The University RecordVolume XVIII OCTOBER I932 Number 4SOME FACTORS INFLUENCINGTHE DEVELOPMENT OFHIGHER EDUCATION1By GEORGE A. WORKS, Dean of Students and University ExaminerONE familiar with the development of higher education in thiscountry certainly would hesitate to make detailed predictionsconcerning the future growth of this phase of our life. Clearly,the development of schooling at all levels has completely outrun the visionsof those who fostered its initial stages. However, reluctance to attempt topredict in detail the demands that the future may make of our schoolsneed not prevent us from venturing, on the basis of our experience to date,to make certain estimates of some of the larger features that seem likely tocharacterize the future growth of education in this country. To considerbriefly some of these questions particularly as they relate to the development of higher education is the purpose of this address.RECENT EXPANSION IN SECONDARY AND HIGHER EDUCATIONUniversal education at the elementary-school level by means of publicfunds is not unique. Several countries have realized this goal fully aseffectively as has the United States. The distinguishing feature of our program of education lies in the large opportunities that we have made available at public expense above the elementary-school level. The recent expansion in secondary and higher education has been little short of amazing. This rapid growth in these areas began about 1890. The enrolment1 An address delivered in the University Chapel at the One Hundred and Sixty-ninthConvocation, August 26, 1932.223224 THE UNIVERSITY RECORDin the secondary schools in 1928 was 1108 per cent of the 1890 enrolment.In 1928, the enrolment in collegiate departments was more than ten timesas great as in 1890. During this period of time the total population ofcontinental United States increased somewhat more than 90 per cent. In1890, slightly more than 5 per cent of the persons of secondary-school agewere enrolled in high schools. At the present time, approximately one-half of this group is attending school. In the same period of time, the proportion of persons of college age attending higher institutions has increased from about 2.5 per cent to approximately 15 per cent. Evidentlythis expansion has been due not primarily to the growth in population butrather to the proportion of young persons who have taken advantage ofthe school facilities offered at the upper levels.Comparable data from other countries are difficult to obtain, but theinformation available justifies one in stating that no other country hashad as striking a growth in attendance at educational institutions abovethe elementary-school level as has occurred in the United States in thepast forty years. The nearest approach perhaps is that furnished by thepost-war transition in Germany. As a people, we are criticized frequentlyfor emphasizing numbers and size as if there were great virtues in them.Recently, a writer in discussing the abject condition of higher educationin this country made the following statement: "Another matter is worthour notice as bearing on this situation : that is, the curious popular veneration for mere size and numbers, and the resulting persuasion that bignessis the same thing as greatness. The United States has made itself knownas the land where big things are done in a big way and has not muchtroubled itself as a rule by the question whether they were always worthdoing. The sanction of bigness was sufficient. By force of persuasion abig school is a great school."2The significance of the large numbers in our educational institutionsat the upper levels lies back of the figures themselves. It is to be foundin the intimate relationship between education and our social organization. We are interested in numbers only as an index of the degree to whichwe are realizing one of the great ideas that has actuated this country —the desire to open to each individual the opportunity for education to thelimits of his ability to profit by it.We have in the development of our opportunities for education, especially at the upper levels, the finest expression of our aspiration as a democratic people. Only through general diffusion of education can we hopeto make for the maximum individual development and the greatest meas-. 2 Albert Jay Nock, The Theory of Education in the United States, p. 69.THE DEVELOPMENT OF HIGHER EDUCATION 225ure of social progress. The goal which we seek may never be attained; butby means of education we move toward constantly expanding conceptionsof the desirable social order. Size, then, means increased opportunities forgreater numbers to share in social advancement.Not infrequently, one hears our program of secondary education contrasted with that of England, France, and Germany, much to our disadvantage. No one can deny that the secondary schools of these countrieshave much to commend them and that ours have many weaknesses. But,one who looks to these countries for guidance in solving our problems insecondary education is looking backward. Witness the rapid changes thatare taking place at the secondary school level in all three of these countriessince the World War. They are especially striking in Germany. Thesemodifications are distinctly in the direction of the fundamental conceptsthat underlie American secondary education.CHANGES IN CURRICULAReference has been made to the marked increase in high-school andcollege enrolments. This increase has brought about changes in the character of the student body that have, among other things, forced radicalmodifications of curricula at the high-school and college levels. One onlyneeds to examine the data showing the changes in course offerings in colleges and secondary schools to be convinced on this point. The increasein the variety of offerings in the high schools is especially marked. Inthese schools, the changes have been necessary in order to better adjustthe curricula to the student body. The curricula of the earlier day weretoo highly selective. They prevented the secondary schools from servingadequately the constantly increasing numbers who sought admission.The day is past when the high-school curriculum can be thought of primarily in terms of college preparation.The end is not yet. Daily, the evidence is accumulating that the opportunities for general education are to be extended for at least two yearsbeyond the present secondary-school level. The most striking confirmation of this view is to be found in the expansion upward of the public-school system, which is taking place through the growth of junior colleges.There are now in excess of 450 of these institutions in the country, andthe number is increasing rapidly. The enrolment in the junior college, inthe past five years, has nearly doubled. The increase in 1932 over 1931was the most striking of any year during the five-year period. It was morethan 30 per cent. These institutions, like the high school, represent anattempt to democratize education at the upper levels. The great majority226 THE UNIVERSITY RECORDof the young persons attending them, like those in the freshman and sophomore years of most of our colleges, are not interested in scholarly pursuits.This shifting of interest has been in process over a considerable periodof time. Twenty years ago B. B. Burritt made a study of the distributionof graduates from a considerable number of colleges and universities.3The figures used for most of the institutions covered the period from thetime of their founding until the early part of the twentieth century. Thepassage of time showed a decreasing percentage of men graduates enteringthe learned professions, while the business world received a constantly increasing proportion. Mr. Burritt closes the consideration of the data regarding the men graduates from twenty-five colleges with these two significant statements: "It may be said of commercial pursuits in the twenty-five institutions compared in this study: (i) There is a general tendency to rise, and that tendency is most marked during the last half of thenineteenth century. (2) The rising tendency is most persistent and mostmarked in the older institutions: Harvard, Yale, Columbia, Pennsylvania, and Princeton. About one-third of the graduates of these institutions are at present entering commercial pursuits. "4If comparable data were available for the past two decades, they wouldundoubtedly show that a constantly increasing proportion of the youngpersons completing college are entering commercial pursuits rather thanfollowing the so-called learned professions.In the history of our economic and social development are to be founddata indicating some of the forces behind this expansion of higher education. A few of these evidences bear so closely on this phase of the discussion that they merit at least brief attention. We have completely changedour attitude toward childhood and youth. Evidence supporting this statement is found in our tendency to constantly increase the protection afforded young people. A century ago nearly one-half of the employees inthe textile mills of Massachusetts, Rhode Island, and Connecticut werechildren. Contrast that with the present situation regarding child laborin this country. The minimum age of employment, since that time, hasbeen raised until in only one state is it less than fourteen years. This trendhas been accompanied by a prolongation of the school age and the periodof compulsory school attendance.3 For the purpose of this discussion, the professional schools and departments havebeen omitted. These statements refer to academic colleges only.4 Bailey B. Burritt, "Professional Distribution of College and University Graduates," United States Bureau of Education Bulletin, No. ig (191 2), p. 73.THE DEVELOPMENT OF HIGHER EDUCATION 227The period during which these changes have taken place has been characterized by certain economic forces that have contributed to a realizationof the changes. As a people, our wealth has increased rapidly. Even moreimportant is the fact that our annual income has grown greatly. We havechosen to spend a considerable amount of this increased income on thedevelopment of school facilities, particularly at the upper levels. Faculties, buildings, and expenditures have expanded enormously. We havehad the wealth to furnish the facilities for schools and to give our childrenrelease from the demand to become producers at an early age.THE DEVELOPMENT OP INDUSTRIALISMThe development of our industrialism has resulted in the transfer ofmany routine processes to machines, thus reducing the demands for theservices of youth in industry. This transformation of industry has likewise made an increased demand for activities at the higher levels with aconsequent call for a greater degree of training. There has developed agroup of activities in such fields as engineering, chemistry, secretarialwork, agriculture, and commerce of a semi-professional character. Youthhas felt the need for more schooling, if the way to larger opportunities inthese fields were to be opened to it. As a result of these forces, only one-fourth as large a proportion of the persons ten to fifteen years of age areemployed today as was the case in 1880. Industry no longer wants childlabor.The period that has witnessed our industrial development has also beenmarked by our change from a rural to an urban people with the increasingcomplexity of life that accompanies such a transformation. Undoubtedly,there will be fluctuations in the future in the relationship between the proportion of urban and rural populations, but they will be of a temporarynature. The forces that have wrought the change are so fundamental incharacter that the outcome may be regarded as being permanent. Wehave left the simple life characteristic of an agricultural people and havegone into a type of civilization that makes large demands for educationabove the elementary-school level.A further factor has contributed to our attitude toward youth. This isthe change that has taken place in the relative size of the age groups inour population. In 1790, for each 1,000 children under sixteen years ofage in the white population there were 780 persons twenty years of ageor over. In 1920, the corresponding number was 1,800. These figures areespecially revealing when it is borne in mind that the changes which they228 THE UNIVERSITY RECORDrepresent took place during a period of rapidly increasing wealth andincome.This transformation in the manner in which the youth of our population spends its years is undoubtedly due partially to the new attitude regarding the importance of childhood and partially to the changed economic order. The relative importance of these two elements need not concern us at this time. The important consideration is that the change hasbeen effected and the people of the United States have launched a publiclysupported program of higher education that is not equaled by that of anyother country in the proportion of the youth brought under its influence.To meet the needs of these hordes of students, among other changes, thecurricula of high schools and colleges have been greatly expanded. Manynew subjects have been incorporated for the purpose of adapting the curricula to the needs of the relatively unselected student bodies which todaycharacterize most of our secondary schools and colleges.This increased demand for general education above the level of thesecondary school, in response to which the development of the junior college has come, and the increase in the scope of offerings in four-year colleges, seems likely to continue. The social and economic forces that havebrought general education to its present stage are certain to carry itfarther, both in number of students and in variety of curricular offerings.For the large majority of young persons who enter these two years beyondthe present high school, the work done will be for the purpose of betterpreparing them for membership in a social, economic, and governmentalorder that is, we