The University RecordVolume. XIX JANUARY I933 Number 1GEORGE WASHINGTON1By ANDREW C. McLAUGHLINTHIS is a year of gloom and bewilderment and want. It is andhas been more than a year of economic depression. We havesometimes felt as if the solid ground, the body of things we havealways just placidly taken for granted, were slowly crumbling beneathour feet. Millions of men have thought more earnestly than ever before ofthe essentials of life and of social duties. Perplexity, occasionally not unmixed with dismay, has not been confined to America. The printingpresses have been busy turning out books which treat of the problems ofcivilization, and some of them earnestly inquire whether European civilization can survive. Principles of social ethics and of individual action, weare told, those principles which are the product of fairly long and sustainedmovements of history, have not as yet prepared us for meeting the problems thrust upon us by science and the machine. There is a fear lest mansuccumb to the products of his own cleverness and skill.But this year has not been with us a year of total gloom and whollywithout profit. A unique opportunity has been given to study our ownpast and to find whether the foundations of America are laid on quicksand or' on granite. We have discovered, I think, that we as a peoplepossess a property which can be thrown away but cannot be wrested fromus against our will. That property is the spirit of George Washington, thespirit of a man who, through peril and tribulation, pushed forward withhigh resolve and founded a nation which his greatest successor declaredmust not perish from the earth. I have used the word "spirit" advisedly,1 An address delivered November 20, 1932, in the University Chapel under theauspices of the Chicago George Washington Bicentennial Commission.2 THE UNIVERSITY RECORDand that spirit must include a mind calm amid adversity. It is really thespirit animating a nation which gives it energy. A brilliant Spaniard hasrecently said that nothing can save Europe except a philosophy of lifeand he means, I think, that any people, to live a real life and to move forward, must have an ideal worth living for.I am not called upon to assert that any one man, not even Washingtonfully embodied within himself the philosophy of the new nation which weestablished a century and a half ago. We can and must content ourselveswith remembering what Washington was and what he did. If we do this,we shall find that the matter of consequence was the character of the manand his exemplification of elementary and simple virtues. No one greatachievement, no startling and novel act of statesmanship, no single pieceof military strategy, but steady and unrelenting devotion to duty and toright, as he saw the right, saved a nation and, I may add, made a nation.That is the lesson to be learned. There is no mystery about it. Even asuperficial study of his life gives us renewed confidence in the stabilizingand energizing powers of civic rectitude. I think we need to ponder thatelementary fact.Books have been written by able writers seeking to solve the riddle ofGeorge Washington, to wipe away the cobwebs of tradition which are considered nothing more than superstition, to discover the secrets of this oneman, and to outline his character with heavy black charcoal in order thatall may see him as he was. These attempts I cannot take seriously. If weare simple-minded and disingenuous, we shall have no great trouble inseeing the real man. The clouds that hide him are of your own making.This anxiety to explain the phenomena of his greatness is due to a failureor unwillingness to estimate properly the carrying-power of plain and(thank heaven!) not uncommon virtues, which Washington magnificentlyembodied in his own life. The difficulty of understanding him, if there beany, is caused by the simplicity of his character not by its duplicity orcomplexity.THE ELEMENTS OF WASHINGTON'S CHARACTERWhat are the homely everyday virtues which even the simple-mindedcan understand? Perfect and transparent honesty; unflinching moraland physical courage; steadfast devotion to a cause to which one hascommitted one's self; utter trustworthiness; readiness to sacrifice physicalcomfort and all beside for the good of others; openmindedness and magnanimity which lift one above petty jealousy and bigotry. These virtuesare the foundation of any civilization worthy of the name; to the extentthat they are exemplified and to the extent that they stand the test ofGEORGE WASHINGTON 3emergencies in life, individual human character and human civilizationare to that extent rendered secure and progressive. They are not abstractions descended from the clouds, they have been begotten by the age-longstruggle of men, seeking consciously or unconsciously for peace and well-being.There has also been a tendency to underestimate Washington's intellectual gifts, a tendency to look upon him as a man of mediocre intelligence, dependent upon others for ideas and fortunate in having the assistance of superiors who could guide his footsteps. There is less inclination to undervalue him in these days than formerly, I think, now thatcaptious critics have done their bit. Our common admiration for rapidand subtle mental operations, or for ponderous learning, leads us to undervalue the importance of judgment, sobriety, and an unerring instinct inchoosing a course of action. It would be foolish to place Washington on apar with some other men of his day in certain particulars; but his wisdomstands forth as easily supreme. On critical questions of statesmanshiphis judgments were sound, clear, precise, definite, and wise. Over andover again, everything, as it now appears to us, depended on his insightand his firm intellectual comprehension. The prejudices, the enthusiasms, yes — I sometimes think — even the intellectual prowess of the othergreat men of his days, would have been actual sources of danger at criticalmoments without the clear head and the actual leadership of Washington.A characteristic of the incomparable leader was his dignity, which oftenappeared as aloofness. But that is not difficult to understand. He wasshy — that seems fairly certain. His dignity was in part protective coloring. Bold as a lion, yes, bolder than a lion, in the face of physical danger,he knew no fear; but in the presence of other men he had his own timidities. But, withal, this dignity of bearing, while partly natural, was assumed, in my judgment, not because of any puffing up of his own individual importance, but because he appreciated that the honor of a nationrested on his shoulders and an affront to him was a reflection on America.Even amid the squalor of the army camp, where soldiers were often without proper uniforms and indeed at times without even decent clothing, hemanaged to maintain a position which won respect even from his enemiesand helped to maintain the reverence and affection of the men about him.A London journalist wrote in 1776: "There is not a king in Europe butwould look like a valet-de-chambre by his side." During the war the respectwith which his name was treated in Britain is at once a tribute to Britishfair-mindedness and a proof that the carriage and the deportment of agentleman are not without their values.4 THE UNIVERSITY RECORDOne special episode in his life comes to my mind, as especially illustrative of the man: hostilities of the Revolution were finished, but thepeace had not been signed ; the army was restless, unhappy; the soldiers resented the neglect which they had had to endure and were still enduring.There was danger lest they march upon Congress and demand their dues;there was danger lest they bring crashing down the structure of the government under which the country had managed to survive; there waseven danger of their casting disrepute upon the patient and patrioticdevotion with which they had brought honor to themselves and their cause.Washington appeared before the officers, and as he rose to speak, a manuscript in his hand, he brought forth his spectacles and said, "Gentlemen,you will permit me to put on my spectacles, for I have not only growngray, but almost blind, in the service of my country." He appealed totheir patriotism; and their own awakened sense of duty could not be resisted; their affection and admiration for their commander banishedgrievance and distemper from their minds.The characteristic most noteworthy of all is patience and self-control.Washington's patience was simply amazing. There was scarcely a moment during the eight years of war when impatience and angry thoughjustifiable complaint of unnecessary hardship and peril would not havebrought failure. This self-control is the more impressive because he wasby nature a man of strong passion, but not its victim. On rare occasionshis passions swept all barriers aside; but nearly always his temper wasunder absolute control. Such outbursts as I happen to have noticed wereoccasioned by conditions that would have blasted serenity twice compounded. "He that ruleth his spirit is better than he that taketh acity." If that be a paradox, the times gave it proof. I agree with thejudgment of a brilliant young historian : "If, like so many other leaders ofrevolutions, he had merely achieved a personal triumph, and inoculatedhis country with insensate ambition, the world would have suffered fromhis success. His country could and almost did fail Washington ; but Washington could not fail his country, or disappoint the expectations of mankind. A simple gentleman of Virginia with no extraordinary talent had sodisciplined himself, that he could lead an insubordinate and divided people into orderly liberty and enduring union."A DIVIDED COUNTRYSome of you, perhaps, guided by your school books, think of the Revolution as the revolt of a united people. If you do, you cannot fully imaginethe troubles which met Washington at every step. John Adams assuresGEORGE WASHINGTON 5us that at least one-third of the people were Tories; and more serious stillwas the fact that there were discords and heedlessness among the rest.Picture to yourselves the situation after the American defeat at Brandy-wine, when Washington wrote to Congress, telling of the pitiable condition of his troops, and saying that the British forces by a series of disconcerting maneuvers had brought about his defeat and that he had been unable to obtain information from the people of the region because theywere disaffected to a man.But there was a grievance even harder to be born; the war was bringingits inevitable fruitage of social dislocation, selfishness, wastefulness, extravagance; and Washington looked out upon the scene with a heavyheart. And here again we find what may convey a grain of comfort. Wethink we are living in a time of peculiar hardship and of perilous perplexity; but it is not so charged with gloom as were the days when the little,barefooted Continental army was striving to finish its job.. If I was to becalled upon, said Washington in a letter in December, 1778, "If I was tobe called upon to draw a picture of the time and of men from what I haveseen, and heard and in part know, I should in one word say that idleness,dissipation and extravagance seem to have laid hold of most of them.That speculation, peculation and an insatiable thirst for riches seemto have got the better of every other consideration and almost every orderof men." He goes on to lament these conditions and their consequences,and to say that a ball or a dinner, while the army is in want, will costthree or four hundred pounds and take the minds of men from their duty.Soon after this letter was written, a dinner was given in Philadelphia, theprice of which was charged to the Assembly of Pennsylvania. The bill ofthe caterer included 500 pounds for the dinner for 270 "gents," 1,686pounds for liquor consumed, 86 pounds for broken dishes. It must be remembered, of course, that the money was greatly depreciated, but the extravagance and. waste are apparent.Here is another interesting piece of evidence. I hesitate to read it, because the reading may appear unpatriotic; but no one can properly appreciate Washington unless one has in mind the dark side of the pictureand the difficulties which he had to overcome. It is an extract from a letter from Eben Huntington to Andrew Huntington, dated Bush Hutts,New Jersey, July 7, 1780.We lie in the Woods as dated in the beginning of the letter, hoping .... tohave tents in a few days. The Rascally Stupidity which now prevails in theCountry at large is beyond all description, they Patiently see our IllustriousCommander at the Head of 2,500 or 3,000 Ragged, tho' Virtuous and good Men,6 THE UNIVERSITY RECORDbe oblig'd to put up with what no troops ever did before. Why don't you Reinforce your Army, feed them, Clothe and pay them, why do you Suffer the Enemyto have a foot-hold on the Continent? You Can prevent it, send your Men tothe Field, believe you are Americans, not suffer yourselves to be dup'd into thethought that the french will relieve you and fight your Battles, it is your Supine-ness that Induc'd Congress to ask foreign Aid, it is a Reflection too much for aSoldier. You dont deserve to be freemen unless you can obtain it yourselves.when they arrive they will not put up with such treatment as your Army havedone they will not serve Week after Week, without Meat without Cloathing,and paid in filthy rags. I despise my Countrymen, I wish I could say I was notborn in America. I once gloried in it but am now ashamed of it. If you do yourduty, tho' late, you may finish the War this Campaign, you must Immediatelyfill your Regiments, and pay your troops in Hard Money, they cannot exist asSoldiers otherwise.The Insults and Neglects which the Army have met with from the Country,Beggars all description, it must Go no farther, they can endure it no longer. Ihave wrote in a Passion, Indeed, I am scarce ever free from it. I am in Rags,have lain in the Rain on the Ground for 48 hours past, and only a Junk of freshBeef and that without Salt to dine on this day, rec'd no pay since last December,Constitution Complaining, and all this for my Cowardly Countrymen who flinchat the very time when their Exertions are wanted, and hold their Purse Stringsas tho' they would Damn the World, rather than part with a Dollar to their.Army.2This letter may be exaggeration. The man wrote in a passion, but hemay be forgiven; and if I must bow, as of course I do, to the sublime patience of Washington, I take off my hat to that little ragged army whosedevotion to their great commander overcame hardships and won theRevolution.THE WAR WAS NOT THE REVOLUTIONFor the last few minutes I have been speaking of the war; but the warwas not the Revolution or was only a part of it. The Revolution, of whichthe war was a part, was the work of a generation, and much more than ageneration; it was the gradual rather than the cataclysmic process, bywhich free institutions, based on the common mass of men and women,were built up and by which principles of free government were established.No one can say when the Revolution began ; it certainly began as far backas the mid-seventeenth century and the rebellion in England againstStuart tyranny; and, let us remember, in the seventeenth century America was born; then the separation from Europe was begun. Certainly,were we to think of the Revolution as beginning in 1775 an<^ ending in2 The American Historical Review, V, 725-26.GEORGE WASHINGTON 71783, we miss the central truth. If we look upon those eventful years asonly a time of strife between two peoples and as a movement distinguishedonly by the break-up of the British empire- — if, in other words, we emphasize disorder, fighting, destruction — we do not see the Revolution inits true light, a revolution which deserves distinction. If we must speak ofa period, which we may call the revolutionary period, we must say it began about 1760 and ended with the establishment of the Constitution ofthe United States.The Americans were the competent heirs of history, the beneficiariesof past centuries. I say "competent" because if you for the moment forget war and tumult; if you cease to applaud as all-meaningful the smashing of tea boxes and the burning of effigies; if you remember that duringten years the colonists argued with Britain before they rushed to arms; ifyou remember that during those years they put forth a series of eloquentand learned documents, expressing in noble fashion ideas and principles ofwhich forward-looking men had been dreaming for centuries, hoping to seefulfilment ; if you remember, not only that the Americans were at lengthforced to fight, many of them despite their hopes of peaceful settlement,but also that they proceeded to do the constructive work of state andnation-building — if you remember all these facts, you will, I think lookupon the war as only an episode in a long process. It was a method ofsettling disputes when argument had proved unavailing.Do not understand me as declaring that the Americans ought not tohave fought, when there seemed no further use in appeals; I make nosuch declaration. As long as nations will not listen to reason, war appearsto be the only method of settling disputes — though, alas, we sometimeswonder in these days whether it settles them. We can, I hope, learn something from history; but, on the whole, there are few employments morefatuous than trying, from a position of assumed superiority, to pass sentence on the moral conduct of years long gone by — no pharisaical attitudeis becoming to us just now\ Our job is not to pass condemnation on menwho fought a hundred and fifty years ago but to find, if we can, a methodof settling difficulties without all the havoc of war. Certainly, it seems,war is not likely to settle them, unless the settlement establishes a principle. The real and inveterate enemies are intrinsically antagonistic principles. There is, therefore, some consolation in remembering that in ourtwo great wars — the Revolution and the Civil War — fundamental principles were at stake. Let us remember, too, what Lincoln said in one of hismost impressive speeches, "I have often inquired of myself what greatprinciple or idea it was that kept this Confederacy so long together. ItTHE UNIVERSITY RECORDwas not the matter of separation of the colonies from the mother land, butthat sentiment in the Declaration of Independence which gave libertynot only to the people of this country but hope to all the world for all future time." You may possibly be surprised to hear that sentiment hadheld the union together — sentiment and an appreciation of human values..Amid all the confusion of those trying years of Revolution, we discoverone striking and luminous fact : the men of that generation did more thanany other single generation in history to formulate political and politico-ethical principles and to embody them in viable institutions and law.Those principles changed the modern world far beyond the confines of theWestern Hemisphere. That is what raised the Revolution to a plane ofsupreme importance among the long series of revolutions and wars whichthe weary world has looked out upon. It is time we thought of the constructive work of those years and not content ourselves with seeing destruction and strife alone.WASHINGTON IN PEACEBut there are other matters to be considered. Washington's work inbringing the war to a successful conclusion was invaluable. But his labors in peace were not less important. We are not merely guessing whenwe say that without the steadying support of Washington the UnitedStates Constitution could not have been framed — or at least it would nothave been ratified. And notice, it was not any wide knowledge of jurisprudence or any peculiarly keen insight into constitutional intricacieswhich gave him this commanding strength and brought a thoroughlyarticulated nation into being. The mastering influence was his possessionof the homespun virtues of honesty and civic uprightness. On those broadfoundations American institutions were founded. Men trusted him.If we move farther along and view the perplexities during the yearsof Washington's presidency, we once again wonder at bis calmness amidalmost insuperable perils. For a time there was actual danger that thenation would be torn asunder. The years from the outbreak of the warbetween Britain and France (1793) till near the end of Washington's administration were filled with anxiety and crowded with perils. Once morea false step might have brought ruin. John Adams at a later time recalledthe day when thousands of men in the streets of Philadelphia threatenedto drag Washington forth and thrust him into the arms of France. A warwith Britain at that juncture would have entangled us in the hostilities ofa quarter-century; and we can scarcely believe that the new governmentcould have withstood the strain. Differences with Britain which at oneGEORGE WASHINGTON 9time seemed certain to bring on war were settled by treaty (1794). Trouble with Spain was likewise disposed of (1795). He solved nearly all theproblems which for the time imperiled the Republic. He held the ship ofstate on an even keel, keeping himself free from the rancors and clamors ofparty factions, meeting quietly the abuse which some of his excited countrymen heaped upon his uncomplaining head.NATIONALISM AND PEACEI have said that Washington made the nation. He was one of thosemen who in time of distraction looked upon America as their country.After the Revolution he could see nothing but disaster if each state, thena separate sovereignty, should insist selfishly upon its sovereign rights —that monster, sovereignty, he once called it. He was not provincial-minded. He could look beyond the narrow boundaries of his own stateand could envisage a mighty and puissant nation, in which the differentstates would recognize their interdependence. To classify this nationalismwith the superheaded and sensational nationalism which every intelligentman looking out upon the world today sees as a menace to modern occidental civilization, appears to me a great mistake. His Americanism included a sense of the common interests of states from Georgia to NewHampshire. He could see that a nation may take pride in its own being,have a keen sense not only of its own rights but its own duties, feel its responsibilities to maintain its own dignity, and, at the same time, recognize the worth of others.Washington hoped for the time when a developing civilization wouldmake an end to war. In 1786, writing to Lafayette, he said:Although I pretend to no peculiar information respecting commercial affairs,not any foresight into the scenes of the future, yet, as the member of an infantempire, as a philanthropist by character, and (if I may be allowed the expression,) as a citizen of the great republic of humanity at large, I cannot help turning my attention sometimes to this subject. I would be understood to mean, Icannot avoid reflecting with pleasure on the probable influence that commercemay hereafter have on human manners and society in general. On these occasions I consider how mankind may be connected like one family in paternal ties.I indulge a fond, perhaps an enthusiastic idea, that, as the world is evidentlymuch less barbarous than it has been, its melioration must still be progressive;that nations are becoming more humanized in their policy, that the subjectsof ambition and cause of hostility are daily diminishing; and, in fine, thatthe period is not very remote, when the benefits of a liberal and free commercewill pretty generally succeed to the devastations and horrors of war.IO THE UNIVERSITY RECORDTHE SPIRIT OF WASHINGTONThis, then, is the spirit of Washington — mens aequa in arduis, a mindcalm and serene amid difficulties. He served his country with patient andundeviating devotion. He contributed to the world an example of unselfish and changeless rectitude of act and purpose. He looked the realities of life in the face and was ready to fight, if principle and necessitygave the imperative command, but he did not banish hope of a brighter,better, and more humane future. It seems our plain duty, if we revere him,to build on the basis of Washington's high-mindedness, to be confidentthat faith in the real values of human life will remove mountains, and toprove, if we have the strength, that his visions of a peaceful world weremore than the shadows of a dream.A NEW TRUSTEECHARLES BARNETT GOODSPEEDJ4NYONE having the name of Goodspeed is sure to be welcomed/ \ into the active life of the University. From the beginning of theX JL University, even from prenatal days, the Goodspeeds have had apart in the life of the institution. There was Dr. Thomas W. Goodspeed,one of the founders of the University and for years secretary of the Boardof Trustees. There was the well-loved George S. Goodspeed, associateprofessor of comparative religion. Edgar J. Goodspeed is now professorof biblical and patristic Greek and translator of the New Testament. Mrs.Florence M. Goodspeed until recently was director of Ida Noyes clubhouse and C. T. B. Goodspeed is vice-president of the Baptist TheologicalUnion. Although the last-chosen Trustee, Charles Barnett Goodspeed,elected October 10, 1932, is not related to any of the Goodspeeds named,the very association of these names with that of the Trustee makes it certain that he will find himself at home amid the duties and responsibilitiesof his new position. He surely "belongs." Mr. Goodspeed has alreadybeen recognized as a friend and co-operator with the University, for over ayear ago he was chosen a member of the Board of Governors of International House. He is a member of the Board of Managers of the Presbyterian Hospital, a University affiliate, while Mrs. Goodspeed, to whom hewas married in 1916, is a member of the Board of Directors of the ChicagoLying-in Hospital, intimately associated with the University.A NEW TRUSTEE— CHARLES BARNETT GOODSPEED12 THE UNIVERSITY RECORDMr. Goodspeed is in the prime of life, having been born February 8,1885. His birthplace was Cleveland, Ohio. Having had preparatory training at Asheville School, Asheville, North Carolina, he entered Cornell University, whence he was graduated in 1908 with the mechanical engineerdegree. At Ithaca he joined the Alpha Delta Phi Fraternity. In businesshe is a manufacturer with offices in the Railway Exchange Building. During the World War he served as captain in the ordnance department incommand of the mobile repair shop with the twenty-ninth, thirty-second,and forty- third divisions.In addition to his co-operation with the University in agencies relatedto medicine, Mr. Goodspeed is also a director of the Central Free Dispensary and of the Children's Home and Aid Society. He is also a trusteeof the Fourth Presbyterian Church and a member of the committee ofmanagement of the Victor Lawson Department of the Young Men'sChristian Association. He is active in the work of the Emergency ReliefCommission. He is a member of the Chicago and Industrial clubs.It may readily be seen from the foregoing sketch of Mr. Goodspeed'sactivities and affiliations that he is the sort of man, practical, experienced,sympathetic, such as the University from the beginning has selected toestablish its policies, as custodians of its resources, as guides for its progress. He is the seventy-ninth Trustee to be elected since the founding ofthe University.THE CHAPEL BELLSBy JAMES WEBER LINNON THANKSGIVING DAY, at half-past ten in the morning, theMidway from Ellis Avenue to Blackstone was blocked withstanding cars. In the height of the great "bull market," no suchmass of automobiles was ever seen in Hyde Park. From Fifty-ninth StreetA Group or "The Chapel Bells"north to Fifty-sixth, throughout the University district, every side streetwas parked full, and pedestrians — men, women, and children, particularlychildren — milled in thousands. All were looking upward, straining theireyes to see the bells hidden in the Chapel Tower. Fifty thousand people,seventy-five thousand, a hundred thousand — it was impossible to estimate. The carillon was announced, and the city had turned out to listen.1314 THE UNIVERSITY RECORDFor the services in the chapel, the edifice was crowded, but the crowdwithout gave the thrill. It was so silent! Mothers spoke to their littleboys and girls in hushed voices, and the children answered in voices ashushed. The hush was not of reverence, certainly not of excitement, butof expectation. What would the bells say that morning? What wouldthey say in days and years to come — for, when every man and woman,yes, every child who was there to listen had long lain with ears closed indeath, those bells, now to be heard for the first time, would still be speaking to the thronging generations; speaking in hope, speaking in comfort,speaking in farewell.The great gray chapel stood in the glory of the sunlight. Still almostshining with newness, it was already old in the hearts of many of the thousands who had gathered round it, but today for the first time it had avoice and itself could speak, a messenger and no longer merely a symbolof the way of God with man. In its grandeur it called back the mind to theday when cathedrals were the grim symbol of religious devotion; in itsmodern grace it vivified the imagination as the symbol of religious sympathy. It was of the tremendous past, and of the happier and freer present. God, who had been a promise, God, who had been a threat, was God,our help in time of trouble. So men had dreamed of him in stone, so nowthey dreamed of him in stone and sound. The sound, like the stone, wasto be both a memory and a vision.The bells rang, and in their notes we heard both longing and fulfilment.Some of us who listened had heard the first ringing of the Alice FreemanPalmer chimes in Mitchell Tower, a long generation before, and thatrecollection was an undertone of happiness. What an accomplishment ofman had we not witnessed through the years between ! Harper was gone,and Judson, and Burton, and Mason; scores of the older men and womenof the University were gone, and hundreds who had been students brightwith the promise of youth; there had been