The University RecordVolume XVIII JULY I932 Number 3LAW SCHOOL AND UNIVERSITY1By ERNST FREUND, John P. Wilson Professor of LawA CONVOCATION orator is supposed to be selected for eminencein the educational, scientific, or literary world, for special giftsof presence and address, because he has something to say andbecause the audience is eager to hear him. Bearing these qualificationsin mind and justly feeling that no one else combined them in equal degree,President Hutchins wisely selected himself as speaker for the present occasion. His temporary illness (now fortunately almost a thing of the past),which no one regrets more than I do, induced counsels of despair, and onshort notice I was summoned to stop a gap.Legal education occurred to me as the likeliest subject for this semi-improvised address. I might have hesitated to express independent ideasin the hearing of the President who was at one time a law dean; and Ikeenly feel the presence of the dean of our own Law School who only twoweeks ago addressed our State Bar Association upon the same subject;but I take comfort in the reflection that neither a president nor a deancan speak with the same freedom that I can; what they would say wouldcarry programmatic significance and implication, whereas a mere lawteacher may express views without any trace of commitment.UNIVERSITIES AND ROMAN LAWThe teaching of law is an ancient profession; on the Continent of Europe it has had an unbroken history of over eight hundred years, beginning with the foundation of the Lombard or Italian law schools in the1 An address delivered before the graduates of the professional schools in the University Chapel at the morning session of the One Hundred and Sixty-eighth Convocation, June 14, 1932.143144 THE UNIVERSITY RECORDeleventh and twelfth centuries. From about the middle of the twelfthcentury this teaching was dominated by the Roman law as laid down inJustinian's Corpus juris civilis, compiled and enacted in the early partof the sixth century. The most important part of this codification was adigest from the writings of men who flourished, in the main, in the secondand third centuries of our era. Considering that these writings subsequently became the basis of all legal science, it is interesting to note thattheir authors, the so-called jurists, were primarily practitioners and legalofficials, only the somewhat mythical Gaius, whose Institutes Justinianused as a model, is supposed to have been a law professor by principalvocation; there were regular law schools in the later empire, but theyappear not to have produced men of authority of the first rank. It cannottherefore be said that the classical Roman law was in its origin the product of academic work.With the growth of universities they became the almost exclusiveseats of legal science. The Middle Ages had a profusion of local customsand of status privileges and disabilities; but they were fluid and obscure,and, being administered by popular courts, were not free from corruption.Unity, if not integrity, of law was represented by the church and by theRoman imperial tradition. The German emperor, as head of the HolyRoman Empire, vaguely claimed a successorship to the old imperial title,and the Corpus juris being an imperial lex, a, semi-political status attachedto it in Germany.More important than that, and more universal in extent, was its authority as ratio scripta (" written reason'1). A written text handed downfrom classical antiquity was sure to have greater prestige than a collection of local customs or statutes. When we consider that even today theRoman system of private law is looked upon as a pattern of adversehuman relations of almost universal and permanent validity, it is notsurprising that it must have appeared in the light of a secular gospel whennative law was weak and only half-developed.For centuries the Italian universities drew students from NorthernEurope. In Germany the degree of Doctor of Laws which they broughtback was regarded as equivalent to a title of nobility, and the establishment of a university with a right to bestow that degree was a matter ofimperial privilege. Doctors of Law readily found their way into the government service of empire and principalities. To the rulers of the latterthe Roman proposition: princeps legibus solutus ("the prince is above thelaws") sounded particularly pleasing, but that their preference was notentirely due to personal interest is evidenced by the fact that popular ad-LAW SCHOOL AND UNIVERSITY 145ministration of justice could not in the long run compete with the learnedjudges. When in 1495 an imperial court was established, it was directedto judge by the empire's common laws, and that was understood to be theRoman law. The reception of the Roman law was an accomplished fact.In addition to being written reason, the Corpus juris now became, inthe Austinian phrase, a sovereign command. True, it had only subsidiaryforce, but it was the common law. And it was the common law, not onlyof Germany, but of France and Italy, as well. This unity expressed itselfin university practice. Just as at present in this country law teachersfreely pass from state to state, although each state is an independent legaljurisdiction, so in the sixteenth century professors of law found it possibleto migrate from country to country. When Doneau, the French jurist,was compelled in 1572 to leave Paris he found a professorial refuge, firstin Heidelberg and later on in Leyden. The teaching language was Latinand he taught the Roman law. The law of the place was a "local diversity" to be brushed aside with perhaps a slight contempt. Again we arereminded of our own legal attitude as exemplified by the practice of astandard American text, the encyclopaedic work that likewise goes bythe name of Corpus juris, disposing of local law by a brief note, "See thestatutes of the various states."LAW TEACHING AND LEGISLATIONIn Europe the nationalistic spirit grew from the seventeenth centuryon, and in the eighteenth century legal history shifts its interest from academic law to nationalizing legislative measures in France, in Austria,and in the German states, culminating in the enactment of civil codes, ofwhich the Code Napoleon of 1804 is the best known and the one that hashad the widest influence. In this work of legislation chancellors and counselors of state bore the leading part, and we are even told that for twentyyears after 1804 the French universities continued to teach Roman lawas if there were no civil code.The outstanding German jurists of the nineteenth century, or at leastthose best known to the English-speaking world, were Savigny, Jhering,and Gierke, the former two Romanists, the latter a Germanist. Savignyand Jhering devoted themselves to the dogmatic interpretation of theRoman law, Gierke to the theory of corporations. Savigny became minister of legislation, but no great legislative acts are associated with hisname; he expressed himself to the effect that no sound progress in lawwas possible without the profoundest study of its historical foundations,and that legislation might well wait until the scientific work had been146 THE UNIVERSITY RECORDdone. Jhering was not similarly outspoken but expressed regret thatSavigny should ever have left his academic work. Gierke entered thecontest that arose over the proposed German civil code, protesting againstits excessively Romanistic spirit, and his influence was probably instrumental in procuring some major concessions. But the interest of theserepresentative university men lay in dogmatic jurisprudence, and notin legislation, and this at a period when great legal reforms were plannedand carried through. That work was left to legally trained governmentofficials. And yet the nineteenth century is regarded as an era of exceptional brilliance in the annals of German university jurisprudence. It isnecessary to register this separation of academic law from legislativeachievement.There is, however, both in Germany and in France, a much closer relation between law teaching and legislation than there is in this country.So far as the private law is concerned this is due to the fact that they havethe firm foundation of civil codes, while we have only the shoreless seaof cases. But it is also due to the fact that in the Continental Europeancountries there is always a considerable proportion of law students whoexpect to enter government service. As administrators they require ageneral acquaintance with the statute law of the country, and that isgiven to them in a systematic form. We neglect this, partly because wethink that for future practitioners it is a secondary requirement, partlybecause statute law is local, and a law school does not want to be an exclusively local school. I mention this difference, because in my opinion itconstitutes a serious challenge to our system of professional training.ENGLANDWhen we turn to England a very different picture presents itself. Itsstriking features are a strong academic tradition of Roman law and aholding aloof on the part of the universities from professional law studies.As early as the twelfth century, Roman law was taught in Oxford; andin the time of Henry VIII, Justinian's Institutes were used as a text in thegrammar schools; and Roman law has continued to be a conspicuoussubject in the curriculum of the two great universities. In course of timethey added courses in jurisprudence, legal history and institutions, international law, and a number of common-law topics. Holland and Dicey,Bryce and Maine, Pollock and Maitland, Vinogradroff and Holdsworth,are names honored in this country as well as in England. Most of theseare relatively recent names; sixty or seventy years ago when Gneist wroteon English administrative law, and Brunner on the History of the Jury,LAW SCHOOL AND UNIVERSITY 147their works were ; barely noticed in England. The English universitieshave never undertaken to prepare students fully for the practice of thelaw. When in 1758, at Oxford, Blackstone began his lectures on the lawsof England, he; professed to address himself to "gentlemen," most of whomhad no intention of taking up any lucrative career, although many wouldlook forward to having a share in national or local government. We owea legal classic to his deliberate disavowal of a professional purpose.Law with a view to practicing at the bar was studied at the Inns ofCourt in London. To the present day they alone admit to the bar, whilesolicitors are admitted by the Law Society. Without in any way questioning the competency of professional instruction given under the auspicesof these bodies, it is clear that they make no pretense to academic statusor standards.Why is it that the Inns of Court never grew into law schools comparable to those of the Continent? I do not know whether the question canbe positively answered; but one important factor readily suggests itself:there was not in England the contrast between a unified academic lawand a multitude of obscure local customs, which gave such a prestige touniversity civilians. The courts at Westminster virtually suppressed locallaw by concentrating jurisdiction in their own hands, and in doing so theydeveloped a national law authoratively laid down in their own decisions.What literary interpretation there was, came from men holding judicialposition, and from practitioners, but not from professed law teachers.It is only necessary to think of Littleton and Coke.The dignity of science demands a certain freedom of outlook and ofmovement. This suffered from the rule of stare decisis which settled manypoints that in the civil law remained controversial. Coke contrasts thecertainty of judicial authority in the common law with the conflictingopinions of so many doctors of the civil law, all of equal degree. But dominating judicial authority produces a self-effacement on the part of theteacher and writer, to which the current English law treatises bear ampletestimony. An English and even an American law writer will speak suggestively and deferentially, where the German law writer will speak positively, for under the civil law legal science is a form of authority, whileunder the common law it is not.LAW TEACHING IN AMERICAThe history of law teaching in America has been written by Mr. Reedfor the Carnegie Foundation. Even before the beginning of the nineteenthcentury there were in the United States both private law schools and law148 THE UNIVERSITY RECORDcourses in connection with colleges and universities. The great majorityof those desiring to practice, of course, read law at private offices, and it ischaracteristic that when in 187 1 Judge Sharswood of Pennsylvania published an American edition of Blackstone's Commentaries, he appendedto Blackstone's introductory lecture a note on the proper preparation forthe practice of the law, in which he spoke exclusively of a course of reading under the guidance of a lawyer-preceptor, not even referring to possible attendance at a law school.Of the law schools connected with colleges, Harvard has had the mostcontinuous and the most notable history. In view of the fact that it subsequently became identified with the introduction of the case system ofteaching law, it is interesting to note that the men associated with theschool in its earlier period — Story, Greenleaf, Parsons, and Washburn —are now mainly remembered as the authors of treatises, which were usedfor instruction in Columbia after Harvard had abandoned the teachingby textbooks. The great event in the history of the Harvard Law Schoolwas Langdell's appointment as dean in 1870; the adoption of the casemethod meant that a leading university thought it best to confine itslegal education to a professional training of a highly specialized type over-stressing the forensic at the expense of the administrative side of the law.University law teaching, with which we are mainly concerned, maymean any one of four things : non-professional law courses given withoutreference to professional training; professional training without referenceto academic college training; professional training on the basis of collegetraining ; and non-professional training on the basis of professional training.Yale, as early as 1777, planned a professorship in law "not indeedtoward educating lawyers or barristers but for forming civilians"; andPrinceton, in 181 2, desired courses embracing "those principles of jurisprudence, politics, and public law or the law of nature and nations withwhich every man in a free country ought to be acquainted" — the sameidea that Blackstone had entertained. The School of Political Science atColumbia, founded in 1880, co-operated with the strictly professional lawschool which was almost identified with the person of Theodore D wight;it offered courses in international and public law, Roman law, jurisprudence, and legal history by such men as Burgess, John Bassett Moore,Goodnow, and Munroe Smith, names that any law faculty would be gladto count among its own.LAW TEACHING IN THE UNIVERSITY OF CHICAGOWhen the University of Chicago was established, the greater part ofthis law work was introduced into the Department of Political Science,LAW SCHOOL AND UNIVERSITY 149and was carried on for a number of years before there was a law school.The international law has remained with political science, the public lawbecame part of the professional course, and Roman law and jurisprudencewere for a time practically lost. It may be added that Princeton andJohns Hopkins, which have no law schools, do very distinguished workin public law, equal to any that is done by a professional law school. JohnsHopkins, a few years ago, established an institute for research in law without any admixture of professional training; but it does not call itself aschool, and it does not teach.At the present time university professional training without any requirement of college education may be practically ignored, although thereare compromises in the amount of college work required. College trainingand university affiliation of faculty and students are intended to createthe spirit of something more than a trade school. The position which ourUniversity took, in this respect, when it established the Law School was,at the time, the most advanced in the Middle West, and inferior only toHarvard.There was quite a demand at the time that the school should not be"merely professional," but should set itself up as a school of jurisprudence; but those who made the issue were not entirely clear as to its implications. President Harper wisely concluded that the vital thing was theestablishment of the highest professional standards, leaving the questionof jurisprudence in abeyance. A Harvard man was called in to organizethe school, and the school was frankly modeled in the main upon Harvardideals.The school has now been in existence for thirty years and has attempted to train lawyers to the best of its ability. I have often asked myself thequestion, What was that thing that called itself jurisprudence and claimedto be superior to professional law? The present opportunity seemed to meappropriate to restate the problem and clarify my own mind. I havepassed in review what had been done by the university law schools ofContinental Europe and by the English universities. The former had beenfrankly professional schools, and the latter not. The latter talked moreabout jurisprudence than the former. This University had jurisprudence,but dropped it when the Law School came. Eventually it was revivedas a purely formal analysis of legal concepts, and as such is now in chargeof a philosopher. That type of course could obviously not have been inthe minds of those who talked of a school of jurisprudence. The dean ofHarvard Law School now teaches jurisprudence as a graduate and nonprofessional course, which is supposed to be of a less formal character,and which probably expounds his theory of sociological jurisprudence.ISO THE UNIVERSITY RECORDThat term is not used as often now as it was some years ago, but in discussing advanced or graduate law school work a good deal is being saidabout law as a social science or the relation of the law to the socialsciences, and I think the train of thought involved in those phrases is notsubstantially different from what was implied when jurisprudence soughtto be differentiated from law.Perhaps the thought may be expressed in this way: the best professional education in law has always assumed the existing social order asthe foundation of legal justice. It is not possible to work a system successfully if its fundamental justification is constantly questioned; or,putting it the other way, a great system that has established itself willconvert its disciples from skeptics into votaries, or will quickly get rid ofthem. Law, like other human institutions, is a working compromise, andthe very fact that it is an appeal to reason demands assumptions thatmust not be too closely questioned. Every law teacher realizes this, andwill not in his class work press the inquiring spirit too far. He is in a verydifferent position from a teacher of medicine where the relentless pursuitof truth can never be an obstacle to professional training.BOUNDARY-LINE PROBLEMSThis does not mean that the inquiring spirit of the university shouldstop at the essentials of law, as the inquiring spirit of the church stops atthe essentials of religion; but it raises the question where and by whomthe inquiry should be carried on. The proper division of labor is after alla matter of some importance. When jurist and social scientist meet onboundary-line problems, as nowadays they often fortunately do, eachwill soon learn where the other has superior equipment, and sensible menwill avoid quarrels over jurisdiction. Generally it will be found that thelawyer's expert qualification is more effective in a narrower range. Insome issues of social legislation we are apt to be misled in this respect bythe special American constitutional theory, which throws into a courtproblems which only statesmen can decide. The lawyer looks to theeconomist and the economist to the lawyer, and the Supreme Courtconfound both by a five to four decision. In one of his late dissents,Mr. Justice Brandeis does not argue that the legislative solution is right,but merely pleads for freedom of experimentation; "not at the expenseof constitutional rights," the majority says; and there you are. The bestthat a lawyer can do on the fundamental issues of social legislation is touse plausible methods of argumentation that will carry weight with thejudicial mind. They leave, the core of the matter untouched and merelyLAW SCHOOL AND UNIVERSITY iSiprove that it is not only the social scientist who has a technique fordealing with unsoluble problems. The limitations of legal science canbe better realized where the constitution does not come into play. Wemay pick at random crime and divorce as characteristic border-lineprovinces.Criminology has to a considerable extent been taken out of the handsof jurists, but there are specific aspects of criminal legislation where thenecessary appreciation of legal factors will always make a properlytrained lawyer's knowledge indispensable to the specialist in the socialor mental aspects of crime. There is a growing feeling that the effectivetreatment of crime calls for fundamentally different criteria of guilt fromthose which now control the classification of offenses. Conceding this,and recognizing the difficulty of discovering the right solution, a prudentlawyer may well advise that the present framework of the law, deeplyrooted in historic and popular conceptions of right and wrong, should notbe lightly overthrown, that new bases of treatment should rather beevolved in the management of correctional or probationary institutions,and that the resulting divergence, if any, between legislative and administrative standards, is not an evil, but in the line of progress.In the law of divorce, insanity and consent as grounds of dissolution ofmarriage are controversial problems. In the enactment of the Germancivil code, no proposition was as vehemently disputed as the question ofdivorce for insanity, but no one suggested that special deference shouldbe paid to the opinion of lawyers. Compare the consent problem. Alawyer has no monopoly of the knowledge that consent is not a statutoryground of divorce, and that divorces are obtained by consent every day.Here, too, the duality of legislative and administrative standards may bein the line of progress, but it has a sinister significance which is quiteabsent in the example before suggested. This presents an aspect of theproblem with regard to which the legal profession bears a special responsibility, and with regard to which law students, and through them, thecommunity, should be properly educated. In a law school course, divorceby consent must therefore occupy a different place from divorce for insanity.The University offers courses dealing with crime and with the familyboth in the Department of Sociology and in the Law School, and I believethis is done without unnecessary duplication. In the field of government,administrative law originated in the Department of Political Science, wasthen taken over by the Law School, and eventually it was found wise toorganize distinct courses in public administration in connection with152 THE UNIVERSITY RECORDpolitical science. The same is true of municipal corporations, and cityand local government.Labor relations and taxation were well established in economics beforethey found a place in the Law School. There are aspects of comparativelaw with which only a law school can deal, other aspects to which ananthropologist or ethnologist can do better justice. Legal history canprobably receive more adequate treatment outside of the Law School thanin it, and the same is true, I believe, of Roman law. The Department ofGreek has produced work in Athenian law which the Law School couldhave never done.The amount of work on the institutional side of the law done by theUniversity outside of the Law School is not fully realized by many of us.Most of it will never be done in the Law School or by law teachers. Weare at present absorbed in other, and, if