The University RecordVolume XVII JANUARY I93I Number 1THE REORGANIZATION OF THEUNIVERSITY1By PRESIDENT ROBERT MAYNARD HUTCHINSON THIS occasion it is perhaps appropriate that I should attemptto give a concise account of the history and status of the reorganization of the University together with a brief outline ofsome questions it raises. When I have finished those of you who are graduating today may leave us with less reluctance; but you will at least beable to answer the inquiries of your relatives and friends as to what it isthat your Alma Mater is about.A university has three problems, administration, education, and research. The reorganization is an attempt to solve all three of them at once.Although administration is by far the least important of the three activities of a university, it achieved unusual difficulty here because of the multifarious separate units which were administering the University's fundsand were being administered by its chief executives. Some seventy totally independent programs represented by seventy totally independentbudgets were submitted to the President's office annually. Although thedivine qualities of university presidents are frequently asserted by them,it is doubtful whether the most inspired or godlike of these individualscould do justice to so many competing claims, each constituting minorfragments of fields with which the president could have little actual familiarity. The scrutiny of personnel, the weighing of courses and researchprojects, the adjustment of salaries and promotions on so vast a scale required supervision by persons entitled to have views about them and em-1 An address delivered in the University Chapel on the occasion of the One Hundred Sixty-second Convocation of the University, December 23, 1930.12 THE UNIVERSITY RECORDpowered to make those views effective. The Deans of the Colleges andGraduate Schools were perhaps entitled to views, but could not makethem effective except through the charm of their personalities; for departmental budgets came directly to the President without passing throughtheir hands.TRADITIONAL UNITSIt was also clear that in arts, literature, and science the traditionalunits were units because they were traditional rather than rational or convenient. From the standpoint of administration we could see that the social sciences were developing educational and investigative problemswidely different from those in the humanities; and that the biologicalsciences, particularly when medicine took its place among them, wereframing a program in biology which required administrative knowledgeof a different sort from that demanded by the physical sciences. In theColleges we could see that the line between the Graduate School and theSenior College was becoming more and more confused and arbitrary, witha great many graduate students doing Senior College work and a greatmany Senior College students qualified to do graduate work. We couldsee that the problem of general education was receiving slight consideration in the Junior College because it was nobody's business to consider it.The Dean of the Junior College had no budget and hence no means ofcarrying out a program. Even in the selection of his staff he was handicapped by the absence of effective control. In short, it is fair to say thatthe administration of the University was somewhat complicated andcalled for simplification in the interest of administrators, educators, investigators, and students alike.When we looked at the education that the University was administering we saw that the system we had gradually developed was not quite accomplishing our educational objectives. Doubtless because of the largenumber of students with which they have had to deal, American universities have hit upon the scheme of dealing with them as though they wereidentical. If you have enough bookkeepers you will find it fairly simpleto determine the intellectual stage which any given student has reached.It depends entirely on the number, not the quality, of the courses he hasattended, the years he has been in residence, and the grades he has secured. Since the student gets these grades from the instructor who hastaught the course, they are more likely to reflect careful study of the professor than of the subject. Since the examinations are course examinations, the student has tended to memorize isolated fragments of informa-THE REORGANIZATION OF THE UNIVERSITY 3tion that would be useful on examination; he has not been compelled toco-ordinate his information or his thinking about it.Most universities have taught most courses from the Freshman yearon as though every student in the course were preparing to devote his lifeto a study of that particular field, even though 90 per cent of them wereclearly taking it to fill out requirements for graduation or because theywished to know a little something about the subject. Universities havebeen insisting on small-group instruction at great expense for all studentsin all fields when instruction through large lecture courses would havebeen better for those who did not intend to specialize. They have insistedon assuming that all tools would be equally useful to all students. Theyhave, for instance, put those in the sciences, including the vast hordes thatnever expect to do anything in science, but who wish to learn somethingabout it, through laboratory routines that are admirably calculated totrain the future scientist and to deaden the interest of everybody else.That this system was not without unfortunate effects on American scholarship cannot be doubted. The student entering the Freshmen class witha vague notion that perhaps he might like to be a scholar could look forward to seven years to be spent in the painful accumulation of sixty-threemajors, perhaps under sixty-three different instructors, involving the acquisition of skills and techniques he would never use, and intensive application to subjects in which he had only a general interest. Since thissystem was of necessity set up for the pace of the average man, the student of solid worth who was slow to adjust himself to new surroundingsmight find himself counted a failure. The student prepared for a fasterpace must linger with the majority of his classmates; and those whowished to become scholars might well conclude long before reaching theGraduate School that if this was scholarship and education they had hadenough of it.SPECIFIC DIFFICULTIESThese considerations were applicable in varying degrees to students atall educational levels. In addition certain specific difficulties at each leveldeserve passing mention. There has been a good deal of complaint fromthe colleges that Doctors of Philosophy have not the breadth of trainingneeded in college teaching. Without debating the truth or falsity of thisallegation we can at least concede that a system of independent departments lends itself to narrow specialization, and some device that will produce breadth without superficiality is called for. Furthermore, as problems for investigation cross departmental lines it is certainly desirablethat students follow them in their passage without being detained at the4 THE UNIVERSITY RECORDdepartmental boundary. For a student who wishes to devote himself tointernational relations, for example, to be compelled to enlist under thebanner of one department and fulfil to the letter its requirements for adegree is to deprive him of many of his finest opportunities to understandhis problem. Thus whether we look upon a grouping of departments asindicated to give breadth of training or as indicated to give a grasp of anyimportant question, we must agree for the benefit of the advanced studentthat it is indicated.The professional student, too, has had difficulties of his own resultingchiefly from the constantly increasing length of his education. I do notknow why the Bachelor's degree should be a magic sign without which nostudent should even be permitted to show that he is qualified for professional study. The best preparation for such study would seem to be thebest possible general education. If the prospective professional studentis to specialize, why should he not do so in the professional school? Forsome reason a professional school that requires a Bachelor's degree forentrance has mysteriously acquired prestige by that act alone. For somereason it has been thought that we got better students if we took onlythose who had had four years of college. I doubt if the first of these reasons is particularly laudable or that the second has ever been substantiated. We may guess that the student of law or medicine particularly hassuffered from them both and that the community may have suffered withhim.In the colleges we have been doing two things under one roof; generaleducation and advanced study. These functions have been somewhat confused in most American colleges. In many of them there has been a shiftin interest from general education to advanced study at the end of the firsttwo years. In many of them the difference in the quality of the studentsand in what they were doing has not been very great in the last year of theSenior College and the first year of graduate work. The collegiate atmosphere, which might well have been confined to the period of general education, has carried over into the period of advanced study, and the SeniorCollege student has felt slight change in his environment, or in his curriculum, or in the attitude of his instructors toward him. The student whowished only a general education, on the other hand, has received instruction based on the idea that he wished something more. The universitieshave in general treated every incoming Freshman as an aspirant for theBachelor's degree. Many Freshmen, perhaps, would not have desired itexcept that there was no curriculum leading to a dignified terminus at anearlier period. It is even possible that some Freshmen have not deservedit at all.THE REORGANIZATION OF THE UNIVERSITY 5PREVIOUS STEPSThese matters have received earnest attention at the University ofChicago and elsewhere for many years. In 1927-28 great progress wasmade here in the development of a collegiate curriculum and of rules forits regulation. It is impossible to refer to the educational aspects of thepresent reorganization without referring to the background which thesestudies provided. Without the work that went into the investigation thenconducted the plan now in effect would have encountered difficulties thatwere resolved three years ago. The University's program is simply a development of that worked out at that time.THE ADVANCEMENT OF KNOWLEDGEThe research work of the University has been so excellent and hasbrought the institution so great a reputation that it must be clear that thereorganization was not designed to alter its present course but merely tofacilitate what was already going on. The major task of the University ofChicago is and always will be the advancement of knowledge. In theprocess of advancing knowledge co-operation in investigation has developed here to a remarkable degree. In the social sciences there was apermanent organization devoted to the fostering of such investigation expending some $200,000 a year. In the biological sciences and the humanities faculty committees were directing the expenditure of similar thoughsmaller funds. In the physical sciences a long-time program for the exploitation of the whole field had been drawn up in the last administration andpartly financed at that time. The investigations of the faculty were fallingnaturally into groupings and men were being added every year becausethey could contribute to the joint effort of one group or another. The formal changes that have ensued have merely legalized the extra-maritalrelationships that had already been formed. Indeed it was the existence ofthese relationships that suggested the creation of divisions of the Humanities, the Social Sciences, the Physical Sciences, and the BiologicalSciences.THE BACKGROUND OF REORGANIZATIONThis, then, is the background of the reorganization: serious difficultiesin administration; questions about the effectiveness of our educationalsystem; outstanding success in research projects managed by groupswhich might become even more successful if the groups were given officialand permanent status. In the interest of administration, education, andresearch, therefore, some kind of reorganization would sooner or later6 THE UNIVERSITY RECORDhave occurred. What kind of reorganization is it that has occurred, andhow far has it gone?On October 22 the University Senate approved a proposal to replacethe Graduate School, the Senior College, and the Junior College by fivedivisions: the Humanities, the Social Sciences, the Physical Sciences, theBiological Sciences, and the College. The administrative implicationswere that a dean presiding over each division would receive the budgetsof the departments and co-ordinate them into a divisional budget so thatthe programs to be scrutinized by the President would be reduced by thirty-five. The educational implications were that since all students would berecommended for degrees by a division instead of a department, breadthof training as well as specialization would be expected; that the functionof the College would be to do the work of the University in general education; no degrees would be granted there, but a sound general educationwould be developed that would serve as the basis for specialization in arts,literature, and science, and perhaps eventually in the professional schoolsas well. The research implications were that the members of the departments now became parts of working and planning units where by constitutional means they might share whatever enlightenment they had oncommon problems.On the recommendation of its Committee on Instruction and Equipment, the Board of Trustees approved the action of the Senate on November 18. On November 20 the new organization was made public.Since that time the divisions have met and appointed committees to re-canvass the curriculum and the regulations governing it. Since the facultyhad three years ago given such attention to these matters in the College,and since the College is basic to the whole enterprise, it is not remarkablethat the first definite action was taken by that division. It has voted thateffective with the entering class next fall credits and time requirements areabolished as the criterion of intellectual maturity, and that comprehensive examinations shall be developed to reflect the completion of generaleducation and qualification for advanced study. The other divisions,which are now reconsidering their course of study, are free to experimentwith it, and that freedom implies that if they so decide they may leavethings as they are.THE STUDY OF INTERNATIONAL RELATIONSThe graduate faculty, which is retained to co-ordinate the requirements for higher degrees, has, however, taken an important step that mayhave great effect on the course of study in the upper divisions. Ten daysago it decided that it was appropriate to have plans made for the awardTHE REORGANIZATION OF THE UNIVERSITYof the degrees under its jurisdiction in fields cutting across departmentallines and even divisional lines. This involves specific approval of a planpresented by the Division of the Social Sciences for conferring the degreesof Master of Arts and Doctor of Philosophy in international relations.Under this scheme students desiring advanced work in this field as preparation for research, teaching, diplomacy, or foreign trade will be able forthe first time to avail themselves of all the opportunities offered here forthe study of international affairs.When the divisional deans were appointed it at once became clear thatsomething would have to be done to co-ordinate the University's relationswith students and to relieve the deans of questions of educational guidance and social control. It was also clear that the burden of developing,administering, and testing general examinations would be enormous, andthat in the business of carrying it the faculty would demand expert assistance and advice. In addition the President's office wished to place inthe hands of one person the administration of the numerous independentunits dealing with the various phases of student life and work. On December 17, therefore, the Senate approved the appointment of a new officerto be known as Dean of Students and University Examiner, to havecharge of student affairs and to be chairman of a Board of Examinerswhich will bear the load of the general examinations.This then is the reorganization of the University of Chicago to date.The University now consists of the professional schools and the five divisions: the Humanities, the Social Sciences, the Physical Sciences, theBiological Sciences, and the College. It is now possible to draw up divisional programs and make them effective through divisional budgets. Thestudent may secure the advantages of work in a division as a whole, andhis qualifications for a degree must be satisfactory to the entire group. Inthe divisions the faculties are studying their work, the students' work, andthe methods of measuring it. No change has occurred, with the exceptionof the development in international relations, in the curriculum or measurements of any division except the College. In the College a radicalchange in measurement has taken place and the curriculum is under study.A SOUND GENERAL EDUCATIONThe College curriculum is of extreme importance. The four-year college of the liberal arts has remained the hard core of American education.Great changes have gone on below it and above it; it has remained practically unmoved. The University of Chicago has now determined to introduce some new ideas into it, and the question is what those ideas shall8 THE UNIVERSITY RECORDbe. One idea has already been introduced, and that is the notion of general education as a problem distinct from advanced study. That notionhas been dramatized by setting up a faculty with a separate dean and aseparate budget to deal with general education. The real difficulty comesin determining what a general education is. It certainly is not whateverthe upper divisions think students coming to them ought to know. If itwere that, preparation for the college examinations would take the average student not two years but six. On the other hand the upper divisionsmay well insist that the college student should come to them with a goodgrounding in the divisional field and most of the tools that he will need inworking in it. And we should all insist that a general education was something more than the ability to talk politely though somewhat vaguely onalmost any topic. The task in brief then is to give a sound general education to those who want nothing more and to give a specific orientation inthe divisional field to those planning to enter it, without at the same timeruining their general education by premature specialization.It is important to note in facing this task that the College faculty hasalready taken one step that simplifies its performance. Since class attendance will not be required, since syllabi of courses and sample examinations will be printed, and since all the College student will have to dowill be to prepare himself for the examination, great flexibility is permitted to any student in the method of preparation that he and his adviserdetermine upon. A student who comes in well prepared in the languagesbut weak in the sciences may make up for the defects in his training byspecial attention to the sciences in and out of the classroom, on and off thecampus. If worse comes to worst he may take a longer time to get readyfor the examination. With this understood it is possible to map out a program for the College which accounts for individual differences and combines the objectives of general education and preparation for advancedstudy.Such a program has been submitted to the College faculty. It calls forfour large lecture courses planned to last through two years in the humanities, and the social, physical, and biological sciences. Anybody might attend them; nobody would be compelled to. They would be designed toprepare the student, if he chose to take that method of preparation, forthe examination reflecting the faculty's objectives in general education.College students who planned to go on in advanced study and showedsufficient promise of being qualified for it would be encouraged to prepare themselves for one or more of the upper divisions by qualifyingfor small classes or conference groups. These conference groups, woulddeal with the subject matter of a divisional field, but more intensivelyTHE REORGANIZATION OF THE UNIVERSITYthan the lectures. The students would receive personal attention andwould learn to organize and present written material through the preparation of papers on the subject of the conference course instead of throughseparate courses in English composition. Only those students who weresufficiently interested and able to get into these small classes would beeligible for language courses, laboratory courses, or tool courses, for presumably only they would ever use the tools. Students in the small classeswould attend the lectures in other fields if they wished to prepare themselves for the examination on general education in that way. Thus aFreshman interested in the physical sciences would be attending lecturesin the social and biological sciences and the humanities and a conferencegroup in the physical sciences. He would be eligible for any language ortool course helpful in the field of the physical sciences and in them couldequip himself to cope with the work of the Division of the Physical Sciences on leaving the College. He would not need to attend the Collegelecture course in the physical sciences; for the conference group shouldenable him to pass a general education test in that field and to show inaddition that he was qualified for advanced study in the Division of thePhysical Sciences.Such a curriculum takes into account differences in individual preparation, interest, and abilities; it combines the objectives of the College ingeneral education and preparation for specialized work. Under it a student would come to the upper divisions a person educated in the majorfields of knowledge and equipped for serious scholarly work in at leastone of them.Perhaps the course of study I have described is not the one best adaptedto accomplish the objects of the University. I have described it to makeclear what those objects are, and to indicate that a revision of the Collegecurriculum is fundamental to their achievement. The perplexing problemof examinations we may safely leave to the Board of Examiners. Thecourse of study in the four upper divisions need not at the moment causeus much concern. If the College remolds its curriculum, the upper divisions will have to remold theirs. Unless the College remolds its curriculum, as it has the regulations governing it, the reorganization of the University may be successful in simplifying administration and in promotingresearch; it will not produce the educational results we have hoped for.Members of the graduating class: your Alma Mater salutes you as youleave her halls. She has changed and is changing to give to succeedingstudent generations even greater opportunities than those that you havehad. In her efforts she asks your sympathy and understanding and pledgeshers to you in yours.REORGANIZATION— SOME DETAILSIN HIS inaugural address President Hutchins said: "The University'svalue in the Middle West has been to try out ideas, to undertakenew ventures, to pioneer." Another instance of trying out a new ideaand undertaking a new adventure was made known to the public in thelatter part of November. After consideration and approval by the Senateand the Board of Trustees information was published with reference to areorganization of the methods of inducting students into the University, achange in students' regulations in their progress through what has hithertobeen known as their courses, and proposals for revision of the methods bywhich they may earn their diplomas and degrees. Moreover, appointmentof officers to administer the new regulations was made by the Board ofTrustees. When the significance of these changes, not to say innovations,is realized it will be seen that as the President said as he began his work:"We are studying and proposing to study problems that do not fit readilyinto the traditional departmental pattern of a university."As set forth in a statement officially authorized, the present undergraduate college will be replaced by a new kind of college in which a studentwill be able to graduate whenever he can demonstrate by passing comprehensive examinations that he had acquired a "general education."Whether the student needs only one or four years depends on his ownability; he will not be hampered by a rigidly uniform system. This newkind of college cannot be developed overnight, but the first step in theprogram has just been approved. Reorganization of the University intothe professional schools and five main divisions which replace the old divisions of college and graduate school has just been sanctioned by theUniversity Senate and the Board of Trustees, after long-time consideration by the organized group of professors of full rank.Following are President Hutchins' recommendations for the fundamental principles of the reorganization which were unanimously