hope, progressively developing. Its purpose will be primarily social intelligence. To adjust the education of this great body ofyoung people to their needs, we shall have to free ourselves from the conception that for them the primary purpose of education is preparation forscholarly lives. For this body of young people, these years should be freedfrom the influence of specialism.No apology need be offered j:or specialization in the field of research.Its fruits have justified it many times over. Nor need apology be madefor specialism at the appropriate level and with the appropriate groups ofstudents, but it does not find large usefulness as a means of education in aprogram of general education adapted to the abilities of the large majorityof young persons who wish to extend their education into the period immediately following the present high-school level.In discussing the subject of educating for social mastery, PresidentFrank of the University of Wisconsin presents the following analysis ofthe situation: "And the beginning of this integration of education mustTHE DEVELOPMENT OF HIGHER EDUCATION 229be western man's realization that specialization has given him an educational system organized, in the main, to train professional scholars ratherthan to educate men for the creation, comprehension, and control of theirsocial order. The training of professional scholars is a crucially importantmatter for which a rational society will always make adequate provision,but, in basic method and objective, it is an enterprise quite distinct fromeducating men for leadership and f ollowership in the making and mastering of their social order. The underlying pattern of the western educational system, with its endless and exclusive separatisms of subject-matterand its insistence upon the sanctity of sequence in the study of theseseparate subject-matters, is a pattern dictated solely by the division oflabor that necessarily accompanies the research activity of professionalscholars. It is a pattern that fosters scholarship but frustrates education.And little headway can be made in equipping the educational system ofthe West for its social function until its ground-plan reflects a recognitionof the deep-going difference between scholarship and education."5INTEGRATION OE COLLEGE AND SECONDARY-SCHOOL PROGRAMSThe acceptance of the view that the first two years of our present college program should be devoted to a continuation of general educationraises the question of its most appropriate nexus. The answer seems clear.It should be regarded as a continuation of the program of secondary education and for the most part be physically integrated with it. Such is thedevelopment that is actually taking place in the case of the rapidly growing public junior colleges. An integration of the first two years of thepresent college with the secondary school will make for an economy ineducational effort that will be impossible of realization if the last twoyears of general education remain in separate institutions.The factors that have been discussed seem likely to result in an extension upward for two years, at least, of the secondary-school program,which will mark the end of formal education for the great majority ofyoung persons. These last two years of secondary-school work will probably be found also in two other types of institutions: (1) A relatively limited number of independent four-year colleges. (2) Some universities willretain the last two years of general education, as elementary and highschools are now maintained by them, for experimental purposes. The realuniversity of the future will have no other reason for continuing this unitof the educational system.It is much to be desired that at least a number of the stronger univer-5 Glenn Frank, Thunder and Dawn, p. 215.23° THE UNIVERSITY RECORDsities should maintain a program of education, beginning with the preschool period and extending through the secondary school and the freshman and sophomore years of the present college organization. However,these schools in a university should be developed solely for experimentalpurposes. This program in a university should be the means throughwhich study may be given to the problems involved in the selection andorganization of materials of instruction and the development of effectivemethods of teaching that shall make it possible for this country to carryto successful completion the program of general education necessary fora democratic society.The discussion of educational opportunities to this point has been devoted primarily to a consideration of those persons who would be interested in a program of general education that will continue to the end ofthe present junior college period. The increased attendance at institutionsof higher learning, particularly during the freshman and sophomore years,has undoubtedly gone to a point that puts this group distinctly in themajority. The trends indicate that the relative size of this majority willincrease. In spite of its magnitude, this group does not encompass all.There are two other groups for which provisions should be made : (i) Dueto financial pressure, some persons will find it necessary to leave schoolbefore the completion of their period of general education. Others, in spiteof the democratization of the curricula that will take place, will find themselves unable to profit by such an extended period of general education.Provision should be made for terminal courses for the students in thisgroup. (2) Another group, of limited size, will be made up of those whoare looking toward study in professional schools or toward advanced studyand research in academic fields. For this group, provision will need to bemade in the way of certain preparatory subjects during the period of secondary education. But the proposed reorganization, by which at least thelast eight years of schooling — representing part of our present elementaryand secondary schools and the first two years of college — will be united ina program of secondary education, will make it much easier to guide members of this group toward their specialization than is possible under ourpresent program.BETTER ADJUSTMENT OF OUTPUT TO SOCIAL NEEDWith increased maturity of our civilization, undoubtedly, we will takesteps to secure a better adjustment of the size of the output of professionalschools to the social need. Some steps have been taken in the field ofmedicine; but, if one may judge from the older countries, it will be ex-THE DEVELOPMENT OF HIGHER EDUCATION 231tended to other fields. There seems to be no basis of justification for providing expensive professional training greatly in excess of the social demand. We may then expect, at the end of the period of general education,to find selection for the professions going forward on the basis of tests ofgeneral and special abilities. Similarly, selection will be made of thosewho are to continue their studies in advanced fields, in preparation forresearch and teaching in the academic fields. The university of the futurewill then admit only students who are ready for specialization and whohave been selected on the basis of their preparation or by the use of specialand general ability tests that may be devised. The number of studentswho may be expected to take this route will be relatively small, but theimportance of the university to our society is not to be measured by thenumbers in either the student body or the faculty but in the quality ofservice it renders by extending the boundaries of our knowledge in allranges of human interest. It must have the support that will make itpossible to achieve the fundamental purpose that alone justifies its existence. The laity must not be permitted to lose sight of its basic importance.The foregoing is an attempt at an interpretation of the development ofhigher education in the United States made in the light of our social orderand our economic progress. The schools of this country are folk-made toa greater degree than is the educational system of any other country.They are the product of a people who have had and still have great faithin education. The success of this venture in popular higher education willdepend not only on the faith of the American public in education but onthe faithfulness and ability of those of us who enter higher education inguiding this country through education toward the realization of the democratic ideal for which it stands. In this process the basic importance ofthe university in research and in the training for research must alwaysstand clearly in the fore. There are many untoward elements in the situation as you leave your Alma Mater, but to those who have chosen to servein any of the fields of higher education one can truly say, it is a great opportunity for service that lies before you.MARTIN A. RYERSONBy HAROLD H. SWIFT, President of the Board of TrusteesIN THE death of Martin A. Ryerson the University has lost one ofits greatest figures. As early as 1894, when the preliminary workhad been under way for four years and the University had been openeighteen months, President Harper said of him, "No one can estimatewhat he has done for the University — what he has been to the University."After close association with him on the Board of Trustees for eighteenyears, I can testify that his devotion to the cause of the University wasunparalleled. At the time of his retirement from the presidency of theBoard ten years ago, the Trustees' testimonial included the following -statement: "The knowledge and zeal which he brought to bear upon thework seemed ever to expand with the increasing importance of the laborwhich he had assumed. During all of the years he gave to his duties unfailing attention." I now reaffirm that statement. His broad sympathy,untiring zeal, sound judgment, artistic taste, and business sagacity commanded our admiration; his gentle courtesy and unfailing generosity ofspirit endeared him to us all.He was among the founders of the University. In 1890, when the present quadrangles were a marshy prairie and the future was in doubt, he,with others, visioned the possibilities of a new university for the MiddleWest, and made the vision real. His energy and power of leadership inspired his associates to concerted and enthusiastic effort; his money wasa part of the first million dollars secured for buildings and equipment. Hewas one of the outstanding factors in the beginnings of the "City Craythat ne'er shall die."For more than thirty years he, with Presidents Harper and Judson,wisely guided the steps of the University. With them he fostered its infancy, molded its youth, and participated in forming the policies of itsmaturity. The problems of the formative period were many and complex, and in their consideration his wise counsel and sympathetic interestwere invaluable. When he became a member of the first Board of Trustees in 1890, the assets of the University consisted chiefly of hope, courage,and opportunity. In 1922, at the time of his retirement as president of theBoard, the assets exceeded fifty million dollars. Thus he was one of thegreat factors in this epoch of progress and upbuilding.232MARTIN ANTOINE RYERSONDied August n, 1932234 THE UNIVERSITY RECORDHe sensed the needs of the University and was quick to respond. Mostof his gifts were unsolicited, prompted by his interest in the Universityhis knowledge of its needs, his belief in its future. When he gave RyersonPhysical Laboratory in 1893, he not only put Chicago in the first rank forconducting scientific research, but established standards of endowmentwhich were followed by others. He put into the hands of Michelson andother leading scientists facilities that enabled them to make new discoveries and to further scientific progress. When research space of the laboratory became inadequate for the increasing enrolment, he came forwardon his own initiative and generously gave enough to double the facilities.Not only did he supply educational equipment, but he also establishedartistic standards and architectural ideals at the University from his richbackground of observation and experience. He had sought out the worksof the masters and had caught their spirit. From the cathedrals, from theeducational and art centers of the Old World, he brought back with him toAmerica conceptions of beauty that influenced the design of Universitybuildings and the plan of its quadrangles. Before Ryerson Laboratorywas erected he expressed the desire that it should conform to the higheststandards of beauty as well as utility. Other buildings of the University,even though they do not bear his name, have the impress of his thoughtand ideals.At the dedication of Yerkes Astronomical Observatory in 1897, Mr.Ryerson, in the course of his acceptance speech for the Trustees, said: "Ifeel that in an age when so much of the ability and energy of the community is devoted to the advancement and improvement of material conditions, each new agency for the upholding of the ideals of life through thecultivation of science for its own sake has a usefulness of the highest order.We need not fear the materialism of an age in which an intense pursuit ofthe useful and practical is accompanied by an ever widening conceptionof true utility in which the satisfaction of intellectual demands is keepingpace with the meeting of physical requirements. Let us by all means bepractical, if we can at the same time broaden our conception of the meaning of the word so that it may include that development of the intellectualside of life without which any improvement of material conditions is absolutely vain."This statement, I believe, epitomizes Mr. Ryerson's philosophy of life.He did not scorn the practical and material; he gave them their place as ameans to an end — to the development of higher things, to the fulfilmentof idealism. He had that happy combination of qualities that made hima practical idealist, and exemplified this in his many associations and ac-MARTIN A. RYERSON 235tivities. He loved art and gratified this affection