The University RecordVoltjme XVIII APRIL 1932 Number 2THE CHARACTERISTICS OF THEUNIVERSITY1IN ADDRESSING myself to the graduating class this morning I wishspecifically to apply to you and to this University those familiarphrases which constitute all that can be said to a graduating class.It is far easier to talk about the economic crisis, about the political situation,or about the educational program of the University of Chicago than it is toface the dreadful task of uttering once again those ancient platitudeswhich from time immemorial have been showered on the heads of departing students. To tell you that you stand on the threshold of life, that thisis commencement and not termination, that the University is a miniatureof that great world in which everyone of you is expected to do his dutycannot be news to any of you. Yet all these things are true. Our businessis to give them life and content by considering them in relation to theUniversity of Chicago and to you, its graduates of today.DEVOTION TO TRUTHThis process requires us to ask what the distinguishing characteristicsof the University of Chicago are. And we observe in the first place thatthe University has always been devoted to inquiry. When Mr. Harperwas asked to be its first President he made it clear that he had no interestin the project if the founders proposed another college. If, however, theirpurpose was to establish a great university in the Middle West, he wasprepared to devote his life to it. On the day on which the Universityopened it was obvious that it was and was to be a university. The character and interests of the faculty, the character and background of the1 Address delivered on Convocation Sunday by President Robert Maynard Hutchinsin the University Chapel, December 20, 1931.7778 THE UNIVERSITY RECORDstudents indicated that this was not simply another institution for theinstruction of the young. It was an institution for the advancement ofknowledge. We know the result. We know that the roster of great scientists, investigators, and discoverers is filled with those who either asteachers or as students have borne the name of this University. No institution in so short a time has made such contributions on so vast a scale.The fact that today half its students are college graduates carrying on advanced work reflects the continuation since 1892 of that spirit of inquirywith which the University opened.That spirit has informed the University's teaching. The changes thatMr. Harper introduced were the result of an attempt to inquire once againinto the processes of the higher learning. The fresh view that he took ofuniversity aims and methods produced a reconstruction in educationalinstitutions the influence of which is still felt. The business of taking afresh view is one in which the University has been almost continuouslyengaged since Mr. Harper's day, and one in which it will always be engaged. Its new educational program is not, therefore, a violent eruptionon its placid surface. It is the result of that spirit of inquiry in educationwhich has characterized the University from the beginning. And so I hopethat this present program will not be the last word the University willutter on education in America. It cannot be. The tradition of inquiry willcompel the constant investigation of education as it has compelled theinvestigation of everything else.A DECLARATION OF INDEPENDENCEInquiry at the University of Chicago has been free inquiry. The University has been independent. From the outset it has been free from stateor municipal domination. From the outset there was no religious qualification for membership in its faculty. The religious organization that foundedit has now voluntarily relinquished its formal control. At no time has thedenomination as such attempted to exert actual control. The constitutionof the University therefore has given it independence. The attitude ofthe Trustees, the faculty, and the administration has been independent.At the beginning Mr. Harper left no room for doubt on this question:there could be no interference with freedom of thought, speech, or teaching as long as he was President. This attitude the University has consistently maintained in times of hardship and prosperity, in the face ofcriticism and pressure. The University has never had any ax to grind; ithas refused to be a grindstone for anybody else.That the University believes in independence is evidenced anew by itsTHE CHARACTERISTICS OF THE UNIVERSITY 79present educational scheme. The student is offered the realms of learningto explore at will. He is not required to do anything. At entrance he stopsbeing taught and begins to learn. His education depends upon himself.He does not have to accept the views of his professors or conform to anysocial, religious, or political creed. The University believes in independence for others as well as for itself.DETERMINED TO DO SOMETHINGThe third characteristic of the University of Chicago is enthusiasm.The University has believed that something can be done. It has enthusiastically entered into the life of the community. It has enthusiasticallydeveloped or accepted new ideas. There has never been anything contemptuous, defeatist, or indifferent about it. It has never cared to be respectable, still less conventional. It was founded by young men in ahurry. The University has been unwilling to indulge in calm contemplation of a suffering world. At Hull House, at the University Settlement, inpublic affairs in Chicago, on national commissions, in surveys of schoolsystems the country over, the members of the faculty have partaken ofthe woes and struggles of our people. Today you find them here and everywhere directing, advising, participating in movements designed to advance the welfare of mankind. The University's interest in ideas has prevented it from becoming a stronghold of reaction like the English universities in the eighteenth century, which, as Lecky shows, opposed everygreat step demanded by the English intellect. By the same token theUniversity has declined to remain self-satisfied in the knowledge of itsown deficiencies. When generations of experience have convinced thefaculty that something ought to be done, it has done it, even thoughvested interests were dislodged and old idols destroyed. We have heardever since I can remember, for example, that the credit system was thecurse of education in America. I have never met anybody who had a goodword to say for it. Nobody had ever done anything about it. Nothingcould be done about it. The University of Chicago decided that if thesystem was bad it ought to be changed. The University abolished it.That great academic characteristic of suspended judgment, of not doinganything until nobody wants it done, or until it ought not to be done, oruntil something radically different ought to be done has not infected thisUniversity. This University has behaved as a pioneer university ought tobehave. It has enthusiastically determined that something could be done,and it has done it.8o THE UNIVERSITY RECORDTHE OBJECT OP THE UNIVERSITYThe fourth characteristic of the University of Chicago has been itsperpetual agreement with Cardinal Newman that the object of a university is intellectual, not moral. This is not to disagree with the attitudethat moral values, high ideals, and strong principles must be among theresults of education. The history of the University and this building arethe best guaranty of this University's belief in these things. But universities are founded as places where scholars and their students may develop or exercise their intellectual powers. In universities and only inuniversities may this be done on the highest level. A university providesits students with rigorous intellectual training at the hands of stimulatingindividuals, surrounded by able, industrious, and intelligent contemporaries. It sets a standard of intellectual attainment that can only beachieved through those qualities that are commonly called "character."Character is the inevitable prerequisite and the inevitable by-product ofuniversity training. A system of education that produced graduates withintellects splendidly trained and no characters would not be merely undeserving of public support; it would be a menace to society. In a realuniversity, however, such a result is impossible. The business of education in a real university is too exacting, too strenuous, and puts too higha premium on character for the student to be affected intellectually alone.Consider the implications of the new Chicago plan. The student is nowfree, and to learn how to be free may be said to be the first duty of theeducated man. The student who by his own efforts in the face of the distractions of college life and a large city has prepared himself for the general examinations under the new plan has had an experience that will domore for his character than years of lectures on character-building.If we are to make our people understand what a university is we mustinsist on that intellectual emphasis which distinguishes it from all otherinstitutions. The universities have only themselves to blame if the publicconfuses them with country clubs, reformatories, and preparatory schools.As long as the conversation of universities is exclusively about athletics,dormitories, and the social life of students, they can hardly expect thecitizen to understand that these things are merely incidental to a university program and do not at all affect its principal task. Indeed I shouldgo so far as to say that the reason why the universities are successful indeveloping character is that they do not go about it directly. If a university informed the world and its students that it would improve the morals,inflate the physique, and enhance the social graces of all who entered thereit would in my opinion fail in these undertakings and it would also fail toTHE CHARACTERISTICS OF THE UNIVERSITY 81provide a sound education. Character comes as a by-product of a soundeducation. The university method of developing it is to train intelligence.These are, I think, some of the distinguishing characteristics of yourUniversity. They are rather splendid characteristics. You could wish no better ones for yourselves. Devotion to truth, the courage to be independent,an enthusiastic interest in the community and in new ideas, an intellectrigorously trained and being trained — these things in law, in medicine, inteaching, in preaching, in citizenship, will distinguish you as they havedistinguished your Alma Mater. These qualities have never been in suchdemand as they are today. We know that cowardice, selfishness, andstupidity have brought the world to its present low estate. In oppositionto these forces your University offers you the example of those qualitieswhich it has displayed from the beginning. They are the qualities ofleadership. For lack of leadership the whole world is in despair. How canit ever hope to find it if honest, courageous, unselfish, inventive, intelligentmen and women do not emerge from universities like this?You will most of you become citizens of that great region of which thiscity is the capital. This is the Middle Empire. Its development has hardlybegun. Its significance as a cultural area is not yet appreciated. But itsinfluence already determines national policy and will continue to do so.Here the qualities of leadership will be most telling. Here their absencewill be most damaging to the country and to the world. If in this formidable territory at this formidable time you are to do your part the characteristics of the University of Chicago must become your own.THE ORIENTAL INSTITUTE OFTHE UNIVERSITY OFCHICAGOON DECEMBER 5, 1931, the Oriental Institute building of theUniversity of Chicago was dedicated with interesting and appropriate ceremony. Dr. J. H. Finley, associate editor of theNew York Times, Raymond B. Fosdick, member of several of the boardsfounded for manifold beneficent purposes by Mr. John D. Rockefeller, andDr. James H. Breasted, director of the Institute, each brought a messageinterpreting the uses of the building and in particular the ends which itwill serve and, most of all, the significance of the wide-flung enterpriseswhich have their inspiration and direction in this remarkable pile. Asthe director declared in his address: "The researches centering in thisbuilding make it a laboratory devoted to man, to his origins, and to theevolution of the civilization which we have inherited. The life going onin this building invites you to a new vision of the place of man in a universe out of which he has issued with new and sovereign powers to understand something of that universe and his own place in it." Possessing suchbroad and stimulating objectives, the building itself admirably serves tohouse the treasures of ancient civilizations rescued from beneath desertsands, from within crumbling temples, from the gloom of the tombs ofdead and often forgotten kings.Here, too, are the administrative offices from which stretch out theexploratory expeditions over the Near East — in Assyria, Babylonia,Egypt, in the country where the Hittites once dwelt, in Palestine, Persia,Syria, and northeast Africa. Here are gathered and intelligently displayedthe interpretative monuments, the pottery, the jewelry, the mortuarytablets, the household utensils, the votive offerings — in fact, representations and actual examples of the life and social activities of the men andwomen who lived and died, who peacefully worked and barbarouslyfought, who invented languages and developed religions during the agessince the sun of civilization dimly rose above the horizon of history. Eventhe withered, mummied bodies of some of these people are here in theirnaked hideousness or in the highly decorated mummy cases and text-covered coffins where they have reposed for forgotten centuries.82,^V^V^^V^^W^VVVVVv's^^VV\\V^\VW\\VVV\\VVV\\VVVfr.f o 6s 55 25S §52 9 jfcfSSS^ ESS*INSSSs" KSSS SSSA Hu-J _1-4<reUVV\VVvUAVU^\U^U ssssssvSS&S3E^^iASSYRIAN LION-HEADS ,=.PALACE OF ^ S __ASHURNASIRPAL E>g<$JO§ HITTHE L PALESTINIAN HAU^^^ *4^ E$STHE ORIENTAL INSTITUTE 85Designed by the same firm of architects responsible for its majesticneighbor, the new Oriental Institute building follows in general the Elizabethan Gothic style of the University Chapel, to which it is appropriatelysubordinated by the graduated arrangement of its floors. Its south elevation, faintly suggesting a cloister with a low-pitched roof line, is one storyin height. The east side, however, rises two floors, while the west side,extending 160 feet along University Avenue, and the north or entranceside, stretching 210 feet along Fifty-eighth Street and forming the facadeof the building, rises to three floors. The quadrangle thus formed surrounds a court, treated as a formal oriental garden where are displayedlarger sculptures from the Institute's excavations in the Near East.The University Record has reproduced a photograph showing the"ground breaking" in the spring of 1930 which began the work of constructing the Oriental Institute building. It has printed illustrations thatgive views of the exterior of the Institute's new structure, but has onlypartially described the contents. Into the new building have been transferred the material formerly exhibited and stored in Haskell Museum,in all thousands of examples of the evidence of man's evolution as presented in the Near East. It is desirable that some description of thewealth of this material should now be given, although it will be recognized that this description cannot possibly be either complete or definitive in the limited space available in a publication intended chiefly torecord events.Some idea of the extent of the number and size of the exhibits in theOriental Institute building, however, may be gained by a glance at thefloor plan of the exhibition halls where these reminders of a significantand educative past are displayed in well-lighted halls and alcoves.Entering the Egyptian Hall one is confronted at the end of the longvista with the huge stone winged bull rescued from the ruins of thepalace of Sargon II at Khorsabad and transported to Chicago amid manyrisks from the desert sands between the Tigris and Euphrates. It standssixteen feet high and weighs forty tons. When discovered it had beenbadly smashed and was in many pieces, but so skilfully has it beenassembled by Danato Bastiani that the observer may hardly determinewhich is the original "cherub" (as such creatures were named in theOld Testament) and which has been supplied by the restorer's cement.High up over the entrance to the Egyptian court and facing the commanding figure of the great bull is a cast from the wall carvings of Seti Iat the great temple of Karnak. This cast is soon to be colored in theancient hues disclosed by the detailed investigations of the Oriental In-Qcl-l J2* «Cl, rtO -mw sTHE ORIENTAL INSTITUTE 87stitute expedition at Medinet-Habu, the combined palace and temple ofRamses III, in the Valley of the Tombs of the Kings, and not far distantfrom the famous tomb of Tutenkhamon. This site has been studied forseven or eight years by experts from the Institute, and some of the results of this study may be found in the sumptuous volumes (exhibited incases in the Hittite-Palestinian Hall) published by the Institute.As one slowly makes his way eastward in the five spacious alcoveson the right he observes specimens of pottery from the Stone Age, vases,stone figures from tombs, memorial tablets, and a thousand exhibits ofThe Wild Bull Hunt from Temple-Palace Medinet Habu near LuxorEgyptian life covering the period from the sixth millennium B.C. to the firstcenturies of the Christian Era. On the left hand are carved wood figuresfrom tombs, metal figurines, ancient pottery, and in the most easterlyalcove besides specimens of jewelry is shown the Papyrus Milbank — oneof the best preserved and most beautifully written of the known examplesof these memorials of an era thousands of years ago.Toward the extreme eastern end of this hall and not far from the imposing winged bull are interesting examples of Egyptian mortuary customs. Some of these examples go back to the fifth millennium B.C., andsome are as late as the second century of the Christian Era. Of thelatter group are well-preserved specimens of Greek portraiture. The88 THE UNIVERSITY RECORDmummies are shown in a manner to exemplify the method of burialin Egypt. A wood coffin with "texts" upon its surfaces is on view; thena mummy case with its illuminated hieroglyphs of prayers to the gods-then a human body with the linen bands which retain the embalmingspices, and, finally, a shriveled, dark body with its remaining teeth and the"Chicago Houses" near Luxor, EgyptAbove, new Oriental Institute Headquarters on East Bank of Nile. Below, old building near Valley of Tombs of the Kings.skin tightly shrunk over the bones. A skeleton from the Pre-Dynastic Ageshows the burial custom of prehistoric days.Turning to the south at right angle to the Egyptian Hall is the AssyrianHall, displaying sculptures from the Khorsabad palace of the eighth century B.C. One moving westward sees the exhibits from the Assyro-Babylonian period. Again turning north is the Hittite and PalestinianHall. The Assyrian Hall is not yet fully occupied, but as time goes onthey, too, will be crowded with the figures and pottery and carvingswhich translate for us the eras long before Hebrew history was written.SCIENTIFIC STUDIES OFTEACHING1By CHARLES H. JUDD, Dean of the School of EducationIT IS clearly recognized in every psychological laboratory that themost difficult problem which confronts an investigator is the problem of ascertaining what is going on in the conscious experience of aperson other than himself. Each individual lives in a world of ideas andemotions peculiarly his own. The most elaborate and ingenious experimental methods are often required to arrive at even an approximatelyaccurate description of an individuars mental processes.Consider, for example, the difficulty of discovering what the world lookslike to a person who is color blind and confuses red and green. To theindividual who has normal color vision it seems almost incredible thatanyone should be unable to distinguish these two sharply contrastingcolors. To