disappointment, there had beendisagreement, there had been doubt, there had been delay — but what anaccomplishment! Never a vision had hopelessly faded, never a promisehad been utterly unfulfilled, never a stain of failure had not been washedclean by industry and intelligence and determination through the years.The University was still in essence what those who had built MitchellTower and hung the Palmer chimes had thought it was, and believed itmight remain — and more; "and in that more lay all the hopes of man."The bells rang, and as their melody, to all of us mysterious and strange,filled the clear air, the motto of the University, continuous with meaning,seemed to run round the horizon, "Crescat Scientia, Vita Excolatur." LetTHE CHAPEL BELLS ISknowledge grow from more to more, and thus be human life enriched.How Harper, and the group he drew about him, had toiled that knowledgemight increase! How Hutchins and the scientists, the economists, theartists of the later generation, were working for the enrichment of humanlife ! Yet those of the older time, these of the new, were working in harmony ; the immediate end the same, the ultimate ideal the same. Even theemphasis was identical, as had been the notes of the old chimes with thenotes of the bells to which we were listening. The methods had altered, themeans had grown, the purpose was unchanged. The chimes had called tokeep the faith, the carillon called, more richly, no more clearly, "Keep theFaith!"I thought of Nott Flint and Robert Lovett, of Michelson and HenryGale, of Albion Small and Charles E. Merriam, of Charles R. Hendersonand Charles Gilkey, of George Meade and Thomas Vernor Smith, ofHerman von Hoist and William Dodd, of Martin Ryerson and HaroldSwift, of Thomas Goodspeed and Frederic Woodward, of Joseph Ray-croft and Alonzo Stagg, of Rollin Salisbury and Harlan Barrows, of Marion Talbot and Sophonisba Breckinridge, of Mechem and Bigelow andHall and Freund, and of a hundred and a hundred others I had known andknow. I saw those undergraduates and graduates who had listened to thefirst ringing of the chimes, almost as I saw those who were listening to thefirst ringing of the carillon; and I saw the thousands upon scores of thousands who had come between, and dreamed and worked and played andlaughed and wondered and turned to work again, here in this field ofthought. The chimes had called them all to faith — faith in man, faith inthemselves, faith in a power not ourselves that makes for aspiration andfor service — and just so called the bells of the carillon.But it was not the members old and new of the University who hadcome in these crowds to listen to the bells. It was the people of the neighborhood, the people of the city. I thought how, only thirty years ago, thecity and the University were entities apart; how when I had come hitheras a boy, not even the conductors on the street-cars that ran near thenewly-broken half-filled-in quadrangles could tell me where the Universitybuildings stood; how few were our neighbors, then, and how indifferent;how far off the city lay, and how little it was affected by the struggles orthe achievements of "Harper's Bazaar" ! Now the streets were filled withour friends, as the businesses and the professions and the homes werefilled with the men and women the University had tried to keep faith with,and had taught to keep the faith. Why had these people come to hear thebells on this Thanksgiving Day? Out of curiosity? Yes, if you like; buti6 THE UNIVERSITY RECORDout of a curiosity that, renewed a hundred times, had never been satiated.In all these years the University had promised much, but not without fulfilment; had offered much, but not carelessly; had often whispered "Seewhat I have for you!" holding out its hands — but the hands had neverbeen empty. And so our neighbors, and our city, had come not only curious but expectant. This new messSge of the bells, they were certain,would be worth hearing. They came assured; that was why they were sosilent.They heard the bells, and they went away glad to have heard them.Magnificent in the low notes, pure silver in the high, harmonious in all,the carillon spoke to the soul of the believer and the spirit of the unbeliever alike. Melody al fresco, like low thunder, like spring rain, like allthe little birds that are; tuned in wild rhythms, tuned to an old song;melody as clear as a poem, melody as wordless as a dream. When theysank to silence, the thousands turned away, still silent. I said to Phyllis,standing beside me, "Goodbye, I must go now." She nodded. "I'msorry," she told me later. "If I had tried to speak, I should have cried."November 24, 1932WYCHWOODTHE WYCHWOOD SANCTUARYBy E. J. KRAUS, Professor of BotanyTHROUGH the generosity of Frances Kinsley Hutchinson, theUniversity has recently received her beautiful home andgrounds, "Wychwood," at Lake Geneva, Wisconsin. There is anaccompanying substantial endowment fund. The gift is to be devoted tothe support of experimental work in the University's Department ofBotany and to the founding of such number and character of Hutchinsonfellowships in botany as may be deemed expedient.To those who have visited Wychwood, which for a number of yearspast has been set aside as a plant and bird sanctuary, no simple description can convey an impression of its natural beauty and charm. A tractof some seventy odd acres of virgin southeastern Wisconsin woodland,bordering the shores of Lake Geneva, it has been maintained with theleast possible disturbance of natural conditions since 1900, when it cameinto possession of Mr. and Mrs. Charles L. Hutchinson. The originallandscaping was done by the Olmsteds. Through the subsequent yearsProfessor Charles S. Sargent of the Arnold Arboretum gave liberally of17i8 THE UNIVERSITY RECORDfriendship and advice. In the beginning it was necessary to clear away afew of the trees to provide space for the buildings. Later a few speciesother than those native to Wisconsin were planted about the spaciousmain dwelling house, but the number is comparatively small. No exotictrees nor shrubs are found within the woodland. The ideals strictly adhered to since the beginning are best quoted from Mrs. Hutchinson's recent delightful book, Wychwood.The woods, the virgin forest, must never be disturbed, not one brown leaf shall betaken from its rich covering, not one weak seedling should be denied its growth; butjust as we found it, in all its natural beauty, so it should remain.And yet this pleasing sanctuary is neither a wilderness nor is it inaccessible and forbidding. Entirely surrounding it is an inconspicuous butprowler-proof fence. At the entrance gate stands a caretaker's lodge; andanother house, the home of Mr. William P. Longland, who has made thedevelopment and care of Wychwood a matter of personal pride for manyyears, stands well within the wooded area. Slightly back from the lake,and overlooking its broad expanse, is the main dwelling house. Closelysurrounded by magnificent specimens of various native trees, softened byshrubbery and vines, it is so much a part of the grounds themselves thatits proportions are obscured, and it seems a part of the forest itself. Largegarden spaces are available as well as an adequate greenhouse. Moss-carpeted paths wind among the trees, and there are excellent serviceableroadways. Once more to quote, concerning paths and roadway:In order to preserve the roadway's natural and woodsy character and yet keep itsmooth and hard in all kinds of weather, a system of tiles and catch basins was installed, the iron gratings of which were carefully concealed under big boulders. Overthese the wild grasses and the moss soon gathered, and the squirrels adopted them atonce as dining tables and points of vantage. Blue violets and buttercups, the vetchand showy orchid, the wild mint and pyrola, the Solomon's seal and lady's slipper,baneberries both red and white, sunflowers and asters and flowering spurge, the hairfern, the evening primrose and the bitter-sweet, with countless other favorites, wereplanted all along the roadway, on height, or in hollow, in riotous confusion; and at intervals, winding paths, dark and shadowy, lead off into the unknown beauties of theforest beyond.In 1926 the property was set aside as a sanctuary for native plants andbirds. The development of this plan is best told by Mrs. Hutchinson herself.As the years went by and we began to see the results of our experiment, as the immediate countryside became more and more civilized, as the swamps were drained and thefields cultivated, our seventy acres grew more and more precious. It was an expressionof the real wilderness surviving from the Indian days, with its animal life, its variedtrees, its berries and blossoms, its ferns and fungi, its mosses and grasses. Man's life isTHE WYCHWOOD SANCTUARY 19ephemeral but, if not disturbed by human hands, a woodland goes on forever. Could wesave this special tract for future generations to enjoy?After studying the question, after visiting many reservations in different parts of ourcountry, after consulting with scientists, it was decided to leave the property to a self-perpetuating board of trustees with a sufficient fund to endow it. Accordingly in 1926WYCHWOOD: THE ROAD TO THE HOUSEthe property known as Wychwood was formally deeded to this board, with full power toadminister itf orever. It was arranged that the board should consist of three members; onean eminent botanist (Dr. Henry C. Cowles), one an eminent ornithologist (Dr. RobertRidgway), and one a business man (Mr. Noble Brandon Judah). The donor was retained as Director.Under this plan a working library of several hundred volumes was established and catalogued ; a herbarium was begun and now contains representatives of all the plants to be found on the sanctuary; experiments in20 THE UNIVERSITY RECORDgermination of seeds and methods of propagation of wild flowers have beenin progress; thousands of interested individuals, especially school childrencollege students, and members of various garden clubs, have been shownabout the place under competent guidance and supervision.As previously indicated, the estate and accompanying fund of $300,000have now been donated to the University of Chicago, to be used towardfurthering the work of the Department of Botany. It is a source of greatest satisfaction that Mrs. Hutchinson will still remain as director. Mr.George F. Morse is associate director. The fellows appointed under thisfund will be free to devote their entire time to study and investigation.Plans for experimental developments are now under way. Primarily,most of the work will be ecological in nature. The woodland is ideallyadapted for such studies, affording wide variation in topography and soiltype. The lake shore and low-lying land bordering it provide opportunityfor studying other problems. The fertile gardens and greenhouses arewell suited for growing a great variety of plants. Special attention is to bedevoted to problems of seed germination, propagation, and the establishment of native species of plants within the sanctuary. The many formsnow resident there will furnish an abundance of material for detailedanatomical, cytological, or morphological studies. As in the past, speciesrapidly disappearing from the wild in southeastern Wisconsin will bebrought in and preserved. Already thousands of specimens of severalspecies, salvaged from areas now cut over, burned off, or pastured, havefound sanctuary at Wychwood.In the future, as is now the case, interested individuals who have firstobtained permission to visit the place will always be welcome. To thosewho wish to work and study there, the use of the well-selected library andall other opportunities will be made available. As a field laboratory supplementing the now excellent facilities at Chicago, it aids immeasurably inrounding out the opportunity for work in botany. In the future administration of Wychwood there will be as close adherence as possible to thewishes of the founders, who have expressed their ideals thus:"We will not only preserve what is now here, but we will bring hereevery wild flower that will grow; in the open spaces beside the water wherethe birds love to congregate, we will make a berry garden for their usealone, so that from May on through the whole long summer, and untilChristmastide, a feast may be spread for them. We will tempt the shycreatures of the wood to our doors. No enemy shall be here to frightenthem, but always food and drink and a hearty welcome."JAMES WESTFALL THOMPSONAN APPRECIATIONBy EINAR JORANSONTHE reputation he has achieved at home and abroad, as teacher,scholar, and writer, brought James Westf all Thompson last summer an invitation to fill the Sidney Hellman Ehrman Professorship of European history in the University of California at Berkeley. Soattractive was the offer that Mr. Thompson decided to accept it. Havingresigned his position with us he departed from Chicago, at the conclusionof the Autumn Quarter, to assume the duties of his new post early inJanuary. We therewith lost one of the outstanding men in our history department, and one whom we esteemed a "charter member" of this academic community. As a graduate student Mr. Thompson had entered theUniversity on the day it opened; and his connection with the institutionwas continuous for more than forty years. His qualities of mind and personality together with the inspiration of his teaching won him during thoseyears a host of friends and admirers, both among colleagues and students.It will be of interest to review his career and survey the work he has accomplished.The New Jersey family of which he comes is partly Scotch but morepredominantly Dutch in lineage. Several of its members have devotedsome part of their lives to teaching; and not a few, among them Mr.Thompson's father, were ministers in the Dutch Reformed church. Bornin Pella, Iowa, where his father at the time (1869) held a pastorate, Mr.Thompson spent most of his childhood and the entire period of his youthin New York and New Jersey. For his secondary education he was sent toRutgers Grammar School (New Brunswick, N.J.), of which his father andalso one of his granduncles had formerly been head masters; and in 1888he entered Rutgers College. Following the example of his parent he pursued the classical course, with the intention of becoming a master inLatin and Greek. But in his Junior year, when he took up the study ofhistory, another interest dawned for our young collegian. Thrilled by theanimated instruction of Professor Austin Scott, he soon discovered thathis fondness for the new subject was outstripping his devotion to the classics. Of the five cash prizes he won at college, the first three were in litera-21JAMES WESTFALL THOMPSONJAMES WESTFALL THOMPSON 23ture and the last two in history. He received the A.B. degree in 1892 withPhi Beta Kappa honors, ranking fifth in a class of forty- two, and secondin the classical section.Even before his graduation from college he had been strongly urgedto dedicate himself to the ministry, and so maintain a well-establishedfamily tradition. But the call of Clio prevailed, and in her service he resolved to enlist. For his graduate studies he was earnestly advised, byAustin Scott and others, to go to Johns Hopkins, where Herbert BaxterAdams then gave brilliance to the history faculty. Mr. Thompson, however, turned his eyes toward the West. In the spring and summer of 1892the news of the University of Chicago project was being broadcast everywhere by the press; and the magnetic enthusiasm of William RaineyHarper failed not to have effect also in New Jersey. After it had been announced that the distinguished German historian Hermann Eduard vonHoist, of the University of Freiburg, was to head the department of history in the new institution, Mr. Thompson hesitated no longer. He wouldgo to the University of Chicago. One of the first twenty students tomatriculate, he was the second to register for graduate work in history.In the classes of Professor von Hoist— especially the seminars, whichwere always in American history — Mr. Thompson acquired his fundamental training in historical criticism and technique, together with highinspiration for original research. Other members of our faculties to whoseinstruction and guidance he has frequently acknowledged indebtednessare Benjamin Terry, J. Laurence Laughlin, Albion W. Small, and Ferdinand Schevill. During his second and third years Mr. Thompson held afellowship in history. He was the second candidate to acquire the degreeof Doctor of Philosophy in the history department, and the first of itsdoctors who had had all his graduate training in this university. It maybe mentioned that he subsequently studied under Achille Luchaire andErnest Lavisse at the Sorbonne, Gaston Boissier at the College de France,and Elie Berger in the Ecole des Chartes.Shortly before his degree was conferred at the July convocation, 1895,Mr. Thompson had been appointed to an assistantship in history; and indue course he received promotion to associate (1897), instructor (1899),assistant professor (1904), associate professor (1908), and professor ofmedieval history (19 13). The second half of a senior college course on theFrench Revolution and Napoleon was his first teaching assignment; afterward he many times offered the entire course, which became popular anddrew large registrations, especially in summer quarters. On the Freshmanlevel he taught chiefly medieval history, though sometimes he would24 THE UNIVERSITY RECORDcarry a section of the survey course in the history of modern Europe, andat least once he was called upon to teach introductory American history.For some years the junior college instruction in medieval history was entrusted to his direction, and he reorganized it on a different plan: all thestudents registered for the course assembled as one large class to hear lectures, given by Mr. Thompson, and for purposes of discussion and quizzing were distributed into small groups which met once or twice a weekand were under the guidance of fellows or assistants. The work to whichhe has given his most extended teaching effort is our triad of senior collegecourses in the history of the Middle Ages; he definitely took over thesecourses in 1906, and carried them for more than twenty years. For themit was that he originally prepared his well-known Reference Studies inMedieval History, an extremely useful syllabus of topics with detailedbibliographies covering most of the pertinent materials (reviews and articles as well as books) in English. His offerings on the graduate level, whichbegan as early as 1896, have not, it is true, been confined to the field ofmedieval history. From 1902 to 1906 he occupied himself almost whollywith the history of France in the sixteenth and seventeenth centuries;after 1906 he gave a considerable part of his time to the teaching of historical method, European historiography, and historical bibliography;very recently he offered, in the Graduate Library School, courses in thehistory of libraries and book-collecting. Nonetheless, he is primarily andabove all a medievalist; and it is particularly in the medieval field that hehas furnished incentive to research, the main channels of his influence inthis respect being specialized courses and seminars in medieval institutions, medieval economic and social history, feudal Germany, medievalculture, etc.An unusually extensive familiarity with historical and biographicalliterature, not only in the medieval domain, but also in several others, hasenabled Mr. Thompson to give his teaching great breadth and sweep andto make it rich in comparisons and analogies. His flashes of insight, his artof infusing vitality into the past, and his strikingly dramatic presentationimprint in the minds of his hearers indelible impressions. Withal, he forgets not to insist that discrimination of values is indispensable for properunderstanding of history; and he assiduously inculcates upon the members of his classes the necessity of disciplined thinking, critical attitudetoward evidence, and due regard for the canons of historical research.Himself an indefatigable worker, he requires — and secures — much workof his students; we may believe that under the force of his stimulationJAMES WESTFALL THOMPSON 25many men and women have ascended to levels of effort and endeavorwhich they never previously attained. One former student confessed tohim: "I shall never forget my classes with you. I almost put my eyes out,but you were worth the cost." Particularly with those of his students inwhom he recognizes promise of scholarly productivity, Mr. Thompsonkeeps in close touch, giving them generously of his time, encouragingthem when they are beset with difficulties, and backing them loyally withhis support.His pen is a versatile one; and its yield, considerable from the outset,latterly has become very large. A catalogue of the reviews printed overJames Westfall Thompson's signature would probably fill several pagesin this Record. The first book he produced was his doctoral dissertation,The Development of the French Monarchy under Louis VI le Gros (1895) . In1903 he contributed, as one of the "University of Chicago Decennial Publications," a study entitled The Decline of the Mis si Dominici in FrankishGaul. His Wars of Religion in France, which appeared in 1909, was thefruit of extensive research in European archives; and it received veryfavorable appraisal in the American Historical Review. In his FrankfortBook Fair (191 1) he edited the Latin text, with English translation andnotes, of the Genevan publisher Henri Estienne's Francofordiense Emporium; adding thereto an engaging account of the German book tradefrom its beginnings to the late seventeenth century. Publication of hisnext volume, Feudal Germany, was delayed until 1928. Here he presenteda novel interpretation of the rivalry in Germany between Welfs and Ho-henstaufen; brought out "the fundamental distinctions between Germanfeudalism on the one hand and the feudalisms of England, France, andItaly on the other"; and sought to clarify for English readers "the vasthistoric significance of the contact between German and Slav by which thecharacter of Eastern European civilization was determined." In the sameyear that the last-named work came from the press, came also his Economic and Social History of the Middle Ages, 300-1300; and this was followed, in 1932, by his Economic and Social History of Europe in the LaterMiddle Ages, 1300-15 30. Meantime, in 193 1, Mr. Thompson had completed his two-volume opus, The Middle Ages, in which he offered both acomprehensive narrative of medieval history and a synthetic view ofmedieval civilization. In addition to these major publications Mr. Thompson has found time to bring out some works done in popular style; mention may be made of his brochure The Living Past (193 1), a delightful andsuggestive sketch of the evolution of civilized life. Nor should it be for-26 THE UNIVERSITY RECORDgotten that he has written several articles on Shakespearean drama andthat he is author of three works in verse: The Last Pagan, a poem (1916) ;The Lost Oracles, a masque (1921); and Cain, a drama (1926).Teaching, research, and writing are not the only activities in whichMr. Thompson has engaged. To the upbuilding of the European historycollection in the University Libraries he lent effective and valuable aid;for many years he served on the publication board of the University Press;several times he has been acting chairman in the Department of History;and upon his initiative there was prepared for the Division of the Humanities a project of interdepartmental programs in the study of the history of culture from the earliest times to the modern epoch. In the Mediaeval Academy of America he holds a life-fellowship ; he was second vice-president of the academy during the year 1929-30, served on its councilfor two terms, and is now a member of its advisory research committee.The American Historical Association in 193 1 appointed him to the boardof editors of the American Historical Review. He is honorary member andpast president both of the Caxton Club and of the Chicago Literary Club,and a corresponding member of the Konigsberger Gelehrte Gesellschaft.Rutgers College in 1922 conferred upon him the degree of Litt.D.In 191 1 Mr. Thompson married Miss Martha Landers of Indianapolis,an alumna of the University of Chicago, class of 1903. Mrs. Thompsonhas rendered loyal and unstinted service to the University in manifoldways. During the World War she was chairman of the women's work ofthe Red Cross division of the University of Chicago. Her participation inthe^ development campaign launched in 1925 was marked by its enthusiasm, efficiency, and pronounced success. She has served as president ofthe University Settlement League and, for two terms, of the ChicagoAlumnae Club. Of the alumnae scholarship committee, which gatheredfunds to endow two annual scholarships f6r girl graduates from Chicagohigh schools, she was chairman. She actively interested herself in the welfare of students; many a student has profited by her wise counsel and beencheered by her buoyant spirit.The Thompsons have moved to the Golden West. And thither followthem the admiration, the gratitude, the mingled regrets and felicitationsof their Chicago friends.NEW FREEDOM AND NEWRESPONSIBILITIESIN COLLEGETHE FIRST YEAR OF THE NEWCOLLEGE PLANBy C. S. BOUCHER, Dean of the CollegeDURING the troublous days of the period immediately following the American Revolution one of the "fathers" — a leadingstatesman — remarked: "It takes a long time to make sovereigns out of subjects."During the current autumn, following the opening of the second yearof our new college plan, some of our leading "educational statesmen"have remarked: "We seem to have demonstrated that young people ofcollege age can be developed from pupils into scholars much more rapidlythan has been supposed, if but given the opportunities and responsibilitiesboth appropriate and necessary for such development."DISTINCTIVE FEATURES OF THE NEW PLANDistinguishing features of the new plan, announced two years ago andput into operation last year, are the following: the Bachelor's degreerequirements are stated solely in terms of educational attainments measured by two sets of comprehensive examinations, one set at the junior-college level to test primarily general education and the other set at thesenior-college level to test primarily depth of penetration in a large yetspecial field of thought selected by the student; the old lock-step, timeserving, routine requirements in terms of course credits and grade pointshave been abandoned; class attendance is not required, but is voluntaryon the part of the student; the relationship between student and professorhas been completely changed by divorce of the examination function(which has been placed in the control of a board of examinations) fromthe instructional function; four new courses, a year-course in each of fourlarge fields of thought — the biological sciences, the humanities, the physical sciences, and the social sciences — have been specially designed toserve the general-education needs of the student, with a wide variety of2728 THE UNIVERSITY RECORDinstructional methods carefully selected and proportionated in the lightof the educational objectives to be attained; a carefully prepared syllabuswith appropriate bibliographical citations, for every course at the junior-college level is available for each student; a faculty adviser, who is selectedfor each student in the light of his educational needs and ambitions, takeshis responsibilities seriously and is ready at all times to play the r61e ofguide, counselor, and friend.THE NEW PLAN ATTRACTS BETTER STUDENTSThough we did not raise our entrance requirements, we hoped that theannouncement of the new plan would attract a larger number of superiorstudents. This hope has been realized. We have had more applicants foradmission than ever before from students who ranked in the top tenth oftheir graduating classes in excellent preparatory and high schools. Theaverage score of the class entering in 1931 on a scholastic aptitute testgiven in Freshman Week was 10 per cent above the average of the threeprevious entering classes, and the average of the class entering in 1932was as much above that of 193 1. These objective evidences of superiorityhave pleased us; but we have also been delighted to receive reports frominstructors, from advisers, and from the physicians on our health-servicestaff that our Freshmen of the last two years average higher as interestingand attractive personalities and average better as specimens of humanitythan previous classes.TIME-SAVING OPPORTUNITIESAt the end of the first week of classes last autumn, a student came tothe professor in charge of one of the new introductory general- coursesand said: "I have read the syllabus, noting the bibliographical citations,and believe that I am now adequately prepared for the examination inthis field." "That's interesting," said the professor, "let's talk it overtogether." After half an hour the professor said, "I agree with you. Itwould be a boring repetition and waste of time for you to take this course.Go to your adviser and tell him I recommend that you register for anadvanced course. When the examination for the field of this course thatyou are dropping is offered, present yourself and the chances are decidedlythat you will pass it satisfactorily." He did. Under the old plan, coursecredits were required; under the new plan, a demonstration of achievement is the sole requirement. Thus a student can save time on his Bachelor's degree in direct ratio with the extent of his superiority.NEW FREEDOM AND NEW RESPONSIBILITIES 29STUDENT-INSTRUCTOR RELATIONSDuring the third week of the autumn quarter last year, when theprofessor in charge of the physical science course was completing the discussion of one unit of work preparatory to beginning a new unit, one ofthe students, speaking for several of his fellow-students as well as for himself, asked: "How much of this material we have covered in this unitdo we have to know?" The