The University RecordVolume XVI APRIL I93O Number 2WHAT IS SCIENCE?1By EDWIN B. WILSONPresident of the Social Science Research CouncilWE HAVE just assisted at a dual celebration in this great University. There have been dedicated to the service of sciencetwo magnificent structures — one in supplement to the existingchemical laboratory from which have issued many brilliant investigations,the other to furnish for the first time here or elsewhere a laboratory inwhich the social sciences may unite in carrying forward their work withadequate equipment. This occasion may seem particularly appropriate forconsidering the question, What is science?Is there anything which is common to chemistry and to sociology, orat any rate is there enough which is common to justify the application ofthe common designation science? The burden of proof that there is mustlie upon the social scientist. It is he who has in recent years adopted thename from those subjects to which it has long been applied with definitesignificance. Has he adopted it merely to gain some unearned advantagefrom the present popularity of the natural sciences in the public mind? Or,with a pardonable if unhappy frailness of nature, has he deluded himselfor may he be unworthily trying to delude others into attributing to hisinterests in learning a quality of definiteness which they really lack?Such queries have often been raised by the natural scientist. Theyhave also been raised by students of social phenomena who honestly believe that their studies cannot be and should not be scientific, who feel thatmost of the interests of life are not subject to scientific canons and that it1 An address delivered in the University Chapel on the occasion of the One Hundred Fifty-eighth Convocation of the University, December 17, 1929.7576 THE UNIVERSITY RECORDis more humanizing, more in harmony with our cultural needs to make noattempt to render the humanities scientific but frankly to pursue them inliterary fashion as exercises for the emotions of sympathies of mankind.There is talk of the cold, harsh sciences in contrast with the warm andpleasant humanistic studies; there is the sad picture drawn of the peaked,angular scientist peering into drab test tubes, while the gentle, lovable,well-rounded figure of the social philosopher, sitting by the fireside, composes from his profound knowledge of human nature works for the spiritualsustenance of his less fortunate fellows. How would this prophet work, andhow might he not suffer surrounded by tier on tier of cabinets and drawersfor filing maps, of index systems for displaying facts, of noisy sorting machines for obtaining tabulations, and of perfectly horrid batteries of calculating machines for doing a lot of dirty arithmetic? The fact is that hewould not work and that he would suffer under such conditions as arefurnished in most of your new social science building, though he might findsome little solace in the Common Room.There have been many definitions of science — telling us what it is andwhat it is not. There is no hard and fast agreement even among the mostrigorous and restricted scientists as to what science is and what it is not.Although I shall not undertake on this occasion to give any definitions, Ishould like to point out some considerations. Possibly I might begin bydirecting your attention to the treatment of science by one of your distinguished colleagues, C. H. Judd, in the fifteenth chapter of his book,"The Psychology of Social Institutions," wherein he claims that scienceis itself asocial institution, a method of thinking which the race has evolvedthrough a long period, but most rapidly within relatively recent times, asan aid in their adaptation to their environment. The natural scientistvery naturally thinks of the environment as all of nature except humannature. Why he so persistently shuts himself and his fellows out of hispicture I do not know, nor presumably does he. The psychoanalyst couldprobably assign a reason for this exclusion — possibly not a true reasonbut perchance one of sufficient impropriety to be interesting.Whether the natural scientist would follow Professor Judd all the wayin his argument is debatable, but that science is largely a social institutionhas been recognized, though differently stated, for some time. One fundamental scientific canon is that of the corroboration or verification of thework of one investigator by the work of another. We do not always takethe trouble actually to verify work done; we accept much, and rightly so,on faith because of our confidence in the investigator's honesty, our satisfaction with his technical qualifications, and our knowledge of the reliabil-WHAT IS SCIENCE? 77ity of his past performances. But that the principle of verifiability is atthe basis of our considerations of scientific validity can be seen at once ifwe raise the question, What if two equally trustworthy investigators obtainresults which do not accord? We admit immediately that though eachresult is the work of a scientist, neither is assured as an element of science,and that more study is necessary. In the older disciplines this is well recognized. If two mathematicians have proved contradictory theorems, theyare themselves the first to acknowledge the need of carefully and painstakingly going over the ground to eliminate the discrepancies. So inphysics or chemistry one investigator does not become put out with acolleague who cannot reach the same results — each tries patiently to helpthe other. This is the true spirit of scientific investigation, a co-operationtoward intelligent agreement. That is why we have faith in science; butthis is surely a social phenomenon, two or more persons are coming intomutual accordance. In the process emotions may be somewhat disturbed,but the emotional disturbance is recognized as a personal limitation of theinvestigator and not germane, but rather foreign to the scientific questionand hostile to its prompt adjudication. To make accord easier and misunderstanding less frequent, great attention is given in science to carefuldefinition of terms and care is observed by every investigator to use thesame technical terms in the same sense, albeit this sense may be materiallydifferent from that in which the same word is used in common speech.Often only a most critical survey of facts will make it possible to rendersome technical term sufficiently precise in its meaning to be safely usedfor scientific purposes.The public little realizes the patience needed in research, the slowwinnings of first one point of view and then another, the painstaking codification of findings into a consistent whole, the suggestiveness of outstandingdifferences which are indicative not so much of scientific accomplishmentas of ground yet to be won. The publicity which is now being given toscientific findings or announcements in the daily press may well be moreof an embarrassment than of an aid to science and to scientists. I may refer, not alone to the publicity in respect to results which are uncorroborated, and which easily may be controverted later, much to the publicbewilderment if not disgust, but to items posing in our newspapers asscience though really not any part of science at all, as when you read acolumn on the epoch-making discovery of the great savant ProfessorSchmierkaese, of lower Austria, in isolating the pathogenic organism oflove and in proving that the disorder is, in its clinical course, extremelylike measles.78 THE UNIVERSITY RECORDWhen we turn to the social disciplines, we may well find it more difficult to come to an agreement on facts, to a common understanding onterms, and to an unemotional exploration of differences between investigators. There has been so much dialectic in social philosophy, there haseven been, perhaps all unconsciously, so much affliction with the habileruses of the debater, so much brilliant thrust and parry with words, thatit is hard to settle down, and we may be slow in settling down to the patient attitude of scientists willing to work long to discover that on whichwe can come to accord. The movement toward social science comes, however, precisely in recognition, now somewhat widespread, and particularlywell developed here at Chicago, of the absolute necessity of proceedingwith less reliance on mere opinion, with less confusion by emotion to thedetermination of fact and of definition in the whole social field.The University will have patience with its patient men and, fortunately for both, the scientific discoveries that may be made here or elsewherein the social disciplines in the next decades will be unlikely to be of thesimple, definite sort that will have immediate publicity value. We do notexpect that the etiological agents of our social disorders are so simple asbacteria or of any sort from which serums may be developed for curativeinjection into a passive body politic. It is altogether likely that with theincrease of knowledge there will come indications of the way in which thatknowledge may be applied. Indeed, one may safely venture the opinionthat already more well-established knowledge has been developed in thesocial sciences than is actually applied for the amelioration of our socialconditions. Knowledge and the application thereof do not always marchtruly hand in hand, partly because the people's habits of action and ofthought may require considerable time for re-orientation or re-education.And long before the people can be expected to come to that faith in thescientific accuracy and completeness of the social knowledge developedby our experts which will encourage them to adopt that knowledge in theireveryday life as readily as they now adopt a new appliance, you will havededicated the new physical laboratory now under construction and haveerected the oriental institution across the way and put it to the prosecution of its scientific studies.And what is science? A body of corroborated fact? Yes, truly. Andscientific theory a body of co-ordinated facts. But, more essentially, science is a co-operative effort toward a united understanding, it is an eternalfuture, an everlasting hope. In none of these, its really fundamental characteristics, is there any difference between one science and another, between chemistry and sociology, between physics and ethnology. It is oneWHAT IS SCIENCE? 79of the foremost obligations of a university staff to see that the young persons who are graduated after a period of study in the university realize sofully that they carry with them throughout their lives a just opinion ofwhat science is both in its accomplishments and in its limitations. Wecannot live adequately without an adequate science, but we cannot liveby science alone; of both these propositions every graduate of this institution has had a fair chance to become aware.THE CULTURAL FUNCTION OFTHE FINE ARTS1By HENRY SUZZALLODirector of the National Advisory Committee on EducationOF THAT trilogy of values — truth, goodness, and beauty — so| often mentioned by the philosophers, truth and goodness havealways had the respect of men of affairs. Not so with beauty.There have been periods in human history when the arts which incorporate charm in our expressions of life have been highly regarded evenamong men of affairs. But this can scarcely be said to have been the caseduring the last generation of Americans.This fact is not a lasting indictment of the place of the arts in humanculture, but merely the outcome of the transient ignorance of men andwomen so busy with a kind of economic and social housekeeping that theyhad no surplus time or energy to think about the worth of subtle values,or to pursue interests that did not press overtly upon their daily lives.There is evidence enough, at the moment, to suggest that this period isended in American life, and that from now on, art is about to become important; as important as it has been in many cultures of the past; as important as it ought to be in a constantly humanizing American life.Always, among us, there has been a goodly number of appreciators ofthe arts, and some conspicuous, creative spirits. Together, fortunately forus, they have kept active the tradition and the ideal of art that it might,at the proper hour, be available for the joy and inspiration of increasingnumbers.Beauty has been currently regarded by many people as a mere accessory of the practical life, something to be indulged in if one has extra timeand surplus money. In reply, I am not inclined to argue that "beauty isits own excuse for being," or that "art is for art's own sake."Distinguished truths reside in each of these aphorisms, but they are notlikely to be understood by the man in the factory, the office, or the shop.What he is now beginning to understand is that better designed furnitureand gently tinted bath fixtures are easier to sell if made within the price-range of commonplace or ugly things. He knows, now, that his chief aid,1 An address delivered in the University Chapel on the occasion of the One Hundred Fifty-ninth Convocation of the University, March 18, 1930.80THE CULTURAL FUNCTION OF THE FINE ARTS 8 1the advertising specialist, has summoned artistic line, mass, and color toattract attention to salable goods and has borrowed poetic phrase to charmthe reader into a haunting remembrance of them.The conviction is dawning on us that art has economic utility. Tenyears of practical business experience has proven it. This appreciation ofthe worth of art springs from an everyday interest, one imperious andwidespread among us. It provokes a curiosity to know more of its worthin other domains. Perhaps art has social utility. Perhaps it has a highsignificance in the personal life. Perhaps our culture in aesthetic terms isnot a luxury, but a necessity to civilized life. The ordinary man is nowready to learn something of that mysterious thing called "art." And themost convincing way to teach him is to review the uses and the effects ofart in the culture and life of the great civilizations which have precededand paralleled our own.What has been the function of the arts — the aesthetic activities — in theoperations of different civilizations?In all of human history, art has occupied a large place. In every civilization, in every human culture, everywhere upon the earth, from primitivetimes until now, the artistic technique has been man's finest and most influential method of crystallizing and expressing his appraisals of the worthof what he finds in his life. What he has esteemed highly he has enshrinedin a temple or a palace ; what he has revered deeply he has organized inritual, ceremony, or good manners ; what he has wished to glorify he haspainted or put in song; what he has treasured for use in war or industryhe has decorated with the best designs of his imagination.The arts, all of them, fine and less fine, reveal the working values oftheir creators and appreciators in every time and place where they arefound. They are the appraising emotional reactions of mankind on thethings and events, ideas and ideals, saints and heroes, that touch man's lifewith vital significance. They reveal human aspirations for a better, a moreenriched life, one less fearful, less monotonous, less ugly, more stable,more just, more gracious.To create an art object or expression is to make a personal revelation ofone's soul when aspiring to its best. A national or group art is a folk confession of what it thinks and feels about life, when separating the higherfrom the lower, the best from the worst.Art as utility is communication, a language for holding and transmitting the subtlest, the most fluid thing in life, our feelings about the worthof things.When art makes genial and enchanting that which folk lore and sciencehold to be true and that which society and its institutions believe to be82 THE UNIVERSITY RECORDgood, it has doubled their power of acceptance among men and intensifiedhuman co-operation. Truth and goodness have thus been humanized bythe techniques of artistry.The function of art in civilization is to take all necessities and makethem more endurable, to take the dreams of men and give them more reality. It eases life for the person ; and as a method of inducing spontaneoussocial co-operation, is the antithesis of coercion.We have only to remember martial music, the national hymn, thepriest's vestments, the king's robes, the good manners of a man, the ceremonial of a folk occasion, or any one of the thousand ways of art in glorifying the agencies of common living, to know at once that art is a mostpowerful element in the collective culture.I doubt that we can understand human history and utilize race experience for present and future purposes without a knowledge of the historyof art which is an expression and a tool of man — the history-maker.The culture and civilization of a people has personal as well as institutional aspects. The social uses and worths of art are well revealed whenwe look backward. The personal utility of art is most readily perceived ifwe look about us, at our fellow-men and at ourselves.Let us glance, for a moment, at our artificial and strainful modern life,at American life, and note its effect on the personal life of men and women.For the most part, each of us lives a specialized life, a partial life. Partof our impulses and powers are used, and most of them are neglected. Buthuman nature became what it is in the course of uncounted centuries ofevolution when conditions called for an all-around use of man's body andmind and personality. It was a varied life, lived with changing tasks imposed by all the needs of life, spring, summer, autumn, winter.Today one man's work is a piece, a mere fragment of the whole of life,done over and over again, not for a day or a year but for a life. It is so atthe top with the professional specialist ; it is more so with the tradesmanof the middle class; it is still more so with the worker standing over amachine in a factory. Today, part of our human nature is over-used, andmore of it is under-used. In both cases it is a b -used.Those who study man's emotions tell us that there are at least two chiefpsychological annoy ers : ( i ) the human impulses too exclusively and toolong used and ( 2 ) the impulses not used at all or not used enough. Theeffect of the first abuse is to develop monotony and boredom ; of the second, to develop that spiritual restlessness so often noted in modern life,particularly among Americans.In the life we seem compelled to live, something in us is too often over-expressed, and much more within us is under-expressed. It little mattersTHE CULTURAL FUNCTION OF THE FINE ARTS 83whether we consider the professional man at the top of society or the economic worker at the bottom of it. What close concentration and intensespecialization do to one, machine-tending and minute mechanical repetitions do to the other.It is a mistake to think that protest against hard physical toil has shortened man's long hours of labor. A more rational explanation is found inthe effect of modern work on mind. It is monotony and restlessness whichhave shortened the factory worker's day and given him the longest leisureperiod ever known. The farmer still works as long and almost as hard asever. So do the herdsman, the trapper, and the hunter. Theirs is themore natural life, devoid of the acute partial and artificial pressures onmind which characterize the life and work of many modern men, particularly those in urban occupations.If modern life is peculiarly dissatisfying because of our specialized lifeand labor, it is also more strainful because of our democratic life and theenlarged world that every man now lives in.Democracy now makes every man a ruler. It is difficult for a hundredand twenty million things to live together. The impulses of individualismand the attitudes of co-operation cannot be entwined in the same personality save with great self-discipline. Self-restraint, mutual tolerance, sensitiveness to others, and the will to act are only a few of the elements in aneffective self-discipline; and the very words that describe them soundemotionally strainful and wearing.Modern democracy lays the burden on all alike. But the tasks and thedisappointments lie more heavily on the sensitive and responsive, whethertheir powers or offices are great or humble. The pillars of a democraticsociety carry their burdens not on their muscles but on their nervous systems, tenderest of all our biological equipment. The democratic order,with its constant shifting, that ensues from the liberty which every manhas to move up or down, is not a particularly calm or peaceful place.Every day it moves man nearer the limits of emotional depletion. Mentend to lose the drive that is needed to get hard civic duties done, andbecome indifferent, complacent, or gregarious in political parasitism. Tokeep man emotionally refreshed is an urgent need of our kind of politicallife. For this, there must be rest and, most of all, re-creation of his feelinglife.Better communication and transportation, and the new economic andsocial interdependence of peoples and nations forces our consciousness tolive in a much larger world. Modern living has a greater stage and setting.We carry all the troubles of the world, where once we sympathized onlywith our village neighbors. The telegraph, the telephone, the wireless, the84 THE UNIVERSITY RECORDradio, fill the morning paper with the difficulties, dangers, and sorrows ofthe whole world.Our sympathies are widely stimulated, and more and more frequentlyour sense of personal