by extensive trips abroadto museums, cathedrals, and art centers. For half his lifetime he wastrustee and vice-president of the Art Institute, manifesting constant interest in its expansion and contributing generously to its enrichment.When the Field Museum of Natural History was organized in 1893 hebecame one of its trustees; the following year he was chosen vice-president,and sustained this relationship until his death. His long devotion to theUniversity of Chicago was unprecedented, and his interest in other civicenterprises was exceptional and enduring.He was endowed with the spirit of a pioneer, the same spirit that characterized his father, who had pushed beyond the frontier in the early partof the nineteenth century to secure from the Middle West a name andfortune. It is happily coincident that his son should also be a pioneer inthe important enterprises of Chicago, and, like the father, leave a namefor wise foresight, constructive ability, and success.His great and good qualities are impressed indelibly upon our memories. We rejoice that we had him with us for so many years as counselorand friend. We mourn his loss.When in 1922 Mr. Ryerson resigned the presidency of the Board ofTrustees after thirty years of constructive service in that position, hisfellow-Trustees contributed the funds which permitted the erection of thestriking carved stone tablet which is in Mandel Hall corridor. The tabletwas designed by Shepley, Rutan & Coolidge, of Boston, architects ofseveral of the University buildings, who contributed their services. Theinscription is as follows:TO RECORD THE DISTINGUISHED SERVICE OFMARTIN ANTOINE RYERSONTO THE UNIVERSITY OF CHICAGOTHE BOARD OF TRUSTEESOF WHICH HE WAS PRESIDENT FOR THIRTY YEARSHAS PLACED THIS TABLET HEREHIS DEVOTION TO THE AFFAIRS OF THE UNIVERSITYHIS SOUND JUDGMENT, HIS WISE COUNSELHIS KNOWLEDGE AND ZEALAS WELL AS HIS GENEROUS BENEFACTIONSHAVE BEEN OF UNQUESTIONABLE VALUEANNO DOMINI MCMXXIIThe tablet was unveiled at the banquet tendered Mr. Ryerson in January,1923, on which occasion a poem by Edwin H. Lewis, author of "AlmaMater," was read and addresses recognizing Mr. Ryerson's services weredelivered.236 THE UNIVERSITY RECORDThe tribute by the Trustees at the time of Mr. Ryerson's resignationof the presidency of the Board contained these paragraphs:Immediately he seemed to catch the spirit of William Rainey Harper, and becamehis most efficient aid in the tremendous work of creating and building up an institutionwhich was to contribute its full share towards the spread of knowledge among mankind.During all of the years he gave to his duties unfailing attention. His sound judgmenton all matters of business, his keen insight into the implications of every plan proposed,his exact knowledge of educational policies, his great taste in questions of art as appliedto architecture, as well as to all forms of beauty, his full understanding of legal relations— these and other unusual qualities gave exceptional value to the unstinted serviceshe rendered to the University. In the chair his unfailing courtesy to all his fellow trustees and his direct and effective method of disposing of business made the meetings ofthe Board a pleasure.Funeral services were held at Lake Geneva, in the beautiful home solong occupied by Mr, and Mrs. Ryerson, on August 13, 1932.The Art Digest of New York in a recent issue gave generous recognitionto the service rendered to Chicago and to the nation by Mr. Ryerson'sgifts to the Art Institute both in his will and in the years prior to hisdeath. It praised the spirit which prompted him to lend his treasures forpublic exhibition as well as the knowledge he exemplified and the goodtaste and good judgment with which his collection of masterpieces wascreated. No wonder he was known as "the prince of collectors." Theseparagraphs are taken from this tribute, one of many such:Mr. Ryerson retired from active business many years ago to devote himself to artcollecting, educational work and philanthropy. He was honorary president of the ArtInstitute, vice-president of the Field Museum of Natural History and a trustee of Carnegie Institute. He became a governing member of the Art Institute of Chicago in1887, forty-five years ago. In 1890 he became a trustee, in 1906 a governing life member,and served as president from 1925 to 1926.Mr. Ryerson's collection of paintings, tapestries and other objects of art is worldfamous. Four galleries at the Art Institute contain paintings lent by the collector. Onehouses his famous primitives, consisting of early Flemish, French, Italian and Spanishart. Another contains work by such men as Goya, Tiepolo, Terborch, Boucher, Mem-ling, Van Ostade, and Teniers. The other two are devoted to XlXth and XXth century painters.In 1894 Mr. Ryerson presented the famous Rembrandt "Girl at an Open Half-Door" to the institute. This picture, together with the entire group of twenty-one paintings in the "Old Dutch Masters Gallery," was acquired through the foresight of Mr.Ryerson and his life-long friend, Charles L. Hutchinson, then president of the institute.The entire group cost $210,000. In 1901 he gave the institute the large Ryerson ArtLibrary, which serves the school and general public with more than twenty-five thousand volumes on art.INTERNATIONAL HOUSETHE University Record, from time to time, has printed descriptions of International House in text and illustration. As thehuge building is now completed and in part occupied — approximately three hundred rooms have occupants — it is desirable to give somefurther account of this quite remarkable enterprise so intimately connected with the University and with life in Chicago.This three-million-dollar monument to international amity and peaceis the generous gift of John D. Rockefeller, Jr., to Chicago. In his presentation Mr. Rockefeller expressed "the hope, not only that the buildingnow being erected on the site may provide living accommodations andfacilities contributing to the social and educational welfare of students,but that it may also be used to promote international understanding andfriendship of the people of Chicago and of the Middle West toward nationsand cultures other than their own."International House welcomes university men and women studentsfrom every land, and gives them a home exemplifying the. highest typeof American culture, where they may live their personal lives free to express their own national customs. In this friendly and hospitable environment, they may learn the manners and modes of Americans and ofthose of other nationalities with whom they will be daily intermingled.An ideal student life, with the broadest intellectual opportunities, willthus be accessible to the residents of the house.Thus Chicago joins hands with New York, Berkeley, and Paris, whereMr. Rockefeller has also donated international houses, built with the sameidealistic objective — the improvement of the social, intellectual, spiritual,and physical conditions of foreign men and women students attendingAmerican universities, and of graduate American students, without regard to religion, nationality, race, or color.Prior to the erection of this edifice, the spirit of international good- willhas been fostered among foreign students in Chicago and vicinity by Mr.Bruce W. Dickson, who has been the sponsor and friend of the International Students' Association for many years. This association has for itsaims the same high ideals that Mr. Rockefeller, Jr., has in mind as hegives this house. This group, numbering about six hundred students, represents practically every nation in the world. The daily associations and237INTERNATIONAL HOUSE 239contacts are broadly educational, as well as social. Mr. Dickson, as director of the new International House, will continue his work of makingthe student feel at home — in new situations. With the unlimited facilitiesof a large modern theater, suitable meeting-rooms, spacious foyers, friendly lounges, inviting dining-rooms, and a restful library, it will be possibleto extend the activities and privileges on a much broader scale and in amore far-reaching manner.The social activities of International House will be in the lifetime memory of every occupant of this residence. Many lasting friendships will begin in the main lounge. This comfortable room measures 71 by 35 feet.Its windows overlook the Midway Plaisance. Its English furnishings areof the Queen Anne period, with soft-tone brown walnut walls and draperies in greens, blues, golds, and hennas. The adjoining library, linedwith bookcases, will contain a comprehensive collection of books of interest to the residents.The connoisseur of foods will find refreshments in the tiffin room, withits lemon-yellow tables and wall decorations of Chinese figures on brackets. This room opens on a terrace overlooking a planted court. This courtyard has its fountain, its gay out-of-door umbrellas, striped awnings, andcolorful tables and chairs set around a splashing fountain. Through thetiffin room, descending stairs lead into the dining-room, with hangings inturquoise and yellow. The floor of rubber tile repeats these colors withaccents of black. Cafeteria or table service may be obtained in this largeroom. International students will find their foods cooked in model kitchens. Chicago's finest hotels do not have more complete kitchen equipment than will be found here. The executive offices of the building arecentrally located on the first floor, with the principal entrance leading viathe corridor to the director's office.The second floor is devoted to social functions. Spacious meeting-rooms, known as "national rooms," are furnished informally for meetings,dances, parties, and teas of the interracial groups. Semi-outdoor furniture will add to the gaiety of, the socials that will take place in these fivenational rooms. An unusual feature is the adjoining kitchenette. Hereany group may prepare its food in native style and conveniently serve itto guests. The homeroom, with a kitchen where dinners or teas may beprepared, will be the place where one may catch the spirit of InternationalHouse. Here the director and his wife will meet with students and entertain distinguished guests. The ideals of International House center aroundour American home, and the homeroom has an important place in thelife and ideals of the international students. This room will be furnishedwith fine mahogany and walnut Georgian furniture.240 THE UNIVERSITY RECORDThe five hundred and ten dormitory rooms are definitely residential incharacter. The bedrooms resemble the guest-rooms of one's own homerather than those of a dormitory. Four different plans of decoration wereused so that the rooms would not be monotonous. All furniture has beenespecially designed and built to add charm and warmth. Each room isprovided with a writing table, a bookshelf, a dresser with a mirror, and alounging chair supplemented by a reading lamp. In the women's roomsthe furniture is of brown cherry wood in Hepplewhite style, while themen's rooms are furnished with Jacobean oak pieces.International House — The LoungeSupplementing the dormitory rooms, both the men and women havetheir private lounges. The spacious parlor for women, with its pure-whitewalls, will be truly American. The furnishings are after the FederalAmerican period of Mount Vernon. The men's lounge, on the first floor,will be accessible from the men's entrance. Sofas and chairs, smokingtables, and card tables in Jacobean style will create the atmosphere of aclub.International House extends its remarkable facilities as a residence forstudents from every land. These gracious rooms, typical of the higheststandards of American living, are open solely for the pleasure and comfort of students and guests. Here friendships that will last a lifetime willbe inspired.A NEW TRUSTEE— ARTHUR BENEDICT HALLA NEW TRUSTEEOF THE original group of Trustees of the University, only oneremains — Eli B. Felsenthal. The next oldest in point of serviceis Howard G. Grey (now an honorary Trustee), elected in 1900.Others who have served for more than twenty years are: J. SpencerDickerson (honorary Trustee), elected in 1909; Charles R. Holden andRobert L. Scott, each elected in 191 2. Into this group of men devoted tothe service of the University another member enters — Mr. Arthur B.Hall, who was elected at the meeting of the Board of Trustees at the meeting held on July 14, 1932. He is the seventy-eighth Trustee chosen sincethe incorporation of the University in 1890.Mr. Hall was born in Ohio and removed from New England, whitherhe went in his boyhood, coming from New Britain, Connecticut, to Chicago, immediately after his graduation with Phi Beta Kappa rank fromYale University in 1902. He entered the real-estate office of Bryan La-throp, one of the best known among the real-estate operators of that dayand, subsequently, after Mr. Lathrop's death, continued the business inpartnership with Mr. William M. Ellis. The firm specializes in the management of office buildings and other downtown business property. Hisfamiliarity with real-estate values will undoubtedly prove of service to theUniversity, so large a portion of its assets being invested in real estate orin loans on business property. He is also familiar with the problems ofbanking and finance, being a director of the Harris Trust and SavingsBank and of the La Grange State Trust and Savings Bank. He has givenhimself heartily to the welfare of the community where he resides — LaGrange — serving as a member of the Board of Education of the LyonsTownship High School, as well as on the Park Board. He is an elder andformer trustee of the First Presbyterian Church of La Grange and a member of the Church Extension Board of the Chicago Presbytery.Mr. Hall's willingness to be helpful is not bounded by the suburbantown where he makes his home. He is one of the managers of the ChicagoYoung Men's Christian Association, chairman of the Committee of Management of the Central Department of the Association, as well as a trusteeof