Gbe TUnfveretts of CiytcagoPrice $J»00 founded by john d. rockefeller Single CopiesPet Year 5 CentsUniversity RecordPUBLISHED BY AUTHORITYCHICAGO3be TOnfveteitg of Cbicaao ©teesVOL. IV, NO. 14. PUBLISHED EVERY FRIDAY AT 3:00 P.M. JULY 7, 1899Entered in the post office Chicago, Illinois, &s second-class matterCONTENTS.I. The Old College and the New University. ByPresident James B. Angell, LL.D. - - - 77-84II. Official Notices 84,III. Official Reports : The Library 8iIV. The Calendar - 84V. University Open Lectures, Summer Quarter, 1899 86The Old College and the New University*BY PRESIDENT JAMES B. ANGELL, LL.D.The University of Michigan,May I allow my personal experience to suggest mytheme today? Exactly fifty years ago I went forthfrom college with my diploma, as these graduates goforth at this hour, to test in the conflicts of life theworth of myself and of the discipline and scantylearning which my diploma represented. As I am oneof the comparatively small number in this assemblywho cherish vivid recollections of the life, organization, and methods of the American college of half acentury ago, it has occurred to me that it might notbe altogether uninteresting or unprofitable to you if Ishould attempt to set before you some of the contrasts between the college of 1849 and the universityof 1890. I say the college of 1849, because, althoughsome small colleges called themselves universities, thetitle on the catalogues of the two largest institutions,Harvard and Yale, for 1849-50 is college, and not university.?The Founder's Day Address delivered on the occasion of theTwenty-ninth Convocation Of the University, held in the'Graduate Quadrangle, July 1, 1899. It is surprising how little the college of the middleof this century differed in its general plan from thatof a century before, or even from that of two centuries before. The English colonists who establishedthe New England colleges naturally built them on themodel of a college of Cambridge or of Oxford University. Master and tutors with titles slightly changed,dormitories, with hours in rooms to be strictly kept,commons hall, where tutors and students shared thesimple fare, the ancient classics, the mathematics,logic, intellectual and moral philosophy, evidences ofChristianity, as the principal studies, comparativeseclusion from the outside world, college prayers atdawn attended by half -dressed students not always ina devout frame, after that a recitation for an hourbefore breakfast — such were some of the markedfeatures of college life.It is no exaggeration to say that during the last fiftyyears, one might even say during the last thirty years,,there has been more discussion of the methods andaims of collegiate and university training than hadbeen known from the planting of the New Englandcolonies down to 1850. There was nowhere suchquestioning of the wisdom of the one course everywhere followed as was raised so long ago as Bacon'stime concerning the English colleges. For that greatman, to whose treatise on the Advancement of Learning even now so little can be added, complains that"the exclusive dedicating of foundations and donations to prof essory learning hath not only had a malignaspect and influence upon the growth of sciences, buthath also been prejudicial to states and governments.""For hence," he adds, "it proceedeth that princesfind a solitude in regard of able men to serve them in78 UNIVERSITY RECORDcases of state, because there is no education collegiatewhich is free, where such as were so disposed mightgive themselves to histories, modern languages, booksof policy, and civil discourse, and other like enablements unto service of estate." That criticism ofBacon might have been applied with almost equalforce to the American colleges down to the fifth decadeof this century.The only important exception to the common formof organization and work in the United States wasthe University of Virginia, which was opened in 1825.As you all know, Mr. Jefferson devised the plan ofthat institution. It is said that he was largely influenced by the suggestions of a distinguished Frenchman, M. Dupont de Nemours, in perfecting thescheme. It bears the impress of a mind familiar withcontinental universities. It anticipated, to a considerable degree, the methods of the universities, whichallow elections of different courses of studies, andwhich confer degrees as well upon proficients inscience, as upon those who have completed courses inthe ancient classics. From some cause, the experiment in Virginia, though it proved reasonably satisfactory to the citizens of that state, was for a longtime nowhere imitated. Whether this failure to commend itself to general favor was in any degree owingto the somewhat widespread distrust of Mr. Jeffersonas a theorist in science and education, or to the wantof the ample means required to establish and maintainan institution on his plan, I cannot say. But probablynot a dozen college instructors in the country werethen prepared to believe that any considerable change inthe American college system could be an improvement.It was apparently from deference to the earnest wishesof Mr. Jefferson, to whom the university owed its veryexistence, and who bestowed years of the most patientlabor upon it, rather than to a deliberate approval ofhis scheme by his associates, that the institution tookon a form then so novel. Mr. Madison used to urge,we are told, in the meetings of the Board, that " asthe whole design originated with Mr. Jefferson, andthe chief responsibility for success or failure was his,it was but fair to allow him carry it into effect in hisown way."I have never heard that the establishment of theUniversity of Virginia gave rise to any general discussion of college methods in the journals or the academiccircles of that day. But a few minds were soon considering some of the questions which have since engaged public attention. There were a few earnestdebates upon the importance of the ancient classics,the most notable of which was that between Mr.Grimke' and Mr. Legare, of South Carolina. The cor poration of Yale College was asked to consider whetherthe study of Greek and Latin should be dispensedwith. Amherst College actually announced a course,in which no classical study was required, but soonabandoned it In 1825 George Ticknor warmly urgedHarvard College to open an unlimited choice of studiesto undergraduates and suggested other changes in thecurriculum. At about that time Harvard did open alimited range of options to the students.In 1829 the faculty of the University of Vermontdrew up a paper on collegiate work, which