futility overcomes us. To live in this larger world,man once more needs refreshment of his spirit.Play and recreation are not a luxury any longer. In modern life, thewholesome refreshment they can bring us is a necessity. Let us valuethem accordingly and see that high play is amply provided lest low andprimitive forms of play take its place. All art is high play.When mind is twisted and wrought upon as it is by the life of today,man tries hard to forget his troubles; which means he tries to forget himself. Untrained in the better recreations, those which absorb him withoutsatiety, he flies, like a moth, to the flaming appeals of primitive instinct.Depending on his individual makeup, he takes refuge in sensuousness ,sensualism, or sensationalism, pushing out monotony, restlessness, andemotional weariness with a new excitement that leaves him still dissatisfied, restless, and uninspired. These are only raw emergency repairs tothe human spirit which have not touched the fundamental defects of hislife.The finer, less exciting, and more enduring play of the life of artistry,broadly conceived, is the form of spiritual hygiene the modern man usesleast and needs most.The social emotions, with which we keep the world moving in order, areexciting. They thrust us into responsible action. They give us the emotional wherewithal with which to fight the battles of life and to set a disordered world in order. But they wear us out and focus our attention on ourown selves.Aesthetic emotions, the ones connected with art, are restful. They areabsorbing, but not exciting. No overt action comes out of them. As wesee a drama or painting or read a novel or poem, we sit in our chairs without moving a muscle. We look up at the beautiful architectural towers ofthe city peacefully enwrapt.The day's civic life and the day's special work bring us home tornapart. Art puts us together again, makes us forget ourselves; which isrestful. Its function is not world-reform but spiritual reformation or personal re-creation.The arts offer compensatory experiences. They may be enjoyed actively as in constructive or creative expression. They may be enjoyed vicariously through appreciations that repeat themselves with enduring satisfaction. Both the product created and the state of mind may be too imperfect to satisfy the perfect aesthete, but the healthy compensation for aTHE CULTURAL FUNCTION OF THE FINE ARTS 85somewhat narrow and unbalanced life and work is sound mental hygiene.The goal of being a great creative artist or an unusual connoisseur, likeany supreme aim, is most worthy; but for the broadly human purposesnow under consideration, it need not be in mind. Our object is to use thearts to make and keep every mind emotionally wholesome, for contemporaneous life and work tend to thwart and to weary human nature.Growth, there will be for each ; and an increasing satisfaction if the artexperience is kept genuine and free from the gestures of affectation. Inwhatever corner of human nature we may live our restricted lives, or doour own particular work, art offers a refined adventure in every other corner, for there is not a domain neglected by anyone that it does not cover.There are many current fallacies afloat about art. Only one or two thatconcern our immediate purpose need mention.There is, to begin with, the notion that only what is worthy of exhibition is really art. This may be a good definition of great art. But perfector adequate art is not always great art. Great art is rare. That is whyconnoisseurs and museums collect it. But perfect or adequate art may bequite common. This is often the case with simple folk-art and with personal art that is avocational. Adequacy of technique to subject is perfectart. Simple themes may be perfectly rendered with small skills. Great artalways has a subject or aspiration so difficult and baffling that only a rareand gifted technician has the ability to be sufficient. John Does may become adequate artists, but only Michael Angelos may become great or all-masterful artists. It is our unfounded and snobbish scorn of all that isless than great art which has frightened away most people from the refinedenjoyments which fall within their capacities. Until recently, only thosewho think themselves gifted in expression or taste have frequented thestudios and museums. All others carefully avoided them for fear of pretension.There is the other false notion that there are only a few arts — say theseven arts — when, in reality, we might better say there are a thousandarts. We usually name only those by which a professional may make aliving, but not all by which common folk may make a better life.All that man does or senses may be made more beautiful than is the casein the careless run of events. This is the one sublime power that man, midway between God and the animals, may use for his joy and the joy ofothers — if only he is awakened! To some things he must, in real life, givestoical obedience, but he still has the life of imagination and art withwhich to actualize his dream. Here he actualizes his idealities. Other inescapable things he can modify. The ugliness in them he can hush a little;the charms he can enhance. Here he idealizes his realities.86 THE UNIVERSITY RECORDTo awaken man to the aesthetic fulfillment of life is the cultural obligation of every higher institution with a liberal outlook. It is an obligationof college teaching which aims at nothing more nor less than to achieve acivilized human being. To be civilized is to know with the most accuratescience and philosophy, to feel with the most enduring moral values, andto express both thought and feeling with the most aesthetic force andcharm. All this we know when we have analyzed man's best behavior inthe long experience of our civilization and others.Here in this university, art is for scholars, discovering new deposits oftruth, as it is for collegians mastering the "best that has been thought andfelt and expressed." All this is begun on the stimulus of a new philanthropy provided by a discriminating and imaginative man of affairs inorder that the finest of aesthetic creation may take its place alongside thebest of science.The historian of humanity and nations will find new side lights on theprogress of mankind if he has aid from the history of art. The psychologist, the sociologist, and the student of institutions, learning that the aesthetic impulse lends itself to more than one high practicality of social andpersonal life, will find a rich field for investigation. And the artist and theappreciator of things artistic will likewise come into a better understanding of techniques and their capacities for enchanting, re-creating, and inspiring man, the realist and the dreamer.THE FIRST MIDWINTER ASSEMBLYOF THE ALUMNIUNDER the auspices of the Alumni Council, the Chicago AlumniClub, and the Chicago Alumnae Club the first Midwinter Assembly of the Alumni was held in the grand ballroom of the StevensHotel on the evening of February 26. A thousand guests assembled to hearof the recent accomplishments of the University and of some of its plansand hopes for the future.Presiding at the dinner was Walter L. Hudson, '02, chairman of theAlumni Council; the toastmaster for the evening was Dean Gordon J.Laing, of the Graduate School of Arts and Literature; the alumni representatives were Donald S. Trumbull, '97, and Mary E. Courtenay, '09, andPresident Robert M. Hutchins represented the University. It was a notable occasion, notable for its attendance and purpose and for the qualityof the addresses.PRESIDENT HUTCHINS' ADDRESSThis is the first Alumni Assembly — and one cannot fail to be impressed by yournumbers, importance, and beauty. A Harvard man told me the other day that in allgreat civic enterprises in this city he was distressed to find that four Chicago graduatescould be suggested for any responsible post to one from any other university. Andthis is the more impressive in view of your youth. The oldest graduate of the collegescan hardly be more than fifty-five, and the ladies are of course much younger. Anyone who wished to know what contribution the University had made to this community could discover it most rapidly by a glance around this room. And you are asimportant to the University as to the city. We wish to make you more so, and to thatend, to tell you what the University is doing and what it hopes to do. Lux et Veritasis a good slogan, but you have to know the Veritas before you can shed the lux. Therefore, I regret to tell you the inspiring and diverting part of the evening has come to anend. You will now receive nothing but information and that in that bald unvarnishedform in which it may be presented to intelligent people whose interest does not haveto be stimulated by any of those tricks, artifices, devices, and vaudeville sketches thatprofessional after-dinner speakers like Dean Laing habitually employ to keep theiraudiences awake. I know nothing so descriptive of what you are about to hear asthat historic phrase from Alice in Wonderland, "Ahem," said the Mouse with an important air, "Are you all ready? This is the driest thing I know."THE SITUATION IN THE COLLEGESAnd if we begin with the Colleges, we find that from some points of view the situation, though perhaps dry, is otherwise eminently satisfactory. We had 1,300 applica-8788 THE UNIVERSITY RECORDtions for the 750 places in the Freshman class. Although this may lead some of youto be skeptical of the colleges on the ground that you could not now get into them, Iam not prepared to say that even this fact should diminish our satisfaction. It nowappears that the University is regarded as a place where a first-class undergraduateeducation may be obtained. We have every confidence that this is so and that we canmake it more so. If we cannot select from the large number of those applying finerstudents than any we have had, it will be because our methods of admission are notequal to our opportunity. It must be said that we are not receiving applications fromas representative a group as we should like. The national scope of the colleges is notwhat it might be. I attribute this, first, to the lack of scholarship funds and, second,to the fact that a distinctive undergraduate program is not yet worked out.INADEQUATE SCHOLARSHIP FUNDSA private institution surrounded by state universities must have adequate scholarships and must give an education that the public institutions are not prepared to give.Our graduate work has attracted students from all parts of the world even though ourfellowships have been woefully small. This is because it has been apparent for yearsthat if a man wished to work under the best people in certain fields he had to come toChicago to do it. We must have undergraduate work of the same unique character ifwe would secure the same results. But even then we should have means of relievingour students of the necessity of working all day to earn a living ; or, having broughtthem here to secure an education, we defeat their object by depriving them of anychance to get one. You can hardly avail yourself of all the educational advantages ofthe Quadrangles if you are working eight hours a day to keep alive. Our scholarshipsare inadequate by any standard you care to mention. Seven of the thirty men awardedtwo-year honor scholarships were forced to decline them because they paid onlythe tuition charge. In days when it costs at least a $1,000 a year to live at the University, it is clear that if $300 a year is the largest scholarship, we are selecting our students on financial grounds, or, if they insist on coming without money, are condemning them to four years of hard labor which deprives them of many of the finer experiences of a university career. Furthermore, the absence of respectable scholarshipfunds prevents the University from charging those able to pay a tuition fee whichwould go farther toward maintaining the salary budget. The University derives 40per cent of its revenue from tuition fees. This amount could be greatly increased ifwe were in a position to give sufficient assistance to self-supporting students. Nevertheless, even with this handicap, we are securing a student body of which we areproud and of which you may be proud as well.PLANS FOR DORMITORIES, FIELD HOUSE, ART, AND MUSICAnd we seem to be on the verge of being able to do for them things that we werenever able to do for you. The plans for the men's dormitories have been approved.The architect is working on the women's group. The Board of Trustees has voted tobuild the Field House even though no additional funds are secured for it. We aremaking progress in working out the details of the art development made possible byMax Epstein's generosity, although a site for the building has not yet been definitelyselected. I think it should be possible also in the near future to give the undergraduates the work in music they have so long desired and which was recommended by afaculty committee in 1924.MIDWINTER ASSEMBLY OF THE ALUMNI 89What any college needs is, first, to devise methods of selecting students who canand will profit by an education and, second, to organize itself so that they can get one.On the first of these problems, as we have seen, we are doing rather well. On the second we can do a good deal better. Many people go to colleges throughout the country with a real and even remarkable desire to get educated. In many colleges thatdesire is frustrated by the faculty and by the peculiarities of American collegiate organization. In our own Colleges the faculty, good as it is, can be and is being greatly improved. Such appointments as that of Thornton Wilder, who will deal exclusivelywith undergraduate students ; such arrangements as that in English, where full-timeinstructors will replace part-time assistants next year; and such a spirit as is manifested by all the heads of departments are bound to lead to an elevation in the tone ofundergraduate work and to the development of important experiments in it.AN UNDERGRADUATE EXPERIMENTAnd I think you will agree, from having had an undergraduate education that experimentation is what it requires. I should like in general to see our undergraduateexperiment take a form something like this: I should like to see on the south side ofthe Midway what might be called the "Collegiate Development." Here would be thenew dormitories, and others if we can secure them. An educational building containing classrooms and library should rise in the center of the collegiate group. Everyeffort would be made to give the students a coherent social and intellectual life. Theexperiments of this division should center on what we have to call, for lack of a betterterm, "orientation": the business of getting a student started on his education. It isclear that all our students will not come to us with the same degree of preparation orthe same abilities. In short, they will not require the same amount of orientation.Therefore we should regard the stay of any student in the collegiate division as dependent on the rapidity of his own adjustment, his own reaction to the University'sopportunities, and his own qualifications for advanced work. Normally an individual might spend two years in the collegiate division. On the other hand, he mightspend one or three. The time spent there should be determined not by any artificialstandard but by his own capacities.A UNIVERSITY PROGRAMAt the conclusion of this period, however long or short, he should enter upon whatI call again in clumsy language a "university" as distinguished from a "collegiate"program. Here his object should no longer be to take a general survey of the worldbut to begin the study of some division of it which is of particular interest to him andwhich he is qualified to deal with. But this program should be flexible too. He shouldgo as fast as his abilities permit. He should have that attention that his interest andintelligence may justify. In subjects in which he chooses to specialize he should havea minimum of instruction and should put forth a maximum of independent effort. Inthose which he merely wishes to know about he should be lectured to en masse by thebest lecturers to be found. His qualifications for a Chicago degree should be determined not by the number of majors he has succeeded in accumulating but by his mastery of his chosen field and his general cultivation.How far along are we on such a program ? Not very far. We have the new dormitories on the south side of the Midway, but no educational facilities in connectionwith them. We probably have more undergraduates taking graduate courses than90 THE UNIVERSITY RECORDany other university. But these figures are ambiguous. They may mean that ourundergraduates are doing a great deal of advanced, independent work, or they maymean that too many of our graduate courses are really not of a graduate character.We are improving the staff. We must improve it further. Our calculations indicatethat we can put this program through without additions to the faculty. We should,however, have to have large sums available to pay salaries that would attract goodmen interested in undergraduate developments. The faculty is the important thing.With a faculty engaged in undergraduate work that is interested in experiments in it,an undergraduate program can be put into effect here that will give the University thesame leadership in that field that it has had in research and scientific investigation.Of course in any intelligent scheme of a university it is impossible to separate graduate and undergraduate work. This is true of the student, for as we have seen, manyundergraduates are now taking graduate courses. It is true too of the faculty. Although I conceive of the faculty of the so-called collegiate development I have described as something rather special, with the obligation to study education rather thanto carry on research in the humanities or the sciences, I do not think of that facultyas cut off from the University. And the faculty of the University Development wouldbe a unit, even though many of its students would be undergraduates.TRAINING FOR COLLEGE TEACHERS AND RESEARCH WORKERSWe cannot go on much longer without recognizing the fact that the present curriculum looking toward the Ph.D. does not adequately meet the needs of any of thestudents exposed to it. Those students intend to be college teachers, or they intend tobe university or industrial research workers. We now give them all the same education, and as a result fail to perform our whole duty to either group. Those who planto spend their lives as college teachers learn only by osmosis the problems collegeteachers confront. Those who plan to be independent research workers do not receivethe individual attention or the training in research that they should have, becausethey are massed with a group of graduate students who do not plan to be researchworkers. Now I am perfectly willing to admit that all prospective teachers shouldreceive research training. It should be possible, by the adoption of a more flexiblecurriculum providing for a less wasteful use of their time, to give them everythingthey get today, and more. That more should be education in the chief problems ofundergraduate teaching. The departments must feel their responsibility to give theirstudents this education. And this means that they must be interested in the collegiatedevelopment at this university and must direct the experimentation that will go onthere. In this way will graduate and undergraduate work be brought together for theadvantage of both. The Department of Education received in November a gift of amillion and a half dollars which will be used for a graduate building and for studies inhigher education. The appointments on this grant will be made with a view to participation by the Department in a program of educating college teachers and educating college students. The University Senate has authorized a committee to present adetailed study of the whole matter. I am sure that we shall be able to work out ascheme that will place the education of college teachers on an entirely different planeand improve the education of research workers.BRILLIANT RESEARCH WORK OF THE UNIVERSITYThe research work of the University proceeds in accordance with its brilliant traditions. The Social Science group is so good that we find it impossible to keep it atMIDWINTER ASSEMBLY OF THE ALUMNIhome. Whenever anybody has an important job in the social field he has to turn toChicago for guidance. President Hoover has put Mr. Ogburn at the head of his Commission on Social Change. Mr. Leland is chairman of the technical branch of Mr.Strawn's committee on the rescue of Chicago. Mr. Douglas has had to be given aquarter's leave to organize the Swarthmore study of unemployment. Mr. Merriamwill have to go abroad in April to advise the Rockefeller Foundation as to its presentand future European work. Mr. Viner goes to Geneva in the spring for the Instituteof International Relations. Recognition has come to the History department in another and less inconvenient form in the award by the American Historical Society ofall the first prizes for outstanding contributions to history to Ph.D.'s of the Department. The humanities group is carrying on under a grant from the General EducationBoard the most intelligent and well-organized attack on the cultural problems presented by the various disciplines that is going on in this country. The biological staffis operating under a similar though smaller grant from the