Price $t«50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOGbe TIlntversftE ot Cbicago ftresaVOL I., NO. 44. PUBLISHED EVERY FRIDAY AT 3:00 P.M. JANUARY 29, 1897.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. Should a Divinity School Teach the StudentWhat to Believe, or How to Think ? By Professor Franklin Johnson, D.D. - 543-546II. Reports from the Zoological Club :Microsomes and their Relation to the Cen-trosome. By S. WatasS 546Centrosome and Archoplasm. By KatharineFoot 546Centrosome and Sphere in the Ovarian Stromaof Mammals. By C. M. Child - - - 546-547The Centrosomes in the Annelid Egg. By A.D. Mead 547-549The Centrosome Problem and an Experimental Test. By C. O. Whitman - - - 549III. School Record, Notes, and Plan, XII : The University of Chicago School 549-550IV. Some Metrical Inscriptions. By Grace Pinker-ton 550V. A Phase of Epicureanism. By Mary B. Harris 550-551VI. Official Actions 551VII. Official Notices 551-552VIII. Official Reports : The Library ; Foster House - 552IX. Religious 552X. Current Events 552-553XI. Recent Numbers of University Periodicals - 553XII. The Calendar 554Should a Divinity School Teach the Student What toBelieve, or How to Think?*BY PROFESSOR FRANKLIN JOHNSON, D.D.The answer which should be given to this questionby a divinity school is not different from the answerwhich should be given by any other sort of school, as,for example, by a school of law or of medicine. It isnecessary that the lawyer, at the very beginning ofbis practice, have a mind well stored with knowledgeconcerning laws and precedents and courts, else woebe to his clients. It is necessary also that he have a* An Address delivered at the Divinity Conference held in connection with the Convocation of The University of Chicago, October 2, 1896. mind well trained to think, else woe be to his clients.The same twofold preparation is necessary for the physician. There was once a system of medicine the professors of which purposed to deal simply with factseasily ascertained and catalogued, to treat the symptoms of disease with little reference to its causes, tohave remedies set down in a book appropriate to eachache and pain and fever and chill, and thus to dispense with thought. Students were prepared in a fewmonths to practice medicine in this way. A frightfulrecord of failure to cure soon evinced the folly of thiseducation. But it would have been equally foolish tosend the young physician into the world with no preparation except the mastery of the laws of reasoning.It is even more necessary for the minister than forthe lawyer and the physician to be acquainted with awide range of truth and also to be able to employ itthoughtfully and wisely. To administer error to hispeople is as much more hurtful than to administerpoison as the soul is of greater value than the body,and as eternity is longer than time. To administertruth to them is the one function of his office, since itis only by means of the truth that God will bringthem to repentance and afterward perfect them inholiness: "Sanctify them through the truth: thyword is truth." Yet truth, to be effectual, must bepresented in reasoned forms; the minister must so useit as to convince and persuade; he must interpret itto the mind and the heart; he must adapt it to thevarious characters, experiences, and wants of hishearers ; and hence he must think.I conclude, therefore, that it is the function of adivinity school to teach both what to believe and howto think.bU UNIVERSITY RECORDBut let us assume for a moment that the chief aimof the divinity school should be to make thinkers ofits students. Let us then ask how this can best bedone. Various methods have been employed, and Irequest you to look at some of them.First. The education which appeals chiefly to thememory has often been tried, and it is still in favorwith many. It prevails in England in those schoolswhich exist for the purpose of training young men forthe civil-service examinations. It prevails in thiscountry in a large number of private schools whichsecure patronage by guaranteeing to fit any studentfor college in a given length of time, often very brief.In a school of this kind there is a large body of teachers, each one of whom has certain hours of work inthe class room and certain other hours of privatetutoring, during which he communicates to the student the tasks of the coming day. The studentdoes not acquire ; he only receives.Such an appeal to the memory once constituted theprincipal function of the teacher, and this method ofeducation was predominant in the lower schools ofthe whole world throughout the seventeenth century,and a large part of the eighteenth. It was reinforcedby the daily use of the rod. Boys and girls were prepared for life as geese are prepared for the market inStrassburg, where they are kept in cages and crammedwith food through a pipe thrust down their necks.This was supposed to be the only successful methodof making thinkers; but we now know that the student resembled a goose not only while he was subjected to it, but also afterward so long as he lived.Are there any schools in which men are trained forthe ministry chiefly by the communication of truthsto be accepted with little regard to their systematicarrangement or their relation to human reason andwith no requirement of independent research? Icould name several. Their supporters believe thatthe method which prevails in them produces trainedthinkers. There is no ground, however, on which itcan be justified, and it must prove as inadequate ina divinity school as elsewhere.Another method of teaching men to think is that ofspeculation. Its native home is Germany, that landof great realities and great dreams; but like manyother natives of Germany it has emigrated, and othercountries are now receiving whatever good or evil ithas to give. Look back at the great outburst of pantheistic philosophy under Fichte, Schelling, andHegel, a storm which bore everything before it, anddrew into its vortex every faculty of philosophy in theGerman universities. No professor was called athinker who opposed its course, and any professor was reckoned a thinker if he could expound and extend these speculations. Students rushed in thousands to the lectures of such men, confident that theywere being taught to think. This is but one example of many which might be produced. The historyof theological education is specially full of them ; forthe theological faculties of Germany have been sweptoff their feet repeatedly by overflowing floods ofspeculation which have had "their little day andceased to be."But is there no difference between a theorizer anda thinker ? The theorizer has his office in the world ;he suggests many false things and some true ones;he stimulates the imagination and provokes discussion; he is the Will-o'-the-wisp of science, dancing forward to lure it to regions hitherto dim and unknown,but preferring to hold his course over marshes andjungles where it is dangerous to follow. The thinkerhas a far higher place. The thinker is the man whothinks soberly, justly, profoundly; who can distinguishthe proposition that is proved from the propositionthat is only probable, and this again from the proposition that is only possible or certainly false. If thedivinity faculty spends a great deal of its time inteaching the gorgeous theories which have come andgone in the past, or which dazzle the eyes of thevisionary in the present, it will not make thinkers,but, on the contrary, will send into the pulpits of theworld a multitude of speculators and dreamers todazzle their hearers, but not to enlighten them.Once more. Educators have sometimes supposedthat students could be trained to think by dwellingchiefly on the laws of thought, the science of logic,the