the color-blind person, on the other hand, it seems equallyincredible that sensations which to him are alike should be described bymost people as strikingly different.The psychologist goes through a long series of experiments in color-mixing and finally comes indirectly to the conclusion that red and greenare to' the color-blind person something like that which the normal individual calls straw color. Even this conclusion is uncertain, however. Theuncertainty of the conclusion emphasizes the fact that each consciousworld is absolutely hedged in by its own boundaries.It would be a very illuminating experience for every person preparingto teach if he could investigate a few cases of color blindness. Such investigations would help to prepare him to grasp the fact that there arenumerous examples in every classroom of differences in mental life whichare far more fundamental than the difference between color-blind individuals and normal individuals.SEEKING THE FOURTH DIMENSIONIt should perhaps be noted in this connection that teachers are oftenquite as unaware of obvious distinctions as are students. If I may venture to draw on my personal experience as a student, I may say that I1 An Address delivered in the University Chapel on the occasion of the One Hundredand Sixty-seventh Convocation, March 15, 1932.899° THE UNIVERSITY RECORDonce knew a teacher who seemed quite oblivious to all human interestsexcept those which are classified under the general heading "mathematics." My classmates and I did what we could to draw his attention toother spheres of thought but without success. He and the members of hisclass lived mentally as far apart as did the characters in one of Kipling'sstories. You will perhaps recall that Kipling tells of a young Americanwho found himself in trouble in England because he had committed aserious offense against British conservatism. The American tried to extricate himself by methods which the English regarded as altogether incomprehensible. Kipling entitles his story An Error in the Fourth Dimension. The world of British conventions and the world of youthful American ideas are as utterly foreign to each other as the three-dimensionalworld is distinct from that strange world which is imagined as lying outside the boundaries of our commonplace three dimensions. If we couldreach beyond the space which we know and could add even one dimensionto our limited world, what wonders of necromancy we could perform!We must come back, however, to our theme. Mental lives are closedcircles, and the happenings within each individual circle are unique. Theart of teaching consists in finding out, if possible, approximately what isgoing on in an immature mind and so influencing that mind by variousdevices that its performances will lead to intelligent forms of behavior.Let us consider an extreme case in which an individual's mentalprocesses were such as to make impossible the application of ordinarymeans of education. Some years ago the psychologists of Indiana University found a boy who was an arithmetical prodigy. He lived in a mentalworld in which all kinds of arithmetical operations seemed to go on in amost unusual fashion. If this boy was asked to multiply large numberswhich most people can multiply only with the use of paper and pencil, hegave an instant answer. In like manner, he could give without hesitationthe square or cube of any ordinary number. So different was his mentalworld from the mental worlds of most individuals that his performancesseemed marvelous. They were partly explained by the fact that the boycarried around in his interior a multiplication table which did not stop at12 but ran up to 150 or more. He also knew by heart the table of logarithms. It is perhaps needless to remark that such luxuries are dispensedwith by most human beings. Ordinary individuals are limited in theirmental calculations to comparatively primitive operations. One can hardly refrain from speculating on the emotional satisfactions which mustattach to the possession of such a piece of mental furniture as a completelogarithm table.SCIENTIFIC STUDIES OF TEACHING 91The university which discovered this boy tried to teach him highermathematics but without success. He was absorbed in his own ways ofthinking and was too well satisfied with himself to be inspired with anyinterest in anything but his multiplication table and his logarithms.Despairing in their efforts to make him a mathematician, his discovererssecured for him a position in an actuarial office, where it was thought hemight serve as an animated calculating machine, but he did not succeedbecause even in an actuary's office one must have some human interests.THE ART OF TEACHINGAll the statements which have been made up to this point are introductory to our main discussion. We are to inquire what contributionsscience can make to the art which schools and colleges cultivate— the artof teaching.We may begin by considering in some detail a very simple case drawnfrom actual experience. A teacher of history whose mental world was fullof ideas about medieval Europe found himself, in the course of his effortsto discharge his duties, in contact with a student whose mind seemed altogether unable to take on the pattern required for a comprehension ofhistory. Teacher and student met day after day, and words passed between them, but these words did not seem to draw them closer to eachother. Quite the contrary. In due time the teacher was called upon byinstitutional routine to report as accurately as possible a description ofthe student's mind. It is, on the whole, fortunate that institutions havehit on the device of employing single letters as the vehicles of expressionof instructors' judgments about students. The teacher in questionreached down the alphabet as far as the rules permitted and reported thestudent as utterly and hopelessly incompetent in medieval history. Thestudent, too, was aware of the difference between himself and his teacher,but he could never decide just what prevented him from turning hismental world in the direction in which his teacher's mind seemed to movefreely.At this juncture the student fell into the hands of an interested investigator, who soon discovered what was wrong. The student was a poorreader. To be sure, he had been using reading throughout his schoolcareer, but it was a dull tool. It worked fairly well so long as no exactingdemands were made on the tool or its user, but, as soon as the teacher ofhistory began to make large demands, the dulness of the tool showed itself in evil consequences. Perhaps someone will be disposed to remarkthat the student ought to have known what the difficulty was. Let us not92 THE UNIVERSITY RECORDforget the fact which was emphasized in our discussion of color blindness.The student did not know anything about fluent, intelligent reading because he had never had any experience with such reading. Reading meansto a student that process with which he is personally acquainted. Thepoor reader is incompetent because he has never been competent. In thecase in question the student and the teacher recognized only the final fact— that the required knowledge of history was lacking. They both madethe mistake of diagnosing the difficulty as inability to learn history. Themore the teacher and the student tried to correct the difficulty by addinghistory to history, the more the case was aggravated.ABILITY TO READThere is probably no respect in which college students differ from oneanother and from their teachers so fundamentally as in their ability toread. A recent investigation of the reading ability of 255 college studentsshowed that only 86 of these students were thoroughly competent readers.Sixty-one were so deficient in reading that they were seriously handicapped in their college work.Deficiency in reading among college students cannot be attributed entirely or even chiefly to failure of the lower schools to do their duty.Reading is an art which has higher levels as well as lower levels. Thecommon assumption that reading is a single kind of mental behaviorwhich can be acquired in the elementary school has been completely refuted by scientific studies. There are a great many different kinds of reading, and, unless the student is trained in the mastery of some of the higherlevels of reading, he will find it difficult to adjust himself to the demandsmade upon him during his college career.Perhaps it will be well to make the foregoing statement more impressiveby pausing long enough to give one illustration of what is meant when itis said that scientific studies have shown that there are a number ofdifferent kinds of reading. When a thoroughly competent reader becomesinterested in a prose narrative, he looks at the successive phrases on theprinted page with rapid, fluent movements of his eyes. Records of suchreading have been secured for purposes of scientific study by photographing the reader's eyes. The movements of a reader's eyes are reliableindexes of the processes which go on in the reader's brain and experience.While a student is reading in the fluent fashion described, let theteacher come into the situation by saying to him that, after he has readthe next paragraph, he will be asked questions about what he has read.SCIENTIFIC STUDIES OF TEACHING 93Instantly there is a complete change in the reading process. Instead offluent sweeping movements, indicating rapid comprehension and attention to the flow of the narrative, there is a slow, halting attention to details, indicative of an effort to prepare for any questions that may beraised. A form of reading which may be called "analytical study" is substituted for the free, fluent reading which the student exhibited before hewas threatened with questions.When we remember that most of the reading of students required byschools and colleges is of the slow, analytical type, it is easy to understandwhy students sometimes have difficulty with such subjects as history.Students who are in possession of both the method of analytical studyand the method of fluent reading sometimes fail to use the right methodin a given case. They read rapidly when the instructor expects analysis,or, when the instructor expects rapid, fluent reading of long assignments,they conscientiously apply the slow, laborious type of reading and becomeconfused and unable to meet the instructor's requirements.LEARNING TO READ IN HIGHER SCHOOLSIf there is one conclusion which can certainly be drawn from thescientific study of the methods of reading employed by students, it isthat instruction in reading must not stop with the completion of elementary education. The higher schools must contribute to the perfectionof the training which is begun in the lower grades. If instructors in thehigher schools are not willing to train their students in reading, it maybe necessary to recognize the principle of division of labor and allowspecialists in subject-matter departments to concentrate on their ownlines of thinking while special personnel officers are appointed to trainstudents.An interesting example of the success of intelligent personnel work isreported from the University of Buffalo. Professor Edward S. Jones ofthat institution found that he could reduce the number of failures in thefreshman class by training the students in certain very simple arts. Hetaught them how to take notes on lectures, how and when to use thelibrary, and how to read rapidly. He reports that the mortality in thefreshman year was reduced from 40 per cent of those who entered to 15per cent, a saving of about one-fourth of the entrants.In our own institution the experiment was tried, with salutary results,of assembling a number of members of a history class for an hour a dayto receive special instruction in reading. The group was made up of students who had been found by tests to be deficient in reading.94 THE UNIVERSITY RECORDWRONG METHODS OF ATTACKING INTELLECTUAL PROBLEMSDeficiency in reading is not the only obscure cause of failure in college.Scientific studies have revealed the fact that there are many wrong methods of attacking intellectual problems. There are fatal omissions in astudent's comprehension of the first elements of a subject which makeimpossible normal progress. There are emotional distractions which interfere with trains of thought. So obscure are many of these causes of failurethat they are overlooked and teachers attribute the difficulties of students to general stupidity or incompetency in particular subjects. Goodteaching calls for penetrating knowledge of human nature quite as muchas for adequate knowledge of the subjects taught.It is undoubtedly true that, long before scientific studies gave clearand explicit statements of such facts as have been reviewed, good teachers who were interested in their students were proficient in correcting immaturity in methods of study. Good teachers can be described, I think,as persons who have cultivated the power of interpreting sympatheticallythe mental efforts of those whom they instruct. Good teachers have explored the road to knowledge and know where the road is rough and wherethe bypaths are that lead the inexperienced traveler astray. Good teachers have an insight into students' minds. Wisdom did not begin withscience. It is, however, equally true that the wise do not do themselvesthe disservice of closing their minds to the discoveries of science.There is some indication that the teaching profession is slowly comingto a recognition of the necessity of scientific studies of teaching which willsupplement the unsystematic efforts of those who have arrived by theirown individual endeavors at superior methods of dealing with students.The American Association of University Professors has organized a strongcommittee and has employed a competent staff for the explicit purpose ofmaking a nation-wide study of college teaching. This move on the partof the American Association of University Professors was undoubtedlystimulated in some measure by the criticisms which have recently beenexpressed in many quarters regarding the quality of instruction suppliedby institutions of higher education. Possibly there is also a growing recognition of the urgent demand that human energy be conserved more completely than seemed necessary in the leisurely days of the past, when lifewas less exacting than it is today.The study inaugurated by the American Association of UniversityProfessors might be passed over as a mere incident if it were not for thefact that impressive indications are appearing on every hand of restlessness and uncertainty with regard to the nature and organization of education.SCIENTIFIC STUDIES OF TEACHING 95CHANGES IN EDUCATIONAL PRACTICESIf one studies the older civilizations, one finds that educational practices are undergoing rapid and radical changes. The countries of WesternEurope are opening the opportunities of secondary and higher educationto ever increasing numbers. Russia and Italy have made their educationalsystems parts of their programs of social reconstruction. In those countries the governments are deliberately indoctrinating the young peopleand are experimenting on as large a scale with the nurture of young humanbeings as with the development of industrial and agricultural systems.One does not need to go abroad for evidences of stirrings in the field ofeducation. There never were in the United States so many educationaldoctrines advocated by enthusiastic supporters and denounced by hostileenemies as there are today. The country is full of people who announcethemselves as "progressives" in education, and there are some who reallyare progressive. The traditional subjects of the curriculum are engaged ina bitter rear-guard defense, and aggressive new subjects are advancing ata pace which is astonishingly rapid, if not dangerously headlong.While educators are attempting to reconstruct the programs of schoolsand colleges, anxious taxpayers are beginning to raise the questionwhether the whole system of instruction in this country is sound andsupportable. There are voices heard in influential quarters calling for ahalt, or even a drastic retrenchment, in American education.At the same time that these discussions are going on and retrenchmentis being urged, the attendance on schools is increasing, and the scope ofschool and college instruction is enlarging. Most people do not realizethe rate at which expansion of the educational system has taken place.The fifteenth census of the United States shows that there were 5,500,000more young people in the schools and colleges of this country in 1930than there were in 1920. The population of secondary schools has doubledevery decade since 1880 and now includes more than half the youngpeople of secondary-school age. The population of institutions of highereducation has increased more than fourfold in thirty years — from about285,000 at the beginning of this century to more than 1,200,000 at thepresent time. The increase in school and college population has beenparalleled by an increase in the offerings of educational institutions. Onesummary statement must serve to show something of the extent to whichthe number of courses offered has increased. A recent canvass of thecourses announced by ten representative independent colleges and theliberal arts colleges of ten representative universities showed that in 1900the aggregate number of courses offered by these twenty institutions was4,231. In 1930 the number of courses offered had increased to 12,104.96 THE UNIVERSITY RECORDA SOCIAL RESPONSIBILITYThese figures may excite our pride as educators, but we must not overlook the fact that they represent a social responsibility which is not alwaysfully recognized. There was a time — and that within the memory of someof us in this gathering — when American education was very limited in itsscope and highly selective with respect to the individuals whom it servedat the upper levels. If there was waste in school and college administration and if there was inefficiency in teaching in those early days, the lossto the nation was almost negligible; Today the situation is altogetherdifferent. The changes which have occurred within a single generationmake it necessary to deal with education in a new way. Reliance on theaccidental insights of individual teachers is no longer safe because themovement in education is rapid and the huge populations with which education is concerned contribute to a momentum which must be wiselyguided or the wreckage will be overwhelming.I might attempt to describe in detail some of the problems which arisein the effort to adapt methods of teaching to new conditions, but I assumethat extended discussion of these problems is not necessary in a center,such as this, which is alive with experimentation and supplied withspecial agencies for the reconstruction of the curriculum and of theexamination system.I deem it more appropriate to support my plea for the scientific studyof teaching by a brief consideration of the fundamental reasons for thegreat expansion of the educational system which has been illustrated inthe statistics cited.Educational developments are not detached happenings. They arephases of a change in the order of human life. The reasons for the expansion of education must be sought in the general evolution of modernsociety. There was an industrial revolution. There is a social revolution.There was a national mind absorbed in pioneering and in mastering thematerial world. There is a new national mind engrossed in insistent questioning about human life and social relations. Let us see whether wecan express the change that is taking place in a formula which will giveeducation its proper setting.Human beings once developed in intelligence and skill largely throughcontact with things. Anthropology has traced the long road which wastraveled by primitive man as he learned to fashion tools out of wood andstone and metal. Economics teaches how exchange began in simple barter.It was only after long centuries of barter that coins and credit came intoexistence. We see in all these facts how man has gradually made himselfSCIENTIFIC STUDIES OF TEACHING 97efficient by devising instruments which help him to cope with nature bydealing with it indirectly rather than with his own