Present standards of higher education in the United States

Front matter

Book_#££ rNIT£D STATES BUREAU OF EDUCATION

ULLETIN.-1913/nO. 4 - - - - - > WHOLE NUMBER 511

PRESENT STANDARDS

Chapter I. — Present standards of liberal-arts colleges 24 Entrance requirements 24

Uniformity 24

Increase in admission requirements 30

Admission requirements of representative universities and colleges 31

Uniformity and units of admission 34

Methods of admission 36

I. Prevailing methods of admission to college 36

II. Rationale of the methods of admission 37

Scheme of the Iowa State Board of Education 39

Modifications of the examining and certificate systems of admission 40

New requirements for admission to Harvard College 42

The University of Chicago plan 44

Reqiiirements for graduation of representative institutions 46

Departments or schools of education in liberal-arts colleges 52

The qualitative element in standards, distinctions, and grades 53

Distinctions and marking systems in typical colleges and universities 54

Defrnitions of a standard college 57

Simimaiy 65

Chapter IX. — Standards of universities 134

Requirements for admission to graduate work and for advanced degrees. . . 138

Appendix A. — Definition of requu'ements by the College Entrance Examination Board 143

Appendix B. — Definitions of unit courses of study and requirements in certain subjects by the commission on accredited schools and colleges of the North

Central Association of Colleges and Secondary Schools 171

Appendix C. — Standardizing agencies 185

Index 187

Department of the Interior,

Bureau of Education,

Washington, December 9, 1912.

Sir : For many years there has been carried on ui the United States by various national and State organizations a vigorous agitation for a clearer definition and improvement of standards hi higher and professional education. Committees and commissions have labored and reported. Sometimes these reports have been published and given wide circulation; in other cases they have been quite inaccessible to persons engaged hi the study of educational standards. The need for a comprehensive and judicious discussion of the development of standards in education has been keenly felt and often expressed by individuals, mstitutions, and Hcensing or standardizhig agencies, such as State boards of education and of medicine. The history of the work of the American Medical Association and of the Carnegie Foundation for the Advancement of Teaching, for example, in elevating the standards of medical education is illuminating for all who are concerned with the process of bettering educational standards, no matter what the particular field of their effort may be.

Among the organizations laboring for this definition and hiiprovemeiit of standards hi large sections of the country or in the whole Nation are the National Association of State Universities, the Association of American Agricultural Colleges and Experiment Stations, the Association of American Universities, Association of American Medical Colleges, the North Central Association of Colleges and Secondary Schools (typical of sectional associations), and the National Conference Committee on Standards of Colleges and Secondary Schools. In the activities of aU of these Dr. George Edwm MacLean, formerly chancellor of the University of Nebraska and for many years president of the State University of Iowa, had an important part. He has been a leader hi much of the wise and constructive work of these bodies, and few men in the country are so weU equipped as he by trainmg, experience, insight, and accurate judgment to present such a survey as that contained in the manuscript which I am transmitting. Because it is pertinent to matters now much discussed by educational workers, and because it contributes valuable information in permanent form for estabhshing a better perspective and for mappmg out further progress, I recommend its pubhcation as a bulletin of this bureau.

Commissioner.

The Secretary of the Interior.

PRESENT STANDARDS OF HIGHER EDUCATION IN THE UNITED STATES.

Introduction

MOVEMENT FOR STANDARDS.

The battle of standards is perennial. We have thought it characteristic of our age. The moment, however, whether in matters mechanical or spiritual, when the thing passes from the individualistic to the social stage and a certain degree of development is reached, standards are precipitated. In all religions, creed and orthodoxy mean standards. In philosophies, principles and systems mean standards. In government, fundamental laws and codes are established standards. In higher education, whose watchword is "freedom of thought, of teaching, of learnmg, and of administration," when it crystallizes in institutions, standards to be used and not to be abused become a necessity.