the Chicago Orchestral Association. He enjoys the companionship offriends and is a member of the University and City clubs of Chicago anda past president of the La Grange Country Club. He has had experiencein the direction of educational institutions, being a trustee of Carroll College, Waukesha, Wisconsin. He is in the prime of life and surely will bemost useful in the counsels of the University.242DEATH OF J. PAUL GOODETHE death of Dr. J. Paul Goode at Little Point Sable, Michigan,on August 5, 1932, was not unexpected. For some years hishealth had not been rugged. He had retired from active servicein 1928, after having been connected with the University for twenty-fiveyears. Born in Stewartville, Minnesota, on November 21, 1862, he wasgraduated from the University of Minnesota in 1889. He was a graduatestudent of Harvard in 1894. He received his doctor's degree from theUniversity of Pennsylvania in 1901. He taught in the last-named institution for two years and then became assistant professor of geography inthe University of Chicago in 1903. He was promoted to an associateprofessorship and eventually, in 191 7, to a professorship, retiring as professor emeritus in 1928.As a teacher Dr. Goode not only led his students into many fields ofknowledge of the earth's surface but made that knowledge interestingand helpful. He took a personal interest in his students. He interpretedgeography as infinitely more than mere familiarity, with boundaries ofcountries and states, with rivers and mountains. He interpreted it as including material resources, the crops, the industries, the climates. Hemade his students see that geography comprehends life as well as surfacesof tjie globe, it is "human geography," as he was wont to describe it. Onecould not sit in his classes without learning how comprehensive and alluring is the study of the world from such a point of view.Doubtless Dr. Goode's most valuable contribution to the study ofgeography was his skill as a cartographer. In this field he made a nameand a reputation for himself and the University. His so-called homolo-graphic and homolosine projection maps are known the world over. Theyare flat maps of the world which show the relative sizes of different partsof the earth's surface without distorting or altering the shapes. As Professor Harlan H. Barrows, chairman of the Department of Geography,has declared, he had no rival in America as a cartographer. He established new standards of map-making. The University Press has publishedand sold thousands of these maps.Convinced that geography is concerned with the intricate relationsbetween the earth and its inhabitants, his lectures were attractive andpopular. Particularly interesting were his lectures on harbors and notablyone on "The Geographic Background of Chicago." He was a contributingeditor of the Journal of Geography, a fellow of the American GeographicSociety and of the American Association for the Advancement of Science,243JOHN PAUL GOODEDied August 5, 1932DEATH OF J. PAUL GOODE 245and a former president of the Geographic Society of Chicago. In 1908 hemade a survey of the harbors of Europe for the Chicago Harbor Commission. He was appointed by President Taft as a member of the committeeto accompany a delegation of Japanese financiers on a tour of some fiftyor more American cities. He lectured in the Philippine Islands in 191 1and traveled through Japan.Mrs. Katherine Hancock Goode, to whom he was married in 1901, wasthe first woman representative in the Illinois General Assembly. She diedin 1928, the year in which he retired from active service in the University.Funeral services were held in Bond Chapel on August 9. Addresseswere delivered by Professor William C. Graham and Professor Harlan H.Barrows. The body was cremated.PROFESSOR BARROWS' APPRECIATIONADDRESS AT THE FUNERALJ. Paul Goode was a pioneer in his profession in America, blazing many trails forothers to follow. He was born on the agricultural frontier of southeastern Minnesota in1862. Minnesota then was largely a wilderness; it had been admitted to statehood onlyfour years before, and was just building its first few miles of railroad. The struggle todevelop the region, a struggle which Mr. Goode witnessed in his youth and in which heparticipated, laid the foundations of his life-long interest in economic geography, withits problems of land settlement and land utilization. His stern experiences in that environment doubtless help to explain some of his leading traits.At the University of Minnesota, at Chicago, Harvard, and Pennsylvania, Mr. Goodestudied in fields related to geography, which as yet was virtually without representationon university curricula, and for some years he taught science and geography in teacher-training institutions. When a department of geography at the University of Chicagofirst was contemplated by President Harper and Professor Salisbury, the latter askedMr. Goode to submit a plan of development. The admirable program which he formulated probably won for him the invitation in 1903 to become the first teaching memberof the new department, the first university department of its kind in America. Duringthe next few years he created and conducted with notable success ten or more courses invarious branches of the subject. Here, indeed, was pioneering work.As the department grew, Professor Goode concentrated more and more upon climatology, Europe, and cartography. He became the foremost cartographer of America,invented several map projections of great merit, and published hundreds of excellentmaps of many kinds. His revised and enlarged atlas, published only a few weeks beforehis death, is the outgrowth of more than forty years of experience in teaching geographyand constitutes a major contribution to the subject. Its maps, more than three hundredin number, are models of accuracy, legibility, and attractiveness. It is a fitting monument for a master of cartography.Certain outstanding characteristics of Professor Goode as a teacher and as a manmust have impressed deeply the thousands of students who worked under him during246 THE UNIVERSITY RECORDhis twenty-five years of service in the department. Many of them have commented onthe scrupulous care with which his lectures were prepared, on his tireless energy, hisoriginality, his individual outlook, his sincerity and unfailing courtesy, his idealism, hiswarm personal interest in his students, and his eager desire to serve them to the limitof his time and strength. Age could not dull his zeal or dim his ardor. When he retiredin 1928, he perhaps was still the youngest member of the staff in spirit.Professor Goode's success as a public lecturer was amazing. His distinguished appearance, his ability to give life to facts, his skill in interpreting a science for laymenand in showing its utility in practical affairs, account in part for his triumphs on theplatform. Associations of commerce in certain leading cities sought his services yearafter year as a speaker at their annual business meetings in order to insure a full attendance of the members. To one city he went for ten or more consecutive annual meetingsof the local association.Mr. Goode was a founder and for many years a director of the Geographic Society ofChicago. The society made him its president on two occasions and conferred on him itsHelen Culver Gold Medal in recognition of his achievements in cartography. For manyyears he also was active in the Association of American Geographers and served as itspresident in 1926. The very range of his interests and accomplishments was one of hisleading characteristics. His skill in photography, his knowledge of music, his love ofthe beautiful in art and in nature, and his activities as a citizen illustrate the wide scopeof his busy life.I speak for a host of other students and friends of Dr. Goode, as well as for myself,when I say that he extended our horizons enormously, that he taught us great lessons.IMMEDIATE NEEDS OF THEUNIVERSITYHOSPITALS AND CLINICAL SERVICEFunds for the support of free clinical service in theUniversity Clinics i932~33 $ 50,0001933-34 100 , 000Memorials in the University Clinics, endowing :A bed 5>°°°A private room 10 , 000An operating room 25 , 000A ward 50 , 000A department of general medicine in the Dispensary. . . . 7 5, 000A thirty-two-room division 100,000The hospital social service department 250,000A nurses' home 750,000Funds for medical research.FACULTY ENDOWMENTUnrestricted funds of any amount for faculty salaries.Distinguished Service Professorships, bearing the name of thedonor, each 250,000AIDS TO STUDENTSScholarships for promising students lacking necessary fundsto attend the University: Endowed, each 7, 500Annually, each 300Fellowships for advanced students engaged in valuable research: Endowed, each 15 , 000Annually, each 750Loan funds for students, to meet temporary financial need.BUILDING NEEDSA building for Department of Hygiene and Bacteriology —$500,000 already pledged; building may be named for donor of the second $500,000 500 , 000A building for research in anatomy — $500,000 alreadypledged; building may be named for donor of the second$500,000 500 , 000An administration building 800, 000247248 THE UNIVERSITY RECORDBUILDINGS ALREADY ERECTEDA donor for these buildings, or in the case of the collegeresidence halls for men, for any one of the eight entries, wouldrelease funds to needed uses.The Field House. . 600,000The Graduate Education Building and the Social ScienceBuilding, each approximately 1 ,000,000Eight entries in the college residence halls for men, each. . . 100,000Gifts for books, rare editions, old manuscripts, etc.Any sums, although small, will be gratefully appreciated.THE COMPTROLLER'S ANNUALREPORTTHE annual report of the Comptroller, Mr. Nathan C. Plimpton,for the year ended June 30, 1932, is a most comprehensive andelaborate document, providing not only the details of the year'sfinancial transactions but the facts concerning investments, real-estateholdings and reserves, as well as the customary balance sheet. The reportbegins with this statement: "In spite of the extremely adverse economicconditions prevailing throughout the year just closed, it has been possibleto conduct the activities of the University on a fair, if somewhat restricted, basis. The necessity for draughts on reserves to balance the budget operations was much reduced as compared with initial and revisedestimates. Additions to reserves, current and by transfer, were in excessof expenditures therefrom, leaving the institution in an enviable positionin this respect except as to the liquidating value of investments of fundsfor current purposes. From a financial point of view, the administrationof the University is deserving of great credit for the results attained. "A few statistics taken from the multitude of figures are here given:The assets held by the University amount to $110,737,788, an increase during theyear of $1,958,328.The total amount of gifts paid in was $4,063,647; those previously received $103,-401,668.The total income applicable to the several divisions of the budget, including$105,875.54 from non-recurring sources, was $7,736,077, the excess of income over expenditures being $16,344.The receipts from students decreased $143,099, or about 6 per cent.The net receipts of the operation of the University Press were $42,334; the bookstoreshowing a deficit of $2,281.THE COMPTROLLER'S ANNUAL REPORT 249The operation of the quadrangle commons resulted in a surplus of $2,230, as compared with $9,054 for the previous year.The receipts from athletics collected by the University after deduction of paymentsto other institutions were $108,263, and the operating expenses were $165,318, resultingin a deficit of $57,054, reduced to $9,828 after deduction of balance on hand June 30,I93I-The report concludes with this statement:As one becomes more familiar with the financial condition of the University as disclosed by the foregoing statement, it becomes difficult to escape the conclusion that theresults attained in the very difficult year 1931-32 are extremely satisfactory. Whilethere has been retrenchment in expense, it has not been drastic.For some months it has seemed that the University was facing a more or less desperate situation. In view of the extraordinary reductions of estimated expense alreadyeffected in the budget for 1932-33 and attempts at still greater savings more recentlyundertaken, it appears that the situation is well under control. With improvement ininvestment fields, the possibility of maintenance of dividends, and improvement in theliquidating values of the investments of current funds, the University may face the future with the hope that its educational standing shall remain unimpaired. It probablywould be undesirable to pass through the period of depression with reserves unimpairedat the sacrifice of the best interests of the institution.A NEW OBSERVATORYCO-OPERATION WITH THE UNIVERSITY OF TEXASER negotiations extending over a considerable period of time,the University has concluded an agreement with the Universityof Texas for the erection and co-operative management of alarge new astronomical observatory to be located in Texas. The University of Texas received some time ago, by bequest of the late William J.McDonald, a sum now in excess of $840,000 in order that it might erectand maintain an astronomical observatory. The observatory will beknown as "The W. J. McDonald Observatory of the University of Texas,"and will cost, including site, buildings, and equipment, approximately$375,000. Its completion is scheduled for July 1, 1938. It is supposed thatthe new observatory will be erected in the Davis Mountains of Texas,where visual conditions are declared to be unsurpassed. Approval of thissite, however, must be given by the regents of the Texas institution.By the arrangement thus perfected, Dr. Otto Struve, the recentlyelected director of Yerkes Observatory at Williams Bay, Wisconsin, becomes director of the McDonald Observatory, and will divide his