Rockefeller Foundation.Its principal handicaps now are the terrific quarters in which the departments ofHygiene and Bacteriology and of Anatomy must do their work. In Hygiene and Bacteriology the department is disintegrating before our eyes because it is now almostimpossible to prosecute scientific investigations in the accommodations at their disposal. One man has left the department this year. We cannot hope to replace himwithout a new building. In the physical sciences the research staff is more than upholding its reputation. The new George Herbert Jones Laboratory of Chemistry andthe Mathematics Building given by Bernard Eckhart will give these departmentsequipment as fine as their work. The outstanding event in their field this year was theaward of the annual prize of the Association for the Advancement of Science to Professor Dempster for his work on the hydrogen atom. Of the research of the University as a whole, it may be said that it is exhibiting two tendencies, the first towardco-operation and the second toward investigation of Chicago and the Chicago area.The new Social Science Building is a symbol of both tendencies. We are convincedthat these tendencies will continue and will result in economy to the University, service to the city, and stimulation to our faculty.PROFESSIONAL SCHOOLS CO-OPERATING IN RESEARCHMuch the same may be said of the professional schools. Although three of themare new and two in process of reorganization, they are co-operating in the research ofthe University as a whole, working on Chicago problems and conducting experimentsin professional education as well. The primary business of the Rush Medical Collegeis to try to work out the best methods of professional training. The primary businessof the Medical School on the South Side is to conduct medical research. Both willproduce doctors, but perhaps by different routes. In view of the state of medicaleducation and medical research there is enough for each to do. The Bobs RobertsHospital for Children will be open May i ; the Lying-in Hospital is going up ; theOrthopedics Hospital has just been started. When these units are complete themajor divisions of Medicine and Surgery, except Psychiatry, will be taken care of onthe South Side. When these hospitals are under way, we shall have 350 nurses working in them whom we are obliged to house under our contracts with the affiliated organizations. A nurses' home is one of the University's most pressing needs, for wemust pay for rent for the nurses from our general funds unless we can find the moneyto put up a building for them. The Law School and the School of Commerce and92 THE UNIVERSITY RECORDAdministration are going through a reconstruction period that results in large partfrom withdrawals from their faculties. The death of Dean Hall and Professor Mech-em and the fact that Mr. Woodward became legally dead, I am happy to say, inorder to run the University, left the Law School in a position where it had to begin allover again to build up its faculty. This process is now going on under the vigorousleadership of Dean Bigelow. At the same time the school is beginning research enterprises with the social science people and is playing an important role in the study ofcrime and police in Chicago. Commerce and Administration too is conducting a vastamount of investigation for Chicago business, ranging from the Institute of AmericanMeat Packers to the study of the Chicago Railway Terminal. The reorganization ofits curriculum and staff is proceeding slowly with a view to giving it a status andfunction independent of the Department of Economics, with which its affairs havebeen entangled for many years. A close working relation between the departmentand the school will of course always be maintained, but we do not think it wise tocontinue an arrangement under which it was almost impossible to tell the two institutions apart. When Commerce and Administration gets a new building, as I hope itsoon may, the rest of its present difficulties will disappear.DIFFICULTIES THAT CAN BE CURED BY MONEYAnd I must confess that I do not see any difficulties at the University that cannotbe cured by the same remedy, namely money. This is rather remarkable, too, for Ihave heard of universities where brains were more vitally necessary than cash. Butwe have the brains at the University of Chicago ; by which I do not mean that theadministration has them, but that the faculty has. Brains are the scarcest commodityin any market, and our most serious problem now is keeping the brains we have in theface of unprecedented competition. The pace set by President Harper was a grandthing for the other universities of the country. It enabled them to secure from theirfriends and legislatures money with which to raid the faculty of the University ofChicago. It is now a little early in the open season for professors, but already fourteenof our most distinguished men have received offers elsewhere at salaries substantiallyhigher than we were paying them. So far we have been able to keep them all bygambling that we can find money to raise their salaries by a grand total of $35,000.In the same way I beg to assure you that we do not build buildings because we lovearchitecture; we build them because we have to provide the faculty with the meansof work as well as the means of life. The great efforts of my predecessors in securingour present plant must go on until in all departments it will be possible for the faculty to conduct their program of teaching and research without feeling at every stepthe limitations of their equipment.THE GREAT NEEDS OF THE UNIVERSITYThe first great need of the University, then, is salaries and for such buildings asthe Field House and the Nurses' Home which will be a drain on the salary budget unless they can be otherwise secured. The second is a comparatively small amount forbuildings and facilities that are indispensable for the same reason that better salariesare indispensable, namely, to keep good men and bring in others to join them. Inorder to get these things in the past, the University has assumed conditional obligations to the amount of $3,834,000, which must be met within the next two or threeyears. It is clear, therefore, that we must in the near future add substantially to ourMIDWINTER ASSEMBLY OF THE ALUMNI 93revenue or lose our position in the country. We have done two things to meet thissituation: First, we have raised the tuition charge in the graduate and professionalschools so as to produce an estimated increase in our income of $220,000. Second, wehave instituted under a grant from the General Education Board a comprehensivesurvey of the University which will take two years and which will give us at the endof that time the basis for considerable economies in the University's operation. Weare, in short, doing all we can to help ourselves.ADVANTAGES OF THE ALUMNI FUNDThe Alumni can help us through the recently established Alumni Fund. The greatadvantage of this fund is that it is unrestricted and can be used to meet the University's most pressing emergency. The difficulty that we confront in dealing with individuals and corporations is that in the main they are more interested in seeing doneat the University things that they want to see done than they are in helping the University generally. We cannot complain at this. It is, after all, their money. And thethings they want to do are all worth doing. The graduates, however, are in a differentposition. They know the University. They are interested in it, its standing, and itsdevelopment. They may therefore be expected to give to it to meet its needs as it seesthem. The University sees its greatest need now as better salaries. Money contributedto the Fund will therefore be devoted to that purpose, a purpose which all of youmust applaud. And I wish to record here the University's gratitude to the five initiators of the Fund and to Mr. Brent Vaughan, who has in his customary public-spirited fashion taken over its management. Nothing that has happened in the University's past is so prophetic of its future as this spontaneous effort of these graduatesin its behalf.But I would not have you think that I imagine for a moment that the greatness ofa university can be bought with money. It is through the men and women who areits teachers, its students, and its graduates that a university endures. I welcome thisoccasion because now for the first time the alumni as a whole have been incorporatedinto that group. And I look forward with pride and anticipation to thirty-five similaroccasions on which I may recount, perhaps in less financial terms, the hopes and accomplishments of the great University of which you are a part.PROFESSOR MICHELSON RETIRESBy HENRY GORDON GALEPROFESSOR MICHELSON was a very sick man during the Autumn Quarter. In addition to two serious operations, he suffereda severe attack of pneumonia. For two weeks his physicians gavelittle encouragement to his friends. He was delirious most of this time,and his strength was severely taxed. Soon after leaving the hospital hesent a note to President Hutchins asking to be relieved from active duty.President Hutchins replied that he regretted that Professor Michelsonfelt that he must take this step, but that his request would be presentedto the Board of Trustees at its December meeting. The Board reluctantlyvoted the retirement, effective July i, 1930. The Board also instructed itssecretary to transmit to him on its behalf an expression of the high appreciation of the service he rendered to science and to the University duringthe many years of his connection with the institution. In this communication it was recorded :The Trustees desire to express to you their deep appreciation for the many years offaithful and brilliant service you have given the University and for the eminence youhave brought to the institution through your outstanding accomplishments. Youhave won the admiration and affection of all those Trustees with whom you havecome in contact, and as a result they have more than a friendly interest in your program. They are all delighted to know that as Professor Emeritus you plan to continueyour investigations in two projects [manufacture of refraction gratings and the completion of the investigation for the measurement of the velocity of light] when thestate of your health permits. The Trustees hope that your customary success willfollow your efforts in these enterprises and that they will bring you much happiness.Professor Michelson spent the greater part of the Winter Quarter inBermuda. He returned to Chicago early in March, and his friends are alldelighted at his remarkable and apparently complete recovery. So far asappearances go, and so far as the lay mind can judge, he is in betterhealth than he has been at any time for several years. He has all of hisold enthusiasm for research, and his mind, alert as ever, is fairly bristlingwith new ideas. We hope that he will continue his experimental work inRyerson Laboratory for many years to come.AUSPICIOUS BEGINNING OF HIS EXPERIMENTSSince the opening of the University of Chicago in 1892 ProfessorMichelson has been the head of the Department of Physics. He established a valuable precedent during the first year of the University bytaking a year off. He spent this year in Europe, and completed, at the94ALBERT ABRAHAM MICHELSON, PROFESSOR AND HEADOF THE DEPARTMENT OF PHYSICS SINCE 1892PROFESSOR MICHELSON RETIRES 95International Bureau of Weights and Measures, near Paris, his historictask of determining the length of the standard meter in terms of the wavelength of the red spectral line of cadmium. In connection with this work,and while seeking for the most suitable spectrum line to use as a standard,Professor Michelson discovered for the first time that many spectrumlines are not single, but consist of two or more lines, often a considerablenumber in a closely packed group. He showed how such a group might beanalyzed with his interferometer, by the method of visibility curves whichhe originated. The bright-red line of cadmium was one of the few brightlines investigated by him which appeared to be definitely single. His determination of the length of the meter in terms of this line initiated a neworder of accuracy in physical measurements, the error being of the orderof one part in ten million.The astonishing accuracy obtained in the work on the standard meterwas made possible by the use of the interferometer, invented by ProfessorMichelson some years before, for quite a different purpose. He hadthought it might be possible to detect and measure the motion of theearth through space by comparing the velocity of light in two directionsat right angles to each other. This he succeeded in doing by the arrangement of mirrors now known as the "Michelson interferometer." But thecomparison of the velocity of light in two directions at right angles toeach other, the famous Michelson-Morley experiment, showed that theearth's velocity in space cannot be measured or even detected in this way.The generalization that no optical experiment can detect absolute motion,but only relative motion of the source and the observer, is one of the fundamental postulates of the theory of relativity.The problem which first attracted Professor Michelson's interest inexperimental physics was assigned to him when he was an ensign at theUnited States Naval Academy. He was requested to arrange an experiment to show how the velocity of light was measured by the revolving-mirror method. With such crude apparatus as he could find in the laboratory at the academy, he not only quickly demonstrated the method, butfound, somewhat to his surprise, that he could get more accurate resultsthan had been obtained before.MORE LIGHT ON OLD PROBLEMSHe has never lost interest in this experiment. The method consists essentially in reflecting light from a rapidly rotating mirror to a distantfixed mirror. The light returns to the rotating mirror, and is deflected fromthe direction of incidence, because the mirror has rotated through an appreciable angle while the light was traveling to the distant mirror and96 THE UNIVERSITY RECORDback. By some changes in the disposition of the mirrors and lenses used,Professor Michelson was able to increase greatly the brightness of thereturning beam, and therefore to increase the distance to the distant mirror.By continued ingenious modifications of this experiment, he was ablein 1927, near Pasadena, to have the distant mirror twenty-two miles fromthe rotating mirror, and succeeded in determining the velocity of light,one hundred and eighty-six thousand miles per second, in round numbers,to within one-half mile per second. This distance between the stationsmust be known with great accuracy. An error of as much as four inches,for two stations twenty miles apart, would be rather serious; and the temperature and pressure of the air between the stations ought to be knownwith fair accuracy. Obviously when the stations are on mountains twenty-two miles apart, some five thousand feet above the bottom of the intervening valley, and in a country where earthquakes are frequently felt, ifrarely reported, measurements of the high order of accuracy desired arein jeopardy, when, too, earthquakes may produce shifts of several feet,and air-currents may cause considerable variation of pressure and temperature in the long path between the stations. For these reasons Professor Michelson decided to remeasure the velocity of light, in an iron tubefrom which the air had been exhausted, and in which the distance betweenthe mirrors could be measured to a fraction of an inch. An iron pipe threefeet in diameter and a mile long is now nearly installed near Pasadena,and Professor Michelson's next big experiment will consist in measuringthe velocity of light in this pipe during the coming spring.He will tell you that he wants to do all this because he "loves the game."And this is, I believe, the compelling motive. He knows, however, as allphysicists know, that the velocity of light is one of the most importantconstants in nature, and many modern aspects of physics are intimatelyconcerned with the exact numerical value of this constant. The aggravation or amelioration of certain discrepancies in closely related fundamentalconstants depends upon the value assigned to the velocity of light.Professor Michelson has completed many other experiments, but this isno time to list them, for we know that his work is far from finished. Theunquenchable love of research is as strong in him today as it has ever been,and his mind is as alert, and his genius as active. It would perhaps be notinappropriate to enumerate the honors which he has received — memberships in learned societies, prizes, medals — since to the best of my knowledge there remains no such honor which has not already been conferredupon him; but the list is easily available elsewhere.ADDRESS AT DEDICATION OFTHE SOCIAL SCIENCE RESEARCH BUILDINGBy MAX S. HANDMANProfessor of Sociology, University of TexasTO THIS event of great cultural significance in the life-history ofAmerican social science, I bring the greetings and congratulations of the university which I have the honor to represent. Texasand the Southwest have long ago learned to look to the University of Chicago for leadership in the research and the teaching of the Social Sciences,and this magnificent instrument placed at your disposal today will tend tostrengthen this deserved leadership and to make us feel that we can continue to look to you for training, guidance, and inspiration.Today, more than at any other time, the necessity to make a consciouseffort in order to understand social reality has become a matter of life anddeath. More and more, in the words of Ray Lankaster, man is settinghimself up as the one great rebel against nature; more and more the margin between error and disaster is shrinking to dimensions fearful to contemplate; and more and more the information needed in order to maintain our hold upon a niggardly and recalcitrant nature needs to be rapidlyobtained and accurately handled. The social science of the past could afford to be a leisurely, browsing affair, engaged in by men away from thestruggles of actual life, because actual life took care of itself by means ofa rule-of-thumb empiricism. Trial and error dominated the situation. In aworld where the wants were few, where the natural resources were scanty,this trial and error was guarded by a very carefully worked-out but meticulously limited technique in order to take no chances. Where the naturalresources were more plentiful, trial and error had a fuller swing, for eventhough error were costly, the cost was paid by vast and easily accessiblenatural resources. There was no room for a social science in that situation,as there was no room for a science of any kind. The common-sense manlooked with contempt upon the man of ideas, and he was proud to agreewith a contemporary politician that trained knowledge had no place in aworld where one was confronted by a "condition and not by a theory." Atheory was a luxury which one could permit himself only after the battlehad been waged and the work had been accomplished.9798 THE UNIVERSITY RECORDBut now the condition which confronts us is the kind which can only behandled by a profound understanding of theories, and particularly theorieswhich can be stated in measurable terms. Such theories are still few andthere is a danger that an overhasty insistence on the fulness of a half -completed knowledge will tend to bring discredit upon all efforts at quantitative measurement. Pollyanna forecasting of the stock market may cast aspersion upon all efforts at prevision and prediction, no matter how legitimate, for in the practical world there is no time for qualifications: thingsare either true or false. Economists who guess correctly are proof that thestatistical hocus-pocus is a fine thing ; consequently every first-class bankis equipped with at least one sample. When they guess incorrectly, theybecome jazz economists ; and their days are numbered and not very happy.But in spite of all this, the trend which has set in toward a quantitativeevaluation of social phenomena is wholesome and indispensable. It may bewiser for the social scientist not to promise too much to a world living inexpectancy of what statistics can accomplish, and I feel particularly proudthat the University of Chicago, my Alma Mater, has been satisfied to fashion a more perfect statistical technique in silence — letting the world whoneeds it come and get it. By doing so, it has contributed greatly to a morebalanced conception of scientific research and has avoided the hasty commitments of a flamboyant statistical messianism.There is another precious heritage and influence which comes to us fromthe University of Chicago. Chicago has placed a content and a traditioninto the word "research" which will never permit it to degenerate into thehammer-and-saw concept which it is threatening to assume in so manyplaces. Chicago has been engaged in research from its inception; in fact,it began as much as a research institution as anything else. My experienceboth as a student and a teacher at the University of Chicago covers intermittently a period of over twenty years. That experience has taught me toconceive of research both as a technique and as an attitude. The techniqueis now coming very fully into its own, and the result will undoubtedly be alarger body of reliable information than mankind has ever possessed before. But