you please, narrower phases ofthe law. The most ambitious undertaking just now carried on, if not in,at least with the aid of, law schools, the restatement of the law by theAmerican Law Institute, is characteristic in this respect; it ignores nearlyall the topics in which other university departments would be vitally interested. This in itself is not a valid ground of criticism. But I am strongly inclined to believe that until quite recently we have unduly neglectedsome problems which are legitimately ours, and this largely owing totraditions of an unduly narrow view of what is of professional interest andvalue. If newer tendencies now recognizable are allowed to work themselves out, I believe the law schools will move forward in every desirabledirection.To my question: Is jurisprudence something better than law? Is scientific different from professional law? Should scientific law be merged inthe social sciences? I suggest a demurrer rather than an answer. I dothink that if we had established a school of jurisprudence we shouldhave been disappointed in our expectations. As a professional school wehave not failed, but it may well be that the task of the professionalschool has been conceived too narrowly. Unless, within the limitations oftime and equipment, a university law school explores all the resourcesof law, learns from history, and inspires itself by university ideals, it doesnot do its full duty to the legal profession; but if, inspired by these ideals,it succeeds in broadening and deepening the law-consciousness of the legalprofession, and indirectly thereby, of the community, that will also bethe most valuable contribution that a university can make to law and tolegal science.CURRENT TRENDS IN COLLEGEEDUCATION1By CHAUNCEY S. BOUCHER, Dean of the CollegeRECENTLY I heard of a radio announcer's small daughter, agedten, who, when asked to say grace at her grandmother's table,l_ complied in the following manner: "Folks, this food comes toyou by courtesy of God Almighty. Betty Jane announcing." This addresscomes to you by the discourtesy of a germ of one of the minor and un-romantic diseases that selected for its base of operations a location admirably adapted to the accomplishment of its nefarious purposes, butone destined to bring discomfort to some persons and grave disappointment to many others. I wish you to know that you have my deepest sympathy in your disappointment on this occasion.First of all let me assure you that, in the few moments I shall detainyou from the award of the degrees you have earned, I shall not boreyou with a repetition of the details of our "New College Plan." Duringthe current academic year you have heard and read so much about thisnew plan that you have probably reached the limit of endurance, becauseyou have been merely spectators on the side lines during its first year ofoperation. Yet, after all, your Alma Mater designed and adopted theplan, and as alumni — interested life-members of the great University ofChicago family — you will be looked to, by persons not members of thefamily, for authoritative explanations of the plan and its significance inthe nation's educational program. It is to the latter point that I wish tospeak.In broad outline, using a rough brush on a large canvas, I shall endeavor to show the position of our new plan in the whole pattern of education as it has developed in this country during previous generations andparticularly in the last decade.EXPERIMENTS AND CHANGESThere have been more significant experiments and changes in collegeeducation in the last ten years than in any previous fifty years. The1 An address delivered before the graduates receiving bachelor degrees in the University Chapel at the morning session of the One Hundred and Sixty-eighth Convocation, June 14, 1932.153154 THE UNIVERSITY RECORDcurrent literature in this field is staggering in amount and challenging inquality. During the last three years hundreds of articles and scores ofbooks have been published on dozens of phases of higher education. Ifthis current literature were critical merely in the destructive sense, limitedto denunciation of past and current practices, it would be significant onlyin its amount as an augury of improvement. This current literature, however, shows that we are well advanced in a period of change resulting fromconstructive criticism.How and why did it happen that the "Dark Ages" in college educationshould have been brought to an end by the development of such a veritable "Renaissance" in the present generation?To remark that we are living in a civilization that is rapidly, yes, evenfearfully, changing, is to be trite and bromidic. Though it should beconsidered equally trite and bromidic to remark that the educational system of a people should not only keep abreast of the physical, social,political, economic, and cultural changes of man in society but shouldoperate as a constructive force in shaping and guiding these changes, wehave evidence too frequently that such a point of view is not alwaysconceded. Nevertheless this is distinctly the point of view of the University of Chicago.During the generations when our forefathers were pushing westwardacross the continent, "fighting the battle of the wilderness," problems ofgreat variety had to be solved in a rough-and-ready manner. Any solution, no matter how crude, was better than no solution. Refinementscould come later. In education as in many other phases of life and itsactivities, attention was of necessity first devoted more to the solution ofthe quantity phase than to the quality phase of the problem. As thefrontier advanced buildings were necessary to house families, work-shops,stores, churches, schools, courts, and legislative bodies. At first, thesebuildings for any and all purposes were all alike — merely four walls anda roof. Buildings in great numbers were needed at once to serve immediateneeds. The first phase of the problem was one of quantity. Quality —architectural refinement and beauty — would have to come later. Themarvel is that American architecture began to develop as soon as it didand has progressed to present attainments in so short a time.We have seen another example of the same course of development inthe automobile industry in our own time. In the first decade of the present century, when automobiles first began to appear on our streets, thedemand was for quantity production. Any manufacturing concern thatcould mount a gasoline engine on four wheels and get the contraption toCURRENT TRENDS IN COLLEGE EDUCATION 155negotiate a few miles under its own power, without complete collapse,could market its product. Dozens of firms readily marketed so-calledautomobiles that today would be considered worthy of exhibit in a museum. After the quantity problem was solved the quality problem couldreceive attention. Today we have at least three organizations any one ofwhich could produce all the automobiles needed in this country; competition is in quality, and the purchaser gets more value per dollar than everbefore in the history of the industry.SPRAYING SCHOOLS ACROSS THE CONTINENTDuring the generations when our forefathers were so frightfully busyconquering the continent, the United States astounded the world with theextent to which we provided educational opportunities, such as they were,for the masses at all levels — elementary, secondary, and higher education.This was indeed a glorious achievement — this spraying of schools andcolleges, as though with an atomizer, across the continent — this educationof the entire population to the value and importance of education for all.Came the time, however, with the disappearance of the frontier, at approximately the turn of the nineteenth into the twentieth century, when,after the quantity phase of educational facilities was well provided for,the opportunity was at hand for the devotion of more attention to thequality phase. Judged by current standards the quality of our educational offerings at all levels prior to 1900 was not such as to warrant boast-fulness.In the development of our different educational institutional units atvarious levels and for various types of education, progress has not alwaysbeen made simultaneously at the same rate and in the same direction.The individual student, whose education, after all, is for him a continuousprocess in spite of the fact that it is split into institutionalized parts, hastoo frequently been the victim of the lack of proper correlation and integration of the different institutions he must attend to attain a significantlevel of education. While the institutionalized system creaked at itsjoints, the student groaned justifiably — he suffered the growing pains ofthe system.The most important development in the whole history of Americaneducation, destined to work significant improvements at all levels, camewith the establishment of graduate schools on a research basis, first in theEast at Johns Hopkins University under President Gilman in the late1870's, and then in the Middle West at the University of Chicago underPresident Harper in the early 1890's. Following the trail blazed by thesei56 THE UNIVERSITY RECORDtwo institutions with their remarkable educational leaders, researchgraduate schools have multiplied and developed astoundingly. Researchscholars have become legion and the research spirit has penetrated andimmensely benefited not only our educational system and its process butnearly every phase of life. Many of the professional schools caught thespirit and improved their performance enormously. Perhaps the bestexample is medical education which today is as different from what it wastwenty years ago as day is different from night.Shortly after the graduate schools began their glorious march, significant improvements began to be developed in elementary and secondaryschools. At the present time we have not a few preparatory and highschools with better buildings and equipment, better faculties, better curricula, and turning out better products than most of our colleges fiftyyears ago. Thus by 1920 remarkable improvements in quality had beenwrought in elementary and secondary education, below the college level,and in graduate and professional schools, above the college level, while thecolleges complacently stagnated. The colleges found themselves subjectto justifiable criticism both from below and from above. Graduates fromthe better preparatory and high schools found the college program in nota few instances actually inferior to the work they had pursued. Graduatesof colleges, upon entering graduate or professional schools, found thatthey were not adequately prepared for really advanced work and had tobegin their higher education anew. Too frequently it proved to be truethat college did not make a contribution to the educational developmentof the student commensurate with the cost in time and money. At lastthe colleges accepted the challenge hurled at them from all sides and began to study their performance more critically than ever before.DOING THE JOB THOROUGHLYWhen at last the colleges realized the necessity of a house-cleaning, itmust be admitted that they have undertaken to do the job thoroughly.There is not a single phase of college education that has escaped theserving of quo warranto proceedings in the last decade. Even a cursoryexamination of current literature in the field of college education will divulge numerous monographs upon such subjects as the following: selective admission to college, educational and vocational guidance, healthservice and guidance, personnel work of great variety, orientation andsurvey courses, honors courses and other forms of special treatment forleading students, sectioning of classes on the basis of ability, independentstudy or reading periods, various forms of tutorial and preceptorial sys-CURRENT TRENDS IN COLLEGE EDUCATION 157terns, the proper uses and abuses of the lecture method (defined by somewag as "That method by which the contents of the professor's notes getinto the notebooks of the student without passing through the mind ofeither"), the appropriate uses of laboratory work and small group discussion sections and individual conferences in the attainment of desirededucational results, the size of classes, compulsory attendance at classes,placement and achievement tests, comprehensive examinations, new-typeand essay examinations, the validity and reliability of examinations, thecourse credit system, the essential qualifications of a successful collegeteacher, and the best methods to stimulate constructive interest in effective teaching. Long as this list is, it only partially reflects the range ofserious study, intelligent experimentation, and critical analysis of resultson the basis of which changes in policy are being adopted.In many of these phases of college education we obtained significantresults through experimentation at the University of Chicago during thelast decade, and we studied carefully the reports on new departures in theother phases at other institutions. After studying carefully the currentstatus of each phase here and elsewhere and the entire pattern of collegeeducation throughout the country, we concluded that the next stepscalled for by the logic of the situation involved nothing short of heroicefforts and a most daring departure from old practices. These steps involved, first, a more thorough revision of the junior college curriculumthan was ever before attempted on so large a scale in order to make adequate provision for general education, and, second, a complete change inthe method of measuring the educational attainments of the student,which, in turn, involved a rather complete change of student motivation.Permit me to state briefly the considerations that led us, in framingour new college program, to give so prominent a position to the new introductory general courses in four large fields of thought — the biologicalsciences, the humanities, the physical sciences, and the social sciences.For many generations there was but scant provision for the individualization of student programs, because the curriculum was almost entirelyprescribed. All students of the same generation were fed the same intellectual menu. Came a time, however, when research broadened the limitsof old fields of knowledge and opened up entirely new fields. In order thatthe curriculum might reflect the widened boundaries of knowledge, newcourses were introduced as electives, at first sparingly, and then wholesale.As is typical of us in so many phases of life, we went from one extreme toanother — from the rigidly fixed curriculum to the almost completely elective curriculum.i58 THE UNIVERSITY RECORDTwenty years ago, in many colleges, entering students faced a formidably large catalogue with literally hundreds of course offerings, notclearly described and not properly related, with the elective system invogue and with no faculty member or administrative officer available tohelp them solve the Chinese puzzle of course elections. Throughout hisfour years a student without a definite professional aim, finding no oneon the college staff to guide him, more often than not would drift fromone subject to another, depending upon change, caprice, or student gossipfor his guidance, and at the end of four years would have an academicrecord sheet worthy of a place in an educational museum. And yet, astudent with a constitution strong enough to withstand such a stuffingof utterly indigestible and unassimilable educational hash would comeout triumphantly with a diploma and a degree (though frequently withoutanything worthy of being called an education) , provided only that he hadaccumulated a certain number of course credits. It is no wonder that inthis period our college students developed as never before outlets for theirbest thought and efforts, "student activities" — athletics, publications,dramatics, and a vast number of purely social activities; the pursuit ofknowledge and scholarship was distinctly a "faculty activity."THE HAPPY MEDIUMAfter seeing the folly of both extremes — the rigidly fixed curriculumand the wide-open elective system — the better colleges endeavored tostrike a happy medium. In recent years it has been common practice toprescribe a number of group requirements — English, foreign language,mathematics, natural science, and social science — in order to introduce atleast a modicum of educational balance. After careful study over a periodof years we concluded that group requirements, stated merely in termsof a departmental course or two in each of a few large groups of departments, achieved too little as a guaranty for the individual student of anappropriate breadth of educational contact and experience, with departmental introductory courses what they were.In what may be termed the "chaotic" period, when the wide-open elective system ran riotously into utter confusion, departmental introductorycourses tended increasingly to be designed for the sole purpose of preparingstudents for advanced courses in the respective departments. Most departments seemed to think only in terms of specialization, and seemed tobe interested not at all in students who wanted and needed an introduction to several departmental fields of thought as essential parts of ageneral education.CURRENT TRENDS IN COLLEGE EDUCATION 159One of the most significant products of the study recently devoted toeducational objectives has been a new type of course called an orientationor survey course, designed to orient the student in a large field of thoughtwhich runs through and across many of the artificial boundary lines established by the growth of the numerous departmental compartmentswhich universities have developed and formalized.Our most successful course of this type developed at the University ofChicago was one covering the whole field of the physical and biologicalsciences in two quarters. This course was given for eight years, a periodlong enough for a careful study of results. Again and again seniors, whohad taken the course in their freshman year, testified that, in lookingback over their educational careers, they were clearly convinced that themost stimulating and most profitable intellectual experience over affordedthem was this survey course entitled "The Nature of the World and ofMan." For a student who wanted an introduction to the field of science,this course seemed to be more profitable than any one of the old-styledepartmental introductory courses; and for the student who expected tospecialize in one of the sciences, this course gave an excellent backgroundfor later concentration — it showed him the true position of his specialty ina larger field of thought. Our success with this course was probably themost significant one of the considerations that led us to frame the imposing program of four introductory general courses in as many large fieldsof thought that we now offer. It is not likely that we could have broughtourselves to face the heroic efforts necessary to design and administerthis program, with any assurance of success, had it not been for whatwe had learned from our previous experience in the field of the sciencesregarding the possibilities and values of such courses.The old fixed curriculum that in a previous generation was regarded asmore probato, in the light of present standards and in view of a long processof "enrichment of the curriculum" (to use a favorite phrase of educationspecialists), is now judged to have been meager, narrow, stilted, and notsufficiently integrated with life. Occasionally today one encounters adevotee of the old classical school who bewails the passing of the old-style fixed curriculum and proclaims with vehemence that most of thecourses introduced with the elective curriculum are bilge-water or worse.The successful advocates of the elective system insisted, however, thatthey were "enriching" the curriculum.This "enrichment" of the curriculum, accompanied by the development of the elective system to an absurd extreme, resulted not infrequently in a pronounced case of intellectual anemia, jaundice, or astigmatismi6o THE UNIVERSITY RECORDfor the student. It happened too frequently that graduates of the sameinstitution and of the same student generation discovered that they hadnothing in common in intellectual background or outlook, and yet theyhad been members of the same university community, were now membersof the same civic and social community, and were confronted with manycommon problems in the same physical and social world. Each discoveredin the other fatal lacunae in his training as a supposedly educated person.Each at first would make mental note of the ignorance and lack of educational balance of the other, but second thought was likely to place theresponsibility on Alma Mater.A PROPERLY BALANCED PROGRAMA few years ago some of us, who gave thought and study to the totalintellectual menu offered to our students with the privilege of selectingtheir own diet, came to the conclusion that most students did not get aproperly balanced intellectual diet, and, even worse, that it was impossible for them to do so, even with the best of guidance in spite of the factthat our offerings were legion. This impossibility arose from the over-enrichment of the curriculum with the multiplicity of highly specializeddepartmental offerings. We concluded that our students, as citizens ofthe modern world, could be offered a properly balanced program to bepursued within a reasonable length of time only if co-operative attemptsat selection and synthesis were made. The accumulation of knowledge inso many fields of thought had become so vast, and the refinement ofskills, techniques, and methods of thoughtful work in each of these numerous fields had become so great, that it seemed impossible for a studentto attain anything approaching a satisfactory general education; the onlyeducational goal with adequate provision for attainment was that of aspecialist.The problem of the training of specialists has been adequately andadmirably solved. The great problem of provision for even passably adequate general education has not been solved; and yet, in the present stageof the development of man in his so-called modern civilization, it wouldseem that our greatest need is provision for adequate general educationfor citizens in the modern world. It seemed to us, at the University ofChicago, that this provision could be made only with the earnest andeffective co-operation of our best specialists, working in logically relatedgroups, in an effort to select judiciously and to synthesize meaningfullythe most significant knowledge and methods of work in the various specialized fields of thought. Our new college curriculum represents oureffort to cope successfully with the problem of general education.CURRENT TRENDS IN COLLEGE EDUCATION 161In each of the four large fields — the biological sciences, the humanities,the physical sciences, and the social sciences — a committee solicited suggestions from all faculty members in each group regarding the most appropriate selection and synthesis of subject matter and methods for acourse to be designed primarily to serve the needs of students in the attainment of the best possible general education for citizens of the modernworld. At each point in the work of each committee educational objectives were seriously considered in the following order: the objectives ofthe four courses as a group; the objectives of each course as one of thefour; the objectives of each large unit as part of a course; the objectivesof each smaller unit as part of a larger unit. Then a similar careful consideration was given to each of several types of instructional methods tobe used for the attainment of the objectives agreed upon. Lastly, equallycareful consideration was given to the methods of measuring the attainment of the objectives.The immense amount of labor and the no small amount of genius necessarily called for from members of each committee, and particularly thechairman, to design and administer the course successfully can be realizedonly by one who has been in close touch with each stage of the work.The story of the development of each of these courses is one of enoughinterest and