approvedby the Board of Trustees:A divisional organization of the work in Arts, Literature and Science [see following] has been approved by the Senate and by the Committee on Instruction andEquipment. It is recommended that the plan be adopted by this Board, and thatamendments to the Statutes in harmony therewith, which amendments were approvedin detail by the Committee on Instruction and Equipment at a meeting on November12, 1930, be adopted.It is further recommended that the following Deans of Divisions be appointed,without change in salary, effective until June 30, 1931:10REORGANIZATION IIGordon J. Laing, as Dean of the Humanities Division, his present appointment asDean of the Graduate School of Arts and Literature to be cancelled.Henry G. Gale, as Dean of the Physical Sciences Division, his present appointmentas Dean of the Ogden Graduate School of Science to be cancelled.Dr. Richard E. Scammon, as Dean of the Biological Sciences Division.To the members of the University Senate:A divisional organization of the work in Arts, Literature and Science is proposedfor the consideration of the Senate. Its objects are to improve administration by placing greater responsibility on officers who are familiar with the work of their respectivedivisions, to reduce the number of independent budgets presented to and administeredby the President's office, to promote co-operation in research, to co-ordinate teaching,and to open the way to experiments in general higher education. Under the proposedorganization each division would be presided over by a dean who would receive thebudgets of the departments in his division and co-ordinate them into a divisionalbudget which would then be transmitted to the President's office. The budget of theCollege would consist of that portion of the salaries of members of the faculty thatrepresented the share of their time and attention that was devoted to college work.Each member of the College faculty would be a member of some other division. Appointments would be made as at present, except that they would receive the approvalof the divisional dean before going to the President. The entire faculty of Arts, Literature and Science would present all candidates for degrees on the recommendationof the division in which the student was a candidate. The divisions suggested are asfollows:The Humanities: Philosophy, Art, Comparative Religion, Oriental Languages,New Testament, Comparative Philology, Greek, Latin, Romance, Germanics, andEnglish.The Social Sciences: Psychology, Education, Economics, Political Science, History, Sociology, Anthropology, Home Economics, and Geography. Philosophy mighthave representatives in this division.The Physical Sciences: Mathematics, Military Science, Astronomy, Physics, Chemistry, and Geology.The Biological Sciences: Botany, Physical Culture, Zoology, Anatomy, Physiology, Physiological Chemistry, Hygiene and Bacteriology, Pathology, Clinical Departments (South Side). Psychology, Home Economics, Geology, and Anthropologywould have representatives in this division.The College: This division would do the work of the University in general highereducation. A student would pass from it on completing his general higher educationand would be admitted to one of the other divisions on presenting evidence of hisability to do advanced work. Specialized study in Arts, Literature and Science,whether professional or non-professional, would be carried on in the upper divisions.The proposed reorganization is based on the fundamental assumptionthat the faculty and administration will redefine the aim and extent ofthe University's educational effort. It contemplates that new courses mustbe devised that will cut across traditional departmental lines; that probably many of the present types of courses will be discarded. Experimentsin this direction have been in progress for five years in the so-called "survey courses" and "honors courses."12 THE UNIVERSITY RECORDPresident Hutchins has emphasized the fact that the University willnot rush into the new plan without careful working out of all details. Butthe faculties and administration are agreed on the basic policy that education must cut loose from a system that has remained essentially unmodified since universities were first established in America and which isno longer adapted to modern needs. The revision of the curriculum andthe establishment of satisfactory standards of achievement and workablemethods of measuring the student's progress by carefully framed comprehensive examinations will require considerable time and labor on the partof the University, but the main outline of this system has already beententatively established.The transition from what is now the college level to what at present isthe graduate level will be an easy and natural one under the new method,instead of the abrupt change that now is made. The sharp line that hitherto has divided the graduate school from the undergraduate college willbe removed and all the work in special fields above the "general education" level will be merged in the four divisions named above. The studentwill be graduated from the College whenever his general education is complete and he can prove the fact by passing a comprehensive examination.For those students who pass with a satisfactory degree of excellence, thenext step will be entrance into one of the upper divisions or to a professional school. Once in an upper division, the student will be graduated bythe same means that he entered — by passing a comprehensive examination. The professional schools will award all professional degrees and thedivisions will be responsible for recommending the award of all non-professional degrees, including the equivalent of the present Bachelor's degree now granted at the end of four years of work. The Bachelor's, Master's, and Doctor's degrees, according to this new plan, are to be grantedon the recommendation of the entire division and not by one department.The reorganization will mean an immediate encouragement of undergraduate teaching, for now the College, instead of the various departments, will control the budget devoted to general education. The task ofthe College will be that of teaching, and its funds will be devoted to thatpurpose; the faculty of the College will be expected to contribute to theimprovement of general education. Under the projected reorganization,each member of the faculty in the College will also be a member of a division. In this way, the College teacher will not be cut off from the developments of his own field, but instead will keep abreast of progress in hisparticular specialty and so be a more informed and able instructor. Hereafter the chairmen of departments in Arts, Literature and Science will beREORGANIZATION AS EXPLAINED BY THE PRESIDENT 1 3directly responsible to the deans of divisions and the dean of the College. All budget recommendations, including appointments, promotions,and advances in salary, will be made to the appropriate dean. In the administration of the divisions, the deans will perform the same functionsas deans of the professional schools.The broad objects of the divisional reorganization, as was explained tothe University Senate by President Hutchins, areto improve administration by placing greater responsibility on officers who are familiar with the work of their respective divisions ; to reduce the number of independentbudgets presented to and administered by the President's office, to promote co-operation in research, to co-ordinate teaching, and to open the way to experiments in highereducation.The change from the present methods of courses and credits cannot bemade abruptly, and the University authorities now think that they maybe required to let the old type of effort overlap the new method for aperiod after the latter is put in effect.REORGANIZATION AS EXPLAINEDBY PRESIDENT HUTCHINSDURING the week in which the plan of reorganization briefly setforth above was made public, President Hutchins delivered anaddress before the Illinois Association of High School Principals meeting at Urbana. In this address he gave his hearers, who cannotbut be deeply concerned with so marked a change in university organization, his explanations of the significance of the whole plan. His addressfollows:The University of Chicago Board of Trustees has approved a plan of reorganization recommended by the University Senate, which consists of all the full professors.The plan was radical, for it abolished institutions and trade names that have longbeen familiar to us all. But it was intelligent because it frees education and researchfrom the effects of antiquated machinery. Its benefits should be felt immediately byevery student and every professor.The plan removes from the academic scene the graduate school, the senior college,and the junior college. The University now consists of the professional schools andfive divisions in arts: the humanities, the social sciences, the biological sciences, thephysical sciences, and the college. The college faculty is charged with discoveringwhat a general higher education is and ought to be, for none of us is so bold as to sayhe knows today. All that we know now is that a student leaves the junior collegeafter he has passed eighteen courses with the minimum scholastic average. If we areasked whether he has had a general education, we can only reply that we hope so,14 THE UNIVERSITY RECORDeven though we know that as he passed course after course he forgot the one he hadpassed as he passed on to the next. The first duty of the college faculty is to attemptto formulate a somewhat more adequate and satisfactory definition of a generaleducation.What the college course of study will be, we do not know. All we know is that itwill probably be different from what it is today. My purely personal view is thatsooner or later it will be simple in the extreme. I should like to see four general lecturecourses, planned to last through two years, in the humanities, and the social, physical,and biological sciences. These should be open to anybody, but required of nobody.From the lecture courses those particularly interested and qualified should be chosenfor seminar work in one or more fields, continuing to attend such lectures in otherfields as might appeal to them. In this way those who wished merely to learn aboutthe various divisions of knowledge might do so in the lecture courses. Those whowished a more specific orientation and could show that they deserved it might preparefor the upper divisions and the professional schools in the seminars. If I had my way(which would doubtless be very unfortunate) I should give tool courses only to thosestudents who might be reasonably expected to need the tools, and these would be thecollege students in the various seminars. Students in the lecture courses would notdo laboratory work and would not be taught such things as statistics and the languages. I would make the seminars the only small classes in the college, for I believethat a university can afford such classes only for students who are especially interested and able in a given field.GENERAL EXAMINATIONSUnder the system as now adopted by the University of Chicago a student will remain in the college until his general education is complete, irrespective of the time orcourses taken there. General examinations will indicate that he is ready to pass on,and not the multiplication of credits. Credits have disappeared as the criterion ofintellectual maturity. Instead of waiting until he has gone through eighteen coursesthe student may present himself at any time when he and his adviser are ready forthe examination that marks the end of college work. Thus a genius might leave thecollege at the end of one quarter ; a brilliant student might leave at the end of a year ;the average student might leave after two years, and the student interested in collegelife after four. If a student passes the general examination with distinction he shouldbe automatically admitted to one of the upper divisions or the professional schools.Graduation from the college without distinction will mean an honorable exit for theman who wishes only a general education.I may pause at this point to enumerate what we consider the benefits of this typeof collegiate organization to be. The first is that it will compel us to think what weare doing. You will agree that it is far more difficult to ascertain what should constitute an education and the indicia thereof than it is to pass a rule saying that after astudent has been through certain work he is educated. Although university presidentsmake a profession of omniscience, I cannot say what we ought to think, or what theresult of our thinking will be. Perhaps our second state will be worse than our first.At least, however, we shall have made the effort to apply what intelligence we have tothe solution of educational problems.In the second place we have an opportunity to adjust the institution to the individual. Students who wish only a general education may obtain it and depart withdignity thereafter. Students who wish to be scholars or professional men may enter aREORGANIZATION AS EXPLAINED BY THE PRESIDENT 1 5scholarly and professional atmosphere at the conclusion of a period devoted to theirgeneral education, the length of which depends entirely on their own abilities. If theyhave an interest in scholarship they need not lose it by being bored to death by fouryears of undergraduate routine.Finally we may, if we have the intelligence, work out a sound basis for advancedstudy, professional or non-professional. Professional work presumably may be startedat the end of a good general education. But since we have not known what a generaleducation was we have allowed our desire for prestige and our need to cut down numbers to increase the years in college required of all applicants to professional schools.If a good general education can be developed, professional schools and those awardingresearch degrees may well consider that this is an adequate foundation for their work,and may well admit the student who had it without inquiring as to the years he spentin getting it or the degrees he accumulated on the way.This then is the organization of the college of the University of Chicago and theseare the advantages that we may possibly derive from it under less vivid future conditions contrary to fact in present time. A student will enter the divisions when generalexaminations disclose his capacity for advanced work. Eventually, I hope, he will receive whatever degree he is seeking in the same way. He could then present himselffor the Bachelor's examination when he felt ready to try it without waiting for theexpiration of any arbitrary number of years. The same would be true of the higherdegrees. As far as his course of study is concerned, his program throughout would bedivisional and not departmental.ADVANTAGESThe advantages of the plan are obvious. The first group of advantages resultsfrom the co-ordination of teaching. At present, for example, we have four introductory courses in statistics in as many different social science departments. With a division of the social sciences one might possibly take the place of four. The aim willbe to develop a divisional rather than a departmental curriculum. Departments willnot institute or maintain work duplicating that of other departments in the same division. Through a divisional curriculum the student will have opportunities denied himhitherto. Many departments have insisted on narrow specialization in departmentalfields. A divisional course of study means that departmental requirements will haveto have the approval of the divisions, thus guaranteeing to the student the opportunities offered by all departments in the division and the consequent breadth of trainingthat many of them now lack.A second group of advantages that we fondly hope may accrue in the upper reachesof the divisional plan is the promotion of co-operation in research. I sometimes thinkthat in many universities the faculty club is the most important educational building.There the professor of chemistry who is interested in atomic structure may meet theprofessor of physics who is interested in the same thing, and the professor of criminology may meet the professor of criminal law. Otherwise they might never meet andmight pursue their intellectual roads in ignorance of each other were it not for the accidental crossing of their gastronomic paths. Under the divisional scheme we bringthese gentlemen together as part of a working and planning unit where they may byconstitutional means interchange whatever enlightenment they may have on commonproblems. If knowledge could be confined within departmental lines, the administration of universities would be much simpler. Since investigations cross these barriers, itmay be best to remove them, and allow those who are doing the investigating to sharetheir abilities and perplexities.i6 THE UNIVERSITY RECORDA NEW ATMOSPHEREA final advantage of the divisional organization above the college is the atmosphereof graduate and professional study that should develop for all students in the divisions. If a graduate school seems more scholarly than an undergraduate school and agraduate professional school better than one that admits undergraduates, it is not because of the maturity of students or because of the preparation of students; it is because of the segregation of students. We all know that segregation into a seriousprofessional group has turned many a collegiate loafer into a first rate professionalman. If then we can take men who have finished their general education though theyhave not the Bachelor's degree and introduce them at that moment into a group thatis concerned with serious study, we get for many students the advantages that havetraditionally been discoverable only in graduate schools. No one can be long in university work without becoming acutely aware of the scarcity of individuals preparedto devote themselves to a life of scholarship. Although the low level of faculty salariesis doubtless in large part responsible, there is another factor at work, and that is themethod and content of collegiate instruction. Many people go to college with a realand even a remarkable excitement about scholarship. Still more could be excited ifthey could believe that there was anything important or vital in what the scholar does.In far too many cases this present or potential excitement dies in the face of the peculiarities of the American university system. The first duty of an American universityis to organize itself so that a student who wishes to become a scholar will not haveinsuperable obstacles put in his path.This then is the reorganization of the University of Chicago, and these are thebenefits we hope through it to confer on our students and ourselves. The whole business is an experiment. Perhaps we have not the brains to get from it all we should.At least we feel that if we cannot now do a better job in education and research, weshall not be able to place the blame upon our organization. In our struggles we shallhope for the encouragement and criticism of the high-school men of this state. Thatyou are concerned in them goes without saying, for it is your charges, upon whom youhave lavished years of effort and attention, that become our victims at the last. Whatlight may come to you we hope you will share with us; your cause and ours are one.REORGANIZATION AND STUDENTSTHE undergraduate students of the University were summonedto a special assembly at Mandel Hall, on December 2, 1930, tolisten to President Hutchins' explanation of the purpose of thereorganization plan announced during the Autumn Quarter. The widespread publication of the broad outlines of the plan the country over, andthe laudable curiosity of students as to its effect upon their present andfuture relationship to the University, brought together one of the largestassemblies of undergraduates in the history of the University.The Daily Maroon, in a well-considered editorial, the day of the meeting, had asked for information. President Hutchins, and later DeanREORGANIZATION AND STUDENTS 17Boucher, answered some of these queries. Both questions and answersare so suggestive of student, and, therefore, wide public, interest in theprovisions of the plan and its effects that the University Record procureda report. Here are the questions and President Hutchins' answers:1. When does the plan go into effect?We hope to make it effective for the entering class next fall.2. When the plan does go into effect, how will it affect those who entered underthe old system ? What will be their status thereafter ?The operation of the plan will not affect those who have entered under the oldsystem.3. Whither activities ?The administration of the University sees no reason why the extra- curriculum activities of the University, including athletics, should be in any way affected. They require the support of the student body and not of the administration.4. What of intercollegiate athletics ?We see no reason why this organization should affect intercollegiate athletics inany way.5. What will become of the transfer students?At the present moment this question need arouse no concern in the breast of anybody in particular. Later on we can alter the system as the situation seems to require.Those transferring out of the University of Chicago will have no difficulty in beingreceived at any other institution. Those transferring in will, for the time being, transfer as they have in the past. When the general examinations for entrance to the upperdivisions are developed, it will be necessary for a student wishing to transfer into theupper divisions to pass those general examinations.6. On what basis will students pay tuition?They will pay it on the same basis on which they pay it today. If the Comptrollerfinds that revenues are declining, some other method of tuition charges will be devised.7. Will there be formal classes and lectures, or will the student proceed on his owninitiative with an instructor for adviser rather than taskmaster?There will be formal classes and lectures held in the college, namely that part ofthe institution devoted to general education, exactly as they are held in the upperdivision. Perhaps it will be possible to work out a system whereby students wishingonly a general education will be dealt with in lectures, with small seminar groups forthose preparing for the upper divisions and for special work. Some system of student counselors will be worked out.8. Will there be any other means of checking up on the student aside from hispassing or flunking in the comprehensive examinations? If not, on what basis caneligibility be ascertained?It is expected that the instructor will certify at the end of every quarter that thestudent has been doing satisfactory or unsatisfactory work. He may determinewhether the student's work has been satisfactory or unsatisfactory by any means hesees fit — papers, and so on. These reports will have no effect on the question as towhether the student may pass on to the upper division or graduate. Comprehensiveexamination will be the sole means of entrance into the upper division.i8 THE UNIVERSITY RECORD9. What divisional system will be employed to take the place of the present quarter system ?When the system is in complete operation, the student will know what the comprehensive examination willy in general, contain. Re will have syllabi or prospectusesof the courses, which will aid him in preparation for the examination. There are noresidence requirements as to number of consecutive quarters.Copyright, 1930, by The Chicago Tribune f 'Mc&7&f£&* —Relative Importance or Two Announcements10. What will be the effect of the plan on undergraduate life in general?In the upper divisions we hope there will develop an atmosphere of serious advanced study. The distinction will be between general education and specialized oradvanced study.11. Will the entrance requirements be lowered to receive the greatly increasednumbers wishing to attend the University ?REORGANIZATION AND STUDENTS 19Mr. Hutchins said they did not look for any such spectacular increase, and that inany event there was no immediate plan for changing entrance requirements althoughthey might be simplified.12. If the student wishes to leave after receiving a "general education," what evidence will be given to prove that he has an education, since he will receive no formaldegree ?We hope of course that the character and attainments of those who are graduatedfrom the college will be a sufficient publication to the world of the education theyhave received. No degree will be given to those who leave after receiving a generaleducation, though certificates of satisfactory completion may be issued.President Hutchins then propounded and answered two questions notin the Maroon.1. What is this plan?The organization of the University, passed by the Board of Trustees on the recommendation of the University Senate, abolishes the Graduate Schools, the JuniorCollege, and the Senior College. The University of Chicago now consists of the professional schools and the five divisions in arts. No* degrees will be given in the college. Each student may proceed at his own pace. The plan calls for tremendous effort on the part of the faculty to determine what qualifications a person should havein order to go into advanced work and what examinations will