methods of detecting fallacies. This was thetheory of the middle ages, and even the divinity faculties of the great universities taught the logic of Aristotle far more diligently than the Bible or the creed.This logic was greatly extended in its range, and became an intricate algebra. We study it in our colleges chiefly as a curiosity of history, devoting amonth or six weeks to it; but at Paris and Oxford andBologna it required years. The students were usuallycandidates for the priesthood. What was the resultof this excessive cultivation of the art of reasoning?The student gathered no sufficient materials on whichto exercise his art, so that, in general, it remained amere art. At its very best it gave us the old scholastic philosophy and theology, which the world wasalready laughing to scorn before the Reformationappeared. It affected preaching disastrously, for thepreacher who did not interlard his sermons with itsunintelligible jargon was supposed, even by the common people, not to be able to think, and could not getPrice $t.50 Per Year Single Copies 5 CentsUniversity RecordCHICAGOXLbc TELniveieity of Gbicago pressVOL. I., NO. 44. PUBLISHED EVERY FRIDAY AT 3:00 P.M. JANUARY 29, 1897.Entered in the post office Chicago, Illinois, as second-class matter.CONTENTS.I. Should a Divinity School Teach the StudentWhat to Believe, or How to Think ? By Professor Franklin Johnson, D.D. - - - • - 543-546II. Reports from the Zoological Club :Microsomes and their Relation to the Centrosome. By S. WatasS - - - - - 546Centrosome and Archoplasm. By KatharineFoot - 546Centrosome and Sphere in the Ovarian Stromaof Mammals. By C. M. Child - - - 546-547The Centrosomes in the Annelid Egg. By A.D. Mead 547-549The Centrosome Problem and an Experimental Test. By C. O. Whitman - 549III. School Record, Notes, and Plan, XII : The University of Chicago School 549-550IV. Some Metrical Inscriptions. By Grace Pinker-ton - 550V. A Phase of Epicureanism. By Mary B. Harris 550-551VI. Official Actions 551VII. Official Notices 551-552VIII. Official Reports : The Library ; Foster House - 552IX. Religious 552X. Current Events -------- 552-553XI. Recent Numbers of University Periodicals - 553XII. The Calendar - - - - .- - - - 554Should a Divinity School Teach the Student What toBelieve, or How to Think?*BY PROFESSOR FRANKLIN JOHNSON, D.D.The answer which should be given to this questionby a divinity school is not different from the answerwhich should be given by any other sort of school, as,for example, by a school of law or of medicine. It isnecessary that the lawyer, at the very beginning ofhis practice, have a mind well stored with knowledgeconcerning laws and precedents and courts, else woebe to his clients. It is necessary also that he have a* An Address delivered at the Divinity Conference held in connection with the Convocation of The University of Chicago, October 2, 1896. mind well trained to think, else woe be to his clients.The same twofold preparation is necessary f or the physician. There was once a system of medicine the professors of which purposed to deal simply with factseasily ascertained and catalogued, to treat the symptoms of disease with little reference to its causes, tohave remedies set down in a book appropriate to eachache and pain and fever and chill, and thus to dispense with thought. Students were prepared in a fewmonths to practice medicine in this way. A frightfulrecord of failure to cure soon evinced the folly of thiseducation. But it would have been equally foolish tosend the young physician into the world with no preparation except the mastery of the laws of reasoning.It is even more necessary for the minister than forthe lawyer and the physician to be acquainted with awide range of truth and also to be able to employ itthoughtfully and wisely. To administer error to hispeople is as much more hurtful than to administerpoison as the soul is of greater value than the body,and as eternity is longer than time. To administertruth to them is the one function of his office, since itis only by means of the truth that God will bringthem to repentance and afterward perfect them inholiness: "Sanctify them through the truth: thyword is truth." Yet truth, to be effectual, must bepresented in reasoned forms; the minister must so useit as to convince and persuade; he must interpret itto the mind and the heart; he must adapt it to thevarious characters, experiences, and wants of hishearers ; and hence he must think.I conclude, therefore, that it is the function of adivinity school to teach both what to believe and howto think.546 UNIVERSITY RECORDality and his great skill in argument to overwhelm hisstudents. He will encourage them to think independently, to differ from him if they wish, and' toenter upon new provinces of thought with zeal andconfidence. Sir William Hamilton devoted one houreach week to conversing with his students about anyobjections and difficulties which his teachings hadoccasioned in their minds. Such an exercise wouldbe profitable if the teacher should conduct it in a fairand open manner, gladly recognizing any valuablesuggestion from the learners, and encouraging themto think for themselves. It would be hurtful if heshould be intolerant of criticism or too dominant inhis defense of his own positions.Lastly, the method requires the student to spendmuch time in investigation. It does not merelyencourage him to do so ; it lays upon him a commandto do so, and it denies him full credit if he fails to doso. The teacher can present to him only the centralthings, and he is to gain other things by his ownindustry. Thus the divinity school ceases to be amere refectory where he nourishes himself at tablesprepared for him, and becomes also a gymnasiumwhere he trains and develops every faculty and powerof the mind for ardent and skillful exertion in theministry to which he is called.Reports from The Zoological Club*I. Microsomes and Their Relation to the Centrosome.The problem of the centrosome presents itself under fiveheads:1) The centrosome in caryokinesis of tissue cells.2) The centrosome in the maturation of the ovum.3) The centrosome in fecundation, or more strictly, the problem of the origin of the centrosomes which take part in thefirst caryokinetic division of the fertilized egg-cell.4) The centrosome in cells in which locomotor function ismore or less well developed, as in leucocytes, pigmentcells, and some unicellular organisms.5) The centrosome in some cells which undergo periodicgrowth, as in the sperm-mother-cell, the ovarian ovum,and some tissue cells. The centrosome in some ganglioncells probably belongs to this group of phenomena.It was pointed out that these are coordinate features of oneand the same problem. The different forms of the centrosomeand their mode of origin, their variations under pathologicalconditions, their behavior during fertilization of the ovum indifferent forms were examined in reference to two fundamentally opposed theories now current among cytologists.In this connection, a historical review of our knowledge ofthe microsomes (cytomicrosomes), as found in the observationsof Hanstein, Schmitz, Strasberger, van Beneden, Boveri, Hei-denhain, together with the author's observations on the ovarian* Abstracts of papers presented at the meeting of the Zoological Club, January 6, 1897. ovum of an Ascidian, was presented, and the bearing of themicrosome question on the problem of the centrosome, pointingto the existence of homology between microsome and centrosome, was indicated.The main conclusion of the paper was as follows : The livingsubstance of the cell-body is to be regarded as composed of anelement capable of dimorphic existence, with perfect freedomof transition from one to the other, under some definite