professor smiled and answered: "You don'tseem to get the idea of the new plan. As far as I am concerned, you don'thave to know anything. I have no power to grant or deny you a coursecredit or a grade that counts on your degree. I and the entire instructional staff of this course are available to help you in every way we can to master as much of this field of thought as is possible in the time at our disposal. We are not here to crack the whip or hold a club over your head."In this same course tests were given at frequent intervals during theautumn quarter, not for credit purposes, but for instructional purposes sothat students and instructors might have indications regarding the progress made by the students toward mastery of the subject. Near the endof the term a group of students asked whether a final examination on allthe work to date would be given. The professor in charge replied: "Weshall let you decide. We are not required to have an examination on thispart of our work at this time under the new plan, though such was therequirement under the old plan. If you want such an examination now inpreparation for the comprehensive examination, administered by theboard of examinations, which you will have to take to complete the college requirements, we shall be glad to give it." A poll of the class wastaken, with the result that a large majority voted for a searching, difficultexamination.Thus a class that early in the term asked how much they had to know,later in the term requested an examination in order that they might knowhow much they had achieved.CLASS ATTENDANCE VOLUNTARYClass attendance on the voluntary basis under the new plan has averaged almost exactly what it was under the old plan with attendance required. In some classes the attendance record has been higher, while inother instances lower, than under the old plan. Attendance under thenew plan seems to be in direct ratio with the extent to which the studentsthink the class period is profitable to them, while there was no such relationship under the old plan when a course credit was at stake. One of ourfaculty members last year gave a new-plan course for Freshmen and an3° THE UNIVERSITY RECORDold-plan course for Sophomores; he reported that the attendance recordof the former class was better than that of the latter. A group of students.talking informally and not for publication, expressed their attitude asfollows: "So many able and distinguished lecturers and instructors havebeen provided for the Freshman courses that we would no more think of1 cutting' a class than we would think of throwing away a ticket for aconcert or the theater for which we had paid good money. If we 'cut' weare sure to miss something of value to us for which we have paid a tuitionfee, and the instructors are only interested in helping those who endeavorto help themselves."INCREASED DEMANDS ON THE LIBRARYAt the opening of the autumn term a year ago we kept the collegelibrary open from 8:00 a.m. to 10:00 p.m. During the first two weeks sofew students used the library in the evening that we decided to close thelibrary at 6 : 00 p.m. By the end of the fourth week we were besieged withrequests from students to open the library again in the evening. By thistime they had come to realize the extent of their responsibilities and theamount of work necessary for them to make satisfactory progress in theirown education. In answer to their request we announced that as a privilege to them we would keep the library open until 10 : 00 p.m. as long as thenumber of patrons warranted the additional expense.In the first week of the current autumn quarter we were confrontedwith a library problem quite different from that of a year ago : then, theproblem was to get the students started to using the library; now, theproblem is to provide enough books and enough attendants to give adequate and prompt service to the library customers. Rush orders were sentby telegram for more books, and an already strained budget had to berevised to provide additional service.Several members of the faculty who now have classes composed largelyof second-year students have reported with delight that these studentsshow a greater breadth and wealth of reading, of ideas, and of generalintellectual background, as a result of their training in the new introductory general courses, than was true of any previous Sophomore class.VOLUNTARY LABORATORY EXPERIENCEIn the introductory general course in the biological sciences, which isdesigned primarily to serve the needs of students in regard to generaleducation and only secondarily to give prerequisite training for futurespecialists, no laboratory work is required. Many of the lectures areNEW FREEDOM AND NEW RESPONSIBILITIES 31laboratory demonstration lectures, but the students who are not to pursueany further work in this field are not required to spend long hours in thelaboratory developing skills and techniques they will never use. Thosewho desire to specialize in this field are given an intensive laboratorytraining in a second-year course. Some of our faculty members protestedagainst denying future biologists the privilege of laboratory experience inthe first year. Hence we arranged to provide laboratory contacts on avoluntary basis for members of the introductory class who requested it.By the end of the third week a number of students had expressed a desire for laboratory experience. The announcement was then made to theclass that in answer to student requests a laboratory, provided with materials that would be changed from week to week to illustrate further thework of the course as it progressed, would be available at certain hoursfor all who desired to avail themselves of this opportunity. About halfthe class reported to the laboratory regularly thereafter.SPECIAL DISCUSSION SECTIONSIn the social science course a number of students expressed a desireto have an extra meeting each week for discussion of current national andinternational problems in the light of concepts and principles developedin the course. The professor in charge of the course said he would be gladto meet with all students so interested, and announced a place and timefor the meeting. The attendance was surprisingly large, and the discussion by the students (with the professor acting merely as a moderator,willing to answer questions directed specifically to him) was stimulatingand of remarkably high caliber. This extra curriculum activity, entirelyon the voluntary basis, continued to flourish throughout the year.This year a part of our regular program for each of the four introductorygeneral courses provides special extra discussion sections of two types:honor sections for students with special interests who wish to do morethan the minimum necessary to face the board examination with safety,and trailer training sections for students who need extra and special instructional assistance. For example, extra special sections have been provided in the humanities course for students particularly interested inliterature, art, philosophy, religion, or governmental institutions. Eachsection is conducted by the member of the instructional staff best qualified and most interested in the particular phase of the work of the courseto which the section is dedicated. Attendance is entirely voluntary, andthe response has been most gratifying.32 THE UNIVERSITY RECORDSTUDENT PERFORMANCE BETTER THAN EXPECTEDDuring the winter term last year the students in the humanities coursewere requested to write papers on projects selected by themselves andapproved by a member of the instructional staff. Each project involvedan intensive study of some exhibit in the Field Museum, the Art Instituteor the Oriental Institute directly connected with the work of the course.The papers were carefully corrected and commented upon by the instructors with regard to content, organization, and presentation of ideas. Thejudgment of the instructional staff was that the papers were far better inquality than they believed in the autumn it would be possible for thestudents to produce during their first year in college. At the end of thewinter term a stiff, penetrating examination was given for instructionalpurposes. A large part of the examination was objective in character inorder to eliminate subjective judgments of those who marked the papers.Each instructor registered a guess in advance as to what the average scoreof the class would be. When the papers were scored the average wasfound to be 10 per cent above the highest guess of any instructor. Oneof the members of the staff said at the end of the first month of the currentquarter that the first papers written by the students averaged perceptiblyhigher in quality than the first papers of a year ago."SHOW-ME" ATTITUDE ABANDONEDMany of the lectures in the physical science course are demonstrationlectures, but literally scores of supplementary demonstration exhibits andexperiments which can be operated by the student are provided in aspecial museum and laboratory set up by members of our staff in cooperation with the staff of the Museum of Science and Industry. Lastautumn the students were at first slow to take advantage of this educational opportunity offered on the voluntary basis. This year the attendance has been large, taxing the capacity of the rooms, from the first daythe doors were opened.Last year the Freshmen were extremely conscious that they were engaged in an experiment and for some weeks their attitude was "show me !"The Sophomores were continuing on the old plan and, either from anhonest skepticism or from a sour-grapes attitude, tended to ridiculethe Freshmen and the new plan. And, it must be admitted, many students sensed that some instructors were none to9 sure of themselves asparticipants in the new plan. This year, however, the Sophomores, as"old timers" at the game, have been a most wholesome influence in guid-NEW FREEDOM AND NEW RESPONSIBILITIES 33ing the newcomers in the way they should go, and the faculty is in a position to inspire confidence in a manner that was impossible a year ago.Whatever the explanation, we have all been impressed with the celerity,eagerness, and effectiveness with which our Freshmen went to work in theopening week of the current autumn quarter.EXAMINATIONS FOR COLLEGE CERTIFICATETo complete the requirements for the junior-college certificate, eachstudent must pass the four introductory general year-course examinations(biological science, humanities, physical science, and social science), twoelective departmental sequence examinations, and the English composition examination. A student may take any or all of the examinations atany time they are offered. During the first year the English compositionqualifying examination was given each quarter, but the other examinations were not offered until the end of the academic year. During thecurrent year all examinations will be offered at least twice. We plan tooffer all examinations four times a year as soon as possible, probablywithin two or three years. Each examination set by the board of examinations becomes public property as soon as it has been given. Copies of thesyllabi prepared for the various college courses and copies of the examinations given in June, 1932, are available through the University of ChicagoBookstore to all who may be interested. A normal program for the average student includes two general courses and two departmental sequencesin each of the two junior-college years.Each examination is conducted in two sessions, three hours in themorning and three hours in the afternoon. Each examination is deliberately framed so that it would be virtually impossible for any student towrite a completely perfect paper. Many of us were astounded at the nearapproach to perfection of the papers written by several students.FIRST EXAMINATION RESULTSAt the first examination period, in June, 1932, each of a total of 649students elected to write from one to five examinations. The total number of examinations taken was 1,699, with an average of 2.6 examinationsper student. Of the 649 students, 3 wrote 5 examinations, 36 wrote 4,361 wrote 3, 208 wrote 2, and 41 wrote 1. One hundred and forty-onestudents failed one examination or more, and 118 received at least one"A." Of all examinations, the letter marks were distributed approximately as follows: A, 11 per cent; B, 19 per cent; C, 44 per cent; D, 14 percent; F, 12 per cent.34 THE UNIVERSITY RECORDThe returns from the four general-course examinations given in June1932, show that there were 48 instances in which a student passed anexamination after having attended the corresponding course only two ofthe three quarters, 16 instances in which a passing student attended therespective course for one quarter only, and 14 instances in which a passingstudent did not attend the respective course at all. In these three groupswere 8 marks of "A" and 26 marks of "B." An impressive number ofstudents also passed departmental sequence examinations without havingbeen registered for all or, in some instances, even part of the year courseoffered to assist students in preparation for a given examination. Itshould be remembered that this was the first occasion the examinationswere offered. We expect the number who will avail themselves of thisopportunity to demonstrate achievement by examination rather thancourse credit to increase in the current and succeeding years. We knowthat a number of students, encouraged to do so by their advisers, spentmuch of the summer, though out of residence, in preparation for examinations given in September. The returns from these September examinations show that there were 1 1 instances of students passing an examination after having attended the corresponding course only two of the threequarters, 6 instances of one quarter attendance, and 25 instances inwhich a passing student did not attend the corresponding course at all.Of these three groups of students, 9 received marks of "A" and 10 received marks of "B."A few high schools have already begun to guide their superior studentspreparing for admission to the University of Chicago so that they may notonly meet our admission requirements but may also anticipate some of ourjunior-college requirements and, by examinations at admission or shortlythereafter, satisfy some of these requirements. This we encourage thehigh schools and their better students to do. We anticipate that manyof our best students, having been wisely guided through their high-schoolcourses, may earn our junior-college certificate in one year or even lessthan a year in college, progress at once into the upper divisions of theirchoice, and there in turn save more time in ratio with the degree of theirsuperiority. Last June one student, after having been in residence onlyone quarter, wrote four examinations and received two marks of "B" andtwo of "C." The passing mark is "D." Honors and scholarships areawarded for superior performance in the examinations. Our academicmortality rate (students dismissed for unsatisfactory work) was no higherlast year than in the previous three years.NEW FREEDOM AND NEW RESPONSIBILITIES 35STUDENT ACTIVITIESUnder the old plan the term "student activities" was applied toathletics, social affairs, dramatics, publications — activities in which onlystudents were primarily concerned; the pursuit of knowledge and scholarship was regarded as a "faculty activity," one in which only faculty members were primarily concerned. Under the new plan, with students attending classes voluntarily and not under compulsion, with students asking for examinations, with students asking to have the library open longerhours, with students asking for the privilege of laboratory experience andtraining, with students asking for extra discussion group meetings, withstudents seeking more individual tutorial conferences with instructorsthan ever before in spite of knowing that the instructor awards neithercourse credit nor grade points, it seems that the pursuit of knowledge andscholarship is becoming a major "student activity." Not all of the traditional "student activities" of the extra-curriculum variety are going todie a natural death in the face of this new competition for student timeand interest, but there is evidence already that some of them will dieunless they .can be revamped in character so that each will have something really worth "while to contribute to the participant's educationalexperience. The extra-curriculum activities in best position to offer aneducational appeal worthy of student interest and participation at thepresent time seem to be the dramatic association, the symphony orchestra, and the publications.SUCCESSFUL STUDENT ADJUSTMENTSNeedless to say, not all of our Freshmen prospered educationally fromthe very beginning of their experience under the new plan. During theautumn quarter of the first year approximately 50 per cent succeeded ingetting well oriented into their new life with its new responsibilities andwere happier, more exhilarated, and more enthusiastic than was true of solarge a group under the old plan. During the winter another 25 per centgot satisfactorily adjusted and joined the ranks of the contented andenthusiastic. The spring quarter had to tell the story for the remaining25 per cent, because at the end of the year those who had not beenable to demonstrate that they could work with sufficient profit to themselves in the program we offer, either because of lack of ability or lack ofproper motivation, would have to be denied the privilege of returningfor further work next year, in fairness to themselves and to us. When thetime of reckoning came, it was found that only approximately 5 per cent36 THE UNIVERSITY RECORDhad to be told that they could not return for work in residence until theyhad demonstrated that they could and would profit thereby. A few ofthese individuals studied faithfully during the summer and reinstatedthemselves in September by passing one or more comprehensive examinations that they had failed in June.STUDENT ATTITUDES CHANGEUnder the old plan our faculty members were distressed by the disgracefully large proportion of students who seemed to be interested onlyin "beating the game." Each student had to accumulate the same number of course credits for a degree. Each course was too frequently regarded merely as one of a long series of little games, the object of each gamebeing to beat the instructor out of a credit with a grade high enough tohave it count as one of the mystic number required for a degree. Many astudent seemed to think that if he could beat the game, acquire thenecessary credits for a degree, and at the same time resist all efforts madeon his behalf to have him acquire an education, the joke was on the institution. The students were not to blame for developing such an attitude;the system was responsible.In recent years students in steadily increasing numbers registeredtheir disgust with the system. The development and inauguration of ournew plan was the result of student dissatisfaction as well as faculty disgustwith the old plan. More and more frequently in recent years studentssaid: "Don't ask us to be, and don't reward us for being, merely goodsponges and parrots; don't tell us everything and don't do all our thinkingfor us; give us fewer petty tasks; give us more formidable and moresignificant objectives and goals; give us helpful guidance and assistanceas we may need it, but give us also more freedom, independence, and responsibility for our own educational development/'BASIC PRINCIPLESMany of us have long held a belief which President Lowell of Harvardrecently stated most aptly as follows: "Maturity is by no means wholly amatter of years; it depends much more on environment, and above all onresponsibility. A youth who enters college at nineteen and is treated likea schoolboy matures less rapidly than one who enters at seventeen andis treated like a man." Our experience of last year has done much tostrengthen our belief in this basic point of departure.The percentage of last year's Freshmen who returned this autumn islarger than the percentage of returning Sophomores the year before.NEW FREEDOM AND NEW RESPONSIBILITIES 37Since we know that the percentage who, owing to the depression, wereprevented by financial difficulties from returning this autumn is largerthan in previous years, it would seem that more students are satisfiedwith their educational progress under the new plan than under the oldplan.Providing what we believe to be a conducive environment, and placingon the student what we believe to be an appropriately increased degreeof responsibility together with adequate provision for guidance and instructional assistance for each student to the extent of his need and desire, we have found that students are capable of maturing at a rate and toa degree above that of the presumption on which the old plan was administered. They not only assume increased responsibilities successfully,but they enjoy doing so. There has been a decided change for the betterin motivation.FACULTY CO-OPERATIONThe design and administration of a program that gives to studentsgreater freedom and greater responsibilities in the pursuit of their owneducation has involved an immense amount of critically thoughtful effortand continuous hard work on the part of the faculty. The determinationof educational objectives, the determination of the content and the preparation of a printed syllabus for each course offered, the selection andadministration of the most appropriate instructional methods combinedin each course in the ratios best suited to the attainment of desired educational results, the preparation of examinations that are valid and reliable measures of the educational achievement of the student — all of theseconsiderations and activities have necessitated an amount of time, effort,skill, and even genius on the part of faculty members that can be brought .forth only from among a faculty that is adequately qualified and is,above all, capable of developing an enthusiasm for effective instructionthat is virtually a burning missionary zeal.During last summer the syllabi were revised, new editions were printed,and the instructional plans were made for this year's program in the lightof last year's experiences. Last year's Freshman class furnished the"guinea pigs" for an educational experiment that has proved extremelyexhilarating to those of us conducting the experiment and to the "guineapigs" as well. Indeed, the "guinea pigs" so thrived under the experimentthat our original faith in the soundness of the basic principles of the newplan has been converted into a conviction that we are on the right track.We began our second year with many of our fears and reservations elimi-3% THE UNIVERSITY RECORDnated and with our enthusiasm strengthened by the satisfaction of havingattained a degree of success even greater than we dared hope would bepossible.The illuminating article by Dean C. S. Boucher well sets forth theprogress of the University's new plan of education. The reorganizationcontinues to arouse interest throughout the whole world of education.One of the more recent expressions of appreciation and approval appearedin the Chicago Journal of Commerce. It reads as follows:Older heads, who have long since passed out of academic halls but still feel with athrob the touch of autumn weather which characterizes matriculation and the purchaseof new books at the campus bookshop, can well feel they were born a little ahead of timeto prove the full values of their scholastic aptitude. The junking of the ancient andmossy four-year plan at the University of Chicago is entering its second year of trialwith flags flying. Tests at the end of the first year indicate that students in the individualist progression are 10 per cent more apt than under the old system.Let these records bring a pang of regret to those hearts which recall being " semperparatus" in the ivy-draped buildings of a college. And let the old students contemplatethe right they would have under the present university regime to plunge into the workthey loved with as much and as wide energy as their physiques would permit, withoutbeing held back by the dullness of school-room wasters. The University of Chicago isto be complimented for its spirit of research in promoting the new plan of courses. It isalso to be praised because it has not yet found itself thoroughly satisfied with the resultsthus far obtained; so there would be no temptation to rest at the present level withoutimprovement in the coming year, the plates from which the first year's syllabi of thefour general introductory courses were printed have been destroyed, that a more perfectfluidity in studies may ensue.Indeed, we are missing much in not being a part of the new opportunity to claspacademic laurels of both speed and precision!ERNST FREUNDBy FREDERIC WOODWARDPROFESSOR ERNST FREUND, one of our greatest scholars andone of our noblest men, died in the Billings Hospital on October20, 1932, of a coronary occlusion after an illness of little more thana day. The tragedy of his death was intensified by the fact that his wifewas at the time a patient in the hospital, recovering from a serious eyeoperation, and was unable to see him.Professor Freund was born in New York City in 1864 and was educatedlargely in Germany, studying successively in Dresden, Frankfort, Berlin,and Heidelberg. From the University of Heidelberg he received the degree of J.U.D. in 1884, and from Columbia University in New York thedegree of Ph.D. in 1897. The honorary degree of LL.D. was conferred onhim by the University of Michigan in 1 93 1 . He practiced law in New YorkCity from 1886 until 1894. His professional career as a teacher of publiclaw opened at Columbia in 1892 and he joined the faculty of political science in the new University of Chicago in 1894 as instructor in Roman lawand jurisprudence. Rising rapidly to the rank of associate professor ofjurisprudence and public law, he became a full professor in the Law Schoolin 1902. In 1916 he married Harriet Walton; she and two daughters survive him.When President Harper was making plans for the establishment of theLaw School, Professor Freund was his influential adviser. Dr. Harper wasinclined to set up something in the nature of an institute for legal research,but Professor Freund was instrumental in convincing him that the moreurgent need was for a professional school of high standard and that emphasis on research would naturally develop in such an institution. Thefirst faculty of the new school soon became one of the strongest groups ofscholars in the history of American law schools. Hall, Freund, Whittier,and Mechem were all extraordinarily stimulating teachers, and they attracted to the school a body of students which became famous for alertnessand independent thinking. Visiting professors in the Summer Quarterwere often surprised, and sometimes chagrined, by the vigor and persistence with which their views were challenged. A notably large proportionof those early students have since attained conspicuous success either aspractitioners or as professors of law.39After the portrait by W. P. WelshTHE LATE ERNST FREUNDERNST FREUND 4iFrom the beginning Professor Freund was a striking figure in theschool. His thorough training and his continuing interest in the Continental systems of law enabled him to make a distinctive contribution tothe discussion of legal problems, his courses gave breadth to the curriculum, and his marked individuality added a delightful tang to his teaching.No law smoker or alumni meeting passes without reminiscences of hisconscious or unconscious humor and attempts to imitate his engagingmannerisms. He held a high place in the respect and in the affection of allwho studied under him.But he was far more than an original and effective teacher. An activeintellect, a habit of thoroughness, and a clarity of literary style combinedto make him a productive scholar of high rank. He chose as his field theborderland between law and political science and beginning as a pioneerhe rapidly became a widely recognized authority, particularly in whatmay be called the science of legislation. The Police Power; Public Policyand Constitutional Rights (1904), and Standards of American Legislation(191 7) are his best-known treatises, the latter winning for him the JamesBarr Ames Medal of the Harvard Law School. He was also the authorof Administrative Powers over Persons and Property (1928), and within thepast year he completed, under the auspices of the Commonwealth Fund,a work on Legislative Regulation which deals with the technique of effectuating a legislative policy in statutory form. In addition to these majorproducts of his scholarship he was a steady and highly valued contributornot only to the law reviews but to various journals, both technical andpopular, in the fields of political science and social welfare. His preeminence in scholarship was fitly recognized by the University when hewas appointed the first holder of the John P. Wilson Professorship ofLaw in June, 1929.It was one of the great qualities of Professor Freund that without neglecting his field of specialization he took an active and extremely helpfulinterest in neighboring areas. A member of the first board of the Immigrants' Protective League and for some years its president, he drafted theact which created the Illinois State Immigrants' Commission. For manyyears a conspicuous member of the Commission on Uniform State Laws,he gave freely of his skill to reduce the uncertainties and confusion ofAmerican statute law. He was frequently consulted by judges, by legislative committees, and by other public officers, who recognized not onlyhis mastery of the law but his understanding of social problems and thedisinterestedness of his service — disinterested except for his sympathywith the underprivileged and his passion for justice.42 THE UNIVERSITY RECORDOf his personal qualities it is difficult for a friend to write without creating an impression of exaggeration. He was generous in thought as well asin action, modest to the point of self-depreciation yet courageous in theexpression of his views and