his colleagues as hewas earning his promotions in rank. He was respectively Instructor, Assistant Professor, Associate Professor. In 19 18 he was appointed Professor in the Department of Political Economy, and in 1926, Professor ofEconomics, when that department was organized. He performed, also, hisshare of administrative work, serving as Dean in the Colleges during1923-24 and as managing editor of the Journal of Political Economy forsix years.These brief sentences cover the history of his nineteen years' connection with the University, but how inadequately do they describe the realJames A. Field. They do not convey any idea of the manner in which hegave himself to training the students of his classes, or of how he grew inthe estimation of his fellow-teachers. They do not chronicle the importance of the inconspicuous duties he so faithfully performed during theEuropean war, when he was a special investigator of the Division of Statistics of the Council of National Defense; or when, in the gloom of theLondon offices of the Allied Maritime Transport Council, away from thespectacular excitement of trench warfare and officers' headquarters, hestruggled with columns of statistics instead of commanding columns ofover-the-top soldiers, or worked out difficult problems of interallied shipping policy in conference with British and French leaders. Yet the results of the investigation, the compilation and the co-ordination were anecessary part of the out-of-sight service which led to eventual victory.Mr. Field was born amid the "blue hills" of Milton, Massachusetts,42THE LATE JAMES ALFRED FIELDJAMES ALFRED FIELD 43May 26, 1880, and was therefore in the very prime of his career whendeath came in Boston on July 15, 1927. He was graduated from HarvardUniversity in the class of 1903. Subsequently he was an undergraduatestudent at Cambridge, later a fellow in economics, instructor in RadcliffeCollege, and instructor in the faculty of his alma mater. He was an outstanding student and received his A.B. degree summa cum laude. He wonseveral scholarships. He spent some time in study in Germany.Professor Chester W. Wright, in the Harvard Graduates9 Magazinethus characterizes his work at the University:I think his most successful teaching was done in the advanced courses on population theory and the standard of living, chiefly taken by graduate students. Herehis cautious, accurate methods, his subtle discriminations, and his even, balancedjudgments compelled the students' admiration and set a high standard of achievement. He himself was particularly interested in the student with marked ability andpersonality. He believed in giving such a student the greatest freedom, and soughtto provide the inspiration that would help develop the best in the individual's personality.Dr. Charles W. Gilkey, of the Hyde Park Baptist Church, Chicagowho was Mr. Field's classmate at Harvard, has written a most sympathetic sketch of his life which appeared in the Harvard Bulletin and fromwhich the following paragraphs are taken. They give some additionalfacts, while they are evidence of the friendship and admiration which hischaracter continuously brought forth :His Harvard classmates of 1003 and his contemporaries in college will remember vividly enough "Jim" Field's tall straight figure, his red-cheeked handsome facehis long swinging gait, his New England reserve, his magnificent bass voice. Thosewho were interested in such things have not forgotten either that he led his classfrom start to finish with a straight A, while he had plenty of time also to be an editor of the Crimson and leader of the Glee Club. Some of us still remember, too theresonant periods of his commencement oration on "The Honorable Unrenowned "and the enthusiasm of President Eliot over his speech at the Phi Beta Kappa dinnernext day. "You see, gentlemen, into what sort of hands the future instruction ofHarvard youth is to be committed."Mr. Field's teaching career in economics that began at Harvard was transferredlater to the University of Chicago. There he concentrated upon statistics and thetheory of population; in the latter field he became probably the best man in thecountry. The history of the development of population, which he had hoped, andwas peculiarly qualified, to write, was postponed and finally prevented by the illnesswhich led to his death last July. That his interest in this specialty was sociallyminded as well as professional was abundantly evidenced by the large amount oftime and energy he gave to the education of public opinion and of legislative committees on questions involving birth control. During the great war he served in Londonand later at the Paris Peace Conference as chief statistician of the Allied MaritimeTransport* Council. It was like him to be found at a crisis in a place so unosten-44 THE UNIVERSITY RECORDtatious and yet so important. This same gift for bringing his influence and abilities to bear where there was need for service was conspicuous in all his relations tothe University of Chicago. As Head Marshal for many years, still more as a leaderin the development of music at the University, and most of all as a creative sharerin the shaping of faculty policies, he became an outstanding personality in the University life.It is not by the quantity of his published work as a scholar that Field's life, soprematurely cut off, is to be measured; but rather by a characteristic quality whichlength of days might have proclaimed abroad, but could hardly have enhanced. Thesubtlety and originality of his mind, the painstaking fairness of his judgments, thedeliberate thoroughness of his workmanship, set standards for his students whichstimulated the best and most discerning among them to emulation as well as admiration. Among his colleagues, the standards he set for himself, the deep integrities beneath his shyness and modesty, and the punctilious care which never ceased until thelast detail was fully done gave a certain distinction to all his living that was the hallmark of his genuine Harvard quality. To his intimates, few but rarely privileged,he uncovered a capacity for giving and winning personal affection that they cannever forget.THE BOARD OF TRUSTEESBy JOHN F. MOULDS, Secretary of the BoardUNIVERSITY STATUTESIn order to provide for its government, the University Statutes havebeen amended by adding new Article XII, The Faculty of the GraduateLibrary School, in the General Statute No. 13.The following section has been substituted for section a of Statute 15 :15. Work and vacation credit of members of the Faculties: (a) Each memberof a Faculty shall perform service in instruction, research, and administration as maybe arranged by the President during three 6f the quarters of his appointive year.Compensation for such service is payable in twelve equal monthly instalments.Extra vacation credit. Instruction given in a quarter or term in excess of thethree required quarters of any year shall entitle a member of a Faculty, as may bearranged by the President, to ( 1 ) a proportionate extra vacation at the rate of salarywhen he gave the instruction, payable monthly during the period of such vacation(except that the amount earned during one quarter of extra instruction may be paid,if approved by the President during the period of a regular vacation) ; or (2) an extra two-thirds pro rata salary, payable in the period of the extra instruction, exceptthat in the case of members of the Faculty of a rank below that of Assistant Professor, an increased rate of compensation for extra instruction may be made, with theconsent of the President and the Dean of the College or School.With reference to extra vacation credit, the following limitations are to be observed :1. Authority for the accumulation of extra vacation credit by a member of aFaculty, up to a maximum of eight months, shall be vested in the President of theUniversity.2. The accumulation of extra vacation credit in excess of eight months shall bepermitted only by action of the Board of Trustees.3. No member of a Faculty lower in rank than an Instructor shall be entitledto accumulate extra vacation credit.In Statute 25 the words "Bachelor of Theology" and "Doctor of Music" have been deleted, the words "Doctor of Jurisprudence" have beensubstituted for the words "Juris Scientiae Doctor," and the words "Forthe two years' certificate of the College of Education and" have beendeleted from Article XIII, Section 2, of Statute 13.SPECIAL COMMITTEESThe following special committees have been appointed by the Boardof Trustees:On arrangements for dedication of Wieboldt Hall: J. S. Dickerson,4546 THE UNIVERSITY