attractedmuch attention. It was the fruit of the earnest deliberation \oi a corps of gifted teachers, among whomwere James Marsh and Joseph Torrey. Its most valuable feature was its careful arrangement of studiesin a philosophic order, based on a profound study ofthe laws of mental development and of the nature andvalue of different branches of knowledge. It mayeven now be read with interest and profit.But it was, so far as I know, to that vigorous andinspiring teacher, President Wayland, of Brown University, that we owe the earliest volume on the subject of American collegiate education. In 1842, whenthe state of Rhode Island was rent with civil commotions, he prepared his little book entitled " Thoughtson the Collegiate System in the United States." Heoccupied himself more with exposing the defects inour system than in suggesting remedies for the evils.But the first step toward finding the remedy is aclear perception of the evil. It may fairly be claimedthat Dr. Wayland was one of the first, if not the first,to make a careful study of the weak points in our traditionary system. But his treatise, though it wasread with attention and interest, did not produce anyimmediate effect upon the American collegiate system. For nearly ten years more life moved on in thequiet old way under every college roof.But suddenly in 1850 the academic circles werestartled by the ringing summons to reconsider theirmethods of work. The fearless and self-reliant thinkerwho in 1842 saw so many defects in our colleges nowcame forward, full of hope and enthusiasm, to offerremedies. His glowing words kindled hot discussionson every side. A few were with him, but many wereagainst him. No single treatise or paper which appeared before Dr. Wayland's Report to the Corporation of Brown University in 1850, perhapsnone which has appeared since, has awakened sofruitful discussions as that It began, is it too muchto say that it caused, that agitation in academiccircles, which has resulted in some modification of thecourse in every college in the land. From the day ofits appearance until now, not only educational jour-UNIVERSITY RECORD 79nals, but the secular and religious journals, the magazines and reviews, college faculties, the patrons ofcolleges, all that great company of people who areinterested in the character of our higher education,have been vigorously arguing to determine what theAmerican college and university should aim to be andto do.Some of the most salient recommendations in thisreport were these : The abolition of the fixed term offour years of study as the requisite to a degree ; theopening of large choice of studies to students; therecognition by a degree of the completion of otherthan classical work ; the establishment of courses inthe application of science to the arts ; the endeavor tomeet in every way every variety of intellectual want.Unhappily the funds raised for the reorganization ofthe college were not enough to give full execution tothe plan, and some of the details were not wiselyarranged. But the ideas of larger liberty in the election of studies and of an ampler opportunity forscientific training, and of a more just estimate of therelative value of scientific training to the purelyclassical, all of which were emphasized in Dr. Way-land's report of 1850, were never again lost sight of inthe discussions of American collegiate schemes. Thatgreat leader, in shaping the educational ideas of theWest, President Tappan, who was deeply inspired byDr. Wayland's report, immediately on entering uponhis duties at the University of Michigan in 1852 setup the scientific course parallel to the classical, andsoon after established a school of engineering. All theState Universities of the West have followed in thesame path. Harvard, which in George Ticknor's timewas the first to make a small beginning in offeringelections in studies, was under its present energeticpresident the leader in throwing open the widest elections to the candidates for the degree of Bachelor ofArts. It iB not my purpose to trace in detail the evolution of the remarkable changes which have takenplace in college and university life since 1849, butrather to direct attention to the contrast between thecollege of that time and the university of our day..Half a century ago the curricula of the variouscolleges differed very little from one another. Fouryears of studies, almost the whole of which were rigorously prescribed for every student, regardless of histastes, aptitudes, or plans of life, were laid out in substantially the same way in every institution. Most ofus, therefore received whatever help there is in thediscipline of doing or failing to do some work uninteresting or impossible to us. The instruction inscience was for the most part meager and addressedto the memory rather than to powers of observation and reasoning. It was] generally taught from textbooks, and in the case of physics and chemistry enlivened by some lectures with experiments whichenlightened the hearers by their failures almost a#often as by their success. Chemical laboratories in colleges were almost or quite unknown. I think the onlyone opened in 1849 was that in the Lawrence ScientificSchool, but it does not appear from the Harvard Catalogue that it was open to college students. Laboratories for other scientific studies than chemistry werenot thought of at all. It will readily be seen that themethod of scientific instruction has been entirely revolutionized. In the last half century no more important step in education has been taken than in theuniversal introduction of the laboratory methods inthe sciences. Of course with this change has comethe appropriation of much more time to the pursuitof science by men who wish to become experts in it.Under the old system it was possible to obtain only asmattering of any science. One third of a year wasusually given to each, sometimes only one sixth.It is obvious that with a rigid curriculum, in whicheveryone was obliged to do a little of many things, itwas impossible to give to some branches the time forany but the most elementary work, or even to touchsome branches to which much time is now devoted.For instance, political economy in 1849 was pursuedfor only one third of the college year in Yale andBrown, and in Harvard was coupled with Story's Commentaries on the Constitution as one study for halfthe college year. No ampler instruction in that subject was then attainable in any college. Modern andmediaeval history, which has now become so importanta branch in our universities, then received scantattention. The Yale Catalogue