Our age makes standards imperative. Tlie oneness of modern civilization brought about by invention, by commerce, and Christianity has accomphshed the beginnings of the realization of a Repubhc of Letters, if not of the federation of the world. Mechanical standards must be international. A standard gauge for railway tracks had to come. A common monetary basis had to be found. Naturally, apphed education in the professions made the first demand for standardization. Systems of theology, international law, medicine as the science of physiology and psychology apphed to the prevention and cure of disease, and aU the applied sciences ranging the globe around are driven to standardize. The world-wide interchange of thought, exchange of scholars, and migration of students, last of aU, bring the institutions of higher learning to call for recognized standards.

WORLD STANDARDS.

Dr. Elmer E. Brown, former United States Commissioner of Education, well anticipates the "world movement" in standards in the Report of the Commissioner of Education for 1908 (p. 10):

One can not permit the educational standing of one's own institution or State or Nation to be left in question before the rest of the world, and if it is not what it should be to command the respect of the world, it must be improved without delay. In its highest form this sentiment would go further, and demand that our institution or State or Nation shall have such undoubted educational standing as shall enable it to do its part in determining the world standard in education, for there can be no doubt that we are to have a world standard and that it is already taking shape. This standardizing movement is no more inevitable than is the reaction against it. * * * In the American contribution to the world standard there shall be insistence upon freedom for such variability as would assure to a people universal opportunity in the present and unlimited progress in the future. But with this position fully secured the need for defined standards remains. It is at bottom the permanent need of scholastic honesty. The standardizing movement in our education is the pure-food movement in our spiritual world. It is necessary indeed to the soundness of our educational freedom and experimentation.

In pursuance of this policy, Commissioner Brown in his report for 1910 (Vol. I, pp. 1-11) sets forth a national programme of education, and tells of the inauguration within the Bureau of Education of the work of specialists in school administration, in higher education, and in land-grant colleges. His views of a world standard, elaborated in his address "American Standards in Education and the World Standards" (Science, new series No. 30, pp. 417-27), are an initial classic upon the subject.

The import of standards and the advance of them in higher education will appear from a reference to some periods in the history of standards in certain typical colleges.

STANDARDS IN COLONIAL COLLEGES.

They were derived directly from England, as the history of Harvard shows. President Everett said :

The course of studies, limited, it must be owned, was copied we have reason to think from that which was pursued at the time in the parent country; and the literary honors of the newly established institution were declared to be conferred Pro more Academiarum Anglicarwn. (Addresses at Inauguration of the Hon. Edward Everett, LL.D., April 30, 1846.)

The first entrance requirements of the freshman class at Harvard are gathered from the laws passed in President Dunster's time (1642-1646). They read:

When any scholar is able to read Tully or such like classical Latin author ex tempore and make a speech from Latin, in verse and prose suo {ut aiunt) Marte (as they say, by his own exertions), and decline a number of paradigms of nouns and verbs in the Greek tongue, then may he be admitted into the college, nor shall any claim admission before such qualifications. (Historical sketch of Harvard University, by Wm. R. Thayer, Cambridge, 1890, p. 31.)

The curriculum was as follows:

The first year. — Logic, physics, etymology, syntax, and practice of the principles of grammar.

The second year. — Ethics, politics, prosody and dialects, practice of poetry, and Chaldee.

INTEODUCTION. 9

The third year. — Arithmetic, geometry, astronomy, exercises in style, composition, epitome, both prose and verse, Hebrew and Syriac.

In every year and every week of the college course every class was practiced in the Bible and catechetical divinity, also in history in the winter, and nature of plants in the summer. Rhetoric was gotten by lectures in every year, each student required to declaim once a month. The scholars read the Scriptures twice a day; had to write or epitomize the Sunday sermon, and were frequently examined as to their own religious state.

Dating from President Dunster's administration was the regulation :

The scholars shall never use their mother tongue except that in public exercises of oratory or such like they be called to make them in English. * * * They that expect to proceed Bachelors that year be examined of their sufficiency according to the laws of the college; and such as expect to proceed M. A. to exhibit their synopsis of acts required by the laws of the college. (Ibid.)