timebetween the two. The University of Texas has agreed to set up a maintenance and publications fund, and the University of Chicago is to provide for certain operating expenses.As a result of this co-operative undertaking, any possible plans of theUniversity of Chicago to build an observatory and powerful reflecting telescope in one of the southern states have been abandoned. Although theforty-inch refracting telescope of the Yerkes Observatory of the University is unexcelled for certain types of astronomical research, another instrument is required if Chicago astronomers are to develop the modernresearch in the field of astrophysics in which Yerkes has been a pioneer.This combination of resources enables the University of Texas to concentrate on erection of the observatory, while the University of Chicago,free of the necessity of building another telescope and observatory of itsown, will be able to devote its resources in astronomy to maintaining thebest available staff for both the Yerkes and McDonald observatories. Theeconomy of the arrangement permits constructing for the McDonald Observatory one large telescope. Had the two universities developed theirplans independently, the burden of construction and maintenance would250A NEW OBSERVATORY 251not have permitted their building an instrument as large as the eighty-inch now agreed upon.The eighty-inch reflector to be constructed for the McDonald Observatory is being designed at Yerkes by Dr. Struve, assisted by Doctors VanBiesbroeck, Ross, Momt, Morgan, and Crump. It will be surpassed insize only by the 100-inch reflector of the Mt. Wilson Observatory, and willbe as powerful as that instrument for the photography of faint nebulaeand distant universes. A number of novel features which will be embodiedin its design will make the McDonald telescope the most important andpowerful in the world for certain special kinds of work.With the new instrument, highly important work in astrophysics willbe made possible. Where the old science of astronomy was interestedmost with the position and motion of stars, the modern science is concerned with astrophysics. The astrophysical problems which will be studied at the McDonald Observatory include those of the chemical composition of the atmospheres of the stars, the properties of matter exposed totemperatures ranging from 3,000 to 50,000 degrees or more, observationof the distant universes, which involves a test of the Einstein theory, andthe study of gaseous nebulae, comets, and planets.No diminution of effort at Yerkes Observatory is contemplated. Thestaff will continue its research with the forty-inch refractor, which is unsurpassed for studies of the sun and the stellar parallax. The photographsobtained at the new McDonald Observatory will be studied at Yerkes bythe staff resident there.In planning the agreement, the two universities had the advice andsupport not only of Dr. Struve, and Dr. Henry Gordon Gale, dean of thephysical sciences division at the University of Chicago, but of many leadingastronomers. Dr. George E. Hale, organizer of the Yerkes Observatoryand its first director, and now honorary director of the Mt. Wilson Observatory, and Director-Emeritus Edwin B. Frost of Yerkes Observatory werealso among the group.DEATH OF DR. FRANK BILLINGSTHE University has recently suffered the loss by death of two ofits well-tried friends and most generous helpers — Martin A. Ryerson and Dr. Frank Billings. Their deaths remove from activeparticipation in the life of the institution two men who should be remembered as founders. The former, from the beginning, labored, as Mr. Swiftso well points out, to aid the stabilization of the University; the latter wasof immeasurable help in guiding the policy of the University in the development of the Medical School. It may surely be said without exaggeration that without Dr. Billings' advice, his influence with donors, and hisown gifts, the clinics would not have been organized, and the noble groupof buildings on the Midway Plaisance would not have been built. In anyevent, the results achieved in the enlargement of the scope of medical instruction at the University begun during President Judson's administration in 19 1 6, the securing of endowments, the erection of the group ofco-operating hospitals, and the affiliation of other institutions whose mission is to alleviate human suffering and to improve medical educationwould not have been so promptly realized or so efficiently begun but forthe devotion, the broad experience, and the widespread influence of Doctor Billings. Although the Billings Hospital bears the name of his relative,Albert Merritt Billings, it might well stand as a memorial to the greatphysician himself.Doctor Billings came into the life of the University through the doorway of Rush Medical College, after he was graduated from NorthwesternUniversity Medical School and after study at Harvard University. Hehad taught also in the medical school of his alma mater and had established an exceptionally large and profitable practice. He was elected Professor of Medicine in the faculty of Rush in 1898, the year in which thecollege entered into affiliation with the University, an affiliation whichcontinued until in 1924 its work as a department was taken over by theUniversity. He became respectively dean of the Rush faculty, professoriallecturer on medicine in the University, and Professor of Medicine (1905-24). He was honored by the bestowal of the LL.D. degree by the University of Cincinnati. He came to be regarded as the outstanding figure inthe medical world in Chicago and the Central West, everywhere re-253254 THE UNIVERSITY RECORDspected, almost venerated, always beloved. The Chicago Tribune said ofhim editorially:The influence of Dr. Frank Billings in this community was great. His loss will be feltwidely and for a long time. He was a great physician combining, to an unusual degree,the good qualities of the old time medical practitioner and those of the modern medicalscientist. He came to Chicago from Wisconsin to enter the medical profession in justthe period of greatest discovery in medical bacteriology Dr. Billings acceptedthese discoveries and prepared himself to use them for the benefit of his patients.Throughout his career he remained abreast of the times, accepting the newer methodsand opinions as they were put on a working basis. He did not permit his mind tocrystallize. At the same time he retained much of the older approach toward medicine ;He was somewhat exceptional in the way he mixed common sense, ordinary everydayjudgment, the more scientific methods of the laboratory, and the clinical observationsof bedside practice. In addition to being a great physician he was a great man and amost useful citizen.Doctor Billings was born at Highland, Iowa County, Wisconsin, April2, 1854. After he was graduated from Northwestern in 1881, he remainedin Chicago, always vigorously at work as teacher and practitioner. Hewas never too busy to help in good causes. He was a member of numerouscharitable societies and of such medical associations as stood particularlyfor the betterment of the medical profession and the improvement ofteaching of medicine. He was an officer of the medical reserve corps from1908 to 191 7. In the latter year he went to Russia as chairman of theAmerican Red Cross Mission. On his return from the continent, he became aid to the governor of Illinois in organizing advisory medical boardsfor the army draft. Early in 1918 he joined the A.E.F. and later was attached to the office of the surgeon general of the army. He was awardedthe D.S.C., while France gave him the Cross of the Legion of Honor andBelgium the Cross of the Order of Leopold II. He finally became a brigadier general in the reserve corps. Doctor Billings for many years wasphysician in chief at the Presbyterian Hospital. He was the founder,former president, and governor of the Institute of Medicine in Chicago.Twice he was elected president of the American Medical Association, theonly man ever to be elected more than once.He died on September 20, 1932. Funeral services were held in theFourth Presbyterian Church, Chicago, and interment was in GracelandCemetery.AMONG THE DEPARTMENTSTHE SCHOOL OF BUSINESSBy DEAN W. H. SPENCERIN 1894, Professor J. Laurence Laughlin, then Head of the Department of Political Economy of the University, indicating the growingdemand "for university training for the practical work of businessin its various branches," laid before the Senate of the University a plan fora School of Commerce and Industry. Four years later, in 1898, as a resultof this proposal, the College of Commerce and Politics came into existence.Later the name of the training unit was changed to the School of Commerce and Administration. This year, in the interest of greater simplicity, it was voted to change the name to the School of Business of the University of Chicago.Prior to 1926, the school had administered a four-year program of undergraduate training, receiving its students direct from high schools. Inthat year, the faculty voted to surrender control over the first and secondyears of the student's training and to administer a two-year program ofwork leading to the Bachelor's degree.UNDER THE NEW PLANThe school enthusiastically welcomed President Hutchins' plan for theeducational reorganization of the University and immediately set itselfto the task of fitting its program of work into the larger program of theUniversity. Under this plan, the school accepts students upon the completion of their work in the College. It does this on the assumption thatsuch students complete their general education at this time and are readyfor pre-professional and professional training for business. It then carries them forward, depending upon their objectives, to the Bachelor's,Master's, or Doctor's degree. Under the new plan, graduation at any ofthe three levels is based upon attainments as tested by comprehensive examinations rather than upon residence courses and course examinations.The school provides basic training for men and women who look forwardto places of management in business; and for men and women who plan toteach business and allied subjects in secondary schools, colleges, and universities.255256 THE UNIVERSITY RECORDTHE CURRICULUMThe curriculum of the school, in the attainment of this objective, represents an analysis of the activities of the business man and the setting ofthe general fields of study which prepare for an intelligent considerationof problems arising out of those activities. The fundamental assumptionupon which the curriculum is formulated is that the business man, working in a changing environment, and in an even more rapidly changingsocial environment, achieves success largely in terms of his ability to solvebusiness problems — problems of business policy, problems of organization,and problems of operation.Looked at from this point of view, the curriculum of the school is designed to give the student: (a) an appreciation of the physical environment in which modern business is conducted; (b) an appreciation of basicsubject matter — such as accounting, statistics, law, and economic theory• — in preparation for the advanced study and problems of management;(c) an intensive analysis of methods and problems of management in thefields of finance, personnel, production, marketing, and traffic and transportation; and (d) specialized knowledge and training in a field of concentration.The School of Business does not profess to develop finished executives.It merely asserts that through the discussion of actual business problemsand situations, at appropriate levels, and with appropriate personnel, ittrains men to think effectively about business problems and to form business judgments. It believes that this training materially shortens the apprenticeship of those who, possessing the intangible and indefinable elements of executive ability, will emerge as successful men; and that thistraining will in time appreciably raise the general level of economic andbusiness intelligence of the community.CONDUCTING BUSINESS RESEARCHIn addition to its training program, the school accepts responsibilityfor the conduct of business research of such character as may appropriately be conducted in the University, primarily for the purpose of obtaining results which are helpful in understanding modern business, and secondarily as a part of the school's program of training men and women forbusiness and business teaching.Illustrations of fundamental business research in which members of thestaff of the school are now engaged are studies of chain-store organizationand operation, studies in the costs of merchandising, studies of businessreadjustment, studies of business cycles, business forecasting, and busi-AMONG THE DEPARTMENTS 257ness stabilization, studies of business risks, profits, and corporate incomes,studies in business history, studies of the behavior of stock prices, studiesin the location of industry, and studies in the legal aspects of businessproblems. There are other studies which could be mentioned but thesesuffice to indicate the nature and scope of fundamental research in whichthe faculty of the school is now engaged.As a part of its training and research programs, the school administersthe most comprehensive series of publications to be found in any school ofbusiness in America. It publishes "Materials for the Study of Business,"a series of publications which now contains more than twenty-five titles;the University Journal of Business, a quarterly journal intended primarilyfor students of business and business executives; and "Studies in BusinessAdministration," a quarterly publication, each issue of which is devotedto the results of some rather comprehensive investigation carried on by amember of the faculty of the school or by a student. During the past year,the school has added to its series of publications a news bulletin whichcarries the results of minor research projects and reports of progress onmajor