hands. The tools andsystems of exchange which man has invented have a twofold effect on life.They make the conquest of the physical environment easy, but they alsochange in fundamental ways the mental lives of individuals. They imposeon everyone who uses tools or participates in exchange the necessity of adouble training. He who uses a tool must learn how to employ the toolas well as how to seek the ultimate end toward which hand and tool cooperate.THE ACCELERATED MULTIPLICATION OF INDIRECT INSTRUMENTSFOR SATISFYING NEEDS OF HUMAN LIFEThe past few decades have witnessed an accelerated multiplication ofindirect instruments for satisfying the needs of human life. The individuals who make up modern society have gradually been pushed fartherand farther away from direct manual contact with most of the things withwhich they deal. It is no adequate description of the situation to say thatmen have invented machinery and created a system of exchange. The farmore fundamental fact is that men have changed their relations to theirenvironment and, as a consequence, have changed their modes of thought.Men in this age see the world of things down a long vista of machines.They are absorbed in the kind of thinking which is concerned with socialinstitutions— with devices of communication, with wages, with credit,with government, and with international relations.It is easy to apply the lessons which we learn from anthropology andeconomics to education. The necessity of an elaborate system of educationarises directly from the fact that man has devised a complex system ofinstruments to aid him in mastering the world. It requires very little education to barter. It requires no extended curriculum to learn how towield a club. The necessity of an education arises from the invention ofdouble-entry bookkeeping and from the construction of machine guns.As education becomes complex, teaching becomes increasingly technical in character. Teaching in a highly evolved educational system cannot be directed by amateurs and casual experimenters. It must seek itsguiding principles through systematic scientific studies.I come back to my earlier illustration. Young people must be madeproficient in reading. It is only during the past century that anyone hashad the temerity to propose that the arts of reading be made possessionsof the common man. We know the history of the alphabet — so recentlyhas the human mind devised this instrument of recording experience. We98 THE UNIVERSITY RECORDknow the history of the occidental adoption of the number system whichwe use and which we call the "Arabic" system in acknowledgment of ourobligation to the Orient for its invention. Reading and the mastery ofArabic numerals have opened up infinite possibilities of individual mentaldevelopment, but, by so doing, they and the other civilized arts have madea long and arduous apprenticeship necessary for everyone who would takeadvantage of the intellectual tools which the race has invented. Furthermore, the possibilities that the learner will fall into inefficient methods ofdealing with the elaborate inventions which he has inherited have increased so greatly that it becomes necessary for us to study the way inwhich apprenticeship in the use of the civilized arts may be conductedwithout waste and without harm to the apprentice.The science of education, like every other science, is a systematicformulation of the best knowledge that we possess about the conditionswhich surround human life. If we ask children to master the alphabetand the Arabic number system, is it not desirable that we find out bysystematic studies all we can about what goes on in an individual's mindwhen he attempts to use these instruments? When we require a so-called"reading knowledge" of two foreign languages as a condition antecedentto admission to candidacy for our highest degree, does it not seem appropriate that we should encourage the modern foreign language study tocontinue its investigations? When the Association of American Collegesmemorializes the graduate schools, as it did in 1929, in a document whichsays that the present method of training college teachers is not satisfactory, does it not seem rational to advocate the turning of attention to acareful study of the situation? If elaborate experiments are required todetermine that some people see a straw color when most of us see redsand greens, is it not the part of wisdom to set up somewhere a laboratoryfor the discovery of the reasons why some students succeed and othersfail? Does it not seem reasonable that an institution like our own, whichcultivates and disseminates the most highly matured knowledge on everysubject about which men think, should turn some part of its energies toan examination of its own operations for the purpose of developing a bodyof scientific principles which will guide teaching?EDUCATION CONFERENCESFOUR education conferences were held on March 14 and 15 inconnection with the formal opening of the new Graduate Education Building. This building was erected with a part of a fund of$1,500,000 given to the University by the General Education Board forthe promotion of scientific studies in education. An illustration showingthe new building appeared in the January issue of the University Record.The conferences were held in the auditorium of the Graduate Education Building and dealt with the following topics: Application of scientificmethods to practical problems of school and college administration;teacher training; the science of education; and higher education.On Monday evening the President of the University and Mrs. Hutchinsheld the convocation reception in the common rooms of the building.Opportunity for the inspection of the building was provided during thedays of the conferences. The members of the honor society of the University High School, Phi Beta Sigma, acted as guides. A dinner andluncheon were given for the speakers and invited guests in Judson Courtdining-room on Monday evening and Tuesday noon.The full list of speakers at the conferences and their subjects are asfollows :MONDAY MORNINGConference of Doctors of Philosophy of the Department of Educationon practical applications of the science of education in various types ofinstitutions: William Claude Reavis, Ph.D., Professor of Education,presiding; "Curriculum Surveys in Higher Education," Lloyd E. Blauch,Ph.D., Executive Secretary of the Survey of the Dental Curriculum,American Association of Dental Schools; "Training for Research in theLight of Field Requirements," Douglas Edgar Scates, Ph.D., Director ofthe Bureau of School Research, Cincinnati Public Schools; "Measuringthe Results of College Instruction," Ralph Winfred Tyler, Ph.D., Professor of Education, Ohio State University; "A University's Program ofResearch in Elementary Education," James Bartlett Edmonson, Ph.D.,Professor of Education, Dean of the School of Education, University ofMichigan; "The Application of Scientific Methods to Problems in HigherEducation," Homer Price Rainey, Ph.D., President of Bucknell University.99IOO THE UNIVERSITY RECORDMONDAY AFTERNOONConference on teacher training: Beardsley Ruml, Ph.D., Professor ofEducation, Dean of the Division of the Social Sciences, presiding; "TheAcademic and Professional Preparation of Teachers," William Scott Gray,Ph.D., Professor of Education, Director of Teacher Training; "The Experimental Attitude in Teacher Training," Frank E. Baker, A.M., President of the State Teachers College, Milwaukee, Wisconsin; "TeacherTraining and the Liberal College," Thomas Eliot Benner, Ed.D., Professor of Education, Dean of the College of Education, University ofIllinois.MONDAY EVENINGConference on the science of education: Emery Thomas Filbey, A.M.,Acting Vice-President and Dean of Faculties, Assistant to the President,presiding; "The Distribution of Education," Edward Lee Thorndike,LL.D., Professor of Education, Director of the Division of EducationalPsychology of the Institute of Educational Research in Teachers College,Columbia University; "The Laboratory Method in Educational Psychology," Guy Thomas Buswell, Ph.D., Professor of Education, Secretary of the Department of Education.TUESDAY MORNINGConference on higher education: Robert Maynard Hutchins, LL.D.,President of the University, presiding; "The Unknowns in Higher Education," Samuel Paul Capen, LL.D., Chancellor of the University ofBuffalo; "The Social Responsibility of the College," Ernest Hatch Wil-kins, LL.D., President of Oberlin College; "Co-ordination of Effort in theField of Higher Education," George Alan Works, Ed.D., Professor ofEducation, Dean of Students and University Examiner.THE NEW REGISTER OF DOCTORSOF PHILOSOPHYBy H. E. SLAUGHTTHE Register of Doctors of Philosophy, recently issued by the University Press, covers the period June, 1893, to April, 1931, inclusive. In comparison with the preceding edition four yearsago, the present volume contains 575 additional names, an average annual increase of 144.The doctors are now classified in accordance with the new grouping bydivisions, the Physical Sciences leading with 773, the Biological Scienceswith 474, and the Professional Schools with 142, making a total of 2,679including the spring convocation, 1931. Of this number 149 are deceased,leaving 2,530 living Doctors of Philosophy.In the Physical Sciences, chemistry leads with 283, followed by mathematics with 202 (including mathematical astronomy). In the BiologicalSciences, botany leads with 211, followed by psychology with 107 andzoology with 100. In the Humanities, English leads with 121, followed byphilosophy with 86. In the Social Sciences, history leads with 127, followed by education with 114.It is of interest to note the status of the doctorate in American universities at the time of the founding of the University of Chicago in 1892.Up to that time Johns Hopkins had conferred 212 doctorates, Yale hadconferred 134, Columbia no, Michigan 34, Princeton 9, Wisconsin 3,and Illinois none. The new University of Chicago, with its primary emphasis on the graduate school, at once set a high standard for the doctorate and attracted a large clientele of candidates, so that by the end of thefirst decade, 1892-1902, the University had conferred 278 doctorates.From this time on the output increased rapidly from year to year. In thesecond decade 460 were added to the list, in the third decade 773, and innine years of the fourth decade 1,329. The present yearly addition is welltoward 200.As would be anticipated, a large majority of the doctors are engaged inthe teaching profession — approximately 1,800 of the 2,530 now living.Of these, 1,100 are full professors in colleges or universities, 250 are headsor chairmen of departments, 284 are associate professors, 255 assistantIOI102 THE UNIVERSITY RECORDprofessors, 225 instructors, and about 40 are teaching in secondary schools.Also among those in scholastic occupations are 150 presidents, vice-presidents, deans, or other executive officers. Of the doctors not engaged inteaching there are approximately 730. Of these 265 are connected withresearch organizations of various kinds — foundations, institutes, corporations, government bureaus, etc. They are known as research chemists,physicists, economists, astronomers, geologists, etc. There are also 250doctors in various business occupations most of which involve technicalskill of a research character.Under miscellaneous classification, there are 100 doctors whose occupations are not specified, also 20 editors, 36 physicians, 25 preachers,5 lawyers, and 50 women who have married and do not specify any professional occupation. These latter do not include a considerable numberof women who are continuing their professional careers after marriage.One more classification may well be quoted from the findings of an investigation in the alumni office to the effect that approximately one infour of the Chicago doctors who have been out five years or more are listedin the 1931 Who's Who in America. If a similar investigation were madein respect to the various scientific organizations such as state and nationalacademies of science, Who's Who in American Education, officers and directors of national scientific associations, etc., it would undoubtedly befound that the Chicago doctors are equally welf represented. For example, of the eighty mathematicians who are starred in American Men ofScience approximately 25 per cent are Chicago doctors.The Register of Doctors of Philosophy has come to be one of the mostimportant and useful official publications of the University — it is indispensable in every office on the campus and in every departmental organization. In each departmental group the names are arranged in chronological order so that each year's additions are merely appended to the preceding lists. These lists have become so bulky (occupying 174 pages) thatthey may no longer be published in the divisional circulars but may becollected in the Register, which should then be an annual publication. Inthis respect the Register would be unique in that no other American university features such an annual publication.THE TRUSTEES' DINNER TOTHE FACULTIESTHAT was a wise action of the committee having in charge theTrustees' dinner that decided to continue the series of dinnerswhich for twelve successive years have brought together Trustees and members of the faculties. The dinner is evidence that, while income may be lessened, the University goes on its way with "business asusual." As in the last few years, the dinner was served in the ShorelandHotel ballroom, on January 14. Secretary Moulds and his force efficientlycared for the innumerable details incidental to such an affair — details ofinviting, introducing, seating, receiving, feeding, nearly five hundred persons. An accurately prepared list of hosts and guests made it easy toselect one's seat among the fifty-eight tables. Twenty Trustees presidedat eighteen tables at which also teachers, administrators, and executiveswere tactfully distributed. And everybody appeared to be having a goodtime, meeting old friends and establishing new friendships. It seemed tobe the opinion that meeting in a hotel away from the familiar halls anddining-rooms of the quadrangles has decided advantages.The chief objective of these dinners is to create friendly contacts of"the corporation (being its Board of Trustees)" with the teaching staffand the administrative group, and with each other. However, the addresses on these festive evenings are always significant. Three addressesfollowed Dean Gilkey's invocation, previous to which, however, Mr. E. L.Ryerson, Jr., introduced Mr. Max Epstein and Mr. William McCormickBlair, recently elected Trustees. The charming series of introductory remarks by Mr. Harold H. Swift, who presided, began with these words:I conceive the chief responsibility of the presiding officer on this occasion as thepersonification of the Board of Trustees as hosts and to extend a cordial and heartywelcome to the men and women of the faculty. The University is a great institution.We serve it because we love it. There are troublesome times in a university, as thereare in any other enterprise worth while, whether it be a family council or a businessproject. We may have to keep actively in mind, 364! days in the year, the problemsand difficulties, the work and the travail, but there is one evening when we can cometogether in the spirit of friendship and congeniality and signalize our affection for eachother and for the institution we serve. I consider we are here in that spirit this eveningand I thank you for coming to us. As hosts, we say you are very welcome indeed.103104 THE UNIVERSITY RECORDIn telling some of the characteristics of Mr. Thornton Wilder, the firstspeaker, the Chairman said:When Mr. Wilder was graduated from college, there were many careers he mighthave chosen. He might have been a bond salesman, which is, or used to be, one of thefavorite pursuits of college graduates; or followed in the footsteps of his grandfatherand been a Presbyterian minister; or followed after his father, to editorship; or, afterhis rise to fame, retired to some cloistered spot and hung out a sign: "Disturb Me Not!I Am Writing" — but instead, he chose to be a missionary to American youth. After tenyears of teaching in the East, he comes to us, unobtrusively. He has endeared himselfto students, to faculty, and to Trustees. Arnold Bennett once said, in commenting onhis work: "The author does not search for the right word. He calls it; it comes." Mr.Wilder, will you kindly summon some of those words?THORNTON WILDER ON DEJECTIONS ANDREWARDS OF TEACHING[After telling several stories Mr. Wilder announced his subject as "The Dejectionsand Rewards of Teaching."]Teaching has its dejections. Those hours at midnight when one has corrected one'sfiftieth groping examination paper. The red pencil falls from one's hand. One looksout over the roofs. "Does anyone ever learn anything, anyway?" The brilliant studentsmysteriously teach themselves. And the reluctant learners — let them be reluctant still.You think of the promising minds you had years ago, whose careers you talked over insome empty classroom after work. You thought you were looking into the eyes of someJane Addams of the future; of some new Justice Holmes. You call on them now. Theyhave the bungalow, the car, and the gocart; they have dwindled into being the Americancitizens who believe newspapers— who believe advertisements. You think of those remarks that students let fall from time to time and that reveal how remote are theirinterests, by what ludicrous things they are agitated. Is it possible that any one wordwe say has the same connotation for them that it has for us? Does anyone ever learnanything, or are teachers simply a tedious disciplinary catalytic agent in the intellectual life of society?