The requirements for graduation by the same regulation were:

Every scholar that on proof is found able to read the original of the Old and New Testament into Latin and resolve them logically, withal being of honest life and conversation, and at any public act hath the approbation of the Overseers and Masters of the college, may be invested with his first degree. (Ibid., p. 32.)

The undergraduate three years' course was extended to four years in 1654. The general nature of the college curriculum remained unchanged during the seventeenth and early eighteenth centuries. In 1726 a report of Tutors Flint, Welsteed, and Prince gives us the subjects studied, and the textbooks and the program (p. 32).

(1) While the students are freshmen they commonly recite the grammars (Greek and Latin) and with these a recitation in Tully, Virgil, and Greek Testament on Monday, Tuesday, Wednesday, and Thursday in the morning and forenoon; on Friday morning Dugard's or Fornaby's Rhetoric, and on Saturday morning Greek, and towards the end of the year they dispute on Raum's Definitions, Monday and Tuesday forenoons.

(2) Sophomores recite Burgersdicius's Logic and a Ms. called New Logic in the mornings and forenoons; and toward the latter end of the year Heereboord 's Meletemata and dispute Monday and Tuesday in forenoon. Continue also to recite the classic authors with Logic and Philosophy; on Saturday mornings they recite WoUebius's Divinity.

(3) The junior Sophisters recite Heereboord 's Meletemata, Mr. Norton's Physics, Moore's Ethics, Geography, Metaphysics, in the mornings and forenoons, Wollebius on Saturday morning, and dispute Mondays and Tuesdays in the forenoon.

(4) Senior Sophisters besides Arithmetic recite AUsted's Geometry, Gassendus's Astronomy in the morning; go over the arts toward the latter end of the year, Ames's Medulla on Saturdays, and dispute once a week.

Harvard represents in all essential particulars the standards of all the Colonial colleges.

STANDARDS IN THE FIRST HALF OF THE NINETEENTH CENTURY.

Material changes from the almost stationary standards of the Colonial colleges appear in the first half of the mneteenth century. Entrance examinations continued as the method of admission, but they were mostly oral, and were neither ''searching nor extensive." *

As the practice of speaking Latin fell into desuetude the amount of Latin and Greek required to be read was greatly increased, and examinations became more thorough and rigorous. Mathematics was first made a requisite for admission in 1803, and then only so much as related to the rudiments of arithmetic. Geography was added in 1807. In 1816 an examination was required in the whole of arithmetic, and to this was added in 1819 a trifling amount of algebra. Caesar was first required for admission in 1836-37. From that year until 1866-67 there were only very slight changes in the requisitions for admission to Harvard. (Ibid.)

The continuance of the terms for admission of the Colonial colleges, with a noteworthy sign of oncoming changes in offering an option for Greek, appears in the action of the board of trustees in 1793 in openmg WilHams College. The act reads:

That each person who applies for admission be able to accurately read and parse and construe to the satisfaction of the president and tutor Virgil's ^neid, Tully's Orations, and the Evangelists in Greek. Or if he prefers, to read and pronounce with a tolerable degree of accuracy Hudson's French Scholar's Guide, Telemachus, or some other approved French author. (History of Williams College, by Calvin Durfee, Boston, 1860, p. 66.)

The laws adopted by the trustees required the followmg courses of study "so far as it may be convenient:"

The first year. — Enghsh, Latm, Greek, and French languages.

The second year. — The several languages in part, arithmetic, geography, algebra, geometry, mensurations, conic sections, rhetoric, and logic.

The third year. — Trigonometiy, navigation survey, natural philosophy, astronomy, and chemistry.

The fourth year. — Metaphysics, ethics, history, natural law, civil poHty, and theology. (Durfee, pp. 354, 355.)

