The University RecordVolume XIX APRIL 1933 Number 2THE UNIVERSITY AND THERECONSTRUCTION OFDEMOCRACY1By DEAN SHAILER MATHEWSIN READING over some editorials written twenty-five or thirtyyears ago, I was struck with their hopefulness. Evils existed, but anew public opinion was rising and a new social conscience was shaping itself. Graft was to be ended, food was no longer to be preserved bypoisons, financial overlords were to be deposed, and the masses were tobe given justice. We did not idealize the proletariat, but we regulated thecorporations. We believed that it was possible to get social readjustmentwithout scrapping a social order and that it was possible to get social action without destroying individual freedom. We believed that the evilsof democracy could be cured by more democracy.I am sure that those who have attained sufficient maturity will also recall that colleges and universities shared in this hopefulness. We did nothave the data of recent days, and so thought less of the illusions of democracy and more of inspiring a new generation with its opportunity for stillfurther developing the social possibilities of democracy. Inexperience isthe mother of much optimism, and we had as yet small experience of surveys and questionnaires. But we hoped to create in our students a socialmind that believed our democracy could be so developed that justicecould be given as well as demanded,1 An address delivered at the One Hundred and Seventy-first Convocation of theUniversity, held in the University Chapel on Tuesday, March 21, 1933.9798 THE UNIVERSITY RECORDQUESTIONING DEMOCRACYI suppose that these expectations are the grounds for the chargemade by the rising generation of intellectuals that we of the older generation are sentimental liberalists. But we can at least reply that most ofthese expectations were realized. The situations bequeathed us by thelate nineteenth century were rectified. If we did not bring in the kingdomof God, we at least passed the pure food act, established the InterstateCommerce Commission, elected senators by popular vote, and gave women suffrage.Had the course of this social idealism not been checked, we should havebeen a vastly happier people. But we were forced by an undemocraticsocial order to abandon faith in democracy and appeal to arms. Idealismwas shell-shocked in the trenches of France. And, as if death and economic destruction were not sufficient sorrow, the accomplishments ofliberalism were exploited until they gave rise to new abuses. From prohibition came the bootlegger, and from social co-operation the buccaneersof high finance. And so it is that, as a consequence of this mishandledliberalism since the war, we find many persons declaring that they havelost confidence in democracy. They talk glibly about fascism or communism, and have forgotten that the blessings they enjoy as well as theabuses from which they suffer are the outcome of democracy. For abusesthere are. We have endeavored to forget ideals in a conscienceless normalcy and have thought that we were prosperous when our wealth had lesssolidity than a fiat paper dollar. This academic distrust of democracy is aphase of the conflict which emerges when critics of a social order feel thatinherited institutions have not been adjusted to inherited or newly createdconditions. It is really a phase of the long struggle between democracywith its limitations and class control with its limitations. It is difficult toadminister other people's dreams. A new generation cannot implementthe reforms set by its predecessors by the uncritical use of the institutionsof the predecessor. Proper implementation implies, on the one hand, anintelligent understanding on the part of citizens of inherited conditionsand, on the other hand, an intelligent selection of the proper implements. .Where either one of these two prerequisites for permanent social advanceis lacking, confusion always arises. We are so conscious of the lack ofharmony between our ideals and our practices that the United States hasbecome an economic health resort where patients spend their time tellingeach other their symptoms.THE UNIVERSITY AND RECONSTRUCTIONDEMOCRACY REQUIRES EDUCATION IN THE USE OE NEW KNOWLEDGESuch a social psychosis cannot be cured by describing its origins. Theimplementing of ideals demands education. It is precisely at this pointthat our higher education shows indifference. We are not teaching menhow to use their knowledge to meet new situations in democracy. Thisis, of course, another way of saying that education in colleges and universities is not educating the will. This is the more noteworthy in view of thenew interest in character education in the grade schools and high schools.In them a definite attempt is being made so to utilize the study oi history, English literature, politics, and sociology as to give pupils an idea ofhow these materials touch the problems of their own lives. Something ofthe same sort must be introduced into the college work. This does notimply that training in research or special content courses in the differentfields of knowledge should be omitted. It is not necessary that everycourse be divorced from its own technical ends. But basic courses shouldbe so taught as to produce a sense of social responsibility and personal,i.e., moral efficiency while acquiring information and skills.Such training, while clearly not that of research, naturally implies research. If persons are to be helped to live in their own world, they oughtto know the facts about the world. And, of course, that means that theyought to know about the physical universe as well as about the history ofgovernment. For even in our most detached moments we have a universeon our hands, a very exacting universe that will not permit us to live morethan a few thousand feet above the surface of the earth, or breathe monoxide gas, or live more than a few days without refueling the furnaces of ourbodies. The more we can know about these conditions under which welive the better prepared will we be for intelligent living. Nor is this byany means all. The masters of research have at least a potential socialattitude in that they develop a respect for accuracy except, perhaps, whenthey discourse on matters outside their own departments of knowledge.It is not of this aspect of a university's life, however, that we ordinarilythink when we speak of its educational function. In fact, our vocabularyhas pretty sharply distinguished between instruction and research. Byinstruction we mean the impartation of knowledge in the interests ofbroadening the sympathies and developing an outlook and an alertness ofmind which can be transferred to whatever field of activity the studentmay enter. No one doubts the desirability of increasing the circumferenceof the interests and sympathies by means of the studies which constitute acollege course. Yet, after we have raised research to the maximum of efficiency and have enriched and rationalized the cultural elements of in-IOO THE UNIVERSITY RECORDstruction, there still remains the disturbing suspicion that we have notdone all that we ought to have done. We have not given students powerto make intelligent contributions toward the better organization of de-mocracy. An educational theory that leaves no place for helping studentsto live intelligently as social individuals and for inspiring them to share inreconstituting democracy is in danger of becoming detached from theworld in which those whom it professes to educate must live. And detached learning can make small or no contribution to the reconstructionof democracy. Some sort of reconstruction is inevitable. In fact, it is going on. But who is planning to educate men and women to make reconstruction intelligent? The very increase of our knowledge makes us hesitant. Our recognition of the relativity of ideals and social practices hasconfused our thinking and made moral indifference appear more sophisticated than moral earnestness.THE LIMITATIONS OF RESEARCHThe danger that besets all expert knowledge is the elevation of technique into an end rather than a means. The data which have been gainedby an endless succession of doctors' theses and special papers have aslittle direct bearing on life as the card catalogue in a million- volume library has upon general reading. The information is there, but how can itbe used to make a better world? It is of course true that not everybody isfitted to make a better world even if he wanted to. But somebody mustdo it, or else we shall have a worse world. If some attention is not given tothe art of living, if human values are not seen to be the end toward whichall knowledge must serve, if social efficiency means the end of the freeinitiative of individuals, then we shall be at the mercy of an unintelligententhusiasm for change. Unintelligent enthusiasm is apt to become fanaticism. The great terrorists have been idealists who have got control of thepolice. Loquacity is no substitute for wisdom. A university cannot be indifferent to such facts if it is to have a part in education. Training in research is invaluable for those who are to do research, but it does not educate men to live with each other. The organization of life, the ability tolead men, the capacity to direct as well as to foresee social trends, the unswerving conviction that human beings have rights as well as duties, thebelief that history, so far from being a record of human failures, is a treasure-house of warning and encouragement — all this must be wrought intoany education that is to have a part in reconstructing our democracy.Furthermore, our educational system has been so highly departmentalized that it has little sense of the common interest of students. It is subject-THE UNIVERSITY AND RECONSTRUCTIONcentered. But life itself is not departmentalized, and any attempt at making it so is risky. The temptation on the part of all departmentalized education is to refer the actual application of its data to some other department. Physiology, biology, psychology, history, political economy, andsociology deal with the same human beings. Geography has long sinceceased to be simply a study of maps. Our higher education has now the opportunity of synthesizing this departmentalized learning in the interestsof the training of the human person so that both individual and social lifemay get the advantage of our increasing stock of knowledge. It might appear as if such unity could be obtained in the field of ethics and philosophyand some of us would be even daring enough to add religion. And that isindubitable. But here again the disintegrating effect of specialization isclear. Philosophy, ethics, and religion are themselves departmentalizedand their work is elective as distinct fields of interest.There is not so much need of the establishment of new courses and further departmentalizing as of a handling of the material contained in suchsciences as furnish immediate data for living so as to assist the student inutilizing such data in the actual conduct of his individual life and his socialrelations. What democracy in its present crisis needs is not lamentationbut reconstruction by an intelligent adaptation of knowledge to humanneeds, a readiness to see human beings as personal, capable of directingsocial processes. We need to learn how to organize the personal values ofour humanity as intelligently as we have learned to organize our knowledge of its physical elements.UNINTELLIGENT USE OE KNOWLEDGEUncorrelated knowledge is too often the parent of moral indifferenceand cynicism. We need to learn how to use intelligence intelligently. Wehave taken the taboos off sex, but what has education to say about thehome as something superior to the holes of foxes and the nests of birds?We know the history of humanity, and we have debunked most of ourheroes. We have studied the rise of gangs and racketeers, but how farhave we gone in intelligent attempts to train students in the duties ofcitizenship? We have gathered a vast amount of interesting facts aboutchildren and men who have yielded to pathological urges, but few institutions of higher learning are giving any whole-hearted scientific trainingin the control of urges and the adjustment of desire to the higher ends oflife.There are legitimate objections to a propagandist morality. A university cannot be a school of sectarian ethics any more than of sectarian re-102 THE UNIVERSITY RECORDligion or partisan politics. The enforcement of a superimposed code is notan educational act. Nor should the university become a champion of thestatus quo. That again would be to abandon its opportunity of trainingmen to utilize the scientific method in a constructive program. What isneeded is not an appeal to the philosophies of the eighteenth century or tothe methods of a mid- Victorian Sunday school but an exploratory andtentative effort to discover just what would be involved in an educationaluse of knowledge in the reconstruction of democracy.THE OPPORTUNITY EOR UNIVERSITIES TO HELPRECONSTRUCT DEMOCRACYThe fact that democratic idealism has been implemented so stupidly isone reason why we have not yet organized morality among equals. Inequality and coercion of inferiors is in the very heart of the two antidemocratic movements of fascism and communism. Democracy that does notundertake to utilize its knowledge in defending itself is accountable forits own misfortunes. And I cannot see any institution better prepared toundertake such education than a university. Just how our educationalprocess can organize our knowledge so as to make democracy a reconstituted ideal is precisely the problem that demands the attention of theeducational system itself.Such a piece of investigation would naturally start with the underlyingelements of the social changes rather than with those which are now onthe surface. It would also start with democracy and not some substitutefor democracy. It must be realistic rather than speculative. An intelligent approach to questions of the organization of knowledge into socialhabits must take into account the trends within the existing social process.In at least three areas these trends are clearly set. There is the effort offree individuals to organize authority among equals; there is the effort tomaintain a proper adjustment of the economic use of natural forces to thewell-being of men and women suffering economic instability; there is thegrowing recognition of the need of an international morality which will replace appeal to arms. These trends are already defined by social conditions. They are the bequest of the ante-bellum liberalism, but they havebeen unintelligently developed in the course of events since the World War.Any stable adjustment of democracy for the next generation implies thatintelligent direction must be given to each of these trends. But if there isany meaning in history, for such direction there are certain presuppositions, each of which is a phase of an educational process which may deriveguidance from knowledge.THE UNIVERSITY AND RECONSTRUCTION 103I. EDUCATION IN THE WORTH OE INDIVIDUALSNEEDED IN DEMOCRACYThere is first the presupposition of democracy that the individual haspersonal worth, that he is something more than a peripatetic chemicallaboratory driven about by the sex instinct. It has become fashionableto sneer at individualism and to magnify class solidarity. Such a distrustis not born of the Anglo-American social order. Like the styles of women'sdresses, it is imported from the Continent of Europe, where the hope ofreaching Utopia by the way of democracy has been deadened by the monoxide of inexperienced democrats' loquacity. And in every case wherethere has been a collapse of democracy, there has been a restriction on theindividual and reliance upon mass coercion.It is very difficult to maintain a sense of the worth of the individual under the conditions set by the unintelligent direction of social change. Allreforms would be easy if it were not for folks. If our colleges and universities are not to adopt the policy of an educational laissez f aire, it is theirbusiness to discover how individuals, by the use of the knowledge gainedby research, can grow more personal by growing more social. A true understanding of human personality will not emerge from an exclusive studyof the subpersonal elements of human personality. If there is nothing inhuman life but the capacity to re-enact the physical heritage from thepast, there is very little hope for us at the present juncture. One can understand why the cult of pessimism and of futility can be so popularamong those who do not believe in the personal worth of individuals.What is the use of studying Newton's laws if a man does not believe thatthere is any gravitation? Or what would be the value of a treatise on bacteria written by a person who denies the existence of bacteria? No morecould one expect to have a correct, much less a hopeful, interpretation ofhuman life by those who deny the existence of anything but chemicalprocesses in humanity and acknowledge no progress or discoverable purpose in the universe. Why should there be any more regard for an animalthat walks on two legs than for an animal that walks on four legs? I cansee no reason for feeling that the killing of men is any worse than the killing of cattle unless there is some value in men which cattle do not possess.But to organize social life and to develop a philosophy of living withoutrecognizing the superanimal elements of personality is to make ethics simply a description of mores. And these super-animal and extra-mechanisticelements of the human person need training. We may expect to havematerialistic and hedonistic, if not sensual, standards of conduct just aslong as our education omits training in the use of knowledge to make theio4 THE UNIVERSITY RECORDhuman individual more personal, more self-directive, and more significantthan is implied in the qualms of perturbed viscera and the inhibitions ofover-expanded glands.We look hesitantly upon realism when it is applied to our human intercourse. We know rather intimately the contents of the human body, butwe do not think about friends in physiological terms. We do not fall inlove with I.Q.'s and mathematical equations. As individuals we are persons, and our social relations are those of persons. To doubt that basicfact is to treat human beings as less than they really are. It is to undermine democracy.It is one of the encouraging signs of higher education that there aresporadic attempts in the study of personality and human relations. Butthe results of such study have not even tentatively affected the generalcourse of university education. Education should use the findings of research to level up the individual rather than level him down. The latter iseasier, but it is not the way of social progress. In a democracy a constitutional expansion of executive power can be only a form of emergency relief.II. EDUCATION OE THE GROUPS CONSTITUTING DEMOCRACYA second presupposition of an education looking to the reconstructionof democracy is reliance upon political history rather than upon dictionaries. The only democracy that ever existed will not be described by appeals to philology. As developed in America, democracy is not the ruleof an undifferentiated mass any more than it is the rule by a class. Individuals are not atoms but co-operators in groups with different socialfunctions. These economic and other groups demand readjustment as asocial order grows more complex by the extension of the equality of persons and the substitution of natural forces in machines for human effort.The reconstruction of democracy involves a readjustment of the relationand the power of these groups. But such readjustment cannot be at theexpense of individual initiative. Democracy demands that membershipin one group shall not depend on membership in another group. That isone fundamental difference between the improvement of a social orderthat is the product of the order itself rather than the wholesale destructionof the order by a superimposed control by a class or an economic group.A democracy must be composed of co-operating social groups whosechange of relations and functions recognizes, on the one side, individualfreedom and initiative as an indestructible datum in social change and,on the other, the necessity of national direction of group adjustment. TheTHE UNIVERSITY AND RECONSTRUCTION 105technique of genetic adjustment to new social