RECORDchairman, J. M. Manly, vice-chairman, and Messrs. Keniston and Bloomfield.On arrangements for dedication of the University Chapel: C. W.Gilkey, chairman, F. C. Woodward, vice-chairman, and Messrs. Mathews,Goodspeed, and Gerald B. Smith.APPOINTMENTSIn addition to reappointments, the following appointments have beenmade by the Board of Trustees during the Autumn Quarter, 1927:Henry Schultz, as Professor in the Department of Economics, forthree years from October 1, 1927.Harriet E. Howe, as Associate Professor in the Graduate LibrarySchool, for three years from October 1, 1927.Dr. Peter Kronfeld, as Assistant Professor of Ophthalmology in theDepartment of Surgery, for one year from January 1, 1928.Andrew W. Brown, Lecturer in the Department of Psychology, forthe Spring Quarter, 1928.A. Wayne McMillen, as Lecturer in the School of Social Service Administration, for the Autumn Quarter, 1927, and the Winter and SpringQuarters, 1928.A. L. Mathews, as Lecturer in Invertebrate Paleontology in the Department of Geology, for the Autumn, Winter, and Spring Quarters,1927-28, on a part-time basis.Carl D. Reyer, as Lecturer in the School of Commerce and Administration, for the Autumn and Winter Quarters, 1927-28.George W. Bachman, as Instructor in the Department of Hygieneand Bacteriology, for one year from October 1, 1927.George V. Bobrinskoy, as Instructor in Sanskrit, in the Departmentof Comparative Philology, for one year from July 1, 1928.Edmund W. Giesbert, as Instructor in the Department of Art, forthe Autumn Quarter, 1927.Dr. Roy R. Grinker, as Clinical Instructor in Neurology, in the Department of Medicine, under the Douglas Smith Foundation, for one yearfrom October 1, 1927.H. G. O. Hoick, as Instructor in the Department of Physiology, forone year from October 1, 1927.George Lusk, as Instructor on a part-time basis, for the Winter Quarter, 1928, in the Department of Art.Mrs. Ethel Terry-McCoy, Research Associate in the Department ofChemistry, for the Winter and Spring Quarters, 1928.THE BOARD OF TRUSTEES 47Arthur E. Murphy, as Instructor in the Department of Philosophy,for one year from October i, 1927.James Lee O'Leary, as Instructor in the Department of Anatomy, forthe Autumn, Winter, and Spring Quarters, 1927-28.Dr. Marie Ortmayer, as Clinical Instructor in the Department ofMedicine, to give part-time service from December 1, 1927, to July 1,1928.Dr. Ralston Paterson, as Instructor in Roentgenology, in the Department of Medicine, from October 21, 1927, to June 30, 1928.Jose Santos, as Instructor in the Department of Surgery, under theDouglas Smith Foundation, on a four-quarter basis, for one year fromOctober 1, 1927-Professor Oskar F. Hagen, to give instruction in the Department ofArt, for the Winter Quarter, 1928.W. L. Beauchamp, to act as Head of the High School Science Department of the University High School, for one year from October 1, 1927.William C. Graham, as Acting Director of the Oriental Institute andHaskell Oriental Museum, from December 1, 1927, to June 1, 1928.Mrs. Charlotte Montgomery Grey, as Social Director of the Woman's University Council, for the Winter and Spring Quarters, 1928.Dr. Louis Leiter, as Secretary of the Department of Medicine, forone year from July 1, 1927.Martin Sprengling, as Acting Chairman of the Department of Oriental Languages, from December 1, 1927, to June 1, 1928.LEAVES OF ABSENCEThe following leaves of absence were granted by the Board of Trustees during the Autumn Quarter, 1927:Paul H. Douglas, Professor in the School of Commerce and Administration, for one year from October 1, 1928.Bernadotte E. Schmidt, Professor in the Department of History, forthe Summer Quarter, 1928, that he may accept the Guggenheim Fellowship awarded him, for six months from January 1, 1928, in order that hemay continue, abroad, his study of the origins of, and responsibility for,the World War.A. G. Baker, Associate Professor in the Divinity School, for the Autumn Quarter, 1927, on account of disability resulting from an accident.N. W. Barnes, Associate Professor in the School of Commerce andAdministration, for one year from October 1, 1927, in order that he mayserve as Director of Education and Research for the International Association of Advertising Agencies.48 THE UNIVERSITY RECORDRETIREMENTUpon his request, the Board of Trustees has voted to retire ProfessorJ. Paul Goode, of the Department of Geography, at the expiration of hispresent appointive year, July i, 1928, with the title of Professor Emeritusof Geography.RESIGNATIONThe resignation of Carter Taylor as Supervisor of Field Training andCommunity Organization in the School of Social Service Administrationhas been accepted, effective October 1, 1927.DEATHSDr. Thomas Wakefield Goodspeed, Historian of the University, diedon December 16, 1927. Dr. Goodspeed was Secretary of the Board ofTrustees of the University from 1890 to 1913; Corresponding Secretaryof the Board from 1913 to 1926; and Historian from 1926 until his death.Dr. Aristoph Spare, Clinical Associate in the Department of Ophthalmology in Rush Medical College, died on November 2 1, 1927.GIFTSMr. John D. Rockefeller, Jr., has made an additional pledge of$15,000 a year for five years for expenses of the Oriental Institute.Messrs. Henry J. and James A. Patten have each contributed $2,500toward the expenses of the Hittite Expedition of the Oriental Institute inAsia Minor. Mr. Henry Patten has also given the sum of $500 toward thepurchase of an electric oven for the baking of ancient clay tablets.By a trust indenture dated August 14, 1926, Mr. and Mrs. William J.Chalmers have established a trust fund of $15,000 for a memorial to beknown as the "Frank Billings Fellowship in Medicine from William J.Chalmers and Joan Chalmers," the net income therefrom to be used andapplied from time to time for such purposes in the Medical School of theUniversity of Chicago as its Trustees may, from time to time, see fit.The sum of $9,000 has been received from the International Students' Extension to promote welfare work among foreign students at theUniversity.The sum of $12,000 has been granted by the Public Health Institutefor support of research work in the study and treatment of venereal diseases, payable in monthly instalments of $1,000 each.The New York Commission on Ventilation has contributed the sumof $2,000 to finance a study, to be conducted jointly by the School ofEducation and the Department of Hygiene and Bacteriology, of the ef-THE BOARD OF TRUSTEES 49fects of different types of ventilation on the health of pupils in schools ofcertain selected cities in the suburbs of Chicago.A grant of $1,800 has been received from the Committee on DrugAddictions for an investigation under the direction of Professor A. L.Tatum, of the Department of Physiological Chemistry and Pharmacology,of the problem of the interrelationship of morphine and thyroid intoxication.Dr. E. V. L. Brown, Professor of Ophthalmology, has given to theUniversity his library of Ophthalmology.Mrs. Amy Barnes Lane has given to the University the library of herhusband, the late Dr. Francis Lane, Clinical Professor and Vice-Chair-man of the Department of Ophthalmology of Rush Medical College.Mrs. William B. Walker has given a set of war-time scrap books.Dr. Lester Curtis has given a collection of his personal scientificequipment.The University has been named in the will of Anna L. Van Ben-schoten, Whittier, California, an alumna of the Class of 1900, now deceased, to receive towards its endowment fund the sum of $2,000.The following subscriptions have been received for the endowmentof the Frank Billings Medical Clinic: From Mr. Samuel Insull, $25,000;from Mrs. C. K. G. Billings, $10,000; from Mr. Charles A. Monroe,$5,000; from Miss Margaretta E. Otis, $5,000; from Mr. John W. Fowler, $3,000; from Mrs. Howard H. Spaulding, $3,000; from Mr. John T.Llewellyn, $2,000; from Mrs. Theodore Sheldon, $2,000; from Mr. Walter S. Brewster, $1,000; from Mr. William S. Hay, $1,000; from Mr.George M. Reynolds, $1,000; from Mr. George E. Scott, $1,000; fromMr. and Mrs. William H. Rahmann, $600; from Mr. Charles F. Zerler,$250; from Mr. Charles E. Field, $200; from Mr. Thomas Meighan,$100; and from Mr. R. H. Ritchie, $100. Subscriptions totaling $328,-723.33 have been received for the fund.AMONG THE DEPARTMENTSTHE GRADUATE LIBRARY SCHOOLBy George A. Works, Dean of the Graduate Library SchoolPrevious announcement has been made of a grant by the CarnegieCorporation for the establishment by the University of a graduate libraryschool. The school is now in the initial stages of its development. It hasbeen organized administratively independently of