[Mr. Wilder then made a digression describing two teachers in his undergraduatedays, one whose implied contempt for the run of his students built up about him "anair heavy with hatred," and another whose teaching and whose character still constitutea great force behind a whole student generation.]I used to think that the function of education was the intermittent production ofgreat men. I used to comfort myself with a word of Diderot's. In a dialogue of thatwonderful Diderot, a shabby ne'er-do-well music-teacher is talking to the fat, bourgeoisfather of one of his pupils."In poetry, in music, and in chess, what place is there for mediocrity? There iseither the authentic best or there is nothing.""What! What!" cries the father. "My daughter is not a great musician, but we enjoyhearing her play after dinner ""No, no. There is one true music or there is nothing. All this teaching, all thisgoing to concerts, is a sort of conspiracy. It is the manure heap from which — from timeto time — 'the lily may arise."THE TRUSTEES' DINNER TO THE FACULTIES 105Education, I said to myself, is a manure heap. But now I know that that is too easya cynicism. It is not for us to weigh what is gained or lost when the students carry hometheir degrees. It is not for us to measure the persistence of impulses encouraged hereand continued in a thousand households over the whole earth. Education is an act offaith. I live in a community where I am often reminded that that is so. I am glad thatI have been permitted to work on a campus where fatigue and satiety and compromisehave not been permitted to hold education in the bonds of "there is nothing one cando about it" and of "students are all the same." I have known too many campuseswhere the sheep look up and are not fed; where the good students are yoked to the bad;and where they are preparing for the future, dozens of wretched empty-handed, inarticulate business men.What is this profession in which we are engaged? What is this profession where everycleverness of mind, every richness of learning, every impulse of sympathy, and everyresource of character fall short of what might be required of us? We presume to do forthe whole personality what even medicine proposes to do for the body alone. Let thesocial sciences inquire into what phenomena they may; let the historians exhume whatwars they choose, and who provoked them; let science surprise all of nature's secrets until they are all decently locked up in the Encyclopaedia Britannica. When the house hasburned to the ground we can all. rush forward with a pail of water. The church for atime is bewildered and I do not see that there is anyone but ourselves to work upon thatfundamental stuff of personality from which the future springs for good or ill. There arelessons more urgent than subject matter. We alone are in on the ground floor of thatbuilding which has been the hope and dream of all brave men in every age.It was with pleasure that the whole company heard Mr. Ernest E.Quantrell, who spoke on behalf of the Trustees and whom the Chairmanintroduced as follows:The question has sometimes been asked as to how we train Trustees, and I know ofno better method of reply than to give a typical example. We have a Trustee, forexample, named Quantrell. The facts for him are as follows: We had him born in theMiddle West, about fifty years ago, of Baptist parents. We want our Trustees to havevarious educational experiences, and this particular one we had educated in the publicschools of Chicago, until it came time for him to enter the University of Chicago. Wewant our Trustees to know what's going on in undergraduate circles, so we had this onego in for activities. He joined a fraternity — fraternities were extraordinarily useful inthose days when we were shy of dormitories. He became well known and well liked.He was one of the first presidents of the Reynolds Club, and he put it on its feet inits early days. Some of us went in for aesthetic activities in those days, such as Black-friars and dramatics, but he was a "hearty," as they say at Oxford, and went intoathletics and became a "C" man, being one of the best high jumpers we ever produced.After he had been long enough at the University, he went into the investment business,and when he could afford to, he did the best thing he ever did in his life, in marryingLulu Morton, an alumna of the Class of '06. After about as long as you would expectit to take him, he became vice-president and director of Halsey, Stuart & Company,and at their request moved his family to New York so that he might manage the officethere. After ten years there, he wanted more leisure. He recognized that there werethings in life besides business that were worth giving time to. He gave up the management of Halsey-Stuart, to manage his own affairs — financial and social in the best sense.io6 THE UNIVERSITY RECORDand it is just at that stage of the game that the University recognized he was ripe fortrusteeship. From his name you know he is earnest. It fits him perfectly. The middleinitial is "E.," and it isn't generally known what it stands for. In my mind it stands forefficiency. An intimate friend says of him that he is so efficient that when he starts topray his first words are "Quantrell speaking." His location in New York is helpful tous in contacts there. His 850 miles from the University give him perspective, whichwe need. He is co-operative; he is understanding. Tonight, he will speak for the Trustees. It is a very great pleasure to present him — Mr. Quantrell.MR. QUANTRELL REPRESENTS THE TRUSTEESIt has been a happy experience to be identified with the University of Chicago andwatch it grow during the last thirty years. In 1901 it was my privilege to enter theUniversity as a freshman. The University was then nine years old. In approximatefigures its assets were $12,500,000. Today they are $106,500,000, or over eight times aslarge. The annual budget then was $790,000. Today it is $7,840,000, or nearly ten timesas large. Up to 1 901 twelve thousand students had matriculated. Thirty years laterthis had increased to about 155,000, or nearly thirteen times as many. These are impressive figures and indicate a phenomenal growth, particularly for a young university.But they do not indicate the success of the University.The success of a University depends on its product, and its product consists of students trained to lead happy, proficient, useful, and unselfish lives. To obtain thisproduct a good faculty is essential, and constitutes the most important part of a university. Chicago started with one of the greatest faculties in the history of Americaneducation. In fact, it was so famous that a standard was set which is not easy to maintain. The most important work of the Board of Trustees is to act as a service organization for the faculty in providing ample plant and facilities for encouraging good teaching.PROOF OF GOOD TEACHINGThis raises the old question, "What is good teaching, and who are good teachers?"I thought you would be interested in hearing the opinions of six of our successful andloyal alumni who had the benefit of good teaching and acknowledge its help. Incidentally, three of them are doubly indebted to the University as they married formerstudents. I asked them the following questions: (1) What teacher at the University ofChicago was most helpful to you and the greatest influence in your life? (2) In whatway was the teacher helpful?In naming the alumni I will also give a brief outline of the record of each, takenchiefly from Who's Who in America. The University is proud to claim them as formerstudents.Trevor Arnett, A.B. '98, is president and trustee of the General Education Board andthe International Education Board. He is also trustee of the Rockefeller Institute forMedical Research, and the Rockefeller Foundation, and is a former Trustee of theUniversity of Chicago. His7 life-work has been devoted largely to educational matters.Mr. Arnett names Dr. Harper, first President of the University, as the teacher whohelped and influenced him most. He says:President Harper seemed to me to be the embodiment of the ideal teacher. He hadthe rare quality of inspiring his students to desire to gain all the knowledge and understanding of the subject and not to be satisfied with a lesser accomplishment. His students were thrilled by his zeal and earnestness and caught the contagion of his ownTHE TRUSTEES' DINNER TO THE FACULTIES 107great personality. He was an excellent example of the great teacher whose influencewas personal and not dependent upon teaching a popular subject. He was always readyto meet his students early and late, sometimes at great inconvenience to himself.For nearly ten years I was closely associated with President Harper as an executiveof the University and I then had an opportunity of seeing those marvelous qualitieswhich made him the leader in any company. If e was so vital and dynamic, so imbuedwith the worth and promise of his plans, that he carried his hearers with him, oftenwhen they had come determined to oppose and prevent those plans. His persuasivenesswas overpowering. He was fertile of ideas — many of them new and revolutionary. Notall of them were successful, but a very large number of them were, and resulted insignificant changes in our higher educational system. The association with Dr. Harperwas one of the great experiences of my life.David H. Stevens, Ph.D. '14, a former graduate student. He was recently appointeddirector of humanities of the Rockefeller Foundation and is vice-president of the GeneralEducation Board. At the University he was formerly professor of English, assistant tothe President, and associate dean of faculties.The teacher who helped Mr. Stevens most was Professor Manly, head of the Department of English. In Manly's classes he learned the meaning of free action and independent thinking. Assistance was given only as requested. Adverse criticism or praisealways carried with it the reasons. Mr. Stevens says:Professor Manly still demonstrates, as he did twenty years ago, the fundamentallesson of research, the process of independent constructive thought, and, by his ownexample, taught me never to accept dogmatic assertion as a substitute for thinkingthrough to the end of any problem.Harold H. Swift, Ph.B. '07, is vice-president of Swift & Company, and President ofthe Board of Trustees of the University of Chicago. He was the first alumnus of thepresent University to be elected to that Board. He is also trustee of the General Education Board and the Rockefeller Foundation. Mr. Swift, as toastmaster, would be particularly happy if I did not mention his name on this occasion, but I believe you will begreatly interested in his statement and I am taking the liberty of giving it.The teacher most helpful to Mr. Swift was Charles R. Henderson, professor ofsociology and University chaplain. Mr. Swift says:Charles Richmond Henderson, who inspired me more than any other man, seems tohave done it by sheer personality and almost not at all by teaching methods. He gaveme a philosophy of life with the result that his influence upon me was probably greaterthan any other man with whom I have had contact.Lee W. Maxwell, Ph.B. '05, is president of the Crowell Publishing Company whichpublishes the American Magazine, the Woman's Home Companion, and the CountryHome.The teachers who were of greatest help to him were J. Laurence Laughlin of thepolitical economy department and Rollin D. Salisbury, of the geology department, because, as Maxwell says, "They taught me to think." Maxwell says further:But of all those with whom I came in contact at the University, the one who hadthe greatest influence on my life was Amos Alonzo Stagg, director of athletics, becausehe taught me the fundamental characteristics of manhood, clean living, and good sportsmanship. Through him I was taught the importance of being square with myself andthe rest of the world, and inspired to work hard for what I wanted, and to take thebreaks as they came.Frank A. Vanderlip, private banker and economist, and from 1909 to 1919 presidentof the National City Bank of New York, was a special student at the University in 1892.He is a trustee of the Carnegie Foundation, Massachusetts Institute of Technology, andio8 THE UNIVERSITY RECORDNew York University. He has been decorated by France, Montenegro, Greece, andBelgium. In order to equip himself better for new duties as financial editor of theChicago Tribune, he enrolled as a special student at the University. He says:The University shaped my life. I was on the doorstep of Cobb Hall at 8:30 themorning that the University opened and was enrolled in a political economy classpresided over by Adolf Miller (now a member of the Federal Reserve Board) . I followedthat class through a year, and the next year I took lectures by von Hoist and did seminarwork with Dr. Laughlin in financial history. There is not the slightest question but thatboth Dr. Miller and Dr. Laughlin had a profound influence in my life. Dr. Milleraroused in my mind an intense interest in the subject of political economy. With Dr.Miller I feel that I profited both by his inspiration as a teacher and by the sound foundation he laid in the subject matter itself. He had the faculty of accurate definition. Hecould speak for an hour and define with beautiful definiteness the terms of his subjectso that he helped one lay a really scientific foundation. The work I did with Dr.Laughlin leaves a rather different impression. I have not a particularly definite impression of just what I learned in the way of facts, but I have a very definite recollection ofwhat he did for me on the. social side. Both men, I am certain, have in all the years ofmy life since been a source of inspiration.Frank B. Jewett, Ph.D. '02, is president of the Bell Telephone Laboratories, andvice-president of the American Telephone and Telegraph Company. In 1928 he wasawarded the Edison gold medal of the American Institute of Electrical Engineers forhis contribution to the art of electrical communication. He is one of the leading electrical engineers of this country. He received an honorary degree from the University ofChicago in 1929 and has been awarded the Distinguished Service Medal by the UnitedStates government. He is a member of numerous scientific societies. He says:The general contacts which I made at the University, not only among the facultymen, but among the student body as well, have been a continuing source of pleasure andprofit to me in the years which have elapsed. Unquestionably the contact with ProfessorMichelson was productive of the greatest influence of any on my whole after-life. As amatter of fact, I was more influenced by my contact with him than I have been by contact with any other single individual, save possibly only contact with my later chief,General J. J. Carty, with whom I was closely associated for nearly twenty-five years.Primarily Michelson' s influence on me had nothing to do with the formal contactsexisting between teacher and student, nor with the content of his courses. As a matterof fact, except for a few fundamental matters of physics and a few general impressionswhich were indelibly impressed on me by the sheer beauty of his scholarly and polishedpresentations, I have forgotten most of the subject matter of his courses. Certainly Ihave forgotten substantially all of the technical details. The power of his influence onme, and I should think on all those who came to study under him, was purely an intellectual phenomenon. It had to do wholly and solely with the appreciation of the powerof a great mind in action. It was through my contact with Michelson that I came firstto appreciate fully the value of scrupulous intellectual honesty and the irresistible forceof logical thinking applied by man undaunted by any number of obstacles, whetherthey were obstacles of nature or those resulting from the muddied or dishonest thinkingof lesser men. From him I learned that there was nothing of power or value in a meretorrent of words or an avalanche of papers about immaterial things. He was then, andso remained to the end of his life, a man of the most astounding perseverance, whoapplied that perseverance continually under the guidance of a clear-thinking analysisof whatever problem was engaging his attention. To my way of thinking Michelson, asan intellectual force and as a molder of men's modes of thought, was almost the ideal ofwhat one would wish for among the leaders in every field of thought in our great universities.THE INSPIRATION OF GREAT TEACHERSThere is an obvious objection to this list of great Chicago teachers. It is not allinclusive. I greatly regret all of them cannot be paid an individual tribute here tonight.In the foregoing illustrations little emphasis is placed on the subject matter of theTHE TRUSTEES' DINNER TO THE FACULTIES 109course. The most important result in the mind of the alumnus is something inspirational, or basic in life, which was a by-product of the course. For instance, a graduatestudent interested in physics registers under one of the great masters of the subject,winner of the Nobel Prize in 1907. He takes the course primarily to learn physics.There is no doubt as to the thoroughness of his instruction. But in after-years he remembers that he learned something far more important which he retains long after hehas forgotten the technical details of his course, i.e., the value of scrupulous intellectualhonesty, the force of logical thinking, and how to apply them in overcoming obstacles.Another student registers under a great economist and a great geologist — both leadersin their subjects — but in later years the student discovers that the most important thinghe was taught was not economics or geology, but "how to think." While there is nothingnew about this, it is important to emphasize that teaching is something more thanhelping a student to master a subject. Unfortunately many teachers spend so muchtime on their specialty, they overlook the inspirational side of teaching, which meansso much to students both in and out of their classes.It is not unusual for alumni to forget the names of some of their teachers. This ismost regrettable regardless of cause. One would think an instructor would sufficientlyimpress his pupil, or be helpful enough, to stamp his name indelibly on the student'smind. Some alumni complain they received little from the faculty. Others strongly feels the impressive sums spent in buildings and equipment are largely wasted. They cansee little of the good accomplished and emphasize only the bad. Instead of recognizingthe help given' by universities in aiding students to grope their way successfully throughan occasional crisis brought about largely by the ignorance of humanity, they seem toexpect the universities to dispel and do away with all ignorance. I am reminded of theFrench Canadian who left his country to work for Uncle Sam, building a jetty at aharbor entrance on the Pacific Coast. On returning home he was asked how he liked hisjob. He said it was fine, but Uncle Sam was a big fool, wasting his money on a largelighthouse with a bright light, a bell, and a loud horn. When it was finished he said, "Welight de light, we blow de horn, we ring de bell, and de fog she come in just de same."In March, 1929, Mr. Robert L. Kelly reported in the Association of American CollegesBulletin the result of an investigation to determine who were the great teachers in 187colleges. Among the teachers named with Doctor's degrees, Chicago produced morethan any other institution. The personal qualities or traits, in the order of their importance, which made these teachers outstanding were: interest in students, knowledge ormastery of their subject, sympathy, helpfulness, character, and personality. Theseteachers did not conduct snap courses or make the work easy, but rather inspired theirstudents to greater effort.The reason for Chicago's high rank as a producer of good teachers is undoubtedlyfound in a speech of Charles H. Judd, director of our School of Education. He said inpart:American Colleges have steadfastly held to the mythological faith that good teachers are the products of chance. I should like to be as emphatic as I can in the assertionthat good teachers are always and invariably the product of conscious effort. They aremade, not born.In talking about great teachers with old alumni one might conclude, as one educatorsaid, that "all great teachers are dead teachers." Mr. Robert L. Kelly's report states,however: "Contrary to the prophecies frequently made, more great teachers have appeared in the twentieth century than in the nineteenth century. The decade in whichthe largest number of great teachers was listed was the decade ending 1920."no THE UNIVERSITY RECORDMy optimistic nature leads me to believe the same is true at our University. If notwe certainly are going backward, and I don't believe that. No system of education canbe outstanding without good teachers. We have had and still have great teachers, butwe will have still greater ones. If a great teacher who has spent years in mastering asubject and preparing a course to drill the subject matter into his pupil should be discouraged because later the student practically forgets most of the material and gives theteacher credit for some by-product that is useful in after-life, let him find comfort inthe philosophy of Mr. C. L. Lawrence, inventor of the Wright Whirlwind Motor usedin Lindbergh's flight from New York to Paris. In the celebration that took place onLindbergh's return to America, acclaiming the feat, there was much credit given the skilland courage of the flyer. The design of the plane had great publicity. There was muchtalk about the navigating instruments, and the earth inductor compass. One of Mr.Lawrence's friends thought the engine, which had made the flight possible, was notreceiving enough credit. In expressing this to the inventor, Mr. Lawrence replied,"What's the difference — the engine did a good job — it accomplished a great feat. Anyhow, who remembers the name of Paul Revere's horse?"The entire assembly rose to greet and applaud President Hutchinswhose address was as follows:PRESIDENT HUTCHINS SPEAKSI wish tonight to dispose of two trifling problems : finance and education. They havealways been somewhat confused in my mind. They have become increasingly confusedas this depression has proceeded. I cannot hope to distinguish between them tonight.If when I talk about education I seem to be discussing finance, and if when discussingfinance I seem to be talking about education, I beg you to look with indulgence uponthe spectacle of a university president who is cracking under the strain