conditions in Anglo-American democracy is thus in sharpest contrast to political and economic revolution in social orders in which there has been no genuine experience indemocratic self-direction. Obviously such a process places upon a university the responsibility of education in the intelligent application of ourgrowing social knowledge to the modernizing of the constituent groups ofdemocracy rather than apotheosis of a class autocracy or the reliance upondoctrinaire optimism born of inexperience in democratic behavior.III. HISTORICAL-MINDEDNESS NEEDED IN RECONSTRUCTING DEMOCRACYHistorical-mindedness is, therefore, a third contribution of a university's education to an intelligent use of knowledge in the reconstruction ofdemocracy. Only this will accustom the student to recognize the geneticrelations of our present-day situations with the past. Democracy cannotbe treated as if it were a sociological Melchizedek. The social process cannot be suddenly transformed by being destroyed. Democracy is not asocial eschatology. Every revolution bears testimony to the fact that,after destructive radicalism has done its utmost in breaking the continuityof institutions and social achievements, ultimately the new order takes upthe line of its development at about the place reached when the revolutionitself took place. The historically minded student comes to realize the significance of the process and at the same time is able to distinguish betweencultural patterns and their function. Democracy is not to be abandonedbut to be creatively readjusted to the conditions it has itself established.Such social readjustment will be sought not in a cataclysm but in an evolution that will not abandon the individual. Efforts in directing such anevolution should be controlled, not by a priori doctrines of absolutes, butby an understanding of the faults and possibilities of the democratic situation into which one has been born. The proper adjustment of that situation then becomes a matter of scientific technique, of progressive administrative measures, and of a new recognition of the need of educationalguidance.IV. INTELLIGENT CHOICE BETWEEN INEVITABLESIn the fourth place, as a consequence of such historical-mindedness,men can be taught to see that group as well as individual futures involve achoice between two inevitables. The road of history is littered with civilizations and nations that have attempted to ignore the personality of individuals and the improvement of group life as a tool to further personalvalues. This conviction is not a matter of speculation but a reading of theio6 THE UNIVERSITY RECORDactual course of human life. A democracy no more than an absolutismcan avoid the choice between these two inevitables: the social collapsethat follows the disregard of personal values or the progressive enrichment of human life by social readjustment of institutions and groups inthe interest of the values of individuals.One basis of hope for intelligent use of knowledge in the present moment is that we can see that the failure to regard human welfare and human values as ultimate is the cause of our present distress. Knowledgehas been prostituted to the murderous policies of beasts. Machines havebeen given more value than men and women. Wealth rather than personality has been made the test of economic efficiency. It is no wonderthat we are in misery. It would be just as sensible for men to live as ifelectricity could be ignored as to live as if the tendencies toward increasingthe value of human personality could be ignored. A democracy that doesnot train men and women to live personally in the economic and socialgroups they have inherited or produced is bound to collapse.V. AN INTELLIGENTLY RELIGIOUS WORLD- VIEWAnd, finally, the student can be assisted to discover how to organize aphilosophy of life which will be something more than descriptive. This isanother way of saying that no one can understand the currents and eddiesof human history without an intelligent understanding of religion. Unfortunately religion has been made the scapegoat for the blunders of anincreasingly complicated society. I admit and lament some truth in thecharge. But as against this, there are a great many of us who are doing thebest we can to bring religious faith into immediate contact with intellectual and social life. And even if religion were as inefficient as its more un-discriminating critics affirm, an educational system cannot ignore it as aform of social control. To judge modern religion as if it were a vestige ofprimitivity evinces a limited knowledge of religious behavior and institutions. It is as unscientific as to belittle chemistry because chemists onceexplained fire by phlogiston, or radioactivity because alchemists believedin the philosopher's stone. Whether or not one believes the formulas ofany given religion, there is no denying that since the beginning of humanhistory men have undertaken some sort of help-gaining personal relationship with those activities which are in the cosmic environment. In so doing they have organized education, charities, and social institutions, aswell as given sanction and ideals to morality. The worth of their efforts isrelative to the social order but no more so than is diet to digestion. If weare to train men to live democratically, we cannot erect futility and frus-THE UNIVERSITY AND RECONSTRUCTION 107tration into a philosophy. Human history itself gives the lie to any suchreading of the drama of humanity. Superstitions there are, but there isalso an intelligent world- view that does not exclude any pertinent facts.It would be presumption to say that we know the purpose of the universe,or to extend the qualities drawn from human consciousness to the universe. But it is possible by an impartial and objective study of the historical process to discover certain of the conditions which make toward themaintenance or the destruction of civilizations. With such knowledge weshould be able to develop an ethic that will be more than a mere description of mores, and to see in history something of value for guidance in theorganization of life in the future. Right and wrong may be terms withwhich to juggle, but institutions and practices which make toward thelarger freedom, self-direction, and consequent happiness of the individualare certainly discoverable. Beneath all efforts at such discovery must liea conviction born of a reading of the evolutionary process that such efforts are not in vain. They are attempts at co-operating with those environing activities of the universe that through the evolutionary processhave made us personal. Historically speaking, such religious faith hasbeen a principal cause of democracy.The deliberate attempt to organize the education given in colleges anduniversities so that students given the wealth of scientific discovery andmethods shall be helped to participate intelligently in the organization ofa democracy with enriched personal values is an immediate problem ofeducational method. Research, the impartation of knowledge, the acquisition of technical skills, are indispensable for human progress. Butequally indispensable is the fact that life has meaning and that individualsare able in group life to further personal value. In this reconstruction ofdemocracy by the use of new knowledge may our own University prove aleader. "Let knowledge grow and life be enriched."THE TRUSTEES' DINNERTO THE FACULTIESONE of the most enjoyable traditions at the University of Chicagois that of the Trustees' dinner to members of the faculties.During the last thirteen years the members of the Board ofTrustees annually have acted as hosts to the members of the teachinggroup and the administrative officers. The dinner of January 12, 1933,was declared to have been the best of the series in arrangement and inspirit. Thanks to the skilful attention to details given by SecretaryMoulds, Bursar Mather, and a group of efficient young women, the company, which numbered almost five hundred, was badged, was marshaled,was directed, and was introduced promptly and in an orderly and helpfulmanner. Twenty-one of the thirty-two Trustees "received" in the LouisXVI room of the Shoreland Hotel and to them were presented the members of the faculties and others, directed by the experienced Robert V.Merrill, University marshal. This informal formality over, the dinnerwas followed by what is always regarded as the significant feature of thisannual event — the speech-making. It was the general opinion of thosewho attended the dinner that the addresses made were notably good.Mr. Swift, President of the Board of Trustees, seems to have acquirednew skill and more humor in his introductions and this year both wereused to the delight of his hearers, after the invocation had been offeredby Dr. Edward S. Ames. The toastmaster said by way of welcome:Another year has rolled around and we are met again to lay aside travail and worry,and to enjoy ourselves and each other, and to pay homage to our institution. While theyear has not been a happy one in many respects, yet I believe we have much to be thankful for — at least those of us who are here are here and not at the wolf's door, as happenedto Ed Wynn's uncle. The dinner was good and I believe it will be paid for. We got iton credit, which is some comfort. During the evening, we can watch a few speakerssquirm, and we shall see the chairman make himself conspicuous and probably ridiculous, but most of us will sit back, content in the realization of good fellowship and friendship. You are very welcome.Since the members of the Board of Trustees are your hosts, it seems fitting that youshould know them face to face. There are two new Trustees who have come onto theBoard during 1932, and the vice-chairman of the committee on nominations will present them (A. B. Hall and C. B. Goodspeed). Mr. McNair, I should like to charge youthat your charges may smile or laugh, they may smirk or grin, but under no circumstances may they speak!108THE TRUSTEES' DINNER 109Imagine the laughing delight of those present when the toastmasterintroduced the Dean of the Divinity School, who will have added to hisname the honorary word emeritus after July 1, as a professional baseballplayer. Mr. Swift said:I approach the first introduction with some hesitancy. I do this because, standingbefore you as chairman of the meeting, I feel some responsibility for those whom I shallpresent. It is easy enough to read Who's Who and to know the date of a man's birth andsome of the things he has accomplished over a period of years, but is it not somebody'sresponsibility to know what happened that is not in Who's Who — to fill in the interstices as it were? It is all very well, in connection with Dr. Mathews, to know that hehas eight degrees and has written twenty-one books, or is it the other way around? Butthat is in Who's Who, and presumably he wrote it himself.I have made it my business to see whether there is something to which he has notgiven publicity and I have found it. How many of us know that he was at one time aprofessional baseball player; that he accepted money for performing in a game whichmany of us believe ought to be the pastime of innocent young boys for pure sport? Hashe not been clever in keeping this information from the world? And, as chairman of theevening, is it not my duty to expose him? I do not know what we can do about it. Heretires in July, so I do not suppose there is time for an official University investigation,but I think the President should understand that we have a standing and a reputationfor unsullied honor and in the future we must beware of professional athletes. Ladiesand gentlemen, the devious dean, who will speak for the faculties.SHAILER MATHEWS LOOKS BACK OVERFORTY YEARSIn behalf of my colleagues of the faculties, I wish to express our appreciation of theco-operation and support shown by the Trustees during these years of stress. The relations between the faculty and the Trustees have always been a matter of congratulation. In few institutions has there been less friction between the two bodies, or greaterwillingness of each to let the other perform the tasks which were peculiarly its own. Thelast few years can hardly be said to have been Utopian, but the University is not withoutexperience in facing financial difficulties. The deficits of the early years were of all butannual occurrence, and the loyalty and generosity of the Trustees have been repeatedlyevinced. For, unless I quite mistake the spirit of the University, the relations of facultyand Trustees have always been those of co-operation in a single task- — to make the University of Chicago a leader in the educational life of America.THE SPIRIT OF A YOUNG FACULTYThe spirit of a university is not impersonal. It is the collective mind of a group ofmen, who as Trustees and as faculty, have contributed their own personalities to thelarger personality of an institution. We rightly honor the names of those distinguishedmen who, at the beginning of the University, had already won distinction, and whoseco-operation here on our campus inevitably set the highest standard of research andscholarship. They were indeed Olympians. But I look back also upon that group ofyoung men, some of them barely thirty, whose growth and achievement have been sono THE UNIVERSITY RECORDmuch a part of our history. Some of them are still with us; others have passed into thatempyrean atmosphere in which dwell the presidents of foundations and universities*others are dead; still others are partaking of a meteorological last sacrament in the climate of California. To them was given the opportunity of contributing their owngrowth and spirit to the collective growth and spirit of the University. Hopefulness, likeoptimism, is the child of inexperience, and that hopefulness has been shared by the succession of young men that have followed in the steps of their elders. To them as theyhave matured every addition to knowledge has been a frontier to be extended. Theirsense of mission, one might almost say in ecclesiastical terms, of vocation, has given toour University a quality which older institutions so often lack. A sense of an uncompleted task has always been with us. It has faced us in the prophetic brick walls ofbuildings waiting for additions. It faced us in the very crudities of our early surroundings.It is true that in early days we attempted to remedy the newness. We felt profoundlythe need of traditions. And we set about making them. We had a sharply defined socialhierarchy of fellows, docents, assistants, associates, instructors, assistant professors,associate professors, professors, and head professors. We organized student stunts andsang songs about them. But, above all, we wished the benediction of age. For a numberof years an enterprising photographer and his daughters herded such students as theycould find upon Haskell steps and took their picture, while anyone who could find thenotes and the words led those still present in singing about "Old Haskell Door." I havebeen told that the first time the song was sung, one of the singers got stuck in the varnishon the old door.THE SPIRIT OF THE UNIVERSITYIt is of the development of this spirit of leadership, with all its resulting responsibilities, that I venture to speak tonight. If at the end of nearly forty years' associationwith the University my mind becomes reminiscent and, it may be, too appreciative ofthe past, the responsibility is not mine, but that of the almanac. Senescence and reminiscence are all but synonymous.There is risk as well as satisfaction in being an ancestor. There is a zest in giving formand character to an institution that can hardly be shared by those who inherit whatothers have created. Institutions have character and spirit which make them individual.Such characteristics are not set by programs and resolutions, but by the co-operativeaction of those who form the institution. The spirit of a genuine university is differentfrom that of a commercial house. The members of its faculty, with possibly a few moreor less unfortunate exceptions, have deliberately chosen a sort of life in which the attempt to accumulate wealth is quite abandoned. Their motives are not economic, andif an institution is to be worthy of its name, its spirit will be set by ambitions peculiarlyits own. The capital which the scientist and the scholar contribute to society is not tobe measured by a sliding scale of prices. The university has its own ambitions, its ownservices, its own adventures as a university.OUR EXPERIMENTS IN EDUCATIONIt has been the privilege of some of us to watch and have a part in the development ofa spirit which has made for leadership in University affairs. As I recall the process ofthe years I am impressed with the independence and sometimes adventure of the University's young president and faculty. In 1890 the educational world of America wasTHE TRUSTEES' DINNER inonly beginning to break from the conventional ideals of the American college. Graduatestudy outside the professional schools was just beginning to be made possible in JohnsHopkins and Harvard. Many of the older men of the faculty were products of theological seminaries, although they were ready to forget the pit from which they hadbeen dug. The University of Chicago deliberately undertook to embody the principles and practices which were, in the very nature of the case, experiments. Toread the first bulletins of Dr. Harper is to find one's self in the midst of educationalprojects and novelties which make even the reorganized University of today appear almost conservative. There was little in the conventional educational organization of theday that was not scrapped or modified. The University was to be kept open the yearround. Semesters and terms were to be replaced by quarters. Such an unheard-of novelty must have seemed to threaten the very foundations of academic self-content. Thesummer was to be devoted to University activities of the same level as the rest of theyear. Instead of an educational table d'hote of one-hour and two-hour courses, the student was to take two courses, a major two hours a day, and a minor one hour, duringsix weeks. Instead of diffusion, there was to be concentration in study, with the mindsof the students centered rather than distracted by a variety of interests.Intercollegiate athletics had been regarded by most educators either as a sort of prophylactic against student disorder or as a means by which students were kept togetherwhile the faculty sprayed them with education. Our University undertook to makephysical culture a phase of actual university life, and, to the amazement of the educational mind, made the director of physical culture a member of the faculty, and put thecontrol of athletics in the hands of professors instead of students and alumni.The University was not to be a college, but was to include a college. At once theproblem of curriculum and organization took new form. The junior college came intoexistence on our campus and, so far as I know, our institution first of all dared tobreak across the established educational respectabilities of college "years" and miscellaneous electives by sharply distinguishing between the types of study of the juniorcollege and the senior college. From that day to this, it is the senior college — thatis to say, the last two years of college education — that has perplexed American educators. Here at Chicago we have been singularly independent and adventurous inattempting the adjustment between the educational courses which lay the foundationfor intellectual life and the research courses which extend the range of human knowledge.The entire history of the University has been marked by experimentation in this field.Indeed, if there has been one characteristic of these years, it has been the belief that theUniversity of Chicago was something more than one university among many. It hasbeen a place where the nature and administration of education itself has been an objectof study and of tentative experiment. Thus, through the farsighted policy and sympathetic attitude of the Trustees, the institution has dared to run the risk of making educational mistakes in the interests of educational progress. It is this freedom for institutional introspection, criticism, and reorganization that has made the University of Chicago an influence in American education all but unique. We have been the laboratorywhere