THEUniversity RecordOFTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLERPUBLISHED WEEKLY BY AUTHORITYVol. VI SEPTEMBER 6, 1901 mSnthlTnumb/r3 5CONVOCATION NUMBERCONTENTSEducation and Labor. By the Rev. Professor Caspar ReneGregory, Dr. th., D.D., LL.D., Dr. ph.The President's Quarterly Statement. The Autumn Convocation.The Alumni : Notes and CommunicationsCHICAGOZhc Taniverslti? of Chicago preeeannual subscription single copiesONE DOLLAR FIVE CENTSENTERED IN THE POST OFFICE OF CHICAGO AS SECOND-CLASS MATTERVOLUME VI WHOLE NUMBER 23MONTHLY NUMBER 5University RecordFRIDAY, SEPTEMBER 6, 1901EDUCATION AND LABOR.*BY THE REV PROFESSOR CASPAR RENE GREGORY, DR.TH., D.D.,LL.D., DR. PH.THE UNIVERSITY OF LEIPZIG.Mr. President, Members of the University,Friends of the University :One of the chief aims of a university is thestudy of relations. Men examine the relations ofone attribute of God to another, the relations ofGod to men and of men to God, the relationsof one language to other languages, of one alkalior acid to another. In some cases to the untutored mind the objects under vision seem tootrivial or too remote from daily interests to justifythe search into their connections. This is not sowith the two things that we have to look at today:Education and Labor. They absorb a large partof the thought and activity of the community inwhich we live.What do we mean by education ? Partly todaythe drawing out of a man's powers and characterby training them, partly the body of men in thisneighborhood whose powers and character havebeen especially developed by training. When wespeak of education, we do not mean merely something classical, technical, or economic, but as wellsomething moral. And we shall touch uponeducation in its alliance with wealth. We have inview real education and not sham education.* Delivered on the occasion of the Thirty-ninth QuarterlyConvocation of the University, held in the University Quadrangles, August 29, 1 90 1. Education that is the result of a purpose, a well-taken purpose. An education which includesself-development, the unfolding, enriching, applying of all the powers of the mind. This self-development must not, however, rest in self orfind its highest end in itself. It must pointtowards the good of others. The offset to this issham education. Such education aims merely todo "what others do." It looks at the outside, atthe show3 at the surface or polish gained. Itseeks a position for itself. It means to enjoyitself, enjoy life, have a good time. It is selfishness grown up and run riot, and not the best useof the best self to the best end.The labor that we here have in view is perhapsmore limited. It is not at this moment especiallyapplied to brain labor, but rather to labor withthe hands, to the labor of a workman in this dailysense, and to the body of such workmen aroundus. And we shall touch upon labor in its unionwith poverty. We mean real labor; labor thatproceeds from the inborn wish, inborn bent thatleads to action ; labor that seeks to use its powers.This labor feels that it must act, that it is notitself if it do not act, that it does not live if it donot act. This labor aims, it is true, to betteritself, but not selfishly. It tries to help its kind.It tries to do good to and for other men in itsway. It is ever ready to put its shoulder to theneighbor's wheel to bring the wagon out of thebog. It t will leave the world the better for itshaving lived. Mam labor is of another cast. It181182 UNIVERSITY RECORDworks only so far as it cannot help working. Itworks that it may not be called lazy. Working fordaily bread, it goes farther at the best only to gainthe means for self-indulgence. It tries to decryand hinder real labor. It does what it may bysloth and by hard words to keep back or to bringback every man who tries to get ahead.Before we undertake to examine their relations indetail it will be in place to call attention to the factthat today many men, many groups of men, manysocieties of men are looking around for otherswith whom they may join together. The powerof union as shown by the fable of the bundle ofsticks is felt strongly. Men and groups see thatthey singly may be broken as the single stickswere, but that united they can no more be brokenthan the whole bundle of sticks could be. Education, educated people, the educated part of thepopulation, needs companions, allies, backers.And just as much does labor need these comrades. Further, we all know very well that mendo not always at the first glance recognize theirreal likes and dislikes. Courtship and marriagetell us that. There is many a wife and many ahusband who did not marry the persons they atfirst admired, and who are glad that they did notmarry them. More than one man has marriedhappily a woman whom he once thought he nevercould abide. Very well. Education and labormay be meant for each other, even if they do notyet know it as clearly as they may later, and evenif some people are ready to forbid the bans.The moment that we name education andlabor and ask how they are related to each other,many men will be inclined to say that educationand labor do not belong together, that they willno more mix than oil and water. These menwould say of a man of toil : " He is not educated.He is only a workman." Or they would say ofanother man : " If he be educated he is certainlynot a workman." In so speaking they wouldexpress the opinion of a large part of the community and of many workmen themselves.Other men will say: "The union is already there; labor has to do what education orders."* These men mean that, if a street is to be laid out,before the workmen begin, some educated manwill need to go over the ground and to considerfrom an intelligent point of view all the surroundings. That he will have to look at thewhole lay of the land and calculate what waterwill run down into or pour down upon this land,and how all that water can, unhindered, run offsomewhere else. That he will have to computethe probable traffic, the probable foot passengers,the probable business upon that street, so that hemay know how many feet wide the pavement mustbe, and how many feet in width he will need forstanding wagons, and how many for passing andmeeting wagons and cars. That he will have todeal with the question as to the probable heightsof the houses on each side in determining thewidth of the street, lest it should by unexpectedlyhigh houses be turned into a damp, dark alley,That he will have to calculate the weight and kindof the traffic in order to determine what kind of aroad-bed is necessary; and so on. The notionis that before labor, the workman, builds a house,education, the architect, must draw the plans anddetermine every least particular ; that before amachine is cast in its parts, education must saywhat every part must be. And the same is trueof the production of colors, of chemicals, of ornamental articles. Another man would run this oninto politics, and declare that the workmen uponthis strange field could do nothing at all withoutthe direction of education, and that labor needededucation to represent it in the legislative halls,and even education, in a lower form, in the wardbosses, to tell it how to vote. To the minds ofsuch men education is the master, labor is theservant, and there is the end of the whole matter.And they do not understand why we should giveany thought to the question. There is no question about it. The thing was settled long ago,before Joseph was sold into Egypt.Of course we concede that there is, that therehas been, and that there will continue to be, aUNIVERSITY RECORD 183relation of this kind in which there will be a preparation for labor on the part of education. Wedeny, however, that this is the whole of the relation of labor to education, and we deny that thisis the relation of the servant to his master.And we assert that education and labor needeach other, and need each other humanly speaking equally, and. need each other as equals.EDUCATION NEEDS LABOR.To say that education needs labor, in the sensethat the educated need to have laboring men todo for them the chores that they cannot or willnot do for themselves, does not need muchinsight. Everyone knows that. And if occasionally an educated man comes to think that hedoes not need labor, eight days without theservices of labor would be enough to clear hisview of the case. You will readily believe that Ido not suppose this very weighty relation of laborto education to need proof at this moment, eventhough it would not be hard to give striking examples of it.Education needs labor in another way. Education tends to grow weak in certain relations,the educated tend to lose energy as they advancein certain lines, to lose their grip, their power ofinsistence and of persistence. This, labor canremedy by example, by word, by direct pressure.The educated man, by dint of thinking over thepower of the world, the flesh, and the devil, hascome at last to be a pessimist, to believe thatall is going to the bad or is clear gone already. He is sure that the devil, under somename, be it Ahriman or Satan or what not, hasgotten the better of the Creator of the universe,of the good God of our fathers. He throws downhis arms in the conflict with wrong. He shutshimself up in his books and wraps himself roundin his thoughts, and awaits in sorrow his own orthe world's end. Such a man can find an antidotein the 'robust belief of labor. Labor may havebroken with the current religion under the feeling that religion has been leased by capital to help control labor. But labor will almost always holdfast to God and to prayer, much as it might be ata loss to define its thought of God or to say whyit believed in prayer. I remember two cases:one of a worker in iron, if I am not mistaken,who, before a number of his own class, said thatreligion was all nonsense— he meant religion asusual in the churches— but who insisted upon itthat he prayed ; the other case was a master mason, and he said, in his rough way : "A fellowmust have religion in his body"- — he meant thata man without real religion in him was not a fullyfitted man. The mass of labor is, I am inclinedto think, not atheistic but opposed to the churches. The statement of this position often runs toatheistic statements, especially in the words of excited leaders. The faintheartedness of educationmay find a support in the persistence of labor, notonly in true religion but also, in common life andwork.Education needs labor in a further sense. Onepart of the weakness of education as a momentago thought of shows itself in hereditary weakness,that educated men often have weak children, witness the members of the hereditary aristocracy inEngland, to avoid examples nearer at hand ; thelatest and perhaps the best thing was the American with such a vivid sense of his own weaknessthat he put himself as near as possible to themembers of that aristocracy, much, it is to befeared, to the dismay of good Englishmen. Educated families degenerate, lose stamina, die out;labor must replace them. The son of the locksmith, of the carpenter, of the shoemaker, of thebricklayer,' of the sailor, of the farmer, comes upwith his clear head, with his plain common sense,with his inborn sense of right and wrong thatdoes no hair-splitting, with his unconquerableenergy, and goes to the front rank in education.Education needs labor, however, in anothersense, the last point to be mentioned here. It ishard to give to this point its due force, not because it is too slight but because it is too