show a "general education."2. What is the object of this scheme?The object of this scheme in general is to improve education and to advance scholarship. To be specific, we believe that one of the most difficult things in the way ofobtaining an education in this country has been the machinery set up by the institutions administering it The object of this system is to allow students to get educated. The students at the University are not divided into good students and badstudents but, rather, quick students and slow students, according to the rate at whichthey are ready to advance. We are assuming to break down the remorseless uniformity of treatment . ... to adjust the institution to the needs of individual students.The second object of the scheme is the co-ordination of the institution for the benefitof the professor and of the student.Dean Boucher then made a few remarks on the plan, introducing themby the statement that this is "not a radical step, but the next logical stepin the progress of college education." Students were allowed to ask questions, but nothing of outstanding importance was brought out.AFTER FORTY YEARSANOTHER POINT OF VIEWREADERS of the October issue of the University Record will doubtless recall the illustration which showed the site of the Univer-_ sity as it appeared forty years ago even if they overlooked thedescriptive article which accompanied the picture. In the forty yearssince the photograph then reproduced in the Record was made, a quiteremarkable change has taken place, not only in the appearance of the siteof the University buildings, but in the surrounding landscape. The illustration which appears in this issue of the Record, based upon an "aerialsurvey" photograph, is a remarkable exhibit of the transformation of theHyde Park region during four decades. Everything observable in the picture — even the trees, the Midway Plaisance driveways and lawns, thepaved streets, and the motor cars — has been grown, or built, or inventedsince the University was incorporated September 10, 1890. This datewas nearly three years before the World's Columbian Exposition openedits gates, and none of the world's fair buildings was then completed andfew of them had been begun. The photograph is a remarkable, almostmiraculous, evidence of the growth of Chicago as well as a spectacularview of the physical expansion of the University.The picture does not include all the University's expanding buildingoperations. While in the extreme lower right-hand corner modestly hidesthe recently completed Midway Studios, it does not show the foundationsand the beginning of the superstructure of the men's residence hall, nearneighbor to the East, the first of the major buildings to face the olderstructures across the wide expanse of the park connecting parks. Here,between the elms and the two facing groups of University buildings, someday, it is planned to provide a stream of water which will flow from LakeMichigan connecting nearly a mile westward with a lagoon in WashingtonPark. On this canal-like body of water University of Chicago racingshells may some day strive for the rowing supremacy among Big Tencrews, while cheering undergraduates crowding out of their nearby hallslean over the walls of the ornate bridges at the crossings of Woodlawn andEllis Avenues. Whether or not the Midway River shall ebb and flow in1970, other changes, perhaps not so dramatic as those of the last two-scoreyears, will surely be noted by the editor of Volume LXVII of the Univer-20PiHoy,wQCcao3C3>H;/:t*WsAFTER FORTY YEARS 21sity Record. The view does not include the large new power-plant atBlackstone Avenue, Sixty-first Street and the Illinois Central right of way.The reproduced photograph is practically up to date, showing, as itdoes, the completed spire of the First Unitarian Church at WoodlawnAvenue and Fifty-seventh Street, and the finished Lying-in Hospital westof the University Clinics group. One may see the vacant lot where International House will soon rise on the site of the old Del Prado Hotel. Whenthe building to house foreign students is completed, presumably in 1932,there will extend from Blackstone Avenue to Drexel Avenue, three-fifthsof a mile, an unbroken line of buildings — unbroken save for streets and aplayfield — devoted to educational uses, an array probably unequaled inAmerica if anywhere. All of these structures except two have risen duringthe last twenty years, and the majority of them within the last decade.At the upper portion of the picture, near the shore of the lake, may beseen a score or more of recently erected hotels and apartment buildings.These, steadily attracting new tenants, will house thousands of people whowill to a considerable extent insure the presence of a population whichcannot but be tributary to the University's constituency and prevent anydeterioration of its social standing. The University appears to be fairlywell guarded against any encroachment of undesirable citizens or of buildings given over to vulgarity or crime. From the beginning the Universityneighborhood has enjoyed freedom from the pollution of saloons and thequite general exclusion of the men and women who patronize bootleggersand low-grade amusements.The illustration is both history and prophecy.THE RENAISSANCE AND ITS MEANING TO THE INSTITUTE OFFINE ARTS1By MAX EPSTEINSCIENCE, the magician, has performed no stranger trick than thatof reaching into his cocked hat and pulling out — the Past. By hismagic he has brought antiquity nearer to us today than it was tothe scholars of the fourteenth and fifteenth centuries. The researches ofour historians have added vastly to our knowledge of the civilizations thathave preceded ours. In point of time, ancient Greece and Rome are veryfar away from this twentieth century. In point of accurate scientificknowledge they are much nearer to us than they were to the classical enthusiasts of the Renaissance.Not what he knows but how he uses his knowledge, is the importantquestion in the appraisal of an individual's character. It is not how muchhistorical lore we have stored away in our textbooks and museums, buthow much we have translated into everyday values and put to intelligentuse in everyday life, that is important. The art, the learning, the experience of mankind are our heritage, and we have come into a full possessionof our inheritance only in recent years. How are we using this legacy?How can we use it?Here it would perhaps be well to inquire to what use it is possible forman to put his past. And on this point I should like to quote the greatcritic, Berenson, who says:There are different uses to which one may put the art of the past. One may use itas a child uses blocks. They enable him to build up his toy town, but, though he mayforget the fact .... the scheme is predetermined On the other hand, the artof the past may be used as winemakers nowadays use the ferment of a choice vintageto improve the flavor of a liquid pressed from an ordinary grape. This is the mostconstant use to which it has been put, and to a limited degree, it is a profitable use.The most profitable of all, however, is neither to imitate the past nor to seek merelyto be refined and ennobled by it, but to detect the secret of its commerce with nature,so that we may become equally fruitful.1 Delivered at the fifteenth anniversary meeting of the Renaissance Society held inIda Noyes Hall, on November 13, 1930.22THE RENAISSANCE AND THE INSTITUTE OF FINE ARTS 23It is our habit to speak of the Renaissance as a link with the classicalpast and to credit it with the rediscovery of antiquity. This is a perfectlyobvious and justifiable point of view. It should be pointed out, however,that it was not its comprehensive acquaintance with classical culture somuch as its vitalized use of the little acquaintance it had which made it aproductive and significant period.Seldom has the past been so dynamic a force in any culture as it was inthe culture of the Renaissance. After the relative isolation of the MiddleAges, the discovery that men had a past at all, and especially a past richin beauty and wisdom, was an intoxicating discovery. Certainly the fourteenth and fifteenth centuries, proud of their new-found kinship with antiquity, glorified it in a romantic and often uncritical fashion. The morethey learned about the past, the more they endowed it with glory andsplendor. And the more they exalted antiquity, the more they longed toknow it better.Through its scholars and critics, the Renaissance discovered the beautyand wisdom of antiquity. Classical literature, philosophy, and art workedin the Renaissance mind like a yeast. The past was a living part of thepresent, stimulating, teaching, inspiring the eager minds of the period. Itwas not banished to the museum and the classroom. It was in the air,everywhere, and it fomented new ideas even while it added to the interestin old ones.In such an atmosphere it is not surprising to find art flourishing. A newepoch in architecture, a new literary language, new techniques in painting, new skills in the crafts, were impregnated in the mind of the Renaissance by its contact with antiquity.It is not only the artist, however, who may learn from the art of thepast. The lessons it had to teach were learned, in the Renaissance, by theartisan too, by the craftsman, the builder, and such simple fellows. Art,past and contemporary, was a part of life, and art appreciation was neitheran affectation nor an "easy" course in the colleges — it was a real and important concern of living men.The leading instinct of the Renaissance was to make of the past a dynamic force in the culture of the present. It is in the belief that the pastcan be so preserved and cherished that we have planned the Institute ofFine Arts of the University of Chicago. It is our hope that we are buildingsomething more than just another museum. Something more than a beautiful mausoleum in which beautiful relics of the past may be decently entombed. We like to think that we are going to build a congenial home forthe spirit of art itself, a home with wide-open doors. Classrooms and lee-24 THE UNIVERSITY RECORDtures on art appreciation are a necessary practical part of the institute.But it is not on the routine of a school of art appreciation that we pin ourhope and our faith. It is on our belief that love of beauty is a sort of contagion, a fever which may be caught through exposure under favorableconditions. We believe that college students are capable of feeling otherenthusiasms in addition to the familiar, healthy enthusiasms of games andcollege spirit; that — if they are given a chance to rub elbows in a friendlyway with Art — the friction will, by a kind of spontaneous combustion,generate an aesthetic fire giving out real warmth.To make of art appreciation, not an ornament, but an integral part ofcharacter must be the aim of the institute.Naturally, since the Institute of Fine Arts of the University of Chicago will be an integral part of the University proper, the University's students will use it more intensively perhaps than will any other group, butwe trust that its use and influence will extend to the public generally.Now, we cannot teach art appreciation until we have built a building,created the necessary environment, and provided the facilities for suchwork. Soon, you will have but to look across the Midway from this verybuilding, and you will see the plans of one of the country's most notedarchitects, take visible form. The building will be beautiful in design,fitting to express the spirit of the fine arts, and large enough to containlecture-rooms, classrooms, laboratories, a library, rooms for an extensivecollection of photographs of art works, and adequate rooms for the exhibition of original paintings and sculpture.What the purpose of this institute is, I have already indicated. It is ourhope that, through research and study, it will aid many students to arriveat a better understanding of the principles of art and its function andplace in human life. It will attempt to teach the history of art and to interpret its meaning; and to do this it will bring, from all countries, meneminent in art to lecture and to teach ; it will give facilities to interestedfriends to lend their art treasures to the institute for exhibit and study; itwill extend, by bulletin and radio, the benefit of its teachings to the peopleof the Middle West. It is our hope that it will be a fountainhead fromwhich shall flow a deeper and wider interest and love for all things beautiful.The building will be built. The teachers will be found. The pictureswill be hung. But that intangible something on which will depend to alarge extent the success or failure of this enterprise must come from thosewho use it. A group like your own, with your knowledge, your appreciation, your enthusiasm for art can do a great deal to help. The leading in-THE RENAISSANCE AND THE INSTITUTE OF FINE ARTS 25stinct of that age which you have organized to study and to honor shouldguide you. By your interest, and by your understanding of the purposeand aims of the institute, you can help to perpetuate that dynamic qualityin the past which has such virtue for the present. And you can help it tobreak down the barriers, which in our time tend to set art apart from life,bringing art and the appreciation of art near to us, as it was near to thecommon people of other days. Without your help and the help of otherslike yourselves the institute must fall far short of its ideal — but I am surethat you share this ideal — I am sure that you will do all in your power tomake of it a reality.ART AT THE UNIVERSITY OFCHICAGOTHE latest addition to the University's collection of portraits isthat of Professor John Matthews Manly, chairman of the Department of English, painted by one of the famous painters ofGreat Britain, Sir William Orpen, president since 192 1 of the International Society of Sculptors, Painters and Gravers. The great majority ofcanvases and sculptures owned by the University are by American artists,and many of them by those resident in Chicago. Recent portraits of outstanding members of the University include those of Julius Rosenwald, aTrustee, by John C. Johansen, recently on exhibition at the Art Institute;of Professor Eliakim H. Moore, of the Department of Mathematics, byRalph Clarkson, hanging in Eckhart Hall; of Bernard A. Eckhart andJohn P. Wilson, Sr., the first the donor of Eckhart Hall at the University,the latter from whom the John P. Wilson Memorial Foundation receivesits name, each by Louis Betts; of Professor Edgar J. Goodspeed, of theDivinity School, by Paul Trebilcock; of Bernard E. Sunny, who madepossible the gymnasium for the laboratory schools, by Carol Aus. Besidesthese, late accessions include bronze portrait busts of Professor JuliusStieglitz, chairman of the Department of Chemistry, of late on exhibitionat the Chicago Galleries, modeled by Alice Lyttig Siems; and of GeorgeHerbert Jones, donor of the new chemistry laboratory, by Leonard Cru-nelle.These works, together with portraits by such men as Gari Melchers,Benjamin Constant, and Eastman Johnson, perhaps better known a decade or two ago, are gradually building up a collection of noteworthy worksof art.The University continues to give the acquisition of its portraits a careful supervision. Mr. Thomas E. Donnelley, on behalf of the Trustees, andMr. J. Spencer Dickerson, in close touch with artists and donors of pictures, devote no little time to the scrutiny of the record of the work ofproposed painters and to the quality of the work they produce. It is a regulation of the University that before acceptance of a portrait the artistshall have been first approved and after completion the work shall be approved by University authorities.The classes of the Art Department of the University, directed by John26ART AT THE UNIVERSITY OF CHICAGO 27Shapley, experienced as teacher and critic of art, and editor of art publications, are growing in attendance. The site of the Epstein Art Institute, forwhich building Mr. Max Epstein gave the University a million dollars,was determined at the November meeting of the Board of Trustees. Withthe hearty approval of the donor of the building it will be located in themidst of the undergraduate life south of the Midway Plaisance, whereresidence halls, to cost approximately $4,000,000, are now in process oferection. The Oriental Museum building, to house exhibits from Egyptand archaeological trophies from the Near East, has progressed so far thatit is under roof, with the expectation that it will be completed this year.One of the evidences of the University's growth in years is the increasing number of portraits in oil, bronze, and marble as well as of memorialtablets of men distinguished as teachers, administrators, or donors whichare finding suitable places in University halls. The men and women whostand out as impressive leaders during the nearly four decades of the University's history are being recognized by their colleagues and their formerstudents. The passing of a certain amount of time is necessary to any adequate appraisal of the extent and character of the work these foundation-layers performed and to an appreciation by the graduates from their classrooms of the value of their intellectual leadership and their sympathetichelpfulness. So, as the years pass and the men of "light and leading" arediscovered by those they enlightened and led, there comes a desire tohonor such outstanding molders of characters. Hence these lasting memorials.Within a comparatively short time nineteen new portraits on canvas orin bronze have been procured. None of these was obtained by use of University funds, for the University as a corporation or as an institution oflearning has no money for such purposes. These memorials were given byfriends, or members of the faculty, or by former students. The Trustees,out of their own pockets, provided the cost of the stone tablet in Mandelcorridor honoring Martin A. Ryerson, for so many years chairman of theBoard; the bronze tablet in Hutchinson Hall in memory of Charles L.Hutchinson, so long Treasurer of the University; and, most recently, theportrait of Julius Rosenwald.FIFTEENTH ANNIVERSARY OF THERENAISSANCE SOCIETYTHE Renaissance Society of the University was formed, according to its constitution, "to provide at the University such material means and personal influences as will contribute to the cultivation of the arts and the enrichment of the life of the community." Itwas formally organized on April 24, 191 6. An informal conference of thoseinterested in the movement was held, however, on June 3, 19 15, and sothe present officers of the society decided to regard the beginning of theorganization as of this date. Hence the fifteenth anniversary gatheringwhich met in Ida Noyes Theater on the evening of November 13, 1930.According to the full account of the formation of the Society, whichappeared in the University Record for July, 19 16, and unquestionablywritten by Mr. David A. Robertson, the first secretary, the methods forpromoting the ends of the society were to(a) hold exhibitions of such objects of art as the University possesses; (b) arrangefor loan exhibitions of paintings, sculpture, prints, manuscripts, books, and other objects of beauty or historical interest; (c) encourage gifts to the University of suchobjects, or of funds for the purchase of them; (d) secure the delivery of lectures onthe arts; and (e) issue publications, and adopt such other means in furtherance ofthe aims of the Society as may seem desirable.The report of the organization as printed reads as follows:Acting upon a suggestion made by the Secretary of the University [J. SpencerDickerson] to Dr. Ernest D. Burton, Director of Libraries — a suggestion which metwith the cordial approval of President Judson — a group of men met at the Quadrangle Club on the evening of April 20, 1915. There were present Mr. E. D. Burton,Mr. J. Spencer Dickerson, Mr. W. Gardner Hale, Mr. J. C. M. Hanson, Jr., Mr. J.Laurence Laughlin, Mr. A. C. McLaughlin, Mr. J. M. Manly, Mr. D. A. Robertson,Mr. Paul Shorey, Mr. James Westfall Thompson.As a result of this conference, which considered the desirability of forming anorganization described below, the possible scope of its activities, and the outlines of aconstitution, it was decided to call a meeting of persons interested in the objects andaims of a society devoted to providing influences that will contribute to the cultivation of the arts and the enrichment of the life of the community. The call for thismeeting was signed by those named above and by Mr. Ferdinand Schevill, and readas follows: "The undersigned members of the University beg leave to invite theircolleagues to a conference concerning the desirability of forming among friends and28FIFTEENTH ANNIVERSARY OF RENAISSANCE SOCIETY 29members of the University of Chicago a society to stimulate love of the beautiful andto enrich the life of the community through the cultivation of the arts."This conference of those interested in the new movement was held in Harper Assembly Room on the afternoon of June 3, 191 5. Mr. J. Laurence Laughlin presided.Brief remarks advocating the formation of a society such as had been proposed atthe committee meeting of April 20 were made by President Judson, Mr. Shutze, Mr.Manly, Mr. Shorey, Mr. Angell, Mr. Burton, Mr. Michelson, and Mr. Dickerson. Asa result of this conference a committee, consisting of Mr. Laughlin, Mr. Burton, Mr.Angell, Mr. Salisbury, and Mr. Shorey, was appointed to take into consideration theorganization of the proposed society and, in co-operation with a similar committee ofcitizens of Chicago, to present a preliminary draft of a constitution.Meanwhile President Judson had given the matter of the proposed organizationnot a little consideration. A dinner, to which were invited a number of men of affairs,was given by him at the Chicago Club. These men approved the general idea involved in the proposed society and approved the appointment of a committee to cooperate with the committee of five named above.The matter of joint action by the two committees having for various reasons remained in abeyance, it was at length decided by those most cognizant with the situation (i.e., President Judson, and other gentlemen in the city with whom he consulted) that it was inexpedient to attempt to organize a society in the membership ofwhich a large number of persons outside the immediate University community wouldenrol themselves. Accordingly the committee of five, of which Mr. Laughlin waschairman, at length called a general meeting to consider the organization of the newart society. This meeting was held in the Classics Building on the evening of April24, 1916. In connection with the meeting an exhibition of manuscripts, prints, andsimilar material was held in the museum room. Mr. Shorey, introduced by the presiding officer, Mr. Laughlin, delivered a characteristically interesting and delightfullyappropriate address on "The Service of Art." The constitution was then adopted.A committee, consisting of Mr. Thompson, Mr. Burton, and Mr. Lovett, was appointed to nominate officers under the constitution adopted. The following, havingbeen nominated as officers of the society, were unanimously elected: President, Mr.James R. Angell; Vice-President, Mr. F. B. Tarbell and Mr. Albert A. Michelson;Secretary, Mr. David A. Robertson ; Treasurer, Mr. Charles L. Hutchinson ; ExecutiveCommittee, Mr. James H. Breasted, Mr. J. Spencer Dickerson, Mr. E. J. Goodspeed,Mr. Walter Sargent, and Mr. Ernest H. Wilkins. At the first meeting of the Executive Committee, held at the Quadrangle Club, Tuesday, May 16, 1916, the Committeefilled the vacancies in the list of officers by unanimously electing the following vice-presidents: Mrs. Martin A. Ryerson, Miss Lillian S. Cushman, and Mr. E. D. Burton.The presidents of the Society since the beginnings have been the following: James Rowland Angell, Ernest H. Wilkins, Walter Sargent, EdgarJ. Goodspeed, David A. Robertson, J. Spencer Dickerson, FerdinandSchevill, Miss Elizabeth Wallace, Von Ogden Vogt, Mrs. Henry G. Gale,and Mrs. Eve Watson Schiitze.At the anniversary meeting, over which the president, Mrs. Eve Watson Schiitze, presided, members and guests listened to an informing address by Professor J. Westfall Thompson, on "The Reflection of Economic30 THE UNIVERSITY RECORDand Social Changes in Medieval Architecture," and to a paper by Mr.Max Epstein, donor of the funds for the erection of the Epstein Instituteof Fine Arts. The paper was heard with interest, particularly when thereader made the first public announcement of the decision of the University Trustees to place the new institute building south of the Midway.Mr. Epstein's address appears in another part of this issue of the Record.Vice-president Frederic Woodward brought the meeting to a close withwords of praise for the work of the founders and of congratulation to thepresent officers.UoOS K2 *S3 ew g>H pOTHE FIELD HOUSESEVERAL years ago President Mason, a group of Trustees, the incomparable Stagg, and other members of the University community met on the vacant lot at the northeast corner of GreenwoodAvenue and Fifty-sixth Street and with the inevitable and unavoidableclick of newspaper cameras " broke ground" for a field house. The groundremained broken until Nature hid the spot where the official spade had cutthe sod. The field house got no further