the conception of research as an attitude toward social life,which I consider no less essential to the organization of a system of humancontrol over man and nature, is something which at present needs restating ; and it can be restated in no better terms than by a reference to the research tradition of Chicago.I speak of that research tradition in the two disciplines familiar to me,economics and sociology. In those disciplines the contribution of the University of Chicago has been in the main epoch-making. Certainly no oneDEDICATION OF THE SOCIAL SCIENCE BUILDINGcan conceive of modern economics and modern sociology without Thor-stein Veblen and William I. Thomas. Similarly, it is hard to forget the direct and indirect contribution to the approach of problems in the socialsciences made by the Department of Philosophy. Now, most of these contributions have come more through research as attitude than research astechnique. The two may not be, and often they are not, found in the sameperson; and yet the one is just as necessary as the other. For, after all, research as technique cannot set problems ; it can only solve them. Hencethere is great need for a wider, even though less accurate, vision in order to seize upon the problems to be investigated. These problems are seenby him who, perhaps in a spirit of idle curiosity or a spirit of sportsmanship, lets his imagination carry him whither it will, capriciously even, butwho can see things which the man buried in his technique cannot see andis not expected to see. The physical scientist cannot approach his material unless he does so through the scientific technique current in his field ;the social scientist is in constant contact and communication with his material because he lives in it and with it ; he is forced to think about it and toponder over it; and a person with imagination achieves a grasp and understanding of social situations often far more fruitful and far more penetrating than that obtained by the specialized technician in the field. Certainlythe time has come when we cannot live without the technician, but we shallbe cutting ourselves off from one of the most fundamental and most stimulating influences in the social sciences if in our definition of research weleave no room for this person with the creative imagination and the gift ofphilosophical observation. There is no place for such a man except in auniversity, and the problem becomes one of adjusting our concepts andour budgets to both. Research as technique is to give us that sense of reality so utterly indispensable in the control of the modern world ; research asattitude must give us that sense of freedom just as indispensable. Researchas technique is in danger of being dominated by its tools, for the making oftools is the greatest function of research; and it therefore becomes necessary to save the day for the imagination, and I know of no institution better fitted for that task, both by tradition and spirit, than is Chicago. Theperson who, as much as anyone else, embodies the spirit of the new researchat Chicago is also the author of a charming, imaginative, and philosophicalbook on social change. The social scientists of the Southwest will continueto make their pilgrimage to Chicago because to them Chicago stands forthe synthesis of the two great efforts of the human mind to grapple withthe universe, accurate quantitative measurement and broad and imaginative philosophical grasp.TRUSTEES' TENTH ANNUAL DINNER TO THE FACULTIESTHE largest and one of the most successful dinners given in thelast ten years by the Board of Trustees to members of the University Faculties was held in the ballroom of the Hotel Shore-land on January 8, 1930. Nearly five hundred were seated at the fiftytables; these included Trustees, the teaching staff from the rank of instructor up, and administrative officers. The dinner was preceded by ahalf-hour's reception in which President Hutchins and groups of theTrustees received the guests informally.At the speakers' table were Dr. James M. Stifler, a new Trustee, whogave the invocation; Harold H. Swift, president of the Board of Trustees,who introduced the speakers with his customary tact and taste; Professor A. J. Carlson, Chairman of the Department of Physiology, who represented the Faculty; Eugene M. Stevens, treasurer and member of theBoard of Trustees; and President Robert M. Hutchins.The first after-dinner address, by Professor Carlson, recently appointed to the Frank P. Hixon Distinguished Service Professorship, wasalmost entirely of a humorous and satirical nature and received repeatedapplause.Following his report of a telephone talk with Vice-President Woodward as to what he should speak about, in which he said, "If I speak forthe Faculty, who is going to pray for it? Are you sure you have the rightnumber?" Professor Carlson spoke in part as follows.PROFESSOR CARLSON'S SPEECH FOR THE FACULTYWhat is the Faculty trying to do or failing to do that needs airing this evening?What are our surging urges, our pressing problems, our fervent prayers ? What do wethink, collectively, of research, re-education, co-operation, cancer, companionate marriage, the dearth of dollars and of mountain dew? At this point in my tribulation Ireceived an inspiration: The Deans know all, and tell us plenty. So I sought wisdomfrom the Deans. It is sometimes suspected that even the Deans do not always knowwhat the Faculty is driving at. There is nothing in the constitution requiring it. Butwe are all agreed that when a Dean thinks he thinks, he thinks he knows what theFaculty ought to think.Reporting wittily alleged interviews with the Graduate Deans, Mr.Laing and Mr. Gale, Dean Boucher of the Colleges of Arts, Literature,100TRUSTEES' DINNER TO THE FACULTIES IOIand Science, and Director McLean of the University Clinics, Mr. Carlsoncontinued:There are other Deans, directors, and whatnots on the campus, but I next soughtaid from the Round Table intelligentsia, lunch-hour Quadrangle Club. Without disclosing my objective, I asked, "What do you think of co-operation?" The questionwas no sooner put than the operation began. There is no latent period in the cerebration and frequently no end to the reverberations in that assembly. But after deletingall aspersions and redistilling the cogent animadversions the precipitate seemed to be:When operation is at par, ioo, co-operation at a quarter is a sound investment, and aninsurance against avoidable waste and futility.I asked, what do you think of progress and poverty? "Progress in Poverty?"Well, put it any way you like ; what I mean is this: Assuming that the salary of everyinstructor is raised ioo per cent today, what effects will this have on university efficiency tomorrow? There was a copious release of primitive reflexes, indicating thatthese fellows were actually in favor of the experiment !It did not seem fair to conclude a talk for the Faculty without hearing from atleast one member of that large group of colleagues who talk primarily through theirwork. Here I made no selection, but meeting by chance William Jones, I asked him,"What do you think of the new administration ?" "Well, what does the new administration think of us?" But maybe this is not a fair question, as Mr. Hutchins has not beenon the campus long enough to discover either the clay in our feet or the fire in our heart.To be sure, Mr. Swift sold him the University, but I have noticed that when Mr. Swiftis selling the University he skilfully gilds the clay and fans the fire. The Trustees havebeen tried and found not wanting. Mr. Hutchins appears to have the makings of aman. We hope he will stay on the job, at least for a year and a half, even when heknows the Faculty ! We hope that knowing the Faculty may be a tiny additional inducement to stay. We are ready to go with him in any experiment that seems topromise better work. There is nothing holy in organization or the old order. Thatgoes for everything, from departments to Trustees. When the old order seems tohamper men at work, let it be changed.What do I think of the new administration? Well, administrations come, andadministrations go. Some have been great, others not so great. We worked joyouslywith Harper the Great. We survived under Judson. There came the dawn of a greaterday with that miraculous reincarnation of youth, Burton. There was no lack of goodwill when Mason put his hand to the plow. There is now in the Faculty that understanding, fealty, and will-to-do which make the University a solid phalanx in itsdreams and drives for better men, better work, greater funds, and greater freedom.EUGENE M. STEVENS SPEAKS FOR THE TRUSTEESIt is my pleasant privilege tonight to express for the Trustees our appreciation ofyour having honored us with your presence at this annual dinner. We have invitedyou here because we are vastly interested in what you are doing, because we have awholesome respect for your achievement, and because we would know you better.THE BOARD OF TRUSTEES A COMPOSITE OF THE PUBLIC INTERESTI think it may be said that your Board of Trustees fairly presents a composite ofthat public which is evincing an increasing interest in the University of Chicago and102 THE UNIVERSITY RECORDin its aims and accomplishments. It includes the doctor, the lawyer, and the merchantchief ; the rich man, the poor man, the beggar man — and if the calumniators of myown particular avocation are to be heard — the last of that famous line as well.You have a packer, a Quaker, and a plaster-board-maker. There are producers,manufacturers, merchants, and consumers, and the realtor, the contractor, and theauditor — the steel man, the printer, and the preacher, the adman, the banker, and theteacher. In personnel the social activities of your Board run all the way from thegreat philanthropist and the patron of the arts down to the keeper of a pawnshop ofa sort.Now it is not a usual or an easy thing for something which is an institution ofhigher learning to arouse the enthusiasm and the devoted interest of such a heterogeneous body of men, all busy with their own affairs of large and small moment.THE UNIVERSITY'S STRONG APPEAL TO THE TRUSTEESAnd so I have found myself wondering what there is in this particular situationin the University of Chicago which has so obviously made such a strong appeal to theenthusiasm of its Board of Trustees.They individually value their seats on the Board as a very great honor, but thatappeals only to their pride. They quite recognize the responsibility which is theirs intheir trusteeship of the property funds of the University and their conservation, butthat appeals to their business sense. They have a proper interest in financing andbuilding and equipping the plant for operation, but that appeals but to their values ofconstructive efficiency.But neither their pride of honor, nor of custodianship of funds, nor of efficiencyof plant is enough to arouse the very real enthusiasm which inspires the interest takenin the University by this body of men of many callings and many affairs.I suspect that what inspires them and what quickens the very vital interestwhich they possess in an unusual degree is the accomplishments and the achievementsof you men and women of the Faculties.It is not money or machines that make success. Any industrialist, any merchantor banker will tell you that he could much more easily replace his plants than his organization. It is not properties but men who achieve, and the real element in accomplishment is the human element, the man-power which vitalizes the machines of commerce and of finance, of social and educational institutions into real significance andaccomplishment.And so we of the Trustees recognize that it is not what we are doing in furnishingthe tools, but rather what you men and women are doing with them, that makes theUniversity what it is today, and what it will be tomorrow. It is your achievements,not our own, which have made for our enthusiasm.WHAT THE UNIVERSITY ISThe Trustees have concerned themselves much with the business affairs of theUniversity, the conserving of its funds, the construction and maintenance of its placesof habitation.Absorbed as they have been in these material things of its properties, it may bethat at times they have overlooked the fact that these things after all are not theUniversity. I am very glad that your new President has had at once the keen vision tosee and the courage to declare as the keynote of his policies the importance of leadership by this University by reason of its ability to attract and to continue the highestTRUSTEES' DINNER TO THE FACULTIEStype of men and women in its Faculties. I think I may say that the Trustees mean tostand squarely behind the President in this inspirational program.If we are to pursue the policy of conspicuous quality of man-power, I wonder ifthe time has not come, if the University has not now attained a place where we canminimize the acquisition and equipment of new departments and new buildings andconcentrate more on the consolidation of what we now have to its intensive use andgreater productivity through more emphasis on quality and less on quantity.SELECTIVITY IN FACULTY AND STUDENT BODYAnd may I presume to make the suggestion, if we are to continue the policy ofselectivity in Faculty membership, that we might now further emphasize the principleof selectivity in the student body.For some years in this country we have been making a fetish of mass production,a vast quantity of machine-made products of exact similitude and standardized form,and it may be this practice has insidiously crept into some of our educational institutions. But you men know that you cannot take the raw material that comes into yourcolleges and make productive scholars of them in that fashion.There are schools and colleges without number to minister to those who seek acollege education for its nominal value. I wonder if there has not come a time when agreater degree of selectivity can obtain in our great University. The requirement insuch selection should be more than scholarship, it should include personality and character, and above all the capacity for initiative and leadership. The student here shouldbe not only receptive but productive. Some men's brains are merely warehouses,which store away a library of knowledge accessible only to the man himself. Othermen's minds are factories, where knowledge and facts are taken in as raw material outof which new products are manufactured and given out to the world.The things which you men have learned through patient research should bepassed on to the student, but unless he has the capacity and the will to carry on fromthere in further revelation and application of the truth, too much of your effort hasbeen wasted and could have been expended to better purpose.We cannot stand for waste in industrial quantity production, and we surelyshould minimize waste in quality education.PRIDE IN THE UNIVERSITY'S LEADERSHIPWe are proud of this great institution, not just as another University, but as theUniversity in its position of leadership. We have a vision of its place in the sun, notbeginning and ending in the Quadrangles, nor yet in the city whose name it bears, butextending its beneficent influences to all peoples in its science, its culture, and its humanities. We are proud of its Faculties, from the grizzled old veteran who is its President to the youngest of them all, Dr. Michelson.You teachers know well that many people must be educated without their knowing it, and I believe you are succeeding well with the great community which youserve, and perhaps even with your Trustees. Chicago is beginning to learn, to own itsUniversity, and to like it.The University of Chicago was conceived in the spirit of youth, and thank Godit still has it. You of the Faculties and we of the Trustees are embarked together on agreat adventure, and it has only just begun.This vision and this opportunity are jointly ours, but the real job is yours, youof the Faculties. We of the Trustees cannot do the job, we can only try to make it104 THE UNIVERSITY RECORDpossible for you to do it, and to this we pledge you our interest, our enthusiasm, andour earnest endeavor.PRESIDENT HUTCHINS EXPLAINS HISINAUGURAL ADDRESSIn my dual capacity as President of the University and Christmas Child of theQuadrangle Club I wish you a happy New Year. The best way I could guarantee thisto you would be to do something in either capacity about the lunches at the Club.Unfortunately, the Club's constitution gives the Christmas Child no power, and theUniversity's does not give the President that much. Not that the President has timethese days to deal with such fundamental problems. If the Faculty is the backbone ofthe University, the President is its vocal cords, which just now are a trifle frayed.This custom of having the President make a speech on every occasion or even whenthere is none is just as annoying to me as it is to you, if that is any consolation to you.WHAT THE INAUGURAL ADDRESS WAS ABOUTYet there is, you will be surprised to learn, some real reason for my addressingyou tonight ; for I do owe it to you, I suppose, to explain what the inaugural addresswas about. So much question was raised on this point immediately after its deliverythat we had it printed and distributed among you so that you might study it with theaid of maps, graphs, dictionaries, microscopes, telescopes, and logarithm tables. Andeven then those great experts on the measurement and detection of light, Messrs.Michelson, Compton, and Dempster, reported that with their most delicate instruments they could find in it no illumination whatever and somewhat less life, motion, orvibration than may be discovered at the heart of a hydrogen atom. In this situationit was perhaps natural that the uninitiated should apply directly to me, under the impression that I had had something to do with the preparation of the address. Nothing,of course, was farther from the truth.A CO-OPERATIVE PRODUCTIt was the product of the joint efforts of our toastmaster, the Vice-President andDean of Faculties, the Associate Dean of Faculties, Weber Linn, Westbrook Pegler,and the operator of the University telephone exchange. Her contribution was thatelement of confusion which runs through the speech and is perhaps its most prominentcharacteristic. Of course this confession of the true authorship of this remarkabledocument is one that I should make only in the bosom of the family. When the newspapers inquired why it was that I seemed to understand so little of a speech I had justmade, I followed the example of Mary Baker Eddy and Brigham Young and attributed its composition directly to God. And indeed it seems increasingly probablethat he had a hand in it — not the God I was brought up to believe in, but the God ofShailer Mathews, and Charles Gilkey, and T. V. Smith, the God who is interested insocial progress, the family, radioactivity, reality, integration, co-operation, and highsalaries.INTEGRATING A UNIVERSITYThese are great words. As I listened to them in the inaugural address I thoughtthem both soothing and sonorous. But I had difficulty then, as you must have had, indetermining just what they meant. What does it mean to integrate a university, forinstance, and bring it in touch with reality? We can all agree on one point, I suppose,it means a lot of work for somebody. But where does that work begin ? A universityTRUSTEES' DINNER TO THE FACULTIES l°5itself is a living organism, thoroughly real. Its students and most of its faculty arehuman beings. They have social, physical, and occasionally mental problems. Theuniversity does business on a large scale, puts up buildings, gets sometimes into legalcomplications, runs libraries, presses, schools, and settlements, and devotes a portionof its attention to the education of young people. The untutored and unsophisticatedmight imagine then that an integrated university that wished to keep in touch withreality might begin by attacking through its own experts the realities of its own life ;that its school of business might find research problems in its own business ; that itsdepartment of education might study the education it itself administers ; that its medical school might consider the health of the university community ; that the law schoolmight investigate such of its legal problems as require research rather than financialgenius ; and so on up and down the whole range of the university interests and institutions. We know that this policy is not followed as a policy by American universities. Schools of architecture as such have nowhere anything to do with their universities' architectural scheme. Schools of engineering are not retained by their universitiesto solve their engineering difficulties. And yet the public is asked to believe that allthese departments are deserving of its confidence and support. Not only do the universities miss in this way real contact with their own real problems, but they alsospend thousands annually which might as well be paid over to the departments forthe support of their researches.Since most universities are to a certain extent engaged in education, the laymannaturally notices with particular surprise that the group of educational experts in thedepartment of education have nothing to do in many universities with the educationthe rest of the institution is trying out on the students. To say that in many placesthis is just as well is not an adequate reply. If the department of education in anyuniversity has not the