significance to be worthy of a volume.During the period when our graduate schools developed their greateststrength by glorifying research, when the larger fields of thought weresplit into an ever increasing number of departmental administrative units,and when each department split its field into increasingly refined researchspecialties, short-sighted critics complained that specialization was beingcarried to the point that the products of our graduate schools were trainedto know "more and more about less and less." A favorite sport of suchcritics was, and still is, to select for ridicule choice examples of doctoraldissertation subjects from convocation programs. One such critic saidthat he would not be surprised to encounter a doctor of philosophy whoknew all about the antennae of the proboscis of the paleolithic cockroach,but nothing else. Some of these critics complained, with some warrant,that research specialization had been made a fetish to the point that undergraduate courses were either too specialized or were grossly neglectedbecause the teaching of undergraduates was considered hack work beneath the dignity of the true scholar.THE DEVELOPMENT OF THE TWO HIGHER LEVELS OF EDUCATIONMost of such critics failed to see the development of the two higherlevels of education — undergraduate and graduate — in proper perspective.162 THE UNIVERSITY RECORDThey failed to see that fundamental developments in undergraduate education could come only after graduate scholars had broadened old fieldsof knowledge and explored new fields by their significant researches.Though it is true that college education need not have been neglected aslong as it was, now that it is at last receiving the attention it deserves itwill develop farther and faster than could have been possible without theinvaluable contributions and assistance of our graduate-school faculties.The sun of the graduate schools has risen to a glorious brilliance thatmust never be allowed to wane, for, to the extent that it wanes, collegeeducation and society will suffer. Many of the distinctive features of ournew college program at the University of Chicago could not possibly havebeen offered successfully without the contributions of our graduate scholars of the last generation and without the co-operation of faculty memberswho would not be available were it not for our graduate schools.You thus see that there is at least one college dean who wishes the graduate schools long life and continued prosperity because he realizes thatthe college is sure to profit thereby. It is also worthy of note that thegraduate schools have recently shown an appreciation of the fact thatimprovements in college education make their tasks lighter and enlargetheir possibilities of achievement because they are thus supplied withstudents better prepared and with greater verve for really advancedwork. The colleges with their new programs and improved methods cando much more than they have done in the past to convert pupils andstudents into budding scholars even before they enter a graduate school.The interests of undergraduate and graduate education are complementary and not inimical. For whatever degree of success the most significantpart of our program designed to cope with the problem of general education may have had in this first year, our graduate-school faculties deserve no small share of the credit.EDUCATIONAL ATTAINMENTSTo my final point I shall devote but a moment.The second most significant feature of our new plan is the statement ofrequirements in terms of educational attainments rather than in thetraditional terms of course credits. We considered this step necessary inorder that attention might be diverted from forms to substance. Our college undergraduates are keener, more alert, more inquisitive, and moreactive intellectually than were the undergraduates of two decades ago.In increasing number in recent years they have rightly protested: don'task us to be, and don't reward us for being, merely good sponges andCURRENT TRENDS IN COLLEGE EDUCATION 163parrots; don't tell us everything and don't do all our thinking for us; giveus fewer petty tasks; give us more formidable and more significant objectives and goals; give us helpful guidance and assistance as we mayneed it, but give us also more freedom, greater independence, and greaterresponsibility for our own educational development. This is significantbecause every institution that has accepted any part of such a challengehas found that the students have played their parts ably and faithfully,with profit to themselves, to their institution, and to society.Though we have returned to the old plan of a fixed curriculum, of adistinctly new type, for part of our college program, in order that all ofour students may have a respectable minimum of general education as abackground for intelligent citizenship and for specialized study, and tothis extent have abandoned the individualization of student programs,we have made complete provision for individualization in regard to theattainments and the capacity of each student. Since we require the demonstration of achievement in both prescribed and elective fields ratherthan course credits, each student is saved from what for him may beboring repetition or routine, perfunctory, lock-step procedure. Each student has the opportunity to capitalize to the fullest his past achievementsand his present capacity for achievement — he may present himself for anyexamination at any regular examination period, whether he has participated in all or any part or none of the class work of any course.We have found that a significant number of students either are prepared or can prepare themselves without instructional assistance for oneor more examinations; some need only part of the regular work of a givencourse; while others need all of the class work offered as an aid to the attainment of the knowledge and intellectual power necessary to pass eachprescribed and each elective examination. Each student is advised according to his needs in order that he may always be engaged in work thatchallenges his interest and his capacity.We believe that this type of individualization of student programs isthe one most needed to bring home to each student the real character ofthe educational process. It changes almost completely the motivation of amajority of the students, and it changes very significantly and quitewholesomely the relationships between student and instructor. The student soon realizes, in spite of his past experience to the contrary, that theinstructor is not his enemy, whom he must beat out of a credit, but is histeam-mate, his best source of assistance in the attainment of as much asis possible in a given field of thought in the time available.Ten years ago, college education being what it was, here and elsewhere,164 THE UNIVERSITY RECORDthe announcement of a plan such as ours would have been the acme offolly. Today, college education having come to be what it is, here andelsewhere, our new plan is merely the next most needed and eminentlylogical step, in the judgment of progressive educators throughout thecountry.To you who graduate today we owe a sincere apology for not havingthe new plan in operation in time for you to be numbered among itsimmediate beneficiaries. In later years, however, you may be able toboast not only that you were in at the birth but that you shared in theprenatal care, since you participated in the preliminary experiments ofsome phases of the plan. Those of us who shall carry on with life and workon the quadrangles hope that you, though members of the family nolonger participants in the University's daily life, will always be vitallyinterested in news from Alma Mater. May good health, success, andhappiness be yours. Bon voyage!PRESIDENT HARPER: SCHOLARAND CREATOR1By J. M. POWIS SMITHPRESIDENT WILLIAM RAINEY HARPER was a genius. Thiswas demonstrated by many facts. He was graduated from Muskingum College at the age of fourteen. He achieved the degree ofPh.D. under Professor Whitney in Sanskrit at Yale University when onlyeighteen years of age. He became principal of Masonic College at Macon,Tennessee, when he was but nineteen. He administered the preparatoryschool at Denison University, Granville, Ohio, when he became of age; hewas appointed instructor in Hebrew at the Baptist Union TheologicalSeminary in Morgan Park, Illinois, at the age of twenty- two; and he began his wonderful career as President of the University of Chicago whenhe was but thirty-five years old. He was a scholar, teacher, and gentleman; a creator, organizer, and administrator; an author, editor, and expert.After spending seven and a half years teaching Hebrew in the BaptistUnion Theological Seminary, he accepted a call to Yale University wherehe remained until he came to the presidency of the University of Chicagoin 1 89 1. When he went from the seminary at Morgan Park to Yale University, he. took there along with him the activities he had started inMorgan Park. His work at Yale was a great success and was continuallyexpanding. He went there as Professor of Semitic Languages in the graduate school. He was also appointed instructor in Hebrew in the DivinitySchool; and finally he was made professor of biblical literature in YaleCollege. He carried on these three positions all together at the same time.He was also in constant demand at Yale and in neighboring cities forpublic lectures. Not only so, but he was invited to become President ofMacon University, and the University of Rochester, and the Universityof Iowa, and he was actually elected President of the University of SouthDakota and President of the old University of Chicago in its closing years.But he could not be persuaded to leave Yale where his work was enthusiastically received. Nothing less than the possibility of creating a new1 An address delivered in Bond Chapel, November 3, 193 1, in connection with thededication of the bronze bas-relief portrait of President Harper (see University Recordfor January, 1932).16Si66 THE UNIVERSITY RECORDuniversity with adequate resources for its expansion within his reachcould move him. Every minute of his time at Yale was filled with activities; and his popularity there may be judged from the fact that his personal mail was heavier than that received by the president's office.A GREAT TEACHERI first came to know President Harper in the summer of 1894, when Ientered the graduate school of the University and began the study ofHebrew. In the following year I transferred to the Divinity School of theUniversity upon his advice, and expanded my course of studies to includethe whole theological curriculum. But my primary interest was still inHebrew as it has been ever since. The wisdom of President Harper's advice has been realized by me on many occasions when students have raisedtheological questions growing out of their Old Testament studies.As a teacher President Harper was an outstanding success. He wasthe most interesting and stimulating teacher I have ever had. He had thefaculty of arousing the student's interest in the subject and of encouraginghim to do hard and continuous work. He knew how to adjust his teachingto the student's state of mind and how to lead him on from small mattersto great issues and complicated problems. It was a joy to work under hisstimulating guidance. I never knew a student to grumble over the amountof work that President Harper required of him; he created an almost abnormal appetite for work upon the part of his students.No more convincing proof of his power as a lecturer could be asked forthan the fact that the summer schools for the study of Hebrew which Dr.Harper organized first in 1881 sprang up like mushrooms in many placesthroughout the country. Now Hebrew is not an easy language, nor is itof much value in the modern business or educational world. But studentsfrom the ministerial groups were eager to enrol in Dr. Harper's classes.In spite of the success of his work in Hebrew, President Harper realizedthat the modern minister was in most cases wasting his time, when hespent the larger part of his hours of study upon the Old Testament inwrestling with Hebrew problems. He, therefore, a few years before hisdeath, introduced a new principle into the theological course in the Divinity School of the University. That was the making of Hebrew a purelyelective study in the theological curriculum. It was no longer to be a prescribed or required subject for the divinity student. But it was to be leftto the decision of the students themselves whether or not they shouldstudy Hebrew. This was a marked change in the theological course. Itwas rapidly adopted by other theological seminaries. Today there arePRESIDENT HARPER: SCHOLAR AND CREATOR 167very few theological seminaries in the country where Hebrew continues tobe required.President Harper hoped that this change while reducing the number ofstudents taking Hebrew would improve their intellectual grade. He hadthought that now- the students who elected Hebrew would naturally.beonly those who had an exceptionally keen interest in the language. Butthis expectation was disappointed. Very quickly the number of studentsstudying Hebrew at the University was greatly reduced; it sank almostto nothing. On one occasion I remember that President Harper offereda beginning Hebrew course himself, hoping thereby to gather a large class;but there were only three or four students registered for it. And afterthree or four sessions he turned the course over to me and gave his owntime to more important matters. However, the benefit derived by thebulk of theological students from making Hebrew an elective was incalculable. Instead of spending hours and hours upon the study of Hebrew, from which expenditure of energy many of them got little benefit,they were now required to spend their time and effort upon the study ofHebrew history, literature, and religion. Thus they came to know thesignificance and value of the Old Testament for the knowledge of religionas very few of them had ever before realized its importance.A GREAT SCHOLARIn the spring of 1899, President Harper invited me to be his literarysecretary. This invitation I gladly accepted and held the position forseven years, up to the time of President Harper's death in January, 1906.I now had the opportunity to know him intimately as I had never beforeknown him. At this time he was ready to start writing his commentary onAmos and Rosea. We spent six years in work upon that commentary whichobtained publication by Scribner's in 1905. This was the greatest scholarly piece of literary work that President Harper ever did. In writing thepreface to that book, President Harper turned to me once and said; "Ihave finished the preface to Amos and Hosea, all except recording my indebtedness to you; won't you please write that yourself and say whateveryou please?" I declined the responsibility of doing that with thanks andleft the matter to him. That is only one example, showing how wonderfully appreciative he was at all times.While I was President Harper's literary secretary, I had abundant opportunity to observe his method of work and his sources of recreation.There was little time for the latter. When we spent six months togetherat the Yerkes Observatory on Lake Geneva during which time Presidenti68 THE UNIVERSITY RECORDHarper was on vacation from the University and, therefore, was able todevote himself without interruption to his scholarly interests, he used toplay golf with me every afternoon for an hour or two. Then his only interest in golf was in the physical exercise and mental rest that it affordedhim. But that was not always the case with him. On one occasion whenwe were working in his home, on the third floor of the President's houseat Fifty-ninth and University Avenue, he answered a telephone call fromMr. Bartlett. At the close of the conversation he turned to me and toldme that Mr. Bartlett had just promised to give the University enoughfunds with which to erect a men's gymnasium. Then President Harperadded, "That's my reward for playing golf with Mr. Bartlett for the lastthree years!"President Harper possessed a wonderful power of concentration. Notwithstanding the heavy and multitudinous responsibilities that the administration of the University involved, when he came to his study he wasable to dismiss all those matters from his mind and devote himself heartand soul to the pursuit of his scholarly interests. Indeed, upon one occasion he said to me, "When I leave the President's office I shut the door onthat section of my mind, and turn the key." This ability to dismiss thingsfrom his mind was most convincingly demonstrated by the fact that againand again he would lie down on his couch and fall asleep at once. I remember my first observation of that habit. On the first evening that Ibegan my work as secretary with him at 9 : 30 he told me that he was goingto take a five-minute nap. I pulled out my watch to keep track of thefive minutes; but he at once said, "You need not do that, I shall wake upof my own accord at the close of the five minutes." To my surprise he did.This was likely to happen at any hour of the day. I was once told by afriend that it was the custom of President Harper to take a nap upon theplatform during the preliminary exercises of a meeting at which he himself was to be the speaker. That, however, was a tradition without foundation.A PIONEERPresident Harper was always ready to do all he could to help studentsin their work. When in my student days I began the study of Arabic, Idiscovered that no course in Arabic was being offered during the followingquarter, and I realized that if I had to stop the study of Arabic at thatpoint, after only one quarter's work, I should forget much that I hadlearned and should have to begin over again. Hence I went to PresidentHarper and presented the situation to him. He at once took out his notebook, looked up his engagements, and said to me, "I can fix that for you,PRESIDENT HARPER: SCHOLAR AND CREATOR 169I'll give a course in Arabic myself; you meet me at 7 : 30 every morning. " Ithanked him heartily for his kindness in making me this offer, but protested against his starting work on my account at such an early hour.My needs as to Arabic were later taken care of by another member of thestaff. But that offer of President Harper to hold a class meeting for me at7 : 30 in the morning shows how generous he was and what a hard workerhe was.President Harper was one of the pioneers in this country in introducingthe modern critical study of the Old Testament into the colleges and universities. One of the most significant studies he ever published was a debate between himself and Professor William Henry Green of PrincetonUniversity on the authorship of the Pentateuch. Professor Green wasthoroughly orthodox and presented in the most efficient manner theold idea that Moses wrote the Pentateuch. Dr. Harper, however, wasspokesman for the modern, historical point of view which denies Mosaicauthorship. This debate ran through two years and a half and was characterized throughout by a courteous, generous spirit. The debate waspublished in Hebraica, volumes V-VII.When the University was founded, the modern critical view of theBible was very unpopular in the churches. Dr. Harper was anxious thathis Old Testament staff should be free from attack so far as possible, andin a position to carry on its work without serious interruption. He therefore placed his own department in the graduate school of the Universityinstead of in the Divinity School where it naturally belongs. His reasonfor doing this was that the Divinity School was under a Baptist board oftrustees, who at that time were very conservative and were likely to makeserious trouble for any members of their staff whose teaching departedfrom traditional lines. We members of the Old Testament staff have hadreason to remember this action of President Harper's with great gratitude,since it has enabled us to continue our work undisturbed aside from anoccasional newspaper attack.A GREAT EDUCATORPresident Harper also did much toward spreading abroad modern ideasthrough the world at large. One of the most important steps in this direction taken by him was the founding of the American Institute of SacredLiterature. This was started as the Hebrew Institute, but was changedin the interests of more popular Bible study. Through the institute, hundreds and thousands of popular pamphlets and popular Bible courses havebeen distributed throughout the church at large. These publications have170 THE UNIVERSITY RECORDall been dominated by the modern, historical method and point of view.They have become increasingly popular in the course of the years. Intelligent ministers have introduced them into their Sunday School classes andchurch study-groups more and more as the years have passed. The institute has been one of the most efficient educational influences emanatingfrom President Harper's fertile mind.Another work of the same general character which Dr. Harper inaugurated was a popular journal, first known as the Hebrew Student which wasstarted in 1882, but changed its name to the Old Testament Student in1883 and then changed again to Old and New Testament Student in 1889,and finally became the Biblical World in 1893. This carried on upon alarger scale the kind of educational, activity begun by the earlier journals.The purpose of all these journals was to propagate knowledge regardingthe Bible which could be read and understood by the general public. Theywere all widely read and appreciated. The Old and New Testament Student passed out of existence in 1892, but was at once succeeded by theBiblical World, the first issue of which appeared in January, 1893. Thisjournal continued with President Harper as editor as long as he lived, andafterward was carried on by Dean Mathews until it completed its fifty-fourth volume in the year 1920 when it in turn yielded its place to theJournal of Religion, which is still being issued.But the most important product of Dr. Harper's editorial career wasthe American Journal of Semitic Languages and Literatures. The firstissue of this journal appeared in March, 1884, under the name of Hebraica.This name it carried until October, 1895, when its name was changed toits present title. The reason for the change was the fact that PresidentHarper realized that the old name was too narrow. It limited the scopeof the journal to things Hebraic. He realized clearly that Hebrew history,philology, and religion could not be thoroughly understood and appreciated by themselves alone ; much light is thrown upon Hebrew language,literature, and history by the related Semitic languages; the history ofthe Hebrews was greatly affected by the movements of related peoples;and the literature and religion of the Hebrews gained much from contactswith the literatures and religions of their neighbors. Hence PresidentHarper changed the name Hebraica to the more comprehensive titleAmerican Journal of Semitic Languages and Literatures. The doors of thisjournal have been open always to contributions from all phases of Semiticand Egyptian history, literature, and life. Dr. Harper edited this journalas long as he lived. It then passed over into the editorial hands of hisbrother, Professor Robert Francis Harper, and upon his death in 1914,PRESIDENT HARPER: SCHOLAR AND CREATOR 171the editorship was turned over to me. The journal is now in its forty-eighth volume, and will soon have completed its first half-century.BREADTH OF SCHOLARSHIPPresident Harper did not confine himself to any one field. He was aman of very broad interests. He shared with Professor Isaac Burgess inthe production of a book for beginners in the study of Latin; and likewisehe and Professor Clarence F. Castle wrote a beginners' book for the studyof classical Greek; he also prepared in conjunction with R. F. Weidner, anIntroductory New Testament Greek Method. These books in both fields wereillustrations of the inductive method which he had already introducedinto the study of Hebrew. His Introductory Hebrew Method and Manualwas first published in 1883; a second edition appeared in 1885 and severalreprints