until recently the project was revived. The apartment buildings east of the broken ground have been vacated and their walls torn down. Soon the new Field House will begin torise on the corner of Fifty-sixth Street and University Avenue extendingwestward to Greenwood Avenue and in close proximity to Stagg Field andBartlett Gymnasium.It is estimated that the building will cost $700,000 to $750,000. Thenew building will house certain athletic activities which draw large crowds— notably the basketball contests. Mr. Stagg, commenting on the architects' plans for the building declared that while many field houses areusually but roofs covering a great amount of open space, the Universitystructure will contain offices, medical rooms, ticket offices, and other facilities to augment the equipment in Bartlett Gymnasium.The main entrance to the building, shown in the accompanying illustration, will be on University Avenue and there will be emergency exits alongFifty-sixth Street and Greenwood Avenue. There will be openings directlyon to the field to the north. The building will be 354 feet long and 165 feetwide.The Field House is planned to be a single great room with a dirt floorover the entire area, except at the east and where locker rooms are to beprovided on the ground floor and in the basement with balcony and gallery above. The arena will be about 160 feet wide and 300 feet long, andthe height from the dirt floor to the trusses at the center line will be fiftyfeet. In the arena will be a running track eight laps to the mile. Supportswill be provided for the basketball floor. There will be something like50,000 square feet of floor space. The basketball floor at the east, or University Avenue, portion of the house, will be so located that it will be infull view of the spectators in the balcony and gallery. The total permanent3132 THE UNIVERSITY RECORDseating capacity in the gallery and balcony will be about 2,500. Therewill be sufficient space for movable bleachers so there can be provided atotal seating capacity of 7,000. Even with these temporary bleachers inplace there still will be room in the west end for field events.It is proposed that the large locker room on the first floor shall be divided up into several alcoves which may be used for teams if desired. Thelocker room in the basement, however, will be one large room with a capacity of 500. In the second floor there will be space for a few offices forthe coaches.INTERNATIONAL HOUSETHE munificence of Mr. John D. Rockefeller, Jr., which madepossible the erection of a building in New York City to houseforeign students, has characteristically expanded so as to provide for and to furnish an International House for foreign students of theUniversity and of other institutions in Chicago and vicinity. From thesame source came the funds for the International House, Berkeley, California. The University's gift must surely cover the expenditure of morethan two million dollars. The University is representing the donor insupervising the construction of the building. The site, which was madeready last spring by the wrecking of the old World's Fair Del PradoHotel, is on Fifty-ninth Street between Dorchester and Blackstone avenues at the extreme eastern portion of the University's holdings facing theMidway Plaisance.Mr. Bruce W. Dickson, who for several years has been the University'suseful adviser to foreign students and who has long seen the need of sucha building as\ is now being built, sets forth the possible functions of International House in the following paper prepared for the UniversityRecord:THE POSSIBLE USES OF INTERNATIONAL HOUSEThe committee recently appointed by the Board of Trustees on the organizationand management of International House has not yet formulated its program for theuses of the house, nor has any statement regarding the purposes of the house beenissued either by the Board of Trustees or in a letter of gift from the donor.An unofficial forecast of the uses of International House, however, may be safelybased upon the statement which was adopted by the International Students' Association at the beginning of the International House movement in Chicago during thewinter of 1927. This statement, an adaptation of the purpose of the InternationalHouse in New York, is as follows: "The improvement of the social, intellectual,spiritual and physical conditions of men and women students from any land, andwithout discrimination because of religion, nationality, race, color, and sex, who arestudying in the universities, colleges, and professional schools of Chicago and vicinity."This purpose has also been stated in another form: "The promotion of international friendship and understanding among the students of the world who arestudying in Chicago and vicinity." The motto that is used by the InternationalHouses in New York and Berkeley, and that has been adopted by the InternationalStudents' Association here, is "That brotherhood may prevail."The qualifications for membership in the International Students' Association are asfollows: "The applicant must be a student, registered in one of the institutions of3334 THE UNIVERSITY RECORDhigher learning of Chicago and vicinity. About three-fourths of the membership isreserved for students from other lands, and one-fourth for American students."The uses of the house itself may be anticipated by enumerating the facilities whichit will provide: The Dormitory Rooms will provide comfortable living quarters, notonly for foreign men and women students, but also for a limited number of Americanstudents. The proportion of American students has not yet been determined. Eachstudent must recognize fully the purpose of the house before being admitted as a resident. These living-rooms provide opportunities for students of similar aims and purposes to associate together. It is an experiment in living together. It is a communityof citizens from all parts of the world trying to understand and appreciate one another. The great social hall provides a common meeting place for the students wholive in the house to mingle together in informal ways, and also to meet other friendsfrom the outside. The assembly room, with stage, pianos, and moving-picture equipment, will be used for lectures and other general meetings, and also for the Sunday-supper programs, social dancing, and as a meeting place for other outside groups.The refectory will provide a convenient place in which members of the house mayeat, and will incidentally furnish another opportunity for the formation of friendships. Whether outsiders will be admitted has not been determined. The nationalrooms, provided with kitchenette equipment, will accommodate the national groupsfor special meetings, teas, suppers, and also for small-group discussions and meetingsof various sorts. The home-room, also provided with kitchenette equipment and attractive furnishings, will be used by the director and his wife for entertaining variousgroups of students and visitors from time to time. The "home" idea is fundamentalin the International House experiment, and this room will be used as a substitute forthe home. Reading- and writing-rooms for men and women are a part of the separate divisions of the house. A barber shop, a tailor shop, and other similar facilitieswill be provided to accommodate the residents of the house. A bazaar or gift shop,where students having articles for sale will place them on display and sale, will be oneof the attractions of the building. Other staple articles such as stationery, candy, andtobacco will be on sale.In outlining the facilities provided in the house, I have also indicated its possibleactivities on the basis of the activities already carried on by the International Students' Association. These activities may be summed up briefly as follows: the answering of questions and serving the personal needs of foreign students; the intermingling of students day by day in the reception room, reading-room, refectory andnational rooms; the Sunday suppers, with addresses and music, followed by discussions and interest group meetings ; national and international night programs, whichgive national groups an opportunity to present to the whole group and to the community some aspect of their culture in the form of music, drama, costumes, folk dancing, and national customs; national group meetings in the national rooms for thepurpose of promoting acquaintance and better working relations between the members of the group ; social dancing ; a variety of lectures, discussions, forums, receptions,and teas.In general, International House will be the headquarters in Chicago for all international student activities, and a common meeting place for foreign students and theirfriends. Contacts with the community will be made in the following ways: by admitting associate or non-resident members to certain activities in the house ; by sending out speakers to clubs, conferences, and churches ; by arranging for the entertainment of students in the homes of faculty members and others in the community. Thisis a privilege coveted and anticipated by many foreign students.INTERNATIONAL HOUSE 35INTERNATIONAL HOUSE ARCHITECTUREThe building is to be of Indiana limestone and of Gothic architectureto harmonize with the University buildings. It will occupy a space of 350feet by 250 feet in extent. It is planned, as will be seen by the architects'sketch used as a frontispiece of this issue, with setbacks and terraces soas to obtain a more attractive mass. The building will be terraced upfrom three sides and will be set back sufficiently to allow for attractiveplanting. Between the building and the north-lot line will be a spaceprobably to be used for tennis courts and other outdoor recreation.The building is designed for two purposes: first, to provide socialrooms consisting of lounge, reception room, library, dining-room, andassembly hall for the entire membership of the house. The second portion of the building is to provide dormitory rooms for about five hundredpersons, two-thirds of these rooms for men and one-third for women.The building is planned with the clubhouse in a low unit along Fifty-ninth Street, and the dormitory rooms are in wings extending toward thenorth and along the north line of the property. These wings will vary inheight from seven to nine stories, and at the intersection of one of thewings with the rear of the building will be a tower which will be twelvestories high. In both the men's dormitory section and in the women'sis a large social room where the residents may congregate.The assembly hall is placed along Dorchester Avenue with a separateentrance from the street so that the hall may be used for general functionsas well as those directly connected with International House. The mainfloor of this room will seat about five hundred persons with a balconyseating about two hundred additional. The main floor is level so thatthis room may be used for dancing and for Sunday-night suppers. Therewill be an ample stage with complete equipment at the north end of theroom and in the balcony a projection room for motion pictures. Thebuilding is built around a large central court which will have slate walksand attractive planting. At one side will be a terrace opening into a coffeeshop so that in pleasant weather refreshments may be served in the court.The various public rooms are on several different levels, presenting aninteresting architectural effect. The reception room and the lounge areon the same level, and going up several steps one comes to the main corridor which is on a level with the court and leads to the coffee shop, dining-room, and bazaar. Directly opposite the main entrance but on ahigher level is the admission office, post-office, cashier's office and that ofthe director and his assistants, who manage the social activities of thehouse, as well as offices for the comptroller and his assistants who attendto the business of the house.A ground-breaking ceremony was held on December 24, 1930.RECENT REPORTS FROM THECHAPELSOME reports have been presented this fall to the Board of SocialService and Religion which will be of interest to all those, bothinside and outside the University, who are asking just what hashappened at the University Chapel since its dedication two years ago.The curiosity that brought such crowds during the first months of its history has now largely spent itself, though scores of visitors still enter itsdoors every day. The Chapel is now finding its permanent place as part ofthe life of the University, and as a conspicuous link between the University and the city.Sunday morning congregations during the Autumn Quarter, 1930,numbered over 1,000 on eight out of ten Sundays, with a high point of1,250 and a low of 640, and an average of 1,043. Careful count of actualattendance is made and kept at every service. The choir and ushers together enlist nearly 100 students every Sunday in the conduct of the services. It is of course impossible to tell just who in the congregation aremembers of the University and who are not; but the estimate of the ushers and of other regular attendants in a position to note its makeup hasbeen that the attendance of students on Sunday mornings has slowlybut steadily increased since the opening of the new Chapel ; that it is certainly much larger than in the old days at Mandel Hall; and that frequently this fall it has constituted perhaps half the entire attendance. Itseems reasonably certain that in any case half the congregation, whetheror not actual students in the University, is of student age and type. It isa congregation in which youth predominates.The attendance this fall at the musical vespers at 4:30 p.m. on Sundayshas varied from 1,02 5 to 296, with an average of 495. The Hampton singers and the celebration of Reformation Sunday by the evangelicalchurches of Chicago and vicinity have attracted the largest audiences. Atthe half -hour of organ music at 5 : 00 p.m. each week day except Saturdaythe number present has run from 164 to 26.During the Summer Quarter the Chapel served many more people thanat any other season. Through all the heat of last summer the smallestSunday morning congregation was 758, and on Convocation Sunday itrose to 1,578. The attendance at the Wednesday vespers and the Friday36RECENT REPORTS FROM THE CHAPEL 37noon assemblies last summer ran regularly into the hundreds, and almostas many were frequently present for the organ half-hour. A total of from2,500 to 3,000 people every week were present at these regular services —exclusive of individual visitors between services — and probably 75 percent of thes,e were members of the University. It should be borne in mindthat attendance at all chapel exercises is now voluntary, since compulsoryweek-day chapel was given up several years ago.During the first twenty-five months of the Chapel's history the offeringshave amounted to the impressive total of $25,078.19, and are now averaging steadily about $1,000 per month. Of this total, $15,494.56, about 62per cent, has been devoted to the support of the University Settlement;$6,950.22, about 28 per cent, to social service work at the UniversityClinics; and $2,157.73, about 8 per cent, to emergency needs, most ofthem within the University community itself. This last item has madepossible assistance to students in various kinds of sudden crises, some ofthe most urgent sort, for which formerly no resources were available. Aspecial offering toward the faculty fund for the relief of distress causedby unemployment was received as a part of the Christmas mystery playon the evening of December 21, and amounted to $341.65.An amplifier so arranged as to improve the acoustics at the rear of thenave without seriously affecting those farther front is now in use Sundaymornings in connection with the regular radio broadcasting of the serviceover WMAQ. A carved oak table, which has been over a year in the making, has just been placed at the head of the chancel and adds to its beauty.At its last meeting, the Board of Social Service and Religion voted toinvite as Sunday morning speakers at the Chapel during 1931-32, in addition to the visiting ministers of religion who will continue to do most ofthe speaking, some leading university presidents, some men prominent inpublic and civic life, and some well-known philosophic thinkers, to present their own views on the ethical and spiritual aspects of life. In linewith this inclusive policy, Norman Thomas is to speak in the Chapel onMay 17 next. Invitations for next year have already been sent to Presidents Lowell of Harvard, Angell of Yale, Farrand of Cornell, and Hopkinsof Dartmouth; to Professors John Dewey of Columbia, W. E. Hocking ofHarvard, and H. A. Overstreet of the College of the City of New York;and to Mr. Raymond B. Fosdick of New York City. President Hutchinshas already promised to take one Sunday in the early fall.CONFERENCE ON MAJOR INDUSTRIESUNDER the auspices of the University co-operating with the Institute of American Meat Packers, which in turn co-operateswith the School of Commerce and Administration, and besides,further, with the help of the Chicago Association of Commerce and theCommercial and Industrial Clubs of Chicago, the annual conference ofmajor industries was held on October 22. There were morning and afternoon sessions in Mandel Hall of those who took part in the deliberationsof the conference, and at night a banquet at the Palmer House attended,as it was announced, by twice as many distinguished personages as thedaytime meetings. The conference brought together a group of typicalAmerican men of business, clean shaven, well groomed, well preserved,prosperous appearing. They were not the ago-getter" type, but men whohad already gone and had surely got.The conferences were opened by an address by President Hutchins inwhich he said:You are doubtless wondering why I am on the program this morning. The answer is simple. I am the cheering note. My industry is not depressed. Our car loadings of concentrated learning were higher this month than in any previous period inour history. Our ton miles of lectures, recitations, seminars, and laboratory periodsare considerably above the pre-war figures. Our new offerings have been steadilyoversubscribed. Because of the decline in commodity prices our professors are nowfinding that their salaries are almost enough to live on. Although our by-products,such as athletics and character, still continue to be our principal attraction to thepublic, there are some signs that this is a seasonal trend and that after Thanksgivingour staple products will enjoy greater attention. In the meantime we are doing ourbit for Hoover and the unemployed by building this winter all the buildings we aregoing to need for the next fifty years. Some cynics may say that we are doing thisbecause we caught labor and materials more cheaply now than we shall get themlater on. But any true patriot will deplore such insinuations and discern in our operations the same spirit of philanthropy that characterizes all of yours.Since we are in this cheerful state, it is only natural for us to shed our illuminationon the rest of you. And it is natural, too, that we should begin with the industry onwhich this University is founded, namely, oil. Mr. R. C. Holmes began with theStandard Oil Company at about the same time we did, in 1895. Almost since thatdate, however, he has been with the company over which he now presides. Throughnotable public service and complete mastery of his business he has come to occupy acommanding position in his industry.38CONFERENCE ON MAJOR INDUSTRIES 39Thus introduced, Mr. Holmes, president of the Texas Company, delivered the first of eight addresses which filled the morning and afternoonsessions of this seventh conference. Other speakers of the morning wereW. B. Story, president of the Atchison, Topeka and Santa Fe Railway;Harvey S. Firestone, Jr., vice-president of the Firestone Tire and RubberCompany; and Matthew S. Sloan, president of the New York EdisonCompany. Presided over by Oscar G. Mayer, of the Institute of MeatPackers, four additional addresses were delivered in the afternoon byRobert E. Wood, president of Sears, Roebuck and Company; George M.Verity, of the American Rolling Mill Company; M. H. Aylesworth, president of the National Broadcasting Company; and L. J. Taber, master ofthe National Grange.Instead of the drab, "shop-talk" variety, all these addresses proved tobe interesting and to a large degree informing. They did not shun statistics but made them intelligent and illustrative. They recognized the general slowing-down of business; they assumed the difficulties involved inthe transactions of business — difficulties caused by overmuch or too littlegovernmental and political interference, by too rapid and too heedless expansion and overproduction — but none of them was pessimistic. Theyevidently gave the point of view of conservative "big business," but werefair-minded. All save one were read from manuscripts. They were theproducts of men evidently trained in the twin colleges of the school andthe directors' office.The day closed with a banquet at the Palmer House. The two speakerswere Julius E. Barnes, chairman of the United States Chamber of Commerce, and President Glenn Frank of the University of Wisconsin. Afeature of the evening was the introduction by President Hutchins offorty-odd prominent leaders in business. These gentlemen, he said, dramatized the mobilization of business and education. "We hope to restorebusiness confidence on this occasion by showing the peaceful and contented faces of captains of industry and captains of finance. No one whogazes upon them can imagine for a moment that anything is wrong withthem or with America."JOHN MATTHEWS MANLYBy CHARLES R. BASKERVILLTHE portrait of Professor John Matthews Manly reproduced inthis issue of the University Record has recently been presentedto the University by a group of more than two hundred of hisstudents, colleagues, and friends, in honor of his sixty-fifth birthday,which fell on September 2, 1930. It was painted by Sir William Orpen ofLondon, famous for his portraits and his pictures of phases of the WorldWar.BIOGRAPHICALMr. Manly comes of a southern family that has contributed a numberof significant figures to the intellectual life of America. He received hiscollege education at Furman University while his father was president ofthat institution, taking his Master's degree in his nineteenth year. Afterteaching several years he entered Harvard University, from which hereceived his Doctor's degree in 1890. Shortly afterward he joined thefaculty of Brown University. At Harvard and Brown his reputation wasestablished by his Chaucerian studies and by his Specimens of the Pre-Shakespearean Drama, notable for the stimulus it gave to the study ofmedieval drama. In 1898, at the age of thirty-three, he became Head ofthe Department of English at the University of Chicago, and for a littlemore than thirty-two years his interests have centered here. His unusualgifts soon won him an outstanding position in the field of English teachingand scholarship. At home and abroad many honors have come to him —honorary degrees ; the presidency of various learned societies; an exchangeprofessorship at Gottingen ; appointment as Lowell Lecturer at Harvardin 1924 and as Warton Lecturer on poetry before the British Academy in1926; election as Fellow of the Royal Society of Literature of GreatBritain; and recently appointment to the Sewell L. Avery DistinguishedService Professorship at the University of Chicago.Though Mr. Manly is best known as a scholar, perhaps his most significant contribution to American university life has been that of aneducator. His interest in English instruction is shown in a series of textbooks, ranging from elementary to graduate work, and the fact that features of them have been adapted, sometimes in wholesale fashion, by othermakers of textbooks is an index to their influence. With the teachers in40Painted by Sir William OrpenJOHN MATTHEWS MANLYJOHN MATTHEWS MANLY 41the Department of English he has always encouraged experimentation.They have had the freedom of their ideas, unhampered by any prescribedsystem or procedure. In the policy of the graduate work he has successfully steered a difficult course. Public opinion in the Middle West and theSouth, from which the graduate students of the University have largelycome, has been on the whole averse to making the study of literature anintellectual discipline and even — except in the field of composition — torequiring such study of technique as is common in arts like painting andmusic. Many college teachers have clamored about destroying the love ofliterature, and have attacked with evangelical fervor the study of philology, the historical approach, and research methods in general. To studentsinterested primarily in literature Mr. Manly has left the choice of theirfield, and he has allowed them to pursue any type of investigation thatpromised to make a contribution to knowledge either of historical facts orof technique. At the same time he has insisted on scholarship and a rounded training as the basis for granting degrees, and few of his students havefailed to catch some of his enthusiasm for research and its methods.SCIENTIFIC METHODS FOR GRADUATE STUDYMuch of his energy has been bent toward the development of scientificmethods for graduate study. The principles of philology, of