educational experiments have been made. Our experience has been placed at thedisposal of the institutions of the nation.Nor has this sense of the obligation to experiment in the organization of educationalprocedure been limited to the college years. When the University was founded, therewas an academy at Morgan Park. In the course of time there was established a Schoolof Education with the experimental practices of the elementary school. Members of the112 THE UNIVERSITY RECORDfaculty furnished much of the human materials for its study. And it is with special pridethat those of us who are now grandfathers recall the fact that our children were a partof the research material from which so much of modern educational induction wasdrawn. If they were not taught to spell, they were taught to recapitulate human progress, and many a university faculty over the country has among its members those whohere were taught to live like primitive men in order that at the end they might becomeuniversity professors.The same sort of spirit extended into the field of University finances. The early yearsof the University, as everyone knows, were years of daring on the part of PresidentHarper and the institution, and of long-suffering generosity on the part of the Founder.But there came a time when such opportunism demanded systematization, and thegenius of Trevor Arnett and N. C. Plimpton made the financial management of the institution an experiment in university finance. The influence of the University in this regard has been nation-wide. Here, for the first time, a philosophy and a technique of university financing were so developed as to become the model which has been adopted byinnumerable institutions.I do not need to mention the other novelties of university organization with whichthe University has dared to experiment. It will be enough to mention the UniversityPress, today generally recognized as the most significant publishing agent which is actually and officially a part of the University life.UTILIZING OUR MISTAKESIt could not have been possible for all the experiments which we have made in thefield of education to be successful. The very fact that we were free to proceed tentativelymade it possible for us to abandon plans and institutional policies which were found upon trial to be unsatisfactory. In the early days the University maintained a very elaborate system of university extension. No other institution gave to extension such anelaborate trial. The course of years showed that the methods needed reorganization.Extension later ceased to have a place in the organization of the University, and becamea peripatetic loquacity in the search of what Paul Shorey in his never-to-be-forgottenconvocation address declared to be ((f am e — fifty and my expenses!" But from thisearly experiment in adult education there has developed the University College and theHome-Study Department, which have placed the services of our University at the disposal of thousands of persons who could not be upon the campus.In the early days, too, there was the experiment of affiliation, the idea being thatthere should be associated with the University a number of colleges under its generaldirection whose graduates might receive a degree from the University of Chicago upona quarter's residence. As an experiment, this served to bring the University into touchwith various schools, but it was soon seen to involve too many complications, and it wasreplaced by the system of recognition of work done in other institutions so carefullyscrutinized as to make it possible for great numbers of students to enter the last twoyears of our colleges, and especially to come to the University for advanced work in research as graduate students.We once had a Congregation. It was an educational experiment intended to bringinto the general participation in the University life not only all members of the facultybut the doctors of philosophy and others. This Congregation was held regularly for anumber of years, but was found not to accomplish its desired ends, and it disappeared,if I remember rightly, in an eloquent speech by myself as vice-president, when we tookTHE TRUSTEES' DINNER "3into its membership the distinguished German professors who were here at the greatcelebration in 1905 ! To most of us who were members of the body, I think, however,the chief recollection is that of the discussions which had to do with reformed spelling.For then was debated with great earnestness, if not passion, the morality of spellingthrough "t-h-r-o-u-g-h" instead of "t-h-r-u"!FACING CRITICISMThese various adventures in the reorganization of the higher education of Americawere by no means without debate on the part of ourselves, or free from criticism fromwithout. Some of us can well remember the heated discussions over the matter of thesegregation of the men and women students in the courses of the junior college. There,gentlemen, was indeed a cyclone in the educational teapot! I do not understand evenyet just why there was so much concern over the matter, but some of the leaders of theintelligentsia in the city undertook to tell us how to organize our institution, and fora few months the excitement was intense. I don't remember just what the outcomewas, but at all events it was "a famous victory."And then there was a long and learned discussion over the Latin question. In thisdiscussion the faculty came as near to taking sides and organizing conflicting groups asover any subject in the history of the University. Most of the details have escaped mymemory, and the outcome is to be read in the successive language requirements of thecurriculum with which we have experimented. There does remain in my mind, however,the classic argument of one of the greatest scientists that America has produced. In thepresence of that group of empirical educational experts, a parent-teacher association,he argued that Latin was no proper study for children since the study of genders wasnot the truly scientific approach to the understanding of sex !The world's criticism of the University's daring to break with convention and to experiment in more effective self-organization has ranged from bitter attack to allegedhumor. I remember that one of the leading journals of the East, with that fine spirit ofdetachment from the American spirit that characterizes the outposts of European culture of the Atlantic Coast, prophesied that soon the output of doctors of philosophyin the University of Chicago would rival the output of pigs in the Stock Yards. Themost familiar form of humor, however, was to refer to our institution as a continuationof the Midway shows, or "Harper's Three-Ring Circus."But neither satire nor opposition stopped our attempts to give order and outlook toeducational reconstruction. It served as publicity which increased our friends and ourenrolment. A reformer whom nobody criticizes is no reformer. It is better to be damnedthan to be ignored. And as one looks back over these forty-odd years of constant reorganization and experiment in which we dared face the champions of conventionalityin the interests of larger efficiency in educational processes, it is plain that it was thisinstitutional daring that made us a ferment in the educational world.ACADEMIC FREEDOMFor freedom of thought and speech has certainly been ours. As one looks back overthe years, it is easy to realize how vital was the issue of academic freedom for the spiritof research. As far back as 1895 President Harper enunciated the principle, and to thelasting credit of the Board of Trustees and the Founder, despite their dislike of manythings that were said, especially in the fields of economics and religion, the faculty hasbeen free to express its views. And it is also a tribute to those who were given this free-ii4 THE UNIVERSITY RECORDdom that they did not turn it into license. The University has suffered from only a fewmen with rhetorical halitosis born of ill-digested omniscience. It is true that some ofour number have resorted to epigrams that found journalistic publicity, and an epigramis a half-truth so expressed as to irritate people who believe the other half-truth. Butfreedom bore its sense of responsibility.Freedom of speech, with all its dangers, is indispensable for freedom in research. Unless one dares face unexpected and, it may be, undesired results of research in any field,such research is impossible. For those who in all fields of thought are scientificallyminded, there is the abiding conviction that good methods in the hands of honest peoplewill correct false conclusions; develop intellectual independence; evoke a cautious,tentative presentation of conclusions; and arouse the conviction that youth is not merelythe inheritor of the achievements of its elders, but fellow-seeker for reality.For those of us who have lived through these creative forty years of the University,its material expansion is the outward sign of an inward growth. We are not yet complete, but an institution can hardly be said to be unsymmetrically developed in which astudent may begin life in a Lying-in Hospital and, without leaving the campus exceptfor food and sleep, emerge as a Doctor of Philosophy. The same expansion is to be seenin the relations of the members of its faculty with the life outside the academic walls.We have never been subjected to the repressions which would make a university into aninstitution detached from the life of society. There have been few of the major surveysin which some member of this company of young men growing into maturity has notparticipated. There are few organizations in the field of the natural sciences, of sociology, or of religion in which we have not been represented. We have been free to carrywhatever abilities we may have developed into the field of politics and reform. Into allthese extra-university interests the scientific and constructive spirit of the Universityhas been carried. That freedom which has been ours we have granted others. Subjectto criticism on the part of friends and opposition on the part of enemies, we have notjoined in controversy. If we were convinced, we admitted our mistakes; if we were unconvinced, we endeavored to persuade. But our deep-seated conviction that the University existed to extend knowledge has meant the enrichment of life. We have daredto take risks in education and research because we believed facts warranted and demanded experiment. Had there been less freedom there would have been less experimentation, and if there had been fewer experiments there would have been no leadership.OUR VOCATIONTime and again the temptation has come to us as an institution to be content withwhat has already been accomplished and to join the company of self-satisfied institutions which had no ambition to test that which was new. Where other institutions havebuilt stadia, we have built laboratories. Where other institutions have checked freedomof discussion under the alleged excuse that youth is to be preserved from mistakenideas, we have believed that education includes an understanding of how to face franklyand judge all sorts of proposals, from the nature of living organisms to proposals forending the depression; from discussions on cosmic rays to the existence of God.It is this spirit of open-minded search for reality by trustworthy method that hascharacterized these forty years and still is ours. The conviction that research is a sacredduty has been shared by Trustees and faculty alike. We have had no itching for scientific wars of aggression, but we have not been content to remain as a service of supplies inTHE TRUSTEES' DINNER "5the rear of the fighting line. We have tried to turn negative results of experiment intonew construction. And it is this spirit of the entire institution that has been the warrantof its success. Men have trusted us with vast sums because they believed that an institution that was not hidebound in its methods or timid in experiment was calculated tomake new contributions to the welfare of our day. Without this freedom of researchand courage to experiment and determination never to be content in a changing worldwith educational convention, the University of Chicago would have been merely onemore institution among many of its sort. Its sense of mission and of a great cause hasbecome the spirit of creative leadership.Rudyard Kipling, in his tribute to the spirit of Walter Balestier, pictures his friendseated with his companions in some heavenly market place, and as they sat there :Ofttimes cometh the great Lord God, master of every trade,And tells them tales of the sabbath day, and of Edens newly made.And they rise to their feet as he passes by, gentlemen unafraid.So has it been and so shall it be with us — in the presence of God and man, a Universityunafraid!In introducing Mr. Laird Bell, who spoke on behalf of the Trustees,Mr. Swift pointed out his ability and his standing as a citizen qualitiesrecognized from the time of his student days at the University down tothe present when he is serving efficiently as Trustee.Mr. Bell remarked as he began his address that if he were ever to beasked again to appear at one of these banquets he would seek the role ofDr. Ames, whose part of the program required no chairman's introduction. Mr. Bell described his address asSOME REMARKS ON THE USES OF A BOARDOF TRUSTEES IN A UNIVERSITYThis occasion marks the end of my fourth year as a member of the Board of Trustees.Four years used to mean something. It used to take that long to turn a freshman into aneducated man — even a "generally" educated one. I suppose it has been felt that it takesfour years to educate a Trustee far enough to let him talk in public. That remains tobe proved.I was delighted at the start of my service on the Board of Trustees to find myself onwhat was then known as the Committee on Instruction and Equipment. As the otherprincipal committees had to do with finance and buildings and audits and such matters,and as the Board was filled with better financiers, builders, and auditors than I couldpretend to be, and as I fancied that my real interest was educational, I felt that I hadfound my level.Disillusionment soon came. The administrative officers summoned the committee,with what seemed great frequency, to pass upon appointments, salaries, and such matters. I felt we could be excused for not knowing many of the hundreds of names, evenfor not knowing how to pronounce, much less to define, the names of the branches oflearning in which we were exercising our appointive power. But I also felt a certain element of futility in these excursions into higher education. We asked for and received an6 THE UNIVERSITY RECORDgood deal of information on men offered for appointments to positions which even wecould see were key positions. But while this increased our knowledge slightly, it did notdissipate the feeling of futility. These names had run the gauntlet of departmentsdeans, and President, and who were we to question? To have an independent judgmentor to exercise any influence at all, evidently we should have to sit with the faculty committee at the bottom of this impressive hierarchy.THE LEGALISTIC THEORY OF TRUSTEES' FUNCTIONSIn my questionings I read the University's charter. I found there that far from ourbeing simple custodians of property it was set out under the seal of the sovereign state ofIllinois that we were in fact the University. That we had power over persons and policies, as well as over the purse. We had to use the property for educational purposes, butwhat educational purposes we were at liberty to say. Except for specifically restrictedfunds nobody could call us to account if the purpose we selected was something whichcould be called educational. If we took a fancy to run a simple college, we could do it.If we chose to run a straight graduate school, we could do that, and if we chose to set upcertain standards of physical beauty for the faculty, or to select only fundamentalists orDemocrats or bachelors, all these things we could do. Perhaps at this point I should assure you that the Trustees have no idea of succumbing to these delusions of grandeur.We are. too well aware that we do not in fact constitute the University. We recognizefully that it was Mark Hopkins and the student, not the log, which made a university.A Trustee, like the log, is merely something to be sat upon.THE THEORY OF A COMPANY OF SCHOLARSOn the other hand, just how far can we go in making our day-to-day decisions on thecontrary theory? I suppose this contrary theory could be phrased somewhat as follows:That a university is a company of scholars engaged in the pursuit of truth and in the dissemination of it partly through direct publication and partly through instruction of students. The Board of Trustees consists of a number of amiable gentlemen of variousgrades of competence, who, being interested somewhat vaguely in education, undertaketo aid the scholars by supervising the management of the business affairs of the institution, its physical plant, its endowment, and so on. Within the limited range of theirability, they undertake to add to the endowment. They undertake to do somethingknown as interpreting the University to the public, with an idea of enhancing its prestige and, not to put too fine an edge on it, enhancing its endowment. The company ofscholars is the University, and the Board of Trustees a sort of glorified "ladies' auxiliary."I submit that we cannot go the whole way on this theory. Something like a hundredmillion dollars' worth of property has come to the/University during its forty years oflife, most of which came from pretty hard-headed business men. Their contributionshave, of course, been induced primarily out of consideration for the great work whichthe company of scholars has done and is expected to do, but it can hardly be questionedthat some of this money has been devoted to educational purposes in reliance upon theconservative, substantial administration of the business affairs of the University, ofwhich the Board of Trustees is at least the symbol. Could we, if we were so inclined, disregard this aspect of the situation? Could we say that the gifts were not only predominantly made to that part of the body corporate which consists of the company of scholars, but that they were wholly so made? If and when we are called by the constitutedTHE TRUSTEES' DINNER 117authorities of our land to account for the stewardship which the charter imposes on us,can we say that we were agents, not principals?I have asked these questions with perhaps undue confidence that there can only beone answer to them. Perhaps it is wrong, or at least unfortunate, that a university is sotied up to property and its implications, but until a new deal much more radical in aspect than anything that we have been led to expect from the incoming national administration is produced, we cannot do otherwise than look the facts in the face. The property is there and we have some responsibilities for administering it. That responsibilityincludes some sort of responsibility for the kind of a university that is run.THE PRACTICEI believe it is one of the accepted attributes of the Anglo-Saxon that he is an illogicalbeing, and that if a system works he does not much care whether it is logically sound. Iwonder if the answer to our problem does not lie somewhere in this area. I wonder justhow far what we do is different from what we would do if the theory of the company ofscholars were written into the bond.Certain it is that the Board, by statute and by practice, has set up a self-denying ordinance by which it keeps its hands off educational matters. I do not want to say that wealways take it in good part when we are rapped over the knuckles and told we havenothing to do with education, but I do insist that, speaking generally, we have maintaineda pretty fair working compromise between the legalistic theory embodied in the charterand the more realistic theory of the company of scholars. We have no illusions as to ourcontribution to the present standing of the University. At the best I hope we have notgot in the way very much. In practice the University is a company of scholars, to whichit is our privilege to render some help.THE TRUSTEES' PROBLEM OF ACADEMIC FREEDOMNowhere can this theory be better tested than in the question of academic freedom.I realize that at this point the ice beneath me is getting very thin. I venture on it themore