of the financial —or perhaps it is the educational — crisis.The sad potential effects of the financial crisis upon this University have beenmitigated by two things: the spirit of the faculty and the attitude of the Trustees. Theabsorption of the fourth-quarter budget and the partial absorption of the UniversityCollege budget constituted a major operation which will result in estimated savings of$325,000 next year. This operation the faculty heroically endured to the infinite advantage of both finance and education. Without it, quite clearly, there would be nohope for a budget next year. But I believe, too, that it was educationally desirable. Ishould not favor the resumption of extra teaching in University College or the fourthquarter with the return of prosperity, which, I understand, by the way, is just aroundthe corner. If that corner is ever turned we should add new money to the regularsalaries of our professors instead of spending it on extra compensation based on extrawork.The authority given me by the committee on budget to inform the senate that noreductions in academic salaries are contemplated in the current budget year is the bestindication of the attitude of the Board.AN INVESTMENT OR AN EDUCATIONAL TRUSTYou may think of a university as an investment trust, the object of which is to buildup large assets in money, buildings, and land, and to carry on research and teachingwith what is left. Or you may regard it as an educational institution which has to haveTHE TRUSTEES' DINNER TO THE FACULTIES inmoney, land, and buildings in order to operate, but whose main purpose is to operate asan educational institution. If you regard it as an investment trust you will be gratifiedfor example with a large annual surplus. If you regard it as an educational institutionyou may think a large surplus as bad as a deficit, for it shows that you have not spentfor educational purposes money that was given to you for them. The Board of Trusteeshas taken the attitude that every cent that could with safety be expended on researchand teaching should be so expended. The University's reserves have been accumulatedalmost entirely from unanticipated income.Nor has the Board been willing to consider reducing expenditures without makingsome effort to increase income. The organization of a group of Chicago citizens in acommittee making annual contributions and the gifts of the General Education Boardand the Carnegie Corporation toward the costs of the new plan have been among theresults of this effort. In addition the Board today adopted in principle a plan of distributing risk among the various activities of the University through merging the fundsthat support the general budget. Since the merger will be on the order of $35,000,000,it is clear that hereafter violent fluctuations in the amounts available for any givenactivity will be impossible.The problem that the Board faces is of course the problem of making estimates ofincome that are much more than wild guesses. It does not wish to penalize existingactivities by being too conservative. It does not wish to incur an enormous deficit bybeing too optimistic. It now seems likely that the budget cannot go to the Board untilthe February meeting. Possibly some uncertainties in the financial situation will beremoved by that time. Whatever the estimates of income may turn out to be, we maybe sure that further economies will be required of us. The University survey is rapidlynearing completion and should continue to reveal places where we may save withoutimpairing our effectiveness. The committee on classification is now as the representative of the President studying our clerical bill to see what reductions can be made in it.But we must all exert our imagination, too, on the f ar pleasanter task of increasing ourincome. Experiments in the reorganization of instruction, for instance, which looktoward increasing the student load without increasing the teaching load are of importance because they suggest means of enlarging revenue as well as reducing costs.The hope in the financial situation is the spirit of the faculty, the attitude of theBoard, and the history of the University. The University was organized and financedin a period like this. It has survived an expansion that went on at a rate that was almostpreposterous; it has survived under all kinds of conditions, financial, climatic, educational, and presidential. It now has reserves accumulated in happier days that willassist it in absorbing the shock of the present crisis. They cannot be spent all at once.They will not last forever. They are not large enough to meet every contingency thatmay arise even next year. But they are there, and together with the spirit of the faculty,the attitude of the Board, and the history of the University they serve to reassure usas to the future.WHAT REORGANIZATION HAS ACCOMPLISHEDSo much for finance. If we turn now to education and examine the Chicago plan, wehave some cause for satisfaction with what has been accomplished in the past year.From the standpoint of administration the reorganization has been an unqualifiedsuccess. The deans have become what it was hoped they might become, vice-presidentsin charge of their divisions and schools. They have admirably handled the preparationand revision of budgets under conditions under which it would have been impossible to112 THE UNIVERSITY RECORDhandle them in the old style. They have attempted to educate the President as to theneeds of their divisions and have educated the departments in the formulation of adivisional policy. The departments in turn have educated the deans as to departmentalneeds. We have obtained already, I think, a divisional consciousness which supplements but does not supplant departmental consciousness. The few meetings of chairmen of departments in various divisions which I have attended seemed to me so important as to justify without more the divisional organization. The regular meetings ofthe deans afford an opportunity for mutual education the effects of which are alreadydiscernible throughout the University.The educational reorganization which the faculties undertook simultaneously withthe administrative reorganization is definitely superior to anything we have had before.In the college the freshman courses are as a group the best in the United States and reflecthonor on the men and women who devoted themselves unselfishly to their preparation.The second-year sequences are intelligently conceived. Although the advisory servicecan be improved it is certainly better than it ever has been. The co-operation betweenthe examining and teaching staff has been beautiful to behold, and so effective that Iventure to say that the tests given in the general courses at the end of the last quarterwere the most carefully prepared examinations ever given in this University and perhapsin any other.None of the horrid results predicted for the new plan has yet arrived. The fears ofparents that the students are working too hard so exactly balance the fears of the facultythat they are not working hard enough that I cannot believe they are doing either. Therange of our . selection of students has been greatly extended by the increase in thenumber of our applications, which occurred in the face of prophecies that the new planwould frighten away all but the most reckless high-school graduates. All tests for intelligence show that the students are markedly superior to their predecessors, and yetthey are attending classes with an almost excessive ardor. I have never heard anybodyexpress any doubts as to the merit of the ideas underlying the new plan. All doubts havebeen directed to the possibility of carrying them out. We now know not only that theideas are good, but also that they can be carried out, and carried out here and now.FURTHER CHANGES INEVITABLESince these ideas seem intelligent and practical in dealing with college freshmen, itis inevitable that they should be extended to the upper divisions and the professionalschools. The divisions have already adopted them for candidates for the bachelor'sdegree and are proposing them for candidates for higher degrees at the next meeting ofthe senate. The curriculum for candidates for the bachelor's degree will doubtlessexperience some modification as time goes on. Unless some common core of divisionalmaterial is developed for all students entering the divisions and is reflected on theexaminations for the degree, the division becomes as to those students merely an association of departments for administrative purposes. It is also, however, an associationof departments for research and teaching, and the sooner it becomes so in fact the betterit will be. The School of Commerce and Administration has demonstrated the value ofthe new plan in professional education. The experience of that school and the experienceof the divisions suggest the desirability of active planning of the same sort in the otherprofessional schools.There are two fundamental propositions which we must keep constantly before usas the new plan develops. The first is that the college was organized as an independentTHE TRUSTEES' DINNER TO THE FACULTIES 113unit to experiment in general education. The college cannot proceed unless it is agreedthat its faculty may determine its own course of action without interference from theupper divisions. This is merely to apply to our college a universal principle applicableat every level. The great task of educational administration in America is to take theorganization above off the neck of the organization below. The forces of experiment andnrogress in the organization below can never be released if the organization above persists in regarding the one below as merely preparatory to its own efforts. Arrangementsmust be made, and I believe have been made, to enable students to follow in the collegeinterests that they plan to pursue later on. But with this proviso it must be understoodthat subject to the approval of the senate the college faculty is an autonomous bodycharged with complete responsibility for the development of its own program.The second proposition which I regard as fundamental is that our whole plan is anexperiment. It must be studied, tested, and revised, and then studied, tested, and revised again. We have no intention of merely substituting new vested interests for oldones. The purpose of this experiment, moreover, was not simply to improve administration, research, and teaching at Chicago, but to offer some leadership to education inAmerica. Nor can our interest be confined to our sister-institutions of higher learning.It must spread to the whole educational system of the country and particularly of theMiddle West. We must extend and improve our relations with the secondary schools, forupon their efforts the success of our own depends. In this process we must strive toeliminate that mutual disdain which has too often characterized the dealings of universities with public schools. The educational system is a unit. It needs leadership asnever before. That leadership the University of Chicago must once again provide.Mr. J. M. Stifler, on behalf of the committee on memorials of the Boardof Trustees, read the memorial of Mr. Julius Rosenwald which appearselsewhere in this issue of the University Record, and everyone rose intribute of respect to this great friend of the University and in approval ofthe tribute.INTERNATIONAL HOUSETHE board of governors of International House, appointed by theBoard of Trustees of the University, consists of the followingpersons: Graham Aldis, Lester Armour, Mrs. William Bush,Henry P. Chandler, Charles S. Dewey, Miss Naomi Donnelley, L. A.Downs, Victor Elting, Charles W. Gilkey, C. B. Goodspeed, Mrs. WilliamG. Hibbard, Edward C. Jenkins, Clay Judson, James Keeley, Mrs. GeorgeMcKibben, Ira Nelson Morris, Paul Russell, J. P. Simonds, Ernest J.Stevens, James M. Stifler, Silas H. Strawn, Merle J. Trees, George A.Works, Leo Wormser, and Mrs. Quincy Wright. President Robert Maynard Hutchins, Vice-President Frederic Woodward, Lloyd R. Steere (business manager), and Nathaniel C. Plimpton (comptroller) are ex officiomembers of the board. It will be observed that this list includes both menand women, representatives of various businesses and professions, Trustees and alumni of the University, as well as representatives of other educational institutions of Chicago. This board has elected the following officers: Mr. Charles S. Dewey, former financial adviser to Poland, president;Mrs. William G. Hibbard, vice-president; Paul S. Russell, treasurer; andJames M. Stifler, secretary.International House has been so far completed that foreign students forwhose benefit it was chiefly intended are presumably to be admitted during the summer, although its formal opening has been deferred until theAutumn Quarter. A description of the building together with the architects' drawing of the house, appeared in the University Record for January,i93i-The building, with land and equipment, represents an investment inexcess of two million dollars and provides a residence and club center for theforeign students studying in the thirty-five institutions of higher education in the metropolitan region of Chicago. Some sixty nationalities willbe represented by the students living in it. In the letter of gift Mr. Rockefeller expressed the purpose of the International House: "To establish acenter of common interest and exchange of views between students of thevarious nations, and to promote the ideals of world-peace and general welfare through mutual understanding and good will which it will be thepurpose of the house to foster and encourage and which it is hoped will114INTERNATIONAL HOUSE "5result in expression of such ideals by the residents of the house upon theirreturn to posts of influence in their respective countries."The University Board of Trustees has adopted certain procedures forthe administration of International House. Among these are the following:After the Board of Governors annually shall have submitted a budget including estimated income and expenditure necessary for the discharge of its responsibilities, bothas to the business operation and as to the program of the house, and this budget hasbeen approved by the Board of Trustees of the University, it shall become the basis forthe operation of International House for the year in question. The board of governorsmay make changes within this budget, but may not increase its total without the approval of the Board of Trustees of the University. In the event of a surplus at the endof any fiscalyear, such surplus shall be set aside as a reserve against a deficit in a succeeding year and to provide for periodic repairs and replacements beyond currentmaintenance. Under no circumstances is International House to be operated for profit.Should there be a deficit in the operation of International House, the Board of Governors will undertake to cover such deficit from operation or otherwise within the nextsucceeding fiscal year. The Board of Governors shall not have the power to borrowmoney or create any lien on International House. The University reserves the rightto amend this plan of organization from time to time.BRUCE W. DICKSON — DIRECTORBruce W. Dickson, who, since 1923, has served in the University asadviser of foreign students, has been elected director of InternationalHouse by the board of governors. This is a fitting recognition of his efficient service on behalf of the thousands of young men and women frommany foreign lands studying in the various schools of the city and particularly in the University.Mr. Dickson was graduated from Carson and Newman College, Jefferson City, Tennessee, in 1906. Soon thereafter he devoted himself to theactivities of the Young Men's Christian Association as carried on in colleges and universities. He came to the University of Chicago, where hereceived his master's degree in 1916, and in that year was appointed statesecretary of the Young Men's Christian Association and later to otherpositions under the association's auspices.. He was interchurch secretaryof the Young Men's Christian Association of the University in 1923. President Burton, with characteristic concern for foreign students, named Mr.Dickson as their adviser. The social and religious needs of these strangersin a strange land strongly appealed to him. With a view to aiding them inthe trying situations in which they find themselves, he has helped them togain a correct impression of America and to arouse their faith in the underlying sympathy of Americans. He has sought to assist them in adjustingthemselves to their strange environment, to help them in their living con-n6 THE UNIVERSITY RECORDditions, in their relations with their fellow-students and the people of thecommunity. He has lent his hand to the solution of financial, housing,and employment problems they inevitably meet. Thus he has aided increating the right spirit of internationalism in the hearts and minds bothof the foreigners and of the people among whom they live for a few butpotentially important years. It was the labors of Mr. and Mrs. Dicksonproving the utility and the desirability of promoting this "mutual understanding and good will" that doubtless confirmed Mr. John D. Rockefeller, Jr., in his purpose to found International House in Chicago.NORMAN WAIT HARRISMEMORIAL FOUNDATIONRECOMMENDATIONS TO PRESIDENT HOOVERAT THE meeting of the institute of the Harris Foundation held/\ in January a group of economists in attendance, desirous of ar-X .A- resting deflation and of restoring business activity to a normallevel, sent a telegram to President Hoover of which the following is acopy:President Herbert C. HooverWashington, D.C.We have the honor to transmit to you the following recommendations unanimouslyadopted by the group of economists whose names appear below, following a series ofclosed discussions on gold and monetary stabilization held at the University of Chicagounder the Norman Wait Harris Memorial Foundation.Quincy Wright, ChairmanDonald Slesinger, SecretaryNorman Wait Harris Memorial FoundationUniversity of Chicagoi. We recommend that the federal reserve banks give a substantial preference in discount rates to commercial paper eligible as cover for federal reserve notes. We recommend further that the federal reserve act be amended to empower the federal reserveboard, during the present emergency, to permit, in its discretion, the use of federal government securities on equal terms with commercial paper as cover for federal reservenotes. We recommend these measures as effective means of increasing the free goldof the federal reserve system and as constituting, therefore, an important defense againstthe consequences of gold withdrawals. We regard these measures as necessary prerequisites to the following recommendation with respect to open market operation.2. We recommend that the federal reserve banks systematically pursue openmarket operations with the double aim of facilitating necessary government financingand increasing the liquidity of the banking structure.3. We urge that the Reconstruction Finance Corporation vigorously and courageously carry out those provisions of the act which authorize it to give aid to banks by making loans on assets not eligible for rediscount with the federal reserve banks.4. We recommend that the federal government maintain its program of publicworks and public services at a level not lower than that of 1930-31, in order not tocounteract the effects of the previous recommendations. We believe that some measureof financial co-operation of the federal government with state and local governments isindispensable to the maintenance of adequate unemployment relief.5- We strongly recommend the reduction or cancellation of the intergovernmentaldebts as an essential step toward recovery of world-industry and trade, and we regard117n8 THE UNIVERSITY RECORDsuch a recovery as an important contribution to the restoration of our own prosperity.We call attention to the fact that the intergovernmental debts, while nominally unchanged since the debt settlements, have increased in real burden as a result of the fallin prices, thus impairing the capacity to pay under normal conditions.6. We strongly recommend that the government enter into negotiations with othercountries, leading toward a reciprocal and substantial lowering of tariffs and otherbarriers to world-trade.