of 1849-50 carries thename of no Professor of History. The same can besaid of Brown, though the Professor of Rhetoric didgive some of his time to the teaching of History. TheCatalogue of Harvard is adorned with the great nameof Jared Sparks at that time as Professor of Ancientand Modern History. But I doubt if any other college in the land had a chair of History fifty years ago.English Literature fared as badly as History. Youwill not find it specifically named in the curriculumof any college of that day. The Professor of Rhetoricwas expected to direct the attention of his pupils tosome of the great authors in illustration of his teachings. But the systematic study of them was rarelycalled for, except as they might be named as the subjects of essays or speeches. The opportunities for thestudy of the Modern Languages were very restricted.In Yale College for two thirds of a year theycould be pursued. In Brown University French80 UNI VERSITY RECORDwas offered for one year and German for a shortterm. In Harvard much more generous provisionwas made. But in most colleges not more thana year's instruction in French or German wasgiven, and in some none at all was furnished.Of course almost never could what we now calladvanced undergraduate work in Mathematics orScience or Philosophy be attained. Several branchesnow taught in all stronger institutions were nottaught at all, for example, Comparative Philology,Early English, Pedagogy, Sociology, Sanskrit and theSemitic tongues. The range of college work wasrestricted to a degree which must seem to the studentof our day as scarcely credible. The methods thenpursued in instruction in science are not now toleratedin a decent high school.The favorite expression employed, then, to designate the relation sustained by the president or thefaculty of the college was " in loco parentis." Thisexpression had come down from the days when thepresident inflicted corporal punishment on recalcitrantpupils. Under cover of it stern executives, in a spiritsometimes not lacking in arbitrariness, laid a greatvariety of penalties, including pecuniary fines, uponthe youths who were subject to their parental care.Bearded men were kept under a minute surveillancenight and day, such as is practiced now only in boarding schools for small boys. Their rooms were oftenvisited twice a day by a professor to see that theywere rigorously keeping hours prescribed for study.Absences from prayers, which were held before lightin the winter mornings and at four o'clock in theafternoon, and absences from rooms at the time of theprofessor's calls, were punished by fines, whichincreased in rate as the number of absences increased.A waggish classmate of mine, who was studying the lawsof prices in Political Economy, once complained to thecollege authorities that college prayers were the onlyarticle he ever bought, which were dearer at wholesale than at retail. The life in Commons Hall, whereat meal times the impulsiveness of the hungry throngwas restrained only by the presence of one tutor whosat at the Senior's table, was conducive to anythingbut elegance of manners and soundness of digestion.The distance which separated the students from members of the faculty in their personal and social intercourse was greater than that which now exists in mostcolleges and universities. And the fact that the professors were required by the organization of the institution to keep up a sort of espionage on students atall hours greatly stimulated the students to outwitand annoy the professorial spies by tricks and escapades which have happily disappeared, for the most part, from our principal institutions of higher education. I think all who can remember the college lifeof half a century ago will agree that the conditionswere less friendly than the present to the maintenanceof pleasant and profitable relations between teacherand pupil and to the growth of manliness and seriouspurpose in the student. The contrast is often felt atcommencement dinners when some venerable graduatehas the bad taste to entertain the company with thestories of his silly college pranks, of which any studentnow would be incapable.Dr. Woolsey, in his historical address at YaleCollege in 1850, called attention to the fact that thecollege course as it was given at that time tended torepress individual peculiarities and cast all men inthe same mold more than the course of the previouscentury, in which the students were incited to argueand debate on philosophical questions. There can beno doubt that the uniformity of the work which allthe students had to accomplish, whatever the differences of mental make among them, tended far morethan the present system of large elections to preventthe development of men along the line of their nativegifts.One result was sometimes attained in the old collegewhich is less easily secured in the great university ofthe present day, a result due not to any superiority inorganization, but to the limited number of studentsthen in attendance. It was the powerful impression ofa great teacher, when a faculty was so fortunate as tohave one, on the minds and characters of the greatmass of students. When Eliphalet Nott, or MarkHopkins, or Francis Wayland had a class of only thirtyor forty students in daily contact with him, the stampof the teacher was ineffaceably set upon almost everystudent, so that the whole college took on the shapeand coloring of his mind. No one teacher, howevergifted and impressive, in our great universities, wherethe students are pursuing such a diversity of courses,can wield such a power over the whole body of students, though, doubtless, a Nott, or Hopkins, or Way-land, if a member of the faculty of a modern university, would draw to his class room a larger numberof pupils than was found in Union, or Williams, orBrown in their day. The result of this contact of amaster with the whole membership of a small collegeis generally considered as an indisputable advantage.But it is perhaps open to dispute whether it is betterfor a wThole body of students to be thus dominated bythe doctrines of any one man, however eminent, thanto have the more catholic discipline which flows fromcontact with excellent teachers of various attainmentsand temperaments. The great scholars of GermanyUNIVERSITY RECORD 81habitually follow the practice of going from one university to another, to sit at the feet of more greatmasters than one. And just now the first scholars inthis country are laying plans to facilitate the migration of our graduate students from one university toanother, in order that they may touch the best