historical research, of bibliographical methods, of textual or of literary criticism haveinterested him equally. He has continually sought ways of analyzingstyle in prose or verse or of determining the fundamentals of literary technique. He has spent long periods in following the research °of the historian, the sociologist, or the pure scientist, in order to understand literary movements and reactions, the development of literary types, and soon. Above all, he has insisted on sound thinking, on as logical methodsfor literary studies as for scientific. Some of his more notable articles havebeen efforts to interpret the meaning of literary phenomena in scientificfashion. In his presidential addresses before associations devoted to research in the humanities, he has dealt with problems of method and systematic organization of research, with evident quickening of general activity along the lines he has suggested.In his own research, discovery of principles or the establishment of significant points of view has been his primary concern. He has never troubled to publish mere notes about small historical facts. Frequently thefull development or discussion of his ideas has been left to others. An article on "Cuts and Insertions in Shakespeare's Plays," contributed toStudies in Philology in 191 7, offered some of the soundest suggestions thathave ever been made for the study of textual problems in Shakespeare,42 THE UNIVERSITY RECORDand preceded by some years the outburst of similar studies by what isknown as the "bibliographical school" in England. His monumental discovery in regard to the composite authorship of Piers Plowman was announced in eight pages of Modern Philology, and though he later published some full studies of the problem, as soon as he had explored itslarger aspects, he dropped the matter while the controversy was in fullswing.MASTER OF DETAILOn the other hand, few men in his field have been capable of dealing soexhaustively with masses of detail as Mr. Manly has done in some of hisproblems. His work on ciphers is the most notable example. Havingagreed to investigate one of the most significant claims that ciphers hadbeen discovered in Shakespeare's works indicating Bacon's authorship, hemade a thoroughgoing study of the principles of cryptography from themethods used in the middle ages to those used by the intelligence departments of modern governments. This particular Bacon fallacy did notprove significant enough to warrant the pains. Mr. Manly's work resulted,however, in his being called to the general staff of the Military Intelligence Division of the United States Government during the World Warand being made chief of the important section dealing with codes and ciphers.Mr. Manly has now been engaged for several years on the task of preparing a critical text of Chaucer's Canterbury Tales and interpreting thework. He and Miss Edith Rickert have secured rotographs of the largebody of extant manuscripts, and with the help of a corps of assistants haveset to work recording variant readings, determining their relative value,attacking problems of the transmission of the text, and so on, with a viewto recovering as nearly as possible Chaucer's original form. Characteristically Mr. Manly has not been content with the mere problem of text.His study of an enormous amount of documentary evidence has led to abook, Some New Light on Chaucer, dealing with Chaucer's portrayal ofcontemporary characters and life. The research of the Chaucer group ofworkers is directed to uncovering as far as possible the facts that bear onthe lives of Chaucer and the men and women with whom he came in contact, on the social, political, and cultural outlook of the coterie, on literarypatronage in the era, the production of literary work, the writing, dispersal, and ownership of manuscripts, and so forth. When this large taskis completed, it should be possible for students, thanks primarily to Mr.Manly, to gain a better understanding of Chaucer than perhaps of anyother figure belonging to so remote a period.ANOTHER NEIGHBORING CHAPELIN THE University community there is no dearth of places for worship and religious meditation. No student need feel that religion isnot made attractive. Besides the University Chapel with its statelytower, its cathedral-like auditorium, its excellent music, and its significantpulpit messages, other meeting places are provided. And in addition tothese the University naturally brings within its immediate vicinity othersimilar halls, not to mention the neighborhood churches. One of thesehalls, that of the Disciples Divinity House, was dedicated October 26,1930. It is a beautiful room, in general of Gothic design, its seats, as inthe choirs of many cathedrals, facing each other on either hand, at rightangles to what might be called the chancel. Besides these permanent seatsthere is space between them for something like fifty removable chairs, theentire seating capacity being one hundred persons. The walls are of Bedford limestone, the moldings around the door and other places being accentuated by appropriate carvings by the wife of the architect. The lowerportion of the walls and the choir stalls are of beautifully matched walnut. There is a small gallery in which is placed an organ. The ceiling isfinished in blue with conventionalized designs in color of the cup andplate of the Lord's Supper. The stained glass of the chancel is from a design by Charles J. Connick.Dedicatory services included an address by Dr. Edward Scribner Ames,dean of the Disciples Divinity House, of which the chapel is a part. Thearchitect, who has here made a valuable contribution to the buildings ofthe University neighborhood, is Mr. Henry K. Holsman, of Chicago. Inconnection with the dedication of the chapel an excellent portrait of Doctor Ames, the work of Ernest L. Ipsen, of New York, was presented to theDisciples Church, of which the former has long been pastor.The Disciples Divinity House was organized in 1894, chiefly becausePresident Harper desired to have such groups in close proximity to theUniversity. Doctor H. L. Willett, who did the active work of organizingthe house, was its first dean. During its history, more than five hundredmen and women students have been identified with the house, the greatmajority of them now being in the active ministry of the Disciples ofChrist.While this new chapel was nearing completion the scaffolding was being4344 THE UNIVERSITY RECORDremoved from the completed spire of the First Unitarian Church building, next-door neighbor at the East. The spire, of Gothic architecture,ornate, graceful, adds a new and delightful element to the architecture ofthe several towers of the University group. It rises to the height of 195feet above the new church, which with its well-designed and well-carvedmullioned windows adds another structure of beauty and charm to theUniversity neighborhood. Dr. Von Ogden Vogt is the minister. DennisonBingham Hull, son of a friend and neighbor of the University, Hon. Morton D. Hull, is the architect.JOHN P. WILSON, NEW TRUSTEEilT THE meeting of the Board of Trustees held November 13, 1930,ZJk John P. Wilson, of the law firm of Wilson, Mcllvaine, Hale &JL JL Templeton, was elected a Trustee. He is the son of John P. Wilson, a well-known and successful lawyer who was once president of theUnion League Club and was general counsel for the World's ColumbianExposition of 1893. It was m honor of the father that his children contributed $400,000 to create the John P. Wilson Memorial Foundation atthe University, its income to secure an eminent scholar, distinguished forhis accomplishments in the field of legal education, to occupy the chairmade possible by this endowment. Mr. Wilson has repeatedly representedthe University as adviser in legal matters.Educated at Williams College and Harvard University Law School,Mr. Wilson has practiced law in Chicago since 1903. Both Mr. and Mrs.Wilson, the former Alice B. Keep, are prominent in Chicago's social life.He is a member of the University, Mid-Day, Attic, Saddle and Cycle,Chicago, Old Elm, Casino, Indian Hill, and Racquet clubs. He is a director of Marshall Field & Company, the International Harvester Company,the First National Bank, and the Harris Trust and Savings Bank.Henry K. Holsman, ArchitectRECENTLY DEDICATED CHAPEL OF DISCIPLES DIVINITY HOUSEADDISON WEBSTER MOOREMEMORIAL SERVICEA DDISON W. MOORE, Professor Emeritus of Philosophy and for/\ thirty-four years a member of the University faculty, died onX JL August 25, 1930, in London, in his sixty-fifth year. A service inmemory of him as teacher, thinker, and friend was held in the assemblyroom of the Social Science building, on the afternoon of Sunday, November 9, 1930. Vice-President Woodward presided. In addition to the twoaddresses delivered by fellow members of the Department of Philosophy,Mr. H. H. Hilton, from the point of view of a near neighbor and long-timefriend, spoke of Doctor Moore as he knew him and respected him, andMrs. J. H. Tufts as a former pupil.Professor James H. Tufts 's address was concerned with the studiousand pedagogical character of Doctor Moore's career.DOCTOR MOORE AS STUDENT AND TEACHER[Mr. Tufts after noting the date and place of Mr. Moore's birth, July 30, 1866, atPlainfield, Indiana, gave an admirable description of his parents, his boyhood, and hisearly environment. Then followed an account of his education and his eventual graduation from DePauw University in 1890.]When John Dewey came to the University of Chicago in 1894 one of several students attracted by his coming was Addison Webster Moore. From that autumn of1894 he had been one of us for thirty-six years.After graduation he taught English literature for a short time but as soon as hefelt able he entered Cornell University for graduate work in philosophy. He was accompanied by his wife whom as Ella Adams he had come to know in college andwhom he had married in 1891, a year after graduation. She was to work at Cornellin the field of literature while he studied philosophy. But when in the followingspring they read of the coming of John Dewey to Chicago they felt that this wouldafford an opportunity which must not be missed. They decided to leave very favorable prospects at Cornell and stake all on the new venture.Professor Dewey was at that time working at a reconstruction of philosophicalmethod which was eventually to have wide and fruitful influence upon both philosophy and education. It does not fall within the scope of this sketch to dwell upon thecontent of this reconstruction. But it is appropriate to note that the contact withProfessor Dewey's thought at just this stage proved extraordinarily stimulating to amind so quick to see the significance of a new approach to old problems, so sympathetic with Dewey's intellectual pioneering, so prepared by experience and studiesto appreciate the larger bearings upon life as was Addison Moore's. The doctoraldissertation published in 1902 reflects the first application of the method. His ap-4546 THE UNIVERSITY RECORDproach to other philosophical problems and his method of teaching were to reflect theinfluence of the critical and reconstructive temper. Every proposition, whether ofclassic philosophy or of an uncritical and perhaps naive and dogmatic student in hisclassroom, was to him a challenge. He brought a penetrating analysis to bear uponclassical doctrines. But in the case of the student he aimed rather to provoke or elicitan analytic process in the student's own thinking. It was difficult for any intelligentstudent to sit long in that classroom without responding to so keen a challenge comingfrom so persuasive and friendly a spirit.In his earlier years with the department he met chiefly college classes in psychologyand philosophy, but in consequence of the going of Professor Dewey in 1904 he tookcharge of the seminars in logic and metaphysics. In these seminars the student was tobe brought into critical contact with ultimate problems, and stimulated to think andto defend his position. These courses formed, thus, a sort of backbone of graduatework, and the student felt strongly their value. I do not think that any teacher ofphilosophy in the country brought to his seminar such a union of keen critical acumen,sound knowledge, power of clear exposition, and persuasive enthusiasm.So, interrupted by a year at Harvard as visiting professor, and by several longeror shorter visits to Europe, came and went the years. His keen critical temper, his unusual power of statement, and his personal charm, made him a prime favorite amonghis colleagues of the Philosophical Associations. Every one was at attention when herose to present a paper or to discuss the position advanced by another. The invariablequestion which greeted me at such gatherings, if I arrived first, was, "Is Moore coming?" The esteem of his colleagues was shown by his election as president of theWestern Philosophical Association in 1911, and of the American Philosophical Association in 191 7. Working at high tension as he did, it was perhaps not surprising thatMoore found difficulty in securing sufficient sleep. The sudden death of his wife in1924 was a blow from which he did not recover. He was chosen to contribute to thevolumes of Contemporary American Philosophy, and was among the first to suggestand plan the volume of Essays in Honor of John Dewey, but was compelled reluctantly to abandon the contributions undertaken for both publications. His physician advised rest and at last his colleagues yielded to his desire for retirement. In 1929 hebecame professor emeritus, although he had fully expected to conduct his favoritecourse in Greek philosophy this autumn, just from sheer love of teaching.The end came suddenly in London after five months on the continent with friendsduring which frequent messages had told of scenes and experiences enjoyed.Another will speak of our colleague as friend, but I cannot forego entirely theprivilege of alluding to his rare gifts in this respect. Of his father Addison wrote: "Hehad a genius for friendship. His spontaneous responsiveness to every human beingwithout distinction of race or rank was perhaps his most outstanding personal trait."The son seemed to inherit this trait. He, too, had a genius for friendship. He couldmeet a total stranger and in a short time would know more about him than some ofus would learn in a lifetime. And this, not because he asked questions but because hewas so genuinely interested in his fellow travelers along life's road that they were almost irresistibly drawn to tell him of their doings and often of their troubles.But he did not need to be told. He seemed to have a positive genius for discoveringthe troubles of others and taking their burdens on his shoulders. Characteristic washis thoughtfulness and promptness of action in the case of a former teacher of hiscollege who was facing old age without adequate means. Moore suspected the truthand proceeded at once to organize the John Carhart Franklin Association of formerADDISON WEBSTER MOORE 47students of that teacher, each of whom pledged a yearly sum. Every year Moore sentout his notice of membership dues, and secured the means of comfort for his oldfriend.This story of events and certain aspects of character cannot assume to tell whatAddison Moore meant to his colleagues and friends. It belongs necessarily to theworld of description ; not to the world of appreciation. The generations come and go,in the University as in the history of mankind. As members of a faculty or as units ofhumanity men play their part, make their contribution, and give place to others whoenter into their labors. But in the inner world of intimate life and personal affectionno one takes another's place. There is no common measure by which to compensatefor loss. Each choice spirit is a unique and priceless value. To have acquaintance withsuch through the give and take of days and years is to have what to its possessor givesto living its present charm and its dearest memories.Two thousand years have not dimmed the contrast which the apostle discernedbetween the transient and the abiding. Indeed the rapid shifts in the picture whichthe world presents to science make even more impressive his insight: "Whether therebe knowledge it shall vanish away." But every so rarely vital and life-kindling a personality as that of Addison Moore gives deeper meaning to the apostle's three whichabide: and the greatest of these is love.DOCTOR MOORE'S PHILOSOPHYBy George H. MeadLike many young men of his period Addison Moore inherited his philosophic problem from an evangelical home, community, and college ; but the problem was rathersocial than theological. He did not question the scientists' findings nor their interpretation of nature, nor was he loath to reconstruct the documents of the church by theaid of the historian's method. But the inner flame of spiritual life which the churchhad sheltered and nourished, her great affirmations of a truth to be tested by devotionto the welfare of the human soul and of human society ; these had to be brought intointellectual accord with the scientist's nature and the historian's past. While as ayouth he had looked toward the ministry, the whole set of the intellectual life of thelarger community into which he entered inevitably carried so vivid a mind and emotional nature as his to philosophy. For philosophy promised to reach the prof oundermeaning of dogma, to discover why its doctrines had expressed men's inner moral life,and why they had been the custodians of the spiritual goods of human communities.At Cornell University an idealistic philosophy taught an evolution of mind thatwas also an evolution of nature and an evolution of history. It was an alembic withinwhich the oppositions of creeds and doctrines, the clash of institutions, the warfarebetween ecclesiastical inquisition and the scientist's laboratory disappeared as moments in the dialectic of an absolute mind. To an eager speculative spirit, this Hegelianphilosophy was perhaps the most fascinating resolution of antinomies that philosophicgenius has ever exhibited. It fed upon conflicts and its syntheses undertook to distilout and preserve on higher levels the values which conflicting ideas defended againsteach other. It was the same philosophy of the absolute which Josiah Royce was expounding with a different intonation at Harvard University. In contrast with thetraditional philosophy of the American college, that of the Scottish school, the philosophy of so-called common sense, which evaded problems and discouraged speculation,48 THE UNIVERSITY RECORDit was profound, adventurous and armed with a dialectic that could cope with anycontradiction. It was peculiarly facile in its subsumption of the past while it failed toprovide a method for present and future conduct. In England and America neo-Hegelianism was a cultural philosophy rather than a philosophy of action.At Cornell University then Mr. and Mrs. Moore — for they were already joined inthat companionship of all their varied interests, which lasted, becoming steadily moreprofound, throughout her life — settled for graduate study, and Mr. Moore eagerlyplunged into absolute idealism. In the following year they came to the University ofChicago. I do not know whether Mr. Moore then felt at all the dissent from absoluteidealism which he afterward so vigorously expressed. He came to Chicago to studywith Professor Dewey, who had been bred in the same philosophic faith, but whosewritings in philosophic journals and especially in the field of ethics already showedthat he had broken with the absolutism of idealism and that he insisted upon a doctrine that should be a method of conduct.Mr. Moore lived through the years here in Chicago, during which Professor Deweyworked out his philosophy of thought, which was also a philosophy of action. Hewas a member of that historic seminar, papers of which were joined with ProfessorDewey's exposition and appeared as the first edition of Studies in Logical Theory, asa part of the "Decennial Publications of the University of Chicago." It placed thoughtdefinitely within the act, and dealt in a masterly fashion with the logical problemswhich this orientation carried with it. In this work Mr. Moore was an enthusiasticcollaborator. He published an important study of Locke from the standpoint of pragmatism, and became in the philosophic world after Mr. Dewey the most importantand most authoritative member of the so-called Chicago school. The publications bywhich he was known were his Pragmatism and Its Critics together with numerous articles in the journals, in which he brilliantly countered the assaults of the idealists andthe realists upon the pragmatic position. The profound work which he accomplishedin metaphysics and logic that was carried on in his seminars was never fully published, but has borne its fruit in the stimulation and training of a long line of University of Chicago doctors who have taken their degrees in philosophy. For years theseseminars were the core of the training for those that were going on to the degree inthe department.We speak of the philosophy of a man's life, with the sure feeling that back of hisconduct through the years lies some consistent attitude toward society and the worldabout him which if made articulate would reveal the man to the world and to himself. There have been philosophers whose daily walk and conversation have been living epistles expressing, in the full dimensionality of space and time, the ideas whichtheir published writings have expounded. William James was such a philosopher,whose pages are the transcript of the direct impact of systems of thought and ofevents and people upon a profound and passionate nature. Spinoza and Kant at theopposite pole of personality, only thought out and wrote down, themselves reflectingthe universe that confronted them. And then on the other hand there was Humewhose systematic doctrine issued in a scepticism which his own genial life belied, anda Josiah Royce whose lifelong speculative engagement was a conflict between thefinality of his absolute idealism and the contingency of human experience. AddisonMoore comes under the first of these categories. His philosophy was his inner andouter life writ large. He was no Epimetheus. He began his speculative thinking witha world which was there, a world that put up to our intelligence the precarious taskof living within it, and he refused to arrest action in order to prove the existence ofADDISON WEBSTER MOORE 49that world. For him the epistemological problem was an unreal problem. His logicwas a running back of all the intricate processes of thought to the competent statement of the problem of life — life in its deepest sense — and of the conditions of its solution, and his ethics was the restatement of the conflicting values which are there asmeans of reaching a larger good which must envisage them all, if the problem of lifeis to be solved. The relation of thought to life he found in evolution. Evolution wasthe process of the universe, and thought was the development of intelligence withinthe struggle for existence of living beings with increasing social organization. And sohis philosophy was a social philosophy. It was through communication that socialorganization appears, and it was through communication that self-consciousness ariseswith all the intricate apparatus of thinking in its analysis and in its hypotheticalrebuilding.His philosophy was no ponderous armor, whose whole task is to defend its ownright to existence, and though he was never more brilliant than in the bright sword-play of polemics, his philosophy never justified itself by the skill of his fence, or thetechnical defeat of his adversary. It was, what he maintained thought to be, a meansof action. He was the fortunate man whose inner and outer life was all of a piece.And the most abstruse of his professional undertakings were but parts of the commontask of socially constituted and socially organized minds, that of stating their problems in terms of the means of their solution. He went from his seminar to the studyof issues national or international, to the political meeting, to the appeal of the oppressed and defeated, to the club and to the theater and to the golf links with the sameapparatus of intelligence. He did not sacrifice life to be a philosopher, nor was it necessary to address to him the admonition, non propter vitam vivendi perdere causas.Addison Moore had something of that unusual combination of lively imaginationwith acuity and subtlety of analysis which characterized Bradley and of that full-blooded vivacity of expression which belonged to James. His very style advertisedthe fact that the whole man passed into his thought, and that his thought was anintegral part of the life which we have lost.ADDISON W. MOORE AS TEACHERBy Matilde Castro TuftsMr. Moore was my first instructor in psychology as well as in philosophy whenhe was a junior member of the Philosophy Department. Although I cannot separateentirely from my recollections of that early day the significance which certain of hisqualities have acquired for me in the retrospective years since, I retain a vivid memoryof some first impressions. Chief among them is the sense of his being fully aware ofhis class both as a group and as individuals. He went along with them from the beginning of the hour to the end, and I never knew him to miss the point of a