personnel or facilities to make some contribution to the understanding of university education, it should secure them. In our own case we are beginning to enter this field with the funds received from the General Education Board.We propose now to make a start on undergraduate work. If the department can be ofsome help here, I see no reason why it may not eventually be of use in graduate andprofessional study. Nor can I see any particular reason why other university departments and schools should not study university problems — from its social welfare toits business management.CO-OPERATIVE WORK AND CO-OPERATIVE PLANNINGThis means co-operation between divisions of the University, though not necessarily that cross-fertilization of the disciplines that we discuss so tenderly. That is agrand thing, and one that we have carried farther than any other university. What weneed here is what we are rapidly getting, excellent co-operative work by men in different fields, and what Is still harder to get, co-operative planning of new developments.Cross-examination of the authors of the inaugural address, particularly of the telephone girl, who seems to have been responsible for the section on co-operation, indicates that it was this latter type of co-operation, co-operative scheming, that sheparticularly had in mind. At present, for instance, programs in the general field ofhuman behavior are developing independently in four different divisions of the university. It is certainly not essential and perhaps not desirable that they be organizedinto one massive unit. It is essential merely that they be organized so as to supplementone another and proceed economically and in harmony instead of wastefully and inconflict. This process takes time and requires constant and alert recognition of theio6 THE UNIVERSITY RECORDfact that a university is a whole and must go forward with regard to all the intereststhat may be affected by a single development.Co-operative planning and even co-operative work certainly do not mean thesuppression of the individual. The great glory of universities will always be theirgreat individuals. Although I should be glad to face the complexities of dealing with afaculty composed entirely of geniuses, the chance that I shall ever have to do so isslight. Great individuals are rare. We should get all we can. They should work intheir own way. The rest of us, who will constitute the majority, should fit in withand contribute to the university scheme of things. But there must be a universityscheme of things, and it cannot be concocted, much less made effective, by the President's Office alone.Any university scheme of things must take account of education as well as research, and on this topic the authors of the inaugural address expressed themselves ingeneral, not to say equivocal terms. They had a good deal to say about the educationof teachers, when everybody knows that teachers are born, not made; they took aside-swipe at the methods of admission to the graduate schools, when it is commonknowledge that nobody can tell in advance what a graduate student will amount to ;and they hinted that it might be wise to award different forms of public recognitionto students prepared to be teachers and students prepared to be research workers.Admitting that the born teacher is a gift from heaven that every university shouldcherish, it would seem that even he might be assisted somewhat if he could learn something before he began to teach of the major difficulties that will confront him. Onthe other hand the research man will doubtless derive benefit from a program thatfrees him from everything that does not develop him as an independent researchworker. On both these points large numbers of people, particularly people runningcolleges, are now agreed.THE SIGNIFICANCE OF THE PH.D. DEGREEThe question is how shall we attain these objectives without lowering the Ph.D.and without omitting essential training in research from the curriculum of all graduate students. Various methods have been proposed. The one that Johns Hopkinsseems to be adopting would superimpose upon the present Ph.D. an additional periodin which specially qualified students would work as teaching or research fellows, securing in that year the training for whichever of the two careers they had decided toenter upon. This, if carried through, will prepare some men better for teaching andresearch. But where does it leave the Ph.D. that we have fought so long and hard toelevate? It is a fairly definite announcement, it seems to me, that that degree nolonger means competence in teaching or research, that persons who are really anygood in either are no longer to be found in the ranks of Doctors of Philosophy. Theymust be found, if found at all, among the research and teaching fellows.Much more will, I think, be accomplished if we say that we will grant to nobody a higher degree whom we cannot unqualifiedly indorse as a college teacher or aresearch worker. We may then retain and raise the Ph.D. instead of debasing it byadmitting that a man who has it is not adequately fitted for either of a professor'soccupations. We may wish to give different designations or even different degrees tothose who have followed different curriculums. The Ph.D. might indicate a qualifiedcollege teacher, and other degrees qualified research men. But this is a detail. Wemust proceed to the organization of an intelligent course of study which will meet theneeds of two types of students. This is not a superhuman task. The curriculum of theTRUSTEES' DINNER TO THE FACULTIES 107prospective teacher would involve thorough training in research, certain work on educational problems in seminar, a certain amount of supervised teaching under the direction of a member of the staff responsible for the course, and perhaps an option ofwriting the dissertation either on a subject in the field or on educational problems inthe field. The majority of graduate students might then receive the kind of trainingthey need and the kind the colleges want them to have. Those who are to becomeprimarily research workers and guides in the researches of others might well be separated at some point from their colleagues, receiving that training in independent research which their future work demands.Of course there are a number of conditions precedent that would have to be fulfilled to make such a system effective. In each large department we might have tohave someone familiar with, and interested in, the problems of college education andcompetent to map out a program for the future teacher. We might have to revise ournotions of the rigidity and inflexibility suitable to graduate education. To permit revision of these notions we might wish to have a better and perhaps a smaller group ofgraduate students. This, I believe, we must come to sooner or later anyway, for itseems likely that we are admitting to some of our graduate schools students whowould have considerable difficulty in meeting the requirements of the Freshman class.More than all we must establish the principle in our own group that a contribution toeducation is of some importance. The establishment of this principle in our attitudetoward our own Faculty will go far toward maintaining the prestige of any degreethat we award to graduate students for contributions to education.ROUTINE TEACHING AND ROUTINE PRODUCTIVITYThe claim to existence and public support that this University can make aboveall others is that it will be pre-eminent in research and pre-eminent as a pacemaker ineducation. It follows, therefore, that in the selection and promotion of our own staffmen who assist in bringing us to, or keeping us in, either of these positions deserveequal consideration at our hands. The man who does both is rare and deserves specialconsideration. But it is clear that a contribution of some sort is a prerequisite to consideration of any sort. Routine teaching, even excellent and entertaining routineteaching, however valuable it may be in the small college or the state university, isnot enough at the University of Chicago. Neither is routine productivity, and we allknow that there is such a thing. We should have no more desire merely to add to thenumber of books in the world than we have to add to the number of college graduatesin the world. Our aim should be to secure men if possible who are both distinguishedscholars and creative educators. If this is impossible and it is, on a large scale, let thembe one or the other. But let us be sure that they are one or the other — men who areinventive and creative in research or men who are inventive and creative in education.And let us reward invention and imagination when we find them in education as highlyas we reward them when we find them in research.FACULTY PRECEDENCE OVER EVERYTHING ELSEThese rewards we are constantly increasing and have pledged ourselves to increase still further at the earliest possible moment. We are resisting expansion with allthe strength we can muster and directing the attention of the public at every opportunity to the necessity of first raising the standard of living of the existing staff. Thismatter involves more than salaries. It involves also faculty housing, the education offaculty children, faculty clubs, and perhaps even investment facilities for the fac-io8 THE UNIVERSITY RECORDulty. It involves, in short, keeping constantly in mind that the faculty takes precedence over everything else, including the students. The primary responsibility ofany university is to see to it that its faculty is the best it can afford. This requiresthe co-operation of the faculty to an extent not always appreciated. I see nothingfatal about abandoning certain work or omitting it temporarily if a first-class man isnot available to do it. A few graduate students might go elsewhere, but it is betterthat they should than that inferior men should be members of our staff. It does notseem to me indispensable that we cover every section of every field all the time. Untilwe can say that all our present work is worth doing and is being well done, until wecan say that the people doing it are receiving salaries of which we need not beashamed, we can derive little satisfaction from the thought that our faculty is gettinglarger every year. The university with the longest list of courses is not necessarily thegreatest. I commend to your imagination the picture of a university with a faculty ofone hundred men and women all getting, and deserving, $50,000 a year. In the absence of additional endowments specifically for additional work, suggestions that additional work be done amount to suggestions that the salaries of the present staff remain as nearly constant as possible. If we can restrain our enthusiasm for a largerfaculty until we are sure that all the men and women we have are worthy of theircompensation and have compensation worthy of them, we shall secure, not perhapsthe biggest group of scholars in America, but certainly the best.STUDENT CONTRIBUTION TO THE COST OF HIS EDUCATIONMore than the co-operation of the faculty is required to make faculty salarieswhat they ought to be. We must have also the co-operation of the students. No onehas ever been able to advance a satisfactory reason why a student perfectly able topay the full cost of his education should not do so. It would appear that the difficulties of organization resulting from the size of student groups and the fear of inter-university competition have been the principal obstacles to such a policy. We are nowstrong enough and well enough equipped, it seems to me, for us to consider seriouslyexperiments in this direction. We may watch with interest the progress now beingmade in our own clinics in charging the patient according to his ability to pay. Whatdifficulties are there except those of organization that I have mentioned in applyingsuch a policy to education ? If there are any they do not rest on the moral right ofevery individual to a free education in a private institution.FULL-TIME WORK FOR FACULTY MEMBERSBut no matter when higher salaries come and from what source, they are likelyto have consequences that we must face sooner or later. The first of these is the adoption of full time in the medical sense throughout the University. Under that plan, asis well known, fees for the services of the medical staff are collected by the Universityand become part of its funds. We know that the majority of the faculty of any university are today actually part-time men. Many of them are doing hackwork atpitiable remuneration in order to keep alive. The effect on their teaching, their research, and their morale is harmful and sometimes ruinous. As long as universitysalaries in America are at their present level there is nothing that can be done aboutthis situation except to lament it. As salaries are increased beyond the existing maximum at this University, we can and should demand that the faculty become full-timemen. Not that I should ever wish to remove scholars from relations with the outsideTRUSTEES' DINNER TO THE FACULTIESworld. On the contrary, I hope we may encourage these relations. A scholar shoulddo whatever develops him as a scholar. But I submit that the only way to determinewhether he does outside work for its own sake or for the money that is in it is to havethe money turned over to the university.PERMANENT TENUREAnd I think, too, that with adequate salaries, if we ever get them, may come thequestion whether new appointments above the grade of Assistant Professor ought notto be made for periods of three years. Permanent tenure has doubtless done something to keep faculties poor in more ways than one. Many boards of trustees, consciously or unconsciously, have regarded it as a substitute for cash. Some have hesitated to pay high salaries when they knew they must continue to pay them whateverhappened to the effectiveness of the recipients. Deans, departmental chairmen, andpresidents have been able to excuse or defend weakness by saying that permanenttenure tied their hands. I have few illusions as to the effects of abolishing permanenttenure. Business men who scoff at the professor's insistence on a life-job will admit toyou that in effect they have permanent tenure in their own business for men whohave served faithfully for a long period. The effects of abolishing it in university workwould not be nearly as revolutionary as its enemies or friends seem to think. Andsince its abolition would have to be accompanied by higher salaries, a universitymight find itself embracing an expensive shadow. Permanent tenure has performed,too, one significant service: it has preserved, in so far as anything has preserved it,freedom of speech in the universities. But even in important institutions it has failedhere in serious crises. A faculty-devised and faculty-managed system of protectingthe professor against the social, religious, or political prejudices of the administrationand the community is likely to be more effective in preserving academic freedom thanthe vulnerable armor of permanent tenure. About all we can say with certainty onthis matter is what a* professor of mine used to say whenever anyone asked him aquestion: "It is a very difficult problem." It is so difficult that I mention it now,though we may meet it only after many years or not at all.A UNIVERSITY PROCEEDS BY DISCUSSIONIt must be clear that I have simply been raising questions throughout these briefremarks. I offer these suggestions merely as a basis for discussion, not as a programwhich I expect to cram down your throats whether you like it or not. A universityproceeds by discussion, which in our business is the life of trade. My respect for youis too great and my sense of my own inexperience too deep for me to suppose that Ican do more than state from time to time a few random notions for you to shoot at.If you shoot them full of holes, I shall not be disappointed. If you find them bulletproof, I shall be surprised and convinced that there must be something in themafter all.I cannot close without recording my gratitude for the indulgence you have shownme on this and all other occasions. To Mr. Swift and Mr. Woodward I have oftenand publicly expressed my sense of the tremendous debt I owe them, and I take thegreatest pleasure in doing so here again. All of you, Trustees and Faculty, have beenso thoughtful, so considerate, and so forgiving that I have at times had difficulty inrecognizing you as a university group at all. You are the kindest as well as the finestI have ever known.JOHN ULRIC NEFTHE MAN AND TEACHER1By J. W. E. GLATTFELDNEF was born at Herisau, Switzerland, on June 14, 1862. Hisfather was the superintendent of a textile factory and seems tohave been an admirable type: a man who believed in hardwork; who was ambitious for himself and his family; who possessed imagination together with something of an adventurous spirit and great courage of conviction; who believed in sport as well as in work; and who wasaware of the fact that relaxation and rest often come to a tired mind andbody through art, music, and literature especially. These are certainlyadmirable qualities, and when we realize that the father who possessedthese qualities was in addition a man of an uncommonly lovable nature,and that the son was a boy of very sensitive and delicate perception, wego far toward an understanding and appreciation of Nef's personality., HIS BOYHOOD ON A MASSACHUSETTS FARMThe family came to America in 1866 and settled on a small farm nearthe town of Housatonic, Massachusetts, where Nef's father had foundemployment in a textile factory, again as superintendent or foreman. Nefspent his boyhood on this farm, attending the local school four milesaway. He was encouraged to play strenuously as well as to work hard, toread good books, and was taught by his father to play the organ. It waswithout doubt during this period that Nef acquired his lifelong belief inthe balance between strenuous mental effort and equally strenuous physical exercise as the foundation of a well-rounded life. His program foryears consisted in three quarters of hard work followed by a summer ofequally hard exercise — usually mountain-climbing in the Alps.HE SELECTED HARVARD AS HIS COLLEGEWhen Nef was sixteen he selected Harvard as his college and was sentto a preparatory school in New York City to fill in the blanks left in hiseducation. He entered Harvard with the class of 1884. In spite of the in-1 Address at the dedication of the George Herbert Jones Laboratory for Researchin Chemistry, December 16, 1929. The address on "Nef, the Investigator" deliveredby H. A. Spoehr on the same occasion will appear in the July number of the University Record.noJOHN ULRIC NEF, THE MAN AND TEACHER illtelligent atmosphere of his home, Nef, on entering Harvard, was still arather raw country boy. He entered with the determination to study medicine, for this field seemed to him to offer the best opportunity to be of service to mankind. As a Freshman his performance was not much above theaverage — and strangely enough it was German, the language of his homeand the language he used in most of his later publications, that gave himtrouble.LEADER OF HIS CLASS IN CHEMISTRYFrom the very outset, however, he led his class in chemistry, and it wasnot long before he changed his mind about his life-work and decided tospecialize in chemistry, believing now that in view of the very great attraction that chemistry had held for him from the very first, he could accomplish more by applying himself to the problems of chemistry than bytaking an M.D. During his years at Cambridge he made many friendsamong the students and faculty members. The latter were naturally attracted by a student of such outstanding ability, and his decision to gointo scientific research was undoubtedly also partly due to the taste ofsuch life that he obtained by his contacts with faculty members. Hisprogress in college was remarkable and he led his class in his Senior year.EXTRAORDINARY RECORD AT HARVARDHis extraordinary record at Harvard obtained for him a three-yeartraveling fellowship. Such fellowships, which carried enough financialhelp to free the holder of all financial worry, were rare in Nef's studentdays, and the bestowing of the fellowship on Nef is probably our bestproof that his record in college was really phenomenal. He decided tostudy with Baeyer at Munich. He went there in the autumn of 1884 andthrew himself into his work with characteristic singleness of purpose. Hedid not, however, neglect his opportunities in the matter of German culture but acquired during these three years a deep appreciation for Germancivilization.HIS SCIENTIFIC CAREER AT MUNICHHis scientific career at Munich was a repetition of that at Harvard.Again he demonstrated the fact that his intellect was of a most unusualtype, and astonished his professors by his performances. Willstatter himself is authority for the statement that Baeyer once told him that of allthe students he had had in his long career at Munich, Nef was the mostbrilliant. Nef received his Ph.D., summa cum laude, in 1887.He returned to America and found his first teaching position at Purdue,in 1887, but left to join the faculty at Clark in 1889. Very soon thereafter he came to Chicago as the first head of its Chemistry Department,112 THE UNIVERSITY RECORDwhich position he held until his death in August, 191 5. Nef did his bestwork here at the University of Chicago, and trained a long line of students, who, almost without exception, carried on his ideas