weigh-ty. There are certain things lying at the basis of184 UNIVERSITY RECORDdaily life that we scarcely ever think of. Takethe earth itself upon which we stand, sit, moveabout. How seldom do we with comfort put ourfeet down upon it and say : " How good and firmthat is." Let the landsman be tossed long uponthe sea and he will feel the difference when he returns to the earth. Let the earthquake rock theground, throw down the walls, drink up the wells,and man is glad to have again the common plainsolid earth under his feet. Something akin tothis weight of a thing little thought of is to befound in the relation of labor to education thatwe at this instant have in view. Place educationin its union with wealth over against labor in itsunion with poverty and the picture will becomeclearer.Educated people have in general no idea oftheir isolation in the world, in the sense now inview, over against want and poverty. By far themajority of educated people, so far as my experience goes, have the impression that they numerically make up a very large part of the community.They see a man who puts coal or wood in forthem, they see an occasional day laborer whenthey pass a new building that is going up, theyread in the papers of cases of distress in town.But all that gives them no notion of number onthe other side, no view of their own numericalinsignificance over against the myriads of poorlaborers. There are rich and there are doubtless, yes, upon consideration there really arepoor, but there are not many poor people;riches and poverty, rich men and poor men, areabout evenly balanced. Now this is what I havein mind. The case is totally different. Wehave not in the community 50 per cent, richpeople and 50 per cent, poor people ; no suchthing. There are rather 20 per cent, rich peopleand 80 per cent, poor people, or, if we set themeasure a little higher, 10 per cent, rich peopleand 90 per cent, poor people. The uneducatedand the poor are the great mass ; the educatedand the rich are the few.What follows ? Education needs labor, needs it not merely to do chores, not merely to givenew energy, not merely to renew depleted ranks —needs it as the rest, the main and chief part, ofthe body corporate. Shall we call education thehead ? Very well. What would a head look likestood up on the ground by itself ? What could itdo, without arms, hands, legs, feet, heart, lungs,stomach, liver ?Consider the question in a national light. Takeaway labor and where would the American peoplebe? What could we call 10 or 20 per cent.of the population? The population of the UnitedStates is 77 millions: Take away 61.5 millionsand leave 15.5 millions; where would the nationbe ? To what level would it sink ?. Call theeducated 10 per cent. Take away 69.5 millionsand leave 7.5 millions. Where would the UnitedStates stand among the nations ?The idea that education can wrap itself up inits knowledge and virtues and can with the helpof wealth afford to despise, neglect, do withoutlabor and poverty, poor laboring men, is one ofthe most absurd thoughts that the mind of mancould entertain. Education needs labor, needsit imperatively, constantly, cannot subsist without it.LABOR NEEDS EDUCATION.Is the need all on one side ? Is it only education that needs labor? Does not labor neededucation ? In one sense labor does not neededucation so much as education needs labor,because labor rises and develops education out ofitself. But we shall not press this. As a matterof fact labor does need education.Labor needs education as such, just as we sawthat education needs labor as such. We did notdelay over education's need of labor to do chores,because it is too well known. Here we must be alittle more careful and divide between the ways inwhich the education of labor is to be furthered,the ways in which education as education can beof use to labor. Three points, really quite different things, are here to be urged, radii and notmilestones on a straight line.UNIVERSITY RECORD 185It is quite clear that labor needs education inthe sense of the furthering of the commonschools. .That great number of people needs tobe raised the one step from total ignorance ofbooks to a partial knowledge of the world throughthe printed page, from a total ignorance of writing and drawing to a certain skill in each, froma total ignorance of trained thinking to a reasonable grasp of groups of thoughts. So much isnowadays at least in name accorded to the masses.It must ever be broadened and deepened. Especially must the question of still higher educationfor men who are fit for it be taken out of therealm of fitful, sometimes overbearing, charityand placed upon the footing of due, just, necessary development of the social body.The next point, the next radius, is in part onlytemporary, in part more permanent. Until thejust named higher education for fit men has beenmade possible, the furthering of education withinthe circle of the workmen themselves must befostered by educated men. Here comes the morepermanent part. The workmen must be taughtby educated men that labor must be organized.All of the relations of organized labor are notunder discussion. But the one point needs to beground into every workman's mind, and he mustbe firmly grounded upon the one principle :organization. The only way in which the numberless hosts of labor can be raised, the only wayin which they can raise themselves, the only wayin which education can bring itself properly tobear upon labor, is by the organization of labor.In a parenthesis it may be added that the organization of labor offers the only due opening forthe work of solving the problems touching labor,capital, production, distribution, touching wagesand profits. Very well. Educated men musthelp labor organize, must help reduce the unwieldy, flighty, uncontrollable, unreasonablemasses to serried ranks in which every manknows his place and his duty. And in unionwith this organization, until that higher educationhas become public right, education must further the enlargement of the views and the training ofthe powers of the single laborers.What is the third point ? Another radius. Aquite different thing. Education must come tosee that much of labor is in fact unwittingly,unrecognizedly, but surely, of the same kind aswhat education calls science. It would carry ustoo far, to enter into, a strife about art as overagainst science. Call what I am about to name"art" if you like. All I care to lay stress uponis that it is something gotten not by mere chance,not by mere instinct, unless in so far as instinctalso guides a man of science, but by purpose, bywill, by a shaping of processes for given aims,and by a deep study of the workman's body andbrain and of the tools and materials. Let me gomore into single points, saying at the outset thatthe workman has no notion in general of the mentalworth of the processes which he pursues or guides :he lets it all go as a low, for education uninteresting, matter; he simply does what he thinks willreach the thing aimed at.What I have in mind will be clear to those whohave some knowledge of carpentry and of cabinetmaking, when I refer to the knowledge of woodand of woods in the case of good workmen, totheir knowledge of grain in wood, to their knowledge of tools and to the use of tools in givenways with given woods with given directions ofgrain, to their knowledge of the way in which ingiven cases given muscles must be brought tobear, to the whole question of staining and polishing with all its subtleties.Those who know something of work in metalswill understand like points there. Filing a smallsurface flat is a very easy thing, as easy as flying ;a good workman will tell you what you are tothink of, will give you a mental theory, one heand you know to be an impossible one, and youcan do your filing. But in metal we need onlyglance at the question of alloys and of tempering. Watch that workman with the metal in thefire. See how the colors of the rainbow in ithave their meaning for him. And find out how186 UNIVERSITY RECORDhe mixes brains in the solution which then is tobring the kind of hardness, the kind of texture,the kind of surface for what he has in mind. Seehow eagerly he gathers all news of what othershave done and how carefully he tries new ways ofreaching a wished for end. It is true he is notdealing with Sanskrit roots, but he is workingscientifically.It is unnecessary to add many examples. Takewhat you would call a common bricklayer, amason, and see how surely he gets his angles forhis house, how exactly his heights and depths inthe foundation tally, how level his levels are, andhow exact his slopes, and then learn from himhow to mix mortars for one thing and another,and how to get the grip or the surface that youwish for. You will find if you go into the processes of labor that you have crossed the magicline that used to separate science and art, learning and ignorance. Medicine has stepped fromthe barber-shop into the university. Technicaleducation so called has been recognized in itsscientific character, even if it has often been placednot in the university but in the polytechnicschools. The time is coming to grasp furtherclasses of activity and crystallize and codify theirtraditions and methods. The journeyman of old,going from place to place, nominally seekingwork, really seeking method, really trying to stealwith his eyes the processes of other neighborhoods,must be replaced by the pedagogue in his branch.A few years ago in Dresden master bookbindersdeclared that schoolboys had not done somework exhibited as theirs ; they insisted upon itthat it was journeymen's work. The next daythe boys repeated the work before the mastersand the triumph of pedagogy was taken downand attested officially. Labor needs educationeven in labor itself.Another point in which labor needs education.We saw a few moments ago that education neededlabor as a restorer of energy. There is a way inwhich education can return this favor, at any rateat the present time. Of late labor has been injured by the use of low ideals. This is notstrange. Labor has been and is waging a necessary struggle for economic progress. Labor isof right trying to better itself. During this battlefor higher wages and shorter time, some of theaims of more thoughtful workmen have beenforgotten or even given up. Bad workmen havebecome the measure instead of good ones. Poorwork has been put in the place of good work.The bane of all true work : " Good enough," haslowered the standard in many lines. Here education must teach labor high ideals. The workman must again be brought to think not only ofhimself, and not only of his .wages, but also ofhis work. We need the spirit that says : " Mywork is as good as work can be." "You cannotbuy bad work from me." "Square, level, tight-fit, sound work is my rule." "If anything bewrong, I will make it right." And education canshow labor that its strength lies in such a thought ;that high wages, short hours, and general advancebelong to the personal dignity of good work ;that the better the workman is, the better his workmust be.The last point in which we now have to viewlabor as needing education, joins itself to the onejust considered, as a return on the jpart of education for the new energy given it by labor. Laborhas to guard itself rather against too much energythan against too little. The vast throngs of laboring men show many spirits that are like triply-heated steam in a not too stout boiler; with agood fireman and a good engineer you may getout of it some of the