condition. It can exist in the form of cytomicrosomes, or it canassume the appearance of clear hyaline filaments, network, orvesicular structure, as the case may be. At one stage, the cell-body of a given cell, say an ovarian ovum of some organism,may be composed almost wholly of microsomes ; at the next,these microsomes may be transformed into hyaline, cytoplasmicsubstance, with corresponding increase in the bulk of the cell.In the phenomena of caryokinesis, fecundation, motion, periodic growth of the cell referred to at the beginning of the paper,both of these cytoplasmic elements arranged in definite ways,come into play, and in the power of more or less rapid transitionfrom one to the other is to be found an explanation of the mainfeatures of the phenomena, so far as the share of the cytoplasmas such, is directly concerned in each process.The results of these examinations, together with the author'sunpublished work on Ascaris, in which it was shown that thecentrosome in the Ascaris egg not only undergoes some periodicchanges in its bulk, but totally disappears at a certain stage,were urged against the theory that the centrosome is a permanent organ of the cell. S. Watase\II. Centrosome and Archoplasm.A summary of the conclusions reached in my work on the eggof the earthworm (Allolobophora foetida) follows:1) The attraction spheres, both male and female, are of cytoplasmic origin.2) The archoplasm is a specific substance, and not a merethickening of the cytoplasmic network.3) The microsomes are morphological elements and notmerely varicosities of the cytoplasmic threads. They varygreatly in size, and many of them are unmistakably independent of the cytoplasmic reticulum.4) Five observations were urged as evidence that the archoplasm is a specific substance and of a fluid nature. Theseobservations were (1) the relatively rapid movement of thesubstance, (2) the changes in its distribution caused by fixatives, (3) its transparent appearance in the living egg, (4) thecytoplasmic reticulum is not lessened by its aggregations, nor(5) disturbed by its migration. Katharine Foot.III. Centrosome and Sphere in the Ovarian Stroma ofMammals.The cells of the ovarian stroma of some mammals (dog,rabbit) appear to undergo a peculiar change during pregnancy.The small indistinctly defined, elongated or polyhedral cells areno longer seen but their place is occupied by polyhedral cells ofmany times their size. The nucleus of these cells is regular inshape and contains numerous clumps of chromatin irregularlydistributed. It does not usually lie in the center of the cell butis displaced more or less toward one side. Around the centralregion of the cell is observed a distinct condensation of thecytoplasm, which is very conspicuous after double staining. Itis not sharply limited from the remainder of the cytoplasm, butshades gradually into it. The whole cytoplasmic net- work,especially around the denser part of the condensation, shows amore or less distinctly radiate structure, though there are noUNIVEBSITT EEC OBJ) 547distinct fibers. This structure can often be traced almost to theperiphery of the cell. Within the condensed portion of thecytoplasm at or very near a point forming the center of theradiate arrangement lies a small deeply staining granule, or insome cases two. This granule is very clearly shown by the useof Heidenhain's iron-haematoxylin, after which it differs fromall other extra-nuclear structures in the cell in retaining thedark blue or black. This body is undoubtedly a centrosome,arid the condensation of cytoplasm around it undoubtedlyrepresents a "sphere."Now these cells are not preparing for mitosis, and as far ashas been found there is no evidence of any future division.Whether the cells are in process of degeneration and are replaced by new cells after the period of gestation is ended it hasbeen as yet impossible to ascertain, but it is probable that theyare not. Moreover, the steps in the appearance of the centrosome and sphere in these cell have not been observed, so that itis not known just when or how they first become visible. Notrace of them has been found, however, in the stroma of ovariesfrom animals which are not pregnant or have not recently borneyoung, nor has any evidence of mitosis been seen in the stromaproper. Mitotic figures are occasionally seen in the cells ofyoung corpora lutea. The function of these structures underthese conditions is not clear. The relation of the histologicalchanges in the ovarian stroma to pregnancy also needs furtherstudy.The presence of the centrosome and sphere in cells which arenot undergoing mitosis presents a problem which is at presentrather obscure. They have been recently- found and studied inthe cells of the spinal and sympathetic ganglia of the frog(Lenhossek, Dehler), in the neurochord cells of an Annelid(Miss Lewis), and in ganglion cells of a snail (McClure). Theyhave also been found in connective tissue cells, pigment cells,resting leucocytes, etc. In the great majority of non-dividingcells, however, they have not been demonstrated.It would appear from the observations given above, that thecentrosome and sphere may have some other function in theeconomy of the cell, in addition to their important r6le in theprocess of caryokinesis. In the case of the ovarian stroma thefacts presented appear to favor the view that the centrosome assuch is not a permanent organ of the cell, but may appear anddisappear according to the conditions which prevail in the lifeof the cell. C. M. Child.IV. The Centrosomes in the Annelid Egg.My observations have been made on the marine annelidChsetopterus in the endeavor to throw light on the followingopen question : —1. Is there in the egg a definite structure— centrosome— notan artifact, and not identical with the "centrosphere" or "astro-sphere?"2. Is the "centrosome" a derivative structure, arising by amodification of some preexisting element in the cell, or is it a"permanent and ultimate organ of the cell, an organ sui generisand coexistent with other ultimate organs of the cell, as thenucleus and the cytoplasm " ?3. Do the centrosomes grow, multiply by self-division, andpersist from one cell generation to another, or are they formedanew in each cell in anticipation of caryokinesis?4. What rOle does the centrosome play in fecundation ?What is its bearing on the phenomena of inheritance ? Is therea union of male and female centrosomes during fecundationsimilar to that of the male and female pronuclei — a ** quadrille•of the centers "? 5. Whence come the centrosomes of the first and succeedingcleavage spindles ?6. What is the relation of the centrosome to the centrosphere (astrosphere)? to the cytoplasmic rays and network ? tothe ZwischenkOrper ?