and methods ofwork. This brings me to the consideration of Nef as a teacher.NEF AS A TEACHERWhat constitutes a good teacher? Probably no two of us would agreeon the adequacy of any single definition. Nevertheless, there are elementsthat all of us recognize as being essential to a good teacher. He must have,for instance, a profound grasp of his subject: anyone who has tried tofollow Nef as he was drawn from one field of chemistry to another in themarshaling of data will agree that Nef was a master of the facts of organicchemistry. A good teacher must be logical in his presentation of material:if some of us entertained doubts on this point after leaving Nef's lecture-room, and as the result of a particularly rapid and fiery barrage of subjectmatter, we had only to look over our complete notes for a quarter to seethat there was beautiful order in his presentation. A good teacher must beable to awaken and hold the interest of his students. There are variousways of doing this, some involving a definite and preconceived plan on thepart of the teacher to attain this end. I am sure that Nef made no definiteplan to arouse interest. Indeed, we know from his conversations with certain of his students that he was very much afraid of arousing interest inyoung minds not intended by nature for creative careers in chemistry.Nevertheless, he did arouse and maintain interest in his lectures, and itwas by his enthusiastic and obviously whole-hearted devotion to chemistrythat he did it. Of all of Nef's qualities as a teacher I think this is his greatest. The teaching of a scientific subject is not carried on entirely or evenprincipally in the classroom, but in the laboratory workroom. And Nefwas a successful teacher in the laboratory. Perhaps it is not very far fromthe truth to say that he taught in the laboratory chiefly by example.AN IDEAL RESEARCH WORKERHe was the living embodiment of the ideal research worker. He madehimself master of the facts, worked with the most scrupulous attention totechnique and was positively unhappy in the presence of improper manipulation and method; worked with the utmost intensity and persistence;and was rewarded with an intense pleasure in those moments of successwhich are sure to follow such effort. Regardless of our individual definitions of a great teacher, we all recognize in a man like this a very rare andaltogether admirable type.I wanted to express today the feelings that Dr. Nef's students wouldhave on this occasion. With this desire in mind I wrote letters to someJOHN ULRIC NEF, THE MAN AND TEACHER H3dozen or so of his students and have had a most interesting lot of answers.I wish there were time to read these letters in their entirety, for I am surethat we would all carry away with us a vivid picture of Nef from such areading. As that is impossible, we shall have to be content with a few excerpts.So complete was his absorption in the particular problem before him atany given moment and so rapid was the sequence of his ideas that veryamusing situations sometimes arose because of misplaced emphasis. Forinstance, one man remembers that "Nef never had time to cross his capitalH's in lecture"; the symbol for hydrogen in his formulas was simply twoparallel lines with no crossline, and his blackboard was at times coveredwith a mass of these short stubby lines. He never seemed to be able towrite down equations and formulas fast enough to keep abreast of histhought, and it was often laughable to see him writing formulas with onehand and erasing them with the other to make room for the next step inthe synthesis. A very amusing incident occurred when Dr. Hedenburg,one of his students, first showed Nef a small sample of a new form of lactone that he had just prepared. Dr. Nef was in an ecstasy of joy over thediscovery, and both he and Hedenburg bent over the sample repeatedlyto examine it with a hand lens. In doing so Hedenburg touched the samplewith his nose and a few crystals stuck to it. Nef saw this at once when hestraightened up and said, "Be very careful of this material, and don't forget the crystals sticking to your nose."The fact that such incidents as this remain in the minds of his studentsshows that they cherished the human side of the man as well as the scientific side. I shall close with a few quotations from the letters.EXCERPTS FROM STUDENT LETTERS"He was a rigid, incisive, exacting research director. He held us to scrupulouscleanliness, a thing that has caused me much disturbance for I never couldinstill into others the feeling for fine work he developed in his men, and yet Inever lost the splendid ideal he gave us in this respect. His constant expressionwas, 'Get the facts, get the facts,' and there was no joy, no sense of triumphthat equalled those moments of exaltation when one could lay before him theprophesied results and hear his, T told you so, I told you so.' At such times hiseyes illumined his face with a zeal and enthusiasm one never will forget.""Another characteristic which, of course, had a very close relation to hissuccess in research was his persistence. I remember that year after year, withstudent after student, he expected the production of crystalline mannose fromthe sirup as a result of stirring for days, or as I sometimes thought, even forweeks, before he would give up the attempt with a sigh and deal out a littlepinch of sugar to start the crystallization."H4 THE UNIVERSITY RECORD"In his lectures he seemed to me to be thinking aloud. Instead of rehearsingto the class what had been recorded in the text, he seemed to be re-examiningthe evidence which had been presented, with the confident expectation of finding new interpretations. He seemed so much more interested in the subject matter than in the audience that I always felt that for him the lecture hour meantanother opportunity to raise questions and suggest considerations that shouldbe tested experimentally.""Because of his dynamic enthusiasm in the lectures I always found myselfleaning forward to catch every idea he had, as nearly as I could get it from hisrapid presentation of fact on fact, and after fifteen or twenty minutes of this Ialways felt that organic chemistry was profoundly important. During theselectures I would always feel that I should rush back to my own laboratory benchto prepare myself for something worth while in chemistry.""I can epitomize the outstanding features of Professor Nef's teaching byquoting a cryptic expression which he used in teaching me, 'The right way to doa thing is always the best in the long run no matter how long it takes.' Howfundamental to success is this epigram ! It implies that if you lack the toolsof your profession you can never succeed. It involves the idea of a criticalskepticism combined with openmindedness, and the willingness to experiment.At whatever cost of effort and time the ability to excel demands patient preparation. You must either prove the master of circumstances or admit mediocrity."THE BOARD OF TRUSTEESBy JOHN F. MOULDS, Secretary of the BoardRETIREMENTSBy operation of the statutes of the University, the following membersof the Faculties will retire at the close of their appointment years:James H. Tufts, Professor in the Department of Philosophy, and headof the Department since 1905. Mr. Tufts was a member of the originalFaculty of the University, Dean of Faculties from 1923 to 1926, andVice-President of the University from 1924 to 1926. He will render half-time service in the department for 1930-31.J. C. M. Hanson, Professor in the Graduate Library School. Mr. Hanson has been a member of the University since 19 10; Professor and Associate Director of the Libraries until 192 7 ; Acting Director of the Librariesin 1927; and Professor in the Graduate Library School from 1927.Storrs B. Barrett, Associate Professor of Astrophysics and Secretaryand Librarian of the Yerkes Observatory. Mr. Barrett has been connectedwith the University since 1900.Walter A. Payne, University Recorder and Examiner. Mr. Payne hasbeen an administrative officer of the University since 1896.STATUTES AMENDEDThe following Article XIII has been added to Statute 13, all subsequentarticles being renumbered to conform:ARTICLE XIII. THE FACULTY OF THE SCHOOL OF NURSINGSection 1. Constitution. The Faculty shall consist of: (a) The President, (b) TheVice-President and Dean of Faculties, (c) The Dean of the School, (d) The officersof instruction in the School of Nursing as denned under Art. II, sec. 1, a.Section 2. Jurisdiction and Powers. The Faculty shall have control of the workof the School of Nursing with the jurisdiction and powers defined in Art. II, sees. 2 and3. It may recommend its students to the Graduate Faculty for admission to candidacyfor the degree of A.M. and for that degree. It may also recommend its students for aCertificate in Nursing.Also all necessary references to the School have been made in other statutes to fully establish it as one of the divisions of the University.Article XVII, Section 2C, of Statute 13, has been amended to read asfollows:In case of a large department a secretary shall ordinarily be appointed by thePresident from the department to aid in the work of administration.H5u6 THE UNIVERSITY RECORDAPPOINTMENTSThe following appointments, in addition to reappointments, were madeduring the Winter Quarter, 1930:Professor Carl D. Buck, of the Department of Comparative Philology,has been appointed Martin A. Ryerson Distinguished Service Professoreffective October 1, 1930.Professor James H. Breasted has been appointed to the Ernest D. Burton Distinguished Service Professorship.Professor Arthur H. Compton, of the Department of Physics, has beenappointed Charles H. Swift Distinguished Service Professor, effectiveFebruary 13, 1930.Dr. Joseph G. Brennemann, as Professor of Pediatrics in the Department of Pediatrics, for three years from January 1, 1930.Dr. Frederic W. Schlutz, now of the University of Minnesota, as Professor of Pediatrics and Chairman of the Department of Pediatrics, fromJanuary 15, 1930.Harold Shepherd, now of Stanford University, as Professor in the LawSchool, effective October 1, 1930.Donald Slesinger, now of Yale University, as Professor in the LawSchool, from April 1, 1930.Edwin H. Sutherland, now of the University of Minnesota, as Professor in the Department of Sociology, from October 1, 1930.Walter F. Starkie, of Trinity College, Dublin, as Visiting Professor inthe Department of Romance Languages for the Summer Quarter, 1930.William C. Casey, now of the University of Illinois, as Associate Professor in the Department of Political Science, for one year from Octoberi, 1930.Henry D. Gideonse, now of Rutgers University, as Associate Professorin the Department of Economics, for three years from October 1, 1930.Leland W. Parr, Associate Professor on a one-half time basis in theDepartment of Hygiene and Bacteriology, for the Spring Quarter, 1930.Dr. M. Edward Davis, as Assistant Professor of Obstetrics and Gynecology, for three years from July 1, 1930.Dr. Stephen Poljak, now of the University of California, as AssistantProfessor of Neurology in the Department of Medicine, for three yearsfrom July 1, 1930.Robert C. Woellner, as Assistant Professor in the Department of Education, for one year from January 1, 1930, with appointment as Executive Secretary of the Board of Vocational Guidance and Placement.THE BOARD OF TRUSTEES 117W. H. Zachariasen, now of the University of Oslo, as Assistant Professor in the Department of Physics, for the Summer, Autumn, and Winterquarters, 1930-31.Dr. Samuel V. Abraham, as Instructor in the Division of Ophthalmology of the Department of Surgery, for one year from January 1, 1930.Kenneth H. Adams, as Instructor and Curator in the Department ofChemistry, for two years from October 1, 1930.Dr. Margaret Bell, as Clinical Instructor in the Department of Medicine, for four and two-thirds months to July 1, 1930.Dr. George E. Hudson, as Instructor in the Department of Obstetricsand Gynecology, for eight months to July 1, 1930.Eleanor M. Humphreys, as Instructor in the Department of Pathology,for the Spring and Summer quarters, 1930.C. W. Mendel, as Instructor in the Department of Mathematics, forone year from October 1, 1930.Marion S. Needels, as Instructor in the Department of Pathology, forone year from January 1, 1930.Dr. Hillyer Rudisill, as Instructor in Roentgenology in the Departmentof Medicine, on a one-half time basis, for one year from January 1, 1930.Agnes C. Schubert, Instructor of Pediatric Nursing and Supervisor ofPediatric Nursing Service in the Department of Nursing, for two yearsfrom April 1, 1930.Dr. Elias Selinger, as Clinical Instructor in the Department of Ophthalmology in Rush Medical College, for the Winter and Spring quarters,1930.Leon Perdue Smith, Jr., as Instructor in the Junior College Division ofthe Department of Modern Languages, for one year from October 1,1930.Dr. Theodore Edwin Walsh, as Instructor in the Department of Surgery, for one year from March 1, 1930.Ernest O. Wollan, as Instructor in the Department of Physics, for theWinter, Spring, and Summer quarters, 1930.Ruth F. Bilger, as Research Associate in the Department of Chemistry,for one year from January 1, 1930.George Langford, Research Associate in the Department of Anthropology, for one year from January 10, 1930.Royal E. Montgomery, as Lecturer in the Department of Economics,from February 1 to July 1, 1930.Bishop Francis J. McConnell, of the Methodist Episcopal Church, asBarrows Lecturer for 1930-31.n8 THE UNIVERSITY RECORDHarry D. Baird, as Placement Counselor in the Bureau of VocationalGuidance and Placement, for one year from January i, 1930.Henry E. Dewey, as Principal of the University High School, for sixmonths from January 1, 1930.Walter Grey Preston, Jr., as Assistant to the President, for one year,from January 1, 1930.Charles R. Baskervill, as Acting Chairman of the Department of English, for the Spring Quarter, 1930.James R. Hulbert, as Acting Chairman of the Department of English,for the Winter Quarter, 1930.H. S. Everett, as Dean in the Colleges for the Winter Quarter, 1930.Dr. Margaret Gerard, as Physician in the Health Service, on the part-time basis, for four months to July 1, 1930.PROMOTIONRalph W. Gerard has been promoted from an assistant professorshipto an associate professorship in the Department of Physiology, for twoyears from January 1, 1930.GIFTSUpon the recommendation of a committee consisting of Messrs. CalvinCoolidge, Alfred E. Smith, and Julius Rosenwald, the trustees under thewill of the late Conrad Hubert have allocated $250,000 to the Universityfor the School of Social Service Administration, subject to court approvaland liquidation of the assets of the estate.The following alumni have made pledges to the Alumni Gift Fund:Messrs. Clarence W. Sills, C. T. B. Goodspeed, Harold H. Swift, WilliamScott Bond, Frederick C. Hack, Ralph C. Hamill, Harold L. Ickes, Bowman C. Lingle, Frank McNair, Albert W. Sherer, Renslow Parker Sherer,Harrison B. Barnard, Harry N. Gottlieb, Edward C. Kohlsaat, and JohnP. Mentzer. Mr. Edwin M. Kerwin has made a cash contribution to thefund.Mr. J. M. Hopkins has given $10,000 "free money for the University,"to be used where needed, with no restrictions.Mr. Edward F. Swift has contributed $25,000 for such purposes of theUniversity as shall be designated by the President of the Board of Trustees.The Julius Rosenwald Fund granted $3,000 to the University for afellowship for Dr. Carl Becker, formerly minister of education in Prussia,to enable him to visit and lecture at the University during part of 1930-3 1.Mr. Julius Rosenwald has provided $2,000 for support of a study ofTHE BOARD OF TRUSTEES 119dependent Negro children being conducted by the School of Social Service Administration.The American Association for Adult Education has appropriated$1,500 (a part of an appropriation by the Carnegie Corporation) for themaintenance of studies in reading interests and habits of adults to be conducted under the direction of the University, a like sum being providedby the University.The Smithsonian Institution has alloted $1,000 to the Universityfor continuation of the archaeological survey of Illinois being conductedunder the direction of the Department of Anthropology, a like amount being provided from funds of the Local Community Research Committee ofthe University.The Payne Study and Experiment Fund has made two appropriationsto the University, one of $5,250 for the use of Professor L. L. Thurstonein continuing his motion-picture studies, and the other of $4,000 for Instructor Herbert Blumer's use in continuing his study of the influence ofmotion pictures upon delinquency.E. I. duPont de Nemours & Company, of Wilmington, Delaware, hasmade two pledges to the University, one of $750 for support of a DuPontFellowship in Chemistry for 1930-31, and the other of $250 a month forsix months to provide a Research Assistant for Dr. Kharasch, of the Department of Chemistry.The Eli Lilly Company, of Indianapolis, has continued the Eli LillyFellowships in Chemistry for 1930-31 by a pledge of $2,400.The Petrolagar Laboratories are supporting an investigation under thedirection of Professor A. J. Carlson on the influence of mineral oils ondigestion and nutrition, and for this purpose have contributed $5,000.Flint, Eaton & Company, of Decatur, Illinois, has provided $1,500for research under the direction of Professor A. J. Carlson in the physiology of the coagulation of the blood.Research on irradiated cereals has been continued in the Departmentof Home Economics by the gift of $2,000 received from the Quaker OatsCompany.Mr. John D. Rockefeller, Jr., has contributed $17,370.70 toward thecost of transportation of materials for exhibition and study in the OrientalInstitute.Mr. Henry J. Patten has given $1,000 toward the work of the OrientalInstitute's expedition in Anatolia.A valuable collection of archaeological material, field notes, and photographs has been received from Mr. George Langford, of Joliet, Illinois.120 THE UNIVERSITY RECORDThe Phi Delta Upsilon Club has added $200 to the Elizabeth ChapinMemorial Fund.The Columbia Damen Club has established a scholarship for one yearin the German Department by the gift of $500.The following contributions to the Medical Library Fund have beenreceived: $1,000 each from Mr. A. B. Ruddock, Mrs. George R. Nichols,Mr. C. K. G. Billings, and the Knapp Fund.Mr. Hiram H. Halle has made his second annual contribution of $400for the purchase of books for the Department of Economics.The valuable private library of the late Professor Gerald B. Smith, consisting of 486 volumes, has been given to the University by Mrs. Smith.The following portraits have been given to the University: From thefamily of Mr. Bernard E. Sunny his portrait, painted by Carol Aus, to behung in the new Bernard E. Sunny Gymnasium; and from Mrs. JosephBond, a portrait of Professor Edgar J. Goodspeed, by Paul Trebilcock, tobe hung in Swift Hall.The Harry Alter Company, of Chicago, has provided a radio and phonograph combination for use in the Graduate Students' Clubhouse.The following contributions have been received toward the fund forbringing Professor Walter Starkie, of the University of Dublin, to theUniversity as a Visiting Professor: $200 each from Messrs. B. G. Bren-nan, E. A. Cudahy, Sr., and Michael L. Igoe.The following contributions have been received toward the purchaseof manuscripts for the Department of New Testament: $50 from Mr.Ainsworth W. Clark, $100 from Mr. and Mrs. Paul Trebilcock, $100from Mr. Frank G. Logan, $450 from Mr. Arthur T. Gait, $500 from Mr.Martin A. Ryerson, $650 from Mrs. John William Scott, and $100 fromMr. C. L. Ricketts.A bequest has been made to the University under the will of FrancesC. Temple of certain stock and real estate to be used to provide a researchfellowship in the Graduate School of Psychology to be known as the "Mrs.Richard West Temple Fellowship."MISCELLANEOUSThe George Herbert Jones Laboratory and the Social Science Buildingwere dedicated on December 16 and 17, 1929.Ground was broken on February 19, 1930, for the Gertrude DunnHicks and the Nancy Adele McElwee memorials. It is expected that thecornerstones for the buildings will be laid about May 1, 1930.AMONG THE DEPARTMENTSTHE DEPARTMENT OF PSYCHOLOGYBy HARVEY CARRPSYCHOLOGY was separated from Philosophy in 1903. The department has thus been in existence for twenty-seven years. In thistime it has graduated ninety-seven Doctors. The published investigations from the laboratory now number 264, a total of 16 bound volumesof approximately 500 pages each.A STEADY INCREASE IN STAFF AND STUDENTSDuring this time the department has exhibited a steady increase in staffand number of undergraduate and graduate students. The initial staffconsisted of a professor, an instructor, and a laboratory assistant, whileat present there are seven teaching appointments and three part-time instructors. At first the undergraduate instruction was limited to a few sections of introductory psychology. At present the number of courses opento undergraduates is ten, the total number of undergraduate registrationsis close to seven hundred, while forty-six are majoring in the department.The number of graduate students working toward a degree has increasedfrom ten to fifty. The number of Doctors for the first six years was eleven,while the number for the last six years is forty-four. There has been nocommensurate increase in space and equipment. The department wasfirst housed in a small frame building, which is now devoted