brashly because in the first place I am speaking only for myself, and in the secondplace I believe in academic freedom completely. It seems to me infinitely to the creditof both faculties and lay governing bodies the country over that the principle is so firmlyestablished. It has made an immeasurable contribution to American education. Absence of such a principle would mean slow death. Retreat from it would mean immediate withdrawal from universities of the first class. At Chicago the principle has beenwritten and re-written into our statutes and into our tradition. It was established byDr. Harper and the Trustees in the early days, at a time when the shooting was hotterthan it is now, because there was religion in the debate then. Each time the questionhas arisen since, the principle has been affirmed. Why does the question keep coming upto be settled again? At the risk of arousing both faculty and Trustees I should like totake advantage of my present situation to ask you to see our problem of academic freedom as we see yours.Let us start with the hypothesis that on either theory of our organization our primary functions are those of administering property, representing the University to thepublic and interpreting it, and, within our power, adding to its financial resources.What is the bearing of the principle of academic freedom on our functions thus denned?With the right of the company of scholars to pursue the truth in economic, scientific,religious, or other fields and to make the truth known as the scholars see it, there simplyn8 THE UNIVERSITY RECORDcan be no quarrel. It may well be that the times are so agonizing that when a scholarannounces a view of economic truth which disagrees with our inherited prejudiceswe will not be entirely rational in our disagreement. The "World's Greatest Newspaper" has editorially instructed us that we are responsible for the "quality ofthought" of the faculty. I trust you believe you can count on us not to be misled bythose weasel words. I simply do not see how it is thinkable that there should be anyrestraint upon scholars in the pursuit and dissemination of economic truth. Any proposal for change in the existing order is likely to seem wrong to those of us who havesurvived, or still hope to survive, under the rules as they are. But it is under those veryrules that we have got into the mess we are now in. There has never been a time whenthe rules more needed to be examined with clear eyes and clear heads, by informed observers, with scientific detachment. There never has been a time when youth moreneeded to be started into life with open minds. Economic thought should be neitherbanned nor welcomed because it is conservative, nor banned or welcomed because it isradical. It should stand or fall by whether it is true or false. And we do not know thefinal answer on that yet.THE TEACHER'S FREEDOM OUTSIDE HIS OWN FIELDIt is in the other aspect of academic freedom that the trouble arises and that sometimes we are led to fear the principle will give away under the strain. I mean, of course,the right of a teacher to express himself publicly in fields outside his own. There runsthrough the literature that I have seen the idea that the teacher is entitled to the sameright of expressing himself outside his field that any other man has. Does not the principle of academic freedom give him more than that? I can think of no one outside theacademic world who can say exactly what he thinks on every topic and not risk hisjob. All of us in non-academic life have bosses. In a business there is only one head man— everybody else has to consider what he will think. He in turn has to consider customers, depositors, and what not. A lawyer is supposed to have some independence.But he has to consider clients. Doctors have to consider patients. And so on. That factdoes not close our mouths entirely, but when we speak or act on questions full of dynamite we do in some degree risk our jobs. The only class not so affected that I can thinkof is the now extinct capitalist.I agree that the teacher by his very calling must have greater freedom. I realize thatthe University's ability to attract to itself the highest type of teacher depends in largemeasure on its reputation for academic freedom. There is perhaps no other single point,not even excluding the salary schedule, that is so vital to a university's progress. Thepoint I want to make is that the teacher has at least as much freedom as the rest of theworld, and maybe more, and that this very privileged situation implies some correlativeduties.If the Board appears restive at times, please consider that the times are jumpy, particularly in anything that has to do with the great god Business. Our nerves are nearthe surface and we shy at the slightest noise. The whole system has been under strainand out of joint, and^Jars that would pass unnoticed in normal times are seismic now.We know we have to go about it in a very gingerly way when we start to push aboutthe sacred cows of business, banking, and the social order.We also know that when a member of the faculty starts to push these same cowsabout any risks he takes we are going to share. In our responsibilities of interpretation,in our responsibilities for representing the University and adding to its resources, we areaffected, and our work is made harder in proportion to the damage to the cows.THE TRUSTEES' DINNER 119DUTIES GO WITH THE RIGHT TO FREEDOMAmong the fragmentary pieces of history that have stayed with me has been a recollection that the first constitutional assembly at the time of the French Revolutiondrafted a document setting forth the rights of man; that after a good many more headshad dropped into the basket a second constitutional assembly drafted a new documentin which there were not only set forth rights but correlative duties. Is it not fair to insistthat there should be some such evolution in connection with academic freedom? Theright we have conceded, even under exasperating circumstances. Are there not someduties that flow from the right? By this I mean a deliberate facing of what the effect ofany particular assertion of right of academic freedom will be upon the whole body corporate of the University. Not merely the individual who is asserting the right, but hiscolleagues and even the Board of Trustees. It is not up to us to tell you what you maysay or do. It is your judgment that is to be exercised. It is your conscience that is todetermine whether the action is, after due consideration, on full information and in goodfaith. If that judgment is exercised deliberately and in good faith, with full consideration for the consequences to the University as well as to the individual, we can have nocomplaint. If it is not so exercised, we have agreed by statute that we will not do anything about it, but we can perhaps be excused for having our feelings hurt.This is not a matter of keeping the expectant testator from changing his will. Willshave been changed, but there are lots of good reasons for changing wills in these days.The question is whether the University, as an institution of learning, is better or worseoff by reason of the public activities of its teachers. My plea is that you appreciate thatyou have some privileges which most men have not, that when you say and do an unwise thing you appreciate that the University, as well as you, has to "take it" from thepublic. For our part I think we are all willing to take it. My only request is that, whenyou feel the bad-boy complex coming over you, you count forty first. If the Board ofTrustees were only a ladies' auxiliary, we should not ask less of the company of scholars.CURRENT CRITICISM OF THE UNIVERSITYI say deliberately that I have heard the University criticized more in the unlamentedyear of grace 1932 than at any time since I have been in Chicago. Not because of its research or its instruction, but because of what you might call extra-curricular activitiesof the faculty. It is even worse now than when our football teams first started on thetoboggan. I do not say the criticism is sound. In my judgment it is not. But it existsand it has its effect.The early years of our history were full of criticism. We progressed not only despiteit but probably because of it. We went through ten or fifteen years of storm and stressand throve on it. Then for a number of years we consolidated our position, balanced thebudget, cut our hair, learned manners, and became respectable. Criticism stopped andsomething like adulation began. It was not good for us. It was time we did somethingthat would be criticized. So far so good. But though progress probably means criticism,it does not follow that criticism means progress. And I believe some of the presentcriticism is unnecessary.I think I am fortunate in having two alma maters, or almae matres. My other parent has enjoyed something like three centuries of criticism. Her name has been a surefire vaudeville joke for nearly all that time. Nobody has raged at her harder than herown sons, and they never harder than when under Eliot and Lowell they were beingpushed into educational experiments in defiance of all the conservatism that is bred of120 THE UNIVERSITY RECORDthe granite hills and bitter winds of New England. The same president who publiclcondemned Sacco and Vanzetti protected Laski and Miinsterberg and Frankfurter Thope that situation will never change at Harvard. I hope it will never change with ushere. I hope and believe we will press on in paths where criticism will be our lot. Feof us like the battles, but if the company of scholars will carry on as it has in the pastbuilding a university which is free and great and fine, we will stand by you and none ofus will regret the few scars we may have acquired in the process.President Hutchins was introduced without poetry and without fictionand spoke as follows:PRESIDENT HUTCHINS TELLS OF THEUNIVERSITY'S RESPONSIBILITIESOn January i the horrid thought came to me that I had been in university administration for ten years. It occurred to me also that on any statistical analysis I could holdout much longer, and that it might be wise for me to deliver my valedictory remarks onthis occasion in order to make sure that they were delivered. I might then be perfectlycontent to die by assassination or otherwise, serene in the consciousness that I had notbeen deprived of the last word; I should have spoken it in advance. And so I determinedtonight to give my conclusions as to professors and Trustees on the basis of my extendedand varied connection with them. But do not be alarmed. I have changed my mind.Since a cause of action in libel or slander does not survive the one who utters it, I shallpostpone my most important and interesting suggestions to the posthumous publication of my diaries.DOING THINGS NEVER BEFORE DONEBut still I am ready to share with you certain fruits of my vast experience and certain conclusions at which I have arrived as a result of my sojourn here and elsewherein the higher learning. That sojourn convinces me that the opportunity and the responsibility of the University of Chicago are greater than ever before If this isso— and you may take it from one who has been a university president longer than youhave that it is so— the question is how can the University of Chicago carry its responsibility and rise to its opportunity? And the first answer is that for light and leading wemust rely upon ourselves. We cannot look to England or the Continent. We cannotlook to New England or New York. We must rely upon ourselves. This is nothing new:with a few minor aberrations we always have. The ideas on which the University wasfounded were not imitative. The University made its reputation because it did thingsthat had never been done. A reputation for leadership can be acquired only this way.Doing things that have never been done of course involves some risks. It is safer to waituntil somebody else has taken those risks and pointed the path to safety. But if thisUniversity is not prepared to take some risks we may give up hope for the higher learning in America.We can rely still less now on the example of others than we could forty years ago..... Our own environment has changed so that our problems now differ widely fromthose confronted by many other institutions. The junior college movement, which hasbrought four hundred and fifty such institutions to our doors in forty years, means thatour policies must be constructed with a view to an element in the educational system toTHE TRUSTEES' DINNER 121which eastern universities are quite oblivious. The situation is now such that the bestreason why we should not do something is that somebody else is doing it, and a goodreason for doing something is that nobody else has ever done it.This is the policy that was followed at the foundation of the University. A few illustrations will show that it is the one we are following still. When we made an agreementwith the University of Texas under which it provides an observatory for which we provide the staff we did an unprecedented thing which saved two million dollars to researchin this country. Who shall say that the results will not be more important than if theyhad spent half the sum in providing a staff for its observatory and we had spent theother half providing an observatory for our staff?The plan of research in education under the grants obtained in 1930 is unique. Theplan of research in public administration with the co-operation of seven national bodiesof technicians located at the Midway has never been attempted anywhere else. Theplans now being carried through for research in bacteriology and infectious diseases willgive opportunities for investigation which are unexampled. The whole divisional schemewith its emphasis on scholarly work by the student and on the possibilities of co-operative research by the faculty was an idea indigenous to the University of Chicago.The same is true of the college, its curriculum, and the regulations governing it.The same is true of the board of examinations and the student advisory service. Weestablished a two-year college although most people think of one as a four-year unit.The faculty evolved the four general courses and insisted on a general education although we had a long tradition of professional courses for freshmen in many fields. Itabolished the credit system; it abolished required attendance. It abolished time requirements. In place of all these methods of measurement it set up general examinationsof a sort never before applied to students at those levels. The faculty's study and revision of the curriculum still go on, and now include a sally into ta]king motion pictures inways not hitherto attempted.SUCCESSFUL EXPERIMENTATIONNow there are certain characteristics of all these developments which I wish to bringbriefly to your notice. In the first place, they have been successful. However much someof them may have fallen short of our hopes, however much we may have been opposedto any or all of them, no one of us, I am sure, would like to revert to the status quo ante.We may feel that we have made progress and in the right direction.In the second place, the country agrees with us. There is a widespread impressionabroad that something is going on at Chicago, and that it is important. In this connection I may point out that there are more people dissatisfied with American educationthan are satisfied with it. The success of the New Plan and its shocking innovations isevidence of this. It is not the conventional, placid institutions which will in the futureattract the best students and the largest public support; it is those which see thedefects of education and attempt boldly to find the remedy.In the third place, these developments at the University of Chicago have not beenreckless, revolutionary, or violent. In my ten years in university administration I haveheard countless appeals for co-operation among universities in expensive research projects. I have never heard anybody advance any argument against it. The theory wasadmitted; the practice was impossible. The University of Chicago in the astronomicalagreement with Texas simply did what everybody else said ought to be done but hesitated to do. The same may be said of all the other research ventures I have enumerated122 THE UNIVERSITY RECORDand of the educational program on which we have been engaged. In my ten years inuniversity administration, for example, I have never heard a good word spoken for thecredit system. And even before my day educators European and American derided it asan invention which made learning a farce and teaching a routine. Nobody had anythingto say for it; nobody could do anything about it. The University of Chicago decided todo something about it; and, what is more startling in academic life, it actually did it.What we have lately done in education and research has not required great, wild, soaringflights of the imagination; it has required energy and courage.THE COLLEGE AND THE HIGH SCHOOLAll these remarks apply directly to the recommendations of the senate affecting thecollege and the high school approved by the Board of Trustees today. These proposalsare native to this soil. They grew out of our own experience and our own environment.They have never been tried by any great university. That may be a reason for tryingthem. They assert again the leadership of the University in a confused and critical areaof education. The college and the last two years of the high school under a single administration and a single faculty will set the pattern for the organization of general education. If they have the courage to depart from an established order and the energy tobreak down an old routine, they will determine the content of general education, too.Thus by a minor administrative adjustment we put ourselves in a position to contributelargely to a rational scheme of education and to the programs of high schools, juniorcolleges, colleges, and universities throughout the land. And for ourselves we clarify thefunction of the college and the function of the divisions and solve a problem that hasbeset the University since its foundation.It has required no greater or wilder flights of the imagination to produce this extension of the new plan than were needed for any of the recent developments at the University. The idea in one form or another is one on which educational theorists haveagreed for years. It has simply seemed impossible to do something about it. To do something about it here and now has demanded and will demand initiative and effort fromthe faculty and the Board; it has not demanded reckless, revolutionary, or violentaction.Since the unification of the administration, faculty, and curriculum of the college andthe last two years of the high school is an obviously desirable step, it will strengthen thefeeling in the country that something is going on at Chicago. Of all the sectors on theeducational front with which one may properly be dissatisfied, the most unsatisfactoryis that covering the junior college and the last two years of high school. An intelligenteffort on our part to wrestle with the problem as a whole will attract the best students.It will attract as well the interest of those who believe that education in order to command support in these times must be something more than a laying-on of hands accompanied by football cheers and fraternity songs.EDUCATIONAL STATESMANSHIPAnd so this program will succeed. It will succeed because the idea is so good that insome months of careful listening I have been unable to hear anything against it. It willsucceed because of the intelligence of the faculty and the support of the Board. It willsucceed because of the enthusiasm of educators and the sympathy of the public. It mustsucceed. It is something that must be done if the educational system of the country is topass without serious damage through the present crisis. To the protection of that sys-THE TRUSTEES' DINNER 123tern the policy of the University of Chicago must be directed. The Board has maintainedfaculty salaries not because it is sentimental about the professors here present, but because it wished the influence of the University to be thrown against indiscriminate andhasty reductions elsewhere. We must maintain research at the University of Chicago sothat it may be kept alive in the Middle West. We must maintain educational experiment because few other institutions can