highest powers and highestspeeds of the day. With a little carelessness inthe fire-box or at the valve lines and rods, youmay find it to cause irretrievable damage. Thesturdy persistence of the laboring man, his hard-headedness, his refusal to know that he is beaten,his insisting upon beating his vanquisher, allthat is the denial of the pessimist's plan of life.But he needs the help of education. Educationmust give labor measure, balance, poise. Labormust learn from education when to rest and whenUNIVERSITY RECORD 187to move, when to lie in wait and when to attack,when to consider and when to rush blindly forward to a sure victory. In the most weightyefforts of labor, in questions of work and wagesand in political questions, it needs this alliancewith education.At the outset we touched the question, whateducation is. Let us return to the thought inanother shape. Who are the really educated, orwho are really the educated? Are they thosewho have written the most books, those who haveread the most books ? Should we perhaps say,those who have read and digested the mostbooks ? Poor Socrates ! I fear that he was notas well educated in respect to books as the yearlycollege graduate is. It is not unlikely that manya workman of today has read with interest moregood books than Socrates did. The thinkingside must then come more into play than thebook side, much as we are bound to our printers'ink. We might perhaps of right find two characteristics — the word is too long — two signs of thereally educated. Let us take the moral onefirst.The really educated man will have noblethoughts. He may not have what are sometimes,in sarcasm or in misplaced use of the word,called the nobler habits of gaming, profanity,and profligacy, but he will have the habit ofthinking nobly. The true, the beautiful, andthe good will, so far as the range of his visiongoes, fill and guide his thoughts. His mottowill be, "Not self, but others." And again itmust be agreed that many a workman of our dayhas nobler thoughts than many a titled nobleman.The least knowledge of laboring men and of theirstruggles opens at once to view mfen in overallswith dirty hands and with grimy faces, who arenobly devoting themselves to the welfare of men/ worse off than they are, who are making pecuniary sacrifices which our millionaires cannotequal, who are risking their health, even, to liftothers. That is one sign of a really educated man, He may, indeed, not be able to read ormay never have read a thick treatise upon morals,but he is thinking the ethical thoughts that somescientific man may be proud to dissect, analyze,and arrange in well-put classes. Be there a difference, there is more education in the noblethought than in the unraveling of the noblethought, and more education still in the turningof the thought into noble life.The other sign of a really educated man lies inhis knowledge. Very good, says the pedant, herecome our books and our bookmen, our men ofbooks. Not a bit. There is knowledge and knowledge. We may know that two and two are four,or that the square on the hypotenuse is equal tothe sum of the squares on the other two sides ofthe triangle, or that something else is the case inquaternions, of which I know nothing at all. Wemay know that the first American Fourth of Julywas in 1776, that the battle of Hastings wasfought in the year 1066, and many more interesting years and days. We may know all mannerof things in all classes of objects, and yet we maynot be really educated. Facts do not makeknowledge any more than bricks make a house,and the knowledge of facts does not make aneducation in that higher sense of the term whichwe are pursuing, even though many a workmanamong us knows more " facts " than many of thewise men of old knew, and knows them muchmore surely.If mere knowledge of facts be not enough, thenof course, as in our opening sentences, the knowledge of relations of facts will be our aim. Notsolely. The facts just mentioned were largely factsof relationship of facts. The something more thatis necessary for the really educated man is theknowledge of — let me say — the personal relations of facts. He must know the relations ofthings to men and the relations of men to things,and tne relations of men to men. To put itcurtly, the really educated man knows where heis and where other men are, he knows what the188 UNIVERSITY RECORDdue relations of the other men to him are andwhat his relations to other men are. And hereagain many a sound-headed workman is in thissense more really educated than many a man ofbooks, not to mention his lofty preeminence incomparison with many men of rank and wealth.This then is real and full manhood.The workman of today — the sentence is a general one — is no more a child. He has begun tothink for himself, to act for himself. Certainworkmen have, as we have just said, reached a highdegree of the most real education. What thenshould be the position of the educated towardsworkmen ? What should be the attitude of themen of this University toward workingmen,toward labor ? In every way that of brother andof friend. The university men must, with theirclearer vision of the justness and Tightness of theaims of labor, through all changes of course andof action, say: Every workman is a man and abrother for all that.And the workman must come to see in themen oi the university their best hold, their surestbacking, their safest refuge. The workman mustsay: "The half-educated, our employers sometimes, our neighbors sometimes, the general public sometimes, may misunderstand us, may fail us,may attack us — but the university men alwaysunderstand us. They do not always approve ofwhat we think or what we do ; we do not alwaysfully approve of it ourselves ; but they understand us, they appreciate us, they take us at ourjust worth. They see how we come to think aswe think and how we come to do what we do.They feel for us and with us. And they arealways ready to talk things over with us and togive us their best thoughts and their maturestcounsel."Is this too high an ideal? Is it not an idealworth cherishing ? THE PR ESI DEN T'S QUAR TERL Y ST A TEMEN T.THE AUTUMN CONVOCATION.We have listened this afternoon with greatinterest to the address of our esteemed colleaguefrom Germany, Professor Gregory. An effortwas made to hold the Convocation exercises atsome point in the city in order that members andrepresentatives of the various labor organizationsmight find it convenient to be present. Thiseffort failed because no satisfactory hall could besecured for evening exercises. I am persuaded,however, that the message which has come to usthis afternoon will be read by many thousandswho have not been present ; for it seems to methat a genuine contribution has been presentedtoward the solution of the serious problemswhich today confront us. As has frequently beendeclared from many platforms, the universityspirit is the most democratic possible. The sympathy of university men is unquestionably on theside of those who suffer oppression. The greatreforms in mediaeval and modern history havehad and have today their most active centers inthe university. But the spirit of a university, likethe true spirit of democracy, is impartial. Itdemands justice from all to all. It inculcates thethought that the exercise of justice is after all thegreatest exercise of kindness, and that sympathymay be exhibited in no better way than by suggesting those steps which, once adopted, willlead to better understanding and greater harmony; an understanding gained because of largerand deeper comprehension of the problems involved, a harmony based upon a consideration ofall the facts. To this end education is essential,and today the message of our brother, given tous, becomes the message of this University andof all universities to the millions of men andwomen who need and deserve the assistance oftheir fellow men in helping them forward in theUNIVERSITY RECORD 189great struggle of life. May we not hope thatthis message will not be misunderstood orignored; but that it shall be accepted in thespirit in which it? has been presented, and that ifthere is good in it, the good maybe given anopportunity to accomplish its mission.The University desires to acknowledge thisafternoon its debt of obligation to ProfessorGregory and the many distinguished men fromother countries and from other institutions whohave this quarter held positions on the staff ofinstructors. These, our temporary colleagues,represent thirteen different colleges and universities, namely, Purdue University; University ofRochester ; University of Utah ; the Universityof Nebraska ; University of Colorado ; TulaneUniversity; New College, Edinburgh, Scotland ;Cornell University; Yale University; Universityof Moscow; University of Berlin; University ofLeipzig,To all of them and to the institutions whichhave so graciously permitted their presence weexpress our thanks.STATISTICS OF THE SUMMER QUARTER./. THE STAFF OF INSTRUCTION.CLASSIFIED BY RANK.Professors - ¦- - - -. - - - -41Associate professors - - - - - - 13Assistant professors - - - - - - -22Instructors - -¦-...- - - - - 24Associate instructors - - - - - - - 7Assistant instructors - - - - - - 9Docents - - - - - - - 4Assistants - - -v - - - - - 10Fellows (graduate students) - - - - - 5Lecturers -------- 5" Alliance Francaise "- - - - - - - 6Total - - - - - - - •- 146//. MATRICULATION.Twelve hundred and seventy-eight studentsmatriculated during the Summer Quarter, 1901.This quarter's matriculation exceeds the entirenumber matriculated during the first two yearsof the University's work. ///. ATTENDANCE.FirstTerm SecondTerm SummerQuarterDivisions Oa6s •2S s §ue5H •50m3|a £«ut-t 11«o>"eSDivinity School:Graduate DivinityUnclassified Divinity 4414 13441 2914 11941 9027 16355Totals - -Graduate Schools:Arts and Literature -Science - 58229105 175399235 434714 160217144 117170130 218446249Totals ....The Colleges:Senior Colleges -Junior CollegesUnclassified 3344043228 634180169401 61161655 361156142228 300140126173 695196185456Totals - 311 7SO 87 526 439 837Grand Totals - -The School oY Education: 703 1559600 191 1047600* 856 1750600Totals in University 2159 1647 2350IV. INSTRUCTION AND REGISTRATION.PHILOSOPHICAL-SOCIOLOGICAL GROUP.Instructors Courses RegistrationsIA. PhilosophyIB. EducationII. Political EconomyIII. Political ScienceIV. History - -V. Archaeology - -VI. SociologyVII. Comparative Religion 45338142 89651218,3 21417372III413915522Totals - - 30 52 1169LANGUAGE AND LITERATURE GROUP.Ancient Languages:VIII. Semitic Languages - 4 16 268IX. Biblical Greek - 4 11 242X. Sanskrit - 2 4 15XI. Greek - 5 9 126XII. Latin - 6 13 33iTotals -. '- - 21 53 982* The session of the School of Education extended over two weeks of theregular second term of the quarter.190 UNIVERSITY RECORDLANGUAGE AND LITERATURE GROUP {continued).Instructors Courses RegistrationsModern Languages :XIII. Romance -XIV. German -XV. English -XVI. Literature (in English) 12493 2215152 408377634143Totals - - - -Totals Languages - 28^49 54107 15622544PHYSICAL AND BIOLOGICAL SCIENCES.' Physical:XVII. MathematicsXVIII. Astronomy - -XIX. Physics - -XX. Chemistry - -XXI. Geology - 72553 14311148 31740191195124Totals - - - - 22 50 867Biological:XXII. Zoology - *-XXIII. Anatomy -XXIV. PhysiologyXXV. NeurologyXXVII. Botany 761312 9924II 72703328158Totals - - - -Totals Sciences 295i 35,85 36i1228THE divinity group.XLI. OJd TestamentXLII. New TestamentXLIII. Biblical Theology -XLI V. Systematic TheologyXLV. Church HistoryXL VI. HomileticsXXVIII. Public SpeakingDisciples 44(1)13221 1611(1)35311 268242(53)76in45388Totals (deducting repetitions) -Public Speaking 163 406 788noTotals for Universityproper (deductingrepetitions) 141 263 5329 SCHOOL OF EDUCATION.Instructors Courses RegistrationsI. Education - - - -II. Kindergarten -III. Natural Science -V. Home Economics - - -VI. History and Literature -VII. Geography - - - -VIII. MathematicsIX. Speech and Oral ReadingXII. Manual Training - - -XIII. Physical Training -XV. Music - - 2I312121221 3231213 .2251 544572366274134100107428220Totals - 18 25 1602Total for University, Summer 1 90 1 - 159 288 6931V. COMPARATIVE ATTENDANCE STATEMENT.SUMMER QUARTER, 1894-I9OI.First Term Second Term Quarter1894 - 566 338 6051895 - - - 822 402 . 