to comparative psychology, while the laboratory proper was moved to its presentquarters in 1908. These quarters served our purposes reasonably well atthe time, but at present they are entirely inadequate, and Mr. Lashleyhas been given temporary accommodations through the courtesy of thePhysiology Department. The total budget for the department in 1928 wasconsiderably less than the tuition fees for the departmental registrations.NOTED FOR WORK IN COMPARATIVE PSYCHOLOGYThe department has been noted for its work in the field of comparativepsychology. The department represented by Watson participated in theearly development of this field, and the work has been continuously carried on since. From one to three major investigations have been in progress every year. The Ph.D. dissertations in this field now number twenty-one. In no other university has this type of work been continuously121122 THE UNIVERSITY RECORDconducted for such a period of time. This work has brought the department into close contact with the biological group of departments, especially Neurology, Physiology, and Pathology.ACQUISITION OF MR. LASHLEYThis work in comparative psychology and in the biological backgroundof psychology has been very materially strengthened by the recent acquisition of Mr. Lashley. His work on the neural mechanisms involved inhabit formation has achieved a widespread recognition among zoologists,physiologists, and neurologists, as well as among psychologists. His workhas already attracted three National Research Fellows to the University.The department is also known for its research contributions in the general field of memory and human learning, and in the special topic of therelation of tuition and learning. This field accounts for twenty-threeDoctor's dissertations. A greater quantity of work in this field has emanated from our laboratory than from that of any other American university.WORK ON MENTAL TESTS AND PERSONALITY TRAITSWithin the last few years the department has done a very considerableamount of work on mental tests, personality traits, social attitudes, andthe development of mental measurement techniques. This work has beensponsored by Mr. Thurstone, and it has already attracted favorable comment by social scientists as well as by psychologists.The thesis dissertations of a department naturally reflect to a considerable extent the dominant interests of its staff. Our department has always encouraged its students to select their topics in accordance with theirinterests, and in this way it has attempted to promote a wide variety ofinvestigations within the department. Dissertations have been concernedwith such diverse phenomena as sensation, space perception, imagery,music, emotion, suggestion, and mental work and fatigue.CO-OPERATIVE RESEARCHWe have also been interested in promoting interdepartmental contactsand co-operative research. Investigations for thesis dissertations in timespast have been jointly supervised by Physiology, Neurology, Physiological Chemistry, the Sprague Institute, and the Behavior Research Institute. Likewise co-operative contact with the social sciences has been established through our connection with the Local Community Researchproject. The field of industrial psychology brings us into contact with theSchool of Commerce and Administration.THE DEPARTMENT OF PSYCHOLOGY 123MR. ANGELL HEAD OF DEPARTMENT TILL 1920Mr. Angell, the head of the department until 1920, was peculiarly gifted in respect to the human quality of his teaching and his effective personal contacts with his graduate students. He succeeded in establishingan excellent esprit de corps among the graduate students of the department, and he welded the Ph.D. alumni into an effective organization thatmeets yearly in connection with the scientific meetings. These traditionshave been preserved by the department. Among psychologists it is notedfor the fine spirit among its graduate students, while the annual Chicagodinners of our graduate alumni which were started as early as 1903 havebecome a well-recognized institution among psychologists. About eighty-five attended the last dinner at New Haven, which was again presided overby Mr. Angell after an absence of ten years.ABNORMAL PSYCHOLOGY AND MENTAL HYGIENEOne of the needs of the department is adequate instruction in abnormalpsychology and mental hygiene — a field for which there is a great demandat present among graduate students. Our deficiency in this respect is wellrecognized, and undoubtedly we lose a few graduate students on this account, but the deficiency cannot well be remedied until a psychiatric department and clinic is established in the University. We need more fundsfor apparatus and equipment, for the size of our budget necessarily restricts the type of problem which we are able to investigate.MOST URGENT NEED IS SPACEOur most urgent need at present is space. Mr. Lashley has temporaryquarters, our library is overcrowded, and our classrooms are small, poorlyventilated, and ill adapted for the purpose. Laboratory work for undergraduates is utterly impossible, and the research space for graduate students is inadequate. For experimental work on human subjects, especiallyin the field of memory, freedom from noise and disturbance is obviouslyindispensable. Our laboratory needs thus require a number of small andrelatively isolated and quiet rooms. More and better space is our primerequisite. There are but few psychological laboratories in the countrythat are so poorly housed and equipped.BRIEF RECORDS OF THE QUARTERDr. Edwin B. Wilson, president of theSocial Science Research Council and professor of vital statistics in the HarvardSchool of Public Health, gave the Convocation address on "What Is Science?"at the One Hundred Fifty-eighth Convocation of the University, December 17,1929. It is published in connection withthe addresses given at the dedication ofthe Social Science Research Building bythe Social Science Departments of theUniversity.University of Chicago trained historians this year carried off the threeprizes awarded annually by the American Historical Society — the first timethat graduates of one university havereceived all the awards. The three winners received their Ph.D. degrees in history from the University in 1928. H. J.Pearce was awarded the Justin WinsorPrize in American history for his study,The Life and Influence of General B. H.Hill, which has been published by theUniversity Press; the Herbert BaxterAdams Prize in European history wasawarded Henry F. Commager for hisbook, The Reforms of Count Struenseein Denmark; and the George L. BeerPrize in modern history went to M. B.Giffen, for his study, Fashoda: The Incident and Its Dramatic Setting.Professor David Harrison Stevens,Associate Dean of Faculties, who is nowdirector of college education of the General Education Board, will return to theUniversity at the end of a six months'absence to be director of the SummerQuarter. During his absence he has beenstudying the educational policies, methods, and needs of colleges in the UnitedStates.There are 871,276 bound volumes inthe University Library, a net increase ofover 40,000, according to Director M.Llewellyn Raney's report on the resources of the library, which covers theyear ending June 30, 1929. Despiteits youth the University's library hasalready attained fourth place among American universities, being surpassedonly by those of Harvard, Yale, andColumbia. It spent for the last year, exclusive of salaries and physical maintenance, $151,191. One of the outstandingfeatures in the report is the great increase in the library's resources, due inpart to a grant of $30,000 from theRosenwald special fund and to cash giftsfor the Graduate School of Medicine,occasioned by the offer of Mr. JuliusRosenwald to match the contributions ofothers up to $5,000 a year for five years.Resources were also increased by bookpurchase of $15,000 from the $35,000saved elsewhere in the library budget,and by the establishment, at the LawSchool, of the Raymond and Heckmanendowments totaling $35,000. Other features referred to in the report are thecreation of a graduate reading-room inthe Social Sciences, the transfer of 9,000volumes for undergraduate use to theopen shelves, and establishment of acentral map collection in RosenwaldHall, including some 10,000 pieces secured from the John Crerar Library and4,000 from the University.The American Association for theAdvancement of Science recently awarded its annual $1,000 prize "for a noteworthy contribution to science" toProfessor Arthur J. Dempster, of theUniversity's Department of Physics. Professor Dempster has produced proof inthe Ryerson Laboratory that the nucleus of the hydrogen atom, hithertoheld by scientists to be one of the mostsolid and stable particles in the universe,is actually in a state of continuous vibration at tremendous speed. ProfessorDempster's colleague, Professor ArthurH. Compton, Nobel Prize winner, describes this latest discovery in physics asthe final link in a chain of evidence, accumulated from all over the world in thelast decade, proving that everything inthe universe has a wave form as well asa particle form.Professor Anton J. Carlson, Chairman of the Department of Physiology,1240*President Hutchins Bust by Leonard Crunelie Mrs. W. J. Jarretl George Herbert JonesIN THE LOBBY OF GEORGE HERBERT JONES LABORATORYBRONZE BUST OF THE DONORBRIEF RECORDS OF THE QUARTER 125has been appointed a member of theWhite House Conference on Child Welfare and made foreign member of theAcademy of Science in Stockholm; andDr. Arno B. Luckhardt, of the samedepartment, has been appointed a member of the newly organized NationalCouncil of Dental Therapy.According to a recent announcement,tuition in all departments of the Graduate Schools of Arts, Literature, andScience, and of the Law and Medicalschools, will be increased, beginning withthe Summer Quarter. Tuition in theGraduate Schools of Arts, Literature,and Science will be increased $30, to $100a quarter. The increase in the LawSchool and in the Medical School, including Rush Medical College, will be$25, bringing the rate to $125 a quarter.Tuition for undergraduates remains atthe present level of $100 a quarter. Thepurpose of these increases is to providefor the improvement of instruction andof research facilities.Professor James Henry Breasted, Director of the Oriental Institute andChairman of the Department of OrientalLanguages and Literatures, who has beenelected a member of the Egyptian Dictionary Commission, is the first foreignscholar so honored. Thirty-three yearsago the German emperor provided fundsfor a commission of the four scientificacademies of Germany for the compilation of a great Egyptian dictionary.The work has been completed, and thefirst three volumes and half of the fourthare already of£ the press. It will requireseveral years to complete publication,which is being financed by Mr. John D.Rockefeller, Jr. Professor Breasted collaborated on the work of the dictionaryfor some years. The Earl Lectures before the Pacific School of Religion of theUniversity of California were given byDr. Breasted in the Winter Quarter, thegeneral subject of the series being "Recent Researches Regarding the Originand Development of Civilization in theAncient Near East."Five of the University preachers forthe Winter Quarter at the Universitywere from New York City — Rabbi Stephen S. Wise, of the Free Synagogue;Professor Rheinhold Niebuhr, of UnionTheological Seminary; Dr. Ralph W.Sockman, of the Madison Avenue Meth odist Church; Dr. Albert Parker Fitch, ofthe Park Avenue Presbyterian Church;and Bishop Francis J. McConnell, ofthe Methodist Episcopal Church. Oneof the University preachers came fromLondon, England — Dr. A. Herbert Gray,of Crouch Hill Presbyterian Church,who spoke twice in January. DeanCharles W. Gilkey preached twice during the quarter.Ground was broken February 19 forthe new hospital units on the Universitycampus, which will be devoted to thecare and cure of destitute crippled children. The event marks the realization often years of planning by the trustees ofthe Chicago Home for Destitute Crippled Children. The new clinics, to beerected at a total cost of $600,000, havebeen made possible by gifts of $300,000each from Mrs. Gertrude Dunn Hicksand Mrs. Elizabeth McElwee. The ceremony was conducted by officials andmedical authorities of the Universityheaded by President Hutchins and Robert F. Carr, president of the Home. TheHicks Orthopedic Hospital will face theMidway adjoining the Billings Hospital,and the McElwee Memorial will extendalong Ellis Avenue north from the Midway, Plans call for one hundred bedsin the two hospitals. Features of thenew structures will be a large playroom under glass, an open air playingspace on the roof, and a room for thelatest therapy equipment. The newbuildings, which are to serve as a centerof research on corrective work for deformed children, will be finished by theopening of 1931. Dr. Nathaniel Allison,of the Harvard Medical School, hasbeen appointed Professor and Chairmanof the Department of Orthopedic Surgery and will direct the work of thehospitals.Among the new portraits presentedto the University is one of Bernard A.Eckhart, which was painted by LouisBetts and will be hung in the new Eckhart Hall through the generosity of Mr.Eckhart's family. In the same buildingalso will be placed the portrait of Elia-kim Hastings Moore, head of the Department of Mathematics, painted byRalph Clarkson and presented to theUniversity by former students, colleagues, and other friends of ProfessorMoore. It is regarded as among themost successful of the numerous por-126 THE UNIVERSITY RECORDtraits Mr. Clarkson has done for theUniversity.Recently one of the leading paintersof the country, Charles W. Hawthorne,of New York, finished a large portraitof Professor Herbert L. Willett, retired,which now hangs in the library of theDisciples Divinity House, of which Mr.Willett was for twenty-five years thedean. A portrait of Edgar JohnsonGoodspeed, chairman of the Departmentof New Testament and Early ChristianLiterature, has been painted by PaulTrebilcock, the Chicago painter, andpresented to the University by Mrs.Joseph Bond, donor of the Joseph BondChapel.A portrait of Mr. Julius Rosenwald,Trustee and generous friend of the University, painted by John C. Johansen,of New York, was on exhibition in NewYork City before coming to Chicago.It was painted for the University on theorder of the Board of Trustees. It hangstemporarily in the Quadrangle Club andeventually will be placed in HutchinsonHall."The minister of the future," DeanShailer Mathews, of the Divinity School,said in a recent interview, "must takeover to some extent the functions of thecountry doctor. He must abandon thepractice of frightening his parishionersto death to make them good and substitute for threats of hell-fire exact information as to what is psychologicallyor pathologically wrong in order that thepatient may be sent to the proper specialist for cure." The new plan becameoperative with an address in JosephBond Chapel, by Dr. Elwood Worcester,of the Emmanuel Church, Boston. Dr.Worcester is leader of the Emmanuelmovement, which emphasizes the psychological approach to religion. Otheraddresses are being given by Dr. LawsonLowry, director of the New York Institute for Child Guidance; ProfessorAbraham Myerson, psychiatrist of theTufts Medical School; Professor S. Angus, of St. Andrew's College, Sydney,N.S.W. ; Dr. E. VanNorman Barry, professor of mental hygiene at Yale University; and George E. Vincent, retiringpresident of the Rockefeller Foundation.Madame Elly Ney, concert pianist ofinternational reputation, recently playedat a Sunday afternoon service in theUniversity Chapel, the musical service being open to the public without charge.The appearance of Madame Ney came asa result of her admiration of the beautyof the chapel, and she volunteered togive the recital. Professor Arthur Constant Lunn accompanied her on theorgan. Madame Ney is regarded as oneof the greatest interpreters of Beethoven's music, and in recognition of herability the city of Bonn conferred onher an honorary citizenship on the hundredth anniversary of Beethoven's death.After thirty-seven years as a studentand administrative officer at the University, Walter A. Payne, Recorder andExaminer, retires at the end of theacademic year. Appointed secretary ofthe Lecture-Study Department in 1896,Mr. Payne later served as Dean of University College and in 191 1 became Examiner. In addition to doing an immenseamount of administrative work connected with admissions and credits, hehas been secretary of nearly forty rulingbodies and committees.Henry Everett Dewey has been appointed principal of the University HighSchool, succeeding Robert C. Woellner,who is now executive secretary of theBoard of Vocational Guidance and Placement. Mr. Dewey, a graduate of Kalamazoo and Oberlin colleges, has beensuperintendent of schools of Ohio andwas in charge of extension work atPennsylvania State College until lastJune, when he came to Chicago to resume work for a Doctor's degree.Appointed to the Frederick Ives Carpenter Visiting Professorship last quarter, Thornton Wilder, author of thePulitzer prize novel, The Bridge of SanLuis Rey, is giving courses in contemporary literature and composition during the Spring Quarter.William F. Ogburn, Professor of Sociology in the University and presidentof the American Sociological Society, recently attended in Washington the meeting of organization of President Hoover'sSocial Research Committee, of whichProfessor Charles E. Merriam, of thePolitical Science Department, is also amember and chairman. Professor Ogburn has been appointed director of thegroup ; Professor Howard Odum, of theUniversity of North Carolina, is assistant director ; and Edward Eyre Hunt,BRIEF RECORDS OF THE QUARTERlong associated with President Hoover,is the executive secretary. The researchgroup is preparing to start work immediately on thirty projects which willfurnish social data for President Hooverin determination of his policies. Theindividual projects will be placed in thecharge of responsible investigators to bechosen from universities and researchinstitutions of the country. Some of theimmediate studies include projects on thefamily, child welfare, housing, crime, andrecreation. The committee will bringthree hundred leading sociological experts into the extensive survey.On his return from the Orient afterfive months' study of the political situation, Dr. Quincy Wright, Professor ofInternational Relations, expressed theopinion that no political stability maybe expected in China in the near future.The chief hope for solidarity in China,he believes, lies in the slowly growingnationalism which is rising throughChinese universities and through themass education movement. "China nowseems to be in a better position in Manchuria than before its dispute with Russia," Professor Wright declared. "I believe that Russia will gradually loseinterest in Manchuria because of thelarge movements of Chinese populationinto the province and because of Russianpreoccupation with the industrializationof its western areas." Professor Wrightrepresented the University at the thirdconference of the Institute on PacificRelations at Kyoto, Japan, lectured atTsing-Tau University, and traveled inKorea and Manchuria.One William Vaughn Moody lecturewas given in the Winter Quarter, thatby Edward Davison, the English poetand critic who at one time was professorof English in Vassar College. The dominant theme of his lecture in MandelHall on "The Approach to Poetry" wasthe relation between everyday life andold and new poetry. Each age, the lecturer said, tends to rewrite the poems ofa previous age, with a difference only inenvironment and symbolism. It was aneffective address, and the reading of hisown poetry was well received. In theWinter Quarter also occurred Edna St.Vincent Millay's fifth appearance at theUniversity, in an interpretation of herown unpublished poetry, which was enthusiastically received by a large audi ence. She was introduced by EuniceTietjens, a Chicago poet and editor of arecent anthology of Chinese poetry, whoread the first part of Miss Millay's "Ariada Capo."Using known geological data, andconferring frequently with Universityauthorities on the subject, Willis J. Sto-vall, a graduate student in geology, hasconstructed in Walker Museum a typicalscene from the Permian age, to as exactproportions as geologists are able to reconstruct them, one-quarter natural size.Data for the reconstruction were obtained from fossil remains from theTexas red beds and Central Africa, fromwhich places Professor Alfred S. Romerand Assistant Curator Paul Miller, ofthe Geology Department, recently returned. A dozen amphibians and reptilestypical of the period are exhibited innatural poses, in geologists' conception oftheir natural habitat, and typical insects of the period and typical foliagehave also been reproduced.Svend Waendelin, a member of theLibrary staff of the University, has beenappointed curator of the central mapcollection in Rosenwald Hall. In preparation for his work Mr. Waendelin visited some of the larger map collectionsof the country, notably those of theLibrary of Congress and the AmericanGeographical Society, with a view tostudying the facilities and methods therein use. The Department of Geology hasadded its loose maps to the collection inRosenwald.From an obscure Russian booksellerof Brooklyn, New York, Dr. Marcus W.Jernegan, Professor of American