student'squestions, so willing was he to listen, and so flexible to follow the reasoning of eventhe immature. He was refreshingly alive to all that was going on, and his adroit handling of the artful dodger, his whimsical good humor in parrying the thrusts of anaggressive blusterer, his genial persistence in prodding the indolent to some responseless nonchalant than the "Don't know," or "Not prepared, Professor," were a delightto the class. Psychology was a human as well as an academic subject, and the hourpassed too soon. As one who later specialized in psychology somewhat extensively, Iwas grateful that I had my introduction to it under the influence of a mind with Mr.So THE UNIVERSITY RECORDMoore's philosophical bias; keenly analytical, yet searching always for relationshipsand the meaning of parts with reference to a larger whole. Such training in perspective was an asset to me in dealing even with problems of laboratory psychology.From my experience as a graduate student I select a memorable instance. Theclass had for two quarters taken a course in logic with Professor John Dewey, inwhich they had had the rare privilege of witnessing a thinker building the structurethat was to furnish a new philosophical viewpoint. Mr. Moore was asked to continuethe course in the third quarter. His modest, almost self- deprecatory statements aboutthe contrast, and the worth of what he had to give, did not lessen the apprehensionalready vaguely in the air. But before the course was over there was difference in attitude. Not a few felt that it was a valuable complement to the preceding work, enlarging its significance for them because of their surer grasp and more intimate possession of its content. Mr. Moore's fresh perception of students' difficulties, hisvivifying and clear exposition, his constant encouragement to discussion, contributedlargely to this result.In subsequent courses I was repeatedly impressed by what Mr. Moore accomplished with a class. Receiving a number of students uneven in preparation, and unequal in caliber, he soon had a group working together, able to follow where theargument led, and in practically every case maturing in capacity in the give-and-takeof the class hour. Later, looking on from the sidelines, I marked astonishing changesin the development of individual students in so brief a period as that of one seminar ;changes from inarticulate fumbling to effective speaking and cogent thinking.The secret of Mr. Moore's success as a teacher lay perhaps in the fulfilment ofthat earlier promise. Following his students' trial-and-error thinking with animatedattention and unfeigned interest, he gave them the full benefit of his own acute andpliant dialectic. Growing by what it fed on, his mental suppleness, his fine-grainedsensitivity, his almost intuitive appreciation of situations, in short, his ability to liveimaginatively and responsively in the thoughts and feeling of others showed throughthe pattern of his character as a dominant trait, and made him a great teacher.Quickened in philosophical vision by the stimulating speculative thought of onecourse, or nourished by the abundant erudition of another, it was yet under Mr.Moore's tutelage that many a student came into the fullest employment of his philosophical resources; added a visible cubit to his intellectual stature.HOME-COMING DINNERMEMBERS of the faculties followed time-honored custom anddined together on the evening of October 6. At least, something like three hundred of them met at tables in HutchinsonHall for a "home-coming," year-opening function, and listened to threeinteresting addresses delivered by men who have recently been appointedto teaching positions. President Hutchins introduced the speakers withthat delightful sarcasm and charming exaggeration which are characteristic and that combine to put everybody— unless it be the poor speakers —in infectious good humor.Vice-President Woodward read the list of names of some thirty newmembers of the faculties; and all who were present, the majority, rose tobe greeted by the welcoming applause of their colleagues. George A.Works, once more a member of the University, having resigned the presidency of the Connecticut Agricultural College to accept a professorship inthe School of Education, was the first speaker. He related some of theamusing tribulations of a father who attempts to enter his children intothe schools of the University. He then described the duties he had assumed in his new task, which relates itself to the study and the techniqueof teaching in higher education.President Hutchins, in introducing the next two speakers, said thatthey had been received from the University of Minnesota in exchange forone football coach. As they brought their messages to their fellows it wasevident that the University, as might pardonably be said under the circumstances, "got something to boot" in the bargaining. Edwin H. Sutherland, an alumnus of the University — and son of a graduate from the oldUniversity of Chicago, Class of 1874, President George Sutherland, ofGrand Island College, Nebraska — is Professor in the Department of Sociology. Richard E. Scammon, recently appointed professor in the Department of Anatomy, was the last speaker of the evening. He spoke ofthe high place the University holds among other, and especially state, universities and its recognized influence upon them.51COLLEGE WORDS IN THE NEWAMERICAN DICTIONARYBy M. M. MATHEWSA S THE work of collecting material for the Historical Dictionary ofj \ American English goes on, it becomes more and more apparentL. JL that the extent of the peculiarly American element in the Englishvocabulary is much greater than one might suspect. In the field of education alone the American contributions to the common speech are quitemarked. Confining ourselves mainly to the opening letters of the alphabet,we are able to cite a fairly large number of distinctively American termsemployed daily in college surroundings.The letter "A" itself is commonly used to indicate a grade obtained in acourse of study by capable, persevering students. The letters of the English alphabet are not used in this connection in England, the first letters ofthe Greek alphabet being employed there as grades.The word "professor" did not, of course, have its origin in the UnitedStates; but over here such combinations as "adjunct professor," "assistant professor," "associate professor," have come into everyday use. Termsindicative of the presence of women in American student bodies are fairlynumerous. Words like "alumna," "alumnae," "coed," "coeducate," "coeducation," "coeducational," come to mind in this connection. In additionto words like these which have been created in response to a definite need,there are other words that have had new significations attached to them.The use of the word "campus" to refer to the grounds of a school or college shows an American adaptation of an old word. The first person, so faras is now known, to record "campus" with this additional sense was a student at Princeton, who in 1774 wrote in his diary, "Having made a fire inthe Campus, we there burnt near a dozen pounds [of tea] ." The word"catalogue," like "campus," has in American use taken on a meaningwhich is distinctive. Universities in England do not put out catalogues,but calendars — and calendars are not quite the same as catalogues.The old words "fraternity" and "sorority" have in the United Statestaken on new significations to refer to student organizations. "Fraternity"has been in use in American schools for nearly a century and a half to referto Greek-letter societies among the students. According to the evidence sofar brought together, the first organization of this kind was established at52COLLEGE WORDS IN AMERICAN DICTIONARYWilliam and Mary in 1776. It is clear that from the beginning the members referred to their organization as a "society" or fraternity, using thetwo terms indifferently. Not infrequently a word that comes into currentuse brings others with it. Along with "fraternity" there has come anotherword, "chapter," closely associated with it in use. For fifty years afterfraternities became a part of American college life, local organizationswere called "branches" or "clubs," but in 1836 the word "chapter" wasofficially approved for use in this connection.The complete story of the effect on our vocabulary of American educational procedure is of course too long to attempt in full here. The word"college" itself in common American vernacular shows the effects of having been set down in new environments.The following presentation of some of the evidence available from material already collected shows that we have gotten back of the earliest previously known American illustrations of the uses of the words cited :Alumna, n. (pi. alumnae). A female student of a college.1892 Wellesley Coll. Pres. Rep. 17 The Alumnae have special qualifications forthis. 1896 Century Magazine LI. 798/1 The average salary of the alumna teacherwould be below rather than above $1,000 a year. 1910 Catal. Vassar Coll. 3 Theeditors .... have tried to obtain the information necessary for a complete record of the alumnae.Alumni, n. pi. (Examples of United States use.)1823 J. & R. C. Morse Pocket Gaz. U.S. 320 The number of alumni, that is thenumber who have been educated at each college since its establishment. 1843 Hopkins in B. H. Hall College Words (1851) 7 So far as I know, the Society of theAlumni of Williams College was the first association of the kind in this country.1890 Harper's Magazine Apr. 799/1 The associated alumni .... organized into aclub.b. attrib. as alumni-banquet, -day, -dinner, -hall.1895 Century Magazine Sept. 794/2 How often at an alumni banquet is intellectual supremacy in college praised? 1906 Springfield Weekly Republican 28 June10 Tuesday was alumni day at Yale. 1896 Cosmopolitan XX. 440/2 At the alumnidinners .... he found himself an honoured guest. 1906 Springfield Weekly Republican 28 June 10, Hundreds of old graduates .... gathered in alumni hall.Campus, n. The grounds of a college or university.1774 in J. F. Hageman History Princeton (1879) I.102 Having made a fire in theCampus, we there burnt near a dozen pounds [of tea]. 1826 R. Mills StatisticsSouth Carolina 701 The whole disposed so as to form a hollow square containingabout ten acres which is called the Campus. 1879 H. J. Vandyke Jr. in PrincetonBook 382 The central point of the Campus, the hub of the college world, is undoubtedly the big cannon. 1904 H. N. Snyder in Sewanee Review January 87, Iam almost willing to shut my eyes to the excesses of the noisy strenuosity of theathletic mood if it bring into the campus life a warm, vital sense of college unity.54 THE UNIVERSITY RECORDCatalogue, n. a. A list of college or university graduates, alumni, or teachers, b. Aschool publication, setting forth the nature and range of the instruction offered.1682 J. Bishop in Massachusetts Historical Collection Ser. iv. VIII. 311, I latelyreceived .... a Catalogue of Harvard's sons. 171 2 J. Leverett Diary 43 TheCatalogue of Graduate[s]. 1786 in J. Maclean Historical Collection NJ. (1877)I.344 Ordered, That a complete catalogue of the graduates of this College be prepared and published at the expense of the present Senior class. 181 2 (title) Catalogue of the Officers and Students [of Harvard]. 1842 A. Thompson HistoricalVermont 11. 155 Middlebury College .... Catalogue of Alumni and HonoraryGraduates. 1873 J. H. Beadle Undeveloped West xxxi. 686 The 'University ofDeseret' puts forth a pretentious catalogue, with a lengthy list of professors. 1899E. E. Hale Lowell & Friends 170 In 1856, the year when Lowell's name first appears as a professor in the Harvard catalogue.Class, n. A group of students of approximately the same advancement.1684 Harvard College Record (1925) I.77 Mr. Samuel Mitchell was .... desiredto undertake ye charge of ye class of ye Sophimores untill further order. 1702C. Mather Magnolia 11. ( 1820) 9 The Fellows resident on the place, became Tutors,to the several classes. 1766 Clap Annual Yale-College. 14 The Senior Class wereremoved to Saybrook. 1805 D. McClure Diary (1899) 9 My class recited to thepresident.Class day, n. A day on which a class, usually the senior class, celebrates some achievement, like graduation, by appropriate ceremonies, which often include the plantingof a class tree.1833 F. A. Whitney in Harvard Book (1875) II. 165 Our Class Day, glorious summer weather. 185 1 B. H. Hall College Words 47 An account of Class Day, nearthe close of the last century, may not be uninteresting. 1887 Harper's MagazineFeb. 395/1 In front of this yellow pine wall, with its ranks of benches, stood theClass Day Tree.Classmate, n. One in the same class.1 713 S. Sewall Diary 5 June, He has spoken for my Classmate Captain SamuelPhipps to the Gov[erno]r. 1752 J. Macsparran America Dissected (1753) 12 Mr.Dinwoody, my Class-Mate at the College of Glasglow. 1805 D. McClure Diary(1899) 18 Returned to Yale College with classmate D. Avery. 1851 0. W. HolmesSong of 'Twenty-nine' 68 We'll say, before he's spoken — 'Old Classmate, don'tyou cry VThe fact may well be emphasized that the citations given above werenot collected by special search for passages to illustrate the words listed.The material here exhibited is typical of that which is accumulating in theregular routine of securing quotations for the Dictionary.Probably earlier evidence can be secured for words here given. The editor will appreciate any earlier citations that anyone may be able to supply.THE BOARD OF TRUSTEESBy JOHN F. MOULDS, Secretary of the BoardRETIREMENTSDURING the Autumn Quarter the following members of the faculty have been retired, each at the close of his appointment : 'G. C. Howland, Associate Professor of the History of Literature in the Department of Comparative Literature.W. J. G. Land, Professor in the Department of Botany.E. H. Moore, Professor and Head of the Department of Mathematics.Ella E. Ruebhausen, Assistant Professor of German in the Junior College.H. E. Slaught, Professor in the Department of Mathematics.The Secretary of the Board was instructed suitably to express theBoard's appreciation of their services to the University. It is understoodthat Mr. Moore and Mr. Slaught, notwithstanding their retirement, willgive instruction on a part-time basis during the year 1931-32. The following members of the faculty, eligible to retire, will be continued in theservice of the University during the year 1931-32 :Ernst Freund, John P. Wilson Professor of Law in the Law School.Shailer Mathews, Dean of the Divinity School.G. H. Mead, Professor in the Department of Philosophy.R. E. Park, Professor in the Department of Sociology.Paul Shorey, Professor in the Department of Greek.A. A. Stagg, Professor in the Department of Physical Culture andAthletics.The following members of the faculty, who will become eligible to retire at the close of their present appointment year, are to be continued inthe service of the University during the year 1931-32 :J. H. Breasted, Ernest D. Burton Distinguished Service Professor inthe Department of Oriental Languages.S. P. Breckinridge, Samuel Deutsch Professor in the School of SocialService Administration.E. O. Jordan, Professor in the Department of Hygiene and Bacteriology.5556 THE UNIVERSITY RECORDJ. M. Manly, Sewell L. Avery Distinguished Service Professor in theDepartment of English.Alice Temple, Associate Professor in the School of Education.APPOINTMENTSThe following appointments, besides reappointments, were made during the Autumn Quarter :Edmund S. Conklin, of the University of Oregon, as Visiting Professorin the Department of Practical Theology, for the Winter Quarter, 1931.Thornton Wilder, as Visiting Professor in the Department of English,for the Autumn Quarter, 1930.Dr. P. C. Chang, of Nankai University, Tientsin, China, as VisitingProfessor in the Department of Comparative Literature, for the WinterQuarter, 1931.Henry W. Toll, Director of the American Legislators' Association, asLecturer in the Department of Political Science, for one year from October 1, 1930.Dr. Leland W. Parr, as Extension Associate Professor of Hygiene andBacteriology, for one year from October 1, 1930, to serve in UniversityCollege and the Home-Study Department.Edwin G. Nourse, Director of the Brookings Institution, as Professorial Lecturer in the Department of Economics, for the Winter Quarter, 1 93 1.Gordon J. Laing, as Dean of the Humanities Division until July 1,1 93 1. His present appointment as Dean of the Graduate School of Artsand Literature has been cancelled.Henry G. Gale, as, Dean of the Physical Sciences Division until July 1,1 93 1. His present appointment as Dean of the Ogden Graduate Schoolof Science has been cancelled.Dr. Richard E. Scammon, as Dean of the Biological Sciences Divisionuntil July 1, 1931.B. F. Harrison, Lecturer in the Department of Home Economics, forthe Autumn Quarter, 1930.Henry Porter Chandler, Lecturer in the Law School, for the SpringQuarter, 1931.Dr. William C. Woodward, Professorial Lecturer in Medical Jurisprudence in Rush Medical College, for the Winter Quarter, 1931.Robbie Brunner, Anaesthetist in Rush Medical College, for a periodof nine months from October 1, 1930.Grace Gordon Hood, Lecturer in the Department of Home EconomicsEducation in the College of Education, for the Winter Quarter, 1931.THE BOARD OF TRUSTEES 57Dr. Arthur A. Swaim, Lecturer in the Institute of Meat Packing in theSchool of Commerce and Administration, for the Autumn Quarter, 1930,and the Winter Quarter, 1931.Winston Harris Tucker, Instructor in the Department of Pathology,for one year from October 1, 1930.Dr. William C. Woodward, Professorial Lecturer in the Department ofMedicine, for one year from October 1, 1930.Louis Wirth, Instructor in the Department of Sociology, for the Winterand Spring Quarters, 1931.A. W. Brown, Lecturer in the Department of Psychology for the SpringQuarter, 1931.Mrs. Ethel Terry McCoy, Research Associate in the Department ofChemistry for one year from October 1, 1930.Mr. Hansen C. Harrell, Instructor in the Department of Greek for theAutumn Quarter, 1930, Winter and Spring Quarters, 1931, on a two-thirds-time basis.Mr. Louis Earl Evans, Field Work Instructor in the Graduate Schoolof Social Service Administration, for one year from October 1, 1930.Melvin Orville Foreman, Instructor in the Department of Chemistry,for one year from October 1, 1930.Clarence H. Faust, Instructor in the Department of English, for oneyear from October 1, 1930.George E. Hawkins, Teacher in the Laboratory Schools, for one yearto October 1, 1931.N. J. Anderson, Lecturer in the Institute of Meat Packing in the Schoolof Commerce and Administration, for the Autumn Quarter, 1930, and theWinter Quarter, 1931.Livingston Eli Josselyn, Instructor in the Department of Anatomy, forfive months to April 1, 1931.Raymond Wright Johnson, Instructor in the Department of Chemistry, for one year from October 1, 1930.John N. Noble, Lecturer in the Institute of Meat Packing in the Schoolof Commerce and Administration, for the Autumn Quarter, 1930.F. H. Sidney, Lecturer in the Institute of Meat Packing in the Schoolof Commerce and Administration, for the Autumn Quarter, 1930, and theWinter Quarter, 1931.T. G. Walsh, to give dispensary instruction in the Department of Medicine in Rush Medical College, for the Autumn Quarter, 1930.R. E. Johannesen, Supervisor of Clerkships in the Department ofMedicine in Rush Medical College, for the Autumn Quarter, 1930.E. W. Pernokis, to give service in laboratory diagnosis in the Depart-58 THE UNIVERSITY RECORDment of Medicine in Rush Medical College, for the Autumn Quarter,1930.G. E. Miller, Instruction in Materia Medica in the Department ofMedicine in Rush Medical College, for the Autumn Quarter, 1930.Leon P. Smith, Jr., to render service in the Department of Romance,for the Autumn Quarter, 1930.Jessie Mabel Todd, to give extra service in the College of Education,for the Winter Quarter, 1931.Ada Ruth Polkinghorne, to give extra service in the College of Education, for the Winter Quarter, 1931.David R. Briggs, as Assistant Professor of Chemistry in the Department of Pathology under the Otho S. A. Sprague Memorial Institute, forone year from October 1, 1930.William Robinson, as Assistant Professor in the Department of Pathology under the Otho S. A. Sprague Memorial Institute, for one yearfrom October 1, 1930.Florence B. Seibert, as Assistant Professor in the Department of Pathology under the Otho S. A. Sprague Memorial Institute, for one yearfrom October 1, 1930.Richard L. Jenkins, Instructor in the Department of Physiology, forthe Winter and Spring Quarters, 1931.James K. Senior, Research Associate in the Department of Chemistry,for one year from October 1, 1930.Edward N. Wentworth, Lecturer in the Institute of Meat Packing inthe School of Commerce and Administration, for the Autumn Quarter,1930.Dr. Herman N. Bundesen, as Professorial Lecturer in Public HealthAdministration in the Department of Hygiene and Bacteriology, for oneyear effective October 1, 1930.Mrs. Minna Schmidt, as Lecturer in the Department of Home Economics, for one year from October 1, 1930.Dr. Margaret Kunde, now a Seymour Coman Fellow, as Assistant Professor in the Department of Physiology, for one year from October 1,1930.W. E. Garrison, as Associate Professor of Church History in the Divinity School, for one year from July 1, 1930.Dr. Joseph L. Miller, as Clinical Professor of Medicine in the Department of Medicine, for three years from July 1, 1930.Dr. Joseph A. Capps, as Clinical Professor of Medicine in the Department of Medicine, for three years from July 1, 1930.THE BOARD OF TRUSTEES 59With the approval of the University Senate, the office of Dean ofStudents and University Examiner has been created and George A.Works, Professor in the School of Education, appointed to the office forsix months, effective January i, 1931. The title of the University Recorder and Examiner has been changed to Registrar of the University.George Watson, Research Associate in the Department of English forthe Autumn Quarter, 1930, Winter and Spring Quarters, 1931.Douglas Waples, Acting Dean of the Graduate Library School, for oneyear from October 1, 1930.Dr. Charles E. Shannon, part-time Physician in Health Service, forone year from October 1, 1930.Dr. M. Alice Phillips, part-time Physician in Health Service, for oneyear from October 1, 1930.Sylvia G. H. Bensley, Instructor in the Department of Anatomy, forone year from October 1, 1930.Karl Borders, Lecturer in the Graduate School of Social Service Administration, for the Autumn Quarter, 1930.Arthur Henry Carver, Lecturer in the Institute of Meat Packing in theSchool of Commerce and Administration, for the Winter Quarter, andthe Spring Quarter, 1931.Charles B. Congdon, part-time Physician in Health Service, for oneyear from October 1, 1930.Pierce Butler, Lecturer in the Graduate Library School, for the Summer Quarter, 1930.Richard Frederic Eagle, Lecturer in the Institute of Meat Packing inthe School of Commerce and Administration, for the Autumn Quarter,1930, and the Winter Quarter, 1931.Cicely Foster, Instructor in the Department of Home Economics, forone year from October 1, 1930.Andrew T. Kearney, Lecturer in the Institute of Meat Packing in theSchool of Commerce and Administration, for the Spring Quarter, 1931.C. Robert Moulton, Lecturer in the Institute of Meat Packing in theSchool of Commerce and Administration, for the Spring Quarter, 1931.H. S. Bennett, University Lecturer in English at the University ofCambridge and Director of English Studies at St. John's College andEmmanuel College, as Frederic Ives Carpenter Visiting Professor in theDepartment of English, for the Spring Quarter.Dr. Max E. Obermayer, as Assistant Professor of Dermatology in theDepartment of Medicine, for three years, effective January 1, 1931.6o THE UNIVERSITY RECORDDr. Archibald Hoyne, as Associate Clinical Professor of Pediatrics inthe Department of Pediatrics, for one year, effective January i, 1931,without salary.PROMOTIONHerbert Blumer, Instructor in the Department of Sociology, to therank of Assistant Professor, effective October 1, 1931.RESIGNATIONSThe following resignations have been accepted :Edward Sapir, Professor in the Department of Anthropology, effectiveSeptember 30, 1931.Dr. Alfred A. Koehler, Assistant Professor in the Department of Medicine on the Lasker Foundation, effective December 9, 1930.LEAVES OF ABSENCETo Rowland Haynes, Secretary of the University, for six months forservice in connection with Governor Emmer son's Committee on Unemployment.To James H. Harper, Registrar of Rush Medical College, who is incapacitated by illness, until June 30, 193 1.CORRECTIONIn the October number of the University Record, the name of MissMary W. Dillingham, Teacher in the Laboratory Schools, was includedby mistake in the list of thos£ whose resignations had been accepted during the three months prior to October 1, 1930. Miss Dillingham's appointment for the year beginning October 1, 1930, is on a one-half-timebasis.DEATHDr. Ernest Lewis McEwen, Associate Clinical Professor in the Department of Dermatology in Rush Medical College, died October 31, 1930.GIFTSFrom the General Education Board, an appropriation of a further sumof $25,000, or so much thereof as may be needed, to complete the surveyof the educational and financial organization and administration of theUniversity.From an anonymous