9321896 945 493 10521897 1256 559 12731898 1342 744 I4211899 1498 718 16211900 1527 712 17901901 1559 1047 17501901 * - - - 2159 1647 2350VI. GRADUATION, SUMMER QUARTER, 1901.(DEGREES, TITLES, AND CERTIFICATES -CONFERRED.)Men Women TotalThe lunior Colleges:Title of Associate 6 4 10The Senior Colleges:Bachelor of Arts - 16 12 28Bachelor of PhilosophyBachelor of Science - II7 153 2610Totals - - - - 34 30 64The Graduate Schools:Master of Arts - 4 4Master of PhilosophyDoctor of Philosophy 19 II 210Totals M 2 16The Divinity School:English CertificateBachelor of Divinity -Doctor of Philosophy 1 .41 141Totals - - 6 6Total Degrees and Certificates Conferred at the close of SummerQuarter, 1901 - - - '- • 60 36 96* Including the School of Education.UNIVERSITY RECORD 191SCHOOL OF EDUCATION.The first session of the new School of Education has been held and, notwithstanding the necessary delay in sending out the announcementsof the Summer session, .600 students were inattendance. These came from 40 states, andterritories, only Maine, New Hampshire, NorthCarolina, Oklahoma, Oregon, South Carolina,Wyoming' being* unrepresented. Through thecourtesy of the Board of Education of the city ofChicago, the University was permitted to occupythe Kozminski school building, and in almostevery particular the building was found to beconveniently arranged. The character of thestudents in the School of Education, the enthusiasm with which the work was undertaken, andthe splendid results achieved furnish an encouraging beginning of this most important phase ofuniversity work. I am permitted to announcethat the plans for the new buildings to be locatedin Scam mon Court are well advanced, and thatbuilding operations will begin within a few weeks.The buildings to be erected will be finished before the end of the scholastic year. Meanwhile,in order that the work may be conducted withoutinterruption and to the entire satisfaction of allconcerned, a provisional building is under processof erection which will furnish ample space for thework of the school during the first year. Thenew building has been arranged with special reference to the work of the School of Education.It is understood that this same building will beequipped as a temporary gymnasium for women,when the School of Education has been removedto its permanent buildings in Scammon Court.On Monday, June 18, the formal opening of theSchool of Education took place in connectionwith the Decennial exercises. At that time wordsof welcome were presented to the new officers andinstructors who now constitute one of the University's faculties. Since that time the facultyhas been duly organized, its permanent committees established, and its work is now in process ofdefinite organization in accordance with the gen eral terms of the agreement made with the trustees of the Chicago Institute, as well as in accordance with the general regulations and statutes ofthe University.THE UNIVERSITY OPEN LECTURES.The growing interest which has been manifestedin the University Open Lectures appears to justifythe adoption of this as one of the permanentfeatures of the Summer Quarter. During thequarter just closed 201 open lectures have beendelivered and three musical recitals given. Thehours selected for the lectures were 3:30 and 4:30p.m. daily, this arrangement avoiding conflict withregular University classes. These lectures havebeen arranged in groups as follows: The Literature Group, 30 lectures ; the Art Group, n; thePedagogical Group, 15; the Historical Group,55; the Science Group, 27; the Biblical Literature and History Group, 48. In addition to thelectures of these groups, each of which consistedof courses amounting to the systematic presentation of a given subject, fiyt lectures were given inGerman by the members of the Faculty of theGermanic Department, and ten lectures of a general character were given on consecutive Fridayevenings. The aggregate attendance at theselectures has amounted to 42,000. So far as possible the lectures of each group have been delivered within periods varying from two to fourweeks in length. Very many persons who couldnot remain at the University for a full term havetaken advantage of the special privileges affordedby this arrangement of the open lectures.Members of the University have been admittedfree of charge. Others have been required topay a special fee. The total amount receivedfrom the sale of tickets has been $850.FIELD WORK IN GEOLOGY, BOTANY, AND BIOLOGY.The work in biology in general at the MarineBiological Station at Wood's Holl, Mass., islargely in charge of University of Chicago men,the director and the majority of the staff being fromthis institution. The director of the Laboratory192 UNIVERSITY RECORDof the Brooklyn Institute at Cold Spring Harbor,Long Island, and one of the botanical staffthis summer were members of this faculty. Thework at both these laboratories may be lookedupon as field work of a somewhat permanenttype. The courses are credited at the University of Chicago, although not formally under itscharge.Besides the local field work in connection withresidence courses in botany, zoology, and geology,field work during the past summer has been conducted at a distance from the University by thedepartments of geology and botany.I. GEOLOGY.i. A course in elementary field geology wasgiven by Mr. R. D. George for four weeks of thesecond term of the Summer Quarter, the remainder of the term being devoted to the preparationof a report on the field work. A party of eleventraversed a region in the Mississippi valley between Prairie du Chien, Wis., and Muscatine, la.They devoted themselves to a study of (a) Palaeozoic strata and fossils, (b) the topographic featuresof the driftless area in Iowa and Wisconsin, (^r)the stratified drift of the valleys, (d) the loess,and (e) the lead and zinc deposits of the Dubuqueregion.2. Professor R. D. Salisbury is in charge ofseveral parties in Montana, Idaho, and Utah.These parties consist of advanced students andare working somewhat independently, ProfessorSalisbury visiting the different parties at intervalsand making suggestions regarding the work. Aparty of two is at Kipp, Mont., a second party oftwo at Kalispell, Mont. These two parties areinvestigating the phenomena of local glaciationin the Rocky mountains. Another party of twois at work in the Santa Fe mountains of NewMexico, studying their structural and strati-graphic features. A party of six, under the immediate direction of Mr. W. W. Atwood, is atwork on the Wahsatch mountains, studying similar problems. II. BOTANY.i. A party of eight, under the direction of Mr.S. M. Coulter, of Washington University, spentthe first part of the second term of the SummerQuarter at North Manitou Island, passing overlater to the main land in the vicinity of Petoskeyand Charlevoix, studying the ecological relationsof the flora in these regions. This work is essentially an examination of the way in which plantsassociate themselves and an investigation of thedetermining factors of environment for each society.2. Similar but more extended work has beenundertaken by a party of eighteen in charge ofDr. H. C. Cowles. This party has a car on theGreat Northern Railroad, and is stopping at various favorable localities through Montana andWashington. Two weeks were spent at FlatHead Lake, Montana, the site of the biologicalstation of the University of Montana, whose facilities were put at the disposal of the party; anotherweek was spent at Belton, Mont.; and other stopswere made at Leavenworth and Seattle, Wash.This is the most extended field trip yet offered inthe department of botany and has certainly presented unusual advantages to the students for astudy of widely different floras under most variedclimatic conditions.THE ALLIANCE FRANCAISE.In accordance with the terms of agreement withthe Alliance Francaise, instruction in the Frenchlanguage has been furnished during the entire-Summer Quarter,, and lectures have been givenon French art and French institutions. Thiswork has been conducted by officers of the Romance Department of the University, and by instructors and lecturers who have come fromFrance for this particular purpose. During thesummer there have been registered in the coursesof the Alliance 113 students; of these 14 havedone their entire work in the Alliance Francaise,and 54 per cent., of the work of the entire number has been taken in the Alliance. It is theUNIVERSITY RECORD 193opinion of those directly connected with thework that its success during its first quarter hasbeen greater even than could have been anticipated. With the distinct and definite indorsement of the work by the French government, andwith the cooperation of many of the leadingFrench thinkers and writers, it is not toc^much toexpect a rapid and substantial development of thework along the lines proposed. Announcementhas already been made that during the autumn,winter, and spring quarters the work of theAlliance, in cooperation with the University ofChicago, will be continued under the directionof Assistant Professor Maxime Ingres.SUNDAY RELIGIOUS SERVICE.The summer quarter witnessed the inauguration of new plans for the conduct of religiousservices in the University. Heretofore the services of public worship have l)een conductedunder the auspices of the Christian Union.These services have previously been held at fouro'clock on Sunday afternoon. The addresseshave been given by speakers secured from timeto time as opportunity offered.It has long seemed to those most interested inthe religious life of the University that the publicservices were not securing the attendance of students and faculty, nor ministering to their religious needs in an adequate way. A gift to theUniversity for the coming year has enabled it totry the plan which has proved successful at Harvard University for some years past. It wasproposed that the University engage the servicesof distinguished preachers who should reside atthe University for three or more weeks, speakingat the chapel assemblies and the public serviceson Sunday, and consulting at definite hours withany who wished to talk with them.In order to provide for the proper administration of this work it was decided to organize anadministrative board which should have charge ofthese matters. After careful consideration the board of the Christian Union decided to changethe hour for public worship from 4 : oo p.m. to11.: 00 a.m.. ¦'¦The board also approved a list ofnames recommended by the committee on publicworship as University preachers, and from thatlist the following appointments were made forthe Summer Quarter :The Reverend Professor Marcus Dods, D.D., Edinburgh.The Reverend Professor Charles J. Little, D.D., LL.D.,President of Garrett Bible Institute.The Reverend Professor F. W. Gunsaulus, D.D.,Chicago.The Reverend loseph Twichell, Hartford, Conn.The Reverend E. Benjamin Andrews, D.D., LL.D.,Chancellor of the University of Nebraska.The services during the Summer Quarter havebeen held in the tent. The number in attendance has been large; and the great majority ofthese have been members of the University. Theresults seem to have justified the change of hourand plan.The plans of the board have not yet beencompletely matured, and it has not been possible yet to carry out the full design. Thelack of a suitable assembly room at present willmake it necessary to issue cards of admissionduring the coming quarter, which will be limitedto members of the University and their guests.The services at the opening of the quarterwill be in charge of the Reverend ProfessorSalmond, of the University of Aberdeen, Scotland.WEATHER.It might at first seem prudent not to lay toogreat emphasis upon the character of the weatherduring the recent quarter. Some of us doubtlessrecall certain days in July which were not wellcalculated to encourage interest in intellectualwork. The following official statement is furnished by the department of weather for the daysincluded in our Summer Quarter.194 UNIVERSITY RECORDMETEOROLOGICAL SUMMARY.SUMMER, I9OI.Temperature TemperatureDate DateJulyMax. Min. Mean Max. Min. Meanlune19 72 62 67 24 94 74 8420 67 59 62 25 87 70 7821 82 63 68 26 84 72 7822 88 72 80 27 95 77 8623 78 63 70 28 90 7i 8024 93 68 80 29 87 7i 7925 93 69 81 30 85 72 7826 89 72 80 31 80 66 7327 82 73 78 August28 93 7i 82 1 72 67 7029 82 7i 76 2 89 66 7830 97 66 82 3 69 * 66 68July 4 71 63 671 92 67 80. 