***If the eggs are kept in sea water for half an hour or more andnot fertilized, all except the smaller ovarian eggs are found tohave the first maturation spindle well formed, in its definitiveposition and always in the same stage of development, i. e., themetaphase or equatorial plate stage. But if the eggs are preserved after having remained only a few minutes in sea water,they are all, so far as my experience goes, found to contain thegerminal vesicle and no spindle. I infer from this that seawater in some way stimulates the egg to the production ofmaturation spindles.The smallest ovarian eggs are characterized by their relatively large nuclei, and by their compact cytoplasm which,devoid of yolk, stains a deep purple with our method— -iron-alumhsematoxylin and orange G. I can find in such eggs nothingresembling or indicating a centrosome.Yoke granules which stain yellow soon begin to accumulatein the cytoplasm, and the eggs grow larger. The yolk, however,is not at first distributed uniformly throughout the cytoplasm,but is most abundant near the periphery of the egg and frequently also outside the nucleus. While the yolk is present, onecan readily distinguish a cytoplasmic network, in the meshes ofwhich yolk is held. The threads of the network have theappearance of minute granules arranged in linear order. Theyform a sort of membrane at the periphery of the egg, and arecontinuous with the nuclear membrane.But up to the time when the egg has attained about two-thirds its full size, there remain masses of cytoplasm containingno yolk and consisting of a network closely compact and staining dark purple. The component threads of these cytoplasmicmasses are evident enough and are continuous with the rest ofthe cytoreticulum. These masses I consider to be equivalentto the Nebenkerne or paranuclei of authors. They vary in shapeand number in different eggs and at different stages of development, now appearing as one or two crescentric masses about thenucleus, and now broken up into many pieces. Their fate isalways the same ; they gradually fray out and become resolvedinto the general cytoreticulum.When the last traces of the paranucleus have vanished, thecytoplasm presents a nearly uniform appearance throughout.The reticulum is characterized at this stage by the decidedlygranular composition of the fibrils and the circular appearanceof the meshes as seen in section, and also by the uniform distribution of yolk throughout the egg.Although the structure of the reticulum, the peripheral eggmembrane (pellicle), and nuclear membrane are beautifullyclear and easily demonstrable, there is as yet no trace of anything suggesting a centrosome.Soon after this as the egg grows larger, the cytoplasmic-threads show a tendency to an arrangement in straight linesrather than curves, so that the outlines of the meshes are polygonal rather than circular. Eggs which have reached this stagein development, when placed in sea-water, continue to developas far as the formation of the first maturation spindle. The tendency of the fibrils of the network toward straightening outbecomes accentuated so that many of them extend in straightlines for a distance several times the diameter of the singlemeshes. Moreover, these longer fibrils radiate from commoncenters, and in this way there arises in the cytoplasm a numberof miniature asters. At first only two or three rays may be548 TTmVEMSITY RECORDseen .; then they increase in number and length at the directexpense of the remaining network. The aster formation continues until a climax is reached when one can count no less thanseventy-five distinct asters scattered about through the cytoplasmin the vicinity of the meshes. (Many of them are half-waybetween nucleus and periphery of the egg.) These asters repelthe yolk as do those of the caryokinetic spindle.The period of development characterized by multiple astersis not of long duration. Two of the asters gain predominanceover the others in point of size, and continue to grow largerwhile the others gradually evanesce. The two large asters I willcall primary, and the others secondary asters, following Reinke,who has described a similar aster formation in the peritonealcells of the larval salamander.Whether the primary asters are formed directly by an actualunion and evanescence of several of the secondary asters, I amnot prepared to say at present. Many things indicate that thisis the case. At any rate, the two primary asters continue togrow: a minute dark brown spere, the centrosome, appears inthe center of each, itself surrounded by a lighter brown area,astrosphere or centrosphere, from which the purplish raysdiverge in every direction. I am convinced that these twoasters and their centrosomes are formed by a modification ofcytoplasmic structures. They usually arise at a considerabledistance from each other and from the germinal vesicle, andwhile the nuclear membrane and the nucleolus are still intact.They are the asters and centrosomes of the first maturationspindle!After the spindle is formed, it remains for a little while nearthe germinal vesicle. Each centrosome divides into two; thenuclear membrane disappears, the chromosomes and the nucleoli are drawn up to the region of the equator of the spindles,and the whole spindle swings around to its definitive positionat the periphery of the egg, and perpendicular to the surface.The light brown astrospheres at the poles of the spindle contain each a pair of centrosomes. The spindle remains in thiscondition until the egg is fertilized.I have artificially fertilized the eggs of Chsetopterus afterthey had been in sea water an hour and twenty minutes, yetthey developed normally. Immediately after the entrance ofthe sperm the maturation processes are resumed. The firstmaturation spindle, which has remained up to this time in theequatorial plate stage, now passes through the succeedingphases of mitosis, which result in the formation of the firstpolar globule. During these processes the two centrosomes inthe aster at the inner pole of the spindle move apart, and asmall central spindle is formed between them. The centrospherefades away, and the rays of protoplasm converge to the twocentrosomes. The centrosomes at the outer pole of the spindleare carried into the polar globule and there degenerate. Adelicate ZwischenkOrper is formed at the junction of the polarglobule and egg, but it soon vanishes and has nothing to do withthe formation of the second maturation spindle. (CompareMathews, Jour. Morph., X, No. 1, p. 334.) The small spindlebefore mentioned becomes the second maturation spindle, bymeans of which the second polar globule is " extruded."The two centrosomes, which as we have seen, are identicalwith those in the inner aster of the first maturation spindle,move still further apart, and with spindles between them, take aposition, on either side of the ^roup of chromosomes left inthe egg after the first division. The chromosomes are arrangedin the equatorial plate and the whole spindle swings around toan approximately vertical position directly under the first polarglobule. The radiations from both ends of this spindle are longand conspicuous. The centrosome at the inner end usually, per haps always, divides into two. It is surrounded by a smallcentrosphere., The second polar globule is formed by the usual process ofmitosis. In the second polar globule as in the first there can beseen for a time, the degenerating centrosome of the outer poleof the spindle. A ZwischenkOrper is formed, consisting at firstof a circle of small dots, like the middle-plate of plants, withrays extending in both directions. Later it becomes constrictedto a single center with diverging rays, and in this condition it is-distinguishable until the pronuclei have nearly united. Thechromosomes left in the egg at the inner end of the spindlegroup themselves so as nearly to surround the centrosome andits astrosphere. The rays of the latter are numerous and long,extending through half the diameter of the egg.The nine chromosomes swell up into as many vesicles whichmigrate toward the middle of the egg, and as they do so unite-to form one large female pronucleus. The aster and centrosomeare carried aloDg with the vesicles for a certain distance, butdegenerate before the vesicles have united. The rays of thisaster, which were very strongly developed when the vesicleswere first formed, become weaker and weaker, and finally disappear entirely. While they are still present, they converge tothe center of the group of vesicles and indicate the position ofthe centrosome.While the processes of maturation have been going on, theentrance of the sperm has wrought profound changes in otherparts of the egg. The sperm may apparently enter the egg anywhere. Soon after it has