research projects.The school has brought to its faculty a group of unusually competentmen. These men have been carefully selected in terms of their instructional skill, their research capacity, and their ability to make and maintaincontacts with the business community. They bring to their tasks a theoretical point of view gained from academic training and a practical pointof view developed through contacts with business men, business situations,business problems, and work in business.About two years ago the Board of Trustees of the University assignedHaskell Hall to the school as a permanent home. This building admirablymeets a need which the school felt for many years. The school, however,has other needs — needs which it cannot press now. It needs additionalfunds to support fundamental research in modern business. It needs fellowships for superior students who are preparing to teach business andallied subjects and who in the teaching profession cannot expect the moreliberal rewards which are normally offered to those who enter business.The school is badly in need of additional support for its library. Its libraryis adequate for instructional purposes, but is deficient from the point ofview of fundamental research in business.THE BOARD OF TRUSTEESBy JOHN F. MOULDS, SecretaryNEW TRUSTEEMr. Arthur B. Hall was elected Trustee at the July 14, 1932, Boardmeeting.STANDING COMMITTEES OF THE BOARDThe following standing committees have been appointed for the year1 93 2-33-Finance and Investment: William Scott Bond, Chairman, Frank McNair, Vice-Chairman, Charles R. Holden, Eugene M. Stevens, John Stuart, and John P. Wilson.Business Affairs: T. E. Donnelley, Chairman, John Stuart, Vice- Chairman, SewellL. Avery, Harrison B. Barnard, W. McCormick Blair, and E. L. Ryerson, Jr.Instruction and Research: Albert W. Sherer, Chairman, Laird Bell, Vice- Chairman,William Scott Bond, H. B. Gear, Wilber E. Post, and James M. Stifler.Development: James M. Stifler, Chairman, E. L. Ryerson, Jr., Vice-Chairman, SewellL. Avery, Harrison B. Barnard, Max Epstein, and Frank McNair.Accounting and Audit: Robert L. Scott, Chairman, H. B. Gear, Vice-Chairman,Charles F. Axelson, W. McCormick Blair, and Samuel C. Jennings.Nominations: Laird Bell, Chairman, Frank McNair, Vice-Chairman, H. B. Barnard,E. L. Ryerson, Jr., and A. W. Sherer.APPOINTMENTSIn addition to reappointments, the following appointments have beenmade during the three months prior to October 1, 1932:Professor Fred Lyman Adair, Chairman of the Department of Obstetrics and Gynecology and Chief of the Gynecological Service in theLying-in Hospital.Dr. Joseph B. DeLee, Chief of Obstetrical Service in the Lying-inHospital.Harold Scott Quigley, Visiting Professor in the Department of PoliticalScience.Carl F. Taeusch, Visiting Professor in the Department of Philosophy.Rodney L. Mott, Extension Assistant Professor of Political Science.Carroll H. Wooddy, Extension Assistant Professor of Political Science.Ruth Blair, Instructor in the Department of Home Economics.Leon Carnovsky, Instructor in the Graduate Library School.Bernard Cooper, Clinical Instructor in the Department of Surgery(dental) .James D. Stewart, Instructor in the Department of Pathology.258THE BOARD OF TRUSTEES 259PROMOTIONSDr. Ralph Boerne Bettman to an associate clinical professorship in theDepartment of Surgery at Rush Medical College.Dr. Julian H. Lewis to an associate professorship in the Department ofPathology.Dr. Siegfried Maurer to an associate professorship in the Departmentof Pathology.Dr. Frederick W. Geers to an assistant professorship of Assyriology inthe Oriental Institute.Dr. Carl M. Marberg to an assistant professorship of Chemistry in theDepartment of Pathology.Dr. Mary S. Sheppard to an assistant professorship in the Departmentof Pathology.Grace Hiller to an instructorship in the Department of Medicine.Huberta Livingstone to an instructorship in the Department of Surgery.Annie M. MacLean to an extension associate professorship of Sociology.LEAVES OE ABSENCEDr. Dewey Katz, Assistant Professor of Ophthalmology in the Department of Surgery, for the Winter Quarter, 1933, to enable him to carry onstudy in Vienna.Dr. Mila I. Pierce, part-time Physician in the Department of HealthService, for the period from July 1, 1932, to October 1, 1932.L. C. Sorrel], Professor in the School of Business, for one year fromOctober 1, 1932, in order that he may work as a staff officer of the Railway Business Association.Napier Wilt, Assistant Professor in the Department of English, for theAutumn Quarter, 1932, and the Winter and Spring quarters, 1933, thathe may lecture at the University of Michigan.James W. Young, Professor of Advertising in the School of Business,for the Autumn Quarter, 1932, and the Spring Quarter, 1933.RESIGNATIONSRalph B. Alspaugh, as Assistant Professor in the School of Business,effective October 1, 1932, to accept a position as merchandising counselorin Armour & Company.Dr. George Curtis, as Professor of Surgery, effective September 1, 1932,to accept a position at Ohio State University.Ethel Hahn, as Instructor in the Department of Art, effective October 1, 1932.26o THE UNIVERSITY RECORDJames Westfall Thompson, as Professor in the Department of Historyeffective January i, 1933, to accept a position at the University of California.Mrs. Kellogg Fairbank, as a member of the special committee on University Clinics, effective August 11, 1932.DEATHSMartin A. Ryerson, Honorary Trustee and Honorary President of theBoard of Trustees, August 11, 1932.Dr. Nathaniel Allison, Non-Resident Professor in the Department ofSurgery, and Consulting Surgeon in the University Clinics, August 301932.J. Paul Goode, Professor Emeritus in the Department of Geography,August 5, 1932.J. M. Powis Smith, Professor of Old Testament Language and Literature, September 26, 1932.Dr. E. J. Wilczynski, Professor Emeritus of Mathematics, September 14, 1932.Dr. Frank Billings, Professor Emeritus of Medicine, September 20,*932-GIFTSFrom the National Research Council the following grants for researchin problems of sex, to be used during the fiscal year, 1932-33 : For studiesin the biochemistry of the sex hormones, under the direction of Dr. F. C.Koch, $9,400; and for investigations in the biology of sex, under the direction of Dr. F. R. Lillie, $14,430.From an anonymous donor, funds to provide a traveling fellowship forthree years of $500 a year to be awarded to Chandra D. S. Gooneratne.From the Wander Company two gifts totaling $1,000 to be known asWander Fund No. 2, $400 for support of research on the alimentarytract, and $600 for support of work on the vitamins, all under the controlof the Department of Physiology.From the American Medical Association, $250, as a grant in support ofwork on thyroid diseases to be carried on at Rush Medical College underthe direction of Dr. W. 0. Thompson.From the National Research Council a grant of $250 for Paul H. Dunn,Fellow in the Walker Museum, for field expenses, photography, and miscellaneous expenses in connection with his studies of the correlation ofSilurian strata over wide areas in the Mississippi basin.From R. T. Miller, of the American School, $225, to assist a studentduring the academic year 1932-33.THE BOARD OF TRUSTEES 261From the Froebel Association Alumnae of Chicago, $200, to be addedto the Alice H. Putnam Scholarship Fund.From Judge Evan A. Evans, of the United States Circuit Court, a portrait etching of Judge Samuel Alschuler to be hung in the Law School.From Martin A. Ryerson, $2,000, to the Ridgway Memorial Fund,completion of his subscription of $5,000 to the fund.From Mrs. Charles L. Hutchinson, $2,000, for alterations and repairsto the caretaker's residence at Bird Haven.From Mr. George E. Frazer, $900, for the support of investigativework by Dr. Norman Roome in the Department of Surgery, under thedirection of Dr. Phemister.From Mr. Cyrus H. McCormick, $500, and from Mr. Harold F. McCormick, $250, toward the salary of a member of the Department of History.THE UNIVERSITY PRESSTHE ROCKEFELLER McCORMICK NEW TESTAMENT FACSIMILEONE of the handsomest and most important books ever publishedby the University of Chicago Press is the Rockefeller McCormickNew Testament. Two years had been spent in manufacture andseveral years had been spent in critical study by members of the NewTestament Department before it was ready for manufacture.It is a facsimile reproduction of the most lavishly illuminated Byzantine New Testament known to exist, with separate volumes of expositionof the text and of the miniatures. The three volumes are edited by EdgarJ. Goodspeed, who has written a forty-three-page Introduction to Volume I (the facsimile edition) , giving the history of the original manuscriptand telling of its discovery by him in a Paris antique shop in 1927. DonaldW. Riddle is the author of Volume II, a critical study of the text andhandwriting of the manuscript. Harold R. Willoughby is the author ofVolume III, an exposition of the miniatures setting forth the significanceof the manuscript for the study of the history of East Christian art andthe iconography of the New Testament scenes.The original manuscript is dated about 1265, and is said to have beenproduced in the scriptorium of the Palace of Blachernae in Constantinopleby the imperial scribe and a group of artists at the command of theiremperor, Michael VIII Paleologus. The manuscript is of vellum, including a rare purple folio, and is illustrated with approximately one hundredand thirty-three portraits and text scenes in gilt and brilliant colors, executed in a fluid, expressionistic manner.Some of these miniatures and the entire Psalter section have been lostor stolen in the historic upheavals of the centuries, but even in its mutilated state the manuscript contains ninety miniatures which ranks it nextafter the two fully illustrated gospel books in the Laurentian Library andthe Bibliotheque Nationale. The original is one of the most importantmanuscripts that has ever been brought to America, and the facsimileedition is a choice item for rare book collectors, art connoisseurs, and students of New Testament Greek and the history of Eastern Christianity.The facsimiles of the miniatures have been done by Max Jaffe of262THE UNIVERSITY PRESS 263Vienna, considered by many the finest plate-maker in the world. Theyare marvelously true to the original. All the ninety miniatures have beenreproduced, with the eight canon tables, twenty-five pages of text, andcolor plates of the two splendid but ill-matched metal covers which themanuscript is believed to have acquired in the sixteenth century.The format of the work is interesting. In order to present as nearly aspossible the impression of the manuscript itself, the miniatured leaveshave been reproduced as unions of folios, folded but not sewed. Thus theabundance of miniatures, of which sometimes two are visible on a doublepage, is revealed. Dr. Goodspeed's introduction is bound as a separatemonograph. Both the facsimile and the introduction are inclosed in abuckram-covered portfolio. The other two volumes are bound in the samebuckram, and all three volumes are inclosed in a buckram-covered slipcase. The price for the three volumes is $50.Dr. Goodspeed found the original manuscript in September, 1927. Herecognized its great value, and finding no funds available at the University of Chicago for such a purchase, brought it to the attention of Mrs.Edith Rockefeller McCormick, who bought it for her own collection. Mr.Willoughby was sent to Europe to bring it back, and the day after it wasdelivered to Mrs. McCormick, she turned it over to the New TestamentDepartment for study and publication. The first copy of the finishedwork came off the press during Mrs. McCormick's last illness, and wastaken at once to her bedside. It is not known whether she was able totake notice of the beautiful work that her generosity contributed to theworld of scholarship.While the Rockefeller McCormick New Testament has overshadowed allother Press publications for a long time to come, as a matter of fact September saw the release of several unusually interesting books. The onlyproduct of the campus was Professor E. Preston Dargan's Honore deBalzac: A Force of Nature, & slim little volume of eighty-eight entertainingpages, discussing the "forceful living, forceful loving, and forceful labor"that made Balzac supreme. Professor Dargan is one of the leading Bal-zacians in the country, and is the editor of the "University of ChicagoStudies in Balzac," in which several scholarly volumes have already beenproduced. His newest book, however, is not a part of that series, but ismore informal in tone.A beautifully printed and bound book is Admiral Ts'ai T'ing-kan'sChinese Poems in English Rhyme, a collection of 122 poems from the264 THE UNIVERSITY RECORDTang and Sung periods (eighth to twelfth century). The poems are allshort, four to eight lines, and each page contains both the Chinese textand the English translation. Admiral Ts'ai T'ing-kan was admiral of theChinese fleet when he retired in 1927.Lying and Its Detection, by Dr. John A. Larson, is a source book incriminology, and, popularly speaking, a fascinating account of why peoplelie, how they lie, how it affects them physically, and how lying can be detected. Dr. Larson has had a large part in the development of the lie-detector. He constructed the first one in 192 1 when he was a policemanon the Berkeley, California, force, under Chief August Vollmer. As agraduate of Boston University, with a Master's degree in biology, and aDoctor's degree in physiology from the University of California, "Officer"Larson attained national renown as the "only Ph.D. cop in the world."He is assistant state criminologist of Illinois, research psychiatrist at theInstitute for Juvenile Research, and is on the faculty at Rush MedicalCollege.BRIEF RECORDS OF THE QUARTERProfessor J. M. Powis Smith, of theDepartment of Old Testament Languageand Literature, died on an ocean steamerwhile returning from a trip to England,on