determined in advocating their adoption, shylydemonstrative but never unreserved, charming in manner, ardent inspirit, irreproachable in the conduct of his life.The wide range of his reading and of his interest in human beings madehim a delightful member of any company. His unique talents made him aleader in his profession and in the intellectual life of the University. Theintegrity of his character and the constancy of his affections made andkept for him a host of friends.ERNST FREUNDI 864-I932A MEMORIAL service for Professor Freund was held in the University Chapel on Sunday afternoon, December n, 1932. Al-L though the snow was blowing wildly across the Midway, theseats of the Chapel appeared to be completely occupied by the colleaguesand friends of the honored professor of law, friends from many walks oflife — former students, members of the bar, former associates in associations seeking the betterment of social conditions.Harry A. Bigelow, dean of the Law School, presided, assisted byCharles W. Gilkey, dean of the Chapel. The University choir providedappropriate music. The Chapel, in the fading light of a winter afternoon,revealed all of its beautiful mysteries of architecture and design.The first address was delivered by Vice-President Frederic Woodward,whose tribute covered more or less the. same ground as his admirable review of Professor Freund's life and character, which appears elsewhere.The second address was that of Miss Jane Addams of Hull-House,which follows:THE FRIEND AND GUIDE OF SOCIAL WORKERSBy JANE ADDAMSMany of the social workers in Chicago familiar with Professor Freund's writings inthe Survey, the Labor Legislation Review, the Social Service Review, and other such publications have long looked upon him as a friend and guide. To many eager young peoplethe notable course of lectures on social legislation which he gave years ago at the Schoolof Civics and Philanthropy was. the beginning of a new appreciation of the place of so-called philanthropy in the social order. Because of his knowledge of this pioneer schooland because of his unfailing interest in professional education, he had much to do withthe founding of the School of Social Service Administration of the University of Chicago,the first graduate school of its kind. The students of the school were sent regularly tohis courses on social legislation in the Law School, and many of them will always remember in his course on domestic relations, his strong protest against the present statusof the illegitimate child, so unfairly surrounded by legal disabilities as well as social opprobrium.Professor Freund was for many years a member of the illegitimacy committee ofthe Council of Social Agencies. He had what the Quakers call a ' 'concern" to secure theenactment of a substitute for the present bastardy act, and took unending pains in regard to it. He wrote for the Children's Bureau a masterly comment on the Illegitimacy4344 THE UNIVERSITY RECORDLaws of the United States and Certain Foreign Countries. All questions of the position ofthe child in law challenged him, and as a member of the uniform law commissioners helistened patiently and sympathetically to the women asking for coguardianship rightsWhen the Cable act providing independent citizenship for married women was underdiscussion, in 192 1 and 1922, he drew up the principles which should underlie such legislation in its effect upon the foreign-born woman as well as upon the American-born. Forthe former — married to American citizens — he felt that less formal and complicated requirements might better serve her and her children as well as this country itself.I knew Professor Freund best through the Immigrants' Protective League. He was amember of its first board at its foundation in October, 1908, and he continued with itsometimes as president, for twenty-five years. During all of that period I saw himseveral times a year; and the board was always grateful for his guidance and commentupon the complicated questions that came before it. From the earliest days, when younggirls landing in New York were often lost on the way to Chicago, through all sorts ofdifficulties, down to these later days under the restrictive policy of immigration, Professor Freund was untiring in his devotion to the purposes of the league. He helped toput the league out of existence at one time, for he drafted the act which created theIllinois State Immigrants' Commission, of which Grace Abbott was the secretary. Thecommission lasted only under Governor Lowden's administration, and once more theleague as a voluntary society took up the work of protecting the immigrants, with Professor Freund as an expert counselor both on questions of national policy and on problems of individual human beings and their difficulties. He never once failed to be sensitive to injustice and preventable suffering.Partly because of his study of the police power he was much interested in the wholeprocess of deportation of immigrants from the United States since the World War, andhe considered it perhaps the most conspicuous instance of the bureaucratic exercise ofcoercive power. As he explained in an article contributed to the first number of SocialService Review, published at this University, because the act of deportation is one of international sovereignty and not of criminal punishment, it is therefore not subject to theconstitutional provisions relating to criminal law and procedure. It affects the afflicted,such as the insane, the intruders who have come to the country through illicit entry, aswell as the offenders. A member of any one of these classes who is liable to deportationhas a local hearing before an inspector, and the Secretary of Labor, who technicallypasses judgment, is not allowed to secure evidence for himself. Because deportation isnot a criminal punishment, the pardoning power even of the president of the UnitedStates is not applicable to the deported immigrant. Professor Freund always anticipated the day when he might see the immigration service concerned to help the friendless aliens, instead of merely trying to deport them, an anticipation which every settlement of Chicago shared.He always hoped for the School of Social Service Administration that it might engage in projects of fundamental social research which would in the end develop cooperation between legal scholars and those most cognizant of life where it presses hardest and most unfairly upon those at the bottom. Cognizant of legal systems in all partsof the world, he looked upon the administration of the law as subject to social readjustments, and he made the social worker feel that honest work on his part was essential tothe growth of progressive legal enactments. He was probably the finest exponent in allChicago of the conviction that as our sense of justice widens it must be applied to newareas of human relationships or it will become stifled and corrupt. A man possessing thispassion for justice, this appetite for its new applications, is a great asset to any commu-ERNST FREUND 45nity, but when this passion is combined, as in the case of Professor Freund, with ascholar's legal knowledge and with a mind sensitive to social growth and change, wemay indeed be grateful, and consider his loss irreparable. At the present moment weneed his ministrations perhaps as seldom before for those members of the communitywho feel, rightly or wrongly, that they are being unjustly treated. In the words of onesorely afflicted, we would call out to him to "stay a little," that his wisdom may help usthrough the harshness of these winter days.It was appropriate that the address which considered Mr. Freund'scareer from the point of view of the law should be delivered by an alumnus, who formerly was in the classes of Dr. Freund, and who is now a lawyer of high reputation at the Chicago bar, Mr. Leo F. Wormser:LEGAL LEARNING DEDICATED TO THEPROGRESS OF SOCIETYBy LEO F. WORMSERIsolation of scholastic attainments was the mark of the medieval cloister. The modern age brought the surrender of academic aloofness and the dawn of a new concept ofscholarship. The library must be faithful to the public welfare. A philosopher may peerinto other worlds but must not fail to help his own.Ernst Freund did not treasure his learning for his own sake but as an influence in human affairs, his scholarship not as an end but as a force in the commonwealth. To himthe mastery of principles of law was an incomplete accomplishment until dedicated tothe progress of society.Without this point of view on our part, any list of his treatises on the law would be amere bibliography; any mention of his revision of the constitution of Illinois a mererecord of the constitutional convention; any recital of his labors in drafting and effectingthe enactment of statutes by legislatures of many states a mere chronology. His activities, though manifold and varied, bear witness, when marshaled, to the dominant conviction which permeated all his work — that educated citizenship has an obligation toenrich human welfare and enlarge human liberty.To deal justly with his contributions to the law would involve nothing less than areview of the law which he found and the law which he left. This is not the time for thatreview, but his impress upon the law of today is so vivid and vital that we may wellcommemorate it here.IN THE COMMON LAWErnst Freund co-ordinated political science and sociology with the law. He knew thesplendor of the common law and gloried in its growth, but he did not obscure from visionthe defects and deficiencies of the common law. He recognized that new conditions callfor the application of old concepts in new form, and thus; when only forty years of age,he published a work in a field of the law that was still unplowed and unsettled. Hisbook on Police Power immediately arrested the attention of the bench and the bar, andbecame a recognized authority. Little wonder that the Supreme Court of the UnitedStates and other courts frequently cited it, for through the tapestry that he wove fromlegal principles runs the golden thread of statesmanship. Thus, in pointing out that,under the operation of the fourteenth amendment, legislative power is not as free as itused to be, he proclaimed this restriction as a distinct gain, for "it tends," he said, "to-46 THE UNIVERSITY RECORDwards equality and, in a democracy, equality is the surest and, in the long run, the onlypossible guaranty of liberty." No man in the morrows that lie ahead of us will be ableto write comprehensively on Police Power without first absorbing the wisdom ErnstFreund more than a quarter of a century ago embodied in his work.IN LEGISLATIONIn the field of legislation he was an eminent draftsman and a trusted guide. Continuously since 1908 he was one of the commissioners on uniform state laws. Single handed,he formulated a statement of future policy that was adopted by this body and, whentempests of conflicting thought rage, it serves as a comforting compass. Against piecemeal or haphazard legislation and against sporadic enactment of disassociated statutes,he insisted that legislation should conform to principle and be respected as a rationalordering of human affairs. His handbook of rules for drafting uniform statutes may wellbe the teacher of all draftsmen of legislation.Moreover, he personally framed statutes, relating to marriage and divorce, guardianship, illegitimate children, child labor and labor conditions, which the legislatures ofmany states have uniformly enacted. Mindful of the hazards that beset bills in legislative debate and exercising his comprehensive knowledge and his tactful counsel, heguided many of these statutes through vicissitudes to their final passage; and he oftenappeared before legislative committees or the whole legislature to advocate measures orto resist attacks with his characteristic tolerance and his honest courage, until successwas assured.In drafting legislation, he surveyed the relation of law to individual rights from apoint of view broader than precedent or abstract formula. His retrospect of historicchanges afforded him a fairer basis for evaluating proposed statutory policies. LikeEdmund Burke, he believed that "nothing in progression can rest on its original plan."Legislation, drafted by him, often established new norms to meet the altered conceptions of right and wrong and of the public good.But his service to legislation extended beyond draftsmanship or uniformity or progress. It rested upon justice. It was not based on one-sided views of conditions, but on ascertaining the whole range. He was not deceived by talk of vested rights on the onehand, or the rights of the people on the other. His legal reasoning demanded more content than mere phrases. His keen discernment pierced loosely reasoned statements andsought, above all else, to found legislation upon justice.IN ADMINISTRATIVE LAWPresent-day government, through departments, bureaus, and commissions, revealsthe striking growth of the administrative powers over persons and property. At thebeginning of this century, it was difficult to foresee the present magnitude of these powers, and Ernst Freund was among the first to sense the rapidly growing importance ofAmerican administrative law. Seeking a pioneer, such men as Cardozo and Pound andMilburn and Stone selected Ernst Freund to make a comparative survey of administrative powers in regulative legislation. He recognized that we had been educated "to regard neutrality with reference to business as the orthodox and desirable attitude of thestate," but that, abreast of standardization of business methods, it was perhaps inevitable that standardization should express itself in the law and result in legislative regulation of economic activity. He endeavored, then, to summarize, from the point of view ofadministrative powers, an era of regulation which combined respect for private rightERNST FREUND 47with a growing sense of the social obligations of property and business, and which recognized the paramount claims of public interest. He believed that to meet social and economic phenomena, supposed to call for legislative intervention, "the imperative voiceof authority is often not the most effective method of approach." Something more subtle, he felt, may be needed in the modern state — something "more in the nature of mediation and influence, with authority merely in the background" — "a somewhat ambiguous form of official action." His treatise of these new problems extends over hundreds ofpages, but, through it all, appears the determination of Ernst Freund, not only to collate vast technical data with scholarly fidelity, but to deduce principles that may encourage the exercise of administrative powers over persons and property with right andjustice.IN THE CONSTITUTIONAL CONVENTIONDespite the kaleidoscopic whirl in this city, his talents were not unnoticed. WhenIllinois in 1920 assembled its convention to revise an outgrown constitution, Chicago retained Ernst Freund as its special counsel. To him was entrusted the task of formulatingthe provisions that would alike meet Chicago's needs and demands of today and beample for the growth and changes of tomorrow. To this task he brought unmatched experience, unique skill and generous sympathy. After months of painstaking deliberation in drafting the portion of the constitution directly affecting Chicago, after patientdiscussions with groups that represented every phase of civic thought, after tolerantappraisal of all criticisms and suggestions, this man, whose gentility of manner andmodesty of presence is vivid before us even now as we speak, appeared before the delegates and spectators that filled the convention hall in Springfield. He proposed thatChicago should "possess for all municipal purposes full and complete power of localself-government and corporate action." Instantly he became the target of attacks. Men,spurred by sectional feeling or political aims, assailed him as an impractical visionary,derided him as a fanciful professor. Against these attacks he arrayed fundamentals ofgovernment, constitutional principles. He restated his views with courteous deferencebut with learned authority. Toward changes in phraseology he interposed no pedanticpride; but, against any change that might be an impediment in the path of progress, hewas adamant. The force of his intellect, the integrity of his character, and the charm ofhis personality triumphed. The majority rallied to him. His provisions, granting homerule to Chicago, were adopted as proposed ! The words of George William Curtis hadbeen vindicated: "Leadership is the power of kindling a sympathy and trust Itis thinking so as to make others think, feeling so as to make others feel."AS A CITIZENErnst Freund, though gone out of sight, lives — lives not only as a lawyer or a teacherof law or a counselor to law makers — nay, not only as a master in the science of jurisprudence, but lives, above all, as a citizen dedicating his gifts to the common weal.While many good men sit at home not knowing that there is anything to be done,nor caring to know, cultivating the feeling that politics are dirty and that government isruled by vulgar politicians, Ernst Freund remembered that, if the government is not tobe mastered by ignorance, it must be served by intelligence. He deemed no sophistrymore poisonous to the state and no folly more demoralizing than the notion that education is incompatible with public service.The achievements of Ernst Freund will be a perpetual refutation of the sneer thathigher education weakens men for practical public affairs, his career an animating forceto plant justice on surer foundations.INTERNATIONAL HOUSEDEDICATEDINTERNATIONAL HOUSE, so often described by word and photograph in the University Record, was dedicated on the evening ofOctober 5, 1932. A distinguished group of University people andmen and women of Chicago interested in world amity and in efforts tohasten it gathered in the beautiful auditorium, which seats about six hundred people. There were ushers in dresses of various nations, while thespacious halls were occupied by residents of the building and their friends.The hall looked beautiful with the soft lights playing upon the stage curtains and the unstained woodwork. Almost all the members of the boardof governors were present and were seated upon the stage.Mr. Charles S. Dewey, president of the board of governors, presided.He first introduced Mr. John D. Rockefeller, III, grandson of the Founderof the University and son of the donor of the building. Mr. Rockefeller,a tall youth, only a few years out of college, gave an excellent address inwhich he made no attempt to be profound or eloquent. He set forth theadvantages of personal contacts in life, among nations, and particularlyof the personal contacts which will be made in International House. Hethen, without ostentation, and in a few well-chosen words on behalf of hisfather, presented the building to the governors.Mr. Dewey accepted the proffered gift, and then introduced the speakerof the evening, Mr. Raymond B. Fosdick of New York, who delivered thefollowing address:THE NEW INTERNATIONALISM: A PLEAFOR DIVERSITYBy RAYMOND B. FOSDICK, of the Rockefeller FoundationIn his recent presidential address before the British Association in London, Sir Alfred Ewing, himself a distinguished engineer, frankly confessedhis disillusion about the benefits of modern science. He looked back "onthe sweeping pageant of discovery and invention" in which he used "totake unlimited delight," and now it seemed dust and ashes. In sentenceafter sentence he echoed Ruskin's lamentation over man's growing enslavement to the ingenuity of his inventions. Science can give us more and48THE NEW INTERNATIONALISM 49more food; but what use is it, if through lack of reasonable distributionwe starve in sight of this new wealth? Science can give us leisure that wasnever dreamed of by our grandfathers; but of what avail is leisure if mandoes not discipline himself to use it with mental and spiritual profit? Science can give us power to learn the structure of the atom and track downthe neuron to its final hiding place, but what good is it if we use this powerto turn the world into an armed camp in preparation for the next cataclysmic slaughter?Sir Alfred's voice is not the croaking of a benighted medievalist. Hedoes not advocate any moratorium for scientific invention. He merelyaffirms what many other scientists have affirmed before him: that in thisgeneration man is fighting a war for mastery over the creatures of his owninvention.THE FOCAL POINT OF MODERN PROBLEMSNow this attempt of man to tame his own machines is without doubtthe focal point of most of the problems of this age. It is not confined to asingle country or to a group of countries. It is not limited even to theOccident. For our machine civilization is irresistibly pushing its way intothe far corners of the earth. Russia has embraced it with passionate ardor,and all along the frontiers of Africa and Asia the resistance of the machine-less age is giving way to the machine. It is becoming increasingly self-evident that this world cannot remain half mechanized and half free. It ismore and more inconceivable that the looms of Manchester and the spinning wheels of India can operate at the same time on the same globe. Inthe long look ahead, even the tremendous figure of Gandhi cannot keepIndia on a handicraft basis any more than Henry Thoreau could stop themarch of the railroads a hundred years ago. My own instinctive sympathies and my spiritual allegiance are with Henry Thoreau rather thanwith Henry Ford; but I am compelled to admit that the dynamic forceswhich, superficially at least, have shaped our age and seem to be shapingthe future are coming from Dearborn rather than from Walden Pond.At this point perhaps a qualification is necessary. It is at least conceivable that in a fit of rage over their dominance, or in a mood of weariness over the pace which they create, man might turn on his own machinesand smash them. It is even more conceivable that through perversity orignorance he might find himself increasingly unable to make use of them.His mismanagement of economic laws or his insistence upon war mighteasily bring about this result— and the landscape of the future would bedecorated with hills of junk and festoons of rust to mark the burial placeof our contemporary civilization.5° THE UNIVERSITY RECORDI say that this eventuality is conceivable. My belief, however, is thatsomehow or other — and probably on a basis none too intelligent — manwill keep his machines. Having once harnessed physics and chemistry todo his work he will not easily be driven to abandon them. He will doubtless make cruel and costly mistakes in their operation. He will be ruthlessin following their leadership. He will leave behind him the wreck of aworld which in some aspects, at least, was fair and beautiful. But in laying hold of the physical sciences as a weapon for his own advantage, hehas tasted the blood of conquest, and now he will not stop until he comesto the end. The jungles of Africa will go down before a flood of automobiles and radios, and the billboards on the highways of Asia will proclaimthe advantages of sewing machines, canned soups, and shaving soap.We must look forward, therefore, to a world that is bound together interms of time and space far more closely than at present — a world that istied together by the ever increasing centripetal force of international interests. We shall harness wind and sunlight; we shall reduce distance tominutes and seconds; and whether we like it or not, we shall accustomourselves to having the Argentine and Czechoslovakia dropping in for tea.Indeed it may be argued that the basic difficulty of the present age isthat the world is only half mechanized. According to this thesis, thecrudities of our contemporary machine system are due to the fact that weare living in the midst of a conquest, and wars of conquest are alwaystimes of unsettlement. We are witnessing a struggle between two differentkinds of worlds: the old world and the new; between two different centuries: the eighteenth century and the twentieth century. One civilization is built on top of another — like the ruins of a Greek city — and we aretrying to live in both civilizations at the same time. Until one civilizationis completely dominant, until the machine, for good or evil, has extendedits mastery over the entire earth, there can be no peace, and but littlebasis for an ordered life.However valid this conception may be, the fact remains that we facein the future the probability of a thoroughly mechanized world, and consequently a world from which external diversities will gradually disappear.Inventions like the radio and the movies will tend to level civilization to acommon denominator. Possessions of the same kind and type — whetherthey be Paris fashions, or breakfast foods, or styles of architecture, ormen's hats, or cigarettes — will gradually break down the differences whichhitherto have made of civilization a garment of many colors. Even in thatparadise of the far-off island of Bali, the infiltration has begun, and it willprobably not be long before the picturesque costumes of the women willTHE NEW INTERNATIONALISM 51succumb to the Rue de la Paix, and the indigenous dancing and music ofa light-hearted people will be a forgotten memory.SPIRITUAL AND INTELLECTUAL UNIFORMITYThe effect of mechanization, of course, shows itself not only on thematerial side of life but on the psychological side. Out of environmentaluniformity is coming, and will come increasingly in the future, a spiritualand intellectual uniformity of far greater significance. Common physicalsurroundings and possessions, and inventions like the radio and the movies, tend to foster common mental reactions. Standardization cannot beemployed on one side of life without having its repercussions on the otherside. Just as inventions can develop the crowd mind on a national scale,so it is conceivable that they can develop the crowd mind on an international scale.Possibly there are those who believe that this type of progress — orrather this kind of change — is desirable. Certainly there are manythoughtful people who, in trying to escape from the palsy and discord oftoday, look hopefully forward to a future that is characterized by a gooddeal of uniformity. Particularly among some groups that are working forpeace there seems to be at least a subconscious dream of a kind of heavenon earth — an Augustinian City of God, a Baconian New Atlantis, in whichall divergencies have been smoothed away. There is a tendency, in somequarters at least, to visualize the coming international life as the ultimateant-hill, the triumph of collectivism, the perfect state in which individualsand nations renounce forever their right to be out of step.The question that arises, therefore, is this: In building our new interrelated world, or rather in being swept into it by our own machines, howfar do we want to go toward uniformity? I do not say that we can surelycontrol our own destiny in this matter. We are in the grip of forces thatseem at the moment to be stronger than we are. The attempt to softenthe impact of the machine on the future of man may prove disillusioning.But at least we can establish standards by which we can pronounce theevolution good or bad. We can decide as a race where we would like to be,even if we are not completely successful in developing a practical methodof getting there.What we are desperately working for in this generation is a harmoniousbasis of international life. Our civilization is politically and economicallydisheveled, due in large part, we now believe, to the sudden shaking downof the races of the world into a single community. Until we can organizethis community, until we can equip it with institutions of control, there is52 THE UNIVERSITY RECORDlittle hope for relative peace. The difficulty is that the new communitydoes not particularly care to be organized. We are still thinking in termsof formulas that long antedate our own sensitively interdependent age ofscience and technology.For instance, we are still thinking in terms of economic nationalism,and we are trying to use it as a means of shelter from world adversity. Inspite of the fact that our machines have woven the economic life of theworld into a single gigantic fabric, and have stricken the word "self-contained" from the dictionary of possibilities, we attempt by means oftariffs, prohibitions, quotas, and exchange restrictions, conceived in termsof boundary lines, to doctor up and plaster up a system that can no longerexist in a world like this. We are trying to fit a philosophy of separatisminto a situation in which the water-tight compartments have alreadybroken down. We are trying to run a twentieth-century world with ideasdevised for an eighteenth-century civilization. Our statesmen either donot know or will not admit that the era of economic nationalism is dead,and unless we are prepared to destroy our factories and sink our ships, itcan never again be resuscitated.NATIONAL AUTONOMY HAS PASSEDMoreover, the passing of economic nationalism has dealt a blow to thenineteenth-century conception of political nationalism from which it canscarcely recover. The old days of national autonomy, as our fathers understood it, have definitely passed. The time has gone when any one country is free to act in its unqualified discretion. Sixty nations cannot spanthe earth with their ships and airplanes and competing systems of commerce and expect the business to run without some centralized techniqueof understanding and supervision. But a centralized technique involvesthe abandonment of the old conception of sovereignty. Just as soon asyou introduce the collective principle into the management of the world'saffairs, you knock the chief prop out from under political nationalism.Which will you keep : your machines or your old provincial loyalties? Youcannot keep both. The inescapable logic of a mechanized world forces ustoward institutions based on the collective principle rather than on thedivisive principle.And