entered, we find near it a minute asterwith two centrosomes close together. They lie in a minuteastrosphere from which a few short rays diverge.These two centrosomes are known as the "male centrosomes," though in Chsetopterus I am not sure that they areactually carried in by the spermatozoon. A strong presumptionis created in favor of this view by the fact that the sperm has inthe middle-piece two bodies resembling centrosomes. Howeverthis may be, the male centrosomes separate as the head of thespermatozoon enlarges to form the male pronucleus, and asthey separate, the rays diverging from them become more andmore extensive.Besides moving apart, the centrosomes migrate toward thecenter of the egg, the male pronucleus accompanying them,sometimes on one side and sometimes on another, but always-near at hand. They finally take a definite position a little toone side the center of the egg and towards the polar globules.The central spindle which has developed between them lies atright angles to the egg axis. At this time nearly all the cytoplasm of the egg appears in the form of varicose fibrils,radiating directly from the two male centrosomes.These enormous male asters are the poles of the first cleavagespindle. They are already connected by a central spindle. Thepronuclei come together between the poles and elongate slightly.The nuclear membrane disappears; the chromosomes arrangethemselves in the equatorial plate usually in two distinctgroups, and we have the first cleavage spindle in the metaphase.During the formation of the cleavage spindle, a centrospheredevelops about each centrosome and the rays become very muchshorter, for their distal portions break up to form again acytoreticulum.While the chromosomes are undergoing the longitudinalsplitting, each centrosome divides into two in anticipation ofthe next cleavage. The two daughter centrosomes move apartin each astrosphere without disturbing the spherical shape ofthe latter, until the^beginning of the telaphase, when the chromosomes at either pole of the spindle commence to swell up intovesicles in preparation for the reconstitution of the nuclei.UNIVERSITY RECORD 549Then the centrospheres fade away and the centrosomes withthe central spindle between them move further apart to oppositesi&es of the new nucleus. At this stage we find once more theenormous radiation directly from the centrosomes which involvesnearly all the cytoplasm in the egg.When the new nuclei have reached the so-called resting stage,the centrospheres develop again, the distal part of the raysbreaks up into the network, the centrosomes divide, and theprocesses just described are repeated.With each cleavage a beautiful ZwischenkOrper is developed.It consists at first, of a circle of small dark bodies staining likethe centrosomes, each with a brush of fibrils diverging towardthe newly formed nuclei. At a later stage these bodies allbecome compressed into a single mass, and lose their individuality.The phenomena exhibited in the egg of Chsetopterus lead meto the following conclusions :-—1. That there is in the egg a definite body — the centrosome —which is not an artifact nor a myth, and which is not identicalwith the centrosphere or astrosphere, though the latter is sometimes present.2. That in the oocyte of the first order, i. e., the unmaturatedegg. the centrosome arises by a modification of preexistingcytoplasmic structures. ,.3. That the centrosomes, whatever their origin, are capableof growth and multiplication and persist through at least several cell-generations.4. That there is no union of male and female centrosomesduring fecundation— no quadrille of the centers. The femalecentrosomes, on the contrary, entirely degenerate, and therefore, the centrosomes cannot be considered a special means forconveyance of hereditary qualities.5. The centrosomes of the first and succeeding cleavage spindles are identical with or derived directly from, the male centrosomes, which are probably brought into the egg with themiddle-piece of the spermatozoon.6. The centrosphere, a differentiated region about the centrosome, gives a different reaction from the centrosomes on theone hand, and the rest of the cytoplasm on the other ; both inpoint of color and resistance to certain reagents.Corrosive acetic and other reagents will sometimes completelydestroy the centrosphere, though the rays and other structuresare fairly well preserved.The centrospheres, unlike the centrosomes, come and go witheach succeeding caryokinesis. When they are present, thecytoplasmic rays of the aster are less strongly developed thanwhen they have disappeared, and the rays diverge directly fromthe centrosomes themselves.The centrosomes divide and move apart within the centrosphere for a considerable distance without altering the shapeof the latter. A. D. Mead.V. The Centrosome Problem and an Experimental Test.It is now generally supposed that the centrosome represents"the especial organ of cell-division," — " the dynamic center ofthe cell." The outcome of investigation as generally understoodis well stated by Dr. Wilson in his recent work on " The Cell."(P. 171)."From the father comes the centrosome to organize themachinery of mitotic divisionby which the egg splits up into theelements of the tissues, and by which each of these elementsreceives its quota of the common heritage of chromatin. Huxleyhit the mark two score years ago when in the words that headthis chapter he compared the organism to a web of which thewarp is derived from the female and the woof from the male. What has since been gained is the knowledge that this web is tpbe sought in the chromatic substance of the nuclei, and that thecentrosome is the weaver at the loom."The evidence as to the origin and function of the centrosomeis not all in yet, and some of what is in cannot be easily reconciled with these generalizations. How very difficult it is to reachcertainty in observations on this structure, no one knows by hisown experience better than Dr. Wilson himself. That thecentrosome comes from the mother in parthenogenetic eggs isone fact about which no doubt can be raised. Two cases arenow known in which the same thing is claimed for fertilizedeggs (Myzostoma, Unio), and the Work of Miss Foot on the eggof Allolobophora foetida suggests that the so-called sperm-aster may not after all be a derivative from the sperm. Mead'sdiscovery of numerous asters in the unfertilized egg of Chaet-opterus suggests that these structures and the centrosomes aswell are but transient figures of the cytoplasmic network, *—figures that may appear at any number of points of the cell-body on occasion. In that case their disappearance would notindicate degeneration, but merely a return to the reticular condition, — a resolution of figure rather than of substance. Thisview would accord with the theory of the centrosome advancedby Dr. Watase.The question as to which sex determines the pace of development, or whether both sexes share in this determination, is onefor which it is possible to find a crucial, experimental test. Myexperiments are not yet concluded, but they already furnish adecided answer to the main question. The experiments aremade by crossing different species of pigeons, having differentincubation periods. The crosses first made, and the only onesthus far fruitful, were between the common dove S and theringdove ? (Turtur risorius). The incubation period of themale species is from 18-20 days, while that of the female speciesis from 14-15 days. If the male furnishes the centrosome, weshould expect to have the rate of development retarded and theincubation possibly prolonged to the time of his species. In thereverse experiment, with a male T. risorius and a female common dove (experiment now in progress), the