were made of that edition which continued in use till 192 1, whenit was re-written by me. His Elements of Hebrew first appeared in 1881,and went through six editions by 1885; it continued in use until 192 1,when it also was re-written by me. These two Hebrew textbooks and athird one on Hebrew Syntax, which was published in 1888, have continuedin use down to the present time and have been adopted for class work inthe majority of institutions in which Hebrew is taught.President Harper was far from being a narrow-minded one-sided specialist. It was his desire to see each department in the University provided with a journal through which it might give publicity to its work andin which also it might publish the results of the work of other scholars.The first product of this desire was the Journal of Political Economy,which first appeared during the first year of the University and is stillfunctioning. This was followed by ten other departmental journals duringthe course of his administration. These were the Journal of Geology, theAstrophysical Journal, the American Journal of Sociology, the BotanicalGazette, the School Review, the American Journal of Theology, the AmericanJournal of Semitic Languages and Literatures, the Classical Journal, Modern Philology, and Classical Philology.In pursuance of this same broadminded interest he accepted funds fromMiss Helen Culver for the endowment of two courses of lectures in thefield of comparative religion; one course, the Haskell Lectures, to be givenhere upon the campus; the other to be known as the Barrows Lecturesand to be given in the leading centers of India.OUTSIDE INTERESTSAnother phase of President Harper's life is seen in the fact that he didnot hesitate to assume burdens outside of the range of his own primary172 THE UNIVERSITY RECORDinterests. In connection with the World's Columbian Exposition held inChicago in 1893, he was made chairman of the advisory committee of theWorld's Congress Auxiliary Department of Higher Education and presided over the first day's session of the Congress of Higher Education.He also helped organize the World's Parliament of Religions which washeld in the summer of 1895. In 1895 he became president of the BaptistMinisters' Conference in Chicago. In 1896 he was appointed a memberof the Chicago Board of Education, which position he filled for two years.The same year he was appointed chairman of the Chicago Civic Federation's committee on education. The Board of Education of the city ofChicago passed a resolution expressing its high appreciation of PresidentHarper's service on the board and its committee. In October, 1897, theInternational Society made him a member of a committee constituted byit for the purpose of selecting a series of eight or ten of the world's greatbooks. For eight years, from 1897 to 1905, he served as superintendentof the Sunday School of the Hyde Park Baptist Church. For severalyears he served as secretary of the Association of American Universitiesand finally was elected president of the association.In recognition of the value of his contribution to the City of Chicago,one of the streets on the east side of Hyde Park is named after him. In1883 he went to Chautauqua to conduct a summer school for students ofHebrew. In 1886 he became principal of all the summer schools at Chautauqua. This position he held until 1897 ; the total time spent at Chautauqua was a period of fifteen years. After he became President of the University of Chicago, he divided his time between Chautauqua and theUniversity. By this arrangement he taught three hours a day on Monday,Tuesday, and Wednesday at the University and three hours a day onThursday, Friday, and Saturday at Chautauqua. He also gave a publicBible lecture at Chautauqua every Sunday morning. His work at Chautauqua was very popular and many of the first members of the Universityof Chicago faculty were members of the faculty of the summer schools atChautauqua while he was principal there. His work at Chautauquabrought new life into the institution, and his resignation of the principal-ship in 1897 was a serious blow to the summer schools. Bishop Vincentonce said of Dr. Harper: "He rendered to Chautauqua invaluable service.It has always been to me a matter of regret that he left us for wider fields."UNIVERSITY PRESIDENTThe outstanding success of his life, of course, was the organization ofthe University of Chicago. With the aid of certain important assistantsPRESIDENT HARPER: SCHOLAR AND CREATOR 173he raised a sufficient sum with which to get the University started. He wasnot at ease in raising money. I remember his telling me on one occasionthat he found it very hard work, that often he had to walk around a blockor two in order to get up his courage before calling upon a rich man, andthat sometimes he would go up to a business man's office door, but, nothaving the courage to go in, he would turn around and leave. Yet, withthe aid of friends, he raised a sum of $21,873,845 for the University beforehis death. In addition to this great sum, he also secured funds for a seriesof University buildings. This series included the following structures:Cobb Hall and the three dormitories directly south of Cobb; HaskellOriental Museum; the Law School; the Geology Building; the four dormitories for women — Foster, Beecher, Green, and Kelly Halls; Mandel Hall,the Mitchell Tower, the Reynolds Club and Hutchinson Hall; RyersonPhysical Laboratory; Kent Chemical Laboratory; the Hull BiologicalLaboratories, including the Botany, the Anatomy, the Physiology, andthe Zoology buildings; Snell Hall, and Hitchcock Hall; the UniversityPress building; the high school of the School of Education, now calledBelfield Hall; the old power plant; Ellis Hall and Lexington Hall, EmmonsBlaine Hall; Yerkes Observatory, with its great telescope and the surrounding seventy-one and a half acres of land; Walker Museum; andBartlett Gymnasium for men. This is a total of twenty-eight buildingsand they represent an investment of three or four millions of dollars.President Harper likewise gathered around him at the opening of theUniversity a brilliant faculty. Nearly all of its members were young menlike himself. I got a letter this morning from one of President Harper'syoung contemporaries explaining why he could not be present at themeeting this afternoon; speaking of Dr. Harper, he said: "Memories ofthat magnetic personality will live through all my days. I was just a'kid' on the faculty then, 1 895-1 901, but the kid's impressions of thatforceful dynamo were of the kind that inspire and last." This shows howfavorably his young colleagues were impressed by his personality. Theymade the University at once the leading educational institution in theWest. There is no question but that it introduced a new ideal of educationinto the Westland which was eagerly sought after and adopted by thestate universities and all other colleges.Time will not permit me to go farther in prolonging the list of his activities. Indeed, to tell all the great things done by him would require a good-sized volume.President Harper's mind was always full of new ideas. When the University was started in 189 1, he included in its organization three new divi-174 THE UNIVERSITY RECORDsions that had never before been incorporated in a university. These divisions were university affiliations, university extension, and the UniversityPress. The first of these has been discontinued. Its purpose was to extendto other schools something of the helpful educational influence of the University of Chicago and thereby to lift the educational scale and increasethe educational efficiency of schools in general. The university extensionand the University Press continue to function; and they have satisfactorily demonstrated their efficiency and value. The University Press published 850 books during the first twenty-five years of its history. Stillanother new element in the organization of the University was the inclusion of a fourth quarter, viz., the summer quarter. This too has persisted and demonstrated its value. It is greatly appreciated by a largenumber of teachers and ministers who gladly take advantage of their vacation period to supplement their previous training by new courses of study.President Harper was a man of high ideals. These held good not only forhis own personal life but also for the University as a whole. He steadilyrefused to expand the University until he could obtain sufficient funds toorganize new departments or schools upon a level higher than that of anyexisting school.President Harper was always alert with reference to the interests of theUniversity. He realized that the growth of the University was so rapidand so great that it would soon need a larger area within which to develop. He therefore inspired Mr. Rockefeller to secure the frontage of theland on both sides of the Midway. This procedure was well under waybefore President Harper's death and is now complete. It represents an investment of over $3,000,000.I quote an appreciation of President Harper from the pen of Dr. JohnH. Finley of the New York Times, which first appeared in the Review ofReviews; it constitutes the heart of the first paragraph in the late Dr.Thomas W. Goodspeed's life of William Rainey Harper, First Presidentof the University of Chicago. Dr. Finley says of President Harper:The period of his active work was only thirty years. .... But the achievement ofthose three decades, beginning at an immature age, and crowned with the glory of theheroic struggle of the last year, was the achievement of three new, and three extraordinary men. It was as if these three men of the same basic character, having all much incommon and having each a sympathy with the others, yet differing in their possessinginterests and their intellectual gifts, were joined together in a loyal and enduring union.The great bounding heart was common to all. And they all worked together always.Only they divided their time among the interests of these three giant men. Now it wasteaching to which he gave himself with the strength of three men; another hour or another day it was to study, to the seeking of a scholar; and then the next hour or the nextPRESIDENT HARPER: SCHOLAR AND CREATOR 175day it was the complex and tangled task of the executive to which this man of threemen's brains set his hand. By this co-operation he accomplished what three men working independently, though of great ability, each, could not have done.This praise is far from being overdone. In fact, it would be practicallyimpossible to laud President Harper unduly. His life was little short ofmiraculous in its achievements. They were so vast and so varied. Cutoff in the prime of his career he met his end bravely and confidently. Oneof his last actions was to provide for the needs of faculty members andfriends whose services to the University and himself deserved some recognition and reward. .The University through its friends has perpetuated his memory bythe erection of the Harper Memorial Library. The students of PresidentHarper and several of his friends have expressed their appreciation of hislife and work through this splendid work of art which will tell to cominggenerations something of the story of his life. It will also perpetuate thememory of the part he played in the life and work of the Divinity Schoolthrough its department of Semitic Languages and Literatures. But theoutstanding monument to his memory is the University of Chicago itselfthe educational product of this genius among educators.The premature ending of his life was a great shock to all his friends.But he had laid the foundations for a great university and guided it onits way for a period of fifteen years. He had accomplished in his relativelybrief career of half a century an amount of work that none but an intellectual giant could have done. I close this brief and incomplete sketch ofhis life-work with a few lines from Professor Lewis' "Ode" delivered at thenext convocation after President Harper's death:Hebraic-minded in Teutonic frame,Great toiler, builder great, and greater friend,Creative hope, aspiring like a flame,Wielder of power to power's most noble end,Live; live in us, brave spirit, teaching stillThe broader vision, and the braver act,And in that valley of the staff and rodTeach us the hero's will,Who smiles from lips by human anguish racked,And dies firm trusting in a human God.JOHN MERLIN POWIS SMITHTHE completion of the portrait of Dr. J. M. P. Smith, a reproduction of which is the frontispiece of this issue of the UniversityRecord, is a tribute to the man and the scholar, as well as a gestureof friendship and admiration. Dr. Smith's familiar figure has long beenseen within the quadrangles. After his graduation from the now extinctDes Moines College, he came to the University soon after its classroomswere opened to graduate students and was awarded his doctor's degreein 1899. Thus, for nearly four decades he has been associated with theinstitution and since 1899 has led his students in the Semitic languagesand literatures. And, as. he has led them, he has made them friends andadmirers. The fund which enabled the committee to secure the portraitcame from 166 different donors and is eloquent evidence of the warm tieswhich bind his students to the beloved teacher. Messages of affection andappreciation which accompanied the gifts, coming literally from all overthe world, were a delightful tribute to the man who has inspired so manystudents.However important linguistically and culturally may be courses inHebrew, they are not popular with the ordinary university student. Thatthrough all these years Dr. Smith has seen a continuous stream of matureand earnest students coming to his classrooms and seminars and registering for the informing and scholarly courses he offered is a credit alike toteacher, University, and students. Into the faculties of theological seminaries and of departments of oriental organizations all over our own andforeign lands have gone these students, while ministers of innumerabledenominations have received new light on the Bible they have been calledupon to explain from the unfolding knowledge they have obtained in"J. M. P.'s" classes.Dr. Smith's first service at the University was as literary secretary toPresident Harper in connection with research, assisting him in his OldTestament studies, particularly upon the books of Amos and Hosea. Hebegan his classroom service with the rank (no longer existing) of docent.With the passing years and with his increasing ability and experience, hesteadily advanced from a humble assistantship in 190 1 to a full professorship in 191 5. Meanwhile, he devoted time and thought to editorial supervision of several University journals, serving as editor or associate editorof the American Journal of Theology, the Journal of Religion, the American176JOHN MERLIN POWIS SMITH 177Journal of Semitic Languages and Literatures. He has never during theseyears allowed his pen to be idle. He has produced numerous religious andcritical works, among them being commentaries on Micah, Zephaniah,Nahum, and Malachi (in the "International Critical Series"), and latercommentaries on Amos, Hosea, and Micah. In addition to these morecritical contributions to theological literature, Dr. Smith has written numerous other works of a scholarly if not so technical character. Amongthese may be named: The Prophet and His Problems, The Religion of thePsalms, The Moral Life of the Hebrews, The Origin and History of HebrewLaw and Biblical Ideas of Atonement (with the late President Burton andGerald B. Smith). He was a contributor to Hastings' Dictionary of theBible, to the Dictionary of Religion and Ethics, and to the Standard BibleDictionary.He was lecturer in the American School of Oriental Research in Jerusalem in 1927-28. He received the honorary degree of D.D. from Mead-ville Theological Seminary in 1930. He is president of the Society of Biblical Literature and Exegesis, and vice-president of the American OrientalSociety. He is also an honorary member of the English Society for OldTestament Study.Doubtless, Dr. Smith's reputation for learned service on Semitic themesand those associated with the Hebrew people will be recalled most appreciably and for all time for years of study which he gave to the editorship of the Old Testament portion of The Bible, an American Translation.This translation which has been highly commended by scholars was firstpublished in 1927. The translation of the Old Testament was combinedwith Dr. E. J. Goodspeed's translation of the New Testament and the twopublished as a complete Bible in 193 1. It is "based upon the assured results of modern study and put in the familiar language of today," and wasproduced, as its Preface declares, "in the hope that, through its usage, theliterary appreciation, the historical understanding, and the religious influence of the Bible may be furthered in our generation.'' That the hopethus expressed is being realized is plainly proved by the many thousandsof copies of The American Translation which have been sold by the University of Chicago Press, the publisher.Mr. Oskar Gross, the painter of the portrait of Dr. Smith, is a well-known artist of Chicago. He is president of the Association of ChicagoPainters and Sculptors. He is a regular contributor to contemporary artexhibitions and has received numerous awards for excellence of his work.He is the painter of the portrait of Mr. Stagg which hangs in the trophyroom in Bartlett Gymnasium.i78 THE UNIVERSITY RECORDOn June 9, 1932, the portrait was "unveiled" before members of theDivinity faculty and students at an informal gathering held in the common room of Swift Hall. The portrait now occupies a place beside thatof Dean Eri B. Hulbert. A brief address was made by Mr. J. SpencerDickerson, corresponding secretary of the University and a member ofthe Board of Trustees of the Baptist Theological Union. Mr. Gross andDr. Smith added a few words to the interest of the occasion.MESSAGES FRANCAISoThe University has recently received a gift of 135 "Messages fran-cais," the donors being M. Champion and MM. Manuel of Paris. Theseremarkable examples of French photographic skill have been suitablyframed and will be divided for permanent exhibition in Wieboldt Hall,in the French House, in the Department of Art, and, when the buildingis completed, in International House.The portraits were accompanied by a letter of transmittal from Professor Henri Peyre of the Department of French of Yale University, fromwhich communication, addressed to President Hutchins, the followingparagraphs are taken:I have been entrusted with the pleasant task of announcing and forwarding to youa gift of a hundred and thirty-five "Messages francais," offered to thirteen Americanuniversities and colleges, among which is the University over which you preside. Thedonors are M. Edouard Champion, the well-known Parisian publisher, who first conceived the idea when he was delivering a series of lectures in this country some yearsago, and MM. Manuel, art photographers. MM. Champion and Manuel have beengathering this collection of beautiful large size photographs, representing a variedchoice of French personalities, political, diplomatic, literary, and artistic. The choiceranges from Clemenceau, Poincare, Marshal Foch, Marshal Lyautey, Ambassador Jus-serand, Ambassador Claudel, to Bourdelle, Paul Valery, Andre Maurois, Paul Morand,lean Cocteau, etc. It includes most of the members of the French Academy, some famous women writers such as Colette and la Comtesse de Noailles, the greatest livingpoets, critics, and novelists, a few outstanding political personalities such as Barthou,Ed. Herriot, A. Tardietf, and the most eminent French professors of the Sorbonne andthe College de France.Each portrait is personally signed and is dedicated by the person represented to theuniversity which is to receive it. Furthermore, most of them bear inscriptions from thehand of Marshal Lyautey, Jusserand, Paul Valery, Maurois, etc.: either short extractsfrom their works, words of greeting to the students of the university, or original thoughtsand maxims. Such autographs and mottoes will doubtless prove of great value in thefuture; some of the personalities who wrote them (Marshal Foch, Clemenceau, Francoisde Curel, etc.) have already died. The donors hope they will be read and appreciatedas a message of good will to the universities of America.THE CARILLON IN UNIVERSITYCHAPEL TOWERNO DOUBT many observers of the tower of the UniversityChapel have wondered why there was left unutilized the largespace in the upper portion, a space open to the winds and thestorms. Why should there be a belfry and no bells? There should not be,and there will not be after next October when one of the largest assemblages of harmonized bells will be installed in the tower and which byChristmas will begin to send forth its far-reaching notes of melody.There are but two firms, both in England, who are makers of carillons.One of these is Gillett & Johnston, bell-founders of Croydon, who forover three years have been engaged in producing for the University thishuge carillon which consists of seventy-two bells. Mr. Johnston of Gillett& Johnston visited the tower before beginning the work of constructingthe carillon. The total cost of the bells, including their installation andthe necessary alterations in the University Chapel tower, will exceed$200,000, an amount provided by a generous friend of the Universitywho for a long time preferred not to have his name known. It may nowbe stated that the giver of this significant feature of the chapel is Mr. JohnD. Rockefeller, Jr.In his address at the dedication of the chapel in October, 1928, Mr.Rockefeller, Jr., thus referred to his father and mother:This building has been made possible by one who is known to the world as a builderof industry, a financier, a philanthropist. To his son he is known as the most loving,understanding, inspiring father any son ever had. That son also had a mother whomhe holds in tenderest memory and whose influence on his life he can never overestimate.It is today his happy privilege to be the medium through which, in her memory, thecarrying out in perpetuity of the high purpose for which this edifice was erected is to beassured.As president of the Laura Spelman Rockefeller Memorial, I am authorized by thetrustees to offer to the University an endowment fund to be known as the LauraSpelman Rockefeller Memorial Fund, and to be used to promote the religious idealismof the students of the University and of all those who come within its gates, throughthe broadest and most liberal development of the spiritual forces centering in andradiating from this chapel.In the chapel the Trustees have ordered tablets placed recognizing thegift of the Founder and that of the memorial fund in the name of his wife.179i8o THE UNIVERSITY RECORDThe melody of these bells as their clear tones are waved in ail directionswill, too, be a memorial to the mother of the donor. One of the bells,presumably the largest, will bear this dedication:INLOVING MEMORY OFMY MOTHER1839-1915THIS CARILLON IS GIVENJOHN D. ROCKEFELLER, JR.The final specifications for the carillon were agreed upon by F. C.Mayer, organist of the United States Military Academy at West Point,New York, who is the expert employed by the University. He is said toknow more about carillon-designing than any living man. He acted forthe Canadian government in connection with the recently installed carillon in the new tower of the Parliament Building at Ottawa. He acted alsoas expert in connection with the installation of the carillon in the LouvainLibrary. Structural changes in the tower, providing for the great weightof the bells, have been studied by Condron & Post, engineers, in connection with the architects of the chapel and, in turn, have been approvedby the bell-founders.Mr. Mayer, in discussing the availability of the chapel tower for theplacing of the carillon writes: "Your tower has a tremendous advantagein having plenty of open space around it, with no high buildings to interfere with or reflect the bell tones. I profoundly hope that this advantagemay