the library and with ameasure of autonomy similar to that possessed by the other graduateschools of the University. During the present academic year the facultywill be chosen and arrangements made for the instructional work to begin with the Autumn Quarter of 1928.NECESSARY LIMITATIONSThe plans are being formulated with the idea that the student bodywill be limited in numbers. To be admitted persons must be college graduates with not less than a year of library-school training and at least asmuch library experience, or their equivalent. The plans under consideration contemplate offering a number of fellowships. If they can be matured, it will be possible for the staff of the school to plan a program ofresearch and then to select workers from the several phases of libraryservice who are equipped by training and experience to carry the studiesforward. This policy, if it can be carried to completion, will make it possible for the school to select each year a considerable proportion of itsstudent body from the more promising younger members of the profession and give them opportunity for research. The results of their studiesshould be valuable contributions to the professional literature.In addition this plan would be the means by which a number of better-trained persons could be added each year to the profession. Leadersin the profession feel the need for more workers than are now availablewith a scientific attitude toward the problems in the field of library service.THE STAFFNot only will the number of students be limited, but the staff alsowill be small. The plans for the first two or three years do not contem-50?"3 t«r*t\i***^/GEORGE A. WORKSDean o£ the Graduate Library SchoolAMONG THE DEPARTMENTS 5*plate more than four or five full-time members. It is hoped to supplement the efforts of these persons by arranging for part-time assistance ofseveral of the outstanding authorities in the field of library science thatare in Chicago and the vicinity. The instructional duties of both of thesegroups of faculty members will be concerned primarily with helping students in problems they are investigating. There will be few if any coursesoffered in the school. At least that is the present plan.Arrangements will be made to strengthen this phase of the school'swork by each year bringing to the school for periods of from six to twelveweeks several leaders from different types of library service. These persons who will have to their credit records of marked accomplishments intheir fields of endeavor, will hold conferences with students and staff.This device will be a means of keeping both staff and student body in intimate touch with developments in the library world.OPPORTUNITIESThe opportunities of the students will not be limited to the offeringsof the Graduate Library School. The types of positions for which theschool will prepare workers are of such character that it will be highlyimportant that the students draw freely on the offerings of other departments of the University. Merely listing some of the positions is all that isnecessary to make this evident. They will include the following: teachersfor library schools, supervisors of school libraries, curators of rare-bookand manuscript collections, librarians for specialized collections, such aslaw, medicine, science, economics, and for administrative positions.The activities of the school will not be limited to instruction. Thesmall size of the student body will leave staff members with sufficientfreedom of time so that they can undertake research designed to placethe library profession on a more scientific basis. In addition to this typeof research the members of the faculty should be able to help make service studies. The rapid growth in recent years in library activities hasraised many problems regarding organization and administration of libraries, their financing, and the quality of service. These developmentshave taken place largely in centers of population. In contrast with thequestions that result from this movement may be set the problems arisingfrom the lack of available library resources in rural communities. Theschool should be able materially to assist communities by furnishingthem with a trained personnel to help collect and interpret facts relatingto the problems in both of these fields.52 THE UNIVERSITY RECORDTHE CHICAGO ENVIRONMENTThere are certain elements in the situation that should make for asuccessful outcome of this distinctive venture. In Chicago and vicinity,in addition to the Public Library there are two outstanding referencelibraries and the libraries of two large universities. It is also the headquarters of the American Library Association. To these factors should be added the excellent standing that the University of Chicago has in a largenumber of fields of research. If the school can be a means of integratingthe scholarly resources associated with these interests so far as they pertain to the field of library service, it should be able to make a materialcontribution to the advancement of library science both nationally andinternationally.THE DEPARTMENT OF ASTRONOMY ANDASTROPHYSICSBy Edwin B. FrostThe Universe had a place in the program of the first University ofChicago, and the Department of Astronomy lingered in the dusky echoing halls of the Old University building for several years after the othereducational work had been formally closed. The writer recalls this fromhis search, in the twilight of a winter's day in the late eighties, for theDearborn Observatory attached to Douglas Hall. The Cosmos was alsoin the minds of those who refounded the University of Chicago. The firstRegister of the new University, for 1892-93, included a Department ofAstronomy, manned by George E. Hale as Associate Professor of Astrophysics, with an Assistant and a Decent.In the two years since his graduation from the Massachusetts Institute of Technology, the youthful Hale had devised new methods for thephotographic recording of the turbulent phenomena at the surface of thesun. He had pushed these plans to practical realization at the KenwoodObservatory, erected on the grounds of his father's home at the corner ofForty-sixth Street and Drexel Boulevard. This observatory became atonce available for research and instruction in the University, pending thecompletion of the ambitious plans for an observatory at Lake Geneva,which were also outlined in the first Register. It was not until five yearslater that the Yerkes Observatory was officially dedicated, on October21, 1897 — thirty years ago.AMONG THE DEPARTMENTS 53INSTRUCTION AND RESEARCH AT THE UNIVERSITYThe work of instruction of undergraduates has been carried on faithfully at the University from the beginning. The equipment for undergraduate instruction in the use of astronomical instruments has beenmeager since the telescope and dome of the Kenwood Observatory weretransported to become a part of the equipment at the Yerkes Observatory. The small wooden buildings housing the telescopes on the quadrangles have had to move about in order to evade the shadows cast uponthem by the erection of large University buildings. It is hoped that newinstruments, with more modern equipment, may soon be adequately installed on the roof of a combined mathematical and astronomical building, adjacent to the Ryerson Physical Laboratory. In the unequal contest with the illumination of the city provided by the utilities companies,the heavenly bodies have lost. It seems hardly possible to carry observational research very far under the conditions of smoke, dust, and illumination prevailing in a modern city. A young graduate student whose lifehad been in the city, and whose studies had all been made at the University, marveled greatly at the mysterious band of light which he sawathwart the sky on his first evening at the Yerkes Observatory. The galaxy has no standing in urban circles.Graduate instruction and research in theoretical astronomy havebeen vigorously prosecuted. In this work, relations have naturally beenclose with the Department of Mathematics. Members of the Astronomical Department also co-operated with Professor T. C. Chamberlin in hisfar-reaching studies of the foundations of geology, resulting in the development by Chamberlin and Moulton of the planetesimal hypothesis ofthe origin of the solar system. Some of the research problems in astronomy were, as in case of geology, carried on under the auspices of the Carnegie Institution of Washington: witness the large work by Moulton andsome of his advanced students, published by that Institution in 1920, entitled Periodic Orbits.Important texts were also produced, such as