rate of developmentwould be accelerated, and the time of incubation correspondingly shortened. One pair have hatched young three times,each time in the period of the mother. A second pair (S =af antail) have hatched young once, also in the regular time ofthe mother. The young birds were perfectly formed.These experiments show that the rate of cell-formation andembryonic development up to the time of hatching is determined by the sex that furnishes the egg. Some marks ofpaternal derivation are already visible in the newly hatchedhybrid, e. g., color of the beak and character of the down. Themale influence is most predominantly marked in the 1 ater development and color of the plumage. C. O. Whitman.School Record, Notes, and Plan. XII.THE UNIVERSITY OF CHICAGO SCHOOL.January 27, 1897.The account published last week will serve, for themost part, as a record of what has been accomplished ,during the period just closing, so the statement thisweek will give briefly the additional work alreadydone upon the laboratory side and state the plan, inpart, for the work of the month of February.In the carpentry shop, the children have commencedthe making of individual balances, using the simplest550 UNIVERSITY RECORDpossible material and plan : An upright stick withbent wire for the arms, and small tin dishes for thescale pans. For use in connection with these, theyhave melted, and cast, lead weights in the laboratory.They have also done work upon the thermometer inconnection with the use made of it in cooking, and assuggested by the extreme cold weather. They havefilled a tube with mercury and drawn it out in orderto show the use of the fine tube and bulb reservoir ofthe thermometer. They have experimented withmelting snow and ice, and with freezing water, toshow that the temperature, in each case, remains unaltered until the water is all frozen or the snow andice all melted. In connection with their work onmagnetism and electricity they have made a " tumblercell " with strips of zinc and copper, and dilute sulphuric acid.In pursuance of the general idea of making thematerials actually used in the school work an objectof special study, and as furnishing the unifying centerand point of departure for other subjects, the studyof woods from various points of view will now betaken up. An account of the study upon the botanical and scientific side, will be given next week. Todaywe take up the development upon the side of historyand literature.Groups I and II. — The plan of work with them is asfollows : The study of the woods as building material.Woods in the Columbian Museum to be observed andthe experience of the children with respect to woods,forests and individual trees drawn out as far as possible. Pictures of trees to be shown and studied.The houses of the lake dwellers to be studied. Woodsfrom which the furniture and the house are made tobe observed. There will be a picturing of the industrial processes involved, from the log cutting to thehouse building. Wood cutting and forest life to bereproduced in games. Carpenter shops and woodworking establishments to be visited. In connectionwith this block houses to be built according to scale,and with the introduction of the necessary arithmeticallanguage and notation. There will be modeling, drawing and cutting from paper in illustration, so far aspossible, of materials and processes.Group III. — Will have much the same work asgroups I and II with the addition of the measurement of diameters and circumferences of trees at theMuseum; the comparison of northern and tropicalforests, the observation of pictures of Chinese andJapanese houses ; the reading of Hiawatha's boatbuilding ; and the story of a river transporting logs tothe mill. Groups IV and V. — A study pf the forest regions 0fthe world and of the transportation of logs and lumber*a study of the means of transportation found at theMuseum so far as these are made of wood. Specialstudy of Greek boats and of the modes of navigationamong ancient people; the drawing of Greek shipsand implements of war as compared with those seenat the Museum; the comparing of the architectureof the Homeric house with our own ; drawing of planof the Homeric house; reading the chapters: 11,12and 13 of Church's Iliad.Some Metrical Inscriptions*More than a thousand Latin metrical inscriptions have beendiscovered, written in such metres as the Saturnian, IambicDimeter, Iambic Senarius, Elegiac, and Dactylic Hexametre.They give us valuable glimpses of Roman life, public and private.Some of them, considered merely as poems, compare favorablywith the classics. The following typical inscriptions were read :I. Public Inscriptions : (1) Inscriptions in honor of public men{Corpus Inscriptionum Latinarum, Vol. I, 30, 32, 33, 34, 38) ; (2)Dedicatory Inscriptions of Mummius (C. I. L., I, 541, 542) ; (3)Other Tituli Sacri (C. I. L., 1, 1175; Orelli-Henzen, 1613; C.I. L.,VI, 754) . II. Inscriptions from private life : (1) Relating tofamily griefs (C. I. L., VI, 10105, 1, 1422, 1306, V, 5279; Bucheler,Anthologia Latina, 94, 216, 444) ; (2) Illustrating a feeling prevalent among the Romans, that a child should not die before itsparents (C. I. L., Ill, 2183); (3) Giving the Roman ideal of amatron (C. I. L., I, 1007). III. Laudatory Inscriptions (C. I. £.,VI, 18296, I, 1273, 1297, VI, 12877; Bucheler, A. L., 72). IV. Inscriptions illustrating the mortality of all men : (C.I. L., 1, 1431,VI, 22215, X, 7697 ; Bucheler, A.L., 799). V. Inscriptions showingthe Roman idea of death : (1) Death is welcomed because itreleases one from the burdens of life (C. I. L., V, 8974, VIII, 4447,IX, 60) ; (2) Death is dreaded because it deprives one of the joyof life (C. I. L., VI, 17130). VI. Inscriptions pertaining to thedrawing of lots— enigmatical (C. I. L., 1, 1442, 1444, 1453). VII.Christian Inscriptions (C.I. L., XII. 949; Bucheler, A. L., 672).VIII. Inscriptions from the walls of Pompeii — humorous,socialistic, gnomic (C. I. L., IV, 813, 1520, 1597, 1895, 1997) .* Abstract of a paper read by Grace Pinkerton before thePhilological Society, August 8, 1896.A Phase of Epicureanism*Latin sepulchral inscriptions indicate the extent of popularEpicureanism among the Romans. Fourteen inscriptions, atleast, bear directly on this subject, nine of which come fromItaly, three from Narbonensian Gaul, one from Spain, andone from Antioch in Pisidia. These inscriptions are theexpression of the feeling of the common people, althoughone (C. I. L„ I, 1010) may belong to the upper classes.Three are in honor of soldiers of widely separated legions, —showing the prevalence of the sentiment in the armies. Theperiod within which they fall is from Gracchus to Vespasian.The influences which led to the De Berum Natura are the samethat found expression in these inscriptions, — deterioration ofsociety, with the waning of corrective elements — patriotismand reverence for the state religion. ** Abstract of a paper read by Mary B. Harris before the Clas-, sical Club, August 8, 1896.UNIVERSITY RECORD 551For similarity of disbelief in the immortality of the soul compare Pe Berum Natura, III, 55&-575 with C. I. L., IX, 2042.Lucre tius combats the projection of earthly self into thefuture : De Berum Natura, III, 830-900. Compare C.I. L. , XII, 5102.Compare also Lucretius, III, 910-918 with C. I. L., II, 4137. Otherinscriptions on the subject are: C. I. L„ III, 293; VI, 18131;IX, 2114, 2042, 3821,3473; XI, 856; XII, 5102, 973, 5270 ; XIV, 1874 ;Garrucci Act. Inst. Arch. Bom., 1861, p. 37.Official Actions.The Administrative Board of Libraries, Laboratories and Museums at meetings held on November28, 1896, and January 23, 1897, took the followingaction :In the place of Special Regulation No. 3 governingDepartmental Libraries, the following was substituted :All officers of instruction may, with the approval ofthe appropriate departmental adviser withdraw booksfrom the library of their own department and retainthem for limited period to be agreed upon by theborrower and the departmental adviser.In the carrying out of this rule, the followingmethods shall be employed :1. The records of withdrawal of books are to bekept in each departmental library in an instructor'sloan book provided for that purpose, and the drawershall record his name, etc., title of the book, accessionnumber, and the date of the withdrawal.2. The departmental adviser in connection with thehead of the department shall determine the conditions under which books may be withdrawn from adepartmental library, and inform the general libraryof these conditions.3. The departmental adviser may through thegeneral library call in a book at any time.Official Notices.The special meetings of Boards and Faculties, to beheld Saturday, January 30, 1897, in the Faculty Room,Haskell Oriental Museum, are the following :8:30 a.m. — The Administrative Board of Libraries,Laboratories, and Museums.10:00 a.m.