teachers in more than one.While the old college was made illustrious by somesuch famous teachers as those I have named, it is tobe observed that the university of our time demands,as a rule, much larger attainments in its professorsthan were formerly asked. Fifty years ago manyprofessorial chairs were filled by men who had notmade much special study of the branch or brancheswhich they were appointed to teach. I say branches,because in many cases, in scientific teaching generally,a man was expected to teach two or three, or evenmore, branches. Not infrequently a preacher, who hadbecome weary of writing sermons, or whose parishhad become weary of hearing his sermons, was appointed to a chair, because it was hoped he could teachrespectably, while he could commend the college tothe public by supplying pulpits of the vicinity fromtime to time. Having this means of earning something on Sundays, he could afford to accept a moderate salary for his college work. One such gentlemanapplied for a chair in a college with whose faculty Iwas connected, and when asked what chair he thoughthe was fitted to fill, replied that he thought he couldslide into almost any one of them.But teaching in a college or university of the firstrank has happily become a profession, for which longand careful preparation is now exacted. A man whohas failed in another calling can no longer expect to"slide" into a professorial chair. True, not all thelearning which can be acquired in the best Americanand European universities will make a successful professor of the man who has not in him the divine giftof teaching. But even the possessor of this divinegift must bring to his work now a generous outfit oflearning in his chosen branch. And the leading colleges and universities in our country may now well beproud of the brilliant generation of scholars who fillmost of their important chairs of instruction. Underthe old order of things there was no necessity, andlittle inducement, for the teacher of any branchbut the ancient classics to go far beyond the comparatively elementary stages of learning. But theelective system and the graduate work in all our universities now demand that there shall be learned specialists, who have pushed their studies well up to theremotest frontier of knowledge in their respective fields, and are constantly striving to explore beyondthat frontier.The contrast in the range of the advantages nowoffered in the universtiy and in that of the opportunities present in the college of fifty years ago is welltypified in the contrast between the buildings, laboratories, libraries, and other educational appliances of agood university of today and those of a college ofolden time, or in the contrast between their endowments then and now. It would be a moderate statement to say that the income-yielding funds of ourstronger institutions have increased twentyfold, andthat the income and expenditures of some of the mostimportant have increased much more than that. In1850 the total endowment funds of Brown Universityamounted to only $34,500. The income could not havemuch exceeded $2000. Last year the income of thatinstitution was $129,677. In 1850 the income of YaleCollege was $23,000. I suppose it must be at least$700,000 now. The salaries of professors in 1850 were$800 to $1000, in Yale $1150. The income of Harvardis now about $1,200,000.A university of the leading type cannot go on without a plant and endowment of several millions in value.This increase in the resources and outlay of a university is due in part to the necessity of accommodatingmore students, but also happily to the desire to havebuildings of becoming architecture, to the great costliness of scientific instruction which has been so rapidlydeveloped, to the collecting of large and valuablelibraries, which are so indispensable to the scholar,and to the enlargement of the faculties, consequentnot only on the increase in students, but to specialization in teaching. The conduct of a university hasbecome, from one point of view, a great business transaction. On this account, as well as by reason of theimportant changes in the organization of the work,the duties of the president of such an institution havebeen considerably modified. The qualifications forsuccess in the executive office are different from thosewhich were formerly regarded as sufficient. It usedto be thought that a clergyman, of imposing appearance, who could make a good impression in the pulpitsof his denomination, who could teach intellectual andmoral philosophy from text-books and show some tactin managing unruly students, and who had receivedthe degree of D.D., possessed the essential qualitiesneeded for a college president. But intelligenttrustees of a university, who are seeking a president,now look for a man with administrative talent, withsome familiarity with business methods, with a knowledge of men, with judgment in choosing and tact in82 UNIVERSITY RECORDleading the many teachers now required in a greatfaculty. He is of course expected to have scholarlyattainments in some branch of learning, and to befamiliar with the best thought on educational problems.But he is not asked to teach, and unfortunately in myopinion does not generally give any regular instruction.If we may judge from the number of important universities that are always seeking presidents, the neededcombination of qualities now looked for is not easy tofind, or the men who possess them wisely prefer tofollow some other less trying and exacting pursuitthan that of a university executive.Not only has there come a change in the qualifications of the teachers and the executive during thepresent generation, but also a marked change in theproportion of students who are not intending to followthe professions of the ministry, law, and medicine.Originally, as is well known, the New England Collegeswere chiefly intended to supply the churches with alearned ministry. They were regarded as also usefulfor men looking to the practice of law or medicine.But rather slowly the conviction became general thata liberal training was useful to men who were toengage in other pursuits. Fortunately the belief hasbecome widespread that it is essential to the highestsuccess of a man of any calling to have a well-disciplined and thoroughly furnished mind and to bemolded into that type of manhood which a university life is calculated to produce. So it has come topass that a very large proportion of students in ourday are not looking forward to what used to be calledthe learned professions. But welcoming the opportunities now offered, in the varied