Moulton's Introductionto Astronomy (1906, 191 6, 1918), and his Introduction to Celestial Mechanics (1902, 1914). The latest of these is W. D. MacMillan's Staticsand the Dynamics of a Particle (1927).The Master's degree has been conferred twenty-six times; abouttwo-thirds of these students carried on their work at the Universityand one-third at the Yerkes Observatory. The doctorate has been givento twenty-eight persons, of whom seventeen specialized in mathematical54 THE UNIVERSITY RECORDastronomy at the University Quadrangles, and eleven in observational astronomy and astrophysics at the Observatory. The number receiving higher degrees is naturally less than in departments leading to the so-calledpractical fields of educational and business activity, but it perhaps corresponds adequately to the demand for, and the opportunities that wouldbe open to, such graduates. The investigation of the laws of the universecan hardly compete with the study of the interpretation and applicationor evasion of the statutes enacted by mortal legislators.WORK AT THE YERKES OBSERVATORYIt would require far more than the pages allotted to this statementto describe what an adventure it was, in the years 1892-1897, to establish a modern observatory on the fine site selected on the plain above thewooded shore of Lake Geneva. At first only a pair of lenses was promised,then a telescope, then a dome to cover it, and finally a building adequatefor the researches intended. In a retrospect of twenty-five years, on thework of the Observatory, published in this Record five years ago, a sketchof the more important developments was given by the writer, and it neednot be repeated here. The general aim would probably have been stateda quarter of a century ago as an attempt to find the mode of evolution ofthe universe. It was an interesting puzzle and exercise to fit new types ofstellar spectra into what we thought were their proper places in the progressive scheme. Hale's book, published in the quarto series of the "Decennial Publications" by our University Press, was entitled The Study 0}Stellar Evolution.For about a decade we have ceased to have much certainty about theprocedure of the evolution of the universe. We have had to let theorypause while more facts were brought to light. Dimensions of stellar systems were expanding enormously. Our great telescope led the way in aprogram of fundamental importance : to find more exactly the distancesof the nearer stars. The mandate of matter, whether in the form of a staror a planet or an atom, is "go"; it was necessary for us to investigate thegoings of the stars, both in the line of sight with the spectroscope andacross that line, by the comparison of photographs taken at intervals aswidely separated as possible. The brightness of the stars and their fluctuations must be carefully measured, and from all such data, gatheredhere and elsewhere, new measures of the vaster universe have been made.Gaseous nebulae have rather lost the important place once given to themin the human scheme of things; spiral nebulae turn out to be incrediblyenormous collections of stars, probably corresponding to our own galaxy.AMONG THE DEPARTMENTS 55All these studies require constant attempts at the improvement of methodand apparatus and instrumental capacity to reach farther into the mysteries.This department, of course, does not arrogate to itself the duty ofstudying all phases of the universe. Have not many of the departmentsco-operated in producing that excellent work of orientation entitled, TheNature of the World and of Man? But the objective features of the external universe certainly do impose upon a department of astronomy anobligation to observe, to record, to measure, to meditate upon, to discuss,and as far as may be, to attempt to elucidate its mystery, to the end thatthe universe may be brought into the home and that some of its implications may be applied in common life. Thus the universe fills our pictureand will forever, for universities can never fail to include within theirscope the productive study of the Cosmos.In the five years since the record of our first twenty-five years waswritten, we have lost Edward E. Barnard and John A. Parkhurst, fromour staff, each of them passing while still actively engaged in observational research. By reason of his ceaseless work at the great telescope andwith the smaller photographic telescopes, with which he had accomplishedmuch pioneer work, Barnard had gone far beyond the normally allottedyears of labor, although only a little past his sixty-fifth year. His unpublished observations are being issued as rapidly as possible. The Barnard Atlas of Selected Regions of the Milky Way, which has been inpreparation for twenty years, has just been issued by the Carnegie Institution of Washington under the editorship of the writer and Miss MaryR. Calvert. Its fifty photographs show the separate imprints of probablymore than five million, stars, but the Atlas includes hardly a quarter of thewhole Milky Way, although the photographs cover by far its most interesting regions.The repetition, by Professor F. E. Ross, of the photographs taken byProfessor Barnard, with the Bruce telescope, from fifteen to twentyyears ago, and the comparison of the plates, pair by pair, under the Zeiss"blink" machine, has already resulted in the discovery of about sevenhundred stars which are moving notably among their fellows. In thissurvey, Mr. Ross has also found many new variable stars.The micrometric work on double stars, so long carried on by Professor Burnham, has been continued by Professor Van Biesbroeck, whohas also taken up Mr. Barnard's mantle in following the motions of thecomets. It would be a presumptuous celestial wanderer of this class thatwould expect to escape being photographed at the twenty-four-inch re-56 THE UNIVERSITY RECORDflector, or being scrutinized and located by Mr. Van Biesbroeck at theforty-inch telescope. The program of photographing stellar spectra withwhich Professor Barrett and the writer have been occupied for twentyyears is being brought to a stage of completion, with the vigorous co-operation of Professor Struve. The plates, however, will yield far morethan the speed of these stars in the line of sight, and other researchesupon them have been taken up.Five volumes of the quarto Publications of the Yerkes Observatoryhave now been issued, with the exception of one part, ready for the press.The December number will complete the sixty-sixth volume of the As-trophysical Journal, which continues under the managing editorship ofthe writer.As we push the attack farther out into the stellar realms and reachfainter celestial objects, we constantly feel the need of increased powerfor our instruments. We should have a reflector of sixty or more inchesaperture, as soon as one can be produced which will not suffer too muchfrom the rapid changes in temperature which are characteristic of thisregion.As the art of producing better glass is developed, we feel the need ofmore perfect prisms and lenses. With a grant from the Rosenwald fund,the Hale telescope is just now in process of remounting, with twin tubes,so that both of its twelve-inch objectives, visual and photographic, can beemployed simultaneously or in succession; and important accessories arebeing prepared for use with them.Our collection of astronomical photographs of all kinds now numbers 50,000. They are partly evaluated soon after being taken, but theimportance of many of them will ever increase with the lapse of time.Vigilant watchfulness is the key note of an active observatory and ofthose who interpret its results or develop the theories of the Cosmos therefrom. Majestically slow as are its major changes, there are always celestial dramas to be observed, often presented with startling suddenness.The study of the objective universe can never reach an end as one of thereasonable subjects of research in a university.Wiixiams Bay, WisconsinTHE PRESIDENT'S CONVOCATIONSTATEMENT1ATTENDANCEThe attendance of students in the present Autumn Quarter as compared with the corresponding period of last year shows a stability throughall divisions of the University. The total shows 8,146 students in theQuadrangles, in Rush Medical College, and in University College.There has been a definite change in the number of graduate studentsenrolled in University College, and a smaller but substantial increase ofgraduate students in the Schools of Arts, Literature, and Science. The entire University has 292 more persons in attendance than in the AutumnQuarter of 1926.LAMENTED DEATHSIt is our misfortune to have lost by death three of our