— The Faculty of the Graduate Schools.11:30 a.m. — The Administrative Board of StudentOrganizations, Publications and Exhibitions.The Division Lectures before Senior Divisions II-VI are given by Dean Terry on Mondays at 10:30 a.m.in the Lecture Room, Cobb Hall. The subject is"Current Problems in the Light of History."The Junior Division Lectures for the coming weekare as follows :Junior I. Dean McClintock, Tuesday, 10:30 a.m.,B 6, Cobb, "Election of Studies." Junior II. Head Professor Shorey, Tuesday, 10:30a.m., Lecture Hall, Cobb, " The Study of Languageand Literature."Junior III-IV. Assistant Professor Angell, Tuesday, 10:30 a.m., Assembly Room, Haskell OrientalMuseum, "Characteristic Problems in ContemporaryPhilosophy; — Logic."Junior V. Head Professor Chamberlin, Tuesday,10:30 a.m., C 9, Cobb, "The Inorganic Sciences; — Relations and Educational Ftfnctions of Geology."Junior VI. President Harper, Wednesday, 10:30a.m., Faculty Room, Haskell Oriental Museum, "Introductory Talks."The following representatives of the Faculties ofArts, Literature, and Science have been appointedmembers of the Committee of the Students' FundSociety :From the Faculties of the Graduate Schools : Professor Hendrickson, Assistant Professor Thomas.From the Faculty of the Senior Colleges : AssociateProfessor Harper, Assistant Professor Howland.From the Faculty of the Junior Colleges : AssistantProfessor F. J. Miller, Assistant Professor Vincent.The Mathematical Club will meet in Room 35, Ryer-son Physical Laboratory, on Friday, January 29, at4:00 p.m. Mr. Moulton will read on "The accelerating force under the action of which a particle freeto move will describe a conic section."The Chemical Journal Meeting will be held on Friday, January 29, in Kent 20, at 5 :00 p.m. Paper byAssistant Prof essor Lengfeld on "Helium and Argon."The Botanical Club will meet Wednesday, February 3, at 4:00 p.m., in Walker Museum. Mr.J.H.Schaffner will present the results of his studies in theEmbryology of Sagittaria.The Romance Club will meet in B 12, Cobb LectureHall, Wednesday, February 3, at 4 : 00 p.m. ProfessorBenjamin W. Wells, Ph.D., of the University of theSouth, will deliver an address on "The NaturalisticNovel of Zola and Daudet."The Philosophical Club will meet Wednesday, February 3, at 7:30 p.m., in 13 C, Cobb Lecture Hall.Associate Professor Tufts will read a paper on "TheUniversal and the Particular in Mediaeval Thought."552 UNIVERSITY RECORDThe Club of Political Science and History will meeton Wednesday, February 3, at 8:00 p.m., in the Faculty Room, Haskell Oriental Museum. Subject :"The City Council of Chicago," by Mr. L. D. Inskeep.The address before the Political Economy Club byMr. Frank A. Vanderlip on " Watered Stock in Chicago" will be given Thursday, February 4, at 8:00p.m., in the Faculty Room, Haskell Oriental Museum.The debate between the students of the Universityof Iowa and of The University of Chicago will be heldin Kent Theater, Friday, February 5, at 8: 00 p.m.The next meeting of the Zoological Club will beheld on Wednesday, February 10, at 3:00 p.m. Associate Professor Baur and Dr. Case will give papers on" The Morphology of the Pelycosauria and the Originof Mammals."Official Reports.During the week ending January 26, 1897, therehas been added to the Library of The University atotal number of 302 books from the following sources :Books added by purchase, 257 vols., distributed asfollows :General Library, 33 vols.; Political Economy, 4 vols.;Political Science, 1 vol.; Classical Archaeology, 1 vol.;Sociology, 54 vols.; Sociology (Divinity), 125 vols.;Greek, 2 vols.; Latin, 5 vols.; Physiology, 1 vol.;Botany, 1 vol.; Church History, 13 vols.; Elocution,1 vol.; Morgan Park Academy, 16 vols.Books added by gift, 39 vols., distributed as follows :General Library, 14 vols.; Pedagogy, 15 vols.; Political Economy, 3 vols.; Semitic, 1vol.; Greek, 1vol.;Romance, 1 vol.; Astronomy, 2 vols.; Geology, 2 vols.Books added by exchange for University publications, 6 vols., distributed as follows :Political Economy, 2 vols.; Sociology, 2 vols.; Comparative Religion, 1 vol.; Church History, 1 vol.The report of Nancy Foster House for the AutumnQuarter is as follows:Members : — Misses Barnum, Bishoprick, BlackburnBlagen, Capen, Clark, Dickerson, Dumke, Field,Flood, Freeman, A. Frick, M. Frick, Godley, Gold-thwaite, Hammond, Harris, Hitchcock, Hughes, Jackson, Loesch, Lutrelle, Nassau, Nelson, Pratt, Reynolds,Runyon, Schwarz, Slye, Sturgis, Trowbridge, Yarbor-ough, Updegraff, Weirick, Wells, Whitman.Guests : — Misses Bass, Beckwith, Mrs. Courtright,Misses Felsen thai, Putnam. * Organization : — Head of House, Miss Myra Reynolds; House Councilor, Mr. McClintock; Entertainment Committee, Misses Clark, Dickerson, Field;House Committee, Misses Harris, Pratt, Jackson,Blackburn.Chief Events:— Two Monday receptions, a party tothe boys' clubs of the University Settlement, a reception given by the Senior Class of The University, adramatic entertainment on Halloween.Religious.At the Vesper Service, Sunday, January 31, at4 : 00 p.m., in Kent Theater, Associate ProfessorGeorge S. Goodspeed will give the address on " Lifeafter Death in Ancient Persia and India." Admissionby ticket only until 4 o'clock.Professor Stagg will speak at the union meeting ofthe Y. W. and Y. M. C. A., in Haskell OrientalMuseum, at 7:00 p.m. Sunday. All are invited toattend.Current Events.Associate Professor C. R. Henderson, Chaplain ofThe University, preached on Sunday evening, January10, before Harvard University at Appleton Chapel.George L. Brown, a recent graduate student at TheUniversity, has been appointed Professor of Mathematics in the South Dakota Agricultural College.Joseph W. Errant, Esq., a member of the ChicagoBoard of Education, addressed an open meeting ofthe Seminar on " City Schools" on Monday evening,January 11, in Cobb Lecture Hall.An Extension class in the Pedagogics of Arts, conducted by Miss Ida C. Heffron, late of the CookCounty Normal School, but now lecturer in the Class-study Department, was formed Saturday, January 23,at 2:30 p.m., in the Lecture Room of Cobb Hall.On January 25 an Extension class in Library Economy, conducted by Miss Katharine L. Sharp, wasformed at Geneva, 111. This work has proved to bepopular. Two classes were conducted last quarter byMiss Sharp in Cleveland, Ohio. Mr. Dixon is nowmeeting a class on Friday evening in Room 5 B, CobbHall. Classes will be formed also in Galena, Geneseo,and elsewhere.UNIVERSITY RECORD 55SProfessor E. J. James, Director of the UniversityExtension Division, lectured Saturday, January 16,before the Cook County High School