now maintain it. And we must have in viewthe whole system of public education upon which our institutions educational and political rest, and which now, subjected to the attacks of the selfish and ignorant, requires assistance and leadership as never before. I call upon the faculty and Trustees here assembled to dedicate themselves again to the tasks of educational statesmanship — taskswhich transcend the boundaries of our quadrangles; tasks to which we are committed bythe traditions, the responsibility, and the opportunity of the University of Chicago.THE ORIENTAL INSTITUTE'SRESEARCH IN PERSIAIN JANUARY, Dr. J. H. Breasted announced important results of recent research at the Oriental Institute's concession at Persepolis, ancient capital of Persia. The ruins of Persepolis lie something likefifteen hundred to eighteen hundred miles almost due east of Cairo. Theresults include the discovery by Dr. Ernst Herzfeld, field director of theexpedition, of some of the most remarkable sculptures ever revealed byarchaeology, carvings which adorned the sumptuous buildings of what hasbeen called the Versailles of ancient Persia. These spacious buildings ofthe old capital were burned by Alexander the Great. The discoveries revealed also a six-thousand-year-old Stone Age village with houses containing the earliest-known windows ever found.REPLACING AND RESTORING FALLEN BUILDINGS AT PERSEPOLIS124TRIBUTE-BEARERS FROM SMALL STAIRWAY, RUINS OF PERSEPOLIS126 THE UNIVERSITY RECORDTOMB OF DARIUS THE GREAT, FOUNDER OF PERSEPOLISBelow at the left is the carved monument to the Emperor Shapur I, who reignedin the Third Century a.d. and here is seen celebrating a victory over the Roman Emperor Valerian.Dr. Herzfeld has uncovered a series of wall sculptures which if set together would form a vast panel of reliefs five or six feet in height and almost a thousand feet in length. The discovery is one of the greatest andmost important in the history of archaeological research anywhere. It notonly far surpasses any archaeological disclosure ever made in the historyof such research in Persia, but there has never been any discovery like itanywhere in Western Asia since archaeological excavation began there almost a century ago.The walls of the splendid palaces which stood on the gigantic terrace ofPersepolis overlooking a mighty plain encircled by mountains were of sun-dried brick, but the colonnaded halls, the windows, and the great doorswere done in black stone which was polished like ebony. The friezes andsculptured scenes were embellished with colors now all lost except in onerelief just discovered by Director Herzfeld. It had been sheltered for centuries from the weather under rubbish. Now uncovered, it reveals thePersian emperor wearing a robe bordered with scarlet and purple, shoesTHE ORIENTAL INSTITUTE IN PERSIA 127of scarlet, and other finery in royal hues. It was due to the disintegrationand final fall of the mud-brick walls that the newly discovered sculptureswere preserved and protected from the ravages of weather and vandalismthrough the nearly twenty-five hundred years since they were created.The stone carvings, which include a series of historical inscriptions of thegreatest importance, thanks to the debris from the mud walls and fromthe hills, are as fresh as the day when the sculptors' chisels touched themfor the last time. Never before have works of old Persian art been foundin such perfect preservation.One tradition has it, according to Dr. Breasted, that Alexander theGreat in 330 B.C., sotted with wine and urged on by his lady-love of themoment, set fire to the roof of one of these palaces, and thus sent up inflame and smoke a supreme expression of ancient oriental genius. It wasa disaster which marked the end of the evolution of oriental civilizationin Western Asia, and the destruction wrought by that conflagration devastated and wrecked forever most of the works of art which made thepalaces of Persepolis the great world-center of culture and civilization under the Persian Empire. When the Moslems overflowed into this regionin the seventh and eighth centuries of the Christian Era, they battered topieces the heads and faces of the sculptured figures they found still visibleabove the ground at Persepolis. But the sculptures which the Oriental Institute has now discovered escaped their notice and therefore constitutean epoch-making contribution to the history of ancient art.The subject matter of the reliefs is a magnificent durbar representing agreat group of Persian and Median officials standing with the gorgeousuniformed palace guards of the Persian emperor drawn up at one side toreceive the ambassadors of twenty-two subject nations who approachfrom the other side bearing their tribute to Persia. The execution of thescenes displays unparalleled beauty and refinement of detail. The palaceguards, consisting of footmen, horsemen, and charioteers, form a superbensemble. In the sculptor's representation of each chariot wheel, thebronze nail which was dropped through a hole in the end of the axle outside the hub to prevent the wheel from coming off is depicted in every detail. The upper half of each nail consists of a beautifully sculptured female figure, carved with the delicacy of a cameo in an area not as large asa postage stamp, the legs of the figure forming the stem of the nail which isinserted in the hole of the axle."That such advanced civilization and such imperial splendor shouldhave burst forth almost overnight is of course unthinkable," says Dr.Breasted. "Within two miles of Persepolis, Dr. Herzfeld found a small128 THE UNIVERSITY RECORDmound some three hundred by six hundred feet in area and only ten ortwelve feet in height, which when excavated has been found to cover aStone Age village in a state of preservation surpassing any such discoveryever made heretofore. It dates from about 4000 b.c." The walls of theadobe houses in this village are preserved in places to a height of six orseven feet. There is a narrow street or alley extending the length of theAIR VIEW OF PART OF THE GREAT PALACE TERRACEAT PERSEPOLISlittle settlement, and a modern visitor walking along it may look into thehouses. Through the doors and the earliest-known windows ever foundone may see mural decorations of red-ochre water color still discernibleon the walls. Still standing about on the floors are household utensils ofpottery, fireplaces with burned clay fire-dogs still in position, and potteryvessels still containing the remains of food, especially the bones of probably domesticated animals. In some of the dishes lay the flint knives withwhich these ancient people had last eaten about six thousand years ago.The polychrome designs and motifs painted on the pottery mark a newchapter in the history of prehistoric art. Dr. Herzfeld says: "With theTHE ORIENTAL INSTITUTE IN PERSIA 129exception of some potsherds of the Stone Age in Babylonia, the finds thathave come out of this Stone Age hill by Persepolis both in age and inbeauty throw everything later into the shade." "Such remains," says Dr.Breasted, "disclose to us the earliest prehistoric ancestry of the civilization which reached its culmination in the palaces of Persepolis."The Oriental Institute holds a concession to all the surrounding ancientsites within a circle of thirteen miles with Persepolis at its center.REORGANIZING THE COLLEGERECOMMENDED by the University Senate, approved by theTrustees' Committee on Instruction and Research, fully dis-l. cussed from every point of view, the Board of Trustees hasadopted a plan for reorganizing the work in the last two years of the University High School and the first two years of the college into an educational and administrative unit. The text of the Board's action is as follows, it being understood that while the plan shall be made operative atonce there shall be no change for the present in the names of the educational units in the University:1. That the work of the college in general education be extended by removing thelast two years of the University High School from the jurisdiction of the Division of theSocial Sciences and the School and Department of Education and incorporating themin the college program.2. That the requirement that all members of the college faculty be members of departments and divisional faculties be abrogated, and that the Dean of the C ollege beempowered, in consultation with the chairmen of the departments and deans of thedivisions concerned, to recommend to the President members of the college facultywho may or may not have departmental or divisional affiliations. It is understoodthat members of the faculties of other divisions will continue to teach in the college byarrangement between the dean of the College and the dean of the division concerned.For the guidance of the dean it is considered desirable that a large proportion of thecollege faculty be members of departments and divisional faculties.ELIAKIM HASTINGS MOOREBy Gilbert A. BlissIN THE death of Professor Eliakim Hastings Moore on December 301932, the members of our University community lost the possibilityof personal association with another of the remarkable company ofscholars who in the nineties of the last century first shaped the characterof our University and gave it great distinction. Professor Moore was oneof the youngest but one of the most spirited of these men. In the domainof mathematics, a subject whose appeal is limited by its technicalitiesbut which nevertheless influences the thought and touches the daily lifeof mankind in a multitude of ways, Professor Moore's enthusiasm, scientific integrity, and deep insight established an influence which will extend wherever mathematics is studied, beyond the confines of our countryor our day. His achievements speak for themselves. Let us examine them.SCHOLARSHIPThe foundations of his leadership lie in his scholarship. While he wasstill in high school, Ormond Stone, the director of the Cincinnati Observatory, secured him one summer as an emergency assistant. Professor Stone,who was afterward director of the Leander McCormick Observatory ofthe University of Virginia and founder of one of our foremost mathematical journals, inspired the young student with an interest in mathematics. This interest was later confirmed at Yale University, where Herbert Anson Newton, professor of mathematics and also a distinguishedmeteorologist, had a profound influence in the development of Moore'sspirit of research. The personal encouragement of these men was welljustified by the brilliant performances of their protege, who during hiscourse at Yale took three prizes in mathematics and one each in Latin,English, and astronomy. In his junior year he won the "philosophicaloration appointment" and second prize at "junior exhibition," and in hissenior year he held the Foote Scholarship and was valedictorian of hisclass. His nickname was "Plus" Moore. He took his A.B. at Yale in 1883and his Ph.D. in 1885. Professor Newton, deeply impressed with the abilities of the young mathematician, financed for him a year of study atBerlin and Gottingen in return for a promise to pay at some future time.When Mr. Moore returned from his sojourn in Europe in 1886 heentered promptly upon his career as scholar and independent investigator.130ELIAKIM HASTINGS MOORE 131In 1892, after six years as instructor, tutor, assistant professor and associate professor, at Northwestern, Yale, and Northwestern again, his aggressive genius was recognized by President William R. Harper, who appointed him acting head of the Department of Mathematics in the newUniversity of Chicago, and who advanced him to the headship after fouryears of unusual success in organizing the new department. ProfessorMoore persuaded President Harper to appoint Oskar Bolza and HeinrichMaschke as his associates. A wiser selection could not have been made.Moore was brilliant and aggressive in his scholarship, Bolza rapid andthorough, and Maschke more deliberate but sagacious and without doubtone of the most delightful lecturers on geometry of all time. These threemen supplemented one another perfectly, and they promptly obtainedfor the Department of Mathematics at the University of Chicago a placeamong the recognized leaders.IN THE LECTURE-ROOMIn the lecture-room Professor Moore's methods defied most establishedrules of pedagogy. Such rules, indeed, meant nothing to him. He wasabsorbed in the mathematics under discussion, to the exclusion of everything else, and neither clock times nor meal times brought the discussionto a close. His discourse ended when some instinct told him that his topicfor the day was exhausted. Frequently he came to his class with ideasimperfectly developed, and he and his students studied through successfully or failed together in the study of some research question in which hewas at the moment interested. He was appreciative of rapid understanding, and sometimes impatient when comprehension came more slowly.No one could have been more surprised than he, or more gentle in hisexpressions of regret, when someone called to his attention the fact thathurt had been caused by such impatience. It is easy to understand underthese circumstances, however, that poor students often shunned hiscourses, and that good students whose principal interests were in otherfields sometimes could not afford the time to take them. But it was aproud moment when one who was ambitious and interested found himselfin the relatively small but aristocratic group of those who could stand thepace. It is no wonder that among the ablest mathematicians of our country at the present time those who drew their chief inspiration from Professor Moore are numerous. He was essentially a teacher of those whoteach teachers. Unless we pause to make a computation we often fail tocomprehend the rapidity of spread and the magnitude of the influence ofsuch a man.132 THE UNIVERSITY RECORDIn his earlier years Professor Moore was a prolific writer. His paperspromptly established him as a mathematician of resourcefulness andpower. Two of the characteristic qualities of his research were accuracyand generality. He was a master of mathematical logic, and his originality in making two or more theories appear as special instances of a newand more general one was remarkable. His success in such generalizations culminated in a theory which he called General Analysis and whichbecame his principal interest. In 1906, when he lectured on this theoryat the New Haven Colloquium of the American Mathematical Society,he was ahead of the times. In recent years, however, many mathematicians have continued his ideas or have encountered them in independent approaches from other standpoints. Professor Moore's enthusiasm for mathematical research never waned, but in his later years hisinterest in formal writing declined. He has left a great legacy of unpublished research material concerning General Analysis.THE LEADERIt was to be expected that a man thus highly regarded as a scientistshould become a leader in the associations of workers in his field. Professor Moore devoted himself most unselfishly at all times to the interestsof his department. He was a moving spirit in the organization of thescientific congress at the World's Columbian Exposition of 1893, and inthe first colloquium of mathematicians in this country held shortly thereafter in Evans ton. He was influential in the transformation of the localNew York Mathematical Society into the American Mathematical Society in 1894, and in the foundation of the first so-called section of thesociety whose meetings were held in or near Chicago and of which he wasthe first presiding officer in 1897. The success of this first section has ledto the establishment, in various parts of the country, of other similarmeeting places which have added greatly to the influence of the society.He was vice-president of the society from 1898 to 1900 and president from1900 to 1902. In 192 1 he was president of the American Association forthe Advancement of Science. In 1899 he and other aggressive membersinduced the society to found the Transactions of the American Mathematical Society, now our leading mathematical journal. The first editorswere E. H. Moore, E. W. Brown of Yale, and T. S. Fiske of Columbia.These men set standards of editorial supervision which have endured tothis day. Professor Moore retired from his editorship in 1907. In 1916,by his advice and encouragement, he gave great assistance to ProfessorH. E. Slaught, who was a moving spirit in the formation of the Mathe-ELIAKIM HASTINGS MOORE 133matical Association of America. This is an organization devoted to thepromotion of mathematics, especially in the collegiate field, co-operatingin most successful fashion with the American Mathematical Society, andlike the society a most important influence in the development of American mathematics. In the decades preceding 1890 research scholars inmathematics in America were few and scattered, with limited opportunities for scientific intercourse. At the present time we have a well-populated and aggressive American mathematical school with frequentopportunities for meetings, one of the world's great centers for theencouragement of scientific genius. From the record of Professor Moore'sactivities described above, it is clear that at every important stage in thedevelopment of this school he was one of the progressive and influentialleaders.ACADEMIC HONORSThat the distinction of Professor Moore's services to science was recognized in other universities as well as our own is indicated by his honorarydegrees. He received an honorary Ph.D. from the University of Gottin-gen in 1899, and an LL.D. from Wisconsin in 1904. Since that time hehas been awarded honorary doctorates of science or mathematics by Yale,Clark, Toronto, Kansas, and Northwestern. Besides his memberships inAmerican, English, and German mathematical societies, he was a memberof the American Academy of Arts and Sciences, the American Philosophical Society, and the National Academy of Sciences. Two funds havefreen established in his honor. The first is held by the American Mathematical Society for the purpose of assisting in the publication of his research and for the establishment of a permanent memorial to him in theactivities of the society. The second has been expended for an unusuallyfine portrait of him which hangs in Eckhart Hall. The interest in thesefunds among the friends and admirers of Professor Moore, in Chicagoand many other places, was a remarkable tribute.BIOGRAPHICALIt is interesting to note that the environment in which Professor Mooregrew up through childhood was a most suitable nursery for the distinctionwhich he afterward attained in so great a measure. His grandfather wasan earlier Eliakim Hastings Moore, a banker and treasurer of Ohio University at Athens, Ohio, a county officer and collector of internal revenue,and a congressman. Eliakim Hastings the younger served as messengerin Congress during one summer vacation while his grandfather was there.His parents were David Hastings Moore and Julia Carpenter Moore of134 THE UNIVERSITY RECORDAthens. D. H. Moore was a Methodist minister; successively a captainmajor, and lieutenant colonel in the Civil War; president of CincinnatiWesleyan College; and organizer and first chancellor of the University ofDenver; professor of political economy at the University of Colorado-editor of the Western Christian Advocate; and bishop of the MethodistEpiscopal church in Shanghai with jurisdiction in China, Japan, andKorea — a man much beloved.The second Eliakim Hastings Moore, whose career we are considering,was born in Marietta, Ohio, on January 26, 1862. His childhood waspartly spent in Athens, Ohio, where as a small boy he was a playmate ofMartha Morris Young, who was afterward to become his wife. Her fatherwas a professor at Ohio University, a colonel in the Civil War, and the sonof a congressman. She herself was later an instructor of Romance languages at the University of Ohio and the University of Denver. Theyoung couple were married in Columbus, Ohio, on June 21, 1892, and inthe autumn of that year they journeyed to Chicago where ProfessorMoore became immersed anew in his scientific career. They have oneson, Eliakim Hastings Moore III, who was graduated from the University of Chicago and now lives in Texas.The activities too concisely enumerated in the preceding paragraphswere the external evidences of a remarkable personality. In