[Signed]Irving Fisher, Yale University; Alvin H. Hansen, University of Minnesota;Charles O. Hardy, Brookings Institution, Washington, D.C.; Henry Schultz, University of Chicago; Jacob Viner, University of Chicago; John H. Williams, HarvardUniversity; Garfield V. Cox, University of Chicago; Frank H. Knight, Universityof Chicago; Ivan Wright, University of Illinois; Max Handman, University ofMichigan; John H. Cover, University of Chicago; Charles S. Tippetts, Universityof Buffalo; Arthur W. Marget, University of Minnesota; Lloyd W. Mints, University of Chicago; Chester W. Wright, University of Chicago; Ernest M. Patterson, University of Pennsylvania; Harry D. Gideonse, University of Chicago;Theodore O. Yntema, University of Chicago; Harry A. Millis, University ofChicago; Harold G. Moulton, Brookings Institution, Washington, D.C.DEATH OF JULIUS ROSENWALDA LTHOUGH the death of Julius Rosenwald was expected, the/ \ announcement of it on January 6, 1932, came as a shock. AndJL _^ especially was the loss keenly felt in the University community,for he had many friends among Trustees and members of the faculty. Fortwenty years he had been known as a generous supporter of the institution.To all who pass through the quadrangles Rosenwald Hall is a continualreminder of the man who on his fiftieth birthday gave the funds withwhich to erect the building.So extensively have the newspapers published the biographical factsconcerning Mr. Rosenwald that it is sufficient for the specialized purposesof this journal to record only a few data. He was born at Springfield, Illinois, August 1 2, 1862. He attended the local public schools; earned a littlemoney by performing minor tasks. When twenty-five years of age he began his business career in New York City, later removing to Chicago. In1895 he became an officer of Sears Roebuck & Company, with which corporation he was associated until his death. From this source, by new andremarkable merchandising methods, came much of the fortune he so generously shared with many organizations and beneficent projects scatteredwidely throughout the world.The philosophy of Mr. Rosenwald's gifts might be said to rest upon thetranslation of the words of the University's coat-of-arms, "Let knowledgegrow from more to more and thus be human life enriched," for he began in amodest way to give, and as his knowledge of needs and methods grew, sohis gifts increased in number and in their direction toward the enrichmentof human life. This was noticeably true of his contributions to the University. They began with gifts of comparatively small amount for theUniversity libraries and later from time to time included those of largeamounts designated to the development campaign and the medical school.The diversity of the objectives of these donations was remarkable. As onewriter once expressed it:"He is not merely benevolent, he is beneficent. Because he wishes goodfor his fellowmen he does good to his fellowmen, whether they be black orwhite, whether they be Jews or Christians, young or old, Americans submerged under unfavorable social conditions or aliens persecuted by tyr-119Placed in Hutchinson Hall From the painting by John C. JohansenTHE LATE JULIUS ROSENWALDDEATH OF JULIUS ROSENWALD 121anny, whether they be ordinary people or extraordinary teachers, whetherthey live in squalid homes or work in Gothic halls of universities."Although the list of his gifts would be long, it is not in the least to beinferred that he who made it possible did so haphazard. He does not heedlessly help even worthy objects, nor choose them without careful investigation. Nor does he assist needy causes just because they are needy, theymust be both needy and worthy; they must be proved to be needy,worthy, and capable of growth and stability. His generosity is a rare andwell-nigh unique combination of sentiment, good sense, and business-likeknowledge, knowledge which seems to be intuition. It must be the insistence upon the, so to speak, inherent solvency of his investments inbeneficence that has led him to conclusions as to perpetual endowmentsthat have aroused widespread interest and comment."Mr. Rosenwald's increasing knowledge and widening experiences ledhim eventually to adopt as his policy of making contributions that thereshall be no long-time preservation of funds. In the Atlantic Monthly forMay, 1929, in an article entitled "Principles of Public Giving," he setforth his reasons for giving to educational and charitable organizations ina manner which would require the spending of the money within a certainspecified number of years instead of regarding it as a permanent fund. Hedid not believe in the "dead-hand" grip upon moneys given for assistanceof these objects, but thought that such gifts should be expended duringpresent-day periods, such periods, of course, to be determined by the needand condition of the objects or institutions aided, and by the judgment ofthose responsible for their future prosperity. He was convinced that although it will follow that endowments will not be permanent, neverthelessnew current funds would be supplied to meet new and changing needs. Inthat article he wrote: "Real endowments are not money, but ideas. Desirable and feasible ideas are of much more value than money, and whentheir usefulness has once been established they may be expected to receiveready support as long as they justify themselves."The character of Mr. Rosenwald is well summed up in the memorialadopted by the Board of Trustees at its meeting held January 14, 1932,and read to members of the faculties at the Trustees' dinner in the evening. That tribute was as follows:On May 21, 191 2, Julius Rosenwald was elected a Trustee of the University ofChicago. From that date until his widely mourned death on January 6, 1932, he was aTrustee in the fullest meaning of that honorable and honoring word. Notwithstandingthe numberless demands made upon his time and sympathies by his business interestsand his many philanthropic enterprises, he consistently attended meetings of the Boardand of its committees. His advice was good, his opinions on matters of policy, whether122 THE UNIVERSITY RECORDfinancial policy or of university administration, were modestly set forth and were almost invariably so convincing that they commanded the approval of his fellow-Trustees.His advocacy of just dealing, no matter whether it may have been a proposed actionaffecting an humble janitor or a distinguished service professor, was often observable.He would always urge the liberal course. On the other hand, he would thoughtfullyconsider expenditures. He needed to be convinced of the practicability of outlay beforevoting assent.Granted this familiarity with the legislation and administration of the University, hecame intimately and from the inside to know its needs — its financial necessities, itsbuilding requirements — and realizing them he responded with wise forethought andgenerous action. Beginning with modest gifts eight years before he was chosen Trustee,on his fiftieth birthday, his first noteworthy contribution to the University was a quarterof a million dollars for the construction of the building to house the departments ofgeology and geography, which building he reluctantly permitted to bear his name.There followed through the years, with almost diurnal regularity, gifts for the promotionof the work and activities of an expanding institution of higher learning. The magnitudeof these gifts reached its climax in the $500,000 for the new medical school, the $1,000,-000 for the development campaign projected by President Burton, and the more than$700,000 for the college residence hall for men, while pledges for various other purposesremain in the Comptroller's records. In all, Mr. Rosenwald, without ostentation, gaveto the University the munificent sum of more than four and one-half million dollars.Substantial and outstanding as was the financial assistance provided for the University by Mr. Rosenwald, the magnitude of which is here gratefully recalled, hisTrustee colleagues in this brief but heartfelt tribute to his life and character desire torecord their lasting admiration of those qualities of mind and soul which endeared himto all with whom he came into relationship and particularly to those who have servedwith him on this Board. For he will always be remembered for that gracious nobilityand inborn modesty which made association with him a continual satisfaction. Hissense of humor, his loyalty to his associates, his tolerance, his oft-exemplified spirit ofco-operation, his quick perception of the right course to pursue, made him a modelTrustee. Unforgettable, too, are his imagination, without which his far-flung benefactions could not have been conceived, and that sterling integrity which dominated hislife. It well may be said: "He was a gentleman on whom I built absolute trust."Although this eulogy of Julius Rosenwald is naturally limited to his gifts to andservices for the University, it cannot but recognize, even if only by a sentence, hisworld-wide helpfulness. He has well been named as Chicago's foremost citizen, knownand honored throughout the civilized world.The Committee on Memorials recommends the adoption of this memorial; its inclusion in the minutes of the Board; if adopted, its presentation to the members of thefaculties at the Trustees' dinner on January 14, and that copies of it be sent to theseveral members of Mr. Rosenwald's family.A memorial service was held in the University Chapel on February 7,1932, attended by Trustees and many other friends of Mr. Rosenwald.President Hutchins read one of Mr. Rosenwald's favorite hymns and Kipling's poem "If." Dean Gilkey delivered the address. A special programcomposed of selections of Christian and Jewish music and liturgy was presented.THE RENAISSANCE SOCIETY1931-1932By EVE W. SCHUTZEA S WE are nearing the annual meeting, and taking account of thef\ necessary retrenchments in the current year, it appears thatJ^ \^ the society has been able to present a program of variety anddistinction, and that interest, attendance, and membership have steadilyincreased.The year was opened auspiciously, after the business and elections ofofficers and members of the board were disposed of, with a lecture by Mr.Robert Morss Lovett, the first of our series of a variety of subjects, dealing with literature, ancient Persian art, fourteenth-century Christian art,mathematics, travel, and two on "modern" painters. Music, also, hashad a part in the program. A concert of Byzantine music was given underthe auspices of the society when the Byzantine exhibition was held.The four most important exhibits of the year were the following:Modern primitives, an international exhibition of the work of some of themost original painters of the last fifty years, held in July and August, wasthe most splendid collection ever assembled in a single gallery in Chicago.The Byzantine exhibit showed precious examples of art in many mediums,including painted panels, carved ivories, glass, gold enamels from thegreat Bodkin collection (that came out of Russia), textiles, illuminatedmanuscripts — all from rare collections. Among them the famous Coptictapestry lent by Mrs. John D. Rockefeller, Jr., the facsimiles made bythe University from Mrs. Edith Rockefeller McCormick's twelfth-centurymanuscript, and the copies made from the frescoes in the Arabian monasteries for Mr. Whittemore were shown for the first time. During thisexhibit Mr. Shapley of the Department of Art conducted courses daily inthe gallery and sent his students to the gallery to study and make drawings. The January exhibit of small sculpture and drawings by sculptorswas of great value and excited much interest. The annual exhibition ofmodern French painting lent by the Chester Johnson Galleries in February was a specially fine and varied collection. This exhibit was the fifthof a series inaugurated by Mrs. Gale when she was president. A specialprogram was arranged for this occasion in honor of Mr. Johnson and Mr.123124 THE UNIVERSITY RECORDQuest. During the exhibition a series of talks was given and discussionscarried on by Mrs. John Storrs, Mrs. Inez Cunningham, Miss ElisabethHaseltine, Mr. Rudolph Weisenborn, and others.Several teas and suppers in Wieboldt common room and Ida NoyesHall have brought members and friends into closer contact with eachother and special guests, among whom were Mr. Leger, at the time hisballet mecanique was shown; Mr. Arthur Upham Pope, who lectured onPersian art, in the Oriental Museum, the galleries of which were openedby special arrangement for that evening; Mr. Whittemore, who told abouthis discovery of the ancient frescoes in Arabian monasteries. Mr. DanielRich gave a talk on the Eddy collection in the Art Institute. Mr. HarryA. Bigelow told the story of his trip to Africa, and a group of tribal Africansongs were sung in native dialect by Mr. Mudupe Paris. Through thecourtesy of the Department of Mathematics one of the teas was given inthe common room at Eckhart Hall for the purpose of examining the remarkable collection of mathematical solids in the museum. These geometric and asymmetrical objects are suggestive of abstract inventions inart. Professor Ernest Lane explained their significance.The last bulletin, a double number published in October, gave an account of the programs of the preceding six months, a series of relatedexhibitions covering a wide field from ancient to contemporary art, arranged with the expectation of gaining a fuller sense of common andsignificant elements essential to the expression of ideas that had no othermeans than plastic forms.New connections have been made with important collectors, museums,and dealers from Boston, New York, and Washington to California. TheArt Institute, the Arts Club, and collectors and dealers in Chicago haveresponded as usual with valuable loans. Mr. Valentiner, of the DetroitMuseum of Fine Arts, has been always prompt and sympathetic in response. The growing interest in program exhibitions through the cooperation of collectors, dealers, and museums, and the publication of suchcatalogues and bulletins as are prepared by Mr. Rich of the Art Instituteand Mr. Barr of the Museum of Modern Art, have set a standard forsubstantial and stimulating education in art. The Renaissance Societyproposes to sustain its share in this field, and to justify its relations to theUniversity through intelligent experiment and constructive methods ineducation to develop mental flexibility, instead of prejudice and partiality, and the sensitive observation necessary to apprehend what is newto us.No bulletin has been issued since October. It will be a loss to theTHE ORTHOGENIC SCHOOL I25society if funds are not secured so a full report of the year's program canbe completed. The bulletins are of value in the development of futureplans, and are an obligation toward those who are co-operating with usin the present.What we have done has been made possible only through the keenand intelligent interest of members of the society and their generoussupport both in funds and personal service. Belief in the importance ofsustaining our activity during times of discouragement and depressionbrought contributions and pledges, large and small, without which ourdoors would have remained closed. In addition to large pledges for funds,one member had all backgrounds in the gallery covered with cloth, agreat improvement to the gallery. We are encouraged to hope that anauxiliary committee will undertake the responsibility of raising the fundneeded for the continuance and development of the policy of the society.If this season brings such a committee into co-ordination with the financeand program committees we shall have made our most important step inorganization. We shall hope to deserve still more fully the warm commendations Mr. Shapley has given to the society, for all it has providedfor his students, as time goes on and means and facilities for developingopportunities are provided.THE ORTHOGENIC SCHOOLDURING the summer of 1930 the institution known as the Orthogenic School became affiliated with the University of Chicago.The affiliation is of mutual advantage. It provides for theUniversity a laboratory in which to study problems relating to the causeand treatment of physical and mental deficiency in children, and it provides for the school expert advice concerning the educational and medical treatment of its pupils. The school is now situated in a Universitybuilding at 1365 East Sixtieth Street, one of the buildings which wasformerly occupied by the Universalist Divinity School. The majority ofthe pupils — now numbering twenty-seven — reside in the school. The remainder are day pupils.The primary purpose of the school is to overcome remediable defectsof body or mind by appropriate treatment and training, and to carry onresearch for the discovery of causes and of improved methods. The defect may be primarily physical, resulting from disease or inheritance; itmay be intellectual, involving difficulty in some form of learning; it may126 THE UNIVERSITY RECORDconcern some specialized form of activity, as speech; or it may consist inantisocial or maladjusted general behavior.The school grew out of the orthogenic clinic at Rush Medical Collegeand was founded in 191 5 under the direction of Dr. Josephine Young. Fora time it was supported in large measure by generous contributions fromMrs. C. H. McCormick, Sr. In later years it enjoyed benefactions fromother donors, among whom are Mr. William H. Mitchell. This supportenabled the school during the earlier years to select the pupils from thepoint of view of their educability and their value for research. At thepresent time the institution, under the management of self-sacrificingand efficient trustees, is practically self-supporting. This is gratifyingevidence of the esteem in which the school is held, but it is accomplishedonly by placing undue emphasis on tuition fees in the selection of pupilsand by practicing rigid economy in personnel and equipment. Amplerfinancial resources would greatly increase the range and effectiveness ofthe operations of the school.At the time of its affiliation with the University, the school was underthe direction of Dr. Thor Rothstein and Dr. Josephine Young, the twophysicians who supplied leadership and professional skill from its founding to the present. To the great sorrow of their friends both Dr. Rothstein and Dr. Young have been compelled by ill health to retire from theactive direction of the school. The burden of financial responsibilityand, when needed, support of the school has been carried during recentyears by a devoted body of trustees, consisting of Mr. and Mrs. SamuelDauchy, Mr. Mitchell, Dr. Rothstein and Dr. Young, E. B. Hall, treasurer, and Mr. Samuel Dauchy, president. The control and financial responsibility of the school remains in the hands of this board under theterms of the agreement of affiliation. The affiliation with the Universitymakes it possible to assign various aspects of supervision or investigationto specialists in the University or on the staff of the school. The next fewyears should bring to fuller fruition the labors carried on with steadysuccess through the pioneer years by the founders and early patrons ofthe school.THE UNIVERSITY PRESSPHILOSOPHY OF MILTON SILLS— MANAGINGSCHOOL MONEY— A BYZANTINEMANUSCRIPTMILTON SILLS, who left the Department of Philosophy at theUniversity to begin a successful career on the stage and screen,retained throughout his life an interest in philosophic matters.Now, less than two years after his death, the Press has published hisbook, Values: A Philosophy of Human Needs. It consists of a series ofdialogues — "Reality," "Personality," "Faith," "Immortality," — betweenMr. Sills and Ernest S. Holmes, Dean of the Institute of Religious Scienceand School of Philosophy in Los Angeles. One interesting feature of thebook is that neither author wrote a word of it; the dialogues are actualconversations, recorded by a stenographer just as they occurred.James Weber Linn, in the Chicago Herald and Examiner: "More