Association on"The Public High School." The meeting was held atthe Lewis Institute, corner of Madison and Robeystreets. . .Mrs. Ella AdamsMoore of the Class-study Department, University Extension Division, read a paper onGeorge Eliot's Romola before the Woodlawn Women'sClub on Tuesday, January 19, and delivered a lectureon the same novel in Englewood Saturday, January 23.The Wednesday afternoon musical recital was givenon January 13, in Kent Theater, by Miss Mary WoodChase. The following was the programme :1. Sonata, op 22 - - - Schumann.2. Variations on the nameAbegg "3. Masquerade and Unmasking - MoszkowsM.4. The Juggleress - - - - "5. l3tude - - - - - - Chopin.6. Ballade, op. 3 - - - "Luther A. Johnson, a Master of Arts of The University in the Department of English, has been appointed President of Trinity University, Tehuacana,Texas.Mr. W. B. Woods, University Extension Lecturer inEnglish Literature, is conducting a class in EnglishLiterature in Logansport, Ind. During the AutumnQuarter he conducted classes in Columbia City andLarwell.The Literature section of the High School Association held a meeting on Thursday, January 28, atwhich Assistant Professor Myra Reynolds, of TheUniversity, gave an address on "The Construction ofa Story," and Mr. L. T. Damon, of The University,spoke on " Shakespeare in Secondary Schools."Notes prom Morgan Park. — The work on the newhall for the Academy has been pushed very rapidlyand the walls of the second story are now complete.The mason work will all be done by the end of January.Extensive changes have been made in the MilitarySchool property recently purchased by The Universityfor the use of the Academy. The gymnasium hasbeen moved north and equipped with an excellentocker room and bathroom and otherwise thoroughlyremodeled, making it a complete working gymnasium.This adequately supplies what has been one of thegreatest needs of the Academy. The work in physicalculture under Dr. J. G. Brobeck is in the most flourishing condition in the history of the school. The young women have organized a very promising basketballteam and hope to arrange for a series of contests withthe women of The University. A space about fourhundred feet square at the south end of the newproperty has been cleared for an athletic field, byremoving several small buildings that were scatteredin various parts of the field and uniting them in thesouthwest corner. As soon as the weather permits'the grading of the field and the erection of a grandstand are to be undertaken at once, and it is hoped tohave the field ready for use not later than the first o£May.Recent Numbers of University Periodicals.The January number of The School Review containsamong other articles, a discussion by C H. Thurber on "HighSchool Self-Government," presenting a tentative constitutionwhich is in operation in the Warren Pa., high school. Thepracticability of self-government in secondary schools is heredemonstrated. A practical suggestion is given by A. J. Vollandon "Reading, as now conducted in the Racine, Wis., High School."'The plan given indicates a method by which students mayacquire scholarly habits in their general reading. The questionof "Specialization of the Work of Teachers in the SecondarySchools " is treated by I. B. Burgess. Other articles are : " Dangers of Examination," by C. F. Wheelock ; " Axioms of Composition Teaching," Samuel Thurber; "Natural Science in theHigher Schools of Germany," James E.Russell: and " A Pleafor More Business Purpose in Teachers' Organizations," by W.M. Davis. This number contains also a complete programme ofthe meeting of the North Central Association of Colleges andPreparatory Schools, to be held at the Lewis Institute, Chicago,-February 12 and 1^. The Outlook notes, and the Reviews andGeneral notes are as usual.The January number of The American Journal of Sociologyhas for its leading article an illustrated description of thepauper and criminal element in a small Kansas town, by F. W.Blackmar of the University of Kansas. It is a concrete demonstration that pauperism and criminality may be developed andfostered by the environment of country life, as well as by thatof the city. Paul Monroe of the University of Chicago discusses a syBtem of labor pensions and insurance and finds in ita means of social meliorism. An article by H. L. Bliss, Chicago,-on "Eccentric Official Statistics" is of especial interest tostatisticians. Mr. Bliss criticises the conclusions of ColonelWright regarding wages. He points out that while Col. Wrightpartially corrects the impression that wage-earners receive analmost insignificant proportion of the value which laborproduces, he strangely neglects to correct the more commonerroneous belief that there has been an enormous increase inwages. The mistake, he maintains, is in computing fromaverages which do not admit of such general treatment. LesterF. Ward, Washington, D.C., continues his contributions toSocial Philosophy by an exposition of "Social Genesis."1" Social Ideals and Types " as factors in social progress is discussed by E. A. Ross of Stanford University. Then follow twoarticles on the "Present Status of Sociology," and "PublicCharity and Private Philanthropy in Germany "by two eminentGerman professors. The number includes the usual Reviews,Notes and Abstracts, and Bibliography. The Notes and Abstracts are of unusual value to the statistician.554 UNIVERSITY RECORDTHE CALENDAR.JANUARY 29-FEBRUARY 6, 1897.Friday, January 29.Chapel-Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10: 30 a.m.Meeting of Senior College Council, 1:30 p.m.Mathematical Club, R 35, 4:00 p.m. (see p. 551).Chemical Journal meeting, K 20, 5: 00 p.m. (see p. 551).Saturday, January 30.Administrative Board of Libraries, Laboratories, andMuseums, 8:30 a.m.Faculty of the Graduate Schools, 10: 00 a.m.Administrative Board of Student Organizations, Publications and Exhibitions, 11 : 30 a.m.Sunday, January 31.Vesper Service, 4:00 p.m. (see p. 552).Union Meeting of Y. M. C. A. and Y. W. C. A., 7:00 p.m.Monday, February 1.Ohapel- Assembly : Junior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Senior Divisions II-VI. Dean Terry, Lecture Room, Cobb, 10: 30 a.m.Tuesday, February 2.Ohapel-Assembly : Senior Colleges. — Chapel, CobbLecture Hall, 10:30 a.m.Lecture, Junior Division I. Dean McClintock, B 6,Cobb, 10:30 a.m.Lecture, Junior Division II. Head Professor ShoreyLecture Room, Cobb, 10:30 a.m.Lecture, Junior Division III-IV. Assistant ProfessorAngell, Assembly Room, Haskell, 10 : 30 a.m. Lecture, Junior Division V. Head Professor Cham-berlin, C 9, Cobb, 10: 30 a.m.University Chorus, Rehearsal, Kent Theater, 7:15 p.m.Wednesday, February 3.Lecture, Junior Diyision VI. The President, FacultyRoom, Haskell, 10:30 a.m.Botanical Club, Walker, 4:00 p.m. (see p. 551).Romance Club, B 12, Cobb, 4 :00 p.m. (see p. 551.)Philosophical Club, C 13, Cobb, 7:30 p.m. (see p. 551.)Club of Political Science and History, Faculty Room,Haskell, 8:00 p.m. (see p. 552.)Thursday, February 4.Chapel- Assembly : Divinity School.— Chapel, CobbLecture Hall, 10: 30 a.m.Lecture, Senior Division I. The President, FacultyRoom, Haskell, 5:30 p.m.Political Economy Club, Faculty Room, Haskell,8:00p.m. (seep. 552.)Friday, February 5.Chapel- Assembly : Graduate Schools. — Chapel, CobbLecture Hall, 10 : 30 a.m.Debate ; The University of Iowa vs. The Universityof Chicago, Kent Theater, 8:00 p.m, (see p. 552.)Saturday, February 6.Administrative Board of Physical Culture andAthletics, 8:30 a.m.Administrative Board of Student OrganizationsPublications, and Exhibitions, 10:00 a.m.The University Senate, 11:30 a.m.Material for the UNIVERSITY RECORD must be sent to the Recorder by THURSDAY, 8:30 A.M., inorder to be published in the issue of the same week.