5 72 65 682 85 71 78 6 72 67 703 84 70 77 7 89 62 764 95 75 85 8 75 68 725 9i 73 82 9 90 66 786 86 64 75 10 75 64 707 66 56 61 11 68 58 638 69 59 64 12 74 65 709 87 63 75 13 84 68 7610 102 68 85 14 87 71 79n 7i 60 66 15 82 70 7612 75 66 70 16 76 68 7213 74 67 70 17 75 70 72M 79 67 73 18 74 69 72i.5 84 73 78 19 72 68 7016 92 74 83 20 7i 66 6817 92 70 81 21 78 69 7418 75 70 72 22 80 69 7419 78 69 74 23 72 67 7020 97 7i 84 24 72 67 7021 103 77 90 25 80 66 7322 87 7-i 78 26 7i 68 7023 83 73 78A study of this table shows first that the average mean temperature for the period was 72.8 ascompared with 70.6, the average mean temperatureof the preceding Summer Quarter. Second, thatduring the second term there were only 9 daysin which the maximum temperature was above85 degrees while the mean temperature for thesecond term was 72.6. It is also to be added inthis connection that however oppressive the heatmay have been in Chicago on certain days ofthe first term, the situation was even worse inalmost every other part of the country. It ispossible, therefore, to maintain as has been main tained before, that, everything considered, thecity of Chicago furnishes a place for recreationand study in the summer altogether satisfactory,and in any case equal, if not superior, in matterof climate to other localities.THE NEW CALENDAR ARRANGEMENT,It was with considerable anxiety that the newarrangement of dates for the Summer Quarter wasadopted. It was quite evident that some, perhapsmany, would be disturbed by the new calendar.But the questions involved could be solved onlyby a trial of the plan. The result has been eminently satisfactory. The attendance of the firstterm, notwithstanding the early date, was largerthan ever before, while that of the second termincreased 47 per cent. Several other facts heredeserve consideration. While two years agoonly 459 students remained through the entirequarter, and last year 729 students, this year thenumber was 856. While in former years the workof the second term has always been rendered unsatisfactory by the dropping out of those whocould not continue to the end of the quarterbecause of duties which made absence necessary,this year the attendance of the second term hascontinued to the very end, with only the slightestpossible diminution. While, two years ago, theregular undergraduate students numbered 282,last year 314, this year the number has risen to381. Again, while the number of undergraduatestudents during the quarter has increased 21 percent., the number of graduate students 8 percent., there has been a diminution only in the number of unclassified students, this amounting to 8per cent., as compared with last year. In view of,these facts and others which might be presented,it would seem wise to repeat the experiment ofthe present calendar for at least another year.THE UNIVERSITY LIBRARY.During the Summer Quarter there have beenadded to the Library of the University of Chicago by gift 521 volumes, distributed as follows:General Library, 274 vols.; Political Economy,5 vols.; Political Science, 3 vols.; Sociology, 2UNIVERSITY RECORD 195vols.; New Testament i vol.; Greek, 40 vols.;Latin, 1 vol.; German, 1 vol.; English, ,2 vols.;Mathematics, 1 vol.; Geology, 1 vol.; Zoology31 vols.; Commerce and Administration, 63 vols.;Music, 11 vols.; Physical Culture, 1 vol.; Biology,84 vols.SPECIAL GIFTS.Minnesota, 4 vols., Documents ; B. Loewen-thal, 8 vols., Government Documents ; AmericanClydesdale Association, 9 vols., Stud Books;National Saddle- Horse Breeders' Association, 3vols., Register ; Standard American Merino Sheep -Breeders' Association, 3 vols., Record ; Brown SwissBreeders's Association, 3 vols., Record; American Aberdeen-Angus Breeders' Association, 11vols., Herd Book; American Galloway Breeders'Association, 10 vols., Herd Book; Dominion ofCanada, 7 vols., Documentary History of UpperCanada; United States Government, 78 vols.,Documents ; Connecticut Insurance Commissioners, 21 vols., Reports; Massachusetts InsuranceCommissioners, 17 vols., Reports; Mr. F. I.Carpenter, John Donne, Eighty Sermons, 1640;Mr. E. E. Brown, 7 vols., Theological Works ;New York Mutual Life Insurance Co., 8 vols.,Reports; American Historical Association, 3vols., Reports ; New York Superintendent of Insurance, 47 vols., Reports and Year-books; Mr.Maxime Kovalevsky, 4 vols., miscellaneous; WestIndia Royal Commission, 5 vols., Reports ; Kansas State Agricultural College, 12 vols., Reports;New England Manufacturers' Association, 6 vols.,Reports ; City of Munich, 4 vols., City Reports;City of Halle, 15 vols., City Reports: City ofBarmen, 4 vols., City Reports ; Ginn & Co., 40vols., Greek Text-books.ACCESSION REPORT.During the Summer Quarter, 1901, there hasbeen added to the library of the University atotal number of 2764 volumes, from all sources :Books added by purchase, 2051 volumes, distributed as follows :General Library, 232 vols.; Philosophy, 5 vols.;Education, 15 vols.; Political Economy, 34 vols.; Political Science, 7 vols.; History, 1039 vols.;Classical Archaeology, 4 vols.; Sociology, 4 vols.;Sociology (Divinity), 2 vols.; Anthropology, 5vols.; Comparative Religion, 5 vols.; Semitic, 12vols.; New Testament, 6 vols.; Sanskrit and^Comparative Philology, 19 vols.; Greek, 58 vols.;Latin, 65 vols.; Latin and Greek, 16 vols.; Romance, 4 vols.; German, n vols.; English, 41vols.; Mathematics, 5 vols.; Astronomy (Ryerson), 1 vol.; Astronomy (Yerkes), 1 vol.; Chemistry, 1 vol.; Physics, 1 vol.; Geology, 7 vols.;Zoology, 303 vols.; Anatomy, 5 vols.; Palaeontology, 7 vols.; Neurology (Medicine), 17 vols.;Physiology, 1 vol.; Botany, 1 1 vols.; Public Speaking, 10 vols.; Systematic Theology, 8 vols.;Homiletics, 8 vols.; Morgan Park Academy, 14vols.; Scandinavian Seminary, 14 vols.; Commerce and Administration, 36 vols.; PhysicalCulture, 16 vols.; Biology, 1 vol.Books added by gift, 521 volumes, distributedas stated in report of gifts above.Books added by exchange for University publications, 192 volumes, distributed as follows:General Library, 123 vols.; Education, 2 vols.;Political Economy, 16 vols.; Political Science, 1vol.; History, 3 vols.; Sociology, 4 vols.; Sociology(Divinity), 2 vols.; New Testament, 7 vols.; Sanskrit and Comparative Philology, 1 vol.; Geology,9 vols.; Botany, 3 vols.; Church History, 5 vols.;Systematic Theology, 4 vols.; Commerce andAdministration, 11 vols.; Semitic and New Testament, 1 vol.STATISTICS FOR THE YEAR 1900-1901.Matriculation Attendance Graduation(Degrees andCertificates)MenWomen - 829853 18441676 288201Totals 1682 3520 489Divinity SchoolGraduate SchoolsThe Colleges juniorUnclassifiedUniversity College - I44438\ 463402235 3721003465733674475 3463212180Totals 1682 3520* 489* Different students.196 UNIVERSITY RECORDCONDENSED STATEMENT, BUDGET RECEIPTS AND DISBURSEMENTSFOR THE FISCAL YEAR ENDING JUNE 30, 1901.RECEIPTS.Estimated ActualI. General Administration - $ 9>5°° $ 9,201.50II. Faculties of Arts, Literature,and Science -. 331,731 353,768.49III. The Divinity School 67,737 64,342.97IV. Morgan Park Academy - - 20,900 i4,75L35V. University Extension - 38,300 30,033.43VI. Libraries, Laboratories, andMuseums - - 18,250 28,747.98VII. Printing and Publishing - 24,000 22,084.71VIII. Physical Culture - -IX. Affiliated Work - 1,400 1,828.72X. Buildings and Grounds - 41,500 43,587.84XI. General FundsTotals - 206,047 207,307.99$759,365 $775i654.98EXPENDITURES.Estimated - ActualI. General Administration andExpense - $ 66,465 $ 74,29*.49II. Faculties of Arts, Literature,and Science 373,831 384.379.79III. The Divinity School - 64,090 65,443.57IV. Morgan Park Academj' - - 35,94o 35,637.22V. University Extension - 39,273 37,414.34VI. Libraries, Laboratories, andMuseums - - - - 46,225 58,528.49VII. Printing and Publishing - 34,600 34,668.90VIII. Physical Culture - - 7,700 7,699.05IX. Affiliated Work - 4,5°o 4,501.31X. Buildings and Grounds - - 66,740 72,495.19XI. Contingent Fund -Totals -Balance - 20,001759,365 $775,059-35$«k.6s $ 15,0001,000,0001,000,000This statement does not include an item of $15,749.81,appropriated but not expended and by later action of thetrustees charged to Budget Expenditures, fiscal year 1 900-1,and credited to a new account on the general ledger, againstwhich charges will be made as the bills come in. Nor doesit include the accounts of the Woman's Commons, the Elementary School, and the Chicago Manual Training School.GIFTS, AND PAYMENTS ON GIFTS.During the fiscal year closing June 30, 190 1,the University has received cash in payment of gifts pledged in former years orduring the year designated the sum of - $ 944,156.94It has also received, in payment of giftspledged during the year or in former years,in securities and land - - 1,631,583.13Making the total amount actually paid in during the year - - - - - $2,575,742.07Gifts newly pledged during the fiscal yearclosing June 30, are the following: From Elizabeth Kelly, real estate on Michiganave., valued atFrom Mrs. Emmons Blaine and the Trustees ofthe Chicago Institute, for buildings for theSchool of Education, and for EndowmentFrom Mr. John D. Rockefeller, for endowment -From Mr. John D. Rockefeller, for buildings andspecial purposes 500,000From Mr. A. C. Bartlett, for gymnasium - - 150,000Fpra Mrs. J. Young Scammon (deceased), realestate in Scammon Court - 61,050From Mr. M. A. Ryerson, real estate - - 5»°40From Mr. Charles T. Yerkes, for salaries ofastronomical computers .... 