colleagues inthe teaching and administrative service of the University. Their names:Aristoph Spare, clinical associate in Opthalmology, Rush Medical College; Walter Sargent, professor and chairman of the Department of Art;Thomas Wakefield Goodspeed, historian of the University; from 1890 to1926 Secretary of the Board of Trustees, and then Corresponding Secretary of the Board.The periods of service of many in the faculties equals that of the firsttwo men named, but for almost all the name of T. W. Goodspeed covers aperiod of University history known to them only through report. Yetfrom that source and from personal contacts we all know his great part inthe organization of this institution. His work began before the foundationof the new University of Chicago and continued until a very few daysago. His final contribution to our history was a story of the life of President Harper, a task that he left all but finished for publication.SIGNIFICANT DEVELOPMENTSAmong the more significant developments during the past four monthsis the opening of the University Clinics. Since October the Albert MerrittBillings Hospital has been receiving patients; the Frank Billings MedicalClinic and the Max Epstein Clinic have been rendering service in co-oper-1 Read at the One Hundred Forty-ninth Convocation of the University, held inLeon Mandel Assembly Hall, December 20, 1927.575^ THE UNIVERSITY RECORDation with the related science departments. The University Clinics wereformerly opened and dedicated on October 31 and November 1, withclinical assemblies, scientific addresses, and a special Convocation. Thismarks the first step toward completion of a program that has been underway for many years. Our Board of Trustees and many others have giventhemselves to the attainment of this end with the most remarkable devotion. An indication of the public regard for their efforts is found in thesupport given to the medical program during the past four months. Giftsto the Frank Billings Medical Clinic within that time total $65,750, aboutone-fifth of the total amount made available by individuals for the support of that service.Many other forms of interest have been shown in special projects already under way. Collections of books and periodicals for the UniversityLibraries, support of work with foreign students, and special assignmentsof funds for research operations at home and abroad have stimulated thevarious branches of our work. These are all indications of wider understanding and greater appreciation of our functions and purposes.NOBEL PRIZESSignificant recognition has been given the University through theaward of a half-share in the 1927 Nobel Prize in Physics. ProfessorArthur H. Compton won this honor through his development of the"Compton effect" in his study of the properties of X-rays, and a few daysago he received the formal award at Stockholm. National notice of ourstaff has come also through the granting of Guggenheim fellowships tothree of our Faculty members, while two undergraduate men have thismonth been chosen as Rhodes Scholars. The publications of many Faculty members will also come to mind as outstanding in the records ofAmerican scholarship for the past few months.ADMINISTRATIVE CHANGESIn conclusion, I may refer to an action of the Board of Trustees thatshould broaden our way to better research and to more effective teaching.The Faculties of the University have been held hitherto within a somewhat rigid plan of service that called for definite amounts of teachingwithout recognition of equally pressing demands for administrative andresearch effort. It was recognized that a better balance of work would bemade possible through individual study of department needs and personalabilities, with the result that hereafter our Faculties will be less rigidlyheld to a specific program of work. It is expected that better results willbe secured through this approach to our many duties, and we confidentlyTHE PRESIDENTS CONVOCATION STATEMENT 59look to the future under this more liberal interpretation. Our undergraduate students are responding to the invitation of honor courses, underplans of study giving them many advantages formerly granted only tograduate students. There should be no lessening of effort, but an increase,by reason of this stimulation toward finer accomplishment.TO THE GRADUATING CLASSYou, new graduates of the University, have not completed, you havebut commenced, your education. We hope that you have obtained,through your experience at the University, the technique of acquiring aneducation, and that with ever renewed scientific curiosity you will driveforward to new knowledge throughout your lives; that you will appreciatethe advantages which have been yours, and the responsibility of intelligent citizenship which they signify; that increasingly you will gain self-mastery through understanding, and carry to your place in the world thatdesire for unselfish service, that desire to aid in the rationalization of life,to which education is directed. May success and happiness be yours.BRIEF RECORDS OF THE QUARTERThe Faculty dinner, which for manyyears has marked "homecoming" in theearly days of the Autumn Quarter, wasgiven in Hutchinson Hall on October 10.Some 250 members of the various faculties were present. The speakers werechosen from among the newer appointees, with the exception that ProfessorA. C. Noe, who had spent part of thesummer in studying coal mines in Russia,related some of his experiences. Mr. M.L. Raney, Director of University Libraries, formerly with Johns Hopkins Library, Baltimore; Professor William F.Ogburn, of the Department of Sociology,a newcomer from Columbia University;and Professor E. J. Kraus, of the Department of Botany, who comes to theUniversity from the University of Wisconsin, were the other speakers.The American Historical Association has undertaken to secure an endowment of $1,000,000 to further the mainpurpose of the Association's existence —the promotion of historical research. Aspart of this effort a committee was appointed which made inquiries amongsome five hundred persons holding thedegree of Ph.D. in history to ascertainwhy there is not more productive research on the part of those who havewon this degree. The results of thisinquiry have been studied by ProfessorMarcus W. Jernegan, of the University'sDepartment of History, and his conclusions have been published in an articlein the American Historical Review,which article in turn has been reprintedin pamphlet form.The building which formerly housedthe Department of Physiology, one ofthe Hull Biological group, is now usedas a biological library. By action of theBoard of Trustees the name Culver Hallhas been given to this building in honorof the late Miss Helen Culver, to whoseliberality the University owes the mostuseful quartette of buildings so longused as laboratories in the biological sciences. Landscape experts have made studies for the improvement of the nowcompleted quadrangle surrounded by theDivinity dormitories, Wieboldt Hall,Classics Building, Haskell Museum, andthe Joseph Bond Chapel. Next springthe walks will be replaced and rearranged and the spot will be recognizedas one of the most charming of the entire group of "quads."An excellent portrait of Dr. FrankBillings by Mr. Ralph Clarkson, of Chicago, presented by friends of Dr. Billings, now hangs in the library of theUniversity Clinics in the room in whichare installed the many volumes providedby the generosity of this liberal friendof the University. The portrait was presented at a banquet held during the period devoted to the dedication of theAlbert Merritt Billings Hospital and theother medical buildings. A reproduction of the portrait appears in this issueof the University Record.In a tender tribute to the life andwork of the late Professor Walter Sargent, which appears in the Bulletin ofthe Chicago Art Institute, there are thefollowing words: "In losing Mr. Sargent the city of Chicago has lost a manwho has been intimately connected withmany of its important art enterprises..... Perhaps his most important work,and a work which he did not live to seecompleted, was the building up of theDepartment of Art at the University ofChicago. So faithfully did he plan thatin a few years the department has increased in numbers and enthusiasm, andpromises to become one of the outstanding schools of its sort in the country. Itis difficult for the Art Institute to express its debt of gratitude to Mr. Sargent."For the first time for several yearsstudents of the University have beenchosen as Rhodes Scholars by the American trustees of the foundation, of whomPresident Frank Aydelotte of