here, again, we are confronted by the conflict between old ideasand present realities. The attempt to establish the World Court and tobring into being the League of Nations is fought by means of formulasthat are hoary and tottering with age. Confronted by a situation that isutterly new, we cling to the past with pathetic insistence. Every attemptTHE NEW INTERNATIONALISM 53to translate our economic interdependence into institutional terms is metby the ghost of the sovereign state, still seeking feverishly to retain in itshands the ruins of its empire.But the knell has sounded for the old concept of political nationalismjust as it has sounded for economic nationalism. We may paint it andprop it up for two or three generations; we may bolster it up with palliatives; but it has already begun to crumble under the onslaught of the machine age, and unless we are prepared to toss our machines into the scrapheap, we or our children after us will be charged with the responsibilityof giving this exaggerated parochialism decent burial as an eighteenth-and nineteenth-century phenomenon which was not fitted for the new environment of the twentieth century.Now, having said all this, the question still remains: Does the passingof economic and political nationalism mean the breaking down of all thecultural differences which hitherto have given such variety to human civilization? Does the future promise only a melting pot of architecture, religion, philosophy, and art, in which divergencies have been boiled away,leaving a residue of one substance, temperature, and color? Are we passing on to our children a world that has been reduced by the process ofpropinquity to its lowest common denominator?NATIONALISM VERSUS NATIONALITYIt is at this point, it seems to me, that we must put down a few stakes.Here we must set up our lines of resistance. Our task is the purificationof the old concept of nationalism — the difficult and delicate task of lettingpolitical nationalism be diluted without destroying nationality. For nationalism and nationality stand for different things. Nationalism is amodern emotional phenomenon which in our time has degenerated intojingoism, imperialism, and intolerance. It is the identification of all theinterests and activities of a country, cultural and otherwise, with its political sovereignty. It is the doctrine that all human loyalties must be subordinate to loyalty to the national state. It is an optical illusion whichinduces groups of people to mistake their own foibles and prejudices forthe future of civilization. It is marked by a spirit of narrowness, exclusive-ness, and patriotic snobbery. It inculcates in its citizens the belief thatthey are living in a world by themselves, sufficient unto themselves. Inbrief, it is a threat of power rather than an expression of culture.Nationality on the other hand is primarily cultural and only incidentally political. Historically it is much older than nationalism. Throughoutthe ages it has been one of the chief instruments by which the aims of hu-54 THE UNIVERSITY RECORDmanity have been advanced. It has been the great conserver of humandifferences in all the aesthetic manifestations of civilization. More thanany other factor, it has promoted divergencies in modes of thought andcontrasts in customs and manners. It has been the form in which theaspirations of man for liberty and free development have found expression.If, therefore, we can dissect nationality from nationalism, if we cancut away the cancerous growth of the last two centuries, we shall preservethe priceless instrument which throughout all the ages has been responsible for the building of distinctive social orders and their supporting cultures. The word "America" should stand not for military or economicself-sufficiency, not for the idolatrous worship of a smug and narrow tradition, not for an unshakable belief in our excellence over all other nationalities. It should stand, if it can, for a definite culture, a distinct contribution to the technique of human relationships, a capacity for new creationin everything that makes for the good life.That is why the standardization involved in the machine age is such athreat to the future. For each nation has its distinctive contribution tomake to the spiritual wealth of the world, and the stereotyping of life andenvironment in terms of fixed molds is calculated to dry up the sources ofthis enrichment. This is a lesson which here in America at least we havenot learned. When the United States intervened in Haiti in 191,5 one ofthe two reasons given by Secretary of State Lansing was that the population of that island "should enjoy a prosperity and an economic and industrial development to which every people of an American nation are entitled." But why are they entitled to it, particularly if they do not want it?In Haiti, people are governed not by clocks but by the sun and the seasons. They have an instinct for leisure. Their recreations are not a matterof paid admissions or forced disciplines, but are utterly spontaneous. Whatis to be gained by introducing to Haiti taxicabs, and quick-lunch counters, and professional baseball? It will be at best a poor imitation ofAmerica, and we shall smother the particularized life of a promising peoplewith a color which certainly will be drab in Haiti, whatever it may be inthe United States.Or take Mexico upon which America frequently looks with condescension. Here is a country with a highly developed indigenous art, a countryof fiestas and flowers and gaiety, a country in which economic wants havescarcely been stirred. In her philosophy of life, in her sense of leisure, inher lack of exacting organization, in her pictorial arts, Mexico has a significant contribution to make to the Western world. Why should she goTHE NEW INTERNATIONALISM 55down under the steam-roller of the machine age? What will it profit usif in exchange for a few gadgets she allows her colorful and vigorous culture to be diluted and debased?CONSERVING DIVERSITYThe conservation of diversity in a machine age is to this generation asupreme challenge. For it is not by Ford cars, or by economic penetration,or by the spread of culture behind armies and navies that we shall createa world fit to live in. The preservation of the music of Bali is of infinitelygreater importance than introducing its inhabitants to European education or filling its roads with motor buses. The art of Japan has a far deepersignificance to the future than any benefit that can be derived from havingthe Japanese flag float over Manchuria. The real meaning of France to theworld is not bayonets nor the tradition of Clemenceau; it is the appreciation of beauty and the dignity of the simple life. A country that in thisage can produce the towering figure of Gandhi has a spiritual gift for humanity which words can only falteringly describe. What has our Westerncivilization to give to India as an adequate exchange for such a contribution? It is not by standardization that we shall build a sunnier world thanthis : it is by diversity. In an infinite variety of peoples, of works of art,of great personalities, of widely contrasting cultures, lie the strength andhope of the future.This thesis, it seems to me, is directly applicable to this new International House which we are dedicating this evening under such happyauspices. Here we have the whole world in miniature. Here are represented the cultures and customs of nearly three score nations. Here is alaboratory of human relationships. Like every community and socialgroup, a certain amount of organization for the promotion of understanding is necessary. Just as a nation has its police systems and commercecommissions, and just as the world has its court at The Hague and itsleague at Geneva, so here, too, in this International House we have committees and executives. But this framework of organization has nothingto do with the kind of product that comes from this house. We are nottrying to develop a homogeneous type. This is not a melting pot. If theinfluence of this institution is to create groups that act alike and thinkalike, then it will have completely failed of its purpose. I should hopethat this place would be a home of honest differences, a refuge for conflicting opinions, a haven for contrasts. I should wish that this institutionwould be a forum for economic ideas orthodox and unorthodox, a centerof social and cultural theories that reflect the whole range of human experi-56 THE UNIVERSITY RECORDence. I should hope that here would be woven a fabric of variegated pattern and of many shades and colors — a fabric from which a flag might befashioned to unfurl in the face of a leveling mechanism. In brief, if Ishould be asked to suggest a motto for this new house, an inscription tobe placed over its doors, I would give you these words:Not standardization but diversity.Not nationalism but nationality.CONVOCATIONTHE one hundred and seventieth convocation of the University,that of the Winter Quarter, was held in the University Chapelon Tuesday, December 20, 1932. The customary preliminarieswere observed and degrees and certificates were conferred on some 180or more candidates. Eighteen students were elected to Phi Beta Kappa,six women and twelve men.A significant event was the presentation of the Rosenberger Medal toMr. Edward L. Ryerson, Jr. The Rosenberger Medal was established byMr. and Mrs. Jesse L. Rosenberger in 191 7. According to the conditionsfor bestowing it the medal is awarded "in recognition of achievementthrough research, in authorship, in invention, for discovery, for unusualpublic service, or for anything deemed of great benefit to humanity."Thrice before the medal of pure gold has been awarded: to Dr. F. C. Banting of the University of Toronto, the discoverer of insulin, to Salmon O.Levinson of Chicago, and to Professor James H. Breasted of the OrientalInstitute. Mr. Ryerson has been a Trustee of the University since 1923.In presenting the medal to him President Hutchins said that it was "Inrecognition of his distinguished leadership and unselfish public service inthe organization and administration of the agencies engaged in unemployment relief in the State of Illinois."The convocation address was delivered by President Hutchins :I wish to speak very briefly of the prospects of higher education in America. At themoment they are not particularly good. In every part of the country the cry is thatmuch of the money that has been spent on education has been thrown away, and thechorus swells louder as the discussion reaches the higher levels of learning. Proposalsare now being made to abolish high schools on the theory that all the common peopleare entitled to is eight years in the grades. Public junior colleges of course must go; andif state universities may remain we must attribute this indulgence to the politicalpower of their graduates rather than to any popular conviction of their usefulness.PRESENT CONDITIONSI do not believe that the movement to exterminate types of educational organizations will get very far. They have grown up in response to real needs which are now moreintense than ever. They grew up because young people could not become workers andhad to become pupils. It is common knowledge that that situation is more aggravatednow than we ever imagined it could be. From 1920 to 1930 the enrolment in the highschools of pupils between seventeen and eighteen increased 196 per cent. It is reportedthat the enrolment in the junior colleges in this area has increased 100 per cent in the5758 THE UNIVERSITY RECORDlast two years. Graduates of Chicago high schools are clamoring for a chance to continue their education; the school system cannot accommodate them.This type of public pressure cannot be long resisted even in hard times. The highschools, junior colleges, and state universities will survive. They will survive, of course,on a starvation diet. But the custodial feature of these institutions is too obvious tosecure for the advocates of their abandonment any serious hearing. Think what wouldhappen in Chicago if the schools were closed. Even if no teaching is done in them theyhave to be kept open to keep the children off the streets. The suggestion that the children might stay at home is answered by the most casual glance at the homes from whichthey come. Six of them might conceivably be expected to spend the night in one smallroom; they can hardly be counted on to spend the day there.Educational institutions will be kept open, on a reduced scale, and the reductions inpublic schools are likely to be of two kinds: those that limit the opportunities of thepupil and those that limit the rewards of the teacher. The first group of reductionsrests on the assumption that there is a certain minimum education which constitutesthe maximum obligation of the state. But I beg to assure you that the minimum obligation of the state is to give its citizens the maximum education within its means. Insteadof reducing now the opportunities open to pupils we ought to be increasing them. Thereason why we are not is that we feel we cannot afford it. But sooner or later we shallsee that we cannot go on treating all pupils of high-school age almost alike. We musthave at length alternative curricula at the high-school level. And these alternative curricula must extend in to the junior college. I see no escape from the propositionthat the future will bring the same increase in junior college enrolment that the highschool has experienced, and that these organizations must also offer instruction adaptedto the students in them rather than to the classical prejudices of our people or the demands of the universities.teachers' salariesSerious consequences seem to me to follow any general reduction in the compensationof the teacher. Such reductions are justified by the statement that the income of everybody else has been cut down. This remark is accurate but irrelevant. Teachers havealways been grossly underpaid. For years one of the prime objects of educational administration has been to increase their compensation. At this University, for example,the average salary of teachers was almost doubled from 1908 to 1931. Measured interms of the purchasing power of the dollar in that period, however, there was an actualdecrease of $75 a year in the real income of the average professor. Teachers do not reapspeculative profits during booms. In view of the importance of education we must makeevery effort to attract the best people into it. One phase of this effort must be the provision of reasonable and secure compensation.These suggestions apply of course to all honest and capable public servants. Thereare such people, and they have never been overpaid. The general salary reductionsrecently imposed on governmental employees have been one of the most discouragingaspects of this depression. If we are ever to have a reputable public service, we mustreward those who can make it so. The way to reduce public expenditures is to eliminatethose who have made the public service disreputable.Yet, in spite of the wild slashes of those who favor indiscriminate tax reduction atany cost, education will survive. I am not so optimistic about the future of that activity which is the chief and characteristic task of the university, research. State legislatures will vote public money for education in order to keep the state universities openCONVOCATION 59to their children and the children of their constituents. They will make appropriationsfor research which is definitely immediate and practical in its application. But I do notsee them making those appropriations which make state universities universities, appropriations for that type of investigation which we call scholarship. At present thereductions that are going into effect in state university budgets are in general in twoclasses of expenditures, salaries and research. But if research is eliminated the university ceases to be worthy of the name, education loses its vitality, and the civilization ofthe future suffers out of all proportion to the savings of the present.All this would not be as unfortunate as it seems to me if the endowed universitieswere in a position to carry the banner of research as high as in the past. Few of them are.With the diminution of their income from capital they are forced to lay new emphasison income from students. This compels them to maintain their teaching in order to beattractive to students. When further economies are required they must still furtherreduce their expenditures for research but continue their teaching in sufficient volumeto draw sufficient numbers. I see no escape from the baleful consequences of this conclusion except through a conviction on the part of the general public, the individualdonor, and the great foundations that research and scholarship must not die from theshock of this crisis.The principal difficulty in developing this conviction in the layman is the organization of higher education in America. He cannot understand what a high school is, whata college is, or what a university is; and we can make only the feeblest efforts to illuminate him because we are somewhat confused ourselves. If we can work out a rationalorganization of our system, the greatest obstacle to public understanding will be removed.WORKING OUT A RATIONAL ORGANIZATIONSuch a rational organization must begin with the elementary school. It is now clearthat the work of that school can be completed in six years. After it should come a secondary unit, definitely preparatory and not terminal in character, covering three orfour years. Above the secondary school there should be a set of alternative courses ofstudy, definitely terminal and not preparatory in character. They should cover not lessthan three and not more than four years. One of them should be devoted to generaleducation. Others should deal with various types of technical training adapted to thosewho are not going on into professional schools of engineering or business but whoseleanings are in these directions rather than toward general education.We should thus look forward to accommodating the educational needs of our population up to their eighteenth or twentieth year by six years of primary school, three orfour years of secondary school, and three or four years of terminal courses of a technicalor cultural kind. At the eighteenth or twentieth year the university should begin.The university is not an instrument of popular education; the university is an organization for the promotion of scholarship. Therefore, it should be differentiated fromthe high school, the college, and the technical institute. As we have seen, studentsshould enter the university at the end of the present Sophomore year. They would thusbe between eighteen and twenty, depending on the rate at which they had completedtheir secondary and collegiate education. They should not enter the university unlessthey have scholarly or professional interests. The collegiate period should terminatein the college. The object of faculty and students in the university should be the highestkind of scholarly and professional work in a scholarly and professional atmosphere.Faculty and students should be chosen with this object in view.6o THE UNIVERSITY RECORDThe advantage of this type of organization is that it clarifies the function of eachunit in the educational system for the public and for ourselves. The activities of eachunit can then be tested by its performance in the light of its own ideals. At present thelast two years of most high schools overlap and duplicate the first two years of most colleges. Professional work and general education are hopelessly intermingled in mostcolleges, even from the first day of the Freshman year. The function of the universityis obscured by its collegiate responsibilities and its collegiate climate. The last two yearsof college approach more nearly graduate work than they do the first two years of college. The first two years of college approximate more nearly the last two years of highschool than they do the last two years of college.THE JUNIOR COLLEGE AT PRESENT AN UNSATISFACTORY UNITAnd to this whole confusing scene the junior college adds confusion still. An unsatisfactory unit, since half its students graduate every year, it has been compelledeither to give twro years more of high school or an imitation of the first two years at thestate university. The 450 junior colleges in the country are now artificially separatedfrom their natural associations in the last two years of high school; the standardizingagencies require this separation. The possibilities for rational organization, integration,and economy that would result from permitting them to come together are so great thatsuch permission cannot be long delayed.Such permission when it is granted should not mean the extension of the high schoolinto the college; it should mean the extension of the college into the high school. Itshould give us an institution comparable to the German gymnasium or the French lycee,where the most highly trained teachers and the most rigorous intellectual standards arerequired. Control by the college of the last two years of the high school should guaranteethis result. In this way a real college doing work truly collegiate might appear in thiscountry.At the same time a real university doing work of truly university character mightdevelop in the United States. But you may ask, if one of the advantages of this planis the differentiation of college and university, why should there be a college in a university at all? My answer is that a college has no place in a university except for purposes of experimentation. The object of a university is the advancement of knowledge.A college belongs there only as an experimental organization devoted to the advancement of the knowledge of such organizations. Because of the high quality of the university faculty, the university can experiment with problems of college education andattempt to set a pattern which colleges engaged in administering a general educationmay adopt. This is what the college of the University of Chicago is now doing; thisis what gives it its place in the University.With a six-year elementary school, with a three- or four-year secondary school, witha three- or four-year college devoted to general education, and paralleled by three- orfour-year institutions giving various types of technical education, with the Universitybeginning as it does now at Chicago at the beginning of the Junior year, we have asimple and coherent organization that will be understood and supported and that willgive to American youth the kind of education which our civilization demands. It is thetask of the universities, particularly the endowed universities, and particularly theUniversity of Chicago, to lend their prestige and their intelligence to the advancementof some such comprehensive program, to the end that education and scholarship mayflourish still to light and guide our people.HOMECOMING DINNERTHE time-honored annual homecoming dinner of the faculties ofthe University was held on the evening of October 6 in the assembly room of the just dedicated International House. Asusual, there was a good attendance, the number of persons present being33?, as reported by Secretary John F. Moulds. There is always an air offriendship observable at these annual affairs. "Everybody" seemed to beglad to be back and at work and to meet his colleagues.The assembly room lends itself admirably to a formal banquet, andwith long tables stretching from the north to the south, the table for thespeakers placed upon the stage, the lights reflecting warm, soft shadesfrom the curtains, the setting was almost ideal. In the absence of President Hutchins, Mr. Emery T. Filbey presided and acted as toastmaster.He introduced five members of the original faculty of the University, who,after these four decades, happily are still with us: Dr. Edwin O. Jordan,Professor Herbert E. Slaught, Dr. Frank R. Lillie, Miss Marion Talbot,and Professor William D. MacClintock.One of the University wanderers, Professor Arthur H. Compton, of theDepartment of Physics, was then introduced. As will be recalled, Mr.Compton has been running up and down mountains and crossing oceansand ice-covered bays, traveling during last summer many thousands ofmiles, his journeys taking him from South America up to and above thearctic circle in North America. Mr. Compton described the hardships ofthe trip and also gave some of the bright spots, as he told of the incomparable scenery of New Zealand. He saved all mention of the cosmic rays,whose potency he was studying, undoubtedly expecting later on to givesome account of his research when his theory shall have been more thoroughly developed. He described some of the more spectacular features ofhis journey, such as his flight to Los Angeles by airplane, and his study ofthe recent eclipse at a point in the far north.It was a pleasure to those gathered to see and to hear Mr. Louis R.Wilson, the recently appointed Dean of the Graduate Library School.Mr. Wilson comes to the University from the University of North Carolina. Dean Wilson told of the reasons for the establishment at the University of the Library School through the instrumentality of the CarnegieFoundation, and not only described the earlier efforts under Dean Works6162 THE UNIVERSITY RECORDto integrate the school with the other departments of the University, butalso pointed out the difficulties which inevitably are present in foundingand making useful a department for which existed and still exist no precedents save those of the department itself. Dean Wilson's address was anadmirable discussion of the whole plan for making the library school useful, especially if it should, as he expected would be the case, receive thecordial co-operation of men and departments of the University.Vice-President Woodward, recently returned from his year's absencein the Far East, was received with most cordial applause. One knew thathe would make an interesting address, as soon as one saw the smile on hisface, and realized how interesting was the journey he has just completed.With not a little humor, and yet with excellent description of men, mountains, and materials, he led his hearers through India with Gandhi sittingin the shade, through the Island of Ceylon into China, and through itsquaint towns teaming with population, beside the barbed-wired ruins ofShanghai, and partially up the turbulent waters of the Yangtze. Duringhis stay in China, he made the trip across the interior of what was supposed to be bandit- infested territory, through which, however, he safelypassed. From China, he went to Japan, which seemed to him to be themost beautiful of all the countries he studied. Although the high lightsof his descriptions were illumined by his humor, one felt that the reporton foreign missions, which he and his fellow-members of the committeewill produce, cannot but be a really statesman-like document.JOHN MERLIN POWIS SMITHA MEMORIAL SERVICEFRIENDS and associates of Dr. J. M. P. Smith, who died September26, 1932, gathered for a memorial service in Bond Chapel on November 2, 1932. The faculties of the Divinity School, of the Department of Oriental Languages and Literatures and members of the staffof the Oriental Institute were present. President Hutchins presided. Hepresented a series of memorial tributes highly appreciative of Dr. Smithwhich had been adopted by theological seminaries and oriental societies invarious portions of the country.Two memorial addresses were delivered. The first was that of Dr.Edgar J. Goodspeed, professor of biblical and patristic Greek :JOHN MERLIN POWIS SMITHBy EDGAR J. GOODSPEEDSTUDENT DAYSJohn Merlin Powis Smith registered as a graduate student in the University of Chicago on the second of July, 1894. He was instructor in Greek in Cedar Valley Seminary,at Osage, Iowa. He returned in the autumn to his work at Osage, but came back to theUniversity in the following summer to stay, being one of that large class of extremelypromising students who come to us first, and perhaps a little experimentally, in theSummer Quarter — very experimentally then, for that was our first Summer Quarter ! Hehad thus completed a connection of thirty-seven years with the University when he died.That first Summer Quarter opened to one man a window that was never to be shut again.We were fellow-students in those days, but I confess I remember him more vividlyplaying tennis on the Divinity courts south of Haskell, where the west tower of Harpernow stands, than in any particular class. But then as always he was a man of dignityand weight among us, and at the same time full of geniality and humor. Of course thesoundness of his scholarship was at once apparent to his fellow-students, who have away of knowing about such things almost better than a man's professors.It must have been in his second summer at the University that that incident occurred that was destined to shape his life and work so potently. It was in PresidentHarper's course in the Minor Prophets and Mr. Smith was making a report. One pointin his report caught the watchful President's attention. "Where did you get that, Mr.Smith?" "That is my own, sir." This was the beginning of his relation with the President which was to develop so significantly for both of them.In those days, I may remind you, the work in Old and New Testament and in Semiticlanguages was done in the south end of the fourth floor of Cobb Hall, the Divinity School6364 THE UNIVERSITY RECORDoccupying the north end. It was in those scenes that Mr. Smith's first impressions of theUniversity and his future colleagues were formed.From his second Summer Quarter at the University he continued his work, summerand winter, three or four quarters a year. He was made a fellow in Semitic languagesin 1898, and took his degree July 1, 1899, five years almost to a day from the date of hisadmission to the University, and after fifteen quarters of residence. His dissertationwas on "The History of the Idea of the Day of Yahweh," a subject suggestive of muchof his later interest and publication.In 1890 Dr. Harper, while still at