Almost as much Greek and Latin is now (1860) required for admission as was formerly required for graduation. Geography, English grammar, and arithmetic formed a part of the early college course. Geography was dropped in 1831, arithmetic in 1837, and English grammar in 1839. (Durfee, p. 355.)

The natural sciences received but little attention at Williams College previous to 1816. Prior to 1812 the college had but little philosophical and no chemical apparatus. Prof. Silliman earlier at Yale had developed laboratory instruction in chemistry. Prof. Chester Dewey, of WiUiams, was given a leave of absence to take a short course under Prof. Silhman. (Durfee, pp. 357-358.) In 1816-17

1 Hist, of Higher Educ. in Mass., by tleorge Gary Bush, Ph. D., Bu. of Educ. Cir. Inf. No. 6, 1891; Contribution to Amer. Educ. Hist., H. B. Adams, 13, Gov. Pr. Office, 1891, p. 151.

INTRODUCTION. 11

Prof. Dewey began to teach botany, mineralogy, and geology in connection with chemistry. (Ibid., p. 372.) In 1817 lectures on mineralogy, geology, and botany were given by Amos Eaton to such members of the coUege as chose to attend. (Ibid., pp. 358-360.) Prof. Eaton was among the first in this country to study nature in the field with his classes. He prepared the way for geological surveys. His zeal for popular knowledge as an "itinerating lecturer," organizing classes in several of the larger towns in New England and New York, gives us an anticipation of university extension. Following Dewey and Eaton, Prof. Albert Hopkins, among the first in the United States, maugurated as early as 1835 scientific expeditions (p. 376).

The fundamental idea of the curriculum of the standard coUege in the first half of the nineteenth century, accentuated by President Mark Hopkins's individuality, is nowhere better stated than in his alumni address m 1843. He says:

' An indigenous idea here, as it must have been elsewhere, which we have of late attempted to realize is that of making the college studies have the impression and effect of a system on the mind of the student. Leaving the power of expression, whether by writing or speaking, out of the question, we divide our course into the languages and mathematics, physical science, and man as he is in himself, and in his relations to his fellow creatures, and to God, pursuing mathematics and languages in the usual way, also physical sciences, that it be first physical man and endeavor to give an idea of every organ and tissue of the body. We then take the intellectual man and investigate first and classify his several faculties; then the grounds of belief and the processes of the mind in the pursuit of truth, with an explanation of the inductive and deductive logic, then the moral nature, together with individual and political morality, comprising a knowledge of constitutional history and of the rights and duties of American citizens; then the emotional nature as it is and the principles of fine arts, then natural theology and the analogy of the natural and the moral government of God. (Alumni address by Mark Hopkins, D. D., Boston, Aug. 16, 1843, president of the college (Williams), pp. 31-32.)

The progress of standards m the colleges in this period is referred to by William CuUen Bryant in a letter of his m 1859, in which he says :

The standard of scholarship in Williams College at that time [1810, when he entered] was so far below what it now is that I think many graduates of those days would be no more than prepared for admission as freshm^en now.

The diversity of standards in the colleges at this time, accordmg to popular estimation, is shown by his letter. He speaks of students beiag dropped from Williams and as admitted to Union. He was one of those not satisfied with the degree of scholarship attained at Williams, and he himself at the end of the sophomore year obtained an honorable dismissal with the mtention of gomg to Yale. (Durfee, p. 108.)

Signs were not lacking of the on-coming m the second half of the century of the battle concerning the elective system m place of the required system that had prevailed. The prominent causes were

12 PRESENT STANDARDS OF HIGHEE EDUCATION.

the increase of students who were not preparmg for the ministry, the prevalence of the post-Revolutionary American spirit, and the development of the natural and applied sciences. At Harvard m 1824 all studies were required, except that instructors might ''choose as a substitute for 38 lessons in Hebrew and Syriac between chemistry and fluxions. French and Spanish being extra, attendance upon them was voluntary." By the revised statutes in 1826 —

a student could attend any modern language for the first third of the freshman year in place of certain specified courses in Greek, Latin, topography, Hebrew, and natural science, and a senior might also substitute natural philosophy for a part of intellectual philosophy.