attemptingto describe the real character which lay beneath them I feel keenly theinadequacy of a mathematician's pen. Professor Moore realized fully thesignificance of mathematics for the comfort and progress of the humanrace. His life was an unselfish expression of his confidence in the importance of the opportunity of studying and teaching his chosen science.His impetuosity sometimes gave uncomfortable moments to those of uswho were his immediate colleagues, but his fundamental friendship forus was immovable. He believed in individuality and encouraged independence in our teaching, and he protected us in our research, often atgreat cost to himself. As he grew older his gentleness and friendliness,the basal qualities of his character, became his dominant characteristics.We watched him gradually fade away, and strove to comfort ourselvesby the thought that the influence of such a personality never dies, During the last months, when his strength permitted, he sometimes visitedwith us. To the end his talk was of his science and his University.THE DAVIS MOUNTAINSthe Mcdonald observatoryBy OTTO STRUVETHE COST of up-to-date equipment for astronomical researchhas steadily increased during the last hundred years. When in1824 the most powerful telescope in the world, a ten-inch refractor, was purchased by the Russian government for the University ofDorpat, the price paid to Joseph Fraunhofer, the famous German optician, was approximately 10,600 guldens, or $3,100. The total cost of theYerkes forty-inch refractor, installed in 1895, including optical parts,mounting, and dome, was $166,000. The one-hundred-inch Hooker reflector on Mount Wilson, completed in 1919, cost approximately $650,000;and the proposed two-hundred-inch telescope, now in the process of construction for the California Institute of Technology, will probably costseveral millions of dollars.It is obvious that few, if any, of the existing American universities willbe able to keep pace with this rapid increase in cost of astronomical instruments. There are now approximately eighty more-or-less active observatories in North America. Each is equipped with telescopes that rangefrom a few inches to a hundred inches in aperture. The total amount ofmoney invested in this equipment is appallingly great, especially since13s136 THE UNIVERSITY RECORDmuch of this investment has never given returns in the form of valuablescientific results. In some cases telescopes of considerable size have remained idle until they have become so out of date as to be almost useless.By courtesy of he Warner 6- Swasey Co., Cleveland, OhioMODEL OF THE McDONALD OBSERVATORYThere can be no doubt that the spirit of rivalry of our universities in striving to possess the largest or the most powerful telescope in the world hasbrought about an overproduction of telescopes that now rank as smallor moderate in size, and a consequent division of effort which might havebeen more usefully co-ordinated.the Mcdonald observatory 137ECONOMICAL CO-OPERATIONSince the advancement of astronomy must depend upon large andexpensive equipment, the most natural course would be one of co-opera-MODEL OF OBSERVING FLOOR, McDONALD OBSERVATORYtion between several institutions in the construction and operation of onelarge instrument in place of several small and inefficient ones. This simplefact has been realized for a long time; as President Hutchins remarked atthe recent dinner given by the Trustees for members of the faculty, everybody knew it, but no one did anything about it. The astronomical agreement between the University of Chicago and the University of Texas is,138 THE UNIVERSITY RECORDto my knowledge, the first definite attempt in this direction. By combining the resources of two large universities we shall be able to build atelescope which will be adequate for research in modern astronomy. Notonly will we have a telescope better suited to our purposes than we couldget if each built its own instrument, but the total output of money will befar less than it would have to be if two new observatories were built andmaintained.The Chicago Tribune, in an editorial of September 10, 1932, referred tothis agreement between the two universities in the following words :Possibly there have been other agreements of this sort between universities, but theymust be extremely rare. There should be more of them. There is much needless duplication of equipment among universities with the result that funds which mighthave been spent for education and research are tied up needlessly in buildings andscientific instruments. University buildings are far too costly. Donors and architectshave combined to squander money on them. Buildings which are used for scientificresearch become obsolete quickly. The rate of obsolescence for scientific instruments iseven more rapid. Any means which can be found for cutting down capital costs and devoting the money saved to the real purposes of a university — education and research-should be encouraged.The agreement owes its inception to the active interest and wholehearted co-operation of the two presidents, Dr. Hutchins of Chicago andDr. Benedict of Texas, and its completion to the broad-minded and progressive attitude of the governing boards of the two institutions, theTrustees of the University of Chicago and the Regents of the Universityof Texas. The arrangement provides that the Regents of the Universityof Texas will build the telescope, the revolving dome, and the buildings,from a part of the bequest of the late W. J. McDonald of Paris, Texas,which bequest now amounts to approximately $900,000. The plans forthe observatory are to be prepared by the director and the constructionis to proceed under his supervision. All the salaries of the staff will bepaid by the University of Chicago and the operating expenses will beshared by the two universities.CAREFUL PLANNING AND SCIENTIFIC SELECTIONThere is no science which requires more careful planning than doesastronomy. An astronomer, unless he is one of the few engaged in purelytheoretical research, is helpless if he does not have the proper kind oftelescope at his disposal. A telescope that has been designed for one typeof work is often quite unsuitable for another. The measurement of closedouble stars, for instance, depends primarily upon the resolving powerthe Mcdonald observatory 139of the telescope, and this in turn depends upon large aperture combinedwith great focal length. The forty-inch Yerkes refractor is admirablysuited to this kind of work. On the other hand, the photography of thespectra of stars demands great light-gathering power, but is not so sensitive to the resolving power of the telescope; accordingly, spectroscopicwork is best carried out with reflecting telescopes of very large aperture.The one-hundred-inch reflector at Mount Wilson is by far the strongestinstrument for this type of work. For the photography of large areas ofthe sky, the focal ratio of the instrument is of prime importance, and greatfocal length is often undesirable. Some of the best photographs of theMilky Way obtained by Professors Barnard and Ross of the YerkesObservatory have been made with lenses of only three-inch aperture, andcould not have been obtained with lenses of greater dimensions. Finally,there are some special investigations for which instruments of mediumsize are most suitable. For example, the problem of determining theradial velocities of faint stars, now under consideration at the HarvardCollege Observatory, can best be undertaken with a photographic refractor approximately twenty inches in aperture.It is clear that before any type of telescope can be definitely decidedupon, the work for which it is intended must be considered. In the caseof the McDonald Observatory there are two important considerations:(1) the telescope must supplement, and not duplicate, equipment whichis already available at the Yerkes Observatory;1 and (2) the telescope mustsatisfy the interests and the needs of the staff of astronomers who willuse it.With this in mind we have decided that the most useful type of instrument would be a reflector having a concave mirror of about eighty-inchaperture and a focal ratio of about one to four. This means that the distance from the mirror to the focus would be four times eighty inches, ortwenty-seven feet. The telescope will be much shorter than the Yerkesrefractor, which is sixty- two feet long, but it will have twice the aperture,or about four times the light-gathering power, and will therefore be muchmore efficient for the photography of faint stars or of stellar spectra. Thefocal ratio is short enough so that it will at the same time be suitable forthe photography of faint nebulae and distant galaxies. The Yerkes telescope has a focal ratio of one to nineteen, and is consequently quite unsuitable for such work.1 There will, of course, be no diminution of effort at the Yerkes Observatory.140 THE UNIVERSITY RECORDTYPE OF CONSTRUCTIONSince an important phase of our research is the study of celestialspectra, we shall have a number of accessory instruments designedespecially for this purpose. The mounting of the telescope is to be constructed in such a way that the light of any star may be concentrated ina room of constant temperature, where it may be analyzed with the aidof prisms, photo-electric photometers, or other analyzers. There will be aplateholder for the direct photography of comets, stars, planets, andnebulae, and several specially designed lenses which will improve theoptical definition of the instrument. The eighty-inch mirror will probablybe made of pyrex glass, which has a low coefficient of expansion and istherefore especially suitable in a climate where appreciable changes oftemperature during one night are the rule. The mirror will be paraboloi-dal in shape, and will be silvered on the top surface. The parallel lightbeams from the star will converge toward the upper end of the tube, wherethey will be intercepted by a photographic plate, or reflected back towarda hole in the big mirror, through which they will pass into the spectrograph. Occasionally it will be advantageous to insert two more mirrorsinto the telescope — making a total of four reflections — by means of whichthe light will be directed into the big polar axis of the instrument. Theadvantage of this arrangement is that the polar axis always remainsdirected toward the celestial pole (thus being parallel to the axis of theearth), and is therefore stationary.No contracts have as yet been awarded, but preliminary bids for theconstruction of the various parts of the instrument have been receivedfrom all of the more important telescope-building firms in this countryand abroad. The illustrations on page 136 are from a model made according to our specifications by the Warner & Swasey Company of Cleveland,Ohio.Considerable attention has been given to the selection of a site for theobservatory. The climate of our middle western states is rather unsatisfactory for astronomical observation. The records at Williams Bay showthat there are approximately 1,600 hours of clear sky at night in a year,which are suitable for observation. Of these only a small proportion isperfectly transparent, and on few of them is the earth's atmospheresufficiently steady that the astronomer may utilize the resolving powerof the telescope to its fullest extent. The northern latitude of WilliamsBay is another disadvantage. It so happens that our solar system is un-symmetrically situated among the stars of the galaxy, and probably morethan nine- tenths of the interesting stars and nebulae are south of theTHE McDONALD OBSERVATORY 141equator. At our latitude of 42°34/ we can scarcely see the region in theMilky Way where the center of our galaxy is located. The farther southwe go, the better the conditions become in this respect. Had we unlimited means, we should doubtless have proposed that the new observatory be established south of the equator — for example, in New Zealand —where Professor Compton has found, on his recent trip, conditions of anature that would be unusually well suited to astronomical research.With financial limitations, however, we must choose the best possiblelocation within the United States.THE DAVIS MOUNTAINSPreliminary tests of the atmospheric conditions at various points inTexas, Arizona, and California were made last summer by Messrs. Elveyand Mehlin. Their results indicate that excellent conditions prevail in theDavis Mountains of southwestern Texas. While the number of hours ofclear sky may not be as great as in some of the deserts of southern Arizona, the elevation of some of the mountain peaks is favorable to transparency, and actual observations with a portable telescope of four-inchaperture have shown that the probable number of nights of what anastronomer calls "good seeing" is much greater than at Williams Bay andprobably greater than at most other observatories.A new series of observations, made last November and December withthe assistance of Mr. Elvey, have convinced me that the best location forthe observatory is the top of an unnamed mountain at longitude io4°i./5and latitude 3o°4o./3, on the U-Up-and-Down Ranch near Fort Davis,Texas, commonly referred to in the neighborhood as Flat-Top Mountain.The elevation is 6,800 feet.1The average summer temperature in the Davis Mountains (+76?4)is not very different from that of Williams Bay, while the winter temperature (+45?9) is much warmer than that of Williams Bay. Theaverage total amount of sunshine is 78 per cent of all daylight hours, whileat Williams Bay this percentage is 55. The annual rainfall in the DavisMountains is fifteen inches, while at Williams Bay it is thirty-two inches.The proposed site for the observatory is about fifteen miles from thenearest town, Fort Davis. The sky at night is free from city lights, air-beacons, and automobile headlights. On our visit there last November wewere struck with the marvelous appearance of the starlit sky. The MilkyWay extended down to the horizon, and the brilliant zodiacal light in the1 Another expedition to the Davis Mountains, under Professor G. Van Biesbroeck,will leave Williams Bay in April.142 THE UNIVERSITY RECORDwest reached the meridian and merged into the faint glow of the Gegen-schein. The horizon was faintly illuminated by what is probably a permanent display of auroral light, and the background of the sky everywhereemitted a faint glow, the cause of which is not known.Because of the distance to Fort Davis, houses will have to be built forthe members of the staff. An electric station will provide power for themotors of the telescope and dome, and lights for the offices and houses.We hope to instal a small sending and receiving radio-set, so that theYerkes Observatory may remain in constant communication with heryounger sister, the McDonald Observatory.Williams Bay, Wis.THE UNIVERSITY CLINICSA REVIEW OF THEIR POLICYIN RELINQUISHING his office as director of the University Clinics,Dr. Franklin C. McLean presented to the special committee on theclinics a report covering the five-year period in which the clinicshave been in operation, beginning with October, 1927.It has been the policy "to serve the needs of the departments and in sodoing to render medical service within the capacity of the individual patient to pay While five years ago considerable doubt was expressedas to whether paying patients would meet the needs of medical educationand research, it is now clear that the answer in general is in the affirmative. There are certain definite limitations, notably in surgery, whichwould seem to require a larger allotment of free beds than has so far beenpossible, but on the whole it would not appear that great sacrifices havebeen made for the sake of income. " There is evidence that "the needs ofmedical education and research are being at least reasonably well servedunder the present policies. " The net cost of operating the clinics for thefive-year period (exclusive of operating income) was $1,316,720. Only asmall proportion of this cost (approximately 6.7 per cent) has been derivedfrom income from endowment.In reference to what is named the social policy of the clinics the reportstates that it has been its policy "to give due consideration to the patient's ability to pay," a policy based upon that of the large part of themedical profession and which has its roots in antiquity. "On the whole,"says the report, "criticism both from without and from within has beendirected not against the policy itself, but against its application in actualpractice. External criticism, in so far as it relates to the applications ofthis policy, has been to the effect that the University is engaged in thepractice of medicine at 'cut-rates,' and that many of the patients admitted at the general clinic rates could pay more, and would do so if theywent to private practitioners. Internal criticism has chiefly been directedat the handling of individual cases, and criticisms of 'too low' charges areabout equally balanced by those of 'too high' charges. In general thesecriticisms, when justified, reveal the human element in applying generalrules to difficult individual cases, and do not reflect on the validity of thegeneral principles themselves."143144 THE UNIVERSITY RECORDThe report concludes with the following summary:i. Under present conditions and under present policies the clinics arenot tending toward self-support.2. Over a long range the clinics, as at present constituted, and underpresent policies will require a large annual subvention, of which only asmall portion is provided for from endowment funds.3. Income from the present clientele of the clinics is limited by the ability of the patients to pay. A gradual shift of the clientele is already inprogress, leading toward selection from patients of higher-income levels.4. The degree to which this shift may be encouraged, and perhaps accelerated, is a matter for further consideration.During the period from 1927 to 1932, inclusive, there have been 244,-973 "patient-days" recorded in the hospitals and there have been 371,042out-patient visits. The cost of these services has been reduced from over$9.00 to $6.03 per patient per day for those in the hospitals, while theincome from these patients has also fallen from about $3.70 to $3.12 perpatient-day. The out-patients paid on the average about $1.50 per visitover the entire period, and the cost to the clinics was about $1.70 per visit.THE BOARD OF TRUSTEESBy JOHN F. MOULDS, SecretaryAPPOINTMENTSIN ADDITION to reappointments, the Board of Trustees has madethe following appointments:Harry A. Bigelow, John P. Wilson Professor of Law.John M. Gaus, Visiting Professor in the Department of PoliticalScience.John Jacob B. Morgan, Visiting Professor in the Divinity School.Clark D. Shaughnessy, Assistant Professor in the Department ofPhysical Culture and Athletics and Football Coach.Margaret Creech, Classroom Instructor in the School of Social ServiceAdministration.Ruth Gartland, Field Work Instructor in the School of Social ServiceAdministration.Shailer Mathews, Barrows Lecturer for 1933-34.Sophonisba P. Breckinridge, Dean of Pre-professional Students in theSchool of Social Service Administration.A. K. Loomis, Associate Dean of the College, to serve with and forDean Boucher in the administration of the last two years of the UniversityHigh School.Mrs. Charles L. Hutchinson, Director of Wychwood, Lake Geneva,Wisconsin.Carl F. Huth, Director of Home Study Department. Mr. Huth continues as Professor of History and Dean of University College.George F. Morse, Jr., Associate Director of Wychwood, Lake Geneva,Wisconsin.Edward F. Rothschild, Acting Chairman of the Department of Art forthe Winter Quarter, 1933.Bernadotte E. Schmitt, Chairman of the Department of History.Dr. Ernest E. Irons, Chairman of the Department of Medicine, RushMedical College.Walter Gregory, member of the Board of Governors of InternationalHouse.145146 THE UNIVERSITY RECORDLEAVES OE ABSENCELeaves of absence have been granted to :Dr. William E. Adams, for six months from January 1, 1933, in orderto do research work in thoracic surgery at Washington University, St.Louis, Missouri.Dr. Paul C. Bucy, for six months from January 1, 1933, in order thathe may continue his research on the pathophysiology of muscular hy-pertonus at Yale University.Professor Edward Chiera, for the months of January and February,1934.RESIGNATIONSThe following resignations have been