donor, through Miss Ruth Emerson, $900 for thesupport of a special medical social work fellowship for the year 1930--31.Miss Mary C. Wheelwright, Los Luceros, Alcalde, New Mexico, hasTHE BOARD OF TRUSTEES 61pledged $500 toward the support of the studies of Father Berard Haileamong the Navaho Indians.A contribution of $200 has been received from an anonymous donortoward the Celtic research project under the direction of Professor T. P.Cross.From Miss Shirley Farr the Colonna manuscript, a document whichdeals with the history of Italian culture in the Middle Ages.From Dr. Sara C. Buckley, 5487 Ridgewood Court, Chicago, a usedx-ray equipment consisting of a static machine, a high frequency resonator, one wall piece and two batteries, for the use of the Department ofPhysics.From Mr. Kenneth G. Smith has been received a portrait in oil of hisfather, Douglas Smith, by Ralph Clarkson. The portrait now hangs in thefoyer of the Billings Hospital.A bronze bust of Dr. James H. Breasted by Numa Patlagean has beenpresented by Mr. Julius Rosenwald. It is to be placed in the new OrientalInstitute Building.A portrait in oil of Professor John M. Manly by Sir William Orpenhas been presented by friends of Mr. Manly, former students, and members of the Department of English.From a group of Doctors of Philosophy of the Department of Physiological Chemistry, through Dr. F. C. Koch, a bronze bust of Dr. A. P.Mathews,, by Esther C. Marting. It is to be placed in the library of theDepartment of Physiological Chemistry.The Payne Study and Experiment Fund has pledged $7,600 for theuse of Professor L. L. Thurstone of the Department of Psychology for thecontinuation of his motion picture studies.Mrs. Minna Schmidt has given $5,000 for the support of a course orcourses in the scientific and artistic study of costume in all its phases inthe Department of Home Economics during the year 1930-31.A grant of $3,000 for two library fellowships of $1,500 each has beenreceived from the Carnegie Corporation. These fellowships have beenawarded to Leon Carnovsky and Margrethe D. Brandt.An aggregate sum of $2,000 has been received from Messrs. John V.Farwell, Cyrus H. McCormick, Harold H. Swift, Bernard E. Sunny,Harry A. Wheeler, George M. Reynolds, and Julius Rosenwald, towardthe cost of publication of Professor Laughlin's book on Money, Credit,and Prices.A mahogany cabinet of exceptionally fine workmanship and a vasehave been given by V. Reginald Ibenfeldt, and have been placed in IdaNoyes Hall.62 THE UNIVERSITY RECORDFrom Miss Esther Zumdahl, 5845 Drexel Avenue, Chicago, a pledgeof a scholarship fund to be known as the Zumdahl Scholarship Aid, in thesum of $3,000, to be paid to the University following her death. The netincome from this fund is to apply upon the tuition of one or more womenstudents of the University, preference to be given to a student in the fieldof nursing education; nominations are to be made to the President of theUniversity by the Superintendent of Nurses at the Evangelical Hospital,5421 South Morgan Street.From the Chicago Joint Board of the Amalgamated Clothing Workersof America, through Mr. Samuel Levin, manager, a renewal for one yearof the Sydney Hillman Fellowship of $1,000 in economics and industrialrelations.From Dr. William H. Wilder, a gift of a valuable poli-ophthalmoscopemade by Carl Zeiss to the Department of Ophthalmology of Rush Medical College.Mr. John D. Rockefeller, Jr., has pledged whatever may be necessaryup to $1,975,000 toward the construction of International House and asum not to exceed $240,000 toward its furnishings.AMONG THE DEPARTMENTSTHE WALKER MUSEUM OF PALEONTOLOGYBy Edson S. BastinIN THE October number of the University Record the writer summarized briefly the activities of the Department of Geology and Paleontology — past and present — in teaching and research. In this article it is his desire to describe what is undoubtedly the most importantphysical asset of the department, the Walker Museum of Paleontology.MR. WALKER'S GIFTIn 1892 Mr. George C. Walker, one of the first Trustees of the University, provided by gift for a building to be used as a museum of paleontology. In the early years of the University when no other building wasavailable to house the teaching work of the department and when the collections did not bulk as large as at present, Mr. Walker generously agreedto the use of the building for all of the department's varied activities.With the completion of Rosenwald Hall in 19 14, however, Walker Museum began really to fulfil its destiny as an exhibit hall for teaching collections, a repository for research materials and a place where fossil collections were prepared for study and where researches upon them were conducted. Some teaching is still done in Walker, but only in the field of paleontology and this eventually will be transferred to other quarters.With the Field Museum and its superb location and facilities for popular exhibition a close and most friendly neighbor, it would manifestly beunwise for Walker Museum to compete with it in that field. Walker isessentially a museum for the teacher, for the student, and the researchworker, although naturally some of its exhibits have popular appeal. Itsfacilities are essential to the advanced teaching of paleontology and to research in that field.WORLD-WIDE COLLECTIONSFor the purposes for which they are designed the collections are surpassed by few if any university collections in America. The geographicrange of the collections is shown by the presence of fossil invertebratesfrom the coal measures of Belgium and from younger formations in Switzerland, France, Austria, Denmark, Iceland, and Greenland. From Ger-6364 THE UNIVERSITY RECORDmany and Russia came beautifully preserved star fishes and sea lilies(crinoids), and from the cretaceous formations of far-off Mount Lebanonin Palestine an interesting collection of fossil fishes. The latest acquisitions from abroad are vertebrates from the Permian of the Karoo Desertof South Africa, collected by our own expedition. Geologically the collections range in age from primitive forms of life from the pre-Cambrianrocks to the shells and skeletons of species living today.The most precious of fossils are those specimens that have been recognized as new species and described in print and figured in illustrations.These become type forms, and the museum possesses more than six thousand such types representing to a remarkable degree the widely diversifiedforms of life found in the various rock formations of North America.THE GURLEY COLLECTIONThe nucleus, and a large and important part of this great collection,was acquired by the University through the generosity of William F. E.Gurley, paleontologist, and state geologist of Illinois, 1893-97, who spentover thirty years in its upbuilding. The Gurley Collection consists of fullyfifteen thousand species, and over two hundred thousand specimens. It isparticularly rich in the paleozoic invertebrates, vertebrates and plants ofthe Ohio and Mississippi Valley regions. In building up his collections,Mr. Gurley spent much of his time in the field in this region and alsoacquired by purchase many entire collections and many of the choicestspecimens in other collections. On the labels of these collections are thenames — as collectors — of most of the famous paleontologists of America and many of those of Europe. As associate curator of paleontologyMr. Gurley has had a continuing interest in the museum and its welfareand has aided in the acquisition of the Hall Collection and of many of ourother collections.OTHER NOTABLE COLLECTIONSIn 1906, Mr. John D. Rockefeller purchased and presented to the University the important paleontological collection of the late James Hall,for years state geologist and paleontologist of New York and one of thegreat figures in American geology. It is remarkably complete in almostevery form of life found in the paleozoic rocks of New York state and contains many interesting forms from well-known localities elsewhere, but theunique value of the Hall Collection is in its types of which there are severalthousand that were described and figured by its distinguished owner overa period of fifty years.In 1902, Sir William C. Van Home, a native of Illinois, but later presi-AMONG THE DEPARTMENTS 65dent of the Canadian Pacific Railway, presented to the University his extensive collection of fossils, for the most part from Illinois and adjacentstates. It includes many types. In 1902, also, the daughters of the lateMrs. Mary P. Haines of Richmond, Indiana, presented her fine cabinet offossils to the University. In this collection are many rare forms from thepaleozoic series of Ohio and Indiana. The museum also has a comprehensive series of bryozoa and ostracoda, presented by R. S. Bassler, headcurator of geology of the United States National Museum. Other important collections which have become the property of the museum are, theU. P. James Collection, the F. A. Sampson Collection, the R. R. WashburnCollection, the Faber, Krantz, Tiffany, and Teller collections.Much of the progress that the museum has made has been due to theunremitting efforts and enthusiasm of the late Professor Stuart Weller. Amember of the department's teaching staff from 1895, he a^so served asdirector of Walker Museum from 1919 to his untimely death in 1927. Tohis foresight and good judgment is due in large measure the present planof organization and display of the collections. Among the museum's mostvaluable assets are the large invertebrate collections gathered and described by him and by students trained under him, during his long connection with the University and with the geological surveys of Illinois,Kentucky, Missouri, and New Jersey.Since 1928 the organization and study of the invertebrate collectionshas gone forward under the capable guidance of Dr. Carey Croneis. BothWeller and Croneis have been assisted in this phase of the museum'swork by Arthur W. Slocom.THE VERTEBRATE COLLECTIONSAlthough the vertebrate collections include a much smaller number ofspecies than the invertebrates, they naturally occupy a large proportionof the museum space and form one of the most interesting and significantparts of the collection. The keystone of this collection is a series of permo-carboniferous amphibians and reptiles including about seventy genera,many of which are represented by mounted skeletons. This series is amonument to the labors of Professor Samuel W. Williston and his graduate students, and of Associate Curator Paul C. Miller. During the sixteen years of his connection with the University of Chicago as professorof vertebrate paleontology and director of Walker Museum, Williston devoted himself mainly to the study of the vertebrates of the permo-car-boniferous because that period marked the beginning of many of thehigher forms of vertebrate life. With the assistance of Mr. Miller collec-66 THE UNIVERSITY RECORDtions were made in Texas and New Mexico during ten seasons, and therewas built up the most valuable collection of early vertebrates possessedby any institution in the world. From 191 8 to 1929 annual expeditionsby Mr. Miller to Nebraska and South Dakota have added a large arrayof tertiary mammals.The most recent additions to the vertebrate collections have come fromthe far-off Karoo Desert in South Africa, visited last year by AssociateProfessor Alfred S. Romer and Mr. Miller with the aid of funds generously given by an anonymous donor in Chicago. In the bleak Karoo region the story of the evolution of the vertebrates read from the Americanrocks is continued through the next chapter in the book of time.Within recent years through the efforts of Adolf C. Noe, Associate Professor of Paleobotany, a large collection of fossil plants particularly fromthe American coal measures has been added to the earlier collections in thisfield.In addition to the gifts from individuals the generosity of the geological surveys of Illinois and neighboring states in making the museum a repository for collections made by the museum staff or students under survey auspices has been of the greatest value.The collections are being constantly augmented through the researchesof the staff and through the generosity of former students and friends, butadditional funds are especially needed to cover the expenses of field researches.THE LAW SCHOOLBy Dean Harry A. BigelowON APRIL 15, 1902, the Board of Trustees voted to establish alaw school at this University.Professor Joseph H. Beale, of Harvard Law School, was invited to come to Chicago to organize the school and to act as dean. Anarrangement was made with Harvard University whereby Professor Bealewas granted leave of absence for half the year 1902-3, and again for halfthe year 1903-4 in order to accomplish this work. The original composition of the faculty included as full-time men, Professors James P. Halland Clark B. Whittier, both of whom were at that time teaching in Stanford University Law School, and Professor Ernst Freund, who was at thattime a member of the Department of Political Science in this University.The part-time men included Mr. Julian Mack, later appointed a federaljudge, Mr. Horace K. Tenney, and Mr. Blewett Lee. They were, at theAMONG THE DEPARTMENTS 67time of their appointments, all outstanding members of the Chicago Bar.The faculty was essentially a faculty of young men. Professor Hall andProfessor Whittier were barely thirty, and the other members of the faculty, including Professor Beale, were in or about the early forties.SCOPE AND PURPOSEAt the very outset of the creation of the school, a fundamental questionof policy was presented. This had to do with the scope and purpose forwhich the school was organized, and two divergent views manifested themselves. One view may perhaps be not unfairly stated to have been thatthe school should be a school of jurisprudence, that is, that the schoolteach law as a social phenomenon forming a part of, and to be correlatedwith, the other social sciences. This view would have placed the emphasis,not upon professional training, but upon the sociological values of thelegal elements in the social structure, although in all probability, the aspect of professional training for practice at the bar would not have beenby any means ignored.The other view was that the work of the new Law School should be exclusively that of a school devoted to furnishing the best possible professional training for practice at the bar. There was, of course, no implication in this that the training should be rule of thumb. It was, however,believed by the group holding the second opinion that it was undesirableto approach legal problems from any other than a legalistic point of viewor to attempt to do anything in the way of what may be termed legal-sociological work.The later of these views was the one that was adopted, and the schoolwas organized on the theory that its function was to give scientific training for practice at the bar.AN INCREASING FACULTYOne year after the opening of the school, the faculty was greatlystrengthened by the addition of Professor Floyd R. Mechem. ProfessorMechem came from the University of Michigan law school with a highreputation, both as a teacher and as a writer. His special fields were thelaw of corporations, of sales, and of agency. In all three of these he wasan outstanding figure. He continued to be such during all of his long andremarkable career at this school until his death in 1928. His writings inthe field of sales, and even more so in the field of agency, are knownwherever the common law obtains. In 1923 he was selected by the Ameri-68 THE UNIVERSITY RECORDcan Law Institute to formulate the law of agency and was engaged in thiswork at the time of his death.At the retirement of Professor Beale as dean at the expiration of thetwo years for which he had been lent by Harvard University, ProfessorHall was made dean and continued to hold this position until his death in1927. Under his vigorous and scholarly leadership the development of theschool was steady and solid. Dean Hall had a clearness and precision inthe determination of the fundamental policies of the school and an accuracy in details that marked him as a natural leader. Almost from its start,the Law School obtained wide recognition for the quality and thoroughness of its instruction. While the members of the faculty varied in theirmethods of instruction, the high ability of the faculty as a whole, on thepedagogical side, was generally acknowledged.It was not alone, however, upon the classroom side that the school attained eminence. Professor Hall specialized in the subject of torts andconstitutional law, and wrote numerous articles on both topics. He was atthe time of his death a member of the advisory committee engaged in therestatement of the law of torts for the American Law Institute. His casebook on constitutional law, prepared by him in the second decade of thiscentury, is still the best casebook on that subject. Professor Freund, inpart perhaps because of having had the advantages of a civil law trainingin addition to a common law training, has worked chiefly in the fields ofconstitutional law, comparative law, administrative law, public law, andstatute law. In the last three mentioned subjects he is unquestionably theoutstanding figure in this country. The subject of statute law as a field oflegal research owes its origin to his study and his successful attempts toput its principles in a definite and scientific formulation.GROWTHThe Law School, with the organization already indicated, rapidly tooka position of leadership in the entire Middle West. Its student registration, except for the falling off occasioned by the entry of the UnitedStates into the World War, grew steadily, until for the year 1929-30, itwas somewhat in excess of 600. The composition of the faculty inevitablychanged from time to time, and also steadily grew until, at the presenttime, the faculty is composed of twelve full-time professors, and of otherofficers of instruction who are giving part of their time to law school work.It is a commonplace that the last fifteen years have been productive offar-reaching shifts in social, economic, and business life. These changeshave had marked effects in the law as a social tool. These effects have inAMONG THE DEPARTMENTS 69turn had a definite reaction in matters of law school policy. They havemanifested themselves among other ways by a constantly increasing interest in the fundamental question of the relation of the law to other socialsciences and of the function of the Law School in the attack upon thisquestion. In the Law School these matters have been the subject matter oflong discussions, both of a formal and informal nature, by the faculty.The focal points of these considerations of law school policy are so numerous that in an article of this length nothing more can be done than toindicate briefly those of chief importance.LAW SCHOOL POLICY1. The reorganization of teaching methods. When the Law School wasorganized the case system of teaching law was adopted as the acceptedpedagogical method. There is no doubt that it was a marked improvement over former methods of instruction. Like all other human institutions, however, it had its limitations and questions have arisen as towhether or not modifications of the case system may not advantageouslybe made. It has great advantages as furnishing discipline to the studentin the analysis of case material and in training the ability to make carefuland logical distinctions. Once this ability is acquired, however, the repetition of the method in other courses loses a large part of its pedagogicalvalue and the system of instruction based upon it is very time-consuming.A general inquiry into the nature and desirability of the whole system isnow under way.2. The curriculum of most law schools, at the present time, is based toa preponderant degree upon the organization of the Harvard curriculumwhich was made between thirty and forty years ago. That organizationitself was built in part upon the personality of the men who at that timecomposed the Harvard faculty and prepared the original casebooks. Withthe change in business methods and social and economic organization thathas taken place in the last forty years, there have been new alignments inthe business, social, and economic world and the question has for sometime been seriously mooted whether the curriculum of the Law Schoolshould not be revised to meet these changes.3. These non-legal factual changes of the sort just referred to have aninfluence not only in suggesting the desirability of a re-grouping of thecurricular material that is now embraced in law school instruction butalso suggest the broader question of the infusing of legal material withconsiderations derived from other disciplines, the economic, the social,the business, and the political. This of course opens up a large field. Its70 THE UNIVERSITY RECORDimplications are too numerous to be more than mentioned. It involves cooperation with other social sciences in the comparison of their respectivepoints of view on given problems. It involves the incorporation of thesedifferent approaches so far as the incorporation of them is valuable in theinstruction of law. It involves the investigation into various factual problems.4. Such investigation may be, as already indicated, for the purpose ofstrengthening and enlarging curricular materials. It may have, either concurrently with the purpose mentioned, or independently thereof, a secondand broader objective. The second motive for investigative work arisesfrom a new conception of the duty and opportunity of the Law School.Briefly, it is that within reasonable limits of time, money, and effort theLaw School should contribute the specialized knowledge of its faculty tovarious kinds of public service. This may take the form of investigativework or it may take the form of some other kind of effort for the publicgood. One member of the faculty has already undertaken a piece of workconnected with the improvement of the police department.The above is but an outline of some aspects of law school activity.These and many other problems are receiving careful examination.Changes will be made as they recommend themselves after due consideration. We look to see the activities of the Law School greatly broadened during the coming years.BRIEF RECORDS OF THE QUARTERTwo important announcements weremade at the close of the Autumn Quarter: Beardsley RumI, director since 1922of the Laura Spelman Rockefeller Memorial, a Doctor of Philosophy of theUniversity in 191 7, becomes Dean of theSocial Sciences Division of the newlycreated group of five divisions established under the University's plan of reorganization. George Otis Smith, electeda Trustee in 1929, has been appointedchairman of President Hoover's FederalPower Commission. Mr. Smith, it will berecalled, was director of the UnitedStates Geodetic Survey.Two distinguished Chicagoans, MissJane Addams and Mr. Stanley Field,were awarded the honorary degree ofDoctor of Laws at the December Convocation. Miss Addams, who has beenhead of Hull House Settlement since1889, was granted the degree by President Hutchins "in grateful homage to acourageous pioneer in the field of socialwelfare whose achievements have received world-wide recognition and especially in appreciation of forty years ofinspiring service as founder and head resident of Hull House." The degree wasconferred on Mr. Field, who has beenpresident of the Field Museum since1909, "in recognition of eminent civicservice and particularly in appreciationof foreseeing and intelligent leadershipin the development of a great educational institution, the Field Museum ofNatural History."Mr. Harold H. Swift, president of theUniversity's Board of Trustees, has beenelected a member of the General Education Board. Mr. D. H. Stevens, formerly an assistant to the President of theUniversity of Chicago, has been electedvice-president of the General EducationBoard while still retaining his positionas director of education.In addition to the significant addressby President Robert Maynard Hutchins,the most notable feature of the Convocation was the conferring of the honorary degree of Doctor of Laws on Miss JaneAddams, head of Hull House, and Stanley Field, president of the Field Museumof Natural History. Dean Edith Abbottpresented Miss Addams for the degree inthese words: "On behalf of the University Senate I present a woman who hasbeen honored by many different countries in many different parts of the worldbut whose work is the special pride andglory of the state of Illinois and the cityof Chicago." Mr. Field was presentedas a candidate for the honorary degreeby Dean Richard Everingham Scam-mon, as follows: "A distinguished citizen of Chicago and a notable contributor to her culture. For over twentyyears he has served as president andtrustee of the Field Museum of NaturalHistory, guiding the development of thisgreat institution. Through his labors themuseum occupies its new and statelyhome." President Hutchins also conferred degrees on two hundred and fifty-seven student candidates. Plans for increased instruction for graduate studentsin international relations, including international law, history and economics,and for the granting of advanced degreesin this field, were announced by PresidentHutchins.Seldom has a quarter been so full ofevents worthy of record in the University Record as was the Autumn