In practice the one development in which an elective system was fairly tried was in the French and Spanish languages and literature, then under the charge of Prof. George Ticknor. (Thayer, p. 34.)

The foUowuig scheme, adopted in the year 1841, shows the extent of the elective system (p. 35) :

First year.

Prescribed: Mathematics, Greek, Latin, history.

Elective: None.

Sophomore year.

Prescribed: English, grammar and composition, rhetoric and declamation, one

modern language, history.

Elective: Mathematics, Greek, Latin, natural history, history, chemistry, geology, geography, use of globes, and any modern language, so far as taught in the university.

Junior year.

Prescribed: English composition, one modern language, logic, declamation, physics,

psychalogy, ethics, forensics, history.

Elective: Same as sophomore year and a more extended covn-se in psychology and ethics.

Senior year.

Prescribed: Khetoric, English composition, political economy, constitutional law,

forensics, theology, history, declamation.

Elective: Political ethics, more extended course in physics and any of the elective studies above enumerated .

At Yale under the elder President Dwight the new learning, that is, the recognition of English literature as a classic side by side with the Greek and Latin classics, was a departure that caused much comment. The standard required curriculum with the shghtest possible recognition of options for the period may well be represented by the course of instruction in the catalogue of Yale for 1822. The four years' course is divided each year into three terms, or sessions.

INTEODUCTION.

FRESHMAN CLASS.

First term.

Second term.

Third term.

Livy.

Adams' Rorase Antiq.

Mebbus' Arithmetic, revised.

Murray's Englisli Grammar.

Grseca Majora, historical parts.

Day's Algebra.

Grseca Majora, eont.

Morse's Geography, begun.

Murray's Grammar, reviewed.

SOPHOMORE CLASS.

Morse's Geography, cont.

Playfair's Euclid, begun.

Horace, begun.

Euclid, finished.

Horace, finished.

Day's Mathematics, Pts. II

III. Cicero de OfBciis, begun

Homer's Iliad.

Day's Mathematics, Pt. IV.

Conic sections and spherical

geometry.

Jamison's Rhetoric.

Cicero de Officiis, De Senectute,

and De Amicitia.

JUNIOR CLASS.

Spherical trigonometry.

Graeca Majora, cont.

Enfield's Philosophy, begim.

Cicero Oratore, begun.

Graeca Majora, Vol. I, finished.

Enfield's Philosophy, cont.

Cicero Oratore, cont.

Tacitus, omit Aimals.

Enfield's Astronomy.

Tyler's History.

Fluxions, Greek, or Hebrew, at option.

SENIOR CLASS.

Blair's Rhetoric.

Hedge's Logic.

Locke's Essays.

Paley's Natural Theology.

Stuart's Philosophy of Mind.

Paley's Moral Philosophy.

Paley's Evidences of Christianity.

Yale has been the steady protagonist for a prescribed curriciiluni, as Harvard has been the leader in experiments with the elective system. The rise, progress, and decline of the first notable experiment in the elective system began in 1824 and closed with the first half of the century, and is well summarized by Bush (p. 167).

To Prof. George Ticknor who occupied the new chair of modem languages from 1816 to 1835, and to Judge Story, the honor is principally due for the inauguration of the elective system. In the years 1825-26 and 1826-27 a new arrangement of studies was effected by which three hours a week throughout the course, with the exception of the first and third of the freshman year, was given to elective studies. These hours could be devoted in the freshman year to Greek, Latin, and modem languages; in the sophomore year to Greek, Latin, mathematics, and modem languages; in the junior year to Greek, Latin, mathematics, modem languages, and Hebrew; in the senior year to Greek, Latin, mathematics, modem languages, chemistry, mineralogy, and geology.

In 1830, in order to secure "a more thorough education in Greek and Latin, mathematics, and rhetoric," the study of modern languages was postponed till the beginning of the sophomore year.