2,40aFrom Mrs. Mary J. Wilmarth, for library fund - 300From Mr. M. A. Ryerson, for eclipse fund - 100Making a total of - - - - - $2,733,890BUREAU OF RECOMMENDATIONS.It was found necessary two years ago to systematize the work of recommending students of theUniversity for positions in various localities andin different fields of work. The informationcalled for concerning students and alumni, together with the requests received from the students themselves for recommendation, involveda very considerable amount of work. It wasthe character of the work demanded, however,rather than the amount, that made necessary theproposed organization. Recommendations, ifthey are to have value, must be based upon facts,and must be impartial. Serious injury had already come to the University because of injudicious and exaggerated statements, given inthe name of the University in order that this orthat position might be secured for one who hadbeen a student in the University. To meet thedifficulties that had arisen, and to make it possiblefor the University to be of real service to the students and alumni, the Board of Recommendations was established by the Trustees. Althoughimportant service has been rendered by this Boardin former years, it seems appropriate to call attention at this time to its work for the six monthswhich are just closing. During this period therehave been newly listed in the office the names of180 persons desiring to find occupation, theUNIVERSITY RECORD 197larger number of whom desired to teach. Duringthe six months just closing 151 recommendationsmade by the University have been accepted andthe persons recommended appointed. These areclassified as follows :SUMMARY OF APPOINTMENTS SINCE APRIL 1901.Grade positions - - - - ,- - - "5High-school teaching - -. - - - 29Academy teaching - - - - - - - 20Normal Schools or Collegiate Institutes - - - 14College positions - - - - - - - 57Principalships - -- - -.t - - 10Superintendency - - - - - 75College Presidency - - •-'-.- - IPhilippine schools - - - - - - - -8Private teaching ------- 2Total --------- 151The money earned in these 151 appointmentsduring the coming year will amount to' about$130,000.During the Spring and Summer Quarters thefollowing appointments and promotions havebeen made on the University staff of instructors :DISTRIBUTION OF FELLOWS.Eighty-five University Fellows (75 men and10 women) have been appointed for the year1 90 1 -2. (a) These come from the variousstates and countries as follows :Arkansas - - - - - - 1California - - - - - .' - 3Colorado - ¦ 1Connecticut - - - - - • 1District of Columbia - - - -¦ 1Idaho ------ 1Illinois - - - - - - - 17Indiana ------ 8Iowa - - - - - - - 3Japan >.__-. 1Kansas ------- 3Kentucky ----- . 1Maine - - - - - - - 1Manitoba - - - - - 1Maryland - - - - 1Massachusetts ----- 5Michigan - - - - - 3Minnesota - - 2Missouri - - - - - 4 New Brunswick - 1New Mexico - 1New York - - - - - - 2North Dakota - 1Ohio - - - - - - 2Ontario - - - - - - -nPennsylvania ----- 2Quebec - - - - - 1Tennessee ------ jVermont - - - - - - 1Virginia - - - - - - 1Wisconsin - - - - - 3Total ------ 85(b) The Fellows are distributed in the variousdepartments as follows :PHILOSOPHY AND SOCIAL SCIENCES.IA. Philosophy - - - - -- - 5IB. Education ------- 3II. Political Economy 6III. Political Science - 3IV. History -------- 5VI. Sociology and Anthropology 6Total 28LANGUAGE AND LITERATURE.Ancient:VII. Semitic - - - - - - - 3X. Sanskrit - 2XI. Greek - - - -- - . -3XII. Latin -------- 4Total - - - - - - - . 12Modern :XIII. Romance ------- 2XIV. Germanic ------- 4XV. English - '. 6Total - - - - - - - - 12Total for Language Group - - - 24PHYSICAL AND BIOLOGICAL SCIENCES.Physical:XVII. Mathematics ------- 4XVIII. Astronomy 1XIX. Physics - - - - - - - - 4XX. Chemistry ------- 4XXI. Geology - - 5Total 18198 UNIVERSITY REGOBDBiological:XXII. Zoology 5XXV. Neurology ------ 2XXVII. Botany -------- 4Total ------- 11Total for Science Group - - - - 29THE DIVINITY GROUP.XLI. Old Testament (3)XLII. New Testament - - - - - - 5XLIII. Biblical Theology ----- 1 ^Total - - - 6The University Fellows come from the following institutions :Amherst College, Antioch College, Baker University, BatesCollege, Beloit College, Brown University, Bucknell University, Carleton College, Central College, Columbia University, Cornell University, Cornell College, Central College,DePauw University, Earlham College, Franklin and MarshallCollege, Franklin College, Furman University, Geneva College, Hartford Theological Seminary, Harvard University,Hastings College, Haverford College, Heidelburg University,Illinois Wesleyan College, Indiana University, Iowa College,Imperial University of Japan, Kalamazoo College, KentuckyState College, Kentucky University, Knox College, LawrenceUniversity, Leland Stanford Jr. University, Manitoba College,McGill University, McMaster University, Missouri College,Mt. Holyoke College, Northwestern University, OberlinCollege, Ohio Wesleyan University, Queen's University,Richmond College, Royal College of Physicians and Surgeons, University of California, University of Chicago, University of Idaho, University of Illinois, University of Iowa,University of Leipsic, University of Michigan, Universityof Minnesota, University of New Brunswick, University ofNorth Dakota, University of Rochester, University ofToronto, University of Vermont, Vanderbilt University,Wellesley College, Wheaton College, Woman's College ofBaltimore.In all sixty-two different colleges and universities are represented.The following appointments have been madeby the University on the University staff duringthe Spring and Summer Quarters, 1901 :Norton Adams Kent, to an Assistantship in Astronomy.Charles Edward St. John, to a Volunteer ResearchAssistantship in Astronomy.Burton Edward Livingston, to an Assistantship in Botany.Frank Baldwin Jewett, to a Research Assistantship inPhysics. Harry Nichols Whitford, to an Assistantship in Botany.Eugene Howard Harper, to an Assistantship in Zoology.Frank Eugene Lutz, to an Assistantship in Zoology.Walter Sidney Adams, to an Assistantship in Astronomyat the Yerkes Observatory.David Thomson to an Assistantship in Latin.William Buchanan Wherry to an Assistantship in Bacteriology.Tenny Frank, to an Assistantship in Latin.Hermann A. Fischer to a Volunteer Research Assistant-ship in Astronomy at the Yerkes Observatory.Wallace Walter Atwood to an Assistantship in Geology.Ira H. Derby to a Research Assistantship in Chemistry.Roy Hutchison Brownlee to a Lecture Assistantship inChemistry.Waldemar Koch, to an Assistantship in Pharmacy.James Rollin Slonaker, to a Research Assistantship inNeurology.Dean DeWitt Lewis, to an Assistantship in Anatomy.Daniel Graisberry Revell, to an Assistanship in Anatomy.John Wilkes Shepherd, to a Laboratory Assistantshipand Lectureship in Chemistry.Lester Bartlett Jones, to take charge of Music in connection with University exercises.John Dorsey Wolcott, to give instruction in Latin in theCorrespondence-study department of the Extension Division.Florence May Lyon, to an Associateship in Botany andthe Headship of Beecher House.William J. Moenkhaus, to an Associateship in Zoology.Henry Porter Chandler, to an Associateship in English.Martin Schutze, to an Associateship in German.Harry Gideon Wells, to an Associateship in Pathology.Martin Henry Fischer, to an Associateship in Physiology.Preston Kyes, to an Associateship in Anatomy.Herbert Newby McCoy, to an Instructorship in Chemistry.Donald John Armour, to an Instructorship in Anatomy.Elias Potter Lyon, to an Assistant Professorship in Physiology.Albert Prescott Mathews, to an Assistant Professorshipin Physiological Chemistry.Ludvig Hektoen, to a Professorship in Pathology andthe Headship of the Department of Pathology and Bacteriology.Nicholas Senn, to a Professorial Lectureship in connectionwith Medical work.Frank Billings, to a Professorial Lectureship in connection with Medical work.Ephraim Fletcher Ingals, to a Professorial Lectureship inconnection with Medical work.Arthur Dean Bevan, to a Professorial Lectureship in connection with Medical work.UNIVERSITY RECORD 199Walter Stanley Haines, to a Professorial Lectureship inconnection with Medical work. •John Milton Dodson, to the Deanship of Medical students.George Herbert Locke, to the Headship of North Hallduring the Summer Quarter.James Finch Royster, to a Librarianship in Modern Language Libraries.In the School of Education of the Universitythe following appointments have been made :Gudrun Thorne-Thomsen, to an Associateship in Historyand Literature, and as Grade and Critic Teacher.Harriet Tawle Bradley Atwood, to an Associateship inScience, and as Grade and Critic Teacher.Elsie Wygant, as Grade and Critic Teacher.Jennie Elizabeth Curtis, to an Associateship in Geography, and as Grade and Critic Teacher.Nott William Flint, to an Associateship in English, andas Grade and Critic Teacher.Eduard Prokosch, to an Associateship in German.Anne Elizabeth Allen, to an Associateship in Kindergarten.Caroline Crawford, to an Associateship in Physical Training.Gertrude Van Hoesen, to an Associateship in ElementaryMathematics.Elizabeth Euphrosyne Langley, to an Assistantship inArt (Sloyd for Primary Grades).Annette Butler, to an Assistantship in Art (Wood andIron Sloyd).Clara Isabel Mitchell, to an Associateship in Art (Textile Fabrics).Mary Howells, to an Assistantship in Kindergarten.Antoinette B. Hollister, to an Associateship in Art (ClayModeling).Katherine Marion Stillwell, to an Associateship in Latin.Loreley Ada Ashleman, to an Associateship in French.Bertha Payne, to an Instructorship in Kindergarten.Carl J. Kroh, to an Assistant Professorship of the Teaching of Physical Training.Alice Peboulet Norton, to an Assistant Professorship ofthe Teaching of Home Economics.John Duncan, to an Associate Professorship of the Teaching of Art.Martha Fleming, to an Associate Professorship of theTeaching of Speech, Oral Reading and Dramatic Art.Zonia Baber, to an Associate Professorship of the Teaching of Geography and Geology.Emily J. Rice, to an Associate Professorship of the Teaching of History and Literature. George William Myers, to a Professorship of the Teachingof Mathematics and Astronomy.Ira Benton Meyers, to a Curatorship and Instructorshipin the Teaching of Natural Science.Irene Warren, to the Librarianship and Associateship inSchool Library Economy.Wilbur Samuel Jackman, to a Professorship and Head ofthe Department of Natural Science, and to the Deanship ofthe School of Education.Francis Wayland Parker, to the Professorship and Headship of the department of the Philosophy of Education, andto the Headship of the School of Education.During the Spring and Summer Quarters thefollowing promotions have been made in the staffof the University :Warner Fite, to an Instructorship in ExperimentalPsychology.Edward Scribner Ames, to an Instructorship in Philosophy.William Vaughn Moody, to an Assistant Professorship inEnglish.Edwin Oakes Jordan, to an Associate Professorship inBacteriology.James Rowland Angell, to an Associate Professorship inPsychology.Francis Wayland Shepardson, to an Associate Professorship in History.Charles Benedict Davenport, to an Associate Professorship in Zoology.Ella Flagg Young, to a Professorship in Pedagogy.Jacques Loeb, to the Headship of the Department ofPhysiology.MORGAN PARK ACADEMY.I have sometimes wondered whether the citizensof Chicago fully realize the fact that within fortyminutes of the center of the .city there has beenestablished an Academy for boys which can justlybe said to stand in the first rank of -academies,East or West. The Academy is an institutionconducted exclusively for boys; its curriculum isarranged for those who are preparing to entercollege; its courses are adapted to the requirements of the leading colleges and universities ;its equipment is equal to that of 80 per cent, ofthe colleges of the West and South ; it has sevenbuildings, twenty acres of land, a library of fivethousand