courses of instructionin the university for general culture or specific training in some one direction, they crowd the halls oflearning and go forth to beneficent and illuminatinglives in every worthy pursuit. The result is that theblessings of university culture directly and indirectlyare diffused much more thoroughly than formerlythroughout all parts of the body politic.No other change in the constitution of the studentbody has been so striking as that caused by the opening of colleges and universities to women. Fiftyyears ago there was no school of really collegiaterank to which a woman could gain admission. Nowwomen can, in this country, have access to the sameopportunities for collegiate and university training asmen. Of the many beneficent and far-reaching consequences of this change in educational administration I cannot now speak. But I cannot refrainfrom saying that no other single cause has done andis doing more to elevate the work of our secondaryschools. By far the larger number of teachers in high schools, especially in the West, are women.Formerly most of them were unable to secure theneeded training for their work. Even if here andthere a woman, by her exceptional talent and energy,had succeeded in the face of all obstacles in obtainingthat training, she was weakened and embarrassed in herwork by the fear that she was not as well prepared asthe men who competed with her. But now she notonly has the very same training as they, but she knowsthat she has it, and conducts her classes with a confidence which adds immensely to her power as ateacher. The remarkable improvement which hasbeen made in the high schools of the West has beenlargely due to the ampler learning and the confidentpower which women now carry from our universitiesto the schools.A feature of considerable importance in the new lifeof college and university is the training in gymnasticsand the prominence of athletic games. Baseballand football were favorite college games long ago.But the costly and commodious modern gymnasiumwas not found half a century ago on any collegegrounds. Intercollegiate contests were unknown.The newspapers blazoned forth the achievements onthe field of no college hero. The athletic rivalrieswere confined to classes in a college. Now the gymnasium is one of the most spacious and costly edifices inmany universities. The teacher of gymnastics is amember of the faculty. The athletic contests receivethe careful attention and are under the control of acommittee of professors. If one were to judge by thespace given to intercollegiate contests in all the newspapers, one would conclude that the main purpose ofa modern college or university is to row or to playbaseball or football, and that study is merely an incident, a diversion, a by-play.That the systematic and wisely conducted exercisesof the gymnasinm and the spirited games in the athletic field, when played in an unprofessional spirit, areconducive to health, self-control, and manliness, cannot be doubted. I believe that by our attention tophysical training we are rearing a stronger and morevigorous generation of students, both men and womenin our higher institutions, than the preceding generation. That we have yet something to learn by experience of the proper relations of athletics to universitylife and of the wisest use of them, will probably beconceded by all.One of the most striking and encouraging facts inthe growth of the new university is the rapid development of the graduate school. Yale College established such a department in 1847. In the catalogueof 1849-50 the names of twenty graduate studentsUNIVERSITY RECORD 83appear, in the Harvard catalogue for the same yearthe names of four. For the most part, in those daysthose who wished to carry their literary or scientific studies beyond the old curriculum were obligedto go to the European universities. But now everyimportant university has a well organized graduatedepartment, with a considerable company of zealous students who are pushing their work far beyondthe frontier of the undergraduate department. Thenumber of such students now in attendance is estimated at more than five thousand. These graduateschools are the nurseries of the great body of mostaccomplished teachers for our high schools, academies,colleges, and universities. In these are some learned,conscientious, and inspiring professors who impart asgood instruction as can be obtained in any Europeanuniversity. The fact that most of them are handicapped by the necessity of giving instruction to undergraduates, of course, seriously interferes with theattainment of the best results. But the lifting powerof the presence in the university of a considerablenumber of mature graduates, working in their freeand earnest manner, is felt by the whole body ofundergraduates. But if we are to do the work towhich we aspire through our graduate schools, weshall have to create a faculty of learned teachers whocan give their entire energies to the instruction ofgraduates by the methods especially suited to them.Perhaps in no particular is the contrast betweenthe old college and the new university more markedthan in the close relation of the university, and especially the university in the West, to the public and tothe schools. It is not easy for us now to realize tohow great an extent the college of fifty years ago wasisolated from the public. By the great mass of common people it was regarded as the home of useless andharmless recluses, of the mysteries of wThose life theyknew nothing and for whose pursuits they carednothing. The college officers took little pains to makethemselves or their work known to the masses. Theydid not particularly concern themselves about cultivating intimate relations with the schools. They livedin a sort of dignified seclusion. Their influence was,therefore, not directly felt to any great extent in theeducational systems of the states. Nor did they takemuch pains to adjust their work to that of the schools.But we all know how conspicuous most of the universities have been in recent years in all educationaldiscussions and in reforms of the primary and secondary schools, as well as of collegiate work. Theyhave abandoned their monastic seclusion. They havesought to make their aims and their life known to allthe public, and to interest all classes of men in their welfare. They have endeavored to shape their workso as to be of use to society at large, and have sparedno effort to convince society that their supreme desireis to be of service to all classes and to all mankind.They have cultivated the most intimate relations