By a regulation adopted in 1838, mathematics ceased to be a required study after the freshman year, and the standard of scholarship was believed to have been so greatly elevated in this department by the introduction of the new system of electives that in 1843 the experiment was extended to Greek and Latin. Dm-ing the four years from 1843-44 to 1847 the sophomores had 5 hours of required work in rhetoric, history, and philosophy; the jimiors 6 hotirs required in philosophy, physics, and logic; the seniors 8 hours of required Avork in ethics, physics, rhetoric, political economy, and the Constitution of the United States.

All the remaining hours of required work were given to elective studies. [Therefore by 1850 the elective system had reached a high stage of development, with reaction.] Tn President Everett's report for the year 1847-48 we find that "during the year all the studies of freshman and sophomore years, including mathematics and French, were required studies. This change was the result of a compromise of the opposite views prevailing in the faculty on the general question of the expediency of continuing required and elective studies in a system of collegiate education.

In 1849-50 the ancient order of things hiad been so far restored that, with the exception of one elective of 3 hours in the junior and senior years, all the studies were required. President Sparks, in his report for that year, uses the following language: "This system (elective) was attractive in theorjr, but in framing it the consideration was not sufficiently weighed that what was gained in one study was necessarily lost in another. The system was subjected, however, to a fair and patient trial. Tn practice it never fulfilled all the expectations of its framers, and it soon began to fall into partial disfavor."

Again, in his report for 1851-52, he remarks: " The voluntary system, as it is called, is still retained to a certain extent, rather from necessity than preference."

At the moment of the downfall of the elective system at Harvard, as will be seen in the section upon the third quarter of the nineteenth century, Brown University took it up in a radical form.

Reference to the appropriate later chapters of this bulletin will show that this was the period of the organization and segregation of the professional and technical schools and the setting up more distinctly of their standards.

STANDARDS IN THE THIRD QUARTER OF THE NINETEENTH CENTURY.

This is a markedly transitional period, making stationary the advances of the first half century, but preparatory to the practically revolutionary period of the last quarter of the century. The requirements for admission were essentially stationary, as a comparison of the terms of admission to Williams College in 1850 and 1875 will show. In 1850 candidates for admission to the freshman class were examined in geography, vulgar arithmetic, and algebra through simple equations; in English, Latin, and Greek grammar (including prosody, the Latin grammar of Andrews and Stoddard, and the Greek grammars of Sophocles or Crosby were used) ; in Cicero's selected orations, the whole of Virgil, Caesar's Commentaries, or Sallust; Jacob's, Colton's or Felton's Greek Reader, and in the Greek Testament.

In 1875-76 the requirements were the same with the exception of the addition of the outlines of Greek and Roman history, two books of geometry, Arnold's prose composition as far as the passive voice. The Greek and Latin requirements were made more specific, evidently in the interest of more intensive work. Seven instead of all of Cicero's selected orations, the Georgics, and six books of the ^neid instead of the whole of Virgil; four books of Caesar's Commentaries in place of Caesar's Commentaries or Sallust. The Greek require-

INTKODUCTION.

ment is increased as specifying four books of Xenophon's Anabasis, and one book of Homer's Iliad, with an option in place of the four books of Anabasis of 120 pages of Goodwin's Greek Reader. The Greek Testament is omitted. The "continental" method of pronunciation of Greek and of Latin has been introduced.

As from the beginning, testimonials of good moral character for admission are required, and matriculation still means something, the catalogue reading :

A probation of six months before the students are matriculated is required, during which time they are subject to all the laws and regulations of the college.

A somewhat new refrain still sung to this very day in all the colleges is found in the sentiments^ —

many who applied for admission are imperfectly prepared in the English studies, particularly in arithmetic and geography. As these studies are not pursued in college, it is necessary that the preparation of them should be full and thorough. (Catalogue of 1850.)