volume.s, laboratories, a new gymnasium,200 UNIVERSITY RJSCORDresidence halls constructed in accordance with thebest and latest ideas of dormitory architecture ;its staff of instructors is composed of men, eachone of whom is master in his subject and anexpert in the art of teaching. But is this statement too strong ? I have asked myself this question. And my answer is that the facts warrantthe statement and the character of the workaccomplished is shown by the results alreadyachieved. The University has undertaken theconduct of the Morgan Park Academy as anorganic part of its work, in order if possible toestablish a preparatory school for boys whichshall represent the best methods of teaching andthe highest principles of life. There are manyboys from the age of twelve to twenty whose progress will be more rapid and more substantial ina school away from home, than in a school whichpermits them to live at home. To the parents ofChicago I desire to commend the advantages ofan Academy which permits absence from home;an arrangement which permits the boy to attendschool away from home, but at the same timemakes it possible for him to be at home for oneor two days in the week ; an arrangement whichgives the boy the advantage of independent lifeat the same time securing to him the continuityof contact with home.COLLEGE OF COMMERCE AND ADMINISTRATION.The attention of friends of the University isinvited to the new announcements concerning thework of the College of Commerce and Administration. For four years the work of this collegehas been under consideration. The progress inorganization and instruction made in this periodhas been very marked. The time has come when,in the opinion of the Senate of the University, aseparate faculty should be organized for the conduct of the affairs of this new college. A recommendation for the establishment of this facultyhas already been made by the Senate in connection with the work of the College. New coursesof special interest have been mapped out, and the consent has already been gained of several of theleaders in commercial activity to give specialcourses of lectures at the University on subjectsrelating to the particular business with which theyhave to deal. The complete list of these lecturerswill be published within the next two weeks. Itis understood that announcements will be madeat an early date concerning further developmentin this division.THE MEDICAL WORK.Beginning October i, the new medical courses,covering the first two years of the medical school,will be provided. New equipment has been purchased, the interior arrangements in the laboratories of Anatomy, Physiology, and Zoology havebeen made and the Board of Administration forthe management of the medical work has beenorganized. It is expected that the registrationfor the medical courses will be a large one, andan earnest effort is being made to meet the demands of the new situation.We have entered upon the work of a seconddecade under circumstances that seem to givepromise of a reasonable development along thelines laid down.THE ALUMNI.NOTES AND COMMUNICATIONS.Luther P. Russell, A.B., '99, D.B., '99, is pastor of the First Baptist Church in Lawrence, Kas.Harry W. Stone, '96, is attorney for the IllinoisLife Insurance Company with office in the FortDearborn building.Rev. Samuel A. Perrine, '85, for seven yearsmissionary in Assam, India, has returned for arest to his home at Centralia, 111.Helen B. Thompson, Ph.B., '97, Ph.D., '01,who has spent the past year in Germany, goes toMt. Holyoke College, South Hadley, Mass., asinstructor in psychology. Miss Thompson hasheld the Associated Alumnae traveling fellowshipfor the past year.UNIVERSITY RECORD 201Rev. A. W. Fuller, '8i, late pastor of the Ocono-mowoc, Wis., Baptist Church, has accepted a call^to the church at El Paso, 111.Elmer E. Todd, '96, who was in business in theKlondike region, has returned to Seattle, Wash.,where he will continue the practice of law.Edwin P. Brown, '98, formerly instructor inEnglish history in Wayland Academy, was recently elected principal of that institution.Dr. Joseph M. Flint, '95, associate in the Department of Anatomy, has accepted a call to themedical school of the University of California.Emily Knox Reynolds, formerly fellow in theDepartment of English, '96-98, has been electedto the Presidency of Rockford College, Rockford,111.H. M. Herrick, Ph.D., 'oo, pastor of the Baptist Church at Carpentersville, 111., has beenelected principal of the academy at Port Byron,111.Clarence B. Herschberger, '98, assistant coach,has returned from his vacation and begun workwith the football candidates for the fall series ofgames. ^Dr. John Edwin Rhodes, '76, who has been secretary-treasurer of the Rush Medical Alumni Association for a number of years, was reelected attheir last meeting.Irving Hardesty, Ph. D., '99, assistant inneurology, has been called to the chair of microscopic anatomy in the medical school of the University of California.George B. Watson, '99, graduated from theNorthwestern law school in June with the degreeof LL. B. He is now preparing to pass the Illinois bar examination.Frank R. White, 'oi, whose appointment to thegovernment schools in the Philippine Islands wasnoted in a recent number of the Record, hasbeen assigned to the superintendency of schoolsin the province of Tarnac, eighty miles north ofManila. Edward K. Chandler, '71, instructor in Bishop's College, Marshall, Tex., has been appointedto the chair of history and economics in OttawaUniversity, Ottawa, Kas.Dr. J. E. Raycroft, '96, instructor in the Department of Physical Culture and Athletics, hasbeen appointed assistant surgeon with the rankof lieutenant, of the Illinois Naval Reserves.Maurice Gordon Clarke, '99, graduated fromthe Law School of the University of Texas inJune and is now with the firm of Steere andFurber preparing for the Illinois bar examination.Rev. Franklin D. Elmer, '98, formerly assistant pastor of the Mount Morris Baptist Church,New York, has accepted a call to the church atWinsted, Conn., and will begin his pastorate inSeptember.Edward Frantz, '98, formerly instructor inMcPherson College, McPherson, Kan., has beenelected dean of the Bible department and professor of biblical languages and interpretation inthat college.Henry P. Willis, A.B., '94, Ph.D., '98, formerlyprofessor of political economy in Washington andLee University, Lexington, Va., has accepted aposition as editorial writer on the New YorkEvening Post.The "National Year Book for 1901 " of theSons of the American Revolution contains a poementitled " Surrender of Yorktown " by Albert Judson Fisher, '76, which was read in Carnegie Hall,Pittsburg, at the annual meeting of the order.Mr. Fisher is historian and poet of the Illinoissociety.The Board for Recommendation of Teachershas placed six graduates or students on the list ofteachers employed by the government to teach inthe Philippine Islands, namely, Charles K. Bliss,'97 ; Mary H. Fee; Thomas J. Taylor, '94 ; JereTurpin : Frank R. White, 'oi ; and KatherineWilliams.202 UNIVERSITY RECORDRobert F. Hoxie, '93, instructor in politicaleconomy in Washington University, St. Louis, Mo.,has resigned to accept the chair of political economy in Washington and Lee University, Lexing-ington, Va. Ambrose T. Winston, a former fellow in the Department of Political Economy here,takes Mr. Hoxie's place in St. Louis.Among the recent articles published by thealumni are the following :"The Culture Agencies of a Typical ManufacturingGroup," by J. M. Gillette, Ph.D., '01. The American Journal of Sociology, July 1901." The Kentucky Mountains and their Feuds," by S. S.McClintock, '96. The American Journal of Sociology, July1901."The Deposition of Copper by Solutions of Ferrous Salts,"by H. C. Biddle, Ph.D., '00: The Journal of Geology July-August 1 90 1."Railway Policy of Canada from 1849 to 1867," bySimon J. McLean, Ph.D., '97. The Journal of PoliticalEconomy, June 1901." The City of Herod," by Edgar J. Goodspeed, Ph.D., '98.The Biblical World, August 190 1." The Days of Yahweh," by J. M. P. Smith, Ph.D., '99.The American Journal of Theology, July 1901." Study of Sporangia," by Florence M. Lyon, '97. TheBotanical Gazette, August 1 901." The Transition from Dutch to English Rule in NewYork," by Albert E. McKinley, '96. American HistoricalReview \ July 1901."A Daughter of Adam," by Albert J. Fisher, '76. TheLadies'1 Home Journal, August 1901.The following marriages of alumni have beenreported to the secretary since the publication ofthe Directory:Etta F. Beach, '97, to Rev. E. F. B. Winters.Isabella G. Bennett, '97, to Charles J. Kurtz.Helen M. Brehl, '99, to H. B. Willits.Edith Capps, '97, to Dr. George E. Shambaugh.Agnes S. Cook, '96, to Henry G. Gale, A.B., '96; Ph.D., '99.E. Arthur E. Palmquist, '00, to Marie E. Coon.Margaret Ford, '97, to Arthur G. Wedge.Edith B. Foster, '97, to Nott W. Flint, '98.Roswell H. Johnson, '00, to Mary E. Simonds.Henry W. Wales, Jr., '96, to Charlotte M. Willett.Esther W. Sturges, '99, to Warner Fite.Charles E. Carey, '00, to Carrie S. Gilman. Franklin H. Geselbracht, '98, to Emma J. Dill.Lila C. Hurlbut, '96, to Eugene B. Woodruff.Carl D. Greenleaf, '99, to Miss Jennings.Van Rensselaer Lansingh, '96, to Marian L. Minor.Harry W. Stone, '96, to Mamie M. Genius.Robert B. Davidson, '97, to Bessie J. Carson.Among the unusually large number of appointments of alumni to positions for the comingyear the following have been reported to thesecretary. Most of them have been made throughthe efforts of the Board for Recommendation ofTeachers. Other appointments have been announced in previous numbers of the Record :Mary F. Abernethy, '01, English, History — High School,Charleston, 111.Josephine Allin, '99, English, History — American Schoolfor girls — Paris.Margaret Baker, '98, English — Whitworth College, Ta-coma, Wash.Angeline A. Bergey, 'oi, English- — High School, ParkeRidge, 111.Charles J. Bushnell, Ph.B., '98; Ph.D., 'oi, Sociology-Albany College, Albany, Ore.Grace A. Bushnell, '01, English, History — High School,Onawa, la.Henrietta H. Chase, 'oi, English, Latin — High School,Highland Park, 111.Hyatt E. Covey, '01, Principal — High School, Montevideo, Minn.Josephine C. Doniat, '00, German — High School, Helena,Mont.John M. Gillette, Ph.D., '01, Principal— Academy, Jacksonville, 111.John O. Hamilton, '01, Physics — Agricultural College,Kan.Ella M. Hayes, '98, English — Indian University, IndianTerritory.Martin H. Haertel, 'oi, German, French — Illinois College, Jacksonville, 111.Elizabeth Henry, '00, English, History — Grand PrairieSeminary, Onarga, 111.Henry S. Hollis, '99, Latin, Greek — Indian University,Indian Territory.Clarence L. Holtzman, A.M. ,'oi, Physics, Chemistry —Penn College, Oskaloosa, la.Edith S. Kellogg, '96, Mathematics — High School,Charleston, 111.Thomas O. Mabry, S.M., '98, Science — Normal and In*dustrial College, Rockhill, S. C.UNIVERSITY RECORD 203Samuel D. Magers, S.M., 'oi, Physiology — State NormalSchool, Ypsilanti, Mich.Emily Miladofsky, 'oi, Mathematics — High -School,Helena, Mont.Margaret Morgan, 'oi, Latin — High School, Hammond,Ind.Eben H. Murray, 'oi, Superintendent of Schools — Moscow, Idaho.Isabel McKinney, 'oi, English, History — Girls' BoardingSchool, Norwich, Conn.Marie B. Nickell, 'oi, English, History — Carroll College,Carroll, 111.Mary B. Peaks, 'oo, Latin — Downer College, Milwaukee,Wis.Eduard Prokosch, A.M., 'oi, German — School of Education, the University of Chicago.Fritz Reichmann, Ph.D., 'oi, Physics — Purdue University,Lafayette, Ind.Frederick O. Schub, Ph.D., 'oi, German, Latin — HighSchool, Galveston, Tex.Ida M. Schottenfels, Ph.M., '95, Mathematics — NewYork College, New York.Adella N. Todd (Mrs.), S.M., '01— Private School, KansasCity, Mo.Sarah E. Wallace, '97, Science, Mathematics — FrancesShimer Academy, Mt. Carroll, 111.Marcia O. Waples, '01, French, German — High School,Grand Junction, Colo.Ivan C. Waterbury, '98, Physical Director — UniversitySchool, Chicago.Nellie Williams, '01, English, History — High School,Darlington, Wis.Minnie M. Enteman, Ph.D., 'oi, Science — UniversitySecondary School, the University of Chicago.Alice Lachmund, '01, Domestic Science — School of Education, the University of Chicago.Harry O. Gillet, '01, Science — School of Education, theUniversity of Chicago.Willard C. Gore, Ph.D., '01— -Chicago Normal School.William L. Goble, '01, Science — Elgin Academy, Elgin, 111.Nellie B. Lenington, '98, German — Des Moines College,Des Moines, la.Philip G. Wrightson, '01, Botany — University SecondarySchool, the University of Chicago.Charles K. Bliss, '97 — Philippine Islands.ADDITIONS TO ALUMNI DIRECTORY.The Alumni list was increased at the last Convocation, September 30, by the addition of 85names. The future addresses and positions (ifknown) are as follows : Abbott, Mabel, Ph.B. '02. Teacher. 