Yale,. had undertaken for the International CriticalCommentary the huge task of the volumes on the twelve Minor Prophets, the largest single assignment made by its editors in either the Old or the New Testament, and all themore amazing when it is remembered that he was only thirty-four. His subsequentassumption of the presidency of the new University seriously threatened the success ofthis colossal piece of exegetical work. But he did not relinquish or reduce it. He did,however, lay hold of the young Dr. Smith, whom he had himself trained and in whosecapacities for research he had already recognized great promise. From 1899, when Mr.Smith took his degree, until 1906, when the President died, Mr. Smith, as his literarysecretary, was the constant occupant of the great study on the third floor of the President's house, where the Commentary was in preparation. It was the young man's business to review and summarize all previous opinion upon the interpretation of the minorprophets, and the results of these surveys, as they later appeared in the InternationalCritical volumes, command the assent of scholars unto this day.It need hardly be said that these years of the closest intimacy in a common task,with such a genius as Dr. Harper, constituted for the young scholar a postgraduatelaboratory training of the utmost value. They were, it is true, years of deep absorption,of self-denying devotion to another's work; years when Dr. Smith was all but immuredin those study walls, mostly without the relaxation which it must be confessed teachingoften affords. It was a Spartan discipline, which few of us would have had the staminato persist in, but Dr. Smith had in his English blood the bulldog strain of his Yorkshireand Shropshire ancestors, and he did not falter. It is in this patient, resolute, indefatigable pursuit for eleven years of the obscure and remote, paths of research that I find Dr.Smith's life most significant. The rest was simply the inevitable sequel; it was here thebattle was fought. How few men would have done it and seen it through. I am not surethat I know a single one. Only the rarest and truest scholar could have supported thattremendous pull. But "J.M.P.," as his older colleagues affectionately called him, wasprofoundly the scholar, and his satisfactions were then, and always continued to be, thepeculiar satisfactions of the scholar; forever learning, exploring, inquiring, and findingout.To free himself to some extent for his literary work President Harper arranged toleave the University for three or six months at a time, transferring his establishment toMorgan Park or Lake Geneva, where he could escape the distractions of the quadranglesand devote himself to writing. On these hegiras Dr. and Mrs. Smith accompanied him,and the two men worked long days together on the great Commentary.When at last not long before the President's death the superb volume of more thansix hundred pages on Amos and Hosea appeared, Dr. Harper made special acknowledgment of the help he had received in the preparation of the volume from Dr. Smith. "Theassistance which he has rendered," wrote Dr. Harper, "in gathering material, in verifying references, and in revising the manuscript and the printer's sheets, and the sugges-JOHN MERLIN POWIS SMITH 65tions which he has made from time to time upon the subject-matter itself, have been ofthe greatest value. Without this help I doubt whether I should have been able to bringthe work to a completion."SCHOLAR AND TEACHERThe great work on the Minor Prophets was to have been completed in two furthervolumes, and it was a striking tribute to Dr. Smith's powers that after the death of Dr.Harper he was assigned four of the ten remaining units. He continued his work and in191 1-1 2 published the commentaries on Micah, Zephaniah, Nahum,and Malachi in thatseries, being the only man west of the Alleghenies invited to contribute to it.The years of work upon the Minor Prophets transformed Dr. Smith from a promisingyoung Ph.D., with a thorough historical and philological training, into one of the mostseasoned Old Testament exegetes in the world. It had been no easy road. The Presidentwas a hard worker and expected hard work from his assistants. But it was a great training, a marvelous discipline, for the man who had the endurance and the fiber to standup under it and make the most of it. And under this tremendous test Dr. Smith stoodup triumphantly, as his notable part in completing the Commentary decisively showed.Not only so, but the habits of research and productive scholarship formed in that greatfellowship were never relinquished.Up to the time of the President's death, Dr. Smith had had little opportunity to display and develop his powers as a teacher. He had achieved a slender faculty footholdin 1899, as a docent in Semitic languages and literatures, and passed, as I did about thesame time, through the grades, now almost forgotten, of assistant and associate, beingmade instructor in 1905. In 1908 he became assistant professor, in 191 2 associate professor, and in 191 5 professor of Old Testament language and literature. In these years,slowly at first and then with increasing fulness, his teaching opportunity came to him,and as the years passed it became abundantly clear that the mantle of Dr. Harper as agreat classroom teacher of the Old Testament — one of the President's great endowments— rested upon him. His teaching was confident, strong, often disturbing in its rigorouscandor, yet so richly informed and balanced by so profound a sense of religious valuesas to command general respect. The comprehensive Old Testament courses graduallycame to be considered peculiarly his, and when the Chicago Theological Seminary cameinto affiliation with the Divinity School in 191 5, it was the understanding that its OldTestament work should be left to the Old Testament Department of the Divinity School,which meant primarily to Dr. Smith. And when Meadville Theological School came toour neighborhood some years later, it did not think it necessary to provide an Old Testament professor, in view of the work then being done by Dr. Smith. These were testimonies to his standing as a teacher of the Old Testament, more eloquent than any engrossed resolutions or honorary degrees. Here in his teaching, as in his research, he wonhis way to eminence by no magic formula but by the steep and rugged path of hardwork faithfully and resolutely done.In those days, as we were the juniors in our respective departments we were assignedwhat may be termed the departmental chores. Thus we came to serve as editorial secretaries of the Biblical World, taking turns in making up the journal month by month,under the direction of the editor-in-chief. In all these close practical contacts, I cannotremember ever to have had a difference with him.There came to both of us in the early years of our teaching a serious reverse thatmade it necessary to revise our whole scheme of pursuits and interests. It was the giving66 THE UNIVERSITY RECORDup of Hebrew and Greek as requirements for the Bachelor of Divinity degree. It seemsa small matter now, but it did not seem so then. We both saw the necessity for thechange and voted for it, but we were both primarily philologically inclined and trained,and the change with all that it implied affected our techniques profoundly. How successfully Dr. Smith weathered the storm and adjusted himself to the new situation the wholesubsequent course of his teaching showed. But his competence as a Hebrew scholar andhis skill and experience as a teacher of Hebrew made him the logical reviser of Dr. Harper's famous textbooks, the Method and the Elements, which since 192 1 have borne thenames of William R. Harper and J. M. P. Smith.Indeed, from the appearance of his commentaries on the Minor Prophets, he was continually writing reviews and articles and publishing books, a dozen of which appeared inthese twenty years. He was also a contributor to various dictionaries and encyclopedias.In the learned societies at home and abroad, his quality was well recognized, and whenhe died he was president of the Society of Biblical Literature and Exegesis, at the annual meeting of which, here in Chicago in December, 1932, he was to preside.In 1927, Dr. Smith was appointed annual professor in the American School of Oriental Research in Jerusalem, and journeyed that summer, with Mrs. Smith and hisdaughter, to Palestine. While in England, on his way to the East, he spoke before theOxford Society for Old Testament Study. He had never before seen the lands of hisspecial studies, and found the experience exceedingly rich and stimulating. On the wayback he attended the seventeenth International Congress of Orientalists, at Oxford, andpresented a paper on "The Chosen People."His literary activity marked Dr. Smith to the end. When he left Chicago last Junefor a summer in France and England, he left with his secretary a mass of manuscript tobe copied before his return, and jocularly labeled, "To keep J. M. Powis Smith's secretary out of mischief during the summer." And his last professional act was to read atBirmingham, England, by special invitation, a paper on "The Indebtedness of Israelto Its Neighbors," before a meeting of the Oxford Society for Old Testament Study, ofwhich he was now an honorary member.COLLEAGUE AND FRIENDIn the Divinity School no man was more faithful to what may be called the socialduties of the professor. He came regularly to chapel, and conducted it from time to timewith that deep religious feeling that so strongly characterized him. What a pleasure itwas to hear him join in the singing, too! He often attended the weekly teas in the common-room, and there and in his own home shared in the social life of students and faculty with characteristic courtesy, geniality, and humor. He came regularly to the meetingsof the Divinity faculty, speaking, when he did speak, with weight and dignity. In allthese relations we were all of us conscious of a maturing character of strength and yet ofsweetness.His public spirit and the loyalty of his friendship were lately illustrated in his leadership in the provision of memorials for President Harper and Gerald Smith for the corridor of Swift Hall, so that men and women who come and go here in the years to comemay think of them with something of the reverence and affection he felt for them. Youhave not forgotten the impressive address he delivered in the Joseph Bond Chapel onlylast winter at the dedication of the Harper tablet. He was a generous and a faithfulfriend.None of us was nearer to him than Gerald Smith, and the faculty will be strangelydifferent with these two Smiths gone. They were in no way related, and worked in differ-JOHN MERLIN POWIS SMITH 67ent fields and different ways, but many things bound them together; both had a strongsense of humor, and an Olympian appreciation of anything really amusing. Both hadan intense scorn of shams and of pretense of any kind. And both had a deep and sincereaffection for their fellow-men. At Gerald Smith's funeral, three and a half years ago,Dr. Smith read with great feeling the old Jewish encomium upon the great departed,now so appropriate to him:Let me now praise godly men,our fathers in their generations: . . .Who gave counsel by their understanding,and saw all things in their prophecy; ....Wise of meditation in their writing,and governing in their watchfulness; . .Their bodies are buried in peace,but their name liveth unto all generationsHe participated actively in the work of the Hyde Park Baptist Church, with whichhe was so long identified, as teacher, deacon, on committees, as toastmaster at the annual dinner, as lecturer on Sunday evenings, and sometimes as preacher. He would notallow his failing health to interfere with his duties as deacon, although the past year hisstep was a little slower than of old, and the procession for the collection had to moderateits pace a little on his account. But his regularity of attendance and his genial welcomeat his post at the south door of the church were uninterrupted until he left Chicago lastspring for a summer abroad and among the scenes of his boyhood in Devonshire.To the younger men, he appeared as one of the heroes in the adventure of learning, aveteran and champion in the fields of biblical study, who yet met them socially with themost genial courtesy and the most manifest and disarming kindliness and personal interest.He was in short, as we knew him, a Christian gentleman and a Christian scholar ofthe noblest pattern, who never considered himself too learned to be religious, or thoughtof piety as a substitute for hard work.REVISER AND TRANSLATORCircumstances brought us together in recent years upon the American StandardBible Committee, charged with the revision of the American Standard Version, and wesometimes made the journey to the meetings of the committee in New York together.On the last of these journeys, last January, we found ourselves on the same train withPresident Hutchins, and in consequence of a hospitable suggestion of his, Dr. Smith andI dined and breakfasted with him, most happily.I shall never forget that session in New York, when Dr. Smith was put forward bythe Old Testament section to read to the whole committee a proposed revision ofGenesis, chapters 1-18, upon which he with another member of the section had beenespecially engaged. The spirit and power with which he read those incomparable narratives, in the form in which he had helped to revise them, surrounded by some of theleading biblical scholars of this country, made an indelible impression upon all thosepresent, and caused me as his colleague and fellow-student to kindle with pride.It was a great happiness for me that our work brought us together in later years inour American translations of the Old and New Testaments. The New Testament hadbeen translated a great many times in this country, but Dr. Smith's Old Testament wasthe fourth translation of the Old Testament to be made in America. It was, moreover,without any doubt the most competent rendering of the Old Testament into Englishever made anywhere. His own keen literary sense, so necessary in dealing with classics68 THE UNIVERSITY RECORDof literature like the Old Testament books, here came importantly into play. And thatlong discipline of years of philology and history, in the President's study, undergirt theenterprise. He could well afford to smile at criticisms from men of hasty and superficialtraining, and there were few men in his field whose training was not hasty and superficial compared with his.The translation was undertaken in 1924, and I shall always be happy to think thatI had something to do with its inception. Dr. Smith immediately gathered about him agroup of highly trained experts in the Old Testament, men with whom its interpretationwas not a mere avocation, but a serious lif ework, and in the short space of three and ahalf years produced what was widely recognized as the most adequate English versionof the Old Testament ever made, both in the sustained dignity of its language and in itsfaithfulness to the meaning of the original.Dr. Smith was the editor of the whole, and he took his editorial duties very seriously.His own part of the translation included Job, the Psalms, Ecclesiastes, and of coursethe minor prophets. The translation was his principal contribution to the popular understanding of the Old Testament, and I am profoundly glad that he made it. And Iam satisfied that his great teacher's mild and universal eye would have dwelt pleasedthrough five and twenty years on him.The scholar's path is generally free from the white light of publicity, and he is wellcontent to have it so. But the publication of the Old Testament brought Dr. Smith aflood of praise and blame. It was interesting to observe its effect upon him. He wasneither exalted nor depressed. He was simply amused. He was not in the least inclinedto answer or protest. He read the most outrageous invectives, charging him with abysmal ignorance, with the most genuine entertainment, quite untouched with malice, andshaking with his characteristic hearty laughter that it always did us all so much goodto hear. It was a pleasure to tell him anything amusing, his response was so joyous andsincere.His students recognized him for what he was, a personality — rugged and austere inhis scholarly ideals, yet in personal relations very genial and kindly. The precariousnessof his health in recent months made them and all of us apprehensive for him, and oneday the flag being suddenly at half-mast caused a rumor to circulate that Dr. Smith wasdead. As his house was immediately telephoned he knew of this, and he spoke of it withgreat amusement and even with his old hearty laughter. But he knew well the shadowthat was upon him, only he was not appalled but cheerful in its presence. And so whenthe end came he was calm, serene, untroubled. He had already fought that last battlein his own soul, and won. And we can only say with the old heathen prophet, "Let medie the death of the righteous, and let my end be like his!"As I walked out of the funeral service a month ago, with his pallbearers, lines fromthe "Grammarian's Funeral" kept running through my mind. For J. M. P. was certainly, among other things, a technician, a grammarian — he edited a Hebrew grammar;and, like Browning's humanist, he knew the place and worth of minute studies of language, in research in literature, history, and religion. A deep and firm foundation of accurate knowledge and a sound technical proficiency underlay his broader learning andhelped to give the note of authority to what he wrote and said. And he had that absolute faith in the present value of learning, and of biblical learning, to the modernworld that is a part of our inheritance from humanism.Lofty designs must close in like effects; Loftily lying,Leave him, — still loftier than the world suspects, — Living and dying!JOHN MERLIN POWIS SMITH 69After the prophets, about whom he wrote so much, the psalmists interested him. Hewrote a book in 1922 on The Religion of the Psalms, and produced his own translation ofthe Psalter in a special volume in 1926 in advance of his edition of the Old Testament.In them and in his version of the difficult Book of Job, his literary appreciation and skillhad a wonderful opportunity which he did not fail to improve, to a degree not yet generally realized. These are his memorial.They told me, Heraclitus, they told me you were dead;They brought me bitter news to hear and bitter tears to shed;I wept as I remembered how often you and IHad tired the sun with talking and sent him down the sky;And now that thou art lying, my dear old Carian guest,A handful of gray ashes, long, long ago at rest,Still are thy pleasant voices, — thy nightingales, awake!For death, — he taketh all away, but them he cannot take.The second address was that of the director of the Oriental Institute, ofwhich department Dr. Smith was an outstanding member:JOHN MERLIN POWIS SMITHBy JAMES H. BREASTEDThe earliest or what might be termed the foundation stage of the University of Chicago was dominated very largely by scholars and scientists from the eastern universities.There were two outstanding exceptions: Chamberlain and Coulter, two western-university presidents who accepted the headships of two leading departments of naturalscience in the new University. Otherwise the foundations of this University were verylargely laid by men, not necessarily eastern by birth, but who came from importantposts in eastern universities and had received their scientific training there.Perhaps the most significant aspect of the life of our lamented colleague, J. M. P.Smith, is the fact that in oriental studies he was the first important recruit scientificallytrained in this university to enter the ranks of our orientalist group as a product of theWest, and in this respect he marked a transition to a new epoch.His life was intimately involved in the history of oriental and biblical studies, notonly in the University of Chicago, but also throughout the United States. As I lookback upon his life the memories which I have of him group themselves involuntarilyabout the development of the Department of Semitic Languages in the University, especially during the trying years of transition from the first decade of its history to thetransformed situation which followed the death of President William Rainey Harper.THE OLD YALE GROUPThe first president of the University of Chicago was himself an orientalist and cameto his new task, as head of the University still to be founded, from a professorship ofHebrew and Semitic Languages at Yale University. His indomitable enthusiasm forteaching and research in the field of Semitic studies and his phenomenal ability as ateacher had drawn to him a devoted group of associates and students at Yale, such ashad never been seen in any department of studies in that institution. It created widespread comment and among the humanities group at Yale there ensued what may becharitably termed emulation. When Professor Harper left Yale University to becomehimself a university president, he carried with him all of his teaching associates and the7° THE UNIVERSITY RECORDmajority of his graduate students, to some of whom he promised posts in the new university. The resulting decimation of the Semitic Department at Yale was such that thepresident of that university did not attend the farewell banquet tendered to the departing professor by his admiring friends at New Haven.The group which followed President Harper to Chicago included his brother, RobertFrancis Harper, soon to be Professor of Assyriology in the new university; George S.Goodspeed, later Professor of Comparative Religion and then of Ancient History;Charles F. Kent, who eventually succeeded to the biblical professorship in Yale whichhis chief, Professor Harper, had relinquished; C. E. Crandall; Herbert L. Willett; andthe present writer. Some of them did not come directly from Yale to Chicago, but passedan intermediate sojourn in European universities. I remember that in Berlin I had theprivilege of welcoming President Harper himself, Charles F. Kent, George S. Good-speed, and C. E. Crandall. Eventually the old Yale associates were reunited in Chicagoas members of the new Department of Semitic Languages.Together with their chief they formed a group of seven eager and ambitious orientalists. With the assistance of the veteran Ira M. Price, who joined them from the facultyof Morgan Park Theological Seminary, these men carried the responsibility for orientalstudies for the first decade in the history of the University. Their service formed thefirst chapter of such inclusive and highly specialized work, not only in the MississippiValley, but also in the whole United States.The department which they founded had no home and no building in which to carryon its work. They were assigned some very limited space in the southeast corner of thefourth floor of Cobb Hall, but with undampened ardor the work of the new departmentwas carried on in these cramped and inconvenient quarters for four years, until the timely gift of Mrs. Caroline Haskell made available the first home of oriental studies enjoyed by this group. Haskell Oriental Museum which she donated was dedicated inJuly, 1896, and was the first building serving exclusively as a home for oriental studiesin the United States — perhaps indeed in the world. The dedicatory address deliveredby George Goodspeed on that beautiful July day thirty-six years ago marked the beginning of a new epoch, which we all fancied at that time was to continue into an expanding future indefinitely long, for we little realized the desolating losses which wewere so soon to suffer.THE LOSS Or THE OLD YALE GROUPThese reminiscences of the early history of oriental studies in this University form abackground indispensable to an understanding of Professor Smith's intimate share inthe complete transformation of our situation which followed so soon after he became amember of the department. Early in the history of the University he had appearedamong us as a graduate student, but he was one among many, and it was not untilthe last two or three years of that first decade of our departmental history that the oldYale members of the department gradually came to know the tawny-haired youngEnglishman, with a strong face which proclaimed the unmistakable power of his mindand character. He came to us from a provincial college in Iowa where he had alreadyalmost completely divested himself of his English background and when I learned toknow him nearly forty years ago he was looking forward with eager eyes to a future ofservice to oriental science in a new land. In 1901, when the University of Chicago wasnine years old, his doctoral dissertation on the Day of Yahveh was issued from the University of Chicago Press.JOHN MERLIN POWIS SMITH 7iPresident Harper was at that time undauntedly continuing the heroic struggle tocarry the responsibilities of his great administrative position and, at the same time, toserve as professor and head of the new Department of Semitic Languages. To carrysuch a heavy burden as he was endeavoring to shoulder he obviously needed a greatdeal of assistance, and he presently singled out the newly made Ph.D., Dr. J. M. P.Smith, as his scientific assistant to aid him especially in the production of his commentaries on the Minor Prophets of the Hebrews.The beginning of Dr. Smith's membership in the department fell in those earlyyears of the new century when the old Yale group began to suffer the desolating losseswhich wrere eventually to sweep it almost out of existence. Our first loss was a source ofpride — Charles F. Kent was called to a professorship in Brown University and thenceshifted quickly to the chair of his old chief, W. R. Harper, in Yale University. It waswhile holding that historic chair that Professor Kent died. Then, in rapid succession,while they were still young men, the members of the old Yale group passed on. First,George S. Goodspeed; then the head of our department, the president of the Universityhimself; and finally the president's brother, R. F. Harper. At that time C. E. Crandallhad long been forced by ill-health to retire. In the entire range of scientific work in thiscountry it is not likely that the membership of a teaching and investigating departmenthas ever been so pitilessly mowed down by the grim reaper. Inevitably these losses casta deep shadow of discouragement — sometimes of hopelessness — upon us who were thesurvivors, and not least upon the present writer who found himself, together with H. L.Willett, as the only two survivors of the old Yale group of seven men. Five of our groupof seven were gone.It will be seen, therefore, that another important aspect of J. M. P. Smith's association with the Department of Semitic Languages lies in the fact that his advent in thedepartment as its youngest recruit fell just at the time when these great losses overtookthe Yale group. His appointment, therefore, marks the beginning of a period of transition from the old original group to a new one which was to be built up of neophytesdrawn from among our own students whom we had interested and enlisted after the beginning of our work here in the West. The entrance of J. M. P. Smith, therefore, into thepersonnel of the Department of Semitic Languages marked the end of an old and the beginning of a new epoch in the development of oriental studies in this University. Withstartling suddenness great responsibilities were shifted to our young shoulders. I shallnever forget the quiet, unassuming self-possession and the dauntless courage with whichour youngest colleague began his association with us. He and I were the youngest pairin the department and my association with him in those dark and difficult days andthrough the discouraging years which followed brought us together in a close and endearing friendship which was never interrupted.In 1903 we had begun an effort to develop the indispensable field work in the ancientlands of the Near East, and we had launched an organization which was called the Oriental Exploration Fund. I was on the Upper Nile in the Sudan at the magnificent temple of Abu Simbel when news of the death of President Harper arrived. I shall neverforget that sunny morning when with my own hands I hauled down to half-mast theflag which we had flying on our dahabiyeh, the native cabin sail-boat of the Nile. I knewthat that melancholy token of respect probably marked the end of our field researchesin the Ancient Near East, and when that indeed proved to be the case I found on my return that the comradeship and encouragement of my friend J. M. P. Smith were sourcesof great hope and inspiration. We both settled down side by side to such productive re-72 THE UNIVERSITY RECORDsearch work as we could do with the home resources at our disposal. In that situationwithout doubt he was more fortunate than I, for his materials were included chiefly between the covers of the Hebrew Old Testament and mine lay scattered far across thewhole Ancient Near East. Almost every day he would look in at my study, or I at hisfor discussion of some mutually interesting aspect of our researches. From these discussions I always issued with increased respect for his breadth of view and especially forhis courage. How worthily he acquitted himself in such studies a survey of his impressive list of publications is a very ample demonstration.HISTORICAL RE-ORIENTATIONThe untrammeled freedom with which we orientalists are now blessed is not veryold. When William R. Harper shifted from Yale University to the Mississippi Valleythere were very few among the intelligent, church-going people of that day who knewanything of the completely transformed estimate of the surviving literature of theHebrews which modern critical scholarship had formed. It was one of President Harper's greatest ambitions that this altered appreciation of Hebrew literature should bewidely understood by all intelligent people without any disturbance of faith, and without any of the painful and trying destructive criticism which we ourselves