Swarth-more College is the secretary. The stu-60BRIEF RECORDS OF THE QUARTER 6ldents are John J. McDonough and William Nash, the former a Senior, the lattera Sophomore. Each has made an excellent record for literary and scholastic attainment, for qualities of manhood andleadership, and for interest in outdoorsports, the three qualifications for theopportunity of studying at Oxford University as a Rhodes Scholar. Mr. McDonough comes from South Dakota, andMr. Nash from Arkansas. These twowere selected from a group of 497 candidates.The following were Universitypreachers during the Autumn Quarter:Dean Shailer Mathews, D.D., of the Divinity School; Rev. Reinhold Niebuhr,Bethel Evangelical Church, Detroit,Michigan; Rev. Arthur Pringle, PurleyCongregational Church, Surrey, England; Henry Sloane Coffin, D.D., President, Union Theological Seminary, NewYork City; Rev. Lynn Harold Hough,D.D., Central Methodist EpiscopalChurch, Detroit, Michigan (two Sundays); Rev. John Herman Randall,Community Church, New York City(two Sundays); Rev. A. W. Beaven,D.D., Lake Avenue Baptist Church,Rochester, New York; Rev. Carl Wallace Petty, D.D., First Baptist Church,Pittsburgh, Pennsylvania (two Sundays) ; Convocation Sunday, Rev. JamesGordon Gilkey, D.D., South Congrega^tional Church, Springfield, Massachusetts.At a recent general assembly of undergraduate students President Masonsaid: "Today the University's scholars,in connection with those of other institutions, are laying the foundations for amore wholesome manner of thinking.You are a part of this enterprise and wewant you to receive an understanding ofthe work of the institution and a joy inthe participation in that work. Chicagois a great research institution. It has agreat graduate school. It has grantedmore Ph.D. degrees in its short historythan any other institution. It has, Ifirmly believe, a great undergraduate college, and it is the desire and wish of allof us that we may make this even greater with your support, with your mentalattitude toward intellectual life. Youbring us the enthusiasm and freedom ofyouth; we add the experience of age..... To sum up the advances of theUniversity of Chicago in education: It started in on a required system of studies with little reference to life. Classics,history, and mathematics were taught.All went through college with the sametraining. Then educational methodsswung in another direction. Everythingbecame liberal. The students had toomany elective subjects. Every student'srecord sheet was different. They wereprepared merely for immediate participation in life. The educational methodnow is to give a picture of the evolutionary processes that are going on andin which the student has a part and togive him a feeling of responsibility forthat part. We are anxious to make thiscollege the freest place in the world. Itwill not amount to anything without theenthusiasm, interest, criticism and co-operation of the undergraduate body. Youcannot educate a person. He must educate himself."Douglas Smith, who created at theUniversity the highly important Foundation for Medical Research which bearshis name, died November 7, 1927.The contract between the University and the Home for Destitute Crippled Children has been formally approved by the Trustees of the Universityand the corporation of the Home. TheUniversity agrees to build and equip abuilding or buildings for a hospital forcrippled children upon land to be provided by the University in immediateconnection with, and east of, the presentmain hospital building of the University; and to lease said building or buildings to the Home at a nominal rental.The University will appoint the medicalstaff of the Home; will provide suitablequarters for nurses; will provide all professional care of patients except privatepatients of the Home. The Home willoperate and maintain the hospital building and establish and maintain the internal organization and administrationof the hospital. The Home will constitute the orthopedic clinic of the University. It will assume full financial responsibility for the management and maintenance of the building. On or beforethe date of the completion of the building or buildings the Board of Directorsof the Home will be reorganized so asto provide for adequate representationthereon of persons nominated by theUniversity.62 THE UNIVERSITY RECORDThe collection of worthy portraitsof distinguished members of the Faculties, of administrative officers, and Trustees of the University is steadily growing. Within the last few years a numberof portraits have been placed in different buildings, notably those of PresidentBurton, Professor A. C. McLaughlin,Professor F. R. Mechem, Professor Stuart Weller, Professor Ernst Freund, andDean Shailer Mathews. Committees arenow securing funds with which to securebronze busts of Professor Julius Stieglitz, Professor J. O. Nef, and a bronzememorial tablet with bas-relief portraitof President Harper, the last-named tobe placed in the corridor of Swift Hall.Similar committees have begun to obtainsubscriptions for a portrait of PresidentHarper for Harper Library, and one ofProfessor J. H. Tufts. In each instanceapproval of the choice of the artist, aswell of his work when completed, is obtained from the Chairman of the Trustees' Committee on Buildings andGrounds. Mr. J. Spencer Dickerson,Corresponding Secretary, whose office isin Harper Library, represents Mr.Thomas E. Donnelley, chairman of thecommittee, at the Quadrangles and isconsulted before steps are taken to givecommissions for such works of art.At the celebration, October 4, of thethirty-fifth anniversary of the first chapel service held at the University of Chicago, President Max Mason spoke of theopening of the first building, Cobb Hall,in 1892, when the University had only120 faculty members and 594 students."Since then the bud has become a flower," said President Mason. "To a degreegreater than in any university I knowof, the University of Chicago is the product of the intertwining of the lives andideals of its founders. In its spirit ofperformance the University still maintains the temper of their lives. We lookforward with hopefulness to a future forthe University which will be true to itspast." Classifying the University intothe scientists, who are observing andrecording new facts ; the evaluators, whoare interpreting these facts for humanuses; and the men of religion, who gobeyond the facts, President Mason defined religion as "that which springsfrom the total knowledge we have accumulated, and goes beyond." Assistance in more intelligent expenditure of the dollars of the householdbudget was the aim of the conference in"Problems of the Household Buyer,"held December 2 and 3 at the Universityunder the auspices of the Department ofHome Economics. There were three sessions, one on "The Market and theHousehold Buyer," a second on "TheGovernment and the Household Buyer,"and a third on "The Education of theHousehold Buyer." Co-operating withthe University in the conference werethe Chicago Woman's Aid, the ChicagoWoman's Club, the Illinois Federation ofWomen's Clubs, the Illinois Home Economics Association, the Illinois Leagueof Women Voters, and the Woman'sCity Club of Chicago.New courses in art and literatureare announced. In the Winter QuarterProfessor Oscar F. Hagen, head of thedepartment of the history and criticismof art at the University of Wisconsin,will be a visiting professor of art at theUniversity of Chicago, and conductcourses in "Modern Painting" and "TheTransition from Renaissance to ModernPainting."The growth of the University, in sofar as that growth may be described indollars and cents, may be appreciated bythe steadily increasing amount of theUniversity's budget for its current expenses. Progress of the University isbest expressed, however, in the steadygrowth of the number of its teachers; inthe recognized efficiency of the laboratory and classroom work ; in the numberand character of courses offered; in therise of annual attendance from 744 in1892-93, 4,463 in 1902-3, 6,506 in 191 1-12, 12,439 in 1921-22, to about 15,000in 1926-27; in the growth from the lonesome group of classrooms and dormitories at Cobb Hall in 1892 to the fifty-odd buildings dominated by the imposing chapel of today. But money, afterall, is the common rule of measurement.The general budget of expenses for thefiscal year 1927-28 is now stated by theAuditor to be $4,736,676. In additionthere are other separate budgets : for theGraduate School of Social Service Administration, for the Medical School, forRush Medical College, and for the University Clinics — a total of more than$5, £00,000. When it is recalled