6032 Ellis av., Chicago.Adams, Helen Emily, Ph.B. '02. 1910 Ashland av., Indianapolis, Ind.Amos, Martin Conrad, Ph.B. '02. Student the University oi Chicago.Cumberland, Ind.Atherton, John Whisler, Ph.B. '02. Teacher High School, Kokomo, Ind.Averett, Mary Judson, Ph.B. '02. Teacher State Normal, Normal, 111.Bailey, John William, D.B. '02. Student the University of Chicago.6124 Ingleside av., Chicago.Bauknight, Pinckney Melton, A.B '02. Clergyman. Deland, Fla.Beatty, Walter Oscar, Ph.B. '02. Farmer. Greenfield, O.Bentall, David Johnson, A.B. '02. Student. 95 Middle Divinity Hall,the University of Chicago, Chicago. ~Blanding, Elizabeth Nattinger, S.B. '02. Assistant John B. Stetson University, Deland, Fla.Boeye, John Franklin, D.B. '02. Clergyman. Morrison, 111.Brown, Jay Schuyler, D.B. '02. Student. 112 Middle Divinity Hall,University of Chicago, Chicago.Bruere, Henry Jaramir, Ph.B. '02. Law Student Harvard University,Cambridge, Mass.Brunson, George Henry, A.M. '02. Professor Mississippi College,Clinton, Miss.Bugbee, Lucius Hatfield, A.M. '02. Clergyman. Cattaraugus, N. Y.Carr, John Raymond, Ph.B, '02. Principal High School, Greenwood,Ind.Catron, Charles Christopher, Ph.B. '02. Lawyer. Santa Fe, New Mex.Challiss, Harold Bennett, A.B. '02. Student in Italy. 5806 Washingtonav., Chicago.Clawson, Edith, A.B. '02. Student, the University of Chicago. 723Dayton st., Hamilton, O.Comparette, Thomas Lewis, Ph.D. '02. Hicksville, O.Cowles, Emma Milton, Ph.B. '02. Professor Milwaukee -Downer College, Milwaukee, Wis.Crowell, Winifred Gardner, Ph.B. '02. Professor Grand Island College.Grand Island, Neb.Dawley, Gertrude Woodbury, A.B. '02. Teacher High School, OakPark, 111.Ellsworth, Elmer Harvey, S.B. '02. Medical Student. 45 Snell Hall,the University of Chicago, Chicago.Ferris, Vernon Tiras, A.B. '02. Student. Maywood, 111.Fogle, Frank D. Arthur, A.B. '02. Business. Williamsburg, Kan.Fox, Clare Delphine, Ph.B. '02. Principal Brooks School. 251 Ashlandboul., Chicago.Frazeur, Annie Laurie (Mrs.), A.B. '02. Teacher High School, Aurora,111.Fulton, Ella Louise, A.B. '02. Teacher Kalamazoo College, Kalamazoo,Mich.Furlong, Thomas Henry, S.B. '02. Teacher High School. 60 Wells st.,Chicago.Gill, Ella Cordelia, A.B. '02. 14 Archer av., La Harpe, 111.Gray, Clifton Daggett, Ph.D. '02. Clergyman. 5728 Ellis av., Chicago.Grubb, Ella Maria, A.B. '02. Teacher High School, Stevens Point, Wis.Hall, Mosiah, Ph.M. '02. Professor Brigham Young College, Logan,Utah.Heath, Elbridge Lyonal, Ph.B. '02. Principal private academy, SouthBend, Ind.Hill, William Austin, S.B. '02. Principal High School, Hammond, Ind.Hoblit, Merritt Lorraine, A.B. '02. 6241 Monroe av., Chicago, 111.Huguenin, Edith, Ph.B. '02. Principal Chicago School. Wilmette, 111.Irland, Harry Barnum, Ph.B. '02. Teacher High School, Lockport, 111.Jokisch, Harry John, S.B. '02. Superintendent schools, Beardstown, 111.Jones, Mary Ella, A.B. '02. Teacher High School. 431 Oak st., Chicago.Joseph, Corydon Slimmer, A.B. '02. 145 Wayne Route, Zanesville, O.Kelly, Frederick Thomas, Ph.D. '02. Instructor University of Wisconsin, Madison, Wis.Keith, Lucy Ella, Ph.B. '02. Instructor Western College, Oxford, O.Kohlsaat, Edward Christian, A.B. '02. Business. 239 Ashland boul.,Chicago.Krebs, Matilda, Ph.B. '02. Teacher. Neligh, Neb.Lawson, Anstruther Abercrombie, Ph.D. '02. Assistant Leland StanfordJunior University, Palo Alto, Calif.Lewis, Grace Rachel, A.B. '02. Teacher. Rockwell City, la.204 UNIVERSITY RECORDLyon, Florence May, Ph.D. '02. Associate the University of Chicago,Chicago.Mandeville, Maurice, Ph.B. '02. Business. 832 Hinman av., Evanston,111.McBurney, Maud, A.B. '02. Private secretary. Loda, 111.McCurdy, Raymond Scott, S.B. '02. Business. Grand Rapids, Mich.McKirahan, Josiah Ralph, S.B. '02. Student Rush Medical College,Chicago.Millar, Frank Estes, A.B. '02. Teacher High School, Council Bluffs,la.Moore, Mary Annie, A.B. '02. Teacher State Normal, Denton, Tex.Mutterer, Frederich Gilbert, A.B. '02. Teacher Elgin Academy, Elgin,111.Myers, George Edmund, A.M. '02. Teacher High School, ColoradoSprings, Col.Norcross, Sara Elizabeth, A.B. '02. Teacher. 927 N. Lawrence av.,Wichita, Kan.Paltridge, John Cadd, A.B. '02. 809 W. Walnut st., Kalamazoo, Mich.Parsons, Frederick Francis, D.B. '02. Clergyman. Berlin, Wis.Parker, Laura Minerva, S.B. '02. Instructor Vernon College, Vernon,Tex.Peck, Paul Frederick, Ph.D. '02. Professor State Normal, Bloomsburg,Pa.Phelps, Virgil Vivian, Ph.B. '02. 1120 Central Park av., Chicago.Phillips, Vernon Sirvilian, A.B. '02. Clergyman. 12039 Wallace St.,Chicago.Pierce, Florence Leona, Ph.B. '02. 562 E. 45th St., Chicago. Putnam, Thomas Milton, Ph.D. '02. North Hall, the University of Chicago. Chicago.Roberts, William Finas, A.B. '02. Clergyman. Columbia City, Ind.Ross, Annabella, Ph.B. '02. Teacher Presbyterian Ladies College,Ottawa, Canada.Schmidt, Lydia Marie, Ph.B. '02. 335 W. 61st st., Chicago.Sellery, George Clarke, Ph.D. '02. Instructor University of Wisconsin,Madison, Wis.Simmons, Abbie Louise, Ph.B. '02. Teacher State Normal, Moore-head, Minn.Shailer, Louise Hooper, Ph.B. '02.Slocum, Arthur Gay lord, Jr., A.B. '02. Student. 117 Woodward av.Kalamazoo, Mich.Smith, Mildred Honens, A.B. '02. Toledo, la.Sturtevant, Edgar Howard, Ph.D. '02. Rushla, Ala.Talbert, Ernest Lynn, A.B. '02. Teacher. 311 N. Senate av., Indianapolis, Ind.Teyen, Gerald Mudie Whitworth, Ph.B. '02. Student. 578 E. 60th st.Chicago.Thomas, John Wilson, A.B. '02.Thormyer, Bertha, Ph.M. '02. Teacher High School, Ottumwa, la.Tibbetts, William Frank, Ph.D. '02. Teacher High School, Flatbush,Brooklyn, N. Y.Van Wyck, Margaret Wortman, A.B. '02. Teacher. Hopewell Junction, N. Y.Watkins, Susan Congdon, S.B. '02. Teacher. Aberdeen, Miss.Wiles, Russell, S.B. '02. Law Student. 5711 Woodlawn av., Chicago.Pens-PensEASE IN WRITINGFOR SALE BY ALL STATIONERS.A NEW BOOK FOR BIBLE STUDENTSCONSTRUCTIVE STUDIES IN THELIFE OF CHRISTBy Ernest D. Burton and Shailer MathewsProfessors in the University of ChicagoTHE ORDER OF TREATMENTis that of the Stevens and Burton " Harmony of the Gospels," and the book constitutes a compendious commentaryon the Gospels as thus arranged.THE METHOD OF TREATMENTis interpretative and historical. The most important political and social features of New Testament tim< s are described,and the endeavor is made to present the events of the Gospelhistory in a true, historical perspective.THE PURPOSE OF THE BOOKis expiessed in its title ; it aims to guide the student in theconstruction for himself of a Life of Christ, derived directlyfrom the sources as they exist in the New Testament.THE PLAN OF STUDYis to present the best attained results of biblical scholarship, employing the best modern pedagogical methods.The studies contain : (i) an analysis of the Gospel narrative; (2) concise notes of information on matters aboutwhich accurate knowledge is not easily obtained; (3) briefinterpretation of difficult passages ; (4) geographical andchronological explanations ; (5) specific directions for study,and for the construction of a short Life of Chris- by thestudent himself ; (6) questions which lead the student intoan understanding of the Gospel history.The book contains a beautiful and accurate map ofPalestine and numerous illustrations.302 pages. 8vo, cloth, $1 00For sale by bookdealers. or sent postpaid on receipt of Priceby the publishersThe University of Chicago PressCHICAGO, ILL. J. J. GILLRosalie Pharmacy 274 E. 57th St.The Prospects of the BySmall College... E3&?*RECAST from an address delivered beforethe National Educational Association, atCharleston, South Carolina, Jul}r 10, 1900. Thesubstance of the book was also given as acourse of lectures at the University of Chicagoduring the past summer.NOW READY, I2H10, PAPER, 25c. (POSTPAID), SENTON RECEIPT OF PRICE BY THE PUBLISHERS. . .The University of Chicago PressCHICAGO, ILLINOIS(A complete Catalogue of Publications sent on Request.)The Allison Physicians' TablesStyle 6i CHAIRS and CABINETS,Never Fail to PleaseCarefully selected materialprepared and finished by experienced workmen, insuresperfect appliances.ILLUSTRATED CATALOGgiving the positions of table,with details of its conveniences, also the construction ofdifferent styles of Instrumentand Medicine Cabinets sentfree.W. D. ALLISON CO.MANUFACTURERSNo. ioo East South Street - - Indianapolis, IndNEW YORK OFFICEBOSTON OFFICECHICAGO OFFICE - No. i Madison AvenueNo. 218 Tremont StreetNo. 65 E. Randolph Street Your StationeryBEAR IN MINDthe fact that the most convenientplace to purchase the materials foryour correspondence is at the University Book Store, in Cobb HallAn Excellent Line of Whitings'Standard Fine Writing Papersin all the latest styles, kept regularly in stock, both inboxes and by the quireWhiting's Number One Quality anaStandard Linenare especially recommended for your inspectionA large assortment of U. of C. MonogramEmbossed PaperPads of all sizesORDERS TAKEN FOR FINE ENGRAVEDCALLING CARDS AT REASONABLE PRICES7^£ University Book StoreCOBB HALLIllinois College of LawCHICAGOOPEN ALL THE YEAR. PREMO-**s*CamerasAutumn Quarter Opens September 23.Undergraduate Course of three years leads to theLL.B, degree, and prepares for admission to the Bar in anyState.Both Day and Evening Schools, with separate anddistinct faculty for each.Post Graduate Courses lead to the degrees of LL.M.,and D.C.L.Bar Examination Review Quiz gives a thorough andcomprehensive review of all the subjects requiied for admission to the Bar.The Illinois College of Law is the only Law Schoolin the United States organized upon the quarterly system,and open all the year, lepeating in each quaiter of threemonths all the regular college courses required for the LL.B.degree and constituting a three years' course of study.Registration of 1900-1— 250 Students.Send for catalogue and special ciicular to the president,HOWARD N. OGDEN, Ph.D., LL.D.,112 Clark St., Chicago, 111. Combine compactness with rigidity, and are madeof best materials in every part. The Victor Lensand Shutter are specially designed. They can besecured on no other camera.PRICE, $8 AND UPWARDSSend for Cataloguegiving full descriptionROCHESTER OPTICAL& CAMERA COMPANY55 South St., ROCHESTER, N. Y.