had beenobliged to confront. President Harper founded journal after journal in the effort, notonly to enlighten the rather provincially minded scholars of the Mississippi Valley inthose days and of the United States as a whole, but also to expand the horizon of thelarger intelligent public, especially in the Christian churches of the country. PresidentHarper understood full well that Hebrew religion was chiefly the product of social experience, and that our record of that experience in the Old Testament is but a fragmentsurviving from a much larger body of Hebrew literature which has now perished. Hebegan the campaign of education which should make these facts common knowledge.In the continuation of this work after President Harper's death our colleague, J. M.P. Smith, had a leading and a very distinguished part. His articles had begun appearingin the journals which President Harper had founded, within a very short time after thepublication of his doctor's dissertation. In 1903 and 1904 he had published no less thantwelve comparative translations of short sections of the Old Testament in the endeavorto bring out more clearly the meaning of the ancient originals as he apprehended it.When, nearly thirty years later, therefore, his translation of the Old Testament intomodern English speech finally appeared, it was really the continuation of an interestand an effort to which he had been devoted for nearly a generation.After the death of Robert Francis Harper the responsibility for editing the departmental organ, the American Journal of Semitic Languages and Literatures, fell upon theshoulders of J. M. P. Smith. It was a journal, as its title suggests (notwithstanding theword "literatures"), primarily philological, and for nearly twenty years he carried thisresponsibility with a faithfulness and success to which we look back with the greatestsatisfaction. But he never studied language for its own sake. His clear comprehension ofsocial processes and his historical-mindedness made him an interpreter of the first rank.In daily contact he and I discussed together our common responsibility for oriental science in this University, and as the years passed we saw more and more clearly that ourultimate task was historical interpretation. President Judson had meantime changedthe title of our department and called us the Department of Oriental Languages. Werecognized our full responsibility to teach these languages, but we gradually discernedthat we could not stop there. The Hebrew or Egyptian grammar must become a toolJOHN MERLIN POWIS SMITH 73for the better understanding of the life and career of ancient man. How often have heand I risen from our chairs and, under the stimulus of such discussion, pacing excitedlyback and forth, have spiritually risen likewise as we realized more and more fully ourhigher responsibility in modern society — the interpretation of the human past. It wasthe spiritual comradeship of these discussions which I still feel today as my greatest debtto him. In mutual encouragement and stimulation we two together transformed theonce so largely linguistic and philological Department of Oriental Languages into aprimarily historical department which at the same time continued its teaching coursesin language. It was this movement which culminated in the Oriental Institute. Anyone who is acquainted with the writings of J. M. P. Smith will recognize these historically interpretative tendencies on every page.The unflagging tenacity with which he worked, steadily producing article after article, and book after book, rapidly established his position as the leading American interpreter of the Old Testament in his generation. This was especially the case after hehad published his commentaries on the Minor Prophets, as the first western scholar to behonored with such a responsibility by the editors of the International Critical Commentary. From those opening years of the new century until the end, this position of leadership in Old Testament interpretation has been gradually but steadily strengthened. Inthat long list of books, commentaries, and articles, he has left us a monument not onlyof the highest type of productive scholarship but also of a powerful personality the influence of which will always remain in this new land of his adoption wherever there arestill lovers of that ancient Hebrew literature to which he devoted his life.THE UNIVERSITY PRESSSIMULTANEOUS previews held in Chicago, New York City, andWashington, D.C, on November 14, introduced to the educationalworld the first two physical-science, talking motion pictures produced by the University of Chicago. President Hutchins issued the invitations to important educators in the three cities and gave the introductorytalk at the Chicago showing, which was held at the Oriental InstituteBuilding. Professor Harvey B. Lemon represented the University at theNew York showing, and Professor Carey M. Croneis was in charge of theWashington exhibition. In Chicago, Professor Hermann I. Schlesingerfollowed President Hutchins with an explanation of the two picturesshown, "Oxidation and Reduction," and "The Molecular Theory of Matter/7 each produced under the supervision of Professor Schlesinger andProfessor Lemon in co-operation with Erpi Picture Consultants, Inc. Thepreviews were arranged by the University of Chicago Press, which ishandling the distribution of the films, sound equipment, and printedsyllabi as a regular "publication." Representatives of the Press have given exhibitions of these films at leading schools in eleven western states.The films were also shown on the program of the American Association ofPhysics Teachers at the Christmas meeting of the American Associationfor the Advancement of Science at Atlantic City.Three more talking motion picture films are in preparation. They are"Electrostatics," "Energy and Its Transformation," and "The Velocityof Light." Others will follow as rapidly as they can be produced. Thecomplete series will consist of twenty films in physics, chemistry, geology,and astronomy.The ambitious publishing program of the Committee on the Costs ofMedical Care has now been concluded with the appearance of its twenty-eighth volume. They are all issued by the University Press. The finalreport of the committee, entitled "Medical Care for the American People," published in December, aroused much controversy, and was givenmany columns of newspaper space throughout the country. The chiefpoints of contention were the recommendations for extension of the hospital center idea, with insurance and taxation to place medical costs ona group payment basis. The twenty-eight volumes published by the com-74THE UNIVERSITY PRESS 75mittee cover many nation-wide, as well as specialized community, surveys of factors which enter into public health.A recent publication is Dr. Edgar J. Goodspeed's book of essays, Buying Happiness. Of the fourteen essays in this new volume, several haveappeared in the Atlantic Monthly and other periodicals, and several havebeen written especially for this book.The addresses given at the 1932 conference of the Chicago Associationfor Child Study and Parent Education are being published in Januaryunder the title, "Developing Attitudes in Children." The scientific direction of children along the paths which seem most desirable to those whoguide them is discussed from many points of view by Dr. Hugh Harts-horne of Yale Divinity School; Harry Elmer Barnes; Glenn Frank; Melville J. Herskovits, of the Department of Sociology and Anthropology,Northwestern University; Carleton Washburne, superintendent of theWinnetka (Illinois) schools, and others.January saw the publication of several unusually important books invaried fields: Among them, Vice in Chicago, by Walter C. Reckless, asociological study of the distribution of different forms of vice. This bookwas first publicly displayed at the Christmas meeting of the AmericanSociological Society held at Cincinnati. Toward the New Spain, by JosephA. Brandt, a history of the republican movement in Spain from 18 10 tothe present time, represents an interesting piece of co-operation betweenthe University of Chicago Press and the University of Oklahoma Pressof which Mr. Brandt is editor. According to the report of the reader whowarmly recommended publication by the Press, the book contains "dramatic fire" as well as erudition and scholarship.Paul Shorey's eagerly awaited book on What Plato Said, and Carl D.Buck's A Comparative Grammar of Greek and Latin will greatly enrich theclassical field. Paul H. Douglas' Standards of Unemployment Insurancewas rushed through the Press in order to make it available for legislatorsbefore they convened in January, when it was expected that this subjectwould be one of the most pressing problems before the legislatures. CharlesRann Kennedy is the author of a second volume of Plays for Three Players.His book contains three plays, "Old Nobody," "Crumbs," and "FlamingMinisters."THE BOARD OF TRUSTEESBy JOHN F. MOULDS, SecretaryNEW TRUSTEEMr. Charles B. Goodspeed was elected Trustee at the October 13, 1932,Board meeting.APPOINTMENTSIn addition to reappointments, the following appointments have beenmade during the three months prior to January 1, 1933:Dr. Henry S. Houghton, as Director of the University Clinics (withrank of Professor) and Associate Dean of the Division of the BiologicalSciences, for one year from January 1, 1933, succeeding Dr. Franklin C.McLean, resigned. Dr. Houghton comes from the Medical School of theUniversity of Iowa. He has served as Dean of Harvard Medical Schoolof China in Shanghai and as Acting Director of Peking Union MedicalCollege, and prior to that was connected with the Rockefeller Institute.Dr. George F. Dick, as Professor of Medicine and for three years fromOctober 1, 1932, Chairman of the Department, on a full-time four-quarterbasis, with leave of absence for the Autumn Quarter, 1932. He is the discoverer of the "Dick Test," designed to determine susceptibility orimmunity to scarlet fever, and with his wife has discovered an antitoxinfor scarlet fever which has been most successful in combating the disease.T. Nelson Metcalf, as Professor in the Department of Physical Cultureand Athletics and for one year from July 1, 1933, on a four-quarter basis,Chairman of the Department and Director of Athletics, succeeding AmosA. Stagg. He comes from Iowa State College, Ames, where he is Professorand Head of the Department of Physical Education.Marshall E. Dimock, as Associate Professor of Political Science fortwo years from July 1, 1933.Dr. Savas Nittis, as Instructor in Medicine for one year from July 1,1932.William B. Schneider, as Instructor in the Department of English forone year from October 1, 1932.Edward W. Wallace, as Instructor in the Department of Pharmacologyfor nine months from October 1, 1932.Nathan P. Feinsinger, to give part-time instruction in the Law Schoolfor the Autumn Quarter, 1932.76THE BOARD OF TRUSTEES 77Arthur Friedman, as part-time Instructor in the Department of English for nine months from October i, 1932.Richard Saunders, as part-time Instructor in the Department of English for one year from October 1, 1932.C. H. Wooddy, as Research Associate in the Department of PoliticalEconomy for the Autumn Quarter, 1932.Dr. Margaret W. Gerard, as Lecturer in the School of Social ServiceAdministration for the Autumn Quarter, 1932.Ralph H. Price, as Lecturer in the Department of Chemistry, University College, for one year from October 1, 1932.Paul Sabine, as Lecturer in the Department of Physics, UniversityCollege, for one year from October 1, 1932.Frank O'Hara, as Assistant Head in the College Residence Halls forMen for the Autumn Quarter, 1932, and the Winter and Spring Quarters,1933-A. E. Staley, as Assistant Head in the College Residence Halls for Menfor the Autumn Quarter, 1932, and the Winter and Spring Quarters, 1933.Howard Talley, as Assistant Head of Judson Court for the AutumnQuarter, 1932, and the Winter and Spring Quarters, 1933.Mrs. Margaret J. Hastings, as Social Director in the office of the Deanof Students for the Autumn Quarter, 1932, and the Winter and SpringQuarters, 1933.PROMOTIONEdward W. Wallace, to an instructorship in the Department of Pharmacology for the Autumn Quarter, 1932, and the Winter and SpringQuarters, 1933.LEAVES OE ABSENCEProfessor H. E. Hayward, of the Department of Botany, during theremainder of his appointment year on account of illness.Robert Redfield, Associate Professor of Anthropology, for the SpringQuarter, 1933, in order that he may continue his ethnological work inYucatan.RESIGNATIONSDr. Harry J. Isaac, as Assistant Clinical Professor of Medicine, inRush Medical College, effective September 30, 1932.Dr. Mila Pierce, part-time physician in the Health Service, effectiveNovember 1, 1932.Nathan W. Shock, as Instructor in the Department of Physiology,effective July 1, 1932.78 THE UNIVERSITY RECORDDEATHSErnst Freund, J. P. Wilson Professor of Law, October 20, 1932.Dr. Theodore Tieken, Professor Emeritus of Medicine, Rush MedicalCollege, October 15, 1932.MISCELLANEOUSThe Rosenberger Medal, which by the terms of the deed of gift is to beawarded "in recognition of achievement through research, in authorship,in invention, for discovery, for unusual public service, or for anythingdeemed of great benefit to humanity," has been awarded to Mr. EdwardL. Ryerson, Jr., in recognition of his distinguished leadership and unselfish public service in the organization and administration of the agencies engaged in unemployment relief in the state of Illinois.GIETSFrom the Rockefeller Foundation, an appropriation of not more than$6,250 toward the expenses of establishing co-operative mailing lists forUniversity presses and other publishers of scholarly publications.From the American Association for Adult Education, an allocation of$3,300 from a grant of the Carnegie Corporation, for the use of ProfessorDouglas Waples of the Graduate Library School in connection withstudies of reading distribution in New York City, except the sum of $800included in this amount, which is to be allocated toward studies of reading interest in England.From the American Association for Adult Education, an allocation of$2,500 from a grant of the Carnegie Corporation, for the support ofstudies in adult reading under the direction of Professor William S. Grayof the Department of Education.From the Quaker Oats Company, $1,500 for the continuation of thestudy, by Professor Lydia J. Roberts, of calcium and phosphorus metabolism with cereals containing irradiated yeast.From Mrs. Anna Louise Raymond, $1,000 to be allocated by DeanHarry A. Bigelow of the Law School.From Dr. and Mrs. Morris Fishbein, equipment valued at $400 forthe workshop of University High School, the gift to be called the "MorrisFishbein, Jr., Memorial."From the Sterling Products Company $300 to be set up as the SterlingProducts Company Fund for the use of the Department of Home Economics.THE BOARD OF TRUSTEES 79From the American Medical Assciation, $250 for the continuation ofthe work of Dr. W. O. Thompson of Rush Medical College on certain aspects of thyroid disease.From the Chicago Alumnae Club, $200 to cover the tuition for theAutumn Quarter, 1932, of two students.From the Calco Chemical Company, $100 to be known as the "CalcoChemical Fund," for the use of Dr. Arno B. Luckhardt of the Department of Physiology in connection with his work on magnesium-aspirin.From former students, associates, and friends, a portrait of Dr. RobertE. Park by Theodosia Park Breed, his daughter.From the Carnegie Foundation for the Advancement of Teaching, agrant of $14,000 for the support of research in the analysis of attention inthe appreciation of pictures and other forms of art expression, to be conducted by the School of Education under the direction of Professor G. T.Buswell.From the Chr. Hansen's Laboratory, Inc., of Little Falls, New York,$3,600 for the continuation of certain research work in the Department ofPediatrics.From the Research Corporation of New York, $1,000 for the purposeof assisting Dr. Kharasch to carry on his research work in the Departmentof Chemistry.From the following sources, amounts as indicated for the Local Community Research Program, to be matched by other funds pledged to theSocial Science Research Committee: Anonymous, $2,000; InternationalCity Managers Association, $2,000; Henry Milton Wolf, $500; IllinoisHousing Commission, $750; Chicago Urban League, $300; Robert M.Adams, $90.From the Chicago Daily News, $1,000 for research in the field of newspaper advertising under the direction of Professor James L. Palmer of theSchool of Business.From the Household Finance Corporation, $600 for a fellowship forthe purpose of carrying on research in personal finance business under thedirection of Professor Theodore Yntema of the School of Business.From Dr. Sydney Walker, Jr., $250 for the Sydney Walker III,Scholarship, for the year 1932-33.From the American Daughters of Sweden, $1 50 to cover a half scholarship for the year 1932-33.From Miss Jessie M. DeBoth, a gift of $50 for Rush Medical College.From Mr. Harold Ickes, five volumes for the Law Library.8o THE UNIVERSITY RECORDFrom an anonymous donor, a pastel self-portrait of William VaughnMoody, who was once a member of the University faculty, and a poetof world-wide acclaim. The portrait has been installed in the commonroom of Wieboldt Hall.From Mrs. Frances K. Hutchinson, widow of Charles L. Hutchinsonfor many years treasurer of the University, her seventy- three acre estateknown as "Wychwood" on Lake Geneva, Wisconsin, together with anendowment fund of a par value of $300,000, the property and the incomefrom the fund to be used as a bird and plant sanctuary and for othereducational purposes in botany.From the Carnegie Corporation, an appropriation amounting to$40,000 toward support of the reorganization plan for the present fiscalyear; $20,000 for the year 1933-34, and $15,000 for the year 1934-35.MEMORIAL SERVICE FORDOCTOR BILLINGSA LARGE company of friends and admirers of Dr. Frank Billings[\ who died September 20, 1932, was present in the UniversityJ_ .&. Chapel on the afternoon of Sunday, October 30, 1932, to honorys memory. President Hutchins, who presided during 'the service, wasassisted by Dean Gilkey.Two former associates of Dr. Billings paid heartfelt tribute to his longperiod of service and to his outstanding character as doctor and citizen.Dr. Dallas B. Phemister, professor and chairman of the Department ofSurgery of the University, described Dr. Billings as "A Builder of MedicalInstitutions." Dr. Phemister traced the development of Dr. Billings'career from the days of his connection with the medical school of Northwestern University down to the later and more productive years of thisgreat physician, the veritable head of the medical profession in Chicago,who was possessed of all-around bigness — bigness of body, heart, andmind. He became professor of medicine and subsequently dean of RushMedical College and here and all through his active and productive lifehe was the constructive builder. He rendered outstanding service in innumerable ways to the advancement of the study of medicine, both in hisinspiration of young men and in his influence upon men and women ofwealth, many of them his patients, who devoted millions of dollars to theestablishment of medical laboratories, clinics, and hospitals. Convincedof the fundamental qualities of clinical work, Dr. Billings for years stroveto improve its character by encouraging research and by efforts to buildand endow hospitals and other educational agencies. He thus aided amongothers the Presbyterian Hospital, the O. S. A. Sprague Memorial Institute, and the Country Home for Convalescent Children. He took a prominent if not the principal part in the reorganization of medical instructionat the University in 1916. The years which followed saw the fruition ofmany of his efforts and the establishment of the Albert Merritt BillingsHospital toward which the Billings family contributed a million dollarsand of that amount Dr. Billings himself gave $100,000. His devotion tothe welfare of the sick and needy was not circumscribed by the city ofChicago. He aided the American Red Cross and similar agencies. Downto the last years of his long, busy, and useful life he was promoting thewelfare of medical organizations, assisting in the merging of Rush Medical8182 THE UNIVERSITY RECORDCollege into the University, and in the firm foundation of Provident Hospital for the better care of the sick among the Negro population and forthe better training of teachers of medicine and practitioners among Negromedical students. He was the greatest builder of medicine Chicago hasever produced.Dr. James B. Herrick, professor emeritus of medicine in Rush MedicalCollege, for many years a colleague of Dr. Billings, in a masterly characterization, gave a graphic picture of "Dr. Billings, the Physician andMan." In a sense, Dr. Herrick remarked, the founding and perpetuationof medical organizations which Dr. Phemister had so well portrayed wasDr. Billings' avocation, for his real vocation was the practice of medicine.Dr. Billings was a hard, tireless worker in his practice and his research.His skill and eventual success were secured only after a long period ofstudy abroad, by intelligent use of his library, by bedside experience, andby teaching. He was an expert in the art of applying the knowledge hehad secured. His rise to success as practitioner came at the time when science had begun to make use of and to apply the discoveries of advancedstudents and he used these discoveries in his practice when they wereproved to be beneficial. He had a rare personality. He radiated honesty ofpurpose. He was dignified, kindly, sympathetic. He had a fund of humor.He was not afraid of people ; his wealthy patients did not awe him ; to himthey were all — the rich, the poor — just human beings to be helped andcured. His patients had confidence in him and that confidence in thephysician extended to him as an adviser, and hence his great influence insecuring funds for medical enterprises. He was always optimistic, indeed,dynamic. He was profoundly influenced by Dr. Harper, the educator, andDr. Fenger, the physician. He was a born leader.Dr. Herrick closed with these significant sentences:With his capacity for constructive leadership he wrought these great works of whichDr. Phemister has told us, works that were his joy and his just pride and for which wehonor him today. Why was he able to do this? May I suggest that it was chiefly because for years in the sick room or in the ward of a teaching hospital he found a field forresearch ? It was here that he learned that there was need of more scientific yet humaneand economical treatment of those who are ill, need of better training to make moreefficient practitioners, need of more accurately informing the public about medicine,and need of adding by investigation to the sum of our knowledge of disease. He sawthat these purposes were intimately related, not conflicting and not harmfully overlapping. Mr. President, some of the rich endowments, some of the magnificent buildings on the Midway would not now be yours had not Frank Billings for many years beenfirst of all a family doctor and then a clinician and a teacher of practitioners.It is too early to enter final judgment on all of his projects. History unfeelingly demands time so that events may be seen in proper perspective, when the urge of emotionor hurry shall have disappeared. She almost cruelly asks that judgment be based not onMEMORIAL SERVICE FOR DOCTOR BILLINGS 83good intentions alone but on the soundness of principles involved and on the permanence and proven value of results. We believe the judgment of history will be that hewrought well. For like other doers of great deeds he was not a pure realist nor entirely avisionary. As a realist he had an unusual grasp upon the practical problems of the present. Yet there was something of the romantic in him; he dreamed dreams. When theidealism of his best moments possessed him — and is it unfair that men should be judgedlargely by what they are at these moments? — he was lifted to a height from which like aseer of old he scanned a wider horizon and viewed a more distant prospect than is possible for any save a gifted few. Yes, the judgment of history will surely be that this far-seeing realist wrought well.Of one thing we may be certain. His present-day influence for good need not awaitthe decision of history. To relieve suffering and to show others how to do this; to stimulate to productive activity; to inculcate the lessons of persistent and intensive effort, ofhatred of sham, of courage in time of adversity, of lofty purpose, of pride and responsibility in the work of a noble profession — to do all this is to create an influence whoseresults need not wait for the verdict of history. It is an influence that is not alone a tradition among those who worked with him and under him, those who honored and lovedhim; it is a living force for good today as it will be for years to come.MEMORIAL OF DR. BILLINGSAT THE meeting of the Board of Trustees held October 13, 1932,/ \ a memorial tribute to the life and character of Dr. Frank Bill-X Jl ings was adopted and placed on record in the minutes of theBoard. Portions of this memorial read as follows:The Trustees of the University of Chicago on the occasion of the death of Dr. FrankBillings wish to express their obligation for the great service that he has been to the University, especially in relation to the organization and support of its department ofmedicine.Dr. Billings embodied the highest ideals of a physician. He combined with extraordinary skill as a practitioner, a broad humanitarian spirit, and a most effective energyin the promotion of study and research in the science of medicine. His character andabilities brought him the confidence of a large circle of friends, many of whom were menand women of affluence and intelligence and who were glad to be guided by him in theirgifts and interests. By his insight and understanding he secured for the cause of medicalstudy and research a large part of the support that was necessary for the organizationand endowment of the medical department at the University of Chicago.Although the Billings Hospital bears the name of his relative, Albert Merritt Billings,it might well stand as a memorial to Dr. Frank Billings himself. He came into the lifeof the University of Chicago when he was elected professor of medicine in Rush MedicalCollege in 1898 and later he became dean of the Rush faculty. After the Rush MedicalCollege became part of the University he became professor of medicine at the University.Dr. Billings' affection for and devotion to the University of Chicago are not easy ofappraisal. His personal gifts to the University totaled about a quarter of a milliondollars. The gifts that came to the University through his influence amount to severalmillions. All this financial resource, however, would not have been so effective for theadvancement of medical science but for his own skill and direction which he gave notonly without stint but warmed with enthusiasm and confidence.AMONG THE DEPARTMENTSTHE DEPARTMENT OF PHYSICSBy HENRY GORDON GALEWHEN the University of Chicago opened October i, 1892, CobbHall was the only building available for classroom work. Therewere no laboratories on the campus. Physics with the otherscience departments was located in an apartment building at the southwest corner of Fifty-fifth Street and University Avenue. The staff at thattime consisted of Professor Michelson, Mr. Stratton, and Mr. Hobbs.Ryerson Physical Laboratory was started the next year and completed in1894. It housed not only the Department of Physics but, in the earlydays, physiology, psychology, mathematics, and astronomy as well. Withthe completion of the Hull Court group psychology and physiology withdrew, but mathematics and astronomy have always remained near neighbors. In 1 9 10 the conditions in Ryerson became crowded, and Mr. Ryerson provided for the lowering of the basement floors in most of the roomsin Ryerson Laboratory. At the same time all the floors of the first-floorrooms were removed and replaced with reinforced concrete and re-coveredwith maple flooring. The addition to the north was also built that year.The department continued to prosper, and, by 1928, not only were allavailable rooms occupied, but there were two or three men working innearly every room, even in the basement which was not especially wellsuited for laboratory work.ENLARGEMENTWith the expansion of the University which accompanied the development campaign, plans were made for enlarging the facilities for physics,and especially for giving mathematics and astronomy larger quarters. Foryears they had been badly crowded on the third floor of Ryerson, and thenew building, Eckhart Hall, was made large enough not only to furnishample quarters for these two departments but to give additional facilitiesfor physics. At present, practically the whole of the basement and thefirst floor are given over to research rooms. The lecture hall on the firstfloor and the library on the second floor are used by physics, mathematics,and astronomy. In the early years the average number of graduate stu-84AMONG THE DEPARTMENTS 85dents working in Ryerson was ten to fifteen. For the last ten years therehas been an average of about fifty graduate students working in the department.When the University opened, the Department of Physics immediatelyreceived prestige through Professor Michelson's appointment as head ofthe department, and it has continued to be prominent in research andgraduate work. It was perhaps natural that the laboratory should be distinguished primarily for work in the field of optics, since this was the subject which most interested Professor Michelson. But it is not alone in thisfield that distinction has been won in our Department of Physics. Work inelectronics, molecular spectra, positive rays, and crystal structure haswon world-wide recognition, and in no laboratory has more important andfundamental work been done than the