September 26, 1932. While somewhatfeeble in health when he left the University last spring, his death came as a shockto his friends and students. A full tributeto his work and character appeared in theUniversity Record for July, 1932, a tributefortunately made while he was still atwork and able to observe how greatly hisservice in his profession and to the University was appreciated and how affectionately he was regarded by his colleagues.James O'Donnell Bennett, who hasmore than once described people andevents at the University, wrote for theChicago Tribune of September 25, 1932, amost interesting and sympathetic accountof International House, the buildings andits ideals. In his first paragraphs he says :"Students trooping in from thirty countries. Some of the young men and women,weary and bewildered after long journeysby sea and by land, their ordeals with customs officials, their efforts suddenly to revise their budgets to meet disconcertingrates of exchange, and their struggles —none more wearing even to seasoned travelers — swiftly to adjust themselves to anew language, new faces, new ways. Theyare welcomed with unforced cordiality —not the oppressive, condescending palaverof professional greeters — to a statelystructure of collegiate Gothic." Althoughthe building had not been formally dedicated, already it had begun to functionwith efficiency in the manner in which thegenerous donor, Mr. John D. Rockefeller,Jr., ardently desires. The dedication tookplace on the evening of October 5.The Society for Social Research metat the University in July. Addresses weredelivered by E. R. Moses of the University, E. R. Mowrer of Northwestern University, Bruce Smith of the National Institute of Public Administration, E. H.Sutherland of the University, and others.Dr. and Mrs. George K. K. Link havebeen at Lake Louise, Alberta, Canada. There they began a 225-mile pack tripthrough the Canadian Rockies to JasparNational Park. On their return they didsome climbing in the Selkirks and studiedblueberries in the region.The record for number of visits to theUniversity Clinics was broken in June.The total number on record for the monthwas 11,622.Among the distinguished men receiving honorary degrees at Yale Universityat the late commencement was Dr. FrankR. Lillie, professor of zoology and deanof the Division of the Biological Sciencesof the University and director of the Marine Biological Laboratory at WoodsHole, Massachusetts. In presenting himfor the degree Professor William LyonPhelps said: "He has to an extraordinarydegree combined executive managementwith individual research. His investigations in embryology, cytology, and thephysiology of development have won himan international reputation. The growthof the famous laboratory at Woods Holeis a monument to his scientific and administrative ability. He has taken a leading part in the organization of biologicalresearch, having trained a large numberof young men who are inspired both by histeaching and by his example." PresidentAngell in conferring the degree said: "Adistinguished biologist, a sound and fruitful investigator, a stimulating teacher andtrainer of men, your long career has beenmarked by constant advance to a largerand more important achievement."The University preachers for the Summer Quarter were the following: June 26,Rev. Charles W. Gilkey, D.D., Dean ofthe University Chapel; July 3, ShailerMathews, LL.D., Dean of the DivinitySchool; July 10, Rev. Charles ClaytonMorrison, D.D., Editor of The ChristianCentury, Chicago; July 17, Dean Gilkey;July 24, Rev. Arthur Erastus Holt, D.D.,Professor of Social Ethics, the DivinitySchool and the Chicago Theological Seminary; July 31, Rev. Albert W. Palmer,D.D., President of the Chicago Theological Seminary; August 7, Rev. WilliamCreighton Graham, Ph.D., D.D., Profes-265266 THE UNIVERSITY RECORDsor of Old Testament Language and Literature, University of Chicago; August 14,Henry N. Wieman, Ph.D., Professor ofChristian Theology, University of Chicago; August 21 (Convocation Sunday),Rev. Albert Eustace Hay don, Ph.D.,Professor of Comparative Religion, University of Chicago.Dr. Nathaniel Allison, professor of surgery at the University, died in La Jolla,California, on August 30, 1932. He was agraduate of Harvard College and of itsmedical school and subsequently becameprofessor of orthopedic surgery in the latter institution. He practiced medicine inSt. Louis and taught in Washington University. He became one of the outstanding authorities in the treatment of theailments of children and a most successfulorthopedic surgeon. He was awarded thedistinguished service medal for his services as orthopedic surgeon during twoyears of the World War. It was withgreat satisfaction that the University in1929 welcomed him to membership in thefaculty of the medical schools and to active service in the Department of Surgery,especially service in the then new orthopedic hospital. All too soon after his appointment Dr. Allison began to show evidence of the weakness of his heart thateventually was the cause of his death,weakness possibly increased by the nerve-racking work he performed during thewar. He is survived by his widow, MarionAldrich Allison. He was not only a greatsurgeon but a man of charming personality whom his associates and all who werepermitted to know him speedily learnedto regard with affection and to look uponwith respect for his professional achievements.Football prices at the University ofChicago this season will be the lowest inthe country and the lowest in the historyof the "Big Ten." Admission this autumn will be at "movie" prices, ticketsaveraging only 84 cents for each of thesix home games on Stagg Field. Prices forsingle-game tickets also have been loweredwell below the average of prices at otheruniversities this year. For the Indiana,Illinois, Purdue, and Wisconsin games,the price will be $1.50, and the Monmouthand Knox games which complete thehome schedule will be $1.00. The pricesdo not include the federal tax of 10 percent, which is levied on all admissions over 40 cents. Purchasers of season books, inaddition to receiving a $3.00 differentialunder the price of tickets purchased forindividual games, also will be given preference in location, receiving first choice ofthe seats. With a maximum capacity of58,000, the Stagg Field stands will permitplacing all spectators, whether holders ofseason books or not, in sideline seats.Three astronomers from the University were at Island Pond, Maine, in orderto make observations of the eclipse ofAugust 31. They were: Dr. George A.Van Biesbroeck, Dr. Walter Bartky, andRalph van Arnam. Dr. E. B. Frost, solong director of Yerkes Observatory, wasalso present during the observation, although his blindness prevented him fromseeing any of the phenomena. FrankSullivan, who has been in charge of thegiant Yerkes telescope for thirty years,and whose life-long ambition has been tosee a total eclipse, was sent to the siteat the personal expense of Dr. OttoStruve, new director of the observatory.At the One Hundred Sixty-NinthConvocation of the University, held onAugust 26, which marked the close of theUniversity's fortieth year of existence,degrees and certificates were conferredupon 457 students. Professor Emery T.Filbey, assistant to President Hutchins,who was abroad, presided at the exercisesand conferred the diplomas. The distribution of degrees at Convocation was asfollows: Bachelors of Art, Science, andPhilosophy, 170; Masters of Art or Science, 175; Doctors of Philosophy, 60;Bachelor of Laws, 1; Doctors of Law, 7;Bachelor of Divinity, 1 ; Doctors of Medicine, 23; Four- Year Certificate in Medicine and the Biological Sciences, 16.Dr. Martin E. Hanke, Dr. Albert B.Hastings, Dr. E. S. Barron, and Dr.Charles B. Huggins of the UniversityClinics have sailed for Europe. AH ofthem attended the International Physiological Congress held in Rome in August.Dr. Hanke read a paper before the congress on "The Acid Base Metabolism ofIndividual Organs."In a recent public address Dr. A. J.Carlson answered the charge of anti-vivisectionists who claim that researchupon animals is futile in advancing theBRIEF RECORDS OF THE QUARTER 267welfare of man because of the differencein their bodies, by saying: "Nine-tenthsof the knowledge of the human bodycomes from experimentation upon manand animals. Although diabetes wasknown 2,000 years ago no progress wasmade in its control until thirty years agowhen experimentation, first upon dogs,was begun. Before animals are subjectedto painful experiments, they are anaesthetized and that portion of their brainwhich makes them conscious of pain isremoved."Dr. G. Montalenti, an internationalfellow from the University of Rome, isstudying this year in the Department ofZoology under the supervision of Dr.Frank R. Lillie. He spent the summer atWoods Hole, where he was working at theMarine Biological Laboratories.In Miss Densford's class on the"Teaching of Principles and Practice of Nursing," there are nineteen schools ofnursing represented according to graduation, seventeen according to employment,ten states represented according to graduation. The range of dates of graduationis from 191 2 to 1932. Ten students holdbachelor's degrees.Dr. H. B. van Dyke, professor ofpharmacology, sailed on August 8 forChina, where he is to be on the staff ofthe Peiping Union Medical College.The second meeting of the Conferenceon Economic Policy for American Agriculture was held at Burton Court, at theUniversity, June 26 and 28. At a seriesof round tables two major subjects werediscussed: "A Taxation Policy for Agriculture," and "Economic Planning forAmerican Agriculture." About sixty agricultural economists from state colleges ofagriculture, from several endowed universities, and from the Department of Agri-The Carillon or the University ChapelThe Bells Ascend— The Memorial Bell Reaches the Chapel268 THE UNIVERSITY RECORDculture at Washington took part in thediscussions. The first meeting of the conference was held in the Reynolds Clubin September, 1931, at which the generalproblem of an agricultural policy for theUnited States was discussed. The principal papers of this meeting were publishedby the University of Chicago Press underthe title, Economic Policy for AmericanAgriculture. The book is edited by Professor Edward A. Duddy, of the Schoolof Business, who has been acting as executive secretary of the conference.The carillon for the tower of the University Chapel, fully described in theUniversity Record for July, 1932, has nowbeen installed. The installation was awork of considerable magnitude as thetotal weight of the seventy-two bells isapproximately 220 tons and the threeportions of the tower where the bells areplaced are well toward the top. A specialsteel platform was required from whichthe cables that raised the bells to theirdestination were manipulated. Whenwaiting the ascent, the bells while restingon the ground gave opportunity for realization of their size. The illustrations showthe largest bell, including the one thatbears the dedication to the mother ofMr. John D. Rockefeller, Jr., Mrs. LauraSpelman Rockefeller. It is expected thatthe bells will be ready for ringing sometime between Thanksgiving and Christmas.Vice-President Woodward returned tohis duties at the University in July afterhis long journey to and through countriesof the Far East. Mrs. Woodward returnedsome weeks earlier. He sailed on September29, 193 1, and proceeded through Europeto Marseilles whence he sailed for Bombay. His itinerary included visits to theprincipal cities of British India, of Burma,and the island of Ceylon. Thence he wentto China and Japan. On the return triphe stopped at Honolulu. His mission, itwill be recalled, was in connection with agroup of other men of good sense and goodjudgment to make a study of missionfields of the Far East and to report ontheir efficiency and their needs, possiblyproviding a practical program for foreign-mission endeavor as required by newworld-conditions of our day. The reportof the committee, known as the Laymen'sForeign Missions Inquiry, will probablybe published before the close of the year. President and Mrs. Hutchins returnedto the University from their trip to theNetherlands on September 14. A considerable portion of their time was spent on asailboat in Holland, which craft, while itmay have provided scenes for Mrs.Hutchins' pencil, must have been rather aslow sort of existence for one so chargedwith energy as the President of the University of Chicago. They also sailed onthe lakes of Friesland and then by othermeans of transportation visited Germany,Switzerland, and France.Professor Emeritus Ernest Julius Wil-czynski, of , the Department of Mathematics, died September 14, 1932, inColorado, where he had lived for a number of years after his retirement from active service in 1926. He was one of themost brilliant men ever connected withthe University, and the sickness whichcaused him to move to the mountain country and to continue his residence there wasgreatly regretted by his colleagues and hisstudents. He was born in Hamburg, Germany, in 1877. He was a pupil in the public schools of Chicago. Later he studied atthe University of Berlin, from which institution he received his Doctor's degree.He was appointed an instructor in theUniversity of California in 1898. Subsequently, after a brief stay in research workat the Carnegie Institution in Washington, he became associate professor at theUniversity of Illinois. In 1910 his servicewith the University of Chicago began,first as associate professor and, in 19 14, asprofessor. He retired from active work atthe University in 1926 and moved toColorado where in a prolonged state of illhealth he lived until, stricken with pneumonia, he was removed to Denver wherehe died.Attention has been called to a slip ofmemory in Dr. J. M. P. Smith's interesting article on "President Harper: Scholarand Creator." The article in the University Record for July states that PresidentHarper "accepted funds from Miss HelenCulver for the endowment of two