withthe secondary schools, and have adjusted their coursesto meet and supplement those of the schools. Especially in the West, though there is no organic andcompulsory unity in the educational system of anystate, the universities have by wise adaptation to circumstances secured a practical unity between themselves and the secondary schools almost as completeas that between the secondary schools and the lowerschools. More than that, many of the professors inthe universities have joined in every effort to complete and elevate the public-school systems of thestates, so that, to a degree never known before, thereis a feeling of sympathy and community of interestbetween the teachers of all grades of school from thekindergarten up to the graduate school of the university. I think we may, without boastfulness, claimthat the universities of the West have been conspicuous in this useful work. Perhaps nothing that theyhave done will be seen ultimately to have been ofmore permanent value to the nation.It is gratifying to see that this new movement onthe part of the universities has met with a most heartyresponse from the public. The amount of moneywhich has been poured into the treasuries of our universities during the last few years astonishes even theEuropeans with their richly endowed institutions.I have heard it estimated by a careful scholar thatsince 1869 Harvard University has received in gifts asum equal to fifty dollars for each day of these thirtyyears. The civic pride of this city, than which thereis no stronger or more enthusiastic in any city of theworld, has reared these palaces of learning and enabledthis University in less than a decade to reach adevelopment for which Harvard had to wait two centuries and a half. The legislature of this state, representing a constituency mainly of farmers, to whomthe earning of a dollar means much toil and sweat, soappreciates its State University that it cheerfullyvoted this spring to raise by taxation about $700,000in aid of it. The State of Nebraska, which only a fewyears ago was asking charity for its destitute farmers,whose crops drought and grasshoppers had destroyed,has just voted a tax of a mill on a dollar for the support of its University. Wisconsin has for years beenraising by taxation $200,000 or more a year, and Michigan has just voted with only four dissenting voices inits legislature, a tax yielding about $275,000 a year,for the University's support. Public and private gen-84 UNIVERSITY RECORDerosity thus rival each other in the hearty support ofthe universities which have had the wisdom to dedicate themselves with all their resources to the publicservice.Is there any more auspicious sign for the future ofour country than the readiness of our people to pourout their money like water for -the support of theirinstitutions of learning, and the eager desire of ourscholars and teachers to perfect our educational systems? Our universities have by no means reachedtheir ideal development. All of us who are concernedin the administration of them see room for many improvements. But when we see what fifty years haveaccomplished in the evolution of the new universityfrom the old and stereotyped college, we take courageand press on. Still larger resources must be madeavailable for continuing the progress which has beenbegun. But we are confident that the Americanpeople, who, whatever their shortcomings, have a passion for education, will not stay their hands, untilsome of our universities have attained an excellencewhich shall draw to them eager scholars from all partsof the civilized world. It needs no prophet's eye tosee and no flatterer's tongue to tell that in that proudday this shall be one of the shrines to which the feetof the eager pilgrim scholars will turn, and here reverent and grateful mention will be made of the brilliant, generous and devoted men, who laid the foundations of this great University.Official Notices.FINAL EXAMINATIONS.The Final Examination of Carl Delos Case forthe Degree of Ph.D. will be held Wednesday, June 12,at 11 : 00 a.m., in Room 25, Haskell Museum. PrincipalSubject, Systematic Theology; secondary subject,New Testament. Thesis : " The Method of the Incarnation." Committee : Professors Northrup, Foster,Burton, Mathews, Anderson, Dr. Votaw, and all othermembers of the departments immediately concerned.The Final Examination of John Charles Hesslerfor the degree of Ph.D. will be held, July 14, at 3 :00p.m., in Room 20, Kent Chemical Laboratory. Principal Subject, Chemistry ; secondary subject, Physics.Thesis: "On Alkyl Malonic Nitriles and their Derivatives." Committee : Professor Nef , AssociateProfessor Stratton, Assistant Professor Mead, and allother members of the departments immediately concerned. Official Reports.During the month ending June 30, 1899, there ha&been added to the Library of the University a totalnumber of 469 volumes from the following sources :Books added by purchase, 203 vols., distributed asfollows :General Library, 66 vols.; Philosophy, 3 vols.;Political Economy, 4 vols.; Political Science, 6 vols.;.History, 8 vols.; Sociology, 4 vols.; Sociology (Divinity), 5 vols.; Anthropology, 7 vols.; New Testament,.5 vols.; Comparative Philology, 3 vols.; Greek, 1 vol.;Latin and Greek, 22 vols.; Romance, 1 vol.; English,11 vols.; Mathematics, 8 vols.; Astronomy (Ryerson)6 vols.; Chemistry, 8 vols.; Physics, 1 vol.; Geology,11 vols.; Palaeontology, 8 vols.; Botany, 1 vol.; Elocution, 1 vol.; Systematic Theology, 4 vols.; MorganPark Academy, 9 vols.Books added by gift, 201 vols., distributed asfollows :General Library, 152 vols.; History, 2 vols.; ClassicalArchaeology, 1 vol.; Sociology, 23 vols.; Sociology(Divinity), 6 vols.; Anthropology, 1 vol.; ComparativeReligion,' 2 vols.; Mathematics, 3 vols.; Geology, 8;vols.; Physiology, 1 vol.; Haskell, 2 vols.Books added by exchange for University Publications, 65 vols., distributed as follows:General Library, 27 vols.; Political Economy, 12vols.; Sociology. 1 vol.; Comparative Religion, 1 vol.;,Semitic, 1 vol.; New Testament, 3 vols.;" Astronomy(Ryerson), 1 vol.; Geology, 16 vols.; Botany, 1 vol.^Church History, 1 vol.; Homiletics, 1 vol.Calendar.JULY 7-16, 1899.Friday, July 7.