thanany other one man, Dr. Goodspeed made the University of Chicagopossible. The exception, of course, is the first president, William RaineyHarper, but it was Dr. Goodspeed who interested Harper in the plan, ashe interested Mr. Rockefeller, and as he interested the business men ofChicago — the Ryersons, the Cobbs, the Kents, the Walkers, the Fields..... Read their biographies as he has written them, or the history ofthe University as he has written that, and you would never guess that ifthey were the stars in the cast, he was the producer of the play. Butsuch is the fact." An informal biography of the man who helped to raisethe first million dollars toward the establishment of a new University ofChicago has been written by his son, Charles Ten Broeke Goodspeed.It has been appearing in the University Record, and under the title,Thomas Wakefield Goodspeed, was published by the Press in March.While Dr. Shirley Jackson Case was investigating methods of teachingchurch history in the colleges and seminaries of China, Japan, India, andthe Philippines, the Press issued his latest book, Jesus through the Centuries. The present volume follows up two previous inquiries {The Historicity of Jesus; Jesus: A New Biography) by tracing the story of Christianity's interpretation of Jesus since the time of the crucifixion, in order127128 THE UNIVERSITY RECORDto evaluate his significance for religion from the point of view of modernhistorical scholarship and in the light of present-day scientific ways ofthinking. Dr. Case said his book might well be called, What ChristiansHave Done to Jesus since the Crucifixion.Contending that the financial management of schools and school systems is as much a schoolmaster's task as is instructional management,Henry C. Morrison has combined economic theory with the philosophyof education in his new book, The Management of the School Money. Inan earlier work, School Revenue, Professor Morrison discussed the sourcesof school money; in his new book he tells where the school money goes,and where it should go, in order to make the school economically sound.Professor Morrison is one of seventeen finance specialists, appointed bythe Secretary of the Interior, who met in Washington in January to consult upon the four-year national survey of school finance officiallylaunched last July. One of the most important events of the year— for the Press — willoccur in April, when, under the editorship of Edgar J. Goodspeed, thefamous Rockefeller McCormick New Testament is scheduled to appear. In1927 Dr. Goodspeed discovered the codex in a Paris antique shop.Through the generosity of Mrs. Edith Rockefeller McCormick the manuscript was brought to America and the privilege of investigation andpublication assigned to the New Testament Department of the University. Researches have revealed that there is not known to exist anotherByzantine New Testament so profusely illuminated as this, and that it isunmistakably written by the same hand that inscribed the manuscriptsent by Michael VIII Paleologus, Emperor of Byzantium, to Louis IX ofFrance in 1269.This New Testament will appear in three volumes. Volume I, ColorFacsimiles, will contain full color reproductions by Max Jaffe of Viennaof one hundred and twenty-four pages of the manuscript. An introduction, by Dr. Goodspeed, describes the manuscript and tells of its discoveryand probable history. Volume II, The Text, by Donald W. Riddle, is acritical examination of the text and hand of the manuscript, making clearits importance from the point of view of paleography as well as its contribution to textual studies. Volume III, The Miniatures, is by Harold R.Willoughby. Here a detailed study of the ninety miniatures, togetherwith the twenty-five removed from the codex, brings out the significanceof the manuscript for the history of East Christian art and the iconography of New Testament scenes.THE BOARD OF TRUSTEESBy JOHN F. MOULDS, SecretaryAPPOINTMENTSIN ADDITION to reappointments, the following appointments havebeen made during the three months prior to April i, 1932:Dr. Nathaniel Allison, as Non-Resident Professor in the Department of Surgery and Consulting Surgeon in the University Clinics,effective February 1, 1932.Louis R. Wilson, as Dean of the Graduate Library School and Professor of Library Science, on a full-time, four-quarter basis, effectiveSeptember 1, 1932.Ralph Linton, as Visiting Professor in the Department of Anthropology, for the Summer Quarter, 1932.Kemp Malone, as Visiting Professor in the Department of English, forthe Summer Quarter, 1932.Baldwin Maxwell, as Visiting Professor in the Department of English,for the Summer Quarter, 1932.Dr. Ralph Boerne Bettman, as Assistant Clinical Professor of Surgery,in Rush Medical College, for five months from February 1, 1932.Dr. Harry H. Freilich, as Assistant Clinical Professor of Medicine,Rush Medical College, for five months from February 1, 1932.Dr. Adrian Verbrugghen, as Assistant Clinical Professor of Surgery,Rush Medical College, for six months from January 1, 1932.Dr. G. Bol, as Visiting Assistant Professor in the Department ofMathematics, for the Summer Quarter, 1932.Mrs. Alma P. Brook, as Director of Ida Noyes Clubhouse, for one yearfrom January 1, 1932.Professor CM. Child, as Chairman of the Department of Zoology,for one year from February 11, 1932.Dr. Frank R. Lillie, as Chairman of the Advisory Committee of theLasker Foundation.Leon P Smith, Jr., as Adviser in the College, for the Spring andAutumn quarters, 1932, and the Winter and Spring quarters, 1933.Dr. Heinrick Siedentopf, as Instructor in Obstetrics and Gynecology,for one year from January 1, 1932. (Exchange instructor from Germanyrilling the place of Dr. F. Whitacre.)129i3° THE UNIVERSITY RECORDPROMOTIONSCarl H. Henrikson, as Instructor and Assistant Dean in the School ofCommerce and Administration, for the Winter and Spring quarters, 1932.Robert H. K. Foster, as Instructor in the Department of PhysiologicalChemistry and Pharmacology, for the Spring Quarter, 1932.LEAVES OF ABSENCEEleanor Bontecou, as Professor of Legal Relations in the School ofSocial Service Administration, for the Spring and Summer quarters, 1932.Ellsworth Faris, Professor in the Department of Sociology, for theAutumn Quarter, 1932, and the Winter Quarter, 1933.Dr. Dewey Katz, Assistant Professor in the Department of Surgery,for the Summer Quarter, 1932, in order that he may pursue postgraduatestudy in Vienna.Dr. Frank E. Whitacre, Instructor and Resident in the Department ofObstetrics and Gynecology, for six months from January 1, 1932.RESIGNATIONSDr. Nathaniel Allison, as Professor in the Department of Surgery andin charge of the Division of Orthopedic Surgery, effective February 1,1932. Dr. Allison continues as Non-Resident Professor of Surgery andConsulting Surgeon in the University Clinics.Dean Frank R. Lillie, as Chairman of the Department of Zoology,effective February n, 1932. Mr. Lillie continues as Dean of the Biological Sciences Division and Professor of Zoology in the Department ofZoology.Lillian Stevenson, as Adviser in the College, effective March 28, 1932.Miss Stevenson continues as Assistant Professor in the Department ofHome Economics.DEATHSJulius Rosenwald, Trustee, January 6, 1932.Emily Rice, Associate Professor Emeritus of Teaching of History,January 4, 193 1.BOARD OP MANAGERS COUNTRY HOME TOR CONVALESCENT CHILDRENMrs. Sewell Avery, Mrs. Walter Strong, and Mrs. C. Phillip Millerhave been elected members of the Board of Managers of the CountryHome for Convalescent Children.AMENDMENT OE STATUTESThe University Statutes have been amended, eliminating executiveboards which are provided for in Statute 13, Article II, Section 3 ; pro vid-THE BOARD OF TRUSTEES 131ing for the creation of a single board to co-ordinate student interests;abolishing the graduate faculty and abolishing several of the Universityboards as follows: the Board of Laboratories, the Board of Museums,the Board of University Extension, the Board of Alumni Relations, theBoard of Student Organizations, Publications and Exhibitions, the Boardof Admissions, and the Board of Physical Culture and Athletics.MISCELLANEOUSAdoption of the "course" as the unit of instruction has been authorizedin substitution for the terminology "major" and "minor." The "course"is defined in the college as one-fourth of the normal student load perquarter and in the divisions as one-third of the normal student load perquarter. Provision is made for a minimum of one-fourth of a course andany multiple thereof. The minor becomes a "half-course," the doubleminor a "full course," and the double major a "double course."The establishment of a Department of Music within the Division ofthe Humanities has been authorized, including the appointment, asfunds permit, of a teaching staff to carry out a plan of training in music,including work in composition, the history of music, and the appreciationof music.The official name of the medical school on the Quadrangles has beenchanged to the School of Medicine of the Division of the BiologicalSciences.HONORARY DEGREESUpon recommendation of the University Senate, honorary degrees wereconferred upon the following persons, at the December, 193 1, Convocation: Doctor of Science upon William Wallace Campbell, "In recognition of his fundamental contributions to astronomy, especially in the determination of radial velocity of stars and nebulae, studies of the sunduring eclipses, and for his distinguished career as an administrator,Director of the Lick Observatory, President of the University of California, and President of the National Academy of Sciences."At the March, 1932, Convocation: Doctor of Science upon EdwardLee Thorndike, member of the faculty of Teachers College of ColumbiaUniversity, "In recognition of the effective pioneer work which he hasdone in developing the new science of education and in disseminatingand applying the techniques of this science."Doctor of Laws upon Samuel Paul Capen, chancellor of the Universityof Buffalo, "In recognition of the leadership which he has exercised inAmerican higher education and of the conspicuous success of his administrative achievements."132 THE UNIVERSITY RECORDGIPTSFor local community research, the following gifts have been receivedto be matched by other funds pledged to the Social Science ResearchCommittee: Mrs. Julius E. Weil, $50; Chicago Daily News, $1,000; A. W.Meyer, $50; Judge Henry Horner, $25; Kroger Grocery and Baking Company, $150; Fred Uhlman, $50; Chicago Urban League, $833.30; MiltonS. Florsheim, $50; Otto L. Schmidt, $200; Society of Colonial Wars, $300;Bureau of Public Personnel Administration, $500; Chicago Tribune,$1,500; International City Managers Association, $5,000; CommonwealthFund, $1,100; Chicago Association of Commerce (for census study),$1,000.From the Rosenwald Fund, $6,000, for fellowships; $2,500 of thetotal for Professor Floyd W. Reeves for a study of the administrationand financing of certain European universities and $3,500 for ProfessorEllsworth Faris for a trip to study the cultural phases of the nativeAfrican population, particularly with respect to the changes that havetaken place due to contact which has recently been made with WesternEuropean civilization.From the Wander Company, $4,000, to continue its previous contribution to be used by Professor Anton J. Carlson for nutritional research orfor such other research as in his judgment may seem most desirable.From Mr. Henry H. Porter, of Chicago and Lake Geneva, an equatorialmounting for carrying telescopes valued at abput $2,500.From Mr. Henry H. Porter, $149.81, to cover the cost of building ahousing for the Porter mounting on the roof of the main building of theYerkes Observatory.From Mrs. Mary H. Nichols, $1,000, and from Mr. Paul E. Gardner,$500, to be credited to the medical book fund of the University for theyear 1932.From the Eli Lilly & Company, $1,000, to renew the Eli Lilly Fellowship previously granted for service at St. Luke's Hospital, the presentholder of the fellowship, Mr. D. O. Rosbash, being reappointed.From the National Live Stock and Meat Board, $800, to be used underthe direction of Miss Evelyn G. Halliday, of the Department of HomeEconomics, for the employment of necessary help and purchase of required supplies to perform the necessary experimental work which maybe required as a background for a chapter on meat cooking to appear ina future edition of Hows and Whys of Cooking by Halliday and Noble.From the E. I. du Pont de Nemours & Company, of Wilmington,Delaware, $750, to cover the du Pont Fellowship in Chemistry awardedto the University for the academic year 1932-33.THE BOARD OF TRUSTEES 133From the following sources, gifts as indicated, to be applied on thecost of purchasing the Maggs Gospel Manuscript No. 51 for the Department of New Testament: Mr. Arthur T. Gait, $250; Mr. Martin A. Ryerson, $100; and anonymous, $200.From Mr. Henry M. Wolf, renewal for 1931-32 of his contribution of$1,000 for the H. M. Wolf Fellowship in American History, and renewalfor 1932-33 of the fellowship and his contribution of $2,500 toward thesalary of a member of the Department of History.From Mr. Ernst Freund, $200, to be added to the loan fund standingin Mr. Freund's name in the Law School.From Dr. Joseph A. Capps and Dr. Franklin C. McLean, a credit onthe Hirschwaldsche Buchhandlung amounting approximately to $196.98to be transferred to the University and used by it, the amount of thecredit being applied to the medical book fund of the University for theyear 1931.From M. Edouard Champion, Parisian publisher, and MM. Manuel,art photographers of Paris, 135 photographs representing a varied list ofFrench personalities — political, diplomatic, literary, and artistic — eachphotograph being personally signed and dedicated to the University.These photographs, called "Messages francais," were brought to thecountry by Premier Laval of France.From the Rosenwald Fund a survey of the University Clinics and report on the Quality of Care Rendered by the Clinics, prepared by Dr. E. B.Bay.From Dr. and Mrs. William H. Wilder, $6,000, on account of a totalendowment fund which they propose to establish in the amount of$12,000, for the William H. Wilder, Jr., Fellowship in Neurology, to beawarded to a student of neurology, to be nominated by the Departmentof Anatomy on recommendation of the professors in charge of neuroanatomy and clinical neurology.From Mr. Albert B. Ruddock, $1,000, and from Mr. C. K. G. Billings,$1,250, for the medical book fund for the current year.From the Estate of Charles F. Grey, $1,000 for needy students at theUniversity during the calendar year 1 93 2 .From Mr. Alfred K. Stern, $1,000, under the regular terms of theCitizens' Committee pledge card.From the Billings Club, $500, for the continuation of the work thatDr. W. E. Adams has been doing on the treatment of experimentalpulmonary tuberculosis in the Department of Surgery.From the Chicago Alumnae Club, $100, for the relief of women stu-134 THE UNIVERSITY RECORDdents who have not funds enough to remain during the year at the University.From the Kappa Mu Sigma Society, a rug for the women's club roomin the George Herbert Jones Laboratory.From the Knapp Fund, $1,250, to be credited to the medical bookfund of the University for the current year.From Mrs. Anna Louise Raymond, $700 to be used, $600 for a loanfund to be known as the "Anna Louise Raymond Loan Fund" for thebenefit of students in the Law School who may need and be properlyentitled to receive loans for the purpose of assisting them in paying theirlaw tuition, and $100 for an outright gift to one or more indigent studentsin the Law School at the discretion of the dean.From the American Medical Association, $650, for the purpose ofcarrying on certain researches to be conducted in Rush Medical Collegeunder the direction of Dr. W. D. McNally.From Hiram J. Halle, $400, for the purchase of books for the Department of Economics for the year, 1932.From the National Research Council, $250, to support ProfessorRobert S. Piatt's research in rural land occupancy in South America.From the Bird Haven Memorial Association a tract of land containingapproximately one hundred and fifteen acres, known as "Bird Haven"in the County of Richland, Illinois, together with $33,515.36 to be heldas an endowment fund. This entire tract of land is now being maintainedas a memorial to Dr. Robert Ridgway and as an arboretum and birdsanctuary, and it is the desire of the Association that it be maintained assuch and also used for the study of flora and fauna and for teaching andresearch in the fields of botany and zoology. Mrs. Frances K. Hutchinson is undertaking to increase the endowment fund of $33,515.36 to$50,000 within five years from February 23, 1932, to be perpetually maintained as the "Robert Ridgway Memorial Fund."BRIEF RECORDS OF THE QUARTERThe bronze bas-relief memorial of thelate President William Rainey Harper, areproduction of which appeared in theJanuary issue of the Record, was acceptedby President Hutchins at a meeting heldin Bond Chapel on Friday afternoon,March n. It had previously been officially accepted by the Board of Trustees.Dean Mathews presented the bas-reliefwith a few remarks to which PresidentHutchins responded, and then addresseswere made by Emeritus Professor IraMaurice Price and Professor J. M. PowisSmith. These addresses will appear in theUniversity Record for July. The relief hasbeen installed in the corridor of Swift Hall.Lorado Taft, professorial lecturer onthe history of art since 1909, and for manyyears instructor in sculpture of the ArtInstitute of Chicago, has been elected anhonorary member of the Art Institute inrecognition of his contribution to midwestart. Among other honorary members arePresident Hutchins, Frederick Stock ofthe Chicago Symphony Orchestra, andPresident Walter Dill Scott of Northwestern University. Mr. Taft delivered alecture on the Moody Foundation onFebruary 10. His subject was "Some ofthe Meanings of Sculpture."Mrs. Kellogg Fairbank, so long anefficient arid sympathetic member of theboard of directors of the Chicago Lying-inHospital, and for years chairman of theboard, has resigned from the latter position. She will, however, retain membership on the board. As her successor aschairman Mrs. Ernst Freund, wife ofProfessor Freund of the Law School, hasbeen elected.Professor Douglas Waples, acting deanof the Graduate Library School, has justreturned from Germany where he has beenstudying the problems of adult readingmaterial as they have been worked out byGerman librarians. He was selected forthe task and his investigations financed bythe trustees of the Oberlaender Trustwhich was founded by Gustave Ober laender, retired manufacturer of Reading,Pennsylvania, about a year ago. He setaside a million-dollar fund to promotegood will between the United States andGermany and to be administered as apart of the Carl Schurz Memorial Foundation.During the Winter Quarter the University preachers were the following:January 10, Dean Gilkey; January 17,Rev. Harold L. Bowman, D.D., the FirstPresbyterian Church, Portland, Oregon;January 24, Rev. Albert Parker Fitch,D.D., Park Avenue Presbyterian Church,New York; January 31, Rev. ReinholdNiebuhr, associate professor of socialethics and philosophy of religion, UnionTheological Seminary; February 7, DeanGilkey; February 14, Rev. Harold CookePhillips, the First Baptist Church, Cleveland, Ohio; February 21, Max Carl Otto,Ph.D., professor of philosophy, the University of Wisconsin; February 28, RobertE. Speer, D.D., secretary of the Board ofForeign Missions of the PresbyterianChurch; March 6, President Harry Wood-burn Chase, LL.D., the University ofIllinois ; March 13, Henry Porter Chandler, Chicago.Miss Sarah Frances Pellett, for a number of years an extension instructor inLatin, beginning her service as early as1893, died in Winter Park, Florida, January 3, 1932.It is announced by Dean Henry G.Gale, that the final experiment in the longseries conducted by the late ProfessorA. A. Michelson in an effort to determinethe velocity of light is to be made. FredPearson, assistant to Dr. Michelson during the last twenty years, will make 5,000final observations with the elaborate apparatus set up by Dr. Michelson on aranch at Santa