coursesof lectures in the field of Comparative Religion; one course, the Haskell Lectures,to be given here upon the campus; theother to be known as the Barrows Lectures and to be given in the leading centers of India." Dr. Smith inadvertentlyused the name of Miss Culver, herself agenerous contributor to the University,BRIEF RECORDS OF THE QUARTER 269for that of Mrs. Caroline E. Haskell. Thelatter not only endowed the lectureships,but provided the funds for Haskell Museum, now happily perpetuated in theOriental Institute Building.Some twenty-five consuls of as manyforeign countries were entertained atlunch in International House on September 12.Professor L. L. Thurstone, of the Department of Psychology, was electedpresident of the American PsychologicalAssociation at its meeting held at CornellUniversity on September 8. The meetingof the association in 1933 will be at theUniversity of Chicago.Professor Bernadotte E. Schmitt, absent on leave, has been lecturing for thepast year at the Institut Universitaire deHautes Etudes Internationales in Geneva.He has also been a contributor to variousperiodicals, among them the Slavonic Review, in which he discussed the Bosniancrisis. He has also reviewed importantbooks, particularly those in his own field,modern history, and these have been published in such periodicals as the SaturdayReview of Literature, the Political ScienceQuarterly, the Journal of Modern History,and the American Historical Review.Attended by some two hundred educators of the country, the Institute for Administrative Officers of Higher Educationheld at the University a series of meetingscovering three days beginning July 23.Among the speakers were Dean CharlesH. Judd of the School of Education; President Ernest H. Wilkins of Oberlin College; Dean Herbert E. Hawkes of Columbia University; Frank O. Holt of the University of Wisconsin; and Dean Aaron J.Brumbaugh of the University of Chicago.In his address Dean Judd said: "I advocate a modification of the present program with a view to throwing on the individual student a large measure of responsibility for the discovery and cultivation ofhis particular aptitudes. I believe our educational institutions have gone too far indevising separate courses for every type ofstudent and for every aspect of every subject. I believe that multiplication of specific courses has tended to make studentsdependent rather than bold in application. The type of instructional programwhich I am advocating does not seek to force all individuals into the same intellectual mold. Quite the contrary, it provides for cultivation of independent personalities. The point is that the personalities which issue from the type of educational program which I am advocatingare determined from within rather thanfrom without. I have come to believe thatin a social order such as ours the purposeof all tests and all guidance is to open upto the individual possibilities amongwhich he may choose rather than to makechoices for him. Because of this view, Iam very little interested in bringing thestudent into constant and intimate contact with his teacher. I am far more interested to discover methods by which thestudent may cultivate independent powerin his work." During the past five yearsthe average scores for scholastic aptitudemade by freshmen classes entering theUniversity of Chicago have risen forty-three points, from a median of 159 in 1927to a median of 202 in 193 1, Dean Aaron J.Brumbaugh said in his address to the Institute. This is due in large part to theUniversity's constant improvements inmethods of selecting students, DeanBrumbaugh said.Three years ago a grant was made bythe Rockefeller Foundation to the University for the support of biological research. The grant yields an income of$30,000 a year. It is administered by acommittee of which Dr. Taliaferro ischairman and Dr. Carlson, Dr. Kraus, Dr.Lashley, and Dr. Lillie are members. Thegrant has permitted some twenty investigations to be made, some of them extending their research over a period of threeyears. These investigations included Dr.F. C. Koch's study of the occurrence,physiological action, and purification ofthe male sex hormone; Dr. W. H. Taliaferro's study of the immunology of parasites; Dr. G. K. K. Link's serologicalstudies of fungi and viruses; Dr. A. J.Carlson's investigation of anemia ofmarked hyperthyroidism; Dr. Ralph S.Lillie's study of visible irradiation of therespiration of micro-organisms; Dr. R. W.Gerard's study of chemical changes innervous tissue; Dr. H. H. Newman'sefforts to collect data on left-handed individuals.After the meetings of the Institute forAdministrative Officers of Higher Education came the conference of Public School270 THE UNIVERSITY RECORDAdministrative Officers which met inJudson Court at the University. Therewere addresses by Dean Charles H. Juddof the School of Education of the University; Edward D. Roberts, superintendentof public schools, Cincinnati; ProfessorG. T. Buswell of the University; DeanPaul C. Packer of the University of Iowa;Ben G. Graham, superintendent of schools, Pittsburgh; Don C. Rogers, director of research and building survey ofthe Chicago Public Schools; and John C.Dinsmore of the University Clinics.The erection of the Epstein Instituteof Arts building and of the residence hallfor women south of the Midway has beendeferred for the present.ATTENDANCE IN THE SUMMER QUARTER(Comparative enrolment report for the Summer Quarter of the years 1931-32.Based on paid registrations at the end of the ninth weekof the quarter.)1931 1932Gain LossMen Women Total Men Women TotalI The Divisions:1. The College-12381 130205 253286 6511 6937 13448 238Total 204 335 539 76i75319 10629414915 18246918024 3572. The Humanities —Total 2153999610 45840713640 673806232503. The Social Sciences —Total 5052504826 5831826121 1,088433109474. The Biological Sciences* —Total 324255759 265103294 589358104135. The Physical Sciences —Total 3393151,07965 136444987H7 4757592,0661823831,30481 5681,087205 95i2,391286 192325104Total in the Divisions II. The Professional Schools:1. Divinity School — 1,768200 1,86053 3,628253 1,45915592 1,548445 3,007199142 14 6215414 5 19Total 2147011 58103 2728014 1665213 4961 2155814 57Chicago Theological Seminary f —Total 8r1122291 13101 941222391 65882471 7821 72962672 312. Law School —26Total 14415816 11151 15517317 120120115 11181 131138116 1 24353. Graduate Schools of Medicine —a) The Division of Biological Sciences —Total 1741288267 161631 1901394298 1367783512 19 6'1 I5S7843513 ""65 356b) Rush Medical College-Total 133304 1126 14433o 132267 726 139293 537Net total Medical Schools * Including the School of Medicine of the Division of Biological Science.t Not included in the totals.[Continued on page 272]272 THE UNIVERSITY RECORDATTENDANCE IN THE SUMMER QUARTER— Continued1931 1932Gain ~Men Women Total Men Women Total LossII. The Professional Schools: — Cont.4. School of Business —703719 301828 10055317 474223 301344 775567 233Total 117161 5811514225 17513115232 94334I4 5117014433 14520318537 72335 305. Graduate School of Social ServiceAdministration —7Total 249 1568 18017 424 2217 26311 836. Graduate School of Library Sci-6Total Professional Schools . .Total in the Quadrangles . . . 8122,580201 3i72,17719 1,1294,757220 6932,162162 3651,90324 1,0584,065186 7i69234Net totals in the Quadrangles III. University College: 2,379131268 2,158381513069 4,5375i1633677 2,0002618138 1,87914622335127 3,87917224148135 121781258 658Total 392,418 2882,4461 3274,8641 652,0655 53i2,4103 5964,4758 2697 389Net total in the University 2,418 2,445 4,863 2,060 2,407 4,467 396ATTENDANCE IN THE SUMMER QUARTER 273ATTENDANCE IN THE SUMMER QUARTER(Comparative enrolments for the Summer Quarter of the years 1931-32.Based on total paid registrations at the end of the ninth weekof the quarter.)Schools and Divisions Graduate Undergraduate Unclassified1931 1932 1931 1932 1931 19321 The Divisions* 2,39J25317313612210013117 2,0661991381269677203n 951 759141 2^861917811732 1822 Divinity Schoolf 23. Graduate Schools of Medicine:The Division of the Biological Sciences J 16Rush Medical College !324 Law School 325817 336123< School of Business 76. Graduate School of Social Service Administration 377. Graduate School of Library Science. .Total in the Quadrangles Duplicates 3,323181 2,916145 1,05822 89125 38021 259J7Net total in the Quadrangles ....8 University College 3,14251 2,771172 1,036199 866289 35977 242135Grand total in the University. . . . 3,193 2,9433 1,2351 i,i555 436 377Net total in the University 3,193 2,940 1,234 1^50 436 377* Including the School of Medicine of the Division of Biological Sciences.t Not including the Chicago Theological Seminary.X Included in the figures for the Divisions (Item No. 1).INDEX TO VOLUME XVIIIAmong the Departments: The Department of Music (Carl Bricken), 60; TheDepartment of Anthropology (Fay-Cooper Cole), 207; The School of Business (William H. Spencer), 255Archaeology the Interpreter, Raymond B.Fosdick, 6Attendance: in the Autumn Quarter,1 93 1, 735 m tne Winter Quarter, 1932,140; in the Spring Quarter, 1932, 220;in the Summer Quarter, 1932, 271Barrows, Harlan H.: J. Paul Goode, AnAppreciation, 245Bensley, Robert R., 192; portrait of, facing 192Billings, Dr. Frank; Death of, 253; portrait of, facing 253Bird Haven, Henry C. Cowles, 195Board of Trustees, The, lohn F. Moulds,63, 129, 197, 258Boucher, Chauncey S., Current Trends inCollege Education, 153Breasted, Charles; Cinematic History;The New Past, 182Breasted, lames Henry, Director of theOriental Institute, portrait of, facing 1 ;Address at opening of Oriental Institute Building, The Rise of Man, 10Brief Records of the Quarter, 69, 135, 213,265Carillon, The, in University ChapelTower, 179; the bells, 267Case, Shirley J., Church History Investigation, 187Characteristics of the University, Convocation Address, Robert MaynardHutchins, 77Causes of the Depression, The, W. E.Dodd on, 189Church History Investigation, Shirley J.Case, 187Cinematic History, "The New Past,"Charles Breasted, 182College Residence Hall for Men, Dining-Room, facing 52 Comptroller's Annual Report, The, 248Convocation addresses: History (Andrew C. McLaughlin), 36; Characteristics of the University (PresidentRobert Maynard Hutchins) , 77; Scientific Studies of Teaching (Charles H.Judd), 89; Law School and University(Ernst Freund), 143; Some FactorsInfluencing the Development of Higher Education (George Alan Works),223Dedication of the Oriental InstituteBuilding, 1Depression, Causes of the, William E.Dodd on, 189Doctors of Philosophy, New Register of,H. E. Slaught, 10 1Dodd, W. E., on Causes of the Depression, 189Dramatic Reviews, 196Education Conferences, 99Epstein Institute of Fine Arts, TentativeDesign of, facing 59Epstein, Max, New Trustee, 34; portraitof, facing 34Field House, 59; interior view of, facing 59Finley, John Huston, Address at Openingof Oriental Institute Building, TheWest Orienting Itself, 2Freund, Ernst, Convocation Address,Law School and University, 143Fosdick, Raymond B., Address at Opening of Oriental Institute Building,Archaeology the Interpreter, 6Goode, J. Paul; Death of, 243; portrait of,facing 245Goodspeed, Thomas Wakefield, portraitsof, facing 18, 24Goodspeed, Thomas Wakefield, The Secretary of the University, chapter iv,by Charles Ten Broeke Goodspeed, 17Graduate Building of School of Education, 58; view of, facing $8275276 THE UNIVERSITY RECORDHall, Arthur Benedict, A New Trustee,portrait of, facing 242Harper, William Rainey, Memorial of, 47;bronze tablet, facing 47; Scholar andCreator (J. M. Powis Smith), 165History, Convocation Address, Andrew C.McLaughlin, 36Harris, Norman Wait, Memorial Foundation, Recommendations to PresidentHoover, 117Higher Education, Some Factors Influencing the Development of, Convocation Address, George Alan Works,223Home-coming Dinner, 52Hoover, President, Recommendations ofHarris Foundation to, 117Hutchins, Robert Maynard, Characteristics of the University, ConvocationAddress, 77Immediate Needs of the University, 247International House, Looking northeastfrom the Midway Plaisance, facing239International House, 114, 237Judd, Charles H., Convocation Address,Scientific Studies of Teaching, 89Law School and University, ConvocationAddress, Ernst Freund, 143McLaughlin, Andrew C, portrait, facing36; Convocation Address, History, 36Memorial Tablet of Gerald B. Smith,presentation of, by J. M. Powis Smith,47Messages Francais, 178Needs of University, Immediate, 247Observatory, A New, in Texas, 250Oriental Institute Building, dedication of,1; seen from the Northwest, facing 2;unlocking the gates, facing 10; MainEntrance, facing 77; Assyro-Babyloni-an Hall, facing 82; floor plan of exhibition halls, facing 85; Egyptian Hall,facing 87; wild bull hunt, 87 Oriental Institute, The, 82; "ChicagoHouses" near Luxor, Headquarters ofInstitute in Egypt, 88Orthogenic School, The, 125Persepolis, Ruins of, 182Portraits and Tablets, 51Renaissance Society, The, Eve WSchutze, 123Rise of Man, The, James Henry Breasted10Rosenwald, Julius, death of, 119; portraitfacing 121; tribute of Trustees to, 121Ryerson, Martin A., Harold H. Swiftportrait facing, 232Scientific Studies of Teaching, Convocation Address, Charles H. Judd, 89Smith, Gerald B., Memorial of, 47; tribute to, Shailer Mathews, 47Smith, John Merlin Powis, portrait, facing 143; President Harper: Scholarand Creator, 165; tribute to, 176Some Factors Influencing the Development of Higher Education, Convoca-cation Address, George Alan Works,223Sound Investment, A, 185Swift, Harold H., Ryerson, Martin A.,tribute, 232Terry, Benjamin Stites, in memory of, 54;Shailer Mathews tribute to, 54; portrait of, facing 54Trustees, New, Max Epstein, 34; ArthurB. Hall, 242Trustees' Dinner to the Faculties, The:Addresses by Thornton Wilder, 104;Ernest E. Quantrell, 106; PresidentHutchins, noUniversity Libraries, 53University Press, The, 127; 211, 262West Orienting Itself, The, John HustonFinley, 2Works, George Alan, portrait, facing 223;Some Factors Influencing the Development of Higher Education, 223