always be retained. And best of all, there are plenty of quiet, openspaces where listeners can gather amid surroundings of grass, trees, andarchitecturally-interesting buildings."The largest carillon in the world is that of the Riverside Church, NewYork City, the second largest is that soon to be erected in the UniversityChapel tower. The largest in Europe are those in Louvain and Mechelin,Belgium.Mr. Lyman R. Flook, the University's superintendent of buildings andgrounds, has written the following description of the carillon:The carillon for the University chapel tower consists of seventy-two separate bellsranging from the smallest which weighs io| pounds to the great Bourdon which weighs36,926 pounds and has a diameter of 117 inches. The next heaviest bell weighs 25,613pounds, the third bell weighs 20,660 pounds, the fourth bell weighs 18,577 pounds, thefifth bell weighs 15,736 pounds, the sixth bell weighs 12,621 pounds, the seventh bellweighs 10,973 pounds, and they then diminish rapidly in weights and sizes. All of theseTHE CARILLON IN THE CHAPEL TOWER 181bells are so tuned that each bell is pitched in the international scale in tune with itself,so that when played in chords the bells will be in harmony.Five of the heavier bells swing, the heaviest bell, number 72, C sharp, weighing 36,-026 pounds; bell number 68, F sharp, weighing 15,736 pounds; bell number 66, G sharp,weighing 10,973 pounds; bell number 64, A sharp, weighing 7,591 pounds; bell number61 C sharp, which weighs 4,704 pounds. These five bells are swung by motors. Sincethese five bells have different periods of swinging they will be played as a peal of bellsstriking at irregular intervals.The carillon is played from a console or clavier where the keys are arranged forsharps and flats as for piano, except that the individual keys are oak pegs about three-fourths of an inch in diameter and spaced somewhat farther apart. The console isequipped with foot pedals. The keys are struck with the doubled fists.Because of the great weights to be moved, the striking mechanism of the largerbells is complicated. The key from the console is assisted by a piston in a cylinder actuated by compressed air to give additional force to the blow at the moment of striking.Air is admitted to these pistons by electrically operated valves, the electric circuit beingoperated from the console. Five of the bells are arranged for electric striking for thequarter hour. The heavier bells are all on ball bearing as are many of the moving partsin order that the assistance needed will be minimized. The quarter-chiming mechanismis an electro-pneumatic device consisting of a drum on which pins are placed, one forstriking and one for assistance, this operating much like a small music box. This mechanism is arranged for four and one-half octaves so that if future automatic playing isdeveloped the range can be extended to this limit of four and one-half octaves. Bellsnumbered 57 to 37 inclusive are arranged with suboctave couplers for electro-pneumaticcontrol only. The bells are struck by the usual inside clapper except that for carillonplaying an additional outside clapper is provided for the heavier bells, the outside clapper for swinging bells being arranged at the side and at the bottom of the swing, theswinging bells being stationary when played in carillon.When installed in the tower the heaviest bell with two other intermediate sizedbells will be in the lowermost chamber, an intermediate chamber next above containingeleven of the next heaviest bells, and the remaining fifty-eight bells being placed on theframe in the topmost chamber.The carilloneur's room containing the console, quarter-chiming mechanism, andsmall assistance pistons will be located at the topmost level just beneath the framecarrying the fifty-eight smaller bells, this position being almost in the center of the entire carillon. This room is arranged with openings so that the carilloneur can hear themusic of both the large and small bells. The heavy intermediate bells are carried on agreat steel supporting frame on the inside of the tower, resting on walls at about mid-height of the tower. The total weight of the bells is approximately 220 tons, the bellmetal consisting of approximately 200 tons.During the first week of May a sound movie of the playing of the carillon in thefactory was seen and heard in Chicago with much favorable comment. It is expectedthat the carillon will be installed beginning October 1 and be ready for use before Christmas of this year. Three carloads of material; machinery, and framework arrived inNew York in the fore part of luly.CINEMATIC HISTORY "THENEW PAST"By CHARLES BREASTEDON JULY 1, 1927, the Oriental Institute, then housed in HaskellMuseum, was operating in the Near East four field expeditions— the Megiddo Expedition in Palestine, the Epigraphic SurveyExpedition at Luxor, the Prehistoric Survey in the Nile Valley, and theAnatolian Expedition in Turkey. If by comparison with later developments these activities seem limited, at least they were already a uniqueCharles BreastedThe Ruins op Persepolisextension of those usually implied in a university department of philological and historical pedagogy. The institute was already recognized asa new and potentially powerful agency of organized science in a field ofresearch hitherto proverbially chaotic. But its larger plans and ultimategoals still resided as dreams in the minds of the two or three individualswho had charged themselves with their realization. This was only thebeginning.182CINEMATIC HISTORY— "THE NEW PAST" 183PROGRESS DURING THE LAST FIVE YEARSDuring the five years between 1927 and 1932 the institute launchedeight additional expeditions and some twelve additional research projects.From Egypt and Palestine it extended its activities to Syria, to Northernand Central Iraq, and to Persia. As a result of substantially increasedsupport from the International and General Education Boards and ofthe initial and consistent personal interest and support of Mr. John D.Rockefeller, Jr., the institute built permanent or semi-permanent fieldheadquarters at Luxor, Memphis, Megiddo, Rihanieh, (between Aleppoand Antioch), Khorsabad (near Mosul), Tell Asmar (near Baghdad), andat Persepolis (just east of Shiraz). Its staff grew from some 35 to 105members. At Chicago it erected a general American headquarters comprising 1,189,736 cubic feet, and it reserved space adjoining for future expansion. It secured a permanent endowment for teaching and research ;and during the five years it trebled its budget. The institute had becomethe first laboratory for the study of the rise of man from remotest savageryto the conquest of civilization; and the largest archaeological organizationever before attempted. It had won for itself a place among the larger pioneering research units in that beehive of them, the University of Chicago.Here, surely, was magnificent material for a story which could be toldadequately only thrqugh the vivid medium of the talking picture. Forfive years and until the organization stood ready for it, the present writerhad refrained from making motion-picture records of its development, andonly one or two of the expeditions had attempted it for their own use.But by the winter of 1931-32 the field expeditions were at "peak production/ ' and the story was merely awaiting the camera. In the Near East noarchaeological or other scientific organization had ever before presented afront so far flung that a traveler by aiir could fly over Turkey, Syria, Palestine, Egypt, Iraq, and Persia and come down each night at one of its ownfield headquarters."fugitive history"The University's departments of history and sociology not long agocoined the admirable phrase "fugitive history" to describe the actual experiments and hitherto unrecorded processes by which outstanding scientists have arrived at their published results. These unpublished chapters, imbued with the personalities of their central characters, have represented an irreparable loss to the great scientific and still greater lay publicto which an Einstein or a Michelson or a Compton is too often knownchiefly by impersonal laws and discoveries. The advent of the "talkie"184 THE UNIVERSITY RECORDmarks the capture of such fugitive history and its perpetuation as indefinitely living biography. To the present writer, the unquenchable youthof his veteran chief, the fire and enthusiasm which had kindled so manybeacons along the modern front of an ancient world and had built up alaboratory comprising that quarter of the globe in which mankind firstdiscovered the values and the forking of the road leading toward civilization, deserved recording as "fugitive history."A talking picture, tentatively called "The New Past," was thereforeplanned in which the director of the institute should vividly summarizethe career of man, in terms of artifacts as well as intellectual accomplishments, against a background of the institute's field expeditions. A preliminary segment was photographed in February, 1932, in the new Oriental Institute building. There remained to be taken the field "shots,"which became the major errand of the present writer's annual journey tothe Near East.films from the airOn March 13 he was joined in Cairo by cameraman Reed N. Hay-thorne, to whose cinematic skill and inexhaustible good nature in the faceof incessant obstacles is in great part due the high quality and interestof the 12,000 feet of silent film taken during the journey. Luxor wasvisited by train; but the institute's units in Palestine, Iraq, and Persiahad to be visited by air, in an especially chartered Imperial Airways tri-motored ten-passenger Avro-10 monoplane, piloted by Captain GordonP. Olley, assisted by a radio operator and an assistant pilot. Despite duststorms (sometimes 16,000 feet high), infinite governmental "red tape"including censorship, not to mention threats to collect import duty onthe plane itself, and endless hampering difficulties, after more than fortyhours of flying time at an average of over 100 miles per hour, the charterwas successfully completed on the appointed day — April 6 — when themachine came down once more at Heliopolis airdrome, outside Cairo,The task of editing the entire film and to the silent portions adding voiceand sound will hardly be finished before the end of August. The finishedpicture, numbering some ten reels, will have been accomplished with anextraordinarily small investment, even including the special charter. Ifit proves as interesting a record as its sponsors devoutly hope, it will haveachieved two purposes: that of portraying and interpreting the work ofthe institute through the person of its director; and of serving as a "trialballoon" to indicate the vast and as yet virtually untried possibilities forpresenting the story of civilization in epic summaries through the mediumof talking pictures.A SOUND INVESTMENTDANCING molecules, plants growing and dying, rivers erodingtheir banks and building deltas: these and other everydaymiracles that go unnoticed will be typical actors for the University in an educational "super-cinema" to be made available this autumn. All the elements of science, society, and culture, which can be reproduced in sound and image for educational uses, will be the world fromwhich actors and sets will be drawn. The pictures, a projected series ofeighty short films, are based on the introductory courses under the University's new plan of education and are intended to be used as aids forcolleges, universities, high schools, and adult education groups throughout the country.The comprehensive development of this program of educational talking pictures will be carried out by the combining of the educational resources of the University with those of the Erpi Picture Consultants,Inc., an educational research group composed of specialists, which for thepast four years has been conducting a comprehensive study of the production and use of talking pictures in education. The Bell Telephonelaboratories and the Electrical Research Products, Inc., have contributedthe technical equipment necessary for the development and use of thisnew talking-picture program. All of the above-named companies are subsidiaries of the American Telephone and Telegraph Company.President Hutchins and Colonel F. L. Devereux of the Erpi concernhave decided that there is a sufficient demand for use of this new educational medium to warrant prompt action. They hope that the firsttwenty pictures, to illustrate the physical sciences, will be available forthe school year beginning this autumn.The scope and organization of this effort to bring sound pictures intothe classroom are without precedent. Plans provide for an integratedseries of twenty pictures illustrating each of the University's four surveycourses, in the physical, biological, and social sciences and in the humanities. The venture is regarded as climaxing years of experiment in thisfield in America and abroad. Preliminary reports on recent tests instituted in eastern public schools, by the Erpi concern, using sound picturesconfirm the findings of Professor Frank N. Freeman of the Universityand Professor Ben Wood of Columbia University, who in 1929 tested si-185i86 THE UNIVERSITY RECORDlent educational films on 11,000 children throughout the country. Theinvestigators reported that children before whom the films had been shownexcelled the "control" groups, studying the same subjects without the aidof films, "by a substantial and significant margin." "The pictures enhanced the interest of the children and prompted them to more energeticactivity," they reported. Other experiments have been tried at the University of Iowa and Illinois, and at Ohio State, Yale, and Harvard. TheLeague of Nations has a standing commission reporting on the use ofeducational films.There will be no attempt at straight reproduction of. all the lectures anddemonstrations of any of the courses. Nor is there any thought of substituting motion pictures for lecturers or teachers. Sound pictures will beused as supplementary. The general objectives are to bring the world tothe classroom as it actually exists, make it possible to reproduce experiments or processes at their best readily and cheaply, present great authorities and their ideas, and generally stimulate classroom work. Various types of photography, such as micro-photography showing organiccell life, or time-lapse pictures, in which the whole life of a plant may beshown in a few minutes, will be used. Test films made by the Erpi organization have been shown depicting the bursting of a living seed, thewhole growth of stalk and root, the drama of the plant's conflict withparasites, the flowering, germination, and death — all accompanied mechanically by expert explanation.Experiments difficult and expensive to demonstrate will be emphasized.Ultramicroscopic pictures of the rise of liquids in capillary tubes, the formation of crystals, the "insides" of a transformer in operation, will betypical material. Geologists, for example, might show an actual volcanoin eruption. In the social sciences sequence, it was pointed out, discussions of housing conditions may be illustrated with films of modern Russian or German projects. The humanities may use pictures of archaeological excavations, or scenes of the folkways of primitive peoples.The pictures will be used for the first time this year in the generalcourses under the new plan of education in operation at the University.Should any high schools or junior colleges adopt the Chicago plan or incorporate such features as the general courses in their curricula, it is probable that the University will be willing to administer the examinations itnow gives to its own college classes and grant advanced standing to thosestudents who meet its standards and wish to continue their studies atChicago.President Hutchins is convinced of the value of these films as a prac-CHURCH HISTORY INVESTIGATION 187tical and interesting aid not only to the new educational program but toany adult education group. He writes: "We believe that talking filmsproperly prepared and integrated with printed instructional material willcontribute greatly to the effectiveness of our new general courses forfreshmen and sophomores. We believe that the teacher will find this new,dynamic medium of expression an authentic aid in his work and that thestudent will acquire a clearer and more lasting understanding of scientificprocesses when they are vitalized by scene and sound."CHURCH HISTORY INVESTIGATIONBy SHIRLEY J. CASE, Chairman of the Department of Church HistorySince 1926 the Department of Church History in the Divinity Schoolhas been endeavoring especially to locate, catalogue, and insure thepreservation of original sources of information for the history of Christianity in America. This project has been carried on particularly byWilliam Warren Sweet, who joined our faculty in the autumn of 1927as professor of the History of American Christianity. Some significantresults have already been obtained. A large volume of sources for thehistory of the Baptists in the territory between the Allegheny Mountains and the Mississippi River from the close of the Revolution to 1830was published in January, 1931, and extensive materials are already inhand, awaiting critical study and preparation for publication, to cover thehistory of other religious bodies in different areas on the American frontier.Hence it seemed an appropriate time to widen the range of inquiry byinitiating a similar type of investigation in the newer fields of Christianity's expansion in the Far East.An especially favorable opportunity for extending research to the Orient was presented when Dr. John R. Mott, secretary of the InternationalMissionary Council and of the American Society of Church History,jointly requested the chairman of our Department of Church History toconduct a deputation to investigate the study and teaching of churchhistory in the theological schools of the Far East, particularly in Japan,Korea, China, the Philippine Islands, Straits Settlements, Burma, andIndia. The work of the deputation, it was agreed, might also include astudy of what is being done, and what more can be done, to collect andpreserve the original sources of information for the history of the indigenous churches in these Eastern lands, and our Department gladly assumed the responsibility for this phase of the investigation.i88 THE UNIVERSITY RECORDThe Autumn and Winter quarters of 1931-32 were given to this project.In Japan and Korea all of the principal centers of Christian activity werevisited, and a large amount of information was obtained from teachers,librarians, archives at missionary headquarters, private collections ownedby individuals, and other quarters. Many of these sources have neverbeen formally listed and carefully studied. A similar investigation wasconducted in China from Peiping, Nanking, Hankow, Shanghai, andCanton. Ten days were spent at Manila, and brief stops were made atSingapore and Penang, but at each of these places efficient helpers compensated for lack of time. Work in Burma and India occupied nearly twomonths which made it possible to cover a wide range of territory.The primary aim of our inquiry was to locate important documents,to make note of their character and contents, to awaken interest in thesearch for undiscovered sources, and to encourage the collection and systematic preservation of historical information relating especially to theindigenous churches. Much attention was given to soliciting helpers andsetting up agencies for carrying on future research. On several occasionsformal action was taken by groups, assembled particularly for this purpose, looking toward more systematic activity in collecting, listing, andpreserving documents. Personal helpers, too numerous to name, readilyvolunteered their services in behalf of the cause. Many of them were outstanding teachers and church leaders, both nationals and missionaries, indifferent denominational groups. Certain persons indicated an intentionto carry on special research in this field in working for a higher degree.Invariably student groups in the different theological schools of the Orient, when addressed on the subject, responded readily to the suggestionthat they constitute themselves a body of inquirers in the communitiesthey serve during vacations or after graduation, and that they send backto the teacher of church history or their school's librarian whatever information they can obtain regarding the history of the indigenous orientalchurches.By means of these helpers— from the leading officials of the most important organizations down to the ordinary village pastor — it is confidently expected that the inquiry which our Church History Department hasinitiated for locating and preserving original sources of information for thehistory of Christianity in the Orient will in the course of time result in theassembling and making available for research a large body of heretoforeunused materials as significant for the history of Christianity in that partof the world as are the new sources which are being collected for the history of Christianity in America.DR. DODD ON CAUSES OF THEDEPRESSIONDR. WILLIAM E. DODD, Distinguished Service Professor ofHistory, lectured on the world-wide depression in the ChicagoArt Institute. He spoke particularly on "Historic and Industrial Causes of the Depression." Hardly an industry today but is overstocked with goods, not a farm that receives over a half or a fourth of itsformer small return, he declared. There was a similar, but not a worldwide state of things after the Napoleonic wars; and there was a similarand an acute crisis that followed the Civil War and the Franco-PrussianWar of 1 861-7 1. But these continued acute only in certain countries forthree or four years. The present drastic economic reorientation givesevidence of an abiding nature which deeply touches the richest as well asthe poorest of peoples everywhere. Perhaps a student of history thesethirty years may, without offense, venture a diagnosis.The first of all the causes is the free and uncontrolled sweep of theindustrial revolution, above all in the United States, where the instinctof gain has been too powerful for social control. A little over a hundredyears ago, the government of the United States undertook to give unprecedented aid to what was called "infant industry." This was givenupon the assumption that a monopoly of the home market would inspiremanufacturers to employ labor at high wages, build cities for the incoming hordes of Europeans, and create markets for agriculture. Labor wasemployed, immigrants came, and cities were built. Open markets werenot maintained, however. Cliques of purchasers organized and set prices,too many distributors fixed themselves upon the urban public, and theprices of farm produce were left to be fixed by the demand in Londonor Liverpool. Industrial goods rose in price, and in time prices were fixedby associations of interested persons, so that one-fifth of the populationhad the advantage of high prices for their output and four-fifths wereleft to fare as best they might in the world market. Industrial labororganized and secured advantages, but unorganized workers were left tocompete with unskilled workers who poured into the country by themillion. Two groups, industry and organized labor, thus took privilegedpositions.189190 THE UNIVERSITY RECORDThe next step was the unprecedented combinations of industrial andrailway corporations and the issue of securities in enormous volume,based not so much upon the value of properties involved as upon theestimated consuming capacities of their respective markets. The lastphase of this movement began with the "watering" of United States Steelsecurities to the extent of $400,000,000 out of a total of a little more thana billion dollars of book value. As if this were not enough, the concentration of industries in narrow limits and the focusing of all the great transportation systems at points like New York and Chicago led to the multiplication of land values beyond anything ever known in history. Uponthis, industry must pay insurance