History,has obtained for the University a rareand valuable collection of Americanadealing with the revolutionary period.Exchanges of political opinion amongsuch patriots as Washington, Jefferson,Franklin, Adams, Hamilton, and Paineare recorded in the contemporary pamphlets, essays, almanacs, and newspapers in the collection. Among theitems is a series of 106 pamphlets byand about Thomas Paine, "the firebrand of the Revolution."The building program projected bythe University six years ago for completion by 1940 is assured, except fortwo units — buildings for administration128 THE UNIVERSITY RECORDand education — according to the President's Report for 1928-20 prepared byVice-President Frederic Woodward, whowas Acting President from June, 1928,to October, 1929. Additional buildingsalready are urgently required, the Reportsays, the most imperative needs beingfor a new building for Hygiene andBacteriology and one for the School ofCommerce and Administration. The newdormitory plan, involving an immediateexpenditure of $3,000,000, is at the construction stage. Mr. Julius Rosenwald,a Trustee, will contribute 40 per cent ofthe cost of the buildings, up to a totalfrom him of $2,000,000.Gifts to the University during 1928-29 amounted to $6,926,311. The totalbook value of the assets at the close ofthe fiscal year was $88,357,337. Budgeted expenditures of all departmentsfor the year aggregated $5,991,496, anincrease of $371,277 over the previousyear.Mental activity and imagination arefunctions involving the whole bodyrather than products of the brain actingalone, it has been demonstrated in experiments under way in the PhysiologyLaboratories of the University. A simpleact of imagination — an idea — has beenmeasured in terms of the voltage fromneuromuscular reaction associated withit. From a long series of objective testsDr. Edmund Jacobson, Research Associate in the Department, has shown thatthe effort of imagining is accompaniedby involuntary and extremely negligiblecontractions of the muscles imagined asmoving. Using one of the most sensitivestring galvanometers ever applied toneuromuscular study, he was able to detect the discharge of a few millionths ofa volt from the biceps when the subjectwas imagining the act of bending hisarm.The American public-school systemis maintained for a state purpose — thetraining of intelligent citizens — and therefore should be directed and maintainedby the state, is the conclusion of Professor Henry C. Morrison, of the Schoolof Education, in his new book on SchoolRevenue published by the UniversityPress. Reasons for the financial difficulties besetting so many school systems,especially in the larger cities, are given by Professor Morrison, one being thatthe schools attempt to do too much.Another is that the system of revenue-raising attempts to utilize a tax systembased on the property tax, which isoften characterized as the worst in theworld. A third reason is that the control of the schools is intrusted to thousands of local school districts in eachstate, an expensive and inefficient multiplicity of administrative bodies. Thestate must raise its revenues for theschools from an income tax, which, incontrast to the general property tax, isdefinite and equal in operation and calculable in economic effect, in Dr. Morrison's judgment.The Convocation Orator at the University, March 18, was Dr. Henry Suz-zalo, director of the National AdvisoryCommittee on Education, chairman ofthe board of the Carnegie Foundationfor the Advancement of Teaching, andpresident of the University of Washington from 1915 to 1926. His address on"The Cultural Function of the FineArts" was especially timely because ofthe recent gift to the University of amillion dollars for the Epstein Instituteof the Fine Arts. The address appearselsewhere in this number of the Record.A graduate of Stanford University anda Doctor of Philosophy from Columbia,Mr. Suzzalo was professor of the philosophy of education at the latter institution when called to the presidency of theUniversity of Washington. In 1927-28he was the Visiting Carnegie Professor ofInternational Relations in Europe. Forfour years Dr. Suzzalo was a member atlarge of the National Research Council,and for ten years has been an elector ofthe Hall of Fame. He has also beenpresident of the National Association ofState Universities, and for his services inthe great war was decorated KnightCommander of the Order of the Crownof Italy. As Visiting Professor of Education from Columbia University duringthe coming Summer Quarter at the University, Dr. Suzzalo will give a course on"Problems in the Administration ofHigher Institutions."In March eight hundred courses wereannounced by the University for theSummer Quarter beginning June 16 andending August 29. They include coursesin Arts, Literature, Science, Divinity,Law, Medicine, Education, CommerceBRIEF RECORDS OF THE QUARTER 129and Administration, Social Service Administration, and Library Science, andhave the same character and creditvalue as courses offered in other quarters of the years.Three hundred and thirty-seven candidates for degrees and four -year certificates were presented at the OneHundred Fifty-ninth Convocation of theUniversity on March 18. The Bachelor'sdegree in Arts, Literature, and Science,Education, and Commerce and Administration were conferred on 151 candidates; and the Master's degree on 49.Sixteen candidates received the degreeof Doctor of Law (J.D.) and 37 thatof Doctor of Medicine. In the Graduate Schools of Arts, Literature, and Science there were 19 candidates for thedegree of Doctor of Philosophy, 1 in theSchool of Commerce and Administration,and 3 in the Divinity School, a total of23. Four-year certificates in medicinewere given to two students in the OgdenGraduate School of Science and to 55 inRush Medical College. President Hutchins also conferred on Dr. Ray LymanWilbur, secretary of the interior andpresident of Leland Stanford University,the honorary degree of Doctor of Laws"in recognition of a record of distinguished accomplishment, first as a skilful physician and organizer of medicaleducation, then as the efficient and progressive executive of a great university,and finally as a disinterested and courageous servant of the national government." Secretary Wilbur was presentedfor the degree by Vice-President Frederic Woodward, Dean of Faculties.Nearly 500 instructors have been engaged for the Summer Quarter Facultyat the University. Of the total number,some 350 are of professorial rank, and145 are from other institutions. AmongAmerican institutions represented on theSummer Quarter Faculty of Arts, Literature, and Science are Yale, Princeton, Johns Hopkins, Harvard, Dartmouth, Wisconsin, Illinois, Kentucky,North Carolina, Iowa, Texas, Louisiana,and Washington. The Divinity Facultywill have among its members representatives from Yale, Boston, Cornell, Oregon, Colgate-Rochester Divinity School,and Union Theological Seminary, NewYork. The Law Faculty will be reinforced by professors from Virginia, Har vard, Yale, Stanford, Minnesota, Oregon,Wisconsin, and Southern California. Harvard, Johns Hopkins, Porto Rico, Beirut,Texas, and Denver will have representatives on the Faculty of the GraduateSchool of Medicine of the Ogden Graduate School of Science; and the Schoolof Education Faculty is to be enlargedby professors from Columbia, Kentucky, Iowa State College, Texas, IllinoisState Normal University, and the University of California. Additions to theFaculty of the Graduate School of SocialService Administration will come fromGoucher College, New York School ofSocial Work, University of Utah, andTulane University.Dr. Herman A. Spoehr, who receivedfrom the University the degree of Doctor of Philosophy in chemistry in 1909and the honorary degree of Doctor ofScience in connection with the dedicationof the George Herbert Jones Laboratoryof Chemistry in December, has been appointed director of science of the Rockefeller Foundation, succeeding Dr. MaxMason, former president of the University of Chicago. Dr. Spoehr has beena member of the Carnegie Institutionsince 19 10, and since 1926 has been assistant director in charge of operationsof the Coastal Laboratory. He is oneof the most prominent of American scientists in the field of the chemistry ofplant life and is the author of a book onphotosynthesis published by the American Chemical Society.President Hutchins presided at thedinner meeting in the Palmer Housewhich closed the second day of the conference of the Chicago Association forChild Study and Parent Education calledin March to discuss "The EmotionalLife of the Child." Among the speakersof the evening was Dean M. C. Winter-nitz, of the Yale Medical School, whoco-operated with President Hutchins indeveloping the Institute of Human Relations at Yale.Twelve Juniors and twelve Seniors ofthe University were elected to Phi BetaKappa on March 11, nineteen of thenumber being men and five women.Among the Seniors elected was MaxwellMason, son of former President MaxMason, who took honors in mathematicsand was graduated at the Spring Convo-130 THE UNIVERSITY RECORDcation. Twelve of the new initiates attained the unusual distinction of electionat the end of their third year."Since 1890 the number of Chicago-ans over sixty-five years old has increased from 21,000 to 85,000," saidProfessor Paul Douglas, of the Department of Economics, at the March conference held under the auspices of theDeutsch Foundation and the School ofSocial Service Administration. ProfessorDouglas presented statistics to show that,in 1890, 74 per cent of the men oversixty-five were gainfully employed, whilein 1920 the percentage had dropped to60 per cent. "Society must sooner orlater work out a systematic method ofproviding for the old," he said, "whetherby pensions, insurance, or otherwise,"because the advent of the machine agegradually has reduced the number ofpositions available to elderly people. Dr.Douglas, who has been appointed director of the Swarthmore Institute onUnemployment, has been granted a sixmonths' leave of absence by the University.Dr. Albert Parker Fitch, who wasthe University preacher on March 2,writes from the Park Avenue Presbyterian Church of New York City withreference to the new University Chapel:"May I say how profoundly impressedI was with the new University Chapel.It has been one of my avocations tomake a fairly detailed study of the history of architecture in the westernworld, and especially in the history ofGothic. I don't think we have a Gothicbuilding on this continent so whollysatisfactory as your new chapel, andespecially its tower. The tower is trulymonumental ; it is austere like a fortresstower ; it has majesty, strength, and thatsoaring quality which only the very bestarchitectural genuineness can attain. Theonly tower I know of which has more ofthat quality is Giotto's Campanile inFlorence. Whatever else — and how muchelse there is! — the University is doingfor Chicago and its surroundings, it hasmade a permanent contribution of thehighest distinction in offering to thepublic such a building and such a service as is now being held within it."Through the forty-inch telescope ofYerkes Observatory University astronomers on March 16 sighted the new trans- Neptunian planet recently discovered atFlagstaff, Arizona. Professor George VanBiesbroek, in the absence of DirectorE. B. Frost, announced that his staffhad obtained photographs of the newplanet, which in round figures is fourbillion miles from the earthy How thisnew planet escaped observation so longis explained by Professor Van Biesbroekon the ground that it is so extremelyfaint its movement is scarcely discernibleand hence it has every appearance of afixed star.Dr. Philip A. Nordell, former Assistant Professor of New Testament Literature in the Divinity School, died onMarch 10 in Brookline, Massachusetts.He served as pastor in a number ofNew York, Massachusetts, and Connecticut churches after graduating from theRochester Theological Seminary, andwas the author of numerous books andarticles on biblical subjects.In his recent testimony before theHouse of Representatives JudiciaryCommittee in Washington on the valueof the Eighteenth Amendment, DirectorA. A. Stagg, head of the Department ofPhysical Culture and Athletics, said,when asked if he objected to athletes'drinking: "I cut their heads off ifthey're trying for the team ! A drinkingman hasn't clear sight. An athlete hasto have clear sight. A drinking manhasn't his full capacity of nerves. Anathlete must have it, he needs all thestuff that is in him. There has been,"he continued, "a tremendous gain insocial and economic conditions amongthe poorer classes as a result of prohibition and the children have profitedthereby. It has been my good fortuneto travel considerably about the UnitedStates. I am convinced that in mostcities of 10,000 to 25,000 and less thereis no serious prohibition problem. Thatdoes not mean there is no drinking orbootlegging. We shall never be able tostop them completely, any more thanthe government is able to stop the bootlegging and use of opium. As I see it,the prohibition law is not observed, first,by the 'idle rich'; second, by the 'ne'erdo wells'; third, by the class who demand special privileges for themselves,and, fourth, by the f ollow-tails ; that is,the weak ones who just go along. Thegreat mass of people in the UnitedBRIEF RECORDS OF THE QUARTER 131States, in my judgment, are strong forthe law."The flag of the University of Chicagowill be hung in the library of the University of Louvain, Belgium, among theflags of other outstanding universities ofthe world. The flag is to be presented tothe Belgian institution by officials of theUniversity.Dr. Ludwig Hektoen, Professor andhead of the Department of Pathologysince 1901 and director of the McCor-mick Institute for Infectious Diseasessince 1902, has been seriously ill withparrot fever. However, he reacted favorably to the serum administered forpsittacosis, although at his age of sixty-seven some apprehension was felt at theoutcome of the infection.Professor Albert A. Michelson, headof the Department of Physics, returnedin March from a two months' vacationin Bermuda, where he recuperated fromhis serious illness of last fall. He expects to work in the Ryerson PhysicalLaboratory for several months beforegoing to California to repeat his experiment in measuring the speed of light.The old power plant is to be remodeled as a temporary service building.By amendment of the University statutes the School of Nursing has now beenestablished. It provides for training of ahigh type for nurses and for educationfor administrative work in hospitals,teaching in nursing schools, and activitiesin public health service. The property ofthe Illinois Training School for Nurses isbeing transferred to the University aspart of the plan for the development ofthe school.A million dollars is sorely needed toprovide for a nurses' home to house the350 nurses who will be in the employ ofthe University in its several hospitalspresumably early in 1931. One-half ofthis million dollars has been subscribedby a generous friend of the University.Razing of the Del Prado Hotel on theMidway Plaisance between Dorchesterand Blackstone avenues, originally builtduring the period of the Columbian Exposition of 1893, has removed a landmark of the University neighborhood. Itwas the home of many University peopleand often housed visiting athletic teams. Upon the former site of the hotel and adjacent property will be erected International House, a dormitory, under University supervision, for foreign students.The Committee on Buildings andGrounds of the Board of Trustees hasbeen instructed to select a site for the newbuilding for the School of Education tobe used for educational research, as wellas to choose an architect to draw plans.One of the most significant evidencesof progress in the uplift of the Negro isthe success of the recent effort to secure$3,000,000 for endowment and buildingsof the Provident Hospital, which has entered into co-operative relations with theUniversity. A portion of this amount willbe used to purchase for the use of theProvident Hospital the buildings on Fifty-first Street soon to be vacated by theChicago Lying-in Hospital when the newbuilding of the latter institution, now under construction west of the University'smedical group, shall have been completed. Teaching and research in the Provident Hospital will be conducted underthe supervision of the University's medical Faculties, thus providing a safelyguarded and adequate effort to train Negro doctors and to study diseases towhich Negroes are particularly subject.The General Education Board, the Conrad Hubert estate (the appropriationmade by Al Smith, Calvin Coolidge, andJulius Rosenwald), and Mr. Rosenwaldwere generous contributors to the fund.Mr. Rosenwald, who learned by cablegram of the subscriptions which completed the fund while on his honeymoontrip at Assuan, Egypt, was overjoyed atthe news, which he believes marks a newera in the advance of the Negro race.The frontispiece for this issue of theUniversity Record is a view of ChicagoHouse at Luxor, Egypt, a reproductionof a photograph taken by telephoto lens,by use of which the building, somethinglike a half a mile distant, apparently isbrought nearer to the spectator. Theprint was made by A. Q. Morrison, theofficial photographer. It is his work tomake the photographs of the hieroglyphics upon the walls of the temple at Medinet Habu, upon which intensive study hasbeen centered for several years by theOriental Institute. These photographs inturn are "edited" by artists by directstudy of the carvings; then inscriptionsare copied upon the print in india ink.132 THE UNIVERSITY RECORDThe photographs are then bleached out,leaving a clear, accurate drawing suitablefor reproduction and subsequent publication. The huge figures, known (incorrectly) as the Colossi of Memnon, arethe most prominent objects on the westbank of the Nile at Luxor. They arecarved from the sandstone found in themountains beyond Edfu, some fiftymiles distant. Each is a representationof Amenophis III, a pharaoh of theeighteenth dynasty, and was placed before a mortuary temple erected by thatruler, of which temple almost nothing remains. They are over sixty feet in height. Back of the University's laboratory, workshop, and residences, combined, may be seen a portion of the Valley of the Tombs of the Kings, in whichare found at least sixty sepulchers withinwhose chambers were deposited themummies of Egyptian kings, some ofwhich are now in the museum at Cairo.Here is the now famous tomb of Tut-ankhamon, discovered in 1922. Themummy of the king, in perfect condition,as is also the sarcophagus, has been leftin the tomb, but its marvelous contents,more than six hundred items in the museum catalogue, are in Cairo.ATTENDANCE IN THE WINTER QUARTER, 19301930 1929Gain LossMen Women Total Men. Women TotalI. Arts, Literature, and Science:i. Graduate Schools —4035n 349141 752652 400486 332146 732632 2020Total 91479080123 4905666173i 1,4041,3561,41854 88669380610 47854458430 1,3641,2371,39040 4011928142. The Colleges-Unclassified Total 1,6142,528in36610 1,2141,704425156 2,8284,23215388116 1,5092,3951444765 1,1581,636213208 2 , 6674,03116579613 16120113Total Arts, Literature, andII. Professional Schools:i. Divinity School —12Chicago Theological Seminary —Graduate 15Unclassified Total 190201 6825 258226 229195 5223 281218 8 232. Graduate Schools of Medicine —Ogden Graduate School of Science —5 5 3 1 4 1Total 20611126120 25179 23112133129 19817140991 242158 22219155107I 922Rush Medical College —722Third-Year 1Total 257462226153231 1742153 274S04241156231 257450241143413 25471131 2824972521464i4 710 8Total (less duplicates) 3. Law School-11183Total 403415 18611 4216525 42852 154624 4435126 14 224. College of Education —1Total 105812645 629192 726714547 75213165 521118I 596314966 13415. School of Commerce and Administration —42Total 193101 30791649 2238917410 1941521 30681895 2248320105 65 16. Graduate School of Social ServiceAdministration —361Total 125 10812 120I7 181 IOO10 11811 267. Graduate School of Library Science-Total Professional Schools . .Total University (in Quad- 1,2753,803364 3402,04428 1,6155,847392 1,3273,722344 3061,94220 1,6335,664373 1818319Net total (in Quadrangles) . . 3,439 2,016 5,455 3,378 i,9i3 5,291 164 [Cot itinuec I on pa{ v 134]134 THE UNIVERSITY RECORDATTENDANCE IN THE WINTER QUARTER, 1930— Continued1930 1929Gain LossMen Women Total Men Women TotalIII. University College: 1927312579174 521687288366 1979481232754o 4226112397137 406703252446 42667826349583 127 231443Total 670 1,822 2,492 660 1,807 2,467 254,109¦24 3,83833 7,94757 4,03839 3,7204i 7,75880 189Net total in the University. . 4,085 3,805 7,890 3,999 3,679 7,678 212ATTENDANCE IN THE WINTER QUARTER, 1930Graduate Undergraduate UnclassifiedArts, Literature, and Science 1,404234226274241 2,774 54Divinity School 24Graduate Schools of Medicine —Ogden Graduate School of Science Rush Medical College 5Law School 1796714921 ICollege of Education 5School of Commerce and Administration ....Graduate School of Social Service Administration 678917 710Graduate School of Library ScienceTotal (in the Quadrangles) 2,552234 3,190154 106Duplicates 5Net total in the Quadrangles 2,318794 1,158 101University College 54°Grand total in the University 3,H216 4,19440 641Duplicates 1Net total in the University 3>°96 4,1547,890 640Grand total To hang in Hutchinson Hall /.>„,„ Painting by John C. JohansenJULIUS ROSENWALD, PHILANTHROPIST