Ana, California, nearPasadena. Up to the time of his deathlast May, Professor Michelson had directed, from his sick-bed, the taking ofmore than 5,000 records of light-beams asthey passed in a vacuum through a mile-long pipe on reflection trips of 8, 10, and135136 THE UNIVERSITY RECORD12 miles. The conditions of the experiments were better suited to accuracy thanany of the numerous measurements whichhe had made since 1883, and Dr. Galebelieves that the valuation arrived atupon the basis of 10,000 observations willbe definitive. Prior to these latter testsDr. Michelson's most ambitious efforthad been the clocking of a light-beam ona forty-four mile round trip betweenMount Wilson and Mount San Antonioin California. The results indicated thatlight travels at the rate of 186,284 and afraction miles a second, plus or minus aquarter of a mile. Because atmosphericvariations might have thrown his calculation slightly off, Dr. Michelson determined to make his final tests in a vacuum,and because earth shifts might have altered by a few feet the geodetic measurement of the distance between the twopeaks, he determined to eliminate thatpossibility by using the pipe line. Furtherrefinements were also made in the measuring device. He had previously used eight-and sixteen-sided mirrors, revolving at528 and 264 turns a second, to catch thebeam. The final tests are being made witha thirty-two-sided mirror, the sides beingmade exactly equal by a special processdevised by Dr. Michelson.Public lectures and "round tables,"under the auspices of the Norman WaitHarris Memorial Foundation, were provided, this year as for eight previousyears. The general theme of the institute,which continued from January 27 toJanuary 31, was "Gold and MonetaryStabilization." The institute brought tothe University distinguished lecturers, including Professor H. Parker Willis ofColumbia University; Gottfried Haberler,Privatdocent of the University of Vienna;Lionel D. Edie of the Investment Research Corporation; besides ProfessorJacob Viner of the University's Department of Economics. A number of othermen regarded as authorities in their respective fields made the round-table discussions especially interesting and pertinent to the problems of finance and investment with the solution of which almosteveryone is struggling. Professor IrvingFisher of Yale University; K. B. Gardenerof the Federal Reserve Board; ProfessorJacob H. Hollander of Johns HopkinsUniversity; Harold G. Moulton, presidentof the Brookings Institution; ProfessorE. M. Patterson of the University of Pennsylvania; and Professor H. L. Reedof Cornell University were participantsin the deliberations of the smaller groups.The foundation, created by the heirs ofNorman Wait Harris, exists for "the promotion of a better understanding on thepart of American citizens of the otherpeoples of the world, thus establishing abasis for improved international relationsand a more enlightened world-order."There were 690 students registered inthe Division of the Biological Sciencesduring the late Winter Quarter. In themedical schools registration was not materially decreased: 520 this year, 575 lastyear; 239 on the South Side this year, 248last year; 283 at Rush Medical Collegethis year, 289 last year.The occupancy of space in BillingsHospital, which from its opening hasnever been wholly filled, is steadily increasing. It was necessary in the WinterQuarter to reopen the classroom on floorM 5 to accommodate patients. It has become necessary definitely to limit thenumber of free or reduced-rate patientsin the hospital. Hereafter only forty suchpatients will be treated, eighteen beingassigned for medical cases, fourteen forsurgical, and four for gynecological, withfour left to be assigned to any of thesedepartments in case of necessity.Miss Edith Abbott, dean of the Graduate School of Social Service Administration, has been appointed chairman of theIllinois housing commission, of whichbody Professor Paul H. Douglas is also amember. Miss Abbott, ever since she received from the University her Ph.D.degree in 1905, has been a tireless investigator—and often a solver — of socialproblems, as well as a participant in manyefforts to ameliorate the condition of theunderprivileged. She has served efficiently as a member of numerous organizationswhich have striven for social and industrial justice, relief of the conditions of theunemployed, and has written many booksdealing with education and the aspects ofmodern society.Dr. J. H. Breasted, director of theOriental Institute, has returned form abrief visit to several Mayan excavations inYucatan. His visit was made upon the invitation of the Carnegie Institute and wasdirected by Dr. Sylvanus Morley of Wash-BRIEF RECORDS OF THE QUARTER 137ington who has charge of the investigations. Knowledge of the Mayan civilization is constantly growing as research andexcavations reveal how important it wasand how related to the development ofearly life on this continent from barbarismto at least a certain stage of culture.A large group of persons interested indisarmament met in the UniversityChapel on Sunday afternoon, February 7.Professor Robert Morss Lovett served aschairman and introduced as speakersHarry D. Gideonse, associate professor ofeconomics, and Quincy Wright, professorof international law, each of whompointed out the situation with referenceto international disarmament. As a resultof the meeting, the following telegram wassent to Arthur Henderson, chairman ofthe Disarmament Conference in Geneva:"Meeting sponsored by University ofChicago, attended by professors, students,and representative Chicago citizens, byunanimous resolution conveys congratulations on your courageous address and youruntiring efforts for drastic disarmamentand world-peace. Success of your conference will redeem solemn League promises,vitally strengthen peace pact, allay international fears, and influence our countryto join in generous final liquidation of wardebts and reparations. Economic necessity and world-peace now present doubleappeal to all nations which if disregardedwill harden public opinion and indefinitelydelay vital contribution to world-conciliation."A considerable group of Baptist university pastors in institutions of learningthroughout the country and also of Baptist student secretaries, all under the appointment or supervision of the Board ofEducation of the Northern Baptist Convention, met in Judson Court for severaldays in the early part of February. Dr.Frank W. Padelford, executive secretaryof the Board of Education, and Dr. A. K.Foster were present besides Miss FrancesP. Greenough, student secretary.The University Emergency ReliefCommittee consisting of members of thefaculties, representatives of various administrative departments, and of whichDean Charles W. Gilkey is chairman,recently reported that 982 persons hadmade pledges or paid cash, or both, to therelief fund, which amounted to $27,157 at the time the report was presented. Appropriations have been made to relievethe serious condition in which many people are finding themselves, people forwhom the University has more or lessresponsibility. Distribution of these fundshas been administered by the Universityof Chicago Settlement, the social servicedepartments of the University Clinics andProvident Hospital, besides other accredited relief agencies. Special donationshave been made to finance the purchase offood for undernourished children in public schools in the vicinity of the Universityand for the living necessities of formeremployees of the University who havenecessarily been discharged.Dr. W. H. Taliaferro, professor ofparasitology, recently delivered a Harveylecture in New York on "Infection andResistance in Blood-inhabiting Protozoa"and another in March at the Johns Hopkins School of Hygiene and Public Healthon "Experimental Studies in the Malariaof Monkeys." He and Mrs. Taliaferro,who is a research associate in parasitology, have sailed for Panama where theywill continue their work on malaria at theGorgas Memorial Hospital in PanamaCity. Much of their material is beingstudied in co-operation with Dr. Paul R.Cannon of the Department of Pathology.In a balcony room overlooking theDivinity School library in Swift Hall, provision has been made for the preservationand exhibition of the University's collection of New Testament manuscripts andfor showing early printings of the EnglishBible. A nearby fireproof vault in thisfireproof building holds the more preciousdocuments. The completion of this roomwas celebrated on March 1 by an addressby Professor H. A. Sanders of the University of Michigan on the New Testamentmanuscripts at Michigan with some account of recent discoveries in this field.Professor Julius Stieglitz, chairman ofthe Department of Chemistry, on February 19 gave a Dohme lecture in chemistryat Johns Hopkins University, his subjectbeing "Molecular Rearrangements andAtomic Instability."Dr. E. O. Jordan, chairman of the Department of Hygiene and Bacteriology,has recently returned from Jamaica wherehe has been investigating health condi-i38 THE UNIVERSITY RECORDtions under the auspices of the International Health Board of the RockefellerFoundation. He had conducted studiesin the island during other visits.Many members of the faculties sharewith other universities and institutions theresults of their experiments and of theirspecialized studies. Among those whohave been performing such service withinthe last quarter are Dr. Esmond R. Longof the Department of Pathology who lectured at the medical school of Ohio StateUniversity on "A Survey of the Originsof Pathology" and "Exudative Phenomena in Tuberculosis." Dr. Anton J.Carlson of the Department of Physiologyspoke at Bethany College, West Virginia,on "Recent Advances in the Physiologyof the Endocrine Glands"; "Hunger, Appetite and Thirst Mechanism"; and onthe "Recent White House Conference onChild Health and Protection."Professor Herbert E. Slaught of theDepartment of Mathematics, who formore than twenty-five years has been anactive member of the Central Associationof Science and Mathematics Teachers,serving on its committees, who has servedas member of the committee on the official journal and in divers ways has aidedin improving methods of study of mathematics, has been elected an honorarymember of the association, an honor welldeserved and well earned.Dr. Robert S. Mulliken of the Department of Physics has again been awardeda traveling fellowship by the John SimonGuggenheim Memorial Foundation. Hewill spend most of his time in Germany.His work will be research on the subjecton the formation and disassociation ofmolecules and the assignment of quantumnumber for electrons in molecules. It hasbeen announced that George Dillon ofChicago, winner in 1925 of the JohnBillings Fiske poetry prize at the University, has also received a Guggenheimfellowship.The Bird Haven Memorial Association has signed an agreement with theUniversity which gives to the Universitya large tract of land, and an ednowmentfund which will within five years amountto $50,000, for the establishment andmaintenance of an arboretum and birdsanctuary as a memorial to Dr. Robert Ridgway. The argeement requires thatthis be used "for such educational andexperimental purposes in zoology andbotany under the direction of the department or departments of the University ofChicago concerned with the biologicalsciences as the Board of Trustees mayfrom time to time designate." A committee is being appointed to make plansfor the use of this property. Mrs. CharlesL. Hutchinson will represent the BirdHaven Memorial Association and othermembers of the committee will be representatives from the departments ofbotany and zoology.Dr. James Henry Breasted, director ofthe Oriental Institute, has received newsby cable that his son, Charles Breasted,executive secretary of the organization,has begun a 3,000-mile journey by airplane in order to bring back to Chicagothe picture story of the institute's twelveexpeditions. Accompanying Mr. Breastedare Associate Professor Prentice Duell,field director of the institute's Sakkaraexpedition at Memphis, and Reed Hay-thorne, cameraman from the Vitaglo Corporation, a Chicago producing company.The picture, when completed, will bepart of a film which will be a completepresentation of the Oriental Institute'swork, its expeditions, and the monumentsand antiquities displayed in its newmuseum. The film is the most ambitiouseducational picture ever undertaken.Revision of requirements for admission to the University medical school,under which it will be possible for a student to complete his college work, professional study, and internship in eightyears, rather than nine as heretofore, isannounced. The major change is that pre-medical students may, beginning in thesummer of 1932, start the four-yearmedical course at the end of the third yearof college work. A bachelor's degree willno longer be a necessary prerequisite, providing the student has had adequate pre-medical training. The requirements havebeen adopted by the faculty of the Division of the Biological Sciences, which includes the medical work being done on theSouth Side as well as that at Rush MedicalCollege on the West Side.With a presentation of Czech, Lithuanian, Polish, anpl Mexican flags to MissMcDowell, music by its Mexican band,BRIEF RECORDS OF THE QUARTER J39and songs by a Negro tenor, the University of Chicago Settlement opened thededication ceremony for its new boys'gymnasium on the evening of March 3.Professor Arthur H. Compton, presidentof the board of directors of the settlement,presided, thanking the donors. Particularly, he acknowledged the indebtednessof the settlement to that great philanthropist of Chicago, Mr. Julius Rosenwald, and the many others who had madethe building possible. Addresses were delivered by Miss Mollie Ray Carroll,President Hutchins, and Dean ShailerMathews. The last named, in describingthe early days of the settlement, said: "Iwas not present at the birth of the settlement. I took care of it after it was born.I think J. Laurence Laughlin was the realinstigator, with Albion W. Small, professor of sociology, and Charles R. Henderson, whom some of you remember.Sociologists were then in that idealisticstate in which they thought they could reform the world, rather than obtaining information about the world as it ought notto be. They thought they should be good,and that you and I should be good, infact, that everyone should be good — ifthey could get someone else to financethe goodness. So in the name of faith,hope, and other people's charity, they setout".Dr. Shirley Jackson Case, professor ofthe history of early Christianity andchairman of the Department of ChurchHistory, has served as chairman of achurch history commission to the FarEast and visited the Philippines inDecember. His group, appointed by theAmerican Society of Church History atthe suggestion of Dr. John R. Mott, leftthe United States last September to spendsix months in Japan, China, Korea, thePhilippine Islands, and India. This group was interested in discovering what isbeing done to collect and preserve sourcematerials for the history of the indigenouschurch in the Far East; and in discoveringwhat use is being made of the history ofChristianity in training leaders for these"younger" churches. Dr. Case has justreturned to the University.More than one hundred archaeologistsand scholars interested in archaeologicalresearch met in the congress of the American Oriental Society at the Oriental Institute Building on March 29. Members ofthe congress were welcomed by PresidentHutchins and discussed matters germaneto the purposes of the society. ProfessorA. T. Olmstead, of the Oriental Institute,was elected president.Six hundred and five courses will beoffered during the coming summer quarter. The offering embraces work for undergraduates and graduate students in thefour upper divisions and for professionalstudents in seven schools, a complete andvaried program equal in all respects to theUniversity's schedule for other quarters ofthe academic year. The faculty for thequarter will number 352, of whom 142 arefull professors and 129 are associate orassistant professors. A modification of theUniversity's policy this year has increasedthe proportion of regular members of theUniversity staff who will continue teaching throughout the summer and has reduced the number of visiting facultymembers to twenty-five. The policy ofcompacting the summer quarter work intoten weeks, which was inaugurated lastyear for the convenience of teachers whowish to study during the summer, willbe continued this year. The first term willbegin June 20 and close July 22, and thesecond term will open July 25 and closeAugust 26.ATTENDANCE IN THE WINTER QUARTER, 1932(Comparative enrolment report for the Winter Quarter of the years 1931-32. Basedon paid registrations at the end of the eleventh week of the quarter.)193 1 1932Gain LossMen Women Total Men Women TotalI. The Divisions:1. The College- 81253 58r29 i,39382 8196 60821 1,42727 3455Total 865 610 i,475 8251371291 6291192944 i,4542564235 • 212. The Humanities —Total 2672152854 417981287 684313413113. The Social Sciences —Total 5043641112 233130982 73749420944. The Biological Sciences* —Total 47720917443871,51892517 23047442931,17239436 70725621864802,690i,3i9535. The Physical Sciences —Total Total undergraduate 1,55694253 1,18445429 2,740i,39682 507729Total in the Divisions II. The Professional Schools:1. Divinity School — 2,55i1217 1,667344 4,21815511 2,4601344 1,602394 4,0621738 18 1563Total 128648 38146 1667814 138629 43182 . 1818011 152Chicago Theological Seminary f —3Total .' 7221210412 20102 9222210612 71173H510 2076 9118012110 15 12. Law School —422Total 3282282 12251 3402533 298214 1328 3H242 293. Graduate Schools of Medicine —a) The Division of Biological Sciences —113Total 230151341183 261114 256161451223 2149127130 28169 24210133139 17 14b) Rush Medical College-6123Total 270498 1642 286540 266478 1644 282522 418* Including the Graduate School of Medicine of the Division of the Biological Sciences.t Not included in the totals.[Continued on page 141]ATTENDANCE TABLES 141ATTENDANCE IN THE WINTER QUARTER, 1932— Continued1931 1932Gain LossMen Women Total Men Women Total4. School of Commerce and Administration —3514195 12202 4716197 5315894 623 5918194 1220Senior Unclassified 3Total 19022 34841018 2241061018 224203 299621 25311624 2910145. Graduate £chool of Social ServiceAdministration —Junior Unclassified 2 13 15 7Total 6. Graduate School of Library Science 227 10313 12520 257 1301 1558 3012Total professional schools . .Total in the Quadrangles . .Duplicates 1,1733,724339 2421,90931 i,4i55,63337o 1,1703,630332 2601,86237 1,4305,492369 151411Net total in the Quadrangles III. University College:Institute of Meat Packing Graduate Senior Junior Unclassified 3,3851833312492135 1,878474657197319 5,26318807781289454 3,29833711684109 1,825441560171281 5,123"778676255390 14018291053464Total Grand total Duplicates 7024,08748 1,6473,52541 2,3497,6i289 6463,94452 1,4533,27832 2,0997,22284 25039054,039 3,484 7,523 3,892 3,246 7,138 385142 THE UNIVERSITY RECORDATTENDANCE IN THE WINTER QUARTER, 1932(Comparative enrolments for the Winter Quarter of the years 1931-32. Based ontotal paid registrations at the end of the eleventh week of the quarter.)* Including the Graduate School of Medicine of the Division of the Biological Sciences.t Not including the Chicago Theological Seminary. Graduate Undergraduate UnclassifiedSchools and Divisions1931 1932 1931 1932 1931 19321. The Divisions* 1,3961552532832224710620 1,319*73242282180591168 2,740 2,690 821133 5382. Divinity Schoolf 3. Graduate Schools of Medicine:Biological sciences Rush Medical College 4. Law School 118170n 131190245. School of Commerce and Administration 6. Graduate School of Social Service Administration 7. Graduate School of Library Science . . 78 415Total in the Quadrangles Duplicates 2,482264 2,379253 3,039105 3,035118 1143 80Net total in the Quadrangles 8. University College 2,218807 2,126778 2,9341,070 2,91793i in472 8039oGrand total in the University ....Duplicates 3,02542 2,90430 4,O0443 3,84850 5834 4704Net total in the University 2,983 2,874 3,9^1 3,798 579 ^466Placed in Swift Hall From Painting by Oskar CrossPORTRAIT OF JOHN MERLIN POWIS SMITH