University of Chicago - Cap and Gown Yearbook (Chicago, IL)

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associations, and holding various advisory positions. As a teacher Dr. Stieglitz's lectures - 4 are lucid and logical, and he is equally successful with elementary and with advanced students. His scientific interests have passed on to his childreng both son and daughter are physicians of great promise, and both are married to physicians. Dr. Stieglitz is an ardent golfer and photographer. With all of these interests - scientific, adminis- trative, both local and national, teaching and writing, sport and art-one might imagine that he would have no time for personal contact with studentsg but he is never too busy to consider care- fully and sympathetically each student's problems, and his helpful interest in his students, affairs won him the title by which he is known - the students' friend. Mr. Gale, the big, kind dean, thinks that a man is not a good specialist if he does not know something outside his own lineg he can not meet people if he is not rounded. One ought to know something of the modern languages, the social sciences, biology, and the physical sciences Physics and Chemistry. Un medieval times, knowledge of Greek and Latin literature was the mark of educationg later, philosophy was the mark, but this is the age of science, and no matter what one does, he ought to know something about science.j Mr. Gale thinks the University should primarily be for graduate research, but he does not believe in the elimination of the undergraduates. He thinks only the intellectual incapables should go - say, those who get below C their first year. And he thinks also that the poor teachers should be taken out: HA professor should be either a crackerjack research man or an excellent teacher. H The undergraduate of today? Much the same as in my time. My favorite rec- reation? Golf. What should I rather have than anything else? Plenty of money for the Ogden School of Graduate Research. And for further information about me, fwith a twinklel 'see my good friend, Mr. Linn., H Miss Talbot, our little Dean of Women, says that all through childhood, girlhood, and young womanhood her training has been fitting her for some educational position. Wheir she began preparing for college, she had to be tutored privately, as no public school in Boston taught girls Greek or advanced Latin, and these advanced studies brought estrangement from girlhood friends - she was dropped socially. However, Miss Talbot graduated from Boston Universityg traveled someg on returning home reestablished her old acquaintanceships through a Literary Clubg became a trustee of her own University, helped found the association now known as the American Association of University Vlfomeng was very busy as its Secretary for thirteen years and then its President, taught at Wellesley Collegeg and upon being asked to help organize the University of Chicago, came west in September, l892, to work with Mrs. Palmer, bearing in her pocket a bit of Plymouth Rock which a friend had given her as a friendly talisman. Miss Dudley, director of women's Physical Culture, who can joke and scold and philosophize with equal effectiveness, talks here on a subject that is very near to her - Recreation: Page 7-ZL'f'7lfj 51..1'

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Mr. Starr leaves the University for goodg and his classes will become part of the under- graduate tradition. The vivacious head of the German department, Mr. Cutting: I came here to the Faculty in '92, when the smash, bang and roar of the World,s Fair bothered us in the classrooms. . . The first library was a sprawl, a splatter of books. I remember when I asked President Harper for books, he gave me a key and told me to take a jimmy also, down to a room on 55th and to take the books out of the boxes they were in. So I brought the books into that room next the German office and started graduate work, and our department had one of the first seminary libraries in the University. . . Yes, the insanity of not studying German in this country during the war! If I personally were fighting with a man would it not be ridiculous to ask a friend to put out my eyes because I could not bear the sight of the enemy? England and France saw the folly of such a thing, and studied German the harder.. . Three kinds of students: the happy-go-lucky - frequently but not necessarily gifted - sometimes an earthquake rouses himg the grub or grind-listens to lectures and takes notes-has information ideal, the true student, who realizes that education means io have one's self in hand, the ability to focus on the problems of immediate interest and importance and to get those problems done. Such students unfortunately are in a minority, but the professors should let them alone, and observe that a student is taught only as he teaches himself. HlVlr. Herrick, how do writing and teaching harmonize? The two are independent. They assist each other in some ways - reviewing for example is related to teaching, - and the teaching of technique is not antagonistic - but creative writing is interfered with. I write my novels away from Chicago, in York Village, Maine, and am in residence here for only one quarter or two at a timef' What is your opinion of the literary ability of the undergraduate? Always for thirty years there has been an intelligent, interested, and sometimes talented group in English 5 and 6. The groups vary according to maturity and gift, but I find teaching here delightfulg the students are on the whole friendly and interesting - the reaction of youth is always interestingf, What do you consider the function of the University?', Well, that is a rather large question. However, the University is not a place for immature studentsg it should be used not for vocational training, or to be enjoyed merely, but as a laboratory for scholarship and special investigation. Fraternities and activities are childish, they should be eliminated. The University is a great gift to the community, and it should stand for intellectual hard workf, Professor Stieglitz, Chairman of the Department of Chemistry and Director of Laboratories in the University, is known for his research along fundamental lines of chemistry, and as a teacher. I-Iis research has been chiefly in organic chemistry but to it he has brought broad knowledge of other branches of the subject. Lately he has become deeply interested in the improvements of drugs. I-le has met with wide recognition, receiving honorary degrees, being a member of honorary scientific Page Tcvcxzty-fm?

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The question often comes to me, 'What place does real recreation have in the educational program? If we have leisure time, how do we use it? Do we distinguish the activities which really refresh body, mind, and spirit, from the activities which leave one fatigued, or have not made imperative a change of thought? Theoretically we know the Value of play, of the play that relaxes and recreates, but do we make any practical application of that knowledge? An hour of real recreation a day might make us a bit less serious-minded, but would it make us any less studious? For real recreation one does not need to be a prospective football player. Play is a matter of desire, of opportunity rather than strength. And play must be social to refresh. We do not play alone - 'the more the merrier' is especially true in recreative play. I look forward to the time when the desire for recreation on the part of the student body shall be so great that laboratories and classrooms will close at 4:30 in the afternoon, and 'Facultyi and student together have an hour of recreation as a necessary part of a complete educational program. A friendly man in his sunny office in the Botany building-Professor Coulter greets us with a smile and is ready to turn from his work to discuss the undergraduate. I always think that there are three things a student should do, he says. First, every student ought to be in some activity. Of course a danger lies in taking on too many, but we must not be hermits. Secondly, every student ought to be in some centrifugal activity, something whereby he can be of service to people. A reasonable amount of social work is part of one's social equipment for life. And thirdly, every student ought to work with interest in his studies. It is the interest which counts, isn't it? We believe that the interestis a bigger end than the subject itself, and therefore we try to stimulate the student into working on account of his interest and not for his credit. A student who balances these three things has a good program. Don't you think so? I-le smiles his smile again, and we agree with him. Professor W. E.. Dodd, a Virginian of extra- ordinary gentleness tempered by strong convictions, an investigator who presents his conclusions with a sort of embarrassed eloquence, a teacher equally inspiring to graduates and undergraduates, submits a word on the relation of historical study to general education: History is a method and a discipline, an inex- haustible storehouse of story, romance, comedy, and tragedy. lts method and discipline are but the order- ing of facts and thinking upon the meaning of things, both past and present, not memorizing dates and facts. History is as much an opportunity for the developing of one's power of close reasoning as ever mathematics has beeng and the very process of historical thinking brings home to one the most surprising and important information. The opening of the store- Page Twenty-:ez'e1z