and interest and taxes, not to mentionthe levies of political machines. Such is the structure which we have seenrise in our midst, and boasted of the show. Its ramifications run intoevery town and village of the country ; its securities make the reserves ofevery bank and insurance company; its masters talk to presidents andcongressional committees like masters of plantations talked seventy yearsago to any and all who criticized their structure.Contemporary with this American evolution, there developed similarpowers in England and the Continent. Able to sell a considerable measure of its output in the half-closed market of the United States, Europealso was able to undersell American industrialists in most of the marketsof the world, and New York financiers were subordinate to those ofLondon. Then the new and energetic central European industrialismbrought the World War.The moment the German power was broken, there arose the problemof debts amazing in their proportions. The cost of the war had aboutequaled the total value of all the properties of all the countries concernedexcept the United States. Here was dilemma. In essence, the solution wasto be a shift of gold reserves from all Europe to the United States, andill-informed persons expected to see an unprecedented harvest of economic power in New York and other security-holding centers such as theworld had never dreamed of. It was occasion for immediate Europeanresentment; and since hypernationalism had been the tone and talk ofhalf a century, the cheapest of politicians could readily make headway inany country. When it proved impossible to discover gold equal to theAmerican demands, Europeans tried in every possible way to sell industrial goods. The reply in Washington was a higher tariff in 1922 than thecountry had known before. The other turn was for the Europeans toborrow gold in New York to pay their obligations to the American govern-DR. DODD ON CAUSES OF THE DEPRESSION 191rnent and then to borrow more gold in New York to revamp their industries in order to compete with mass production in Detroit and Chicago.When the dilemma had reached the crisis stage a second time, congressenacted a still more prohibitive tariff and the president signed the billagainst the protest of nearly all the informed economists in the countryand violent demonstrations all over the world. With the great Americandomestic market borne down with an overhead too great to be carriedwithout foreign outlets, there was nothing else but catastrophe in 1929if European countries retaliated; and retaliation was prompt and decisive.Every country now had its market closed, as nearly as possible, againstevery other country. Agriculture was the first to feel the blow, and thelot of the farmer was merging into peasantry. When Europe closed hermarkets and great American industries could not quickly transfer theirplants to other countries, and when farmers simply could not buy, thefirst great judgment day of big business was at hand.This is a moment when all men need employ their best thought andcaptains of industry need to learn what they have neglected all theirlives — the rudimentary principles of economics and a little of the precedents of history.ROBERT R. BENSLEYTHE University is constantly adding to its collection of portraitsof men and women distinguished among its teachers and administrators. Nearly one hundred such portraits, exclusive ofbronze busts and bas-reliefs, have been assembled, most of them duringthe last two decades. Instead of hanging these paintings in one hall orone building where, by reason of their various sizes and their differingand often conflicting color, they could not be seen at their best, thesecanvases have been distributed among many halls, often in buildingswhere the person honored by such a memorial performed his work.During the Spring Quarter two excellent portraits have been completedand, after approval by the proper authorities, have been accepted by theBoard of Trustees. The two portraits are those of Dr. J. M. Powis Smithand Professor Robert R. Bensley. A reproduction of the former appearsas frontispiece of this issue of the University Record and that of Dr.Bensley upon another page.A committee of which Dr. B. C. H. Harvey was chairman secured thefund for the purchase of the Bensley picture from colleagues of the distinguished anatomist, and from his former students and admirers, 116 namesappearing on the list of donors. The portrait was presented to the University on June 14, 1932, at a dinner of members of the department andfriends held in Judson Court of the new College Hall for Men. Addresseswere delivered by Professor G. Carl Huber, for forty-five years a teacherof anatomy in the University of Michigan; by Professor Julius Stieglitzof the Department of Chemistry; Professor Charles J. Herrick of theDepartment of Anatomy; Dr. Russell M. Wilder of the Mayo Clinics;and Mr. Edmund Giesbert of the Department of Art, painter of theportrait. The painting was presented by Dr. Harvey and was receivedon behalf of the University by Mr. J. Spencer Dickerson.Dr. Bensley came to the Department of Anatomy from the Universityof Toronto in 1901, beginning his service as assistant professor. He waspromoted to a full professorship in 1907. He received the honorary degreeof Sc.D. from his Alma Mater in 191 9.He has been distinguished for the thoroughness and soundness of hisresearch. His peculiar service has been in the development of sound judgment and research ambition in his students. In this he has not merely192From Painting by Edmund GiesbertPORTRAIT OF ROBERT R. BENSLEY194 THE UNIVERSITY RECORDtaught by precept but rather by the contagion of his own example. Hisresearch students revere him for his work in the laboratory and for thosequalities of mind and heart which are after all the most effective qualifications for success as a teacher. Modest in so far as his own achievementsare concerned, he has given without stint to his students, in all of whosework his influence has been very great. As an administrator his department has moved onward without fuss or friction. He is honored by hiscolleagues for those sterling characteristics which have made him a greatteacher as well as those which create lasting friendships.Dr. Bensley's portrait was executed by Edmund Giesbert who has beenan instructor in the Department of Art since 1930. He studied at theArt Institute, Chicago, and in Vienna. He has won several prizes forachievement in oil painting. The portrait hangs temporarily in theQuadrangle Club.BIRD HAVENBy HENRY C. COWLESONE of the most recent acquirements of the University is an interesting tract of woodland in southern Illinois. This area, whichhad been known for many years as "Bird Haven," was for along time the property of Dr. Robert Ridgway, the famous ornithologist.This tract is located near Olney, in Richland County, Illinois, 230 milessouth of Chicago. The Bird Haven tract was founded by Dr. RobertRidgway in 1906, and was cared for by him until his death, March 15,1929.Dr. Ridgway's desire when he founded Bird Haven was not only tomake it a bird sanctuary but also an arboretum. He had already obtainedmany trees and shrubs characteristic of Illinois and he desired to have inthe Bird Haven area representatives of all the trees native to the state andalso such trees from elsewhere as would grow to advantage in Bird Haven.The area is well suited to this purpose, having considerable diversity oftopography and soil and containing tracts of upland, shaded slopes, ravines, and creek bottoms. Dr. Ridgway before his death had plantedmany exotic trees and shrubs, especially species of magnolia and otherssuited to the place.During his lifetime Dr. Ridgway was always anxious to arrange for thepermanent conservation of this interesting property. Several years agothere was founded a national organization of his friends, known as theBird Haven Memorial Association. This association was organized toraise funds for the purchase of additional land and also for the purpose ofinsuring the upkeep of the tract. After much campaigning by the association, a fund of $30,000 was raised but this was insufficient. Mrs. CharlesL. Hutchinson generously donated additional funds to increase theamount to $50,000, and also bought the ninety-seven acres adjoiningBird Haven's original eighteen acres, so that the area is now sufficientlylarge for carrying out Dr. Ridgway's desires. The fund is now officiallyknown as the Robert Ridgway Memorial, and is fittingly named afterone of the most ardent naturalists our country has ever produced. Dr.Ridgway's body is interred in the area, in accordance with his wishes.In February, 1932, the tract was given to the University of Chicago,together with the funds noted above, and will in the future be administered through the University. It is hoped that many botanists and zoologists will find Bird Haven a good place for carrying on experimental workand observational studies on plant and animal life.195DRAMATIC REVIEWSTHE University has received a collection of dramatic reviewswhich provide a record of practically every new dramatic production in the United States since 1895. There are nearly 14,000reviews, or approximately 11,500 plays, in the unique collection. The reviews were systematically collected by William Harlowe Briggs, who isconnected with a New York publishing firm. He assembled the reviews asa diversion, and though the collection is insured for $25,000, he sold it tothe University for a nominal sum, with the understanding that gathering of the material was to be continued. Acquisition of these reviews isthought to establish the University collection on the American drama asthe best in the country.In addition to this newest acquisition, the University library has several other unique collections. The Atkinson group of rare American plays,totaling 5,500 titles, is one that cannot be duplicated. The Morton collection of typescript, 1,500 successful plays produced, but not published, between 1865 and 1890, was acquired a few years ago. In this group arescripts of most of the melodramas which thrilled the theatergoers of theReconstruction period. The Rosewade collection of clippings, coveringthe production in New York of plays between 1895 and 1910, lays particular emphasis on portraits and stage pictures and is of exceptionalvalue as a record of costuming and stage settings.The material is to be used as the basis for compiling a "Dictionary ofAmerican Drama," which will give complete data concerning authorship,first productions, length of vogue, and other phases of American plays.No such history of the American theater now exists. The study is to bemade by Assistant Professor Napier Wilt and two of his students. Thereviews cover not only New York and other metropolitan first productionsbut the failures which never reached Broadway after a tryout. Includedin the collection are reviews not only of dramatic works but also of musicalcomedies, revues, and the premier performances of grand operas. Further, there is a record of English productions, and, to some extent, ofplays originally produced in France.196THE BOARD OF TRUSTEESBy JOHN F. MOULDS, SecretaryELECTION OF OFFICERS AND TRUSTEESTHE annual meeting of the Board of Trustees on June 9, 1932, thefollowing Trustees were re-elected in the class the term of whichexpires in 1935 : Charles F. Axelson, Thomas E. Donnelley, HarryB. Gear, Wilber E. Post, Edward L. Ryerson, Jr., Robert L. Scott, andEugene M. Stevens.The following officers were elected: president, Harold H. Swift; firstvice-president, Thomas E. Donnelley; second vice-president, WilliamScott Bond; third vice-president, Laird Bell; secretary, John F. Moulds;corresponding secretary, J. Spencer Dickerson.The following officers were appointed to the respective offices for theterm of one year and until their successors shall have been appointed:treasurer and business manager, Lloyd R. Steere; comptroller, NathanC. Plimpton; assistant treasurer and assistant business manager, George0. Fairweather; assistant comptroller, Harvey C. Daines; assistant secretary, William J. Mather; assistant secretary, Lyndon H. Lesch.In accordance with the by-laws and under action of the Board, Mr.Charles E. Hughes and Mr. Deloss C. Shull became Honorary Trustees.APPOINTMENTSIn addition to reappointments, the following appointments have beenmade during the three months prior to July 1, 1932:Stuart A. Rice, as Professor of Sociology.Katharine J. Densford, as Visiting Professor of Nursing.Richard H. Edwards, as Visiting Professor in the Divinity School.Harriet Frost, as Visiting Professor of Nursing.Hubert Greaves, as Visiting Professor in the Divinity School.Daniel Mornet, as Visiting Professor in French.H. E. Chamberlain, as Associate Professor of Psychiatry in the Department of Pediatrics.A. C. Benjamin, as Assistant Professor in the Department of Philosophy.Oran I. Cutler, as Assistant Professor in the Department of Pathology.Deborah M. Jensen, as Visiting Assistant Professor of Nursing.197A198 THE UNIVERSITY RECORDMaynard Krueger, as Assistant Professor in the Department of Economics.Paul Oliver, as Assistant Clinical Professor in the Department ofSurgery, Rush Medical College.Alfred L. Price, as Assistant Professor in the Department of MilitaryScience and Tactics.Samuel Soskin, as Assistant Professor in the Department of Physiology.David C. Straus, as Assistant Clinical Professor in the Department ofSurgery, Rush Medical College.Charlotte Towle, as Assistant Professor of Psychiatric Social Work inthe School of Social Service Administration.Arnold Walther, as Assistant Professor of Hittite in the Oriental Institute.John M. Welsh, as Assistant Clinical Professor of Military Medicine,in the Department of Medicine, Rush Medical College.John A. Wilson, as Assistant Professor in the Oriental Institute.William B. Ballis, as Instructor in the Department of Political Science.Leslie Blanchard, to teach one minor and to hold conferences in theDivinity School.Beulah Cushman, as Clinical Instructor in the Department of Ophthalmology, Rush Medical College.Philip Morris Hauser, as Instructor in the Department of Sociology.Robert Llewellyn Henry, Jr., to give instruction in the Law School.Earl S. Johnson, as Instructor in the Department of Sociology.Clara Lesher, as Instructor in the Department of English.Sigvald Nielson, to give instruction in the Law School.George Ormiston, as Instructor in the Department of Pediatrics.Clifford P. Osborne, as Instructor in the Department of Philosophy.Gilbert Rich, as Clinical Instructor (Psychiatry) in the Departmentof Medicine, Rush Medical College.Charles A. Sima, as Clinical Instructor in the Department of Medicine,Rush Medical College.Clara Stoddard, as Instructor in the Department of Physical Culture.Howard Talley, as Instructor in the Department of Music.Roger John Traynor, to give instruction in the Law School.Maurice Walk, to give instruction in the Law School.Frank Bane, as Lecturer in Public Administration in the School ofSocial Service Administration.John P. Barnes, as Professorial Lecturer in the Law School.Michael Davis, as Professorial Lecturer in Sociology.THE BOARD OF TRUSTEES 199Lewis Meriam, as Lecturer in the Department of Political Science.Charles E. Spearman, as Lecturer in the School of Education.Donald Slesinger, as Summer Quarter Dean of the Social SciencesDivision.Charles A. Shull, as Secretary of the Department of Botany (SummerQuarter).William Burrows, as a Fellow in the Department of Hygiene andBacteriology.Otto Daum, as Fellow in the Oriental Institute.James Elmer Dean, as Fellow in the Oriental Institute.Gladys Hazel Freed, as Fellow (Ryerson) in Archaeology.Samuel I. Feigin, as post Ph.D. Fellow in the Oriental Institute.Ignace Gelb, as Fellow in the Oriental Institute.T. P. R- Jacobsen, as Fellow in the Oriental Institute.Elias Selinger, as Fellow in the Department of Ophthalmology, RushMedical College.Freda Ridgley, as Case Worker in the School of Social Service Administration.H. C. Hill, as Assistant to the principal of the High School.Alden Gates Greene, as Teacher in the Laboratory Schools.Dorothea Jackson, as Teacher in the Laboratory Schools.Helen McAdow, as Teacher in the Laboratory Schools.Helen E. Morehead, as Teacher in the Laboratory Schools.Helen E. Richardson, as Teacher in the Laboratory Schools.Walter Siemson, as Physician in the Laboratory Schools.Elizabeth Robinson, as Placement Counselor in the Department ofVocational Guidance and Placement.t PROMOTIONSPaul R. Cannon, to a professorship in the Department of Pathology.George M. Curtis, to a professorship in the Department of Surgery.Edward A. Duddy, to a professorship in the School of Business.W. L. Eagleton, to a professorship in the Law School.Carl F. Huth, to a professorship in the Department of History.Arthur H. Kent, to a professorship in the Law School.William N. Randall, to a professorship in the Graduate Library School.Otto Struve, to a professorship in the Department of Astronomy, andto the directorship of Yerkes Observatory.Theodore Tieken, to a professorship emeritus in the Department ofMedicine, Rush Medical College.200 THE UNIVERSITY RECORDWalter Bartky, to an associate professorship in the Department ofAstronomy.J. F. Christ, to an associate professorship in the School of Business.George G. Davis, to an associate clinical professorship in the Department of Surgery, Rush Medical College.Carl Eckart, to an associate professorship in the Department of Physics.Frances E. Gillespie, to an associate professorship in the Departmentof History.Harold F. Gosnell, to an associate professorship in the Department ofPolitical Science.Martin E. Hanke, to an associate professorship in the Department ofPhysiological Chemistry.W. C. Johnson, to an associate professorship in the Department ofChemistry.Harold D. Lasswell, to an associate professorship in the Department ofPolitical Science.George E. Miller, to an associate clinical professorship (MateriaMedica and Toxicology) in the Department of Medicine, Rush MedicalCollege.F. B. Millet, to an associate professorship in the Department ofEnglish.James Herbert Mitchell, to an associate clinical professorship in theDepartment of Dermatology, Rush Medical College.Roger Throop Vaughan, to an associate clinical professorship in theDepartment of Surgery, Rush Medical College.Louis Wirth, to an associate professorship in the Department of Sociology.Eugene N. Anderson, to an assistant professorship in the Departmentof History.Carl Philip Bauer, to an assistant clinical professorship in the Department of Obstetrics and Gynecology, Rush Medical College.Morris Braude, to an assistant clinical professorship (Psychiatry) inthe Department of Medicine, Rush Medical College.Douglas G. Campbell, to an assistant clinical professorship of Psychiatry in the Department of Medicine.C. T. Elvey, to an Assistant professorship in the Department of Astronomy.Martin J. Freeman, to an assistant professorship in the School ofBusiness.Carl Henrikson, to an assistant professorship in the School of Business.THE BOARD OF TRUSTEES 201John A. Larson, to an assistant clinical professorship (Psychiatry) inthe Department of Medicine, Rush Medical College.F. J. Pettijohn, to an assistant professorship in the Department ofGeology.Richard B. Richter, to an assistant clinical professorship (Neurology)in the Department of Medicine, Rush Medical College.David B.Rotman, to an assistant clinical professorship (Psychiatry)in the Department of Medicine, Rush Medical College.F. L. Schuman, to an assistant professorship in the Department ofPolitical Science.Harold A. Swenson, to an assistant professorship in the Department ofPsychology.Bert I. Beverly, to a clinical instructorship in the Department ofPediatrics, Rush Medical College.Craig D. Butler, to a clinical instructorship in the Department ofPediatrics, Rush Medical College.Leonard S. Cottrell, to an instructorship in the Department of Sociology.Robert H. K. Foster, to an instructorship in the Department of Physiological Chemistry and Pharmacology.Palmer Good, to a clinical instructorship in the Department of Laryngology and Otology, Rush Medical College.Edward L. Haenisch, to an instructorship in the Department of Chemistry.Donald C. Keyes, to an instructorship in Orthopedic Surgery in theDepartment of Surgery.Alfred C. Ledoux, to an instructorship (Roentgenology) in the Department of Medicine.C. J. Lundy, to a clinical instructorship in the Department of Medicine,Rush Medical College.Roland Parks Mackay, to a clinical instructorship in the Departmentof Medicine, Rush Medical College.Alice McNeal, to a clinical instructorship (Anesthetics) in the Department of Obstetrics and Gynecology, Rush Medical College.William W. Morgan, to an instructorship in the Department of Astronomy.Henry T. Ricketts, to an instructorship in the Department of Medicine.Nathan W. Shock, to an instructorship in the Department of Physiology.202 THE UNIVERSITY RECORDHerluf H. Strandskov, to an instructorship in General Biology, in theDepartment of Zoology.George F. Dick, to the chairmanship of the Department of Medicine,Rush Medical College.William F. Moncreiff, to the chairmanship of the Department ofOphthalmology, Rush Medical College.George S. Lane, to a research associateship in the Department ofComparative Philology.Lucia Downing, Teacher in the Laboratory Schools.Arline M. Feltham, Teacher in the Laboratory Schools.Ted Prosser, Teacher in the Laboratory Schools.Arthur E. Traxler, Teacher in the Laboratory Schools.RETIREMENTSIn accordance with the University Statutes, at the end of their respective appointment year the following members of the faculties retire withthe rank indicated:Edwin B. Frost, Professor Emeritus of Astrophysics.Martin Schutze, Professor Emeritus of German Literature.Paul Shorey, Professor Emeritus of Greek Language and Literature.Kurt Laves, Associate Professor Emeritus of Astronomy.Alice Temple, Associate Professor Emeritus of Kindergarten-PrimaryEducation.H. F. Mallory, Secretary Emeritus of the Home-Study Department.LEAVES OF ABSENCESamuel N. Harper, Professor of Russian Languages and Institutions,for the Autumn Quarter, 1932, in order to make a study- trip to SovietRussia.Frank E. Whitacre, Instructor and Resident in the Department ofObstetrics and Gynecology, for six months from July 1, 1932^0 continuethe exchange arrangement which has been in effect during the previoussix months with the Selheim Clinic in Leipzig, Germany.Napier Wilt, Assistant Professor in the Department of English, forthe Winter and Spring quarters, 1933.RESIGNATIONSDr. Ludvig Hektoen, as Head of the Department of Pathology. (Dr.Hektoen continues as Professor of Pathology.)Earl Dewey Myers, Assistant Professor in the School of Social ServiceAdministration.THE BOARD OF TRUSTEES 203William 0. Douglas, as Professor in the Law School.Dr. H. B. Van Dyke, as Professor in the Department of PhysiologicalChemistry. Dr. Van Dyke becomes a member of the staff of the PeipingUnion College, Peiping, China.Walter G. Preston, Jr., as Assistant to the President.Dr. Earl B. Ritchie, as Assistant Professor of Dermatology, in theDepartment of Medicine..Glen Morey, Instructor in the Department of Chemistry.Dr. F. Bruce Fralich, as Instructor of Ophthalmology in the Department of Surgery.Dr. Earl S. Carey, as instructor in the Department of Pathology.DEATHMrs. William C. Pullman, member of the Board of Managers of theCountry Home for Convalescent Children, June 8, 1932.KUPPENHEIMER FOUNDATION COMMITTEEThe following are the appointees: Dr. S. W. Becker, Dr. Joseph L.Miller, Dr. Oliver S. Ormsby, Dr. O. H. Robertson, Dr. D. P. Phemister,Dr. Joseph DeLee, Dr. Frank R. Lillie, Dr. F. C. McLean.CHANGES IN TUITION REGULATIONSThe following changes in regulations for remissions of tuition havebeen adopted effective with the beginning of the Summer Quarter, 1932:1 . Children of faculty members, administrative officers, or employees,shall be granted remission of one-half of their full tuition in the Laboratory Schools;2. Employees of the University, taking one course per quarter in theUniversity, shall be granted remission of one-half the full tuition for thatcourse ;3. Faculty members, administrative officers, their wives and dependents, will pay full tuition rates for all courses taken in the University.Tuition fees in University College have been increased, effective October 1, 1932, to $30 for a course unit with the understanding that no reduction will be made from the rate fixed for instruction at the quadranglesfor students who enrol for a combined program of work at the quadranglesand at University College.CHANGE IN NAMES OF SCHOOLSThe name of the School of Commerce and Administration has beenchanged to the School of Business.204 THE UNIVERSITY RECORDThe name of the Graduate School of Social Service Administration hasbeen changed to the School of Social Service Administration.GIFTSFrom Eli Lilly & Company, Indianapolis, Indiana, $2,000 for Eli Lillyfellowships in the Department of Chemistry for the year 1932-33.From Mr. Harold H. Swift, $875.90 to purchase a small moving-picturemachine for use among alumni clubs.From the American Home Economics Association, $750 for the SocialScience Research Committee fund.From the Life Insurance Sales Research Bureau, of Hartford, Connecticut, $500 for a special investigation to be conducted for that organizationby Mr. A. W. Kornhauser, of the School of Business.From Miss Mary C. Wheelwright, of Spain, $250 for the use of FatherBerard Haile in his work among the Navajo Indians.From Mr. Laird Bell, $100 for the tuition of a deserving and needystudent during the Spring Quarter, 1932.From friends, former students, and fellow teachers of the DivinityConference, a portrait in oil of Dr. J. M. P. Smith, Professor of Old Testament Language and Literature. The portrait was executed by OskarGross, president of the Chicago Society of Painters and Sculptors.From an anonymous donor, sufficient funds to cover the award ofthirty-two Junior College Two-Year Honor Scholarships for students entering the University next Autumn Quarter. This is a renewal of giftmade by the same donor for the same purpose last fall.From an anonymous donor, $3,000 to reward excellence in collegeteaching. The $3,000 has been expended in making the following increasesin salaries of members of the College Division: Louis Wirth (Sociology),$500; H. B. Lemon (Physics), $500; M. C. Coulter (Botany), $250; H. D.Gideonse (Economics), $250; N. F. Maclean (English), $250; A. E.Staley (Economics), $250; Mary B. Gilson (Economics), $250; 0. F. Bond(Romance), $250; Peter Hagboldt (German), $250; and G. E. Bentley(English), $250.From an anonymous donor, $2,250, for scholarships to be awarded inthe Autumn Quarter, 1932.From the Julius Rosenwald Fund, $2,000, for a fellowship awarded bythe fund to Mr. M. W. Shock; $500 to be paid during the year 1932-33and not more than $1,500 during the year 1933-34.From Mr. Sewell Avery, $2,000, for a "distinguished fellowship" ingovernment finance.THE BOARD OF TRUSTEES 205From the National Research Council, the following appropriations tomembers of the faculty: To Professor William D. Harkins, of the Department of Chemistry, for the purchase of radio active substances, in connection with his photographic study of the synthesis and disintegrationof atoms, $600; to Professor R. W. Gerard, of the Department of Physiology, for technical assistance and the purchase of apparatus, in connectionwith his study of the activity of the nerve tissue and the central nervoussystem, $500.From Mr. Jesse L. Rosenberger, $1,000, to be added to the permanentprincipal of the Colver-Rosenberger Scholarship Fund, the income on the$1 000 to be paid to Mr. Rosenberger during the remainder of his life.From the Evaporated Milk Association, a grant of $750 to be used byMiss M. F. McAuley, of the Department of Home Economics, in a studyof evaporated milk and its effects on institution cooking.From Professor John Shapley, $200 to make possible the appointmentof Alexander Sushko as Lecturer on Art in the Autumn Quarter, 1932 andthe Spring Quarter, 1933.From Mr. E. A. Cudahy, $200 for the University's project in Irishculture.From Mr. Martin A. Ryerson, $125 to pay for binding books for theFrench House.From the American Daughters of Sweden, $100 to cover the SpringQuarter, 1932, tuition of Ethel Swanson.From the employees of the Superior Chemical Company, Inc., $50 tobe used under the direction of Dr. Emmet Bay for investigation in cardiovascular diseases, in memory of Mr. Joseph B. Block, deceased.From Mr. and Mrs. Lawrence C. Brodribb, a collection of photographsof buildings of the University.From the Western Union Telegraph Company, loans and gifts of apparatus used by Mr. Eugene U. Still, of the Department of Physiology,in his research work.From Dr. Brown Pusey, formerly a member of the faculty of the University and subsequently Professor and Head of the Department ofOphthalmology of Northwestern University for some twenty years, andnow retired from that position, his valuable library consisting of thirtyvolumes for the Department of Ophthalmology of the University.From Mrs. James Nelson Raymond $1 2,000 as an endowment fund for afellowship in Medicine to be known as the "Anna Louise RaymondFellowship in Medicine."From Dr. A. J. Carlson, a contribution of $1,000 toward the establish-206 THE UNIVERSITY RECORDment of a fellowship in the medical sciences to be known as the "ArnoBenedict Luckhardt Fellowship" in recognition of Dr. Luckhardt'sservices in research and teaching in the medical sciences, the appointmentof the fellowship to be vested in the Department of Physiology in theUniversity.From Dr. Franklin C. McLean, a subscription of $100 to the "ArnoBenedict Luckhardt Fellowship Fund."From Swift & Company, grant of amount up to $15,000 to cover costof an investigation on the digestibility and nutritive value of certain fatstreated so as to prevent rancidity both in the fats themselves and in thefood products in which such fats are used. This investigation is to beunder the direction of Professor A. J. Carlson in the Department ofPhysiology.From an anonymous donor, $5,000, to be applied toward the purchaseprice of the Barton Lincoln Collection.From Mr. Henry M. Wolf, $500, for the work of the Department ofHistory, to assist in the offering of courses on the Far East during thecoming summer session.From the Chicago Woman's Ideal Club, $300 for scholarship for theyear 1932-33.From the Chicago Urban League, $166.66 for the fund of the SocialScience Research Committee.From F. J. Lewis, $100 for the humanistic research project in Irishculture.From the Universal Oil Products Company, course in chemistry to begiven at University College in the Spring Quarter, 1933, without cost tothe University.From the Rockefeller Foundation, an appropriation of $125,000, or asmuch thereof as may be necessary, toward a program of training andresearch in Public Administration over a period of five years beginningJuly 1, 1932.AMONG THE DEPARTMENTSTHE DEPARTMENT OF ANTHROPOLOGYBy Fay-Cooper Cole, Chairman of the Department of AnthropologyA NTHROPOLOGY while one of the youngest departments in the/\ University has shown itself one of the most vigorous and progres-X jl sive. While young as a department it was early recognized as afield of interest by the University and in 1892 Professor Frederick Starrwas appointed to the faculty. From that time until his retirement in 1923,Professor Starr made frequent trips of investigation to the Indians of theUnited States, to Mexico, Japan, Korea, the Philippines, and Africa.The wealth of materials thus gained combined with his rare ability in presentation resulted in crowded classrooms. However, frequent interruptionof instruction during expeditions led to the union of anthropology withsociology for administrative purposes.STEADY PROGRESSUpon the retirement of Professor Starr, it was decided to emphasizegraduate and research work in anthropology and Dr. Fay-Cooper Cole,then of the Field Museum, was chosen to initiate the plan. A year later,Dr. Edward Sapir, director of anthropological work in Canada, was addedto the staff, and his appointment was followed by that of Dr. RobertRedfield. With this nucleus, an independent department of anthropologywas set up in 1929. Undergraduate enrolment increased steadily. Graduate students came in increasing numbers while the research activitiesbrought gratifying results. The young department has demonstrated theold saying that nothing succeeds like success. Starting its research activities with limited funds furnished by the local Social Science ResearchCommittee, it soon enlisted the interest of the Rockefeller Foundation,and in 1 93 1 was further strengthened by the establishment of the Adolphand Marian Lichstern Fund for Anthropology. The teaching staff hasgrown to five, with an equal number engaged as research associates andassistants. This past year, more than 450 undergraduates have registeredfor courses in the department while forty graduates are pursuing coursesleading toward higher degrees in this field.From the beginning the department has held that the proper training207208 THE UNIVERSITY RECORDof students demands early participation in research. Consequently it hasshaped its work to allow the greatest possible number of students to takepart in its own research activities while it has placed students with various research institutions in all parts of the world. During its short history,its graduate students have conducted research in Africa, Borneo, Australia, the South Seas, the Gobi Desert, Sicily, in addition to numerousinvestigations in North, Middle, and South America.ARCHAEOLOGY IN ILLINOISA few of the major activities conducted by the department will be ofinterest to readers of the University Record. Up to six years ago nosystematic study had been made of the archaeological remains in Illinois.It has long been realized that pre-historic monuments of some importanceexisted within the state but aside from two or three localities no efforthad been made to study or preserve them. In six years, the departmenthas surveyed and mapped all known Indian sites in several counties of thenorthern half of the state. It has studied local collections and has carriedon extensive excavations. It has shown that Illinois was the home ofnumerous Indian tribes through long periods of time, that it is in fact a"key" state in the pre-history of the Mississippi Valley. The chronologyof at least five cultures has been established, the oldest dating back atleast two thousand years, probably much more. Twelve to fifteen graduate students participate in this work each season. Field excavation isturned into a laboratory school in which each student has his part. Oneor two seasons of this training and the student has become a competentinvestigator.To make Illinois archaeology intelligible the department has established a pictorial survey of the archaeology of the Mississippi Valley. Fullpictorial records of all known cultures are placed in albums together withdescriptive data. Such a study is rapidly making possible accurate comparative studies of the pre-history of the whole upper Mississippi region.A special interest in Mexico (which Professor Starr had also cultivatedin the early days of the University) has been developed by the department. In 1926-27 Robert Redfield, then a candidate for the doctorate,and now associate professor in the department, carried on research workin a Mexican community of mixed Spanish and Indian heritage. Resultsof this investigation subsequently appeared in Tepoztlan: A MexicanVillage, the first publication of the anthropological series from the University Press. Since then, the department has pursued this interest inMiddle America with reference to two sorts of problems: historical in-AMONG THE DEPARTMENTS 209quiry as to the origin and spread of aboriginal American culture; andscientific studies of the acculturation process. The former interest wasserved by the ethnological work — supplemented by archaeological workin northern Chihuahua — which Dr. Wendell C. Bennett and Robert M.Zingg carried on among the Tarahumare in 1930-31. The departmentplans to extend this work into adjoining areas of Mexico. The interest inthe processes of acculturation Dr. Redfield has continued in the form of aresearch undertaking among the Maya of Yucatan; this project is beingfinanced by Carnegie Institution of Washington, and is one of a group ofinterrelated research projects now being carried on in Yucatan, with theco-operation of several universities. Most recently, in association withField Museum of Natural History, Mr. Charles Wisdom, of the department, has done ethnological work among the Chord of Guatemala.Manuscripts representing these various activities have been prepared orare in preparation.INVESTIGATIONS AMONG THE MAYA PEOPLEClosely related to the ethnological work in Mexico, and MiddleAmerica, are the linguistic investigations being conducted by ProfessorManuel Andrade among the living Maya of Mexico and Guatemala. Hisstudies like those of Dr. Redfield are being pursued in co-operation withthe Carnegie Institution of Washington. In the Southwest, the department has centered its activities on the language and culture of theAthabascan tribes — the Navaho and Apache. Work initiated under Professor Edward Sapir has been conducted by Dr. Harry Hoijer, whileFather Bernard Haile devotes his entire time to the recording and interpretation of Navaho ritual and mythology. Less extensive studies arebeing conducted by graduate students among such Indian groups as theWinnebago of Wisconsin and the Sauk and Fox of Iowa. These investigations are under the direction of Professor Radcliffe-Brown who cameto the University this year from the University of Sydney.One African study sponsored by the department is nearing completion.Dr. George Herzog and Mr. Charles Blooah — an African native — spenta year among the Grebo of Liberia and obtained a wealth of materialrelating to native life and custom. Another major interest of the department is the immigrant group in America. It is firmly believed that wemust know these people in the homelands if we are to aid their absorptioninto American life. Studies of two such groups have been undertaken andothers are to be initiated as funds and personnel permit.In addition to field studies of the type described, members of the de-2IO THE UNIVERSITY RECORDpartment have conducted research in race and race problems which haveresulted in significant publications. The department is young. To date, ithas awarded only nine Ph.D.'s, but it is significant that each one of therecipients holds a position in a major institution of learning, while severalwho have not yet obtained degrees are likewise established. Satisfactorythough the record is to date, the department has urgent needs. Most urgent is a building which will allow it to concentrate its activities and develop its laboratories. At present, it is scattered in three buildings. Itparticularly needs funds and laboratories for its studies in human biology.Problems of race, race mixture, studies in growth — these are of utmostimportance to our nation. These problems can be successfully attackedonce the facilities are available.Another need has been developed by the success of the research activities. Research without publication loses much of its value. An anthropological series has been established and each year one volume has beenpublished, but material is rapidly accumulating and a publication fundmust be secured, if the department is to make available the results of itsinvestigations.THE UNIVERSITY PRESSEDUCATIONAL TALKING PICTURESANEW kind of publication in a new format is on the fall list of theUniversity Press. It will be a series of twenty talking motionL pictures of the physical sciences. The development of this projecthas had the keen personal interest and attention of President Hutchinsfor more than a year, and four years of technical experimentation andresearch in the field of method and educational psychology have precededthe launching of the program.This development in the use of educational talking pictures will beachieved through the combined efforts of the University and the AmericanTelephone and Telegraph Company through various of its subsidiaries.Erpi Picture Consultants, Inc., a research group composed of educationalpsychologists and specialists in the various fields of science and scholarship, will work with University of Chicago faculty members in formulatingthe material for film presentation. The Bell Telephone Laboratories andthe Electrical Research Products, Inc., will contribute the technical skillin film-making and sound-recording. The Western Electric Company hasbuilt the 1 6mm. portable sound system which the University has selectedas most satisfactory for classroom use.Eighty sound films are planned — a series of twenty in each of theUniversity's four general divisions: Physical Sciences, Biological Sciences, Social Sciences, and the Humanities. It is expected that the firstseries in the physical sciences will be ready for fall classes.These talking pictures will be an integral part of the new generalcourses for freshmen and sophomores and will be correlated with specialprinted material in the form of a teacher's handbook, a student's manual,and carefully worked out tests. All this material — films, sound equipment, and printed matter — will be distributed through the UniversityPress, and will be made available to any high-school, college, or adulteducation group in the country. More than 950 schools had expressed aninterest in the project at the time of writing this article.Dr. Hermann I. Schlesinger, professor of chemistry, and Dr. HarveyB. Lemon, professor of physics, have organized the physical science filmcourse around the following twenty topics: "The Solar System"; "TheChanging Surface of the Earth"; "Beneath the Earth's Surface"; "States211212 THE UNIVERSITY RECORDof Matter"; "Combustion and Corrosion"; "Chemical Equilibrium";"Carbon and Its Compounds"; "The Carbon Cycle in Nature"; "Timeand the Calendar"; "Velocity of Chemical Reactions"; "Electrochemistry"; "Heat and Work"; "Electricity"; "Interference of Light"; "Sound";"Weather and Forecasting"; "Composition of the Atmosphere"; "Energy, Work, and Powrer" ; "Eclipses of the Sun and Moon" ; "Decoding theInformation in a Beam of Light."In making the selection of subjects for film presentation, those subjectsthat can be adequately presented by text or blackboard are eliminated.It is pointed out that the technical features of sound films give the studentknowledge which he could not get elsewhere. Time-lapse (technicallycalled "stop-motion") photography will make visible movements thatare too rapid to be perceptible to the human eye — such as an explosion.X-ray photography enables observation and demonstration of processeswithin opaque objects; the telescopic lens will bring the stars and planetswithin study reach; the microscopic lens will enlarge living and movingminute organisms to the size best adapted for observation, and will showphysical changes taking place. Just as stop-motion, slow-motion, andX-ray photography make visible things the human eye cannot see, sodoes the sound record by means of amplification render audible soundsthe human ear cannot hear. These experiences and this knowledge thestudent cannot obtain by any other method.Another important advantage of sound films over tedious individuallaboratory experimentation is that it brings to the smaller school thefacilities of a great university's laboratories and museums, and the teaching of great masters who could not possibly visit the distant classrooms.BRIEF RECORDS OF THE QUARTERGifts amounting to $921,167 were received by the University during the SpringQuarter, it was announced by Emery T.Filbey, acting vice-president, in his officialstatement at the University's one hundredand sixty-eighth convocation. In the absence of President Hutchins, Dean Filbeypresided at the two sessions of the convocation and presented degrees to 879 candidates. The bulk of the gifts to the University since the Convocation, in March,was in the form of appropriations from theRockefeller Foundation to renew supportof research projects in the social sciencesand in the humanities divisions of theUniversity — projects which the foundation has been aiding during the past several years. Of this renewal fund $225,000is granted on condition that the University secure a similar sum, on a dollar fordollar basis, from other sources. Higherdegrees were conferred upon 409 studentsincluding sixty-five doctors of philosophy,one hundred and five masters of arts orscience, eighty doctors of law, ninety doctors of medicine.The Chicago Alumnae Club has published a decorative map in four colors ofthe quadrangles as each succeeding classfrom 1 893-1 933 has known them. All ofthe University's eighty-odd buildings areshown, as well as the new women's dormitories and the art building which are to beerected south of the Midway. A numberof the faculty men have been caught inrevealing poses, and famous characterstaking part in historical events in theneighborhood adjoining the University areincluded. The map, which was designedby Betty Fisher of the Class of '22, is37X24 inches in size and is especiallyadapted for use as wall decoration. A reproduction of the map in black and whiteappears on an adjoining page of the Record. It is colorful with its green lawns, redroofs, black-gowned figures, and yellowwalks. The map is on sale at the University Bookstore and Woodworth's for $1.00.The profits derived from the sale of themap will go to the scholarship fund of theChicago Alumnae Club, the fund thatnow sends two women to the Universityeach year. Comparison of admissions and discharges in the Country Home for Convalescent Children during the fiscal yearfrom March 1 to February 28 shows asfollows :1930-31 1931-32Admissions 67 186Discharges 38 166During the fifteen-month period fromMarch 1 to May 31, the comparison is1930-31 1931-32Admission 117 230Discharges 66 204Of the 166 discharges, 50 were to homes ascured, and 116 to hospitals for furthertreatment for which the patient was nowready. Since the opening of the RaymondBuilding in January, 1931, every one of itstwenty beds has been occupied constantlywith the exception of an occasional one-day vacancy. The farm showed a smallprofit for the year and established a highermonthly herd average for milk than hasever before been made in Du Page County. This time of unemployment has beena difficult one for most of the parents ofpatients. Many who previously could supply shoes and other clothing for their children have been unable to do so this year.In some instances it has been necessary tosupply them with tickets so they couldcome to see patients.The Trudeau medial of the NationalTuberculosis Association has been awarded to Dr. Esmond R. Long of the Department of Pathology. The award was madeto Dr. Long for his discovery of a newtuberculin for testing human beings andanimals for tuberculous infection. Hiswork on the chemistry of tubercle bacillusand tuberculin and the cell pathology oftuberculosis has done much to increase theknowledge of tuberculosis, its cause andcure. Dr. Long is about to leave the University to become a member of the PhippsInstitute, Philadelphia.The old building of the Chicago Lying-in Hospital is being remodeled to meet theneeds of Provident Hospital, the institution designed for Negro patients and totrain Negro practitioners. It is affiliated213mmBRIEF RECORDS OF THE QUARTER 215with the University. The corner stone ofthe remodeled building was laid on JuneI4-.Dr. E. O. Jordan, chairman of the Department of Hygiene and Bacteriologysince 19 14, has been appointed a memberof the Board of Health of the City ofChicago. He has been a member of theUniversity faculty since 1892. He is theeditor of the Journal of Preventive Medicine, co-editor of the Journal of InfectiousDiseases, and the author of a number ofbooks on bacteriology and public health.He recently returned from the island ofJamaica.Dr. Frank R. Lillie attended the meetings of the Committee for Research inProblems of Sex and of the NationalAcademy of Sciences in Washington during April as well as the meetings of theCommittee on Oceanography of which heis the