that in1892 the University was beginning itsBRIEF RECORDS OF THE QUARTER 63then unknown, almost uncertain, careerwith a total endowment in pledges andprospects of about $1,000,000, there isin these facts cause for satisfaction andhope for future expansion sure and stable. Expansion, however, creates additional responsibilities, demands new facilities in buildings and more adequatecompensation for the teaching staff. Thepast growth is in large degree the measure of greater needs.One hundred fifty-three years afterhis death, a first edition of Oliver Goldsmith's essays is to be published by theUniversity of Chicago Press. The "NewEssays" are the result of the scholarshipand industry of Professor Ronald S.Crane, of the University's English department, who recently discovered inEngland a prose version of the famous"Deserted Village," as well as fifteenhitherto unknown essays by Goldsmith.Until Professor Crane found the material in England last summer it was believed that "Sweet Auburn, loveliest village of the plain," was not in England,but in Ireland. Students of English literature have held the opinion that theevictions of the English general, RobertNapier, in the neighborhood of Lissey,Ireland, furnished the origin of the original "Deserted Village." Instead, theprose version shows that the essay, andthe poem, written eight years later, werecalled forth by the rapid progress of theagricultural revolution in England in theperiod beginning in 1760.Evidence that John Milton, fatherof the poet, invested at least £1,000 inLondon real estate within a period ofnine years has been discovered by Professor David H. Stevens, of the University. This fact tends to refute the commonly accepted statement that the poetlived the latter part of his life in poverty. A facsimile of a deed in which thepoet and his father appear as the grantees of property in Covent Garden is oneof the documents in Professor Stevens'new book, Milton Papers, which has justbeen published by the University ofChicago Press.John Matthews Manly, head of theDepartment of English, whose Convocation address appears elsewhere in thisissue of the University Record, recentlyconducted research in London on the lifeand work of Chaucer. His identification of characters in the Canterbury Taleshas attracted world-wide attention fromscholars. Professor Manly has had manyacademic honors, including an exchangeprofessorship at the University of Got-tingen and honorary degrees from Fur-man, Brown, Wisconsin, and NorthCarolina universities. He has been president of the Modern Language Association of America and the Modern Humanities Research Association, and wasrecently elected a Fellow of the RoyalSociety of Literature. He did notableservice for the government in the WorldWar. He was granted leave of absenceby this University and enlisted in theUnited States Army for five years. Hewas commissioned a captain and assigned to the military intelligence section of the War College Division, General Staff, and later was made chief ofthe section, being discharged from service with the rank of major.Professor James Henry Breasted,director of the Oriental Institute of theUniversity, who sailed for Luxor, Egypt,in December to continue supervision offive research expeditions in Egypt andAsia Minor, completed before his departure the translation and editing ofthe oldest scientific book in the world —the Edwin Smith Papyrus, an Egyptianmedical treatise of the seventeenth century before Christ. In speaking of the papyrus, which he has translated for theNew York Historical Society, ProfessorBreasted said : "The Society is fortunatein possessing the oldest scientific book inAmerica and the oldest nucleus of reallyscientific medical knowledge in theworld." In its translated form it will bea book of about six hundred pages, whichhas been printed in beautiful format bythe Oxford University Press and will bepublished by the University of Chicago Press. The French translation of Professor Breasted's History of Egypt, whichwas begun before the war, was nearlyready for the press when the Germansmarched into Brussels, where the translation was then being made. After a delay of twelve or thirteen years the workis now issued in two volumes by publishers of Paris and Brussels, the translation being made in the Brussels Museum under the superintendence of thedirector, Jean Capart. A new translation in Arabic of Professor Breasted'sAncient Times is now in use in the public schools throughout Palestine, Syria,64 THE UNIVERSITY RECORDIraq, and Egypt, and is a distinct contribution, like the projected museum inJerusalem, to the education of the present-day people of the ancient East.The University and Harvard University have the largest number of "distinguished" scientists on their faculties,according to an advance report of theBiographical Directory of American Menof Science. Of the 1,176 men listed asoutstanding, Chicago has fifty- three.Harvard, with eighty-four is the onlyinstitution which leads Chicago. Of the601 men most recently added to the "distinguished" list, the University of Chicago has furnished more men of Ph.D.rank than any other institution. AfterChicago in this category come Harvardand Johns Hopkins. Figures of 1926show that the University graduated moreDoctors of Philosophy in science thanany other university in the country. Chicago gave seventy-eight degrees; Wisconsin, fifty-three; Johns Hopkins, fifty; Columbia, forty-five.Dr. Sophonisba P. Breckinridge,Professor of Social Economy in the University, who was recently appointed torepresent the United States at the International Conference of Social Work inParis next July, will address the Conference on "The General Organization ofSocial Work in the United States," outlining the scope and methods of socialwork in its present stage of development,the action and co-ordination of officialand private agencies, social research, thecare of mothers and children, the assistance provided the physically and economically incapacitated, and the creationof community spirit. Dr. Breckinridgewill be vice-president of the sectionwhich discusses the general organizationof social service.At the one hundred forty-ninthConvocation of the University, on December 20, 226 candidates received theirdegrees, including sixteen degrees of Doctor of Philosophy.Recently, Mr. John F. Moulds, Secretary of the University's Board ofTrustees, was elected a member of theboard of trustees of Frances ShimerSchool, Mount Carroll, Illinois, a juniorcollege for girls. Mr. J. Spencer Dick-erson, Corresponding Secretary of theUniversity's Board of Trustees, was also elected president of the board of theMount Carroll school, succeeding thelate Professor Nathaniel Butler. President Max Mason is a member of thesame board.Mrs. Henry Gordon Gale, at the recent annual meeting of the organization,was elected president of the RenaissanceSociety, whose object is to encourage alove of art in the University. The Society has existed for twelve years, and before the beloved Walter Sargent gavenew life to the Department of Art,served a useful purpose in preservingthe connection of the University withart study and progress.In awarding the Nobel prize toAmericans in the field of science, members of the faculties of the University ofChicago have been honored at leasttwice. In 1907 Professor A. A. Michelson received this highly prized reward,and recently Professor Arthur H. Compton, also of the University's Departmentof Physics, was called to Sweden to receive his share of the award. In 1923 Professor Robert A. Millikan, of the NormanBridge Laboratory of Physics, Pasadena, California, whose investigations wereconducted in the Ryerson Laboratory ofthe University of Chicago, received theprize. Other American recipients of theaward have been Dr. Alexis Carrell, ofthe Rockefeller Institute for MedicalResearch, New York; Professor Theodore W. Richards, of Harvard University; and Professor C. T. Rees- Wilson,of Cambridge. The last-named sharedthe prize of 1927 with Professor Compton. No American has received the Nobel prize for achievement in literature.Four distinguished Americans, PresidentRoosevelt, Elihu Root, President Wilson,and Vice-President Dawes, have beenwinners of the Nobel prize for theirservices in behalf of world-peace.A memorial exhibition of paintingsby Walter Sargent, late chairman of theDepartment of Art, was held in IdaNoyes Hall December 11 to December22. Over sixty canvases were on thewalls of the three rooms where theywere displayed. They were an epitomeof Mr. Sargent's art for the last fewyears, and gave evidence of the steadyprogress of his technique, while all ofthem were