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.University Open Lectures :8:30 a.m. " Hebrew Wisdom Literature." President Harper,Congregation Hall, Haskell.11:00a.m. "Hebrew Religion as compared with other Semitic Religions." Professor George Adam Smith,Congregation Hall, Haskell.11 : 00 a.m. " Dante in English." Assistant Professor Howland,C 17, Cobb HaU.4: 00 P.M. "Social Ethics in City Politics." Miss JaneAddams, Chapel Cobb Hall.4:00p.m. "The Literature of the Egyptians." AssistantProfessor Breasted, Congregation Hall, Haskell.Saturday, July 8.Meetings of Faculties and Boards :The Administrative Board of Physical Culture andAthletics, 8:30 a.m.The Faculty of the Junior Colleges, 10:00 a.m.The University Senate, 11:30 a.m.UNIVERSITY RECORD 85Sunday, July 9.settlement sunday.Vesper Service is held in Kent Theater, 4:00 p.m.Address by the Rev. Professor George Adam Smith, D.D.Union meeting of the Y. M. C. A. and Y. W. C. A„Association Room, Haskell, 7:00 p.m.Monday, July 10.Chapel-Assembly : Junior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Junior College Students).Tuesday, July 11.Chapel Assembly : Junior Colleges. — Chapel, CobbHall, 10:30 a.m. (required of Junior College Students).University Open Lectures :8 : 30 a.m. " Hebrew Wisdom Literature." President Harper,Congregation Hall, Haskell.11 : 00 a.m. " Hebrew Religion as compared with other Semitic Religions." Professor Smith, CongregationHaU, Haskell.11 : 00 a.m. " Dante in English." Assistant Professor Howland,C 17, Cobb Hall.4:00-6 :00 p.m. " The Personality of Milton as a Meeting Groundof Puritanism and the Classical Rennaissance,Professor Moulton, Kent Theater.4: 00 p.m. "Legislation Protecting Health." Mrs. Kelley,Chapel, Cobb HaU.Pedagogical Club meets in the Lecture Room, CobbHall, 8:00 p.m.Mr. W. A. Clark, Fellow in the Department of Pedagogy,will present a paper on "Laws of Pedagogy," to befollowed by a general discussion.Wednesday, July 12.Chapel-Assembly : Senior Colleges. — Ohapel, CobbHall, 10:30 a.m. (required of Senior College Students).University Open Lectures :8 : 30 a.m. " Hebrew Wisdom Literature." President Harper,Congregation Hall, Haskell.11: 00 a.m. "Hebrew Religion as compared with other Semitic Religions." Professor Smith, CongregationHall, Haskell.11:00 a.m. "Dante in English." Assistant Professor Howland,C 17, Cobb Hall.4:00p.m. "The Literature of the Egyptians." AssistantProfessor Breasted, Congregation Hall, Haskell.4:00p.m. "Contemporary Social Ethics in CharitableEfforts." Miss Jane Addams, Chapel, Cobb Hall.4:00p.m. "Europe in the Period of the Discovery ofAmerica." Dr. Schwill, Kent Theater.4:00p.m. "Macbeth." Assistant Professor Tolman, LectureRoom, Cobb Hall.Final Examination of C. D. Case for the degree ofPh.D., Room 25, Haskell, 11:00 a.m. (see p. 84).Meeting of the Y. M. C. A. in Association Room, Haskell, 7:00 p.m. Thursday, July 13.Chapel- Assembly : Graduate Schools. — Chapel, CobbHall, 10:30 a.m.University Open Lectures :8:30 a.m. "Hebrew Wisdom Literature." President HarperCongregation Hall, Haskell.11:00 a.m. "Hebrew Religion as compared with other Semitic Religions," Professor Smith, CongregationHall, Haskell.11 : 00 a.m. " Dante in English." Assistant Professor Howland,C 17, Cobb Hall.4: 00-6:00 p.m. " The Classical Succession, enlarged by Miltonto include Biblical Literature." Professor Moulton, Kent Theater.4: 00 p.m. "Legislation Protecting Motherhood." Mrs.Kelley, Chapel, Cobb Hall.Friday, July 14.Chapel-Assembly : Divinity School. — Chapel, CobbHall, 10:30 a.m.Address by Professor Judson.University Open Lectures :8 : 30 a.m. " Hebrew Wisdom Literature." President Harper,Congregation Hall, Haskell.11: 00 a.m. "Hebrew Religion as compared with other Semitic Religions." Professor Smith, CongregationHall, Haskell.11: 00 a.m. "Dante in English." Assistant Professor Howland,C 17, Cobb Hall.4: 00 p.m. "The Literature of the Egyptians." AssistantProfessor Breasted, Congregation Hall, Haskell.4 : 00 p.m. " Contemporary Social Ethics in Family Relationships." Miss Addams, Chapel, Cobb HaU.4: 00 p.m. "The Colonial System." Mr. CatteraU, KentTheater.4: 00 p.m. "Julius Caesar." Assistant Professor Tolman,Lecture Room, Cobb HaU.Final Examination of J. C. Hessler for the degree ofPh.D., Room 20, Kent Chemical Laboratory, 3:00p.m. (see p. 84).Mathematical Club meets in Room 36, Ryerson Physical Laboratory, 7:30 p.m.Assistant Professor Young will read a paper : " Concerningthe first presentation of the Fundamental Principles ofthe Calculus " (second paper).Note : " Concerning Higher Complex numbers, I," by Professor Bolza."Saturday, July 15.Meetings of Faculties and Boards :The Administrative Board of University Affiliations8:30 a.m.The Faculty of the Senior Colleges, 10:00 a.m.The University Council, 11:30 a.m.HOUR DAY University Open Lectures.Summer Quarter, 1899.PLACE FIRST LECTURE SUBJECT LECTURER8 : 30 a.m. Tues., Wed., Thurs., Fri. Haskell Cong. Hall July 5. Hebrew Wisdom Literature(24 lectures) President Harper11: 00 a.m. Tues., Wed., Thurs., Fri. Haskell Cong. Hall July 5. Hebrew Religion as Compared with Professorother Semitic Religions - - George Adam Smith4: 00-6: 00 p.m. Tuesdays & Thursdays HaskeU Cong. Hall July 6. Milton's Paradise Lost as a Harmonyof Biblical and Classical Thought(12 lectures) .... Professor Moultonf The Literature of the Egyptians (5 Assistant Professor4: 00 P.M. Wednesdays & Friday HaskeU Cong. HaU July 1.\ TB|Siture of the Babylonians "and Associate ProtestorI Assyrians (6 lectures) - - - HarperJuly 5. Dante in English (24 lectures)! • Assistant ProfessorHowlandJuly 5. Legalized and Nonlegalized Social Mrs. KeUey andEthics* (24 lectures) ... Miss AdamsJuly 12. Europe in the Period of the Discoveryof America - - - - Dr. SchwiUJuly 14. The Colonial System Mr. CatteraUJuly 19. The Making of the Nation (7 lectures) Assistant ProfessorSparks: 00 a.m. Tuesdays & Thursdays HaskeU Cong. Hall July 11. Phases of Astronomy (10 lectures) - ProfessorsHale, Barnard, Frost,and Dr. LavesJuly 25. Problems in Chemistry (6 lectures) Assistant ProfessorLengfeldJuly 17. Die Entwicklung des akademischenStudiums der germanischen Spra- Assistant Professorchen Schmidt-WartenbergJuly 26. Der deutsche Aufsatz auf dem deut-schen Gymnasium ... Professor HochdorferJuly 28. Ibsen und das letzte Jahrzehnt desdeutschen Dramas - Professor HochdorferJuly 31. Ueber deutsche Familiennamen der Assistant Professoi00 A.M. Tues, Wed., Thurs., Fri. Cobb 17c00 p.m. Tues., Wed., Thurs., Fri. Chapel00 p.m. Wednesday Kent Theater00 p.m. Friday Kent Theater00 p.m. Wednesdays & Fridays Kent Theater4:00 p.m. Tuesdays & Thursdays Kent 204: 00 p.m. Monday Lecture Hall00 p.m. Wednesday00 p.m. Friday00 p.m. Monday00 p.m. Wednesday00 p.m. Friday00 p.m. Wednesday00 p.m. Friday00 p.m. Friday00 p.m. Monday00 p.m. Wednesday00 p.m. Friday00 p.m. Monday00 p.m. Wednesday00 p.m. Friday Lecture HallLecture HallLecture HallLecture HallLecture HallLecture HallKent TheaterKent Theater Stadt ChicagoJuly 12. Macbeth -July 14. Julius CeesarJuly 19. King LearJuly 21. The "Interpretative Recital" as aMode of Literary ExpositionJuly 28. An " Interpretative Recital " of theBook of Job -Haskell Cong. Hall July 31. A Stroll in and about Florence Schmidt-WartenbergAssistant ProfessorTolmanAssistant ProfessorTolmanAssistant ProfessorTolmanProfessor MoultonHaskeU Cong. Hall Aug. 2. The Monastery of San MarcoKent TheaterKent TheaterKent TheaterKent TheaterKent TheaterKent Theater Professor MoultonAssociate ProfessorMoncriefAssociate ProfessorMoncriefHaskeU Cong. Hall Aug. 4. Machiavelli and the Ethics of the Associate ProfessorRenaissance - MoncriefAug. 