From 1847 to 1867 the elective system was m abeyance in Harvard, and in 1856 the mstitution made the three-hour courses in Latin and Greek, formerly elective, required studies in the junior year. But growing interest in the study of philology, philosophy, history, and above all in physical and natural sciences, compelled the college to make a second trial of the elective system. Such changes were made in 1867, equaling the elective system as it existed in 1843 to 1847. (Bush, p. 168.) The standard college curriculum of this whole period was in the main required, and is well represented by the course of instruction in the Williams College catalogue for 1850-51.

Course of Instruction.

FRESHMAN CLASS.i

First term.

Second term.

Third term.

Combe on Health and mental education.

Odes of Horace.

Xenophon's Memorabilia (Robbins' edition).

Algebra.

Arnold's Latin prose composition.

Livy.

Homer's Iliad.

Euclid, 4 books.

Livy, continued. Cicero de Sen-

ectute.

Herodotus and Thucydides.

Algebra, concluded.

Latin composition, continued.

SOPHOMORE CLASS.2

Horace, satires and epistles.

Euclid finished.

Logarithms and trigonometry.

Rhetoric.

Latin composition, continued.

Euclid reviewed.

Hedge's Logic.

Mensuration, navigation, and

surveying.

Woolsey's Greek tragedies.

Spherical trigonometry.

Coffin's Conic sections and analytical geometry.

History.

Plato's Georgics.

1 Declamations and translations are required daily throughout the year. Greek and Roman antiquities are studied in connection with the languages throughout the course, and the following books are recommended for reference: Adams' Roman Antiquities, Butler's Atlas Classica, Anthon's Classical Dictionary, Eschenburg's Manual, Smith's Dictionary of Greek and Roman Antiquities.

» Translations, declamations, and compositions daily throughout the year.

PKESENT STANDARDS OF HIGHER EDUCATION.

Course of Instruction — Continued.

JUNIOR CLASS.i

First term.

Second term.

Third term.

Wayland's Political economy.

Demosthenes' select orations,

Champlin's edition.

OLmstead's Natural philosophy.

Hopkins' Evidences of revealed

rehgion.

Quintillian begun.

QuintiUian, continued.

Tacitus.

Olmstead, continued.

Botany.

Chemistry.

Astronomy.

Fluxions, French or German, at the option of the student.

Compositions on philosophical subjects.

SENIOR CLASS.'

Campbell's Philosophy of rhetoric.

Anatomy and zoology.

Stewart's Elements of intellectual philosophy.

Wayland's Elements of moral

science.

Story on the constitution.

Paley's Political yihilosophy.

Kames' Elements of criticism.

Kames, continued.

Butler's Analogy. , Paley's Natural philosophy.

1 Disputations and themes alternately, by divisions, weekly, during the first and second terms. Declamations daily throughout the year.

2 Vincent on the catechism every Saturday forenoon. A critical exercise in composition every Friday forenoon. Disputations or compositions weekly by divisions. Declamations of their own compositions weekly in the chapel during the first and second terms.

This quarter century is the one of transition from textbook methods of instruction to what is in the next period known as the laboratory method. The Wilhams catalogue of 1875 has a section picturing this transition. It is entitled ''Instruction."

For the arrangement of the several branches of instruction, and for the time devoted to each branch, we refer to the Order of studies subjoined.

While instruction is chiefly given in connection with textbooks which afford the easiest and most certain means of acquisition to immature minds, the textbooks are supplemented by lectures and the student is made to feel, in a more immediate way, the influence of the instructor. The examinations on all points presented by lectures are as full and critical as upon those learned from textbooks.

Each department is provided fully with those accessories which aid in making knowledge complete, vivid, and practical. Historical and classical subjects are illustrated by maps, models, and photographs. Mathematics is applied by the use of instruments in the field. Anatomy and physiology are taught by means of the manikin, skeleton, and anatomical preparations. Even the abstract subjects of mental and moral science have been found capable of receiving additional clearness and enforcement by use of the blackboard.