accepted:Eleanor Bontecou, as Professor of Legal Relations in the School ofSocial Service Administration.William E. Dodd, as Chairman of the Department of History, effectiveFebruary 14, 1933. Mr. Dodd continues as Professor in the Departmentof History.Dr. George F. Dick, as Chairman of the Department of Medicine,Rush Medical College, effective January 1, 1933. Dr. Dick continues asProfessor in the Department of Medicine, Rush Medical College, and asProfessor and Chairman of the Department of Medicine at the Quadrangles.DEATHSE. H. Moore, Professor Emeritus of Mathematics, on December 30,1932.Dr. Frank A. Chapman, Assistant Clinical Professor in the Department of Medicine, Rush Medical College, on March 13, 1933.REVISION OE STATUTESStatute 21, relating to the number of majors of instruction for whichcredit may be obtained through non-resident work has been repealed asobsolete. Degrees are no longer secured by the accumulation of credits,and the residence requirement of candidates for degrees is fixed by facultyregulation. The succeeding statutes have been renumbered accordingly.GIETSThe following gifts were received and accepted by the Board duringthe three months prior to April 1, 1933:From an anonymous donor, a pledge of $15,000 for the continuance ofthe Persian Expedition of the Oriental Institute.THE BOARD OF TRUSTEES 147From Mr. Kenneth G. Smith, $5,000 for the contingency account ofthe Douglas Smith Foundation.From an anonymous donor, $3,000 "to provide visiting professors,"with a pledge of $2,000 additional for the same purpose payable duringthe current year.From the Life Insurance Sales Research Bureau of Hartford, Connecticut, a pledge of $500 for the use of Professor A. W. Kornhauser of theSchool of Business for the continuance of a special research project.From the executive committee of the Council of the National Academyof Sciences, a grant of $500 for the Astrophy steal Journal.From the Society of Colonial Wars, $300 for the Local Community Research Program, to be matched by other funds pledged to the SocialScience Research Committee.From the National Research Council of Washington, D.C., a grant of$250 for the use of Mr. Paul H. Dunn, a fellow in the Geology Department, in connection with his study of the correlation of silurian strata inthe Mississippi Basin.From the Therapeutic Research Committee of the American MedicalAssociation, a grant of $250 for the support of an investigation of thefactors controlling pancreatic function by Dr. Eugene U. Still of the Department of Physiology.From the Petrolagar Laboratories, Inc., a grant to the Department ofPhysiology of $2,000 a year for a period of five years, for the free use ofthe department in the field of research under the direction of Dr. A. J.Carlson.From Eli Lilly & Company of Indianapolis, Indiana, a fellowship inthe amount of $1,200 in support of investigations being carried on byDr. Samuel Becker of the Department of Dermatology.From the Chicago Urban League, $150, to the Social Science ResearchCommittee to be matched by other funds pledged to the committee.From the Chicago Alumnae Club, $200 to cover the tuition of twostudents for the Winter Quarter, 1933From Mrs. Charles L. Hutchinson, $4,000 to be added to the endowment of the Robert Ridgway Memorial Fund of Bird Haven, and $2,881to be added to the current expense account for Wychwood (Lake Geneva,Wis.).From the American Council of Learned Societies, a grant of $3,000 forthe use of Professor R. J. Bonner and Associate Professor Gertrude Smithof the Department of Greek for the expense of preparing Volume II oftheir History of the Administration of Justice in Ancient Greece.148 THE UNIVERSITY RECORDFrom the Sandoz Chemical Works, Inc., a grant of $800 for the support of certain studies of the effects of calcium gluconate, under the direction of Professor A. B. Luckhardt of the Department of Physiology, during the year 1933.From the National Academy of Science, an appropriation of $500 toaid in the publication of an accumulation of worthy manuscripts inPhysiological Zoology.From Mr. Charles F. Cutter, Fountain Cottage, Low Fell, near New-Castle-on-Tyne, England, $50 for prizes to be awarded for proficiency incommon dialect Greek.From Dr. Otto Schmidt, $25 to the Social Science Research Committeeto be matched by other funds pledged to the committee.THE UNIVERSITY PRESSHOW One Great University Is Run" might be the title of thetwelve- volume series of reports published by the Press on April4. Its title is, however, "The University of Chicago Survey."Professor Floyd W. Reeves of the Department of Education is editor ofthe series and was also director of the survey staff.The twelve volumes are as follows: Trends in University Growth; TheOrganization and Administration of the University; The University Faculty;Instructional Problems in the University; Admission and Retention of University Students; The Alumni of the Colleges; The University Libraries;University Extension Services; University Plant Facilities; Some UniversityStudent Problems; Class Size and University Costs; and The OrientalInstitute.Publication marks the completion of more than three years' investigation. Associated with Professor Reeves in the survey, and authors of certain of the reports, are John Dale Russell, Ernest C. Miller, George A.Works, Nelson B. Henry, M. Llewellyn Raney, CO. Thompson, andJames Henry Breasted of the University of Chicago; Frederick J. Kellyof the United States Office of Education; Arthur J. Klein of Ohio StateUniversity; and W. E. Peik of the University of Minnesota,The survey was financed by a grant from the General EducationBoard. Its purpose was to make available to educational institutionseverywhere the pioneering and progress in method and administrationwhich have been developed at the University of Chicago during its fortyyears of existence, and also to discover any possible weaknesses in thesystem which might be corrected. The result is neither propaganda forthe University of Chicago nor a tearing-down of established law andorder, but a description and critical evaluation, with certain recommendations for changes. The series is bound in maroon cloth, and is priced at$30 for the set of twelve volumes.One of the most important books which the Press has published inyears is Paul Shorey's What Plato Said. Mr. Shorey is acknowledged tobe the greatest Platonist in the world today. This 686-page book is aresume of the entire body of Platonic writings — a sort of paraphrase, with149ISO THE UNIVERSITY RECORDenough critical comment to make the meaning clear and to explain thephilosophy of Plato as a whole. Mr. Shorey has been at work on thismanuscript for many years, and it sums up his lifetime of devotion toPlato. It is written with that happy gift of vigorous phrasing that hasmade his lectures at the University a joy to students for forty years. Mr.Shorey was one of the original faculty of the University, and has headedthe Department of Greek since 1896. What Plato Said was a Marchpublication, priced at $5.00.Colleges and universities need more poets and artists, and fewerdrudges, Professor Martin Schutze thinks. In his book, Academic I Hussions, which will be out in May, he reviews the study of the humanitiesin both its romantic, or speculative, and its factualistic phases, andanalyzes the influence of Kant and Herder, Goethe and Schiller, and othergreat minds. He attacks factual examinations and other restrictions inAmerican universities, and gives a comprehensive outline of a reorganization of study which would allow greater freedom to the individual, and,accordingly, produce more creative passion in arts and letters. The fulltitle of his book is Academic Illusions in the Field of Letters and Arts:A Survey, a Criticism, a New Approach, and Fundamental Criteria for aReorganization of the Study of Letters and Arts.A series of public-policy pamphlets edited by Harry D. Gideonse ofthe Department of Economics was published during the last quarter.This series has had a wide distribution and has attracted considerablenewspaper attention. The first pamphlet, Balancing the Budget, by a University of Chicago Round Table, was sent to the President of the UnitedStates and all members of his cabinet, to every congressman and senatorat Washington, and to all governors of states. Other pamphlets were TheEconomics of Technocracy, by Aaron Director; Unemployment Insurance,by Mary B. Gilson; War Debts, by Harry D. Gideonse; and Deflation andCapital Levy, by Maynard C. Krueger, will conclude the series in April.The series is priced at $1.00 for the five pamphlets, or 25 cents each.AMONG THE DEPARTMENTSCOMPARATIVE LITERATUREBy TOM PEETE CROSSCOMPARATIVE literature is a method of approach rather thana separate department. In its broadest aspects it has for itspurpose the study of literary forms and influences as they passfrom one period or country into another. The interpretation given tomedieval themes by English poets of the early nineteenth century, a comparison of English with German romanticism, the influence of AlexanderPope in Italy, and the treatment of Continental material by Irish writersof the later Middle Ages are examples of subjects that lend themselves tothe application of the comparative method. The value of the comparative method as a means of throwing light upon literary history is nowrecognized so generally that there are probably few if any universityteachers of literature who do not make some use of it in their instruction orin their research.Courses involving the application of the comparative method havebeen offered in the Department of English and in other departments ofliterature in the University of Chicago for more than a quarter of a century, but no effort was ever made to bring such courses together in asingle department until 1921, when, after the retirement of the late Professor Richard Green Moulton, the Department of General Literature, ofwhich he had been head, was reorganized and, in 1926, the name changedto Department of Comparative Literature. The functions of the Department of Comparative Literature may best be stated in the language ofan announcement which appeared in the Annual Register for 1920-21(pp. 224 f.):The department .... has for its purpose the study of literature as an organic whole.Literary influences transcend the limits of language and of nationality, and persistthrough the centuries. The thought and purpose of one writer may find rebirth inanother of different speech and of a different age. Particular literary motives pass onfrom land to land, gaining a vigorous individual life. Literary types crystallize and reappear, fortified or limited by reminiscence. No one of the great literatures of the worldis independent; each receives, and each gives forth; and for the understanding of anyliterature in its development and in its vital force, the student must attain a knowledgeof its relations to other literatures.151152 THE UNIVERSITY RECORDUnder the Department of Comparative Literature were listed not onlyappropriate courses from other departments, but also several courses offered by the writer (who became chairman of the department in 1926)and a number of courses in each of which several instructors contributedlectures on such broad topics of international scope as realism, romanticism, and medieval fiction.In the graduate courses offered by the Department of ComparativeLiterature, specific international relations were the object of study. Foradmission to these courses a reading knowledge of two languages otherthan English was required. These two languages might be both modernor both ancient, or one modern and one ancient.Candidates for the degrees of A.M. and Ph.D. in comparative literaturewere permitted to choose their courses, not only from among those offeredby the instructors in the department, but also from among the coursescarrying graduate credit offered by the departments of Greek, Latin,Romance, German, and English, and, when the nature of the candidate'sspecial field required it, allied departments such as history and philosophy. The courses were selected with the approval of the chairman of thedepartment and generally dealt with a single period or a single literarytype such as the Renaissance, the drama, prose fiction, etc.After the retirement of Associate Professor George Carter Howland in1 93 1 the Department of Comparative Literature was discontinued andthe work of the department assigned to the various instructors in otherdepartments whose interests lay chiefly in the application of the comparative method.At the present writing the work of advanced students of humanisticsubjects whose interests transcend the limits of a single department isdirected by a special committee of the Humanities Division, under thechairmanship of Professor Ronald S. Crane.THE RENAISSANCE SOCIETY1 93 2-33By EVE WATSON SCHUTZETHE program of the current year, carried out under peculiardifficulties and retrenchments, has been nevertheless a distinguished and valuable one. Again acknowledgment is due tomembership spirit and co-operation and the interest and collaboration offriends. There have been several innovations this season. In the firstplace there was the new Department of Music, and the programat the annual meeting in May,after the election of officers anddirectors, was provided by Mr.Carl E. Bricken, head of that department. Later, when the society assembled to hear Vice-President Woodward tell abouthis trip to the Orient, the program was opened by the University String Quartet, whichplayed, in honor of Mr. and Mrs.Woodward, a composition byMr. Bricken.By arrangement with Mr.Spencer S. Castle, editor of theHyde Park Herald, the exhibitioncommittee undertook to conductweekly, beginning September 30, The Renaissance Society Column of ArtNotes and Comments. This "column" provides a means of keeping SouthSide neighbors in touch with the doings of the society.The exciting innovation was when, in collaboration with InternationalHouse, the society decided to produce a weekly motion-picture program.Our treasurer, Mr. Donald P. Bean, secured the best foreign talking motion pictures, and three performances of a film have been given eachTuesday since November. Among them was the first complete operatic153 FROM THE INTERIOR OF A GREEKDRINKING CUP, USED BY MR.RICH IN LECTURE154 THE UNIVERSITY RECORDrecord, Pagliacci, beautifully staged and sung by an Italian cast. Themost favored pictures have been the French ones by Rene Clair, especially A nous la liberte, of which four performances were given on December 13. This program will be continued as long as it is possible tosecure good modern productions. Success is due to the untiring work ofMr. Bean and of our executive secretary, Mrs. Morse, and the co-operation of Mr. and Mrs. B. W. Dickson of International House. People havecome from all parts of town, and blocks of tickets have been taken byschools and societies.Mr. Shapley, chairman of the Department of Art, regards it of greatimportance that our program should be continued during the summerterm. That of last summer was made possible through contributions to aspecial fund by members of the board and some other members of thesociety. In June the remarkable work, paintings and ceramics, by students in the Hull House Art School was exhibited. In addition a fine collection of African carvings was shown, lent by Mr. and Mrs. WalterBrewster, Mrs. Alexander White, Mr. George Harding, and ProfessorHerkovits. For six weeks during July and August an exhibition was heldof Fine Prints, Old and New, a splendid collection arranged by the Roul-lier Galleries. The exhibition was open afternoon and evening on July 30,and a buffet supper was served to members and friends of the society inthe cloisters and gardens of Ida Noyes Hall. At nine o'clock, in the library, Miss Ethel Hahn, of the Department of Art, gave a talk on theexhibition. With this exhibit was shown the newly assembled Renaissance Society collection of prints by the best modern masters (for the useof students of the Department of Art) initiated the previous winter byMr. Robert Allerton.The Renaissance Society collection, with additions by old and newmasters, whas shown again later. Prints and drawings were presented byMr. Allerton, Miss Roullier, Mrs. Max Adler, Mrs. John U. Nef, Mr.Arthur Heun, Mr. William N. Eisendrath, Jr., Mrs. C. B. Goodspeed,Mrs. Alexander White, Mrs. F. R. Lillie, Mrs. Howard Cunningham, MissBeatrice Levy, Mr. and Mrs. Walter Brewster, Mrs. Martin Schutze,and Mr. Joseph Pijoan.Friends who are interested are invited to become subscribers to theart collection fund. Gifts of prints will be gladly accepted, subject to theapproval of three members of the committee. A number of books havebeen presented during the year to the Renaissance library, among thema rare volume of drawings by Pisanello, the gift of Mr. William N. Eisendrath, Jr. This library, though small, contains many valuable books onTHE RENAISSANCE SOCIETY 155art to which members of the society and students of the University haveaccess whenever the gallery is open. When the Renaissance print collection was on exhibition, many of the books were displayed, open in thetable cases, for the purpose of inviting attention. Much interest wasaroused by this exhibit.During October a commemorative exhibition of paintings, primitive,Renaissance, and modern, selected from the private collection of MartinA. Ryerson, was hung in the Renaissance Gallery at Wieboldt Hall. Inaddition to these, thirty selected Chinese and Japanese books (one of Mr.Ryerson's latest interests), from the Ryerson collection in the orientalsection of the Art Institute, where shown. The exhibition was one of themost beautiful ever held in the gallery and made a deep impression.Space does not permit detailed accounts of the great exhibition ofCaricatures and Satirical Drawings from the XVIIth to the XX th Century, lent by the Art Institute, collectors, art dealers, artists and publishers; nor of the Laura C. Boulton Collection of African Musical Instruments, and other objects, collected in unexplored regions during threetrips through the center of Africa. Mrs. Boulton gave two lectures onnative art, music, and dance, illustrated by still and motion films, andsound records made by herself in Africa. The exhibition and lectures wereattended with enthusiastic appreciation. The last program of the winterwas one of unusual interest. The theme was Pure Line Drawing — fromthe Greek to the Modern. It was a beautiful exhibit. The key to it was anexquisite Greek vase, a white Lekythos, fifth century B.C., presented tothe Art Institute by Mr. Ryerson. Drawings by Modigliani, lent by theDelphic Studios, New York, formed a part of the exhibit. The main part,however, was a selection of drawings by Ingres, Lembruch, Brancusi,Leger, Maude Hutchins, Picasso and Segonzac, and much illustrativematerial, including fragments and reproductions of decorations on Greekvases. Preceding and during the exhibition were three lectures: A Cruisealong the Shores of the Aegean, by Mr. Byron D. MacDonald, illustratedwith motion pictures; Art and Aesthetics, by Mr. Mortimer J. Adler, aclarifying analysis of meanings and terms in the discussion of the arts;Greek Tradition and Its Influence on Modern Line Drawing, by Mr.Daniel C. Rich, illuminating the theme of the exhibition. Examples wereshown of Greek line drawing beside that of Pollaiuolo, Botticelli, Picassoand Segonzac.Two lectures, Medieval Manuscripts and Gothic and RenaissanceBookbindings, by Mr. Ernest Philip Goldschmidt, of London, were arranged by Dean Lewis R. Wilson of the Graduate Library School. Mr.iS6 THE UNIVERSITY RECORDCharles L. Morgan, associate of Mr. Frank Lloyd Wright, lectured onRenaissance in Architecture today. "A Mexican Fiesta," a dinner withMexican menu and Mexican music and dancing, was given in International House in honor of Miss Elizabeth Wallace. A talk by Miss Wallace,What I Found in Mexico, followed. There was a large and appreciativeaudience. Other social events were a carillon tea in the refectory at IdaNoyes, given in honor of Mr. Cyril Johnston and of Mr. Kamiel Lefevre,guests of the University at the time of the dedication of the carillon in theUniversity Chapel; a tea given for Mrs. Boulton in Wieboldt commons,with a private view for members and friends of the society the day beforethe opening of the African exhibit; and a members' tea in the commonsat the close of the exhibit, at which Mr. Modupe Paris sang African folksongs, accompanying himself on drums.There has been a steady increase in membership, exceeding the losses,during these two strenuous years, and more members have raised thegrade of their membership than have lowered it, since October. Lossesthat cannot be recovered are those that come through death. Our losshas been severe. It is fitting that all should now know that it was Mr.Howard Cunningham who made the provision for our bulletin for oneyear. It has not been possible to continue the bulletin since October of1 93 1. It is to be hoped that it may be possible to continue these detailedand illustrated records of our program that have excited so much interest.BRIEF RECORDS OF THE QUARTERTHANK YOU!As an alumnus of the University, andas a constant reader of The UniversityRecord, I wish to express my opinion of thevery high quality of the January issue.Any one of the articles by PresidentHutchins, Professor McLaughlin, DeanBoucher, and Dr. Fosdick would havemade the issue of exceptional interest, butit is rather a "scoop" to have them all in asingle issue. The description of Wychwood Sanctuary is also most interesting.