Quarterof 1930. The conventional activities ofthe University went on as usual, lectures by men of renown, building operations, announcement of reorganizationplans, and scores of other events were tobe noted. If any of them escaped notice in these columns, it might be saidthat pages may not be indefinitely expanded and that an overdrawn budget isregarded as bad form.During the year 1929, the latest ofwhich report has been made, 111,028patients, representing fifty-one nationalities, attended the clinics of the Central Free Dispensary, operated in connection with Rush Medical College. Theexpense involved was $111,235, of whichamount patients paid $100,868.7i72 THE UNIVERSITY RECORDA good woman whose interest was ininverse ratio to her intelligence askedProfessor J. H. Breasted if King Sar-gon's bull actually weighs thirty or fortytons. When assured that the statedweight is approximately correct, she remarked: "Well, I did not know that thebull was petrified."Professor Edgar J. Goodspeed writes:"The story of Doctor Harper, attributedto Mr. Arnett, in Mr. Plimpton's report(October University Record, p. 250),hardly does the Doctor justice. His reply to Mr. Rockefeller was, 'When theUniversity has $50,000,000, the firststep will have been taken.' It was theaudacity, not the moderation, of his re-'mark which made it famous."Professor Fay-Cooper Cole, of theDepartment of Anthropology, is engaged in the task of preparing an exhibitof the cultures of the American Indiansfor the Century of Progress fair to beopened in Chicago in 1933. The expeditions carried on in Illinois under theauspices of the University have securedmuch anthropological material whichwill be available for the mound-builderexhibit at the fair. Dr. Cole declares:"When in addition to all that is plannedby the World's Fair commission thereare added the magnificent collections ofthe Field Museum it is not too much tosay that the anthropological exhibits atA Century of Progress will excel those ofany previous fairs."A police conference in which a majority of the law enforcement officials ofmost of the towns within a radius offifty miles of Chicago participated washeld in the assembly room of the SocialScience Building on November 20.Some progress was made in working outa co-operative system among the numerous independent agencies for suppressing crime. It is hoped that bymeans of the united efforts of these officials criminals of the Chicago metropolitan area may be apprehended morepromptly and their subsequent conviction be obtained. These officials werepresent by reason of the invitation ofChief August Vollmer, Professor of Police Administration at the University.The building for the Graduate Schoolof Education of the School of Educationis in process of erection. It is estimated that it will cost over a million dollarsincluding endowment of maintenance.Armstrong, Furst and Tilton, the firmwhich served in the building of theSunny Gymnasium, is planning this newbuilding. It is placed on Kimbark Avenue near Fifty-ninth Street, facingwest, and adjoining Emmons Blaine Hall.It will rise in a general T shape, fourfloors high. Administrative offices, seminar rooms, a large lecture-hall seating230, a library, and a series of laboratorieswill be included in the building. TheUniversity's plan for the School of Education calls for the eventual erection of anew University High School building tobe built along Kenwood Avenue, thuscompleting the School of Educationquadrangle.In a lecture by Dr. G. Elliott Smith,professor of University College, London,on November 26, he made known particulars concerning a prehistoric humanskull found in a cave near Peiping, China. The old gentleman who once worethe skull is known as Sinanthropus. Theage of the skull has been set at earlyPleistocene, approximately one millionyears ago. It is the first major discoveryrelating to human ancestry made since1 9 13 when the Piltdown man was unearthed in England. Neither the Piltdown man nor the famous Pithecanthropus erectus of Java can be datedaccurately though both of these are believed to belong to the same period asSinanthropus. The Peking man's skull isalmost intact, according to Dr. Smith.It has a flat head, heavy ridges over theeyebrows, and a skull three times thethickness of modern human skulls. Thebrain case is so small that Sinanthropuswould today be rated as a congenitalidiot. Yet it is undoubtedly the skullof a "man," not necessarily one of thedirect ancestors of the modern humanrace but probably an offshoot from themain evolutionary line which producedboth humans and anthropoids from acommon ancestor. The skull will remain the property of the Chinese government.In this issue appears a from-the-airview of a model of the new college residence hall for men now under construction on the block south of the Midwaybetween Ellis and Greenwood avenues.The architects' sketches of the Midwayand Ingleside Avenue facades of the hallBRIEF RECORDS OF THE QUARTER 73were printed in the January, 1930, issueof the University Record. The presentview shows the interior courts as theywill appear together with the south fa-gade. The hall will be 340 feet long and154 feet deep. It is estimated that thebuilding will house approximately 400men. It will contain, besides students'rooms, dining-rooms, club-rooms, and library-conference rooms. The architectsare Zantzinger, Borie and Medary ofPhiladelphia. The cost of this hall andthat for women (to house 390 students)to be located on the block between University and Woodlawn avenues is expected to require the use of somethinglike $3,000,000, of which amount Mr.Julius Rosenwald contributes over amillion. The men's hall, it is expected,will be ready for use by the opening ofthe Autumn Quarter, 1931. The blockbetween University and Greenwood avenues is vacant at present with the suggestion that it may be used eventually forclassrooms and libraries for the collegeor for some similar purpose. With thecompletion of these halls and the artbuilding, all noteworthy structures, thelong vacant and often unsightly lotswill begin to assume dignity and beautycomparable to these characteristics ofthe imposing line of buildings north ofthe Midway Plaisance. Once again thewisdom of the fathers (some of whomare still living) and the foresightednessand generosity of Mr. John D. Rockefeller are justified.A committee consisting of James H.Tufts, Chairman, H. A. Millis, A. J.Carlson, Edith Abbott, C. W. Gilkey,H. C. Morrison, E. E. Irons, D. B.Phemister, Ernst Freund, E. S. Bastin,A. H. Compton, W. H. Spencer, EdithFoster Flint, and J. Spencer Dickerson,was appointed in November to solicitcontributions to an unemployment relieffund. Employees of the UniversityPress and the University Bookstore werealready contributing toward unemployment relief. The University committeevoted to distribute its funds throughtested agencies co-operating with theUniversity. Accordingly appropriationsfrom funds collected have already beenmade to the University Settlement, theCentral Free Dispensary (Rush MedicalCollege), Provident Hospital, and therelief agency operating at Billings Hospital. It was expected that the total fund collected by March 31 would reachover $14,000.The Coming of the War: 191 4, Professor Bernadotte E. Schmitt's recentlypublished work, is based on more thanten years of intensive study, includingfour visits to Europe. The author hasnot only made use of the innumerablememoirs and the thousands of documentsreleased from the archives since the closeof the war, but he has discussed theproblems involved with the principal specialists in England, France, Germany,Austria, Hungary, and Yugo-slavia.Moreover, he has interviewed many cfthe survivors among the statesmen anddiplomatists who were in power in July,1 9 14. The book is the fullest account inany language of the immediate origins ofthe war, that is, from the murder atSarajevo on June 28, 1914, to the outbreak of the general European war earlyin August.The University preachers during theAutumn Quarter were the following:October 5, Dean Gilkey; October 12,Rev. Charles Clayton Morrison, D.D.,Editor of The Christian Century, Chicago; October 19, Shatter Mathews,LL.D., Dean of the Divinity School; October 26, Rev. James Gordon Gilkey,D.D., South Congregational Church,Springfield, Massachusetts ; November2, Dean Gilkey; November 9, RabbiAbba Hillel Silver, D.D., The Temple,Cleveland, Ohio; November 16 and 23,Rev. Lynn Harold Hough, D.D., LL.D.,Drew Theological Seminary, Madison,New Jersey; November 30, SettlementSunday, Professor James H. Tufts, Associate Professor Mollie R. Carroll, andDean Gilkey; December 7, Rev. GeorgeA. Buttrick, D.D., Madison AvenuePresbyterian Church, New York City;December 14, Rev. Ralph W. Sockman,D.D., Madison Avenue Methodist Episcopal Church, New York City; December 21, Convocation Sunday, Rev.Charles R. Brown, D.D., LL.D., DeanEmeritus of the Divinity School, YaleUniversity.There is no scientific inconsistency inthe conception of a dominant spiritualpower behind the universe touching andmodifying the human spirit. So concluded Dr. Edwin B. Frost in a WilliamVaughn Moody Lecture, entitled "Frag-74 THE UNIVERSITY RECORDments of Cosmic Philosophy," given inLeon Mandel Hall on December 2.The report of the Director of theUniversity libraries, Mr. Llewellyn Ra-ney, for 1929-30, a pamphlet of thirty-four pages, has just been printed. Thereport states that "We had $230,641.91to spend on books (including periodicals, manuscripts, maps, and binding)and we spent $191,859.52 of it, carryingthe balance forward. Of this sum $74,-923.65 was given. The outlay last yearwas $139,659.02. It is interesting to notein this connection (1) that the salaryprovision in the budget was $232,294.50,thus for the first time running neck andneck with the book provision, and (2)what is just as important, that, while thesalary provision in the budget of 1929-30 was less by $4,281 than in that of1928-29, virtually the entire staff received salary increases. Reorganizationhad been at work. We passed the 900,000mark in bound volumes by 15,837,through a net accession increase of 44,561volumes. Cf. 40,803 of last year, and32,600 for 1927-28. This presages a million volumes in 1932, and argues (sic —augurs) a book fund of not less than aquarter of a million annually."Students will be aided in choosing thetype of work they will follow after graduation by the advice of a group of alumni and prominent members of the Boardof Trustees, Secretary Robert C. Woell-ner of the Board of Vocational Guidance and Placement recently announced.Industrial leaders will address studentgroups and arrange to meet interestedstudents for further consultation. Thisis the first organized attempt to offer anorientation course in business to the undergraduates. Mr. Sewell L. Avery,president of the United States GypsumCompany, and a Trustee of the University, gave a general introduction to theseries. Speakers and their subjects include Mr. George R. Schaeffer, advertising manager of Marshall Field and Company, retail merchandising; Mr. AlbertW. Sherer, vice-president, Lord andThomas and Logan, advertising; Mr.Herbert P. Zimmerman, vice-president,R. R. Donnelley and Sons, publishing;Mr. B. M. Pettit, manager, IndianaLimestone Company, building; Mr.Lawrence H. Whiting, president, Boulevard Bridge Bank, commercial banking ;Mr. Ernest A. Quantrell, of New York, investment banking; Mr. BenjaminBills, Bills Realty Company, real estate,and Mr. Merrill C. Meigs, aviation.Ground was broken for the graduateeducation building on October 31. Planshave been completed and work has begun. It is estimated that the buildingequipped will cost $650,000, whichamount has been provided by the General Education Board. Armstrong, Furst& Tilton are the architects. The building which will face west will rise fromthe lot on Kimbark Avenue north ofEmmons Blaine Hall where formerlystood the old frame building used for aboys' club. The building is roughly inshape of a T and will be four storiesin height. The first floor will be devoted to administrative offices, commonsrooms, seminar rooms, and a large lecture hall seating 350 persons. Libraryfacilities will be found on the secondfloor, and the third and fourth floorswill be used for offices and laboratoriesof the faculty. It is expected that eventually a new high-school building willcomplete the quadrangle. Start of thiswork provided the University's fifthground-breaking ceremony during 1930.Other buildings well along toward completion are the Nancy Adele McElweeHospital, the Gertrude Dunn HicksHospital, and the Oriental Institute.The south-of-the-Midway halls for menand women students are under construction. It is estimated that the University'sexpenditure for permanent improvements, in a seven-year period endingthis year, will have reached the remarkable sum of $30,000,000.Two German debaters, picked fromamong the able orators in all of the German universities, debated with the University's "team" on November 13. Oneof the two Germans is a count, HansJurgen graf von Blumenthal, of the University of Munich. The other, HerbertSchaumann, represented the Universityof Berlin. The Germans defended theassertion that the indictment of American culture is not justified.The twenty-third annual conventionof the Civil Service Assembly of theUnited States and Canada met at theUniversity in November.Dr. Llewellyn Raney, director of theUniversity libraries, has come into pos-BRIEF RECORDS OF THE QUARTER 75session of the private papers and correspondence of Wyndham Robertson,governor of Virginia in 1836-38 and oneof the dominion's leading political figuresup to and during the Civil War. Atrunkful of material, some of it datingback to the Revolution, comprising some4,000 items, was found in the attic of ahome at Abbington, Virginia. Amongthe papers of the Robertson family included in the collection are land grantssigned by Presidents Tyler, Jackson, VanBuren, and John Q. Adams; a diary ofthe Revolutionary War; two full diariesof travel in Europe in the early nineteenth century; and the original manuscript of the protest drafted by theVirginia legislature concerning the Chesapeake affair. The collection is part of asystematic effort by Doctor Raney togather source materials on the Old Southfor the University libraries.The new Oriental Institute building isunder roof and work on the exhibitiongalleries is now under way. The hugestone bull from the palace of King Sar-gon at Khorsabad in Irak, formerlyknown as Mesopotamia, now reposes inthe new building. A huge hole was leftin the eastern wall through which thevarious pieces of the old fellow, packedin eighty-five boxes weighing somethinglike thirty tons, were moved from underneath their first resting place in thegrand stands. The different portions ofthis mythical creature — part man, partbird, and part beast — have been assembled at the chosen site. Here this onetime guardian of an Assyrian king, in itsstrange new environment, will remainfor decades to come to tell its story in aland unknown until seven hundred yearsafter Sargon had been gathered to hisfathers in the land between the twogreat rivers.The following is an extract from aneditorial which appeared in the GlasgowHerald on October 14: "A year ago, wecalled attention to the formation of theScottish National Dictionary Association, and commended its aims and itsclaims to the support of all who love theold Scots tongue, and are anxious that itshould not become, in R. L. Stevenson'sphrase, 'a ghost of speech' The association is, however, not directly concerned with the Scots of Dunbar or ofother mediaeval writers, for the care ofthat important department of linguistic inquiry has already been undertaken bySir William Craigie, and a Dictionary ofMediaeval Scots by that distinguishedscholar will soon be published. It is withmingled regret and gratitude that we addthat its publication has become possible, not through any interest evinced byScotsmen in the language of their forefathers, but by the generosity of theUniversity of Chicago, which a fewyears ago persuaded the editor to leaveOxford and to become one of its professors of English. That the University ofChicago Press should realize the importance for linguistic scholarship of theolder Scottish tongue is an indication ofa liberality and breadth of view whichcommands respect and admiration,though there is a certain sense of humiliation in the reflection that a greatScottish work by a great Scottish scholarcould not be published in Scotland."The Byzantine Institute of America,through the kindness of its president,Professor John Shapley, Chairman ofthe Department of Art of the University,has contributed $500 in support of aproject to create and publish a corpus ofNew Testament iconography as illustrated by miniatures in manuscripts of theGreek New Testament. This project is aco-operative venture between the NewTestament Department of the Universityand the departments of art in Chicagoand Princeton. Associate Professor Harold R. Willoughby is serving as directorof the project and editor of the corpus.Mr. Eugene M. Stevens, Trustee andfor several years treasurer of the University, has resigned as president of theContinental-Illinois Bank and TrustCompany, in order to accept the position of chairman of the Board of theChicago Federal Reserve Sank and director of Class C.During the Autumn Quarter the Renaissance Society held exhibitions of modern Austrian paintings; of paintings ofTeng Kwei, supplemented by Chineseantiques, drawings, and mortuary sculptures. Later a collection of paintingsand prints by Henry Matisse togetherwith Persian and Indian miniatures wasplaced on view. These were followed byan exhibition of photographs of modernarchitecture, especially of skyscrapers, assembled by Hugh S. Morrison of the Department of Art.76 THE UNIVERSITY RECORDAmong the University public lecturers of note during the Autumn Quarterwere: Auguste V. Declos, assistant director of the National Office of Universities and Schools of France, a connoisseur of French art, and an able anddelightful speaker; the Right HonorableSir Philip Sassoon, Bart., M.P., formerBritish Undersecretary of State for Air,who gave an account of a 17,000-mileflying tour from London to Egypt, theSudan, Transjordania, Irak, India, andMalta; Dr. Hjalmar Schacht, formerpresident of the German Reichsbank andone of Europe's leading economists ; Reverend Doctor Oskar Pfister of Zurich,Switzerland, one of the most prominentleaders in the application of psychoanalysis to religion; and Irving Babbittof Harvard University, apostle of the"new humanism."Dean Frank Gibson Ward, of theChicago Theological Seminary, died onOctober 17, 1930. He was born at Grafton, Vermont, in 1869. He was appointed Professor of Religious Education inthe seminary in 1910, and in 191 2 became Dean. He was beloved of his students and his colleagues.Doctor Ernest Lewis McEwen, Associate Clinical Professor of Dermatologyat Rush Medical College, died October31, 1930. He was a graduate of RushMedical College and had been a memberof its faculty since 1905.Certificates and degrees were conferredat the Convocation held December 23,1930. They included 127 Bachelors, 60Masters, 11 Four-Year Certificates inMedicine, 28 Doctors in Medicine, 3 Doctors in Law, 1 Bachelor in Law, and 30Doctors of Philosophy, making a totalof 260.By action of the city council of Chicago, Ingleside Avenue, between Fifty-seventh and Fifty-eighth Streets hasbeen vacated. This permits the consolidation of two blocks of University landwhich will become increasingly useful asbuildings expand westward.After the excavations of the OrientalInstitute on the Mound of Armageddon(Megiddo) had been going on for threeyears on the basis of a lease of the northeast quadrant of the mound from the alleged native owners, an investigationregarding the renewal of the lease disclosed the fact that these alleged ownershad long since lost title to the property.At the request of the Oriental Institutethe Palestine government then institutedexpropriation proceedings and securedtitle to the property at a cost of about$3,500, which was paid by the OrientalInstitute. Together with the slopes ofthe mound, the area of the ancient citythus acquired is about thirteen acres.This purchase secured future control ofthe mound by the Oriental Institute foran indefinite period. The Institute thereupon enlarged its headquarters buildingat Armageddon, and, being in control ofthe entire mound, expanded its excavations over its entire surface.The first course in Chinese literatureever offered at the University is now being given by Dr. P. C. Chang, formerproducing manager for Mei Lan Fang,the Chinese actor. The course includesChinese philosophical, poetical, dramatic,and fictional writing, and the work isdone through English translations andinterpretations by the instructor. Inaddition to the course Dr. Chang is giving two series of lectures, one at the University on "China's Cultural Transformation," and the other at the Art Institute on "The Transition in China." Dr.Chang is a professor of philosophy atNankai University, Tientsin, China.Five faculty members of the Graduate School of Social Service Administration attended the White House Conference on Child Health and Protection inDecember, among them Dean Edith Abbott and Professor Sophonisba P. Breckinridge. These members of the Schoolhave held positions on committees appointed by President Hoover in the pastyear to collect material and formulateprinciples of child care to be presented tothe conference.Professor James Henry Breasted, Director of the Oriental Institute of theUniversity, received in December thegold medal of the Holland Society ofNew York for "Work in Scientific Archeology." The Holland Society is madeup exclusively of descendants of the oldDutch colony of New Amsterdam. Announcement is made that Dr. Breastedhas also been elected to a foreign membership in the French Academy.ATTENDANCE IN THE AUTUMN QUARTER, 1930December 13, 1930 December 14, 1929Gain LossMen Women Total Men Women TotalI. Arts, Literature, and Science:i. Graduate Schools —428562 347143 775705 40654i 395172 8017i3 268Total 99073493628 490S8269338 1,4801,3161 , 62966 94777292328 56755i72654 1,5141,3231,64982 3472. The Colleges —16Total 1,6982,68812611616 1,3131,803321174 3,on4,49i158127810 r,7232,67010756610 i,33i1,898394155 3,0544,56814698115 123 4377Total Arts, Literature andII. Professional Schools:i. Divinity Schools —Chicago Theological Seminary —35Total 204221 5429 258250 188197 6324 251221 7292. Graduate Schools of Medicine —Ogden Graduate School of Science-Senior Unclassified 3 3 3Total 221191331314 292105 250211431364 200131331323 2411212 224141451443 2671Rush Medical College —8Total 28750622012311 1746115 30455223112811 28148024716926I 2549164 306529263173261 23Total (less duplicates) 3. Law School —Graduate 324515Candidates for LLB Unclassified Total 354 164241 37o4252 44381 205138 4635948 14. College of Education —Senior 1711Unclassified 6*Total 242123234 4711191 4953142244 964126156 62111712 7i75143168 "**8"5. School of Commerce and Administration —Unclassified 4Total 192224 31941249 2231161649 2111411 3i7921712 2429322713 23 196. Graduate School of Social ServiceAdministration —634Total 266 11918 14524 165 1199 13514 10107. Graduate School of Library Science —Total Professional Schools. . .Total University (in quad- 1,2903,97835o 3312,13438 1,6216,112388 i,3524,022374 3532,2513i 1,7056,273405 84161173,628 2,096 5,724 3,648 2,220 5,868 144[Continued on page 78]78 THE UNIVERSITY RECORDATTENDANCE IN THE AUTUMN QUARTER, 1930— ContinuedDecember 13, 1930 December 14, 1929Gain LossMen Women Total Men Women TotalIII. University College —Institute of Meat Packing — 14250139104102 407691248328 14657830352430 2033013399134 "'548'782286442 20878915385576 62218533146Total 6094,23733 1,6743,77o30 2,2838,00763 7164,36"43i 2,0584,27833 2,7748,64264 49 16351Net total in the University 4,204 3,740 7,944 4,333 4,245 8,578 634ATTENDANCE IN THE AUTUMN QUARTER, 1930Graduate Undergraduate UnclassifiedArts, Literature, and Science 1,480236250300231 2,945 66Divinity School 22Graduate Schools of Medicine —Ogden Graduate School of Science Rush Medical College 4Law School 1394716620College of Education 2School of Commerce and Administration Graduate School of Social Service Administration 5311624 49Graduate School of Library Science Total (in the quadrangles) 2,690263 3,3*7127 107Duplicates Net total in the quadrangles 2,427657 3,1901,182 107University College 444Grand total in the University 3,0843i 4,372 '30 55i2Duplicates Net total in the University 3,o53 4,342 549Grand total in the University 7,944[Attention is directed to the fact that, although the above table shows a net loss of 634 students, thisloss is largely concentrated in two schools. The University College with a loss of 491 and the Law Schoolwith a loss of 93 together account for 93.5 per cent of the total loss.The Colleges of Arts, Literature, and Science lost 43. However, since there was a loss of 45 Law Seniors,there was actually a net increase of 2 undergraduates in Arts, Literature, and Science.Likewise, when the losses in the Law School were subtracted from the total losses of graduate studentsin the graduate professional schools and the graduate schools of Arts, Literature, and Science, there wasactually a net gain of 10 graduate students. — Roy W. Bexler, Recorder and Examiner.]CHANCELLOR JAMES H. KIRKLAND, CONVOCATION ORATOR,MARCH 17, 1931