work here in the field of X-rays.PRESENT WORK OE THE STATEProfessor Michelson's work in interferometry and his determinationsof the velocity of light, and Professor Millikan's work in determining thecharge of the electron, which brought international distinction to thesemen and to the University, are well-known to all in this community. Itmay be of interest to recount briefly the present activities of the staff.During the past year under Mr. Gale's direction we have found it possible to make satisfactory speculum metal, the making of which was beginning to be regarded as a lost art, and have perfected the machines forruling diffraction gratings to a point where it was possible to make about adozen satisfactory six-inch gratings on speculum metal with 15,000 linesper inch, in addition to a number of smaller gratings, all satisfactory inquality. The work will be continued. The primary object is to furnishstill more effective gratings for the use of our department.Mr. Compton has been busy during this year with work in the field ofcosmic rays. He has made observations at thirty-nine stations from NewZealand to the northern limits of Hudson Bay, and from sea level to analtitude of 19,000 feet. He has succeeded in proving what was before unknown: that cosmic rays, as they reach us, consist of high-speed electronsrather than short wave-lengths as had previously been supposed. Nineother expeditions in various parts of the world were organized by him.Most of them have already reported the results of their observations. Mr.Compton is planning to make further observations.Mr. Dempster has demonstrated the wave character of protons by. experiments in which they were diffracted from crystal surfaces. Other interesting results have also been obtained under his direction in the detection86 THE UNIVERSITY RECORDand measurement of Doppler effects and light excitation in rare gas ionswith definite velocity. He has developed a method for producing highspeed protons by repeated accelerations. Mr. Lemon has assumed thechief burden of organizing for the department the work in the generalcourses under the new reorganization plan. The department is indebtedto him for the organization of the physics museum, which has attractedfavorable comment, and for the preparation of educational sound picturesto illustrate the more important features of physics in the general lecturecourse. Mr. Mulliken has been productive in the field of molecular spectra. He has during the past year made many contributions, both theoretical and experimental, to our knowledge in this field. Mr. Hoyt and Mr.Eckart, who are chiefly responsible for the work in theoretical physics inthe department, have kept in touch with this rapidly developing field andhave made contributions of their own. Mr. Allison has published severalpapers on the relative intensity of X-ray lines. This comparatively newfield in X-ray studies has been greatly advanced by Mr. Allison's work.He also succeeded in proving that perfect crystals of calcite may be obtained, i.e., crystals which contain no "mosaic," or coarser structure superimposed on the ordinary structure. Mr. Monk has had charge of most ofthe experimental work in spectroscopy, and has been of great assistance inorganizing some of the new features of our courses which are involved inthe new plan, including the preparation of the comprehensive examinations. Mr. Zachariasen is in charge of the work in crystal structure. Thiswork has proceeded satisfactorily and many new analyses of crystallinesubstances have been made. Mr. Zachariasen has apparently found theinner mechanism of molecules, which explains the difference betweencrystalline and igneous substances. Mr. Hoag has had charge of the workin radio and allied subjects. The majority of the masters' theses in the department has been written under his direction. Mr. Dershem has beeninvestigating the reflecting power of different substances for X-rays ofdifferent wave-length. This work requires exceptional skill, and Mr. Der-shem's results have been of great interest. The instructors and assistantsof the department have all been active in research also. Their work coversa wide range of subjects.RESEARCH EELLOWSWe have been especially fortunate in the number and quality of National Research fellows and Rockefeller Foundation fellows who have beenassociated with the department. During the last year we have been fortunate enough to have seven of these men working in the laboratory, all ofAMONG THE DEPARTMENTS 87whom have made discoveries of considerable interest which have led toimportant publications.The Department of Physics probably has less apparatus on the shelvesof the storeroom than has any large department of physics in the country.It has been the policy of the department to use its funds for making newforms of apparatus in the shop instead of buying commercial apparatusand storing it away for future needs. The department, of course, buysstandard apparatus when it can be secured, if it meets the purpose and isless expensive to buy than to make. The main energies of the shop havebeen devoted to making apparatus which could not be bought. The forceemployed in the shop is probably two or three times as large as that ofmost physics departments in the country. It is at times awkward not tohave standard commercial apparatus on hand, but, since funds are notavailable for stocking storerooms in this way and also for employing alarge number of instrument makers, the department does not hesitate tochoose the latter alternative; and the reputation which the departmenthas earned throughout the years seems to justify this procedure.The generosity of Mr. Ryerson and Mr. Rosenwald has enabled thedepartment in the past to purchase considerable amounts of apparatus,but it would require a large sum to purchase all the apparatus which isnow actually needed by the department, and most of which would be putto use immediately upon its purchase. Heretofore, the University hasbeen fairly generous to the department in the matter of assistants, but atpresent and probably for the immediate future the department will behandicapped by the lack of research assistants and teaching assistants.The practice of assigning a minimum teaching load to men of researchability, and of giving them assistants, has been amply repaid. It is greatly to be hoped that the financial curtailments which are necessary at thepresent time will not interfere seriously with the research productivity ofthe department.BRIEF RECORDS OF THE QUARTERADJUSTMENT OF FEESThe Board of Trustees has adjustedfees as follows: (i) Any person not amember of the faculty or an official guestof the University, using the non-instructional facilities of the University, shallregister and pay the minimum fee of$33.33, provided, however, that as regards library privileges any one outsidethe University, who is certified by theDean of Students as not working toward adegree here, may, upon due introduction,and at the discretion of the Director, uponthe payment of $2.50 a quarter at theBursar's Office, receive a library card entitling him to draw books not then neededby members of the University, subject tothe rules applicable to students of theUniversity. Cards issued without fee expire at the end of the quarter, but aresubject to extension or renewal by theDirector. (2) A fee of $10.00 shall be required of each student who takes anydepartmental examination after havingfailed it once, and a fee of $20 after havingfailed it twice. (3) A fee of $5.00 shall becharged to students for the college certificate.A successful pastors' institute held under the auspices of the Divinity School ofthe University and the Chicago Theological Seminary was held August 1-7. Theinstitute was not designed to take theplace of the regular Summer Quarter inwhich work is taken for academic credit,but was designed to meet the needs ofministers who cannot give the entire quarter or even one full term to resident study,but who, nevertheless, desire to "brushup" on current trends in religious thoughtand church practice. Nearly two hundredpersons, representing seventeen differentdenominations and religious bodies, andfrom twenty-five states, were present. Themeetings were held in Judson Court of thenew residence hall for men. The programconsisted of addresses and lectures by various members of the Divinity School andthe Chicago Theological Seminary as wellas by others. There were visits to institutions in Chicago, trips on the lake, anda tour of the University buildings. Dr. Paul Monroe, director of the International Institute of Teachers College,Columbia University, has been electedpresident of Robert College, and of Istanbul Woman's College, both of them on theshore of the Bosphorus in the immediatevicinity of Istanbul (Constantinople).Robert College is the most influential educational institution in the Near East, atleast the most influential school havingAmerican antecedents and control. It wasfounded in 1863. Woman's College, itssite at first on the Asiatic side of the Bosphorus, was removed to the neighborhoodof Robert College some twenty years ago.This is the institution over which MissMarion Talbot presided as acting president on two different occasions. The twocolleges will hereafter be known as Istanbul American College. Dr. Monroe, a native of Indiana, received his doctor's degree from the University of Chicago in1897. He is one of the best informedamong Americans of educational conditions in the Near East as well as in theOrient. He is a trustee of the International College of Izmir and of the AmericanCollege of Sofia, Bulgaria. He is also atrustee of Lingnan University, China, thePeking Union Medical College, ChinaMedical Board, and the Shantung Christian University. He has made educationalsurveys in the Philippine Islands, and inPorto Rico. Last year he was decoratedby the Persian Government with the scientific medal of highest degree.The University preachers for the Autumn Quarter were the following: October 9, Rev. Charles W. Gilkey, D.D.,Dean of the University Chapel; October16, Rev. Allan Knight Chalmers, D.D.,Broadway Tabernacle Church, New YorkCity; October 23, Rev. Robert RussellWicks, D.D., Dean of the UniversityChapel, Princeton University; October 30,Rabbi Stephen S. Wise, Ph.D., Free Synagogue of New York, New York City;November 6, Dean Gilkey; November 13,Frederic Woodward, Vice-President, University of Chicago; November 20, Rev.Lynn Harold Hough, LL.D., Drew Theological Seminary, Madison, New Jersey;88BRIEF RECORDS OF THE QUARTER 89November 27, Kirby Page, Editor, TheWorld Tomorrow, New York City; December 4, Rev. Harold E. B. Speight,D.D., Professor of Philosophy, Dartmouth College. December 11, Dean Gilkey; December 18 (Convocation Sunday),Rev. Ralph W. Sockman, D.D., MadisonAvenue Methodist Episcopal Church,New York City.The Trustees of the University haveauthorized the placing of a bronze tabletin honor of President Burton on a wall ofBurton Court of the college residence hallfor men. It reads as follows:Gari Melchers, the distinguished artistwho painted the portrait of President Harper now hanging in Hutchinson Hall, diedNovember 30, 1932. He was seventy- twoyears of age.The French government has conferredthe cross of chevalier of the Legion ofHonor upon President Hutchins.Horatio H. Newman of the Department of Zoology lectured on November 10in the Spencer Trask series at PrincetonUniversity. His subject was- "Nature andNurture as Revealed by a Study ofTwins." On November 18 he deliveredthe same lecture before the Indiana Acad--emy of Science at Nortre Dame.The Home of Destitute Crippled Children will have an exhibition and clinic atthe Century of Progress fair. Accounting reports now availableshow that the Gertrude Dunn Hicks andthe Nancy Adele McElwee memorial hospitals together cost $607,895. The costper cubic foot was 90.7.The cost of the Field House was $577,-000, besides, $2,487 was paid for improvement of parkways, sidewalks, and grounds,while lockers, lamps, and various otherfixtures and plumbing required the expenditure of $5,500 more. The cost percubic foot was 17.6, a remarkably lowprice for so large and so complete a structure.The General Henry Dearborn Chapterof the Daughters of the American Revolution planted a tree in commemoration ofthe bicentennial of the birth of GeorgeWashington. The tree was placed directlynorth of Rosenwald Hall, and near it asuitable marker was set. The site is onechosen for permanent tree-planting.On Sunday afternoon, November 20,ceremonies in celebration of the bicentennial Washington anniversary were held inthe University Chapel under the auspicesof the Chicago George Washington Bicentennial Commission, in which officers ofthe army and navy in uniform with decorations, consuls of foreign nations stationed in Chicago, members of the commission, judges of various courts, andUnited States, state, county, and municipal officials took part. Rabbi Louis L.Mann served as chaplain. There was singing by the University of Chicago choir.Brief addresses were delivered by MajorGeneral Frank Parker of the UnitedStates Army and Rear Admiral Wat T.Cluverius of the United States Navy. Professor Emeritus Andrew C. McLaughlinread an admirable paper which dwelt uponthe real spirit of George Washington andrevalued his character in the light of. laterresearch and better understanding of theman. The paper appears in another partof the University Record. The Chapel waswell filled. Two members of the faculty,one professor emeritus, and a formertrustee marched in the procession representing the University. The large numberof military people in uniform and the colors of the several groups provided an impressive setting for the service.Some of the educational talking pictures, which it is expected will be used byERNEST DEW ITT BURTON1856-1925Professor and Head of the Department of New Testament1892-1925Director of University Libraries1910-1925President of the University1923-1925His scholarship enlightened religionHis energy completed the ChapelHis vision led the University forwardgo THE UNIVERSITY RECORDclasses in the University and which are tobe marketed by the University Press, havebeen shown to several groups of spectators, among them members of the Boardof Trustees. Over a thousand school officials and other persons have replied tocirculars expressing more or less interestin the films, and nineteen schools and colleges already have indicated their intention to purchase films when they are available.Dr. A. B. Luckhardt of the Department of Physiology has been elected honorary president of the International Anesthesia Research Society. He also was recently appointed as a permanent alternateon the Mooseheart Laboratory AdvisoryCouncil for Child Research.The Board of Trustees authorizedPresident Hutchins to announce to thesenate that no reduction in academic salaries is contemplated during the currentfiscal year. He pointed out, however, thatthere could be no guaranty that a salaryreduction would not be made, because theeconomic situation of the country mightbecome so serious that no other coursewould be open. A larger proportion of theUniversity's income than ever before isnow devoted to teaching and research.Reorganization of instruction, elimination of 300 overlapping and duplicatingcourses, and drastic reduction in the costof operating the University plant haveproduced large savings that have offset tosome extent reductions in income.The Trustees voted to provide the annual dinner to members of the faculties forthe thirteenth successive time. It wasserved at the Shoreland Hotel, as for thelast year or two, on January 12, 1933. TheTrustees' Committee having the arrangements in hand consisted of C. F. Alexson,J. M. Stifler, J. S. Dickerson, and WilberE. Post.Professor Albert Johannsen's Essentials for the Microscopical Determination ofRock-forming Minerals and Rocks has recently appeared in a Russian translationby Professor Arschinov of the Universityof Moscow. The University of ChicagoPress has just published the second volume of Mr. Johannsen's Petrography ofthe Igneous Rocks. H. A. Swenson, recently appointed toan assistant professorship in the Department of Psychology, spent his last summer vacation in the Orient. He dividedhis time between the Philippines and theDutch East Indies.According to the records of the Probate Court, the provisions of the will ofthe late Martin A. Ryerson contain thefollowing items affecting the University"After certain trusts are terminated andcertain bequests are paid, the will provides that the remaining one-third shallbe divided equally between the Art Institute of Chicago, the University of Chicago, and the Field Museum, until thetermination of the trust estate Uponthe death of the widow, two-thirds of theprincipal of the trust estate, or if theniece shall have predeceased the widowleaving no issue, then the whole of thetrust estate shall be transferred in equalparts to the Art Institute of Chicago, theUniversity of Chicago, and the Field Museum of Natural History Upon thedeath of the niece leaving lawful issue surviving, one-third of principal of trust estate is to be paid to her children in equalshares; if she shall die after the widowwithout issue, then upon her death thetrustee shall transfer the remaining one-third of the trust estate in equal parts tothe Art Institute of Chicago, the University of Chicago, and the Field Museum ofNatural History." A bequest of $10,000was made by Mr. Ryerson to the Homefor Destitute Crippled Children and is tobe used to meet the current expenses ofthe orthopedic hospital.At the meeting of the National Academy of Sciences held at the University ofMichigan, in November, several membersof the staff of the University were inattendance, among them Dr. C. JudsonHerrick and Dr. A. B. Luckhardt. Six papers upon technical subjects were read bythese representatives.Dr. C. J. Herrick was honored at adinner given by a group of his colleaguesin celebration of the twenty- fifth anniversary of his professorship of neurology atthe University.In the Chicago Lying-in Hospital, lastyear, there were 2,677 babies born, 2,183prenatal cases were registered, and 6,234BRIEF RECORDS OF THE QUARTER 9ipatients cared for. Mothers and babieswere given 67,581 days of treatment at anaverage cost of $4.35 per day. Nineteenper cent were treated absolutely free. Inthe hospital prenatal clinic, there were12,918 visits. In the postnatal clinic therewere 1,455 visits; altogether 14,363. Inall the dispensaries and in the hospital,5,156 babies were delivered during theyear and 29,408 clinic visits. The averagecost of the entire care of each maternitycase in the out-patient department was$11.On Thanksgiving morning, November24, 1932, the carillon in the UniversityChapel tower was rung — or does one sayplayed? for the first time. The carillon-neur was M. Kamiel Lefevre of the Riverside Church, New York. A "vesper service of dedication" of the carillon was heldin the University Chapel on the afternoonof November 30. It included singing bythe University choir, prayers, reading of apoem, "Carillon at Sunset." A series ofsix recitals was designed as the formaldedication of the carillon, recitals conducted by M. Lefevre who was granteda week's leave of absence for the purposeby the Riverside Church. He is an honorary professor in the National CarillonSchool at Malines, Belgium, where the artof carillon playing has been studied andtaught for generations as perhaps nowhereelse in Europe. M. Lefevre came to thiscountry at the time of the installation ofthe carillon in the Riverside Church, andis without question the most distinguishedcarillonneur on this side of the Atlantic.Beginning Sunday, December 4, therewere two recitals each week. These arebeing given by Mr. Harold Simonds, organist and carillonneur of St. Chrysos-tom's Church, Chicago. Other recitalswill be given from time to time by guestcarillonneurs, and a more extended program will be announced for the late springand summer of 1933.Dr. Ralph S. Lillie has been appointedan advisory trustee of the InternationalCancer Research Foundation. This foundation is planning to spend $100,000 ayear in connection with encouraging cancer research throughout the world and disseminating any knowledge obtained.During the year in which the University Emergency Relief Committee was operating (the period ended June 30,1932), there was expended $26,908 including the small amount of administrative expense, $195. The expense was lessthan 1 per cent of the total disbursed. Relief was extended, through efficient agencies in each case, by the University of Chicago Settlement, the social service departments of the University Clinics and Provident Hospital, the Department of ChildPlacing, the Orthopedic Hospital of theUniversity, and the United Charities. Aidwas extended also to former needy employees of the University. The funds camefrom nearly a thousand persons in theUniversity community, employees in alldepartments (whose contributions werenotably generous), members of the faculties, and administrative officers. The committee is still operating. It began, in theAutumn Quarter, its campaign for fundsfor present relief with the belief that theneeds are as insistent as last year.George L. Clark, Ph.D. in the Department of Chemistry in 19 18, and associateprofessor of chemistry at the University ofIllinois, received the Grasselli Medal for1932 at a joint meeting of the New Yorksection of the Society of Chemical Industry, the American Chemical Society, theElectrochemical Society, and the Societede Chimie Industrielle on November 4,1932.Professor W. D. Harkins of the Department of Chemistry read a paper on"The Vibration of Atoms at the End ofOrganic Molecules" at the August meeting of the American Chemical Society atDenver, Colorado. He also lectured on"The Neutron and the Photography ofAtom Building" at the University of Indiana in October and at the Chicago section of the American Chemical Society,and repeated this lecture in Novemberand December before various western sections of the American Chemical Society.Charles E. Merriam, professor of political science, spoke before the UnionLeague Club, of Chicago, on November29, 1932. He had just completed a studyof the metropolitan region of Chicago, thefirst of its kind in the United States. Hisaddress included a description of the seventeen hundred governments of the Chicago region, an analysis of the practicalworkings of these local governments, and92 THE UNIVERSITY RECORDa discussion of alternative methods ofsolving the problem of regional government.Professor Llarley F. MacNair, of theDepartment of History, en route to America after a year in the Far East, delivereda lecture on "iVmerican Far Eastern Policy" before the Royal Central Asian Society in Burlington House, London, onSeptember 21, 1932. 7Sophonisba Breckinridge, Edith Abbott, Wilma Walker, and Mollie Ray Carroll took part in a conference on socialwelfare held in Urbana, Illinois, November 29, 1932.Charles A. Stone, teacher of mathematics in the School of Education, waselected president of the Central Association of Science and Mathematics Teachersat its meeting held in Cleveland.At the meeting of the American Historical Association at Toronto, Ontario,December 27-29, Professor Bernadotte E.Schmitt served as chairman of the section on modern Europe, Professor MarcusW. Jernegan as chairman of that on colonial America, and Professor William E.Dodd of that on the United States — thefrontier. Professor Harley F. MacNairread a paper on "Certain PsychologicalFactors in the Present Far Eastern Situation," and Assistant Professor MarshallM. Knappen a paper on "Causes of thePuritan Failure in England, 1 640-1 660."Professor Robert Redfield of the Department of Anthropology left for Southern Mexico at the end of the AutumnQuarter in order to continue his field researches in Maya ethnology. He will begone for six months.Many graduate students in the Department of Anthropology were engagedin field work during the Summer Quarter.Thirteen of them, under the direction ofMr. Thorne Deuel, excavated a numberof campsites in Fulton and Tazewell counties, Illinois. This work forms a part ofthe regular departmental project in Illinois archaeology. The results of this research, which has been a part of the research program for a number of years, willsoon be published. Ethnological field research was also carried on during the summer. One student spent the summerin a Hopi pueblo, another with the FoxIndians, and still another with a little-known Indian tribe in Central America.Two other ethnological field projects, initiated last summer, will continue throughout the academic year. One of these isconcerned with the Mandan and HidatsaIndians and the other with the ethnologyof the Chiricahua Apache Indians.Professor Paul Shorey's book WhatPlato Said is about to be published by theUniversity Press.Professor Robert J. Bonner's lectureson "Athenian democracy," delivered lastautumn on the Sather Foundation of theUniversity of California, were followedby a lecture on "Athenian Democracy andLiterature" at Stanford University.The agreement between the Universityand the University of Texas for the jointoperation of the McDonald Observatoryhas been signed. Plans for the construction of the telescope were presented byDr. Struve, on November 23, in Austin,and it is probable that contracts will belet in the near future. On a recent trip tothe Davis Mountains Dr. Struve selected,as a most suitable location, the top of anunnamed mountain near the "U-Up-and-Down" Ranch, at Fort Davis. Dr. Struvewas accompanied on this trip by Mrs.Struve and by Dr. C. T. Elvey, who withT. G. Mehlin had made a series of tests ofatmospheric transparency and steadinessof stellar images last summer. The elevation of the site is about 6,800 feet. This isconsiderably higher than the Lick andMount Wilson observatories, and slightlylower than the Lowell Observatory.Dr. Franklin C. McLean has been appointed acting-president of the JuliusRosenwald Fund during the absence ofMr. Edwin R. Embree, now on a trip tothe Orient.Dr. Edwin O. Jordan, Chairman of theDepartment of Hygiene and Bacteriology,has left for Jamaica, where he is spendingthe winter quarter. He is conducting aspecial investigation under the auspicesof the International Health Board of theRockefeller Foundation. Accompanied byMrs. Jordan he made the journey by airplane.ATTENDANCE IN THE AUTUMN QUARTER(Comparative enrolment report for the Autumn Quarter of the year 1932-33.Based on paid registrations at the end of the tenthweek of the quarter.)'- — ~~1931 1932Gain LossDivisions and SchoolsMen Women Total Men Women Total• I. Arts, Literature, and Science, To-2,582 1,720 4,302 2,478 1,664 4,142 1601 The College, total 947 73o 1,677 921 687 1,608 69Undergraduate 920271,635 69634990 1,616612,625 907141,557 66522977 i,572362,534 44252. The Divisions, total 9*95i684 410580 1,3611 , 264 89964711436 39556616227 1,2941,21327663 27 675iThe Biological Sciences, total 462 241 703 40358104 139102 497206 3131203255 116no1435 4292304690 24426 68253146107 411126285 664272392 1471053362 126301868 273406n430 11411The Physical Sciences, total 397 95 492 62223174 5i44 274218 2071523504 4028247 24.71803751 3 2738523 243 766 15224299 94149 3i8448 23227028991,554251,204 11312773951,23138367 34539791 , 2942,78563i,57i 279295 51Total Arts, Literature, and Science (by student classification) :95i1,604271,190 4101,27634286 1,3612,880611,476 6795Unclassified II. The Professional Schools, Total. .1. Divinity School, total 142 42 184 145 49 194 10131 39 170 13411 463 18014 10141164 319 1483 14Chicago Theological Seminary, total* 73 21 94 n56 18 74 6661 21 8761 1368 1 9 8: Not included in the totals.9394 THE UNIVERSITY RECORDATTENDANCE IN THE AUTUMN QUARTER— ContimiedDivisions and Schools 1931 1932GainMen Women Total Men Women Total LossII. — Continued2. Schools of Medicine, net total 479 43 522 476 41 517 5Division of Biological Sciences, total! 214 27 241 194 22 216 25Graduate 2T3 27 240 17420 22 19620 20 44I271 x? 288Rush Medical College, total 284 19 303 15II1251332326 15n14 121301442340 71331431299 10920 71431521319 138Third year Unclassified 3. Law School, total I21I96120IO 95 20512510 165122102224 118146 17613010270 5 293464. School of Business, total 201 23 22439156632 201163 411767195 46171751 838205 542097256 1333Undergraduate 5. School of Social Service Administration, total 61253410 12127151 1463019n 45429 16526146 2101615 64. 46. Graduate School of Library ScienceTotal in the Quadrangles ....Duplicates 3<772337 2,00635 5,778372 0,682321 2,03132 5,713353 6519Net total in the Quadrangles . .III. University College: Total. ...... 3,435663 i,97i1,540 5,4o62,203 3,36i535 1,9991 , 502 5,36o2,037 461663561049i1124,0983i 4365822023203,5H27 7926862934327,60958 213100541683,89644 3855371484323 , 5oi40 5986372026007 , 39784 '168' '"26" 19449Junior 91212Net total in the University . . . 4,067 3,484 7,55i 3,852 3,46i 7,313 238f Included in the Division of the Biological Sciences.ATTENDANCE IN THE AUTUMN QUARTER 95ATTENDANCE IN THE AUTUMN QUARTER(Comparative enrolment for the Autumn Quarter of the year 1932-33.Based on total paid registrations at the end of the tenthweek of the quarter.)Schools and Divisions GraduateGain(+)or Loss(-) UNDERGRAD U ATEGain(+)or Loss(-) Unclassified1. The College 2. The Divisions 3. Divinity School* 4. Schools of Medicine:The Division of the Biological Sciences! Rush Medical College. .5. Law School 6. School of Business 7. School of Social ServiceAdministration 8. Graduate School of Library Science 1,36117024028620541146 1,2941801963021765415 ~ 67+ 10- 44+ 16- 29+ 13+ 64+ 1,6161,264 i,5721,21314 445i+ 14+ 20 611413517630 14020930 + 533Total in the Quadrangles Duplicates 2,460256 2,427207 - 33- 49 3,221122 3,1914 - 23+ 26 1041Net total in the Quadrangles University College 2,204792 2, 220598 + 16-194 3,o99979 3,050839 - 49— 140 103432Grand total in the University . . Duplicates 2,99640 2,8144 4,07816 3,* -189+ 22 535Net total in the University 2,956 2,774 4,062 3,85i 533* Not including Chicago Theological Seminary.t Included in the figures for the Divisions (Item No. 2).ELIAKIM HASTINGS MOORE