—Arthur Bevan, State Geologist of Virginia.Governor Horner has appointed Professor Simeon E. Leland of the Department of Economics a member of the TaxCommission of Illinois.Assistant Professor Frederick L. Schu-man of the Department of Political Science has been awarded the two-thousand-dollar James Rowe Fellowship of theAmerican Academy of Political and SocialScience. Dr. Schuman will make a studyof the development of the foreign policiesof the German Republic since its organization in 191 8.At the recent Trustees' dinner to thefaculties Dr. E. Scribner Ames in theprinted list of guests was shown to beseated at the speakers' table. Supposingthat he was one of those to speak, a friendcame to him and besought him to makehis speech "short and funny." Dr. Ameswas to offer the invocation.At the thirty-seventh annual exhibition of work by artists of Chicago and vicinity recently held at the Art Institute ofChicago, the Mr. and Mrs. Frank G.Logan prize of five hundred dollars wasawarded to Laura van Pappelendam, instructor in the Department of Art of theUniversity, for her oil painting — a still lifeof a long-haired cactus. At the same exhibition Karl Buehr, who painted the portrait of President Harper which hangs onthe west wall of the alcove of the reading- room of Harper Memorial Library, received the portrait prize of the MunicipalArt League.Professor Rollin T. Chamberlin of theDepartment of Geology was elected vice-president of the Geological Society ofAmerica at its recent meeting held inCambridge, Massachusetts. A secondhonor was conferred upon him when at themeeting of the American Association forthe Advancement of Science held at Atlantic City he was elected vice-presidentand chairman of the section of geology andgeography for 1933.Miss Minnie C. Ott, who has been employed by the University for thirty-sevenyears in one capacity or another but particularly in the Bureau of Records, presented her resignation last December, effective January 1, 1933. Recognizing herlong, faithful, and efficient service, theBoard of Trustees granted her a generousallowance.Dr. Jean Felix Piccard, who is visitingthe United States in company with histwin brother, served in the University asassistant professor of organic chemistryduring the years 19 16-18 and as associateprofessor in 19 18-19. He came to the University from the University of Lausanne,Switzerland. He made many friends during his connection with the University, oneof whom he took back with him as his wife.His twin brother, Auguste, is the daringinvestigator who made the remarkableascent in the stratosphere balloon frommountains in Switzerland.The Journal of Higher Education in aneditorial in its January issue thus describes the University's reorganizationplan: "Faculty members in scores ofschools and colleges have for the last decade been experimenting to discover bettermethods of securing and measuring quality of achievement in student learning.And notably among these attempts is theUniversity of Chicago study which by itsaudacity of conception has wholesomelydramatized the movement and has sprung157i58 THE UNIVERSITY RECORDinto immediate attention because so manycollege faculties have been moving awkwardly in the same direction. The development of the experiment is being watchedwith keen interest by the colleges of thecountry." In the same number appears anarticle by President Hutchins on "TheHigher Learning in America" in which hediscusses the changes which have beenmade in curricula and in administrationsince the adoption of the new plan.Commenting upon the discoveries inPersepolis described in the article uponanother page, the Chicago Tribune in aneditorial says: "It is especially gratifyingthat this honor and opportunity havecome to Dr. Breasted and the Oriental Institute. The archaeological research of theinstitute extends from Egypt to Anatoliaand from the Mediterranean to Persia, acoordinated enterprise for the recovery ofancient civilizations, chiefly supported bythe generosity of John D. Rockefeller, Jr.,and directed by the scholarship, historicallearning, initiative, and administrativeability of Dr. Breasted. In the new building of the institute at the University, campaigns are planned and their scholarly results brought back for record and study.Because of this widespread but unifiedactivity the institute is becoming one ofthe chief sources of historical knowledgeconcerning the ancient life of mankind aswell as a museum where lovers of the beautiful in art and the student of its evolutionwill find knowledge and inspiration."Dr. James H. Breasted, director of theOriental Institute, sailed for the NearEast in February. He is visiting the headquarters of all of the expeditions which theOriental Institute is maintaining in theNear East. He is inspecting for the firsttime six new headquarters buildings whichhave been erected by the Institute since hewas last in the Near East. Among these,the most extensive is the new headquarters ar Luxor, Egypt, on the east bank ofthe Nile, which has recently been completed, and besides this he will inspectthose at Tell Asmar (Iraq), Megiddo, andthat at Rihanieh, Syria, where an Institute expedition is beginning the excavation of the biblical Calneh. He will alsovisit the ruins of Persepolis, Persia. Theheadquarters of this Institute expeditionis in the harem palace of Darius andXerxes, which has been restored for thispurpose. It is at Persepolis that Professor Ernst Herzfeld, field director of the Persian Expedition of the Institute, has madethe significant discoveries which are described in an article in this issue of TheUniversity Record. On this tour Dr.Breasted will be able to follow the progressmade in the work of the Institute inEgypt, Palestine, Syria, Babylonia, andPersia. A considerable portion of hisjourney of eighteen thousand miles will bemade by airplane.Mrs. Gertrude Dunn Hicks, the donorof that portion of the orthopedic hospitalbuilding which bears her name, died Janu-uary 16, 1933. Mrs. Hicks was a relativeof President Judson. A major portion ofher estate, which may exceed $100,000was given to the University as endowmentof the upkeep and maintenance of the hospital. The principal will be held in trustfor ten years and the income accumulated.The aggregate income then will be placedin trust to provide a fund for the operationof the hospital and the principal will become the property of the University outright.E. S. Bastin, chairman of the Department of Geology and Paleontology, wasrecently elected president of the Society ofEconomic Geologists.Dr. W. H. Taliaferro has been electedpresident of the American Society ofParasitologists.The University preachers during theWinter Quarter were these: January 8,Rev. John Haynes Holmes, S.T.B., Community Church of New York City; January 15, Rev. Charles W. Gilkey, D.D.,Dean of the University Chapel; January22, Mr. Norman Thomas, LL.D., Leaguefor Industrial Democracy, New YorkCity ; January 29, Rev. Reinhold Niebuhr,D.D., Associate Professor of Social Ethicsand Philosophy of Religion, Union Theological Seminary; February 5, ProfessorHarry A. Overstreet, Head of the Department of Philosophy, College of the City ofNew York; February 12, Principal R. R.Moton, LL.D., Tuskegee Normal and Industrial Institute, Tuskegee, Alabama;February 19, Dean Gilkey; February 26,President Henry Sloane Coffin, D.D.,Union Theological Seminary, New YorkCity; March 5, Rev. Walter A. Maier,Ph.D., Concordia Seminary, St. Louis,Missouri; March 12, Dean Gilkey; MarchBRIEF RECORDS OF THE QUARTER 15919, President Mary E. Woolley, LL.D.,Mount Holyoke College, Mount Holyoke,Massachusetts.University Statute 21, relating to thenumber of majors of instruction for whichcredit may be obtained through non-resident work, has been repealed. Degreesare no longer secured by the accumulationof credits, and the residence requirementof candidates for degrees is fixed by faculty regulation.Dr. Franklin C. McLean, who servedas director of the University Clinics forfive years beginning October 3, 1927, hasnow closed his service as director, havingbeen succeeded by Dr. Henry S. Houghton. The latter, late of the University ofIowa, began his work in the Winter Quarter. In accepting Dr. McLean's resignation as director, the special committee onUniversity Clinics formally acknowledged". ... with gratitude the very excellentservice of Dr. F. C. McLean during theperiod in which he has carried the administrative responsibility of the UniversityClinics." Dr. McLean is now professor ofpathological physiology.The directors of the John RockefellerMcCormick Institute for Infectious Diseases have been obliged, on account ofshrinkage of receipts from hitherto regular sources of income, to close the DurandHospital in which notable research in communicable diseases, particularly scarletfever and measles, has for years been carried on. The hospital building, the gift ofthe late Annie W. Durand, has been operated by the institute since 1913. The institute was founded in memory of theirson, thirty-one years ago, by Harold F.McCormick and Edith Rockefeller McCormick with an endowment of one million dollars.Dr. Douglas Waples of the staff of theGraduate Library School of the University has been appointed a member of theAmerican committee of the Library Section of the World Association for AdultEducation. The chairman of the worldcommittee is Dr. Walter Hof mann of Leipzig, Germany.Extension lectures in religion andleadership-training classes were deliveredat the Divinity School on five successiveevenings beginning February 7. Dean Shailer Mathews lectured on "Christianity and Our Changing Morals." The leadership-training classes were conducted byProfessor Ira M. Price on "Some BibleLands and Their Peoples" and by Professor J. A. Wilson and Dr. Watson Boyeson "Egyptian, Assyro-Baby Ionian, andPalestinian Antiquities."The innumerable friends of AmosAlonzo Stagg, since 1892 associate professor and then professor of physical trainingand director of the department, have beenhoping that he would decide to remain atthe University. For over forty years hehas been an outstanding figure in University life, respected and honored alike as amember of the faculty and as athleticcoach. Here he has trained hundreds ofyoung men as contenders on the athleticfield, here helped them to develop theircharacters as well as their muscles. Fromthe day when the practice field was thebare Midway Plaisance until the presenttime when expensive grandstands seatingtens of thousands of spectators have arisenon the block of ground which bears hisname he has been well-nigh worshiped bygeneration after generation of undergraduates. But notwithstanding his University retiring allowance he has so wellearned and the proffered position of headof a committee on intercollegiate relationswith its good salary — a position for whichhe is admirably fitted — he announced inthe early days of February that he preferred to be an athletic coach. He had accepted, he said, the offer of the College ofthe Pacific, Stockton, California, whitherhe will remove next fall. Stockton Collegeis under Methodist supervision and has astudent body of eight hundred men andwomen more or less. It is the oldest institution of higher education in California.Announcement is made that the Cameron prize of about one thousand dollarsin United States money has been awardedto Dr. and Mrs. George F. Dick by theUniversity of Edinburgh. The former isprofessor and chairman of the Department of Medicine at the University andthe latter has been associated with herhusband in the investigations carried on inthe John Rockefeller McCormick Institute for Infectious Diseases. Dr. GeorgeF. Dick was for years also on the teachingstaff of Rush Medical College. The Cameron prize, annually bestowed upon a person or persons having made valuable con-i6o THE UNIVERSITY RECORDtributions to practical therapeutics, wasawarded to Dr. and Mrs. Dick for theirwork on the prevention and treatment ofscarlet fever. They collaborated in identifying the causative organism of scarletfever and devised the Dick test and laterdeveloped a vaccine both of which are nowused in standard medical practice.Major Thomas J. J. Christian (the initials recalling the name of his grandfather,General "Stonewall" Jackson), who hasserved acceptably as professor in andchairman of the Department of MilitaryScience and Tactics at the University since1927, has been ordered by the War Department to remove next June to Washington, D.C. At that time he will becomea member of the War College, a positionhe is well fitted to fill by reason of his record and experience. Before coming to theUniversity he had taught at the ColoradoState Agricultural College, Cornell University, and the School of Fire, Fort Sill,Oklahoma. And besides all this he is agentleman and a delightful companion.Steadily the use of the University'shospitals is increasing, thus serving thecommunity and the training of medicalstudents. In January, 1933, there were640 admissions ; during the year 1932 therewere 8,700 admissions. The UniversityClinics opened a contagious-disease unitin February, the only pay isolation wardin Chicago.Time was, and not so long ago, whenthe average corporation official was wontto sneer at, at least to make merry with,the opinions of college and university professors. "The absent-minded professor"was a well-worn jest in business offices aswell as in the more or less comic weeklies.The opinion of this class of our citizenshas changed. The President of the UnitedStates appoints professors on fact-findingcommissions and one or more of them areprominent advisers of President Roosevelt. Councils on Foreign Relations are instructed by members of various university faculties. Recently Dean Harry A.Bigelow of the University of Chicago LawSchool was appointed by the FederalCourt as one of the trustees of the InsullUtility Investments, Inc., the affairs ofwhich it may be said without exaggeration were evidently not heretofore managed with remarkable success. About thesame time President James R. Angell ofYale University was elected as one of thedirectors of the New York Life InsuranceCompany to succeed the late CalvinCoolidge.There will be an exhibition at the Century of Progress exposition of the work ofthe Home for Destitute Crippled Childrenof the Division of the Orthopedic Hospitalof the University. The exhibit will consist of motion-picture films and stereopti-con pictures snowing the progress beingmade in the art of treating crippled children, while dolls showing the variouskinds of splints and casts used by the lateDr. Nathaniel Allison during the WorldWar will be seen.Mr. Julius Stieglitz has been elected atrustee of the National Health Foundation. The Foundation is the governmentresearch institution and includes theformer research laboratories of the UnitedStates Public Health Service. Ex-SenatorRansdell is at the head of the foundation.Professors Schlesinger, Kharasch,Young and Drs. Fischer and Lowe attended the spring meeting of the AmericanChemical Society at Washington, D.C,the week of March 27.Dean Charles W. Gilkey recently conducted a religious conference at the University of Colorado, at Boulder. Professor Jacob Viner of the Department ofEconomics lectured at the University ofMinnesota. Professor Robert Morss Lov-ett was a speaker at the University ofMichigan. These news items collected bythe ever-alert Daily Maroon.ATTENDANCE IN THE WINTER QUARTER(Comparative enrolment report for the Winter Quarter of the year 1932-33.Based on paid registrations at the end of the tenthweek of the quarter.)Divisions and Schools 1932 1933Gain LossMen Women Total Men Women TotalI. Arts, Literature, and Science, To-2,459 1,602 4,061 2,366 1,561 3,927 1341 The College, total 826 629 1,455 831 597 1,428 27Undergraduate 82061,633 60821973 1,428272,606 81813i,535 58215964 1,40022,2,499 1 282 The Divisions, total 107Graduate 92569711476 3945^415230 i,3i91,26126706 87964412445 3795778229 1,2581,22120674 61Unclassified The Biological Sciences, total 632Graduate Undergraduate Unclassified 364no2266 130982417 4942084683 3171244238 116no3449 4332347687 ""26'34 61The Humanities, total Graduate Undergraduate Unclassified The Physical Sciences, total 13712813§7 119294493 2564225480 138973346 1263i8565 2644158411 83 769Graduate Undergraduate 2091744504 47442233 2562186737 1971454506 3926221 2361714727 2047The Social Sciences, total 10Graduate 21528549251,517171,170 9812873941,17236260 313413ni,3i92,68953i,430 22727818791,462251,191 981233791,15923402 32540111,2582,621481,593 12163Undergraduate 1210Total Arts, Literature, and Science (by student classification) :Graduate Undergraduate Unclassified 61685II. The Professional Schools, Total . .1. Divinity School, total 138 43 181 148 50 198 17Graduate 134 39 173 1417 464 18711 1411471 420 89i 8Chicago Theological Seminary, total* 73 17 90 162 18 80 685 161 846 469 2 11 11* Not included in the totals.l6l162 THE UNIVERSITY RECORDATTENDANCE IN THE AUTUMN QUARTER— ContinuedDivisions and Schools 1932 1933GainMen Women Total Men Women Total LossII. — Continued2. Schools of Medicine, net total 478 44 522 474 40 514 8Division of Biological Sciences, total t 214 28 242 199 21 220 22214 28 242 180181279 20120 200191299 19117 42Rush Medical College, total 266 16 282Postgraduate Fourth year Third year 9127130 169 10133139 91491201 11920 91601291301 271 1298 13 311 281Graduate Senior 173H510 76 18012110 1591139 118144 17012191263 10110 x4. School of Business, total 224 29 253 219Graduate Undergraduate 53167425 623130 591904155 49166461 6371242 552035303 131148 45. School of Social Service Administra-Graduate . Undergraduate 203273,629 96211311,862 116241585,49i 537183,557 198301461,963 2513715145,520 13513629Total in the Quadrangles 3323,297 371,825 3695,122 3i83,239 311,932 3495,i7i 49 20Net total in the Quadrangles. .III. University College, Total 646 i,453 2,099 710 1,486 2,196 97337116841093,943 44i5601712813,278 7786762553907,221 268102502903,949 4075641124033,4i8 6756661626937,367 303146 1031093Grand total 523,89i 323,246 847,i37 5o3,899 493,369 997,268 15131Net total in the University . . .t Included in the Division of the Biological Sciences.attendance in the winter QUARTER 163ATTENDANCE IN THE WINTER QUARTER(Comparative enrolment for the Winter Quarter of the year 1932-33.Based on total paid registrations at the end of the tenthweek of the quarter.)Schools and Divisions1. The College 2. The Divisions 3. Divinity School* 4! Schools of Medicine:The Division of the Biological Sciences f Rush Medical College . .5. Law School 6. School of Business 7. School of Social ServiceAdministration 8. Graduate Library School .Total in the QuadranglesDuplicates Net total in the Quadrangles 9. University College Grand total in the University Duplicates Net total in the University Graduatei,3j9173242282591162,3792532,1267782,904302,874 Gain( + )or Loss(-)1,25818720029817055251142,4332142,219675442,850 - 61+ 14- 42+ 16— 10- 4+ 135+ 6+ 54- 39+ 93-103- 24 Undergraduate1,4281 ,261131190243,034112,91693 13,8475o3,797 Gain( + )or Loss(-)1,4001,221II19I30203373,021J393,7io503,660 - 28- 40+ 11+ 19— 1+ 13+ i3- 13+ 21- 34-103-137-137 Unclassified272615808039°4704466* Not including Chicago Theological Seminary.t Included in the figures for the divisions (Item No. 2).(Iy»SHAILER MATHEWS