7. The World Pilgrimage, with Experiences Serious and not so Serious Professor BarrowsAug. 9. Samuel Adams, the Hero of AmericanIndependence - Professor BarrowsAug. 11. Rembrandt, or the Shakespeare ofArt ----- Professor Barrows00 p.m. Monday Kent Theater Aug. 14. Shakespeare, or Christianity in Poetry Professor Barrows00 p.m Wednesday Kent Theater Aug. 16. James Russell Lowell, Poet and Patriot ...-- Professor Barrows00 p.m. Friday Kent Theater Aug. 18. The World of Books, or Musings inmy Library - Professor Barrows4:00 p.m. Wednesdays & Fridays Haskell Cong. Hall Aug. 11. Some Topics of the Larger Politics (5lectures) -- - - - Professor Judson4 : 00 p.m. Tuesdays & Thursdays Haskell Cong. Hall Aug. 15. Native Races of North America (5 Associate Professorlectures) - Starr4: 00 p.m. Wednesdays & Fridays Haskell Cong. Hall Aug. 29. Some Problems in Urban Life (5lectures) ----- Professor James4:00 p.m. Tuesdays & Thursdays Haskell Cong. Hall Aug. 31. The Expansion of the Union (5 lee- Assistant Professortures) ----- Shepardson4:00 p.m. Tuesdays & Thursdays Ryerson Aug. 15. Electricity and Magnetism (6 lectures) Associate ProfessorStratton00 p.m. Wednesdays & Fridays Haskell Cong. HaU Aug. 16. The Germ Theory of Disease and its Assistant ProfessorRecent Developments (6 lectures) Jordan* Mrs. KeUey wiU lecture on Tuesdays and Thursdays and Miss Addams on Wednesdays and Fridays.f Associate Professor Harper's lectures foUow immediately those of Assistant Professor Breasted, the two forming a course oftwelve lectures.Tickets can be secured at the office of the University Registrar at the following rates :Interchangeable tickets good for 6 admissions - $2.00« « 12 «- 3.00" " 24 ".... 5.00" 36 " - 7.50OFFICIAL PUBLICATIONS OF THE UNIVERSITY OF CHICAGO.The Annua! Register is issued about June 1 of each year. It contains a full statement of theorganization of the University, the Faculties, the courses offered during the year, lists of students, requirements for admission, regulations governing the various schools and colleges of the University, and anhistorical statement concerning the University clubs, organizations, etc. Price, 75 cents.The President's Report is issued about October 1 of each year. It contains reports on the condition ofthe University for the year closing June 30 preceding, as presented by the various officers of administration.The University Record is published weekly, on Fridays. It contains the convocation addresses ; thequarterly statements of the President ; articles on literary and educational topics ; and selections fromaddresses delivered at the University. It also presents an official weekly report of the work of the variousboards and divisions of the University, and contains announcements concerning University Extension work,athletic interests, and the University Settlement. Each issue contains also the calendar for the coming week.Price, $1.00 a year, 5 cents a copy.The Circular of Information of the Graduate Schools and Colleges in the Departments of Arts, Literature, and Science gives information concerning admission to these Schools and Colleges, the work which maybe pursued in them, the announcements of courses of instruction, and the requirements for degrees.The Circular of Information of the Divinity School contains information concerning^ the Divinity School,admission, courses, etc.The University Handbook contains a complete statement of the organization and regulations of thevarious divisions of the University, together with such other information as is needed by students and members of the faculties.The Circulars of Information of the University Extension Division contain lists of lectures andcourses offered, statement of correspondence work, class work, etc.The above circulars of information will be sent, on application to the University, to those who wish information concerning the University with a view to entrance.The Calendar of the Morgan Park Academy contains information concerning courses of study,expenses, etc., in the Academy. This Calendar will be sent on application to the Dean of the Academy,Morgan Park, 111.Departmental Programmes, issued by the various departments of instruction, give full details concerningthe work of the departments. Departmental programmes will be sent, on application to the Examiner, tothose who desire detailed information concerning individual departments.The University is situated on the Midway Plaisance, between Ellis and Lexington Avenues, and canbe reached by the Cottage JGrove I Avenue cable cars (from Wabash Avenue), by the Illinois CentralRailroad to South Park Station, or by the Sixty -first Street electric cars from Englewood Station.A Baggage Express Company and the Western Union Telegraph Company have offices at theUniversity.The telephone number of the University is Oakland-300.It will be sufficient to address any correspondence relating to the work of the University toTHE UNIVERSITY OF CHICAGO,Chicago, Illinois.University RecordEDITED BY THE UNIVERSITY RECORDERTHE OFFICIAL JOURNAL OFZfoe Wntvereitg of Cbtcago// contains articles on literary and educational topics.The Quarterly Convocation Addresses and the President'sQuarterly Statements are published in the Record inauthorized form. A weekly calendar of University exercises, meetings oj clubs, public lectures, musical recitals, etc.,the text of official actions and notices important to students, afford to members of the University and its friendsfull information concerning official life and progress at theUniversity. Abstracts of Doctors and Masters theses arepublished before the theses themselves are printed. Contentsof University journals are summarized as they appear.Students in Residence can subscribe for the University Record forthe year or obtain single copies weekly at the Book Room of The University Press, Cobb lecture Hall.The Record appears weekly on Fridays at j:oo p.m. Yearlysubscription $1.00; single copies 5 cents.