chairman.Dr. George D. Fuller in the Department of Botany has compiled and editeda news letter for the department in whichthere is much news of interest to all whohave worked in that department. Someof the statistics presented are given in thisnews letter. "In the thirty-six years of itsexistence the department has graduated237 doctors, 170 men and 67 women. Ofthese, 7 men and 5 women have died. Ofthe remainder, not less than 150 men and45 women are at present engaged in scientific teaching and investigation. From thestandpoint of numbers the most prolificyears have been 1922 with thirteen doctors, 1925 with fifteen, and 1931 withfourteen. Fortunately, all of the 1931doctors have found positions."William G. Whitford, professor of artin the School of Education, is a memberof the staff during the summer session ofthe College of Fine Arts of Syracuse University.J. C. M. Hanson, professor emeritus,gave fourteen lectures at Columbia University during February and March. Healso addressed meetings of librarians inNew York and Washington and lecturedin Brooklyn on the Vatican Library reorganization. He served as consultant inthe Library of Congress, Washington, onbook-selection, bibliography, and libraryscience, from November 1, 1931, to March 31, 1932. He was in residence during theSpring Quarter and may return to Washington on or about November 1.Professor E. J. Kraus of the Department of Botany returned during theSpring Quarter from the Hawaiian Islandswhere he engaged in research at the experimental station of the Hawaiian SugarPlanters Association.The Board of Trustees has authorizedthe placing of a tablet in memory ofJulius Rosenwald at an appropriate placeat the entrance of the College ResidenceHalls for Men, and a similar tablet in theWomen's Residence Halls when thatbuilding shall have been completed. Thefirst of these two is to be installed on theeast wall of the entrance to Burton Courtand the architects of the building aremaking designs for the tablet which is tobe of bronze. The inscription will read:Some twenty-five students are registered for Dr. A. B. Luckhardt's course on"The Principles of Physiology" whichmeets at 6 : 50 a.m. It is called by the students "The Dawn Patrol."Professor Ferdinand Schevill of theDepartment of History spent this SpringQuarter at Ohio State University wherehe gave two courses — one a graduatecourse entitled "Theory of History, "andthe other for undergraduates entitled"History of the Balkan Peninsula."According to the Education Recordpublished by the American Council onEducation in Washington, the report con-In Memory ofJULIUS ROSENWALDwhose gift made possible theerection of this building.Trustee of the University of Chicago191 2-1932. Honored Citizen, PublicBenefactor, a Friend of Mankind."Let us now praise famous men —leaders of the people by their counsels — furnished with ability — theglory of their times. Their bodiesare buried in peace; but their nameliveth for evermore."2l6 THE UNIVERSITY RECORDcerning identical psychological tests givento freshmen entering 152 colleges in theUnited States disclosed some interestingstatistics. Freshmen to the number of 41,-369 submitted to these tests. The averagescore for the entire group was 147.37.The average of 687 University of Chicagofreshmen was 202.21. Haverford Collegeof Haverford, Pennsylvania, had freshmen with an average of 241.67 whichscore led the list of the colleges.The John Billings Fiske prize in poetrywas not awarded this Spring Quarter, asufficient number of poems not beingpresented.Ronald S. Crane, professor in the Department of English, and Hay ward Kenis-ton, professor of the Spanish language,have been elected members of the American Academy of Arts and Sciences.The collected papers of the late Professor J. U. Nef, first head of the Department of Chemistry in the University,have been presented to the UniversityLibrary by his son, John U. Nef, of theDepartment of Economics. These papersconsist of Professor Nef's own reprints ofpractically all his published articles. Thiscollection makes it possible, for the firsttime, to consult all Nef's works together,and to take account of the changes whichhe made in them during his lifetime. Thearticles run to a little more than 1,700pages, and they have been bound togetherin three volumes. These may be consulted in the library of the Department ofChemistry, where they are to be keptpermanently.Members of the Illinois State Academyof Science to the number of seven hundredmet at the University on May 6 for thetwenty-fifth annual meeting of the organization. The meetings of the academyprovide a platform for consideration ofscientific studies carried on in the state.There was a general session and numerous meetings of sections including thosewhich concern themselves with agriculture, anthropology, botany, economics,geography, geology, medicine and publichealth, physics and chemistry, psychologyand education, and zoology. The scientific technique by which the pre-historyof Illinois has been carried back for atleast two thousand and possibly for fivethousand years was described by Dr. Fay- Cooper Cole, chairman of the Department of Anthropology at the Universityand president of the academy. "Illinoisis now known to be an exceedingly important state archaeologically," said Professor Cole. "It has been long inhabited byIndian tribes of very different cultures,and it possesses some monuments of greatinterest. This story is now being recovered by the exact procedure of the scientist, who seeks all the information a sitemay possess, rather than the few trophiesit may contain." Six cultural phases ofIllinois Indians have been determined bythe archaeological survey and excavations carried out by the University ofChicago in Fulton County.Dr. Edgar J. Goodspeed of the Divinity School delivered the Commencementaddress at Rockford College on June 13.Dr. J. M. Stifler performed a like serviceat Frances Shimer Junior College, MountCarroll, Illinois, on June 7. At the sametime the annual report of the Board ofTrustees of Frances Shimer School wasread by J. Spencer Dickerson, presidentof the board.Dr. Frederic W. Schlutz, Richard T.Crane professor of pediatrics, has beenelected chairman of the pediatrics sectionof the American Medical Association.Professor William E. Dodd, chairmanof the Department of History, was oneof the speakers at a significant gatheringheld in Washington on May 7 as part ofthe bicentennial celebration. He is secondvice-president of the American HistoricalAssociation. In the course of his addresshe said: "Was the first presidency a success? History answers: the most successful of all, though one may ask, a hundredand thirty-six years later, whether Washington thought so. The greatest of American careers ended in humiliation and disgust. Twelve members of congress declared in registered form that they wereglad to see Washington go; but the retiring President had done a great work.His like is not to be found in the variedchapters of modern history. Yet he is lessknown as a human being and appeals lessto the emotions of men than either Jefferson or Lincoln, nor will all the tributes ofthe current celebrations bring him closerto the masses."George Hill Dillon, who was graduatedin the class of 1927, has just been awardedBRIEF RECORDS OF THE QUARTER 217the Pulitzer prize of $1,000 for the bestvolume of poems by an American authorappearing during the current year. Tohim was given also in March of this yearone of the much-sought-for fellowships ofthe Guggenheim Foundation. Recognition of his ability has come rapidly forone so young, for prior to the receipt ofthe two awards mentioned he received a$300 prize which was bestowed by theChicago Foundation for Literature.About the first discovery of his poeticalachievement came in 1925 when he received the John Billings Fiske poetryprize in the University. Horace SpencerFiske in 1919 established the fund whichproduces this annual prize. It must bewith satisfaction that he views the progress of a young poet whose earliest recognition came while a student in the University and to whom such a reward as theFiske prize must have been an incentiveto study and effort.Last October the Institute of Medicineof Chicago offered a prize of $500 for themost meritorious investigation in medicine or in the specialties of medicine.Competition was open to graduates ofChicago medical schools who had receivedtheir degrees of M.D. during 1929 orthereafter. The prize was awarded toWarren B. Matthews, assistant residentin the Department of Surgery of the University Clinics. His paper was upon"Studies in the Etiology of Gastric andDuodenal Ulcer." Mr. Matthews carriedon his investigations under a grant fromthe Douglas Smith Foundation and underthe direction of Dr. Lester R. Dragstedt.Word has been received of the deathof Harold H. Brown at Provincetown,Massachusetts. He was sixty-six years ofage. He was formerly an instructor in theDepartment of Art of the School of Education, resigning in 19 13 to become director of the Herron Art Institute of Indianapolis. At the time of his death he wasdirector of the Provincetown Art Association.Douglas Waples, acting dean of theGraduate Library School, delivered twolectures at the annual convention of theAmerican Library Association in NewOrleans. One of his addresses, based oninformation obtained during his recentvisit to Russia, was on "Guiding Readersin Russia." Dr. Edward L. Compere of the Department of Surgery of the UniversityClinics was recently a speaker at the medical school of the University of Michigan.The University preachers during theSpring Quarter were as follows: April 3,Dean Gilkey; April 10, Reverend AlbertW. Palmer, D.D., President of theChicago Theological Seminary; April 17,Dean Gilkey; April 24, President AlbertW. Beaven, D.D., Colgate- Rochester Divinity School, Rochester, New York; May1, Reverend Henry M. Edmonds, D.D.,LL.D., Independent Presbyterian Church,Birmingham, Alabama; May 8, PresidentGlenn Frank, LL.D., University of Wisconsin, Madison, Wisconsin; May 15,Reverend James Gordon Gilkey, D.D.,South Congregational Church, Springfield, Massachusetts; May 22, Dean Wil-lard L. Sperry, D.D., Theological Schoolin Harvard University, Cambridge,Massachusetts; May 29, Dean Gilkey;June 5, Reverend Ernest Fremont Tittle,D.D., First Methodist Episcopal Church,Evanston, Illinois; June 12 (ConvocationSunday), Dean Gilkey.m Dr. Robert A. Millikan of the California Institute of Technology, Pasadena,California, was welcomed by many oldfriends as he returned on May 2 to theUniversity to lecture on "The ChangingWorld." Owing to the desire of so manypersons to listen to the lecture, it was necessary to change the place of its deliveryfrom the Oriental Institute assembly roomto the University Chapel, which was wellfilled. Doctor Millikan was connectedwith the University from 1896 until hisresignation in 1921, steadily advancingin rank and service from an assistantshipin physics to a professorship in 19 10.While serving at the University he carriedon the researches which subsequently ledto the award to him of the Nobel prize in1923 for isolating and measuring the electron, as well as for photo-electric researches. The lecture was the second delivered on the Hiram W. Thomas foundation. The funds creating this lectureshipwere provided in 19 15 by the widow ofDr. Thomas who was for years a well-known minister in Chicago presidingover a group of liberal-minded people,the meeting place of whom was in Mc-Vickers Theater. It is provided that thelectures shall be given by men representative of what the founder of the lectureship designated as "the larger faith."2l8 THE UNIVERSITY RECORDThe Carnegie Corporation has awarded to Mr. John Shapley, chairman of theDepartment of Art, a medal in recognitionof his promotion of interest in knowledgeand in the fine arts. The medal is abronze plaque, four inches across, representing in bas-relief Pagasus striking theearth with his hoof and causing the fountain of Hippocrene to gush forth. Theplaque was designed by Paul Manship,well-known American sculptor. ProfessorShapley came to the University in 1929from New York University. Previouslyhe had been connected with Princetonand Brown universities.The last of the Mohicans, in person,has revealed remnants of the supposedlylost language of his people to Universityanthropologists. This venerable man isbelieved to be the last full-blooded representative of the once powerful Mohicannation of the Algonquin group of Indians.He was discovered living in Milwaukee.His name is now William Dick, the transliteration of his Indian name being Mak-wa Monpuy, which means "OneidaSprings." So far as scientists have beenable to determine, Dick, who is seventy-five years old, is the only person alivewho knows and speaks Mohican. Untillast summer, when he was visited by MissOlive Eggan, research worker for theUniversity's Department of Anthropology, he had not spoken for seventeenyears the complicated aboriginal languagewhich he learned from his parents on aWisconsin reservation. Linguists at theUniversity have been poring over the 300Mohican nouns brought back by MissEggan with a view to comparing themwith the equivalents in other Algonquinlanguages. The Mohican language neveradvanced to the written stage, and MissEggan's task was to record the soundsenunciated and then translated by Dick.In a discriminating article in TheAmerican Scholar, published by the unitedchapters of Phi Beta Kappa, RalphAdams Cram, the famous architect, super-viser of architecture at Princeton University and designer of many outstandingbuildings, writes: "I cannot visualize acollege that really strives toward evokingall that is best in students and aims atdeveloping in them that high culturalcontent that makes for a wholesome andvital society, that does not possess almostas its most beautiful building and dynamic influence, a chapel. Of course I do notmean that compulsory institution that had become customary in the early days ofthe country as a sort of devitalized tradition I mean rather such chapels ashave been built of late at Williams,Chicago, Princeton, Groton, St.' Paul's,Concord, Mercersburg; the best that chosen architects can produce, redolent of theage-old tradition of living Christianity,with all the embellishment of sculpture,painting, stained glass."Dr. Arthur D. Bevan, chairman of theDepartment of Surgery, Rush MedicalCollege, was recently elected president ofthe American Surgical Association at itsmeeting held in New Haven, Connecticut.Dr. Charles H. Mayo of the Mayo Clinics,Rochester, Minnesota, preceded Dr. Bevan in the office of president.A portrait of Professor Robert R.Bensley of the Department of Anatomywas presented to the University at a dinner given in his honor on June 14. The portrait was provided by gifts of his studentsand colleagues and was painted by Edmund Giesbert of the Department of Art.In spite of, or possibly because of, thedepression, the figures of the out-patientclinic of the University Clinics continueto show an increase. Comparison of thenumber of visits during March of thelast three years shows1930. . . 5,874 or 210.5 Per session1931... 9,141 or 351.6 per session1932... 10,789 or 399.5 per sessionDuring the first nine months of this fiscalyear there was an average of 2,134 newpatients admitted to the clinics eachmonth as compared with 1,960 per monthduring the same months of the precedingyear. Attendance at the recently organized refer clinic for tumor cases is steadilyclimbing. Two sessions a week are nowheld and thirty-three patients were treated last month as compared with twentythe month preceding. The prenatal clinicis averaging about fifty visits per session.Mr. Robert J. Bonner, professor ofGreek, who has been a member of thefaculty of the University since 1905, hasrecently been honored by appointment asSather professor of classical literature atthe University of California. Mr. Bonner, who will be absent from the University during the Summer and Autumnquarters, will deliver a series of eight lectures, his subject being "Aspects ofAthenian Democracy." The Sather professorship was established some yearsBRIEF RECORDS OF THE QUARTER 219ag0 by Mrs. Jane K. Sather. The endowment permits the University of Californiato bring to Berkeley distinguished Hellenists and Latinists alternately to give instruction and to lecture. The lectures areprinted from time to time at the cost ofthe foundation and are known as "TheSather Classical Lectures in the University of California." Among the lecturersin previous years have been ProfessorPaul Shorey of the University of Chicago,Professors Myers and Bailey of Oxford,Professor Frank of Johns Hopkins, andProfessor Smythe of Harvard.The fossil remains of a dicynodon,which roamed two hundred million yearsago over the swamplands now occupied bythe Karroo Desert of South Africa, havebeen placed on exhibition in Walker Museum. This specimen, representing an extinct reptile type, is the only large dicynodon mounted in any museum. It wasdiscovered imbedded in the desert rockby Professor Alfred Romer and Mr. PaulMiller, curators of the museum. Thespecimen will join thousands of its Permian relatives in the museum, the University having accumulated the finest fossil collection extant representing the period when life was crawling out of thewater. The dicynodon, named for its twotusks, is on the main line of evolution,preceding the mammals. The specimenis seven feet long.Seven hundred and ninety of thebrightest high-school seniors in theChicago area competed for scholarshipson May 20 in the University's annual"intellectual interscholastic." The prizesusually have been thirty one-year scholarships in the University, but this year thenumber was increased. The quadrangleswere thrown open to the entire group, andan all-day program of entertainment — ¦excepting the three-hour period of thetests — was arranged. President RobertM. Hutchins welcomed the group.Mr. Harvey B. Lemon, professor inthe Department of Physics, has beenelected president of the Chicago LiteraryClub, one of the older associations inChicago devoted to the cultural side oflife. Among previous presidents havebeen Charles L. Hutchinson (president ofthe Art Institute and for. thirty years ormore treasurer of the University), Professor James Westfall Thompson, Professor Albert H. Tolman, and ProfessorHenri C. E. David. There were enrolled 107 children in theCountry Home for Convalescent Childrenon May 1 . A new record was establishedat the University Clinics during Aprilwhen there were 11,200 visits to the outpatient department, an average of 430per clinic day.The University Symphony Orchestragave the last concert of its season in Man-del Hall on May 31. Increasing intereston the part of the public in concerts of thisorchestra proves that it fulfils a genuinecultural need in the life of the University.Since several of the best players of theorchestra are finding it difficult next yearto secure funds for continuing their workat the University, one purpose of the lastconcert of the year was to provide scholarship assistance for some of these students.At its recent meeting in Philadelphia,Professor Arno B. Luckhardt of the Department of Physiology was elected president of the American Physiological Society, one of the constituent societies ofthe American Societies for ExperimentalBiology. During the meeting of the society a testimonial dinner was given inhonor of Dr. Luckhardt and Dr. A. J.Carlson, chairman of the department, byformer physiology students of the University. Dr. Luckhardt, it will be recalled, is the discoverer of ethylene anesthesia, a superior anesthetic which hasnow been used in thousands of surgicaloperations.Professor Arthur J. Dempster of theDepartment of Physics has been electedto membership in the American Philosophical Society. This society was founded by Benjamin Franklin and is regardedas being one of the two outstanding societies particularly interested in scientificprogress.The Howard T. Ricketts prize offeredto a student presenting the best resultsin research in pathology or bacteriologywas awarded this year to William Burrows, a student in the Department ofHygiene and Bacteriology. The prize wasestablished in honor of Dr. Howard Taylor Ricketts after whom the RickettsLaboratories are named. Dr. Rickettsdiscovered the germ of typhus fever anddied a martyr to his discovery while working in Mexico. May 3, the date on whichthe prize award was made, was the anniversary of his death.ATTENDANCE IN THE SPRING QUARTER(Comparative enrolment report for the Spring Quarter of the years 1931-32.Based on paid registrations at the end of the eleventh weekof the quarter.)1931 1932Gain ~~Men Women Total Men Women Total LossI. The Divisions:1. The College-71016 47020 1,18036 7557 54916 1,30423 12413Total. 2. The Humanities — 726 490 1,216 7621391263 5651063034 1,3272454297 inTotal 2681992755 413891375 681288412103. The Social Sciences — •Total 4793371162 2311241032 71046121944. The Biological Sciences* —Total 4551981741 229404i 68423821515. The Physical Sciences —Total 3731,44687318 81i,i3335927 4542,5791,23245i,47Q92116 1,16741920 2,6461,34036 9 67108Total in the Divisions II. The Professional Schools:1. Divinity School — 2,4161352 1,606371 4,0221723 2,3371316 i,5i9341 3,8561657 4 1667Total 137615 38133 175748 137596 35181 172777 3 3Chicago Theological Seminary f —1Total 66200IOI106 16n2 82211103106 65161989 1976 841681049 212. Law School —4316Total 3*7236 1326 3302622 2681841 1330 2812141 493. Graduate Schools of Medicine —a) The Division of Biological Sciences —481Total 23813108953 26159 264141131043 1858941381 30199 21591031471 43 49b) Rush Medical College —5102Total 219454 1541 234495 241423 1948 260471 26Net total medical schools 24* Including the Graduate School of Medicine of the Division of the Biological Sciences.t Not included in the totals.[Continued on page 221]ATTENDANCE TABLES 221ATTENDANCE IN THE SPRING QUARTER— Cora.1931 1932Gain LossMen Women Total Men Women TotalII. The Professional Schools: — ConL4. School of Business —Graduate 31 10 41 50 2 52 11Senior . . ... 130 18 148 161 22 183 35Junior 9 9 8 1 9Unclassified 7 1 8 4 4 4Total 177 29 206 223 25 248 425. School of Social Service Administration —Graduate ... 18 80 98 29 109 138 40Senior 2 11 13 4 22 26 13Junior 1 1 3 3 2Unclassified . . .... 2 12 14 5 *7 22 8Total 22 104 126 38 151 189 636. Graduate School of Library Science — 6 10 16 6 7 13 3Total professional schools 1,113 235 1,348 1,095 279 1,374 26Total in the Quadrangles 3,529 1,841 5,37o 3,432 1,798 5,230 140Duplicates 342 30 372 284 37 321 5iNet total in the Quadrangles . 3,187 1,811 4,998 3,148 1,761 4,909 89III. University CollegeGraduate ... 261 368 629 222 34i 563 66Senior 145 624 769 122 494 616 153Junior 96 166 262 77 152 229 33Unclassified 92 219 3H 72 183 255 56Total 594 i,377 i,97i 493 1,170 1,663 308Grand total 3,78i 3,i88 6,969 3,641 2,931 6,572 397Duplicates .... 78 42 120 64 34 98 22Net total in the University . . . 3,703 3,146 6,849 3,577 2,897 6,474 375222 THE UNIVERSITY RECORDATTENDANCE IN THE SPRING QUARTER(Comparative enrolment for the Spring Quarter of the years 1931-32.Based on total paid registrations at the end of the eleventh weekof the quarter.)* Including the Graduate School of Medicine of the Division of the Biological Sciences.t Not including the Chicago Theological Seminary.X Included in the figures for the Divisions (Item No. 1).Schools and Divisions Graduate Undergraduate Unclassified1931 1932 1931 1932 1931 19321. The Divisions* 1,340172262231211419816 1,2321652142591685213813 2,644 2,579 383236814 ¦2. Divinity Schoolf 4573. Graduate Schools of Medicine:The Division of the Biological Sciences J Rush Medical College 4. Law School H315714 113192295. School of Business 4226. School of Social Science Administration 7. Graduate School of Library Science. .Total in the Quadrangles Duplicates 2737i272 2,241222 2,928IOI 2,913IOI 742 802Net total in the Quadrangles 8. University College 2,099629 2,019S63 2,827I,°3I 2,812845 723H 78255Grand total in the University ....Duplicates 2,72835 2,58224 3,85880 3,^5774 3835 . 333Net total in the University 2,693 2,558 3,77^> 3,583 378 333GEORGE ALAN WORKSConvocation Orator, August 26 1Q32