characterized by that charmof color and theme which his brush everBRIEF RECORDS OF THE QUARTER 65brought to his portrayal of nature. Recognition of the artistic worth of thesepictures, as well as affection for thepainter, were seen in the number ofthem purchased for clubrooms and private homes. Few canvases remainedwhen the exhibition closed. The largenumber of friends and admirers of Mr.Sargent who visited the improvised galleries gave inspiration to those friends ofart in the community who are lookingforward to the erection of a much needed art building in the University Quadrangles. For this hall of art Walter Sargent labored and hoped. The lack ofsuitable galleries for exhibition of worksof art at the University was manifesteven amid the beautiful environment ofIda Noyes Hall. The new art buildingmust come, alike for the sake of the cultural life of the University and for thememory of him who so successfullystrengthened and popularized the Department of Art.Mr. E. F. Rothschild, Instructor inthe Department of Art, is secretary ofthe committee which is preparing a volume on the life and work of Walter Sargent. Among the features of the volumeare : Introduction, by President Mason ;biography, "Walter Sargent as a Teacher," by Professor Charles H. Judd;"Yggdrassil," by Professor Albert Edward Bailey; artistic appreciations byleading critics ; frontispiece, portrait photograph; paintings, reproduced in halftone and color with critical and historical data.The Committee on Buildings andGrounds of the Board of Trustees is giving careful study to the architecturaltreatment of the block of which the University Chapel is the significant feature.The chapel, upon the vaulted ceilings ofwhich the highly colored tile is being installed, and in which other work issteadily progressing, will doubtless becompleted for use during the year 1928.The monumental tower nears the top.When the "temporary" buildings on theblock are razed and the landscapingcompleted it will be seen how nearly thecathedral-like pile fulfills the desire ofthe Founder. In 19 10 Mr. John D.Rockefeller gave $1,500,000 for the erection and furnishing of the chapel in order that "as the spirit of religion shouldpenetrate and control the University, sothat building which represents religion ought to be the central and dominantfeature of the University group."The service of the University Clinics is available to all classes of patients,with special provision for persons of restricted means in both the out-patientdepartment and the hospital. The Clinics contain 6,660,600 cubic feet of space— one third of the total of all Universitybuildings. The Medical School of theUniversity now represents an investmentof $20,000,000, $7,000,000 in the buildings and $13,000,000 in endowments.Nearly four hundred foreign students, representing forty-two nationalities, are now studying at the University.One hundred thirty-two of the group,from thirty-seven countries, are new students who registered for the first timelast fall. Practically every country inEurope is represented, and Asia has senta contingent, including twenty-five Japanese, 101 Chinese, and a few from India,Siam, Singapore and Burma. Over athousand foreign students, according toMr. Bruce W. Dickson, the UniversityAdviser of Foreign Students, are attending the various colleges in Chicago.The Fourth Public Conference onEducation and Industry was held October 26 at the University. The conferencewas arranged jointly by the Institute ofAmerican Meat Packers and the University, and discussed the topic of "TheIndustrial Situation — The Outlook for1928." A notable group of prominentmen addressed the conference.The Albert Merritt Billings Hospital has 216 beds distributed among ninewards on the third, fourth, and fifthfloors. On the third floor are twenty-two rooms for private patients. Thetypical ward unit has accommodationsfor thirty-two patients, sixteen of whomwill be in a large ward which is dividedinto four cubicles of four beds each. Thecubicles permit a certain degree of segregation of patients and give them a privacy which they do not have in thelarge open ward. Beyond the ward is alarge solarium and also a balcony orterrace to which patients may be movedwhen it is desirable for them to be in theopen air. The three operating rooms anda surgical amphitheater face the north.66 THE UNIVERSITY RECORDThe Gertrude Dunn Hicks Memorial Hospital will be built upon thesoutheast portion of the block now occupied by the group of medical buildings. The Bobs Roberts Memorial Hospital will occupy the southwest corner ofthe block.Preliminary plans for the SocialSciences building, to be erected east ofHarper Library, and connected therewith, have been approved. The finalplans for the George Herbert JonesChemical Laboratory, adjoining and westof Kent Chemical Laboratory, have beenapproved. The building will comprise830,000 cubic feet including area ways.The story of President Harper, Mr.Rockefeller, and the preliminary discussions relating to the foundation of theUniversity, to which there are severalreferences in the sketches of Dr. Good- speed's life, may be read in the article,"President Harper and 'the Great University,' " which was printed in the University Record for April, 1927.Professor Solomon H. Clark, Associate Professor Emeritus of PublicSpeaking, was killed by a street car inChicago on December 29, 1927. He cameto the University from Trinity University in 1888 and was retired in 192 1.The Penrose gold medal of the Geological Society of America was presentedto Professor Emeritus Thomas C. Chamberlin on December 30, 1927, at Cleveland, Ohio, "for distinguished service ingeology — terrestrial and extraterrestrial."Professor Chamberlin, who is eighty-three years of age, after serving the University from the beginning in 1892 wasretired in 191 9.ATTENDANCE IN THE AUTUMN QUARTER, 1927_ — -1927 1926Gain LossMen Women Total Men Women TotalI. Arts, Literature, and Science:i. The Graduate Schools —Arts and Literature 4005io 389134 789644 369468 387122 75659o 3354Total 91060696133 52360174543 1,4331,2071,70676 83762090036 50955667441 1,3461,1761,57477 87311322. The Colleges-1Total 1,6002,5io1437802 1,3891,91229595 2,9894,42217212897 i,5562,393H713568 1,2711,78032876 2,8274,173149216314 1622492326Total Arts, Literature, andScience 11. Professional Schools:i. Divinity School —QChicago Theological Seminary —7Total 232190 4825 280215 1941772S 53231 24720026 3315320 Graduate Schools of Medicine —Ogden Graduate Schoolof Science —2Unclassified 8 1 9Total 198IS1381312 26914 224151471452 184121201452 2411982 208131391534 1628Rush Medical College —Post-Graduate Fourth- Year Third- Year 8Unclassified 2Total 286483224118602 2349127 309532236125602 279461215126592 3054143 309515229129592Total Medical Schools (LessDuplicates) 17713. Law School-Senior Candidates for LL.B 4Unclassified Total 4045 1946145 42351147 4021051 1766429 419764710 44. College of Education —Senior 25333Unclassified 2Total 760137233 65142232 7274159265 16541431903 117IO18493 133641612396 10 615. School of Commerce and Administration —Graduate Senior Junior Unclassified Total 223172 41701648 264871848 390611 80591148 470651249 2266. Graduate School of Social ServiceAdministration —Graduate Senior Junior Unclassified Total 19 98 117 8 82 90 276768 THE UNIVERSITY RECORDATTENDANCE IN THE AUTUMN QUARTER, 1927— Continued1927 1926 GainMen Women Total Men Women TotalTotal Professional Schools . . .Total University (in theQuadrangles) 1,3683,878324 3202,23234 1,6886,110358 i,4553,848297 4©32,18328 1,8586,031325 79 170Deduct for Duplicates Net Total in the QuadranglesUniversity College —Graduate 3,554268104104217 2,198426627247481 5,75269473i35i698 3,55i1919890158 2,i55399593216452 5,7o659o691306610 46104404588Senior Junior Unclassified Total 693 1,781 2,474 537 1,660 2,197 277Grand Total in the UniversityDeduct for Duplicates 4,24743 3,97937 8,22680 4,08824 3,8i525 7,90349 323Net Total in the University. . 4,204 3,942 8,146 4,064 3,790 7,854 292ATTENDANCE IN THE AUTUMN QUARTER, 1927Graduate Undergraduate UnclassifiedArts, Literature, and Science Divinity School Graduate Schools of Medicine —Ogden Graduate School of Science Rush Medical College Law School College of Education School of Commerce and Administration ....Graduate School of Social Service AdministrationTotal (in the Quadrangles) .Duplicates Net Total in the Quadrangles .University College Grand Total in the University .Duplicates Net Total.Grand Total. i,43326121530723674&72,6132262,3876943,081493,032 2,913185185223,37o1243,2461,0824,328294,2998,146 76199227512891196988172815CHARLES EDWARD MERRIAMConvocation Orator