prepared at the outset to make an election which involved so much, and many desired combinations of studies differing in some respects from both the courses laid down, combinations often equally good, and in some cases better adapted to the real want of the student." This same catalogue prescribed the freshmen studies only and permitted three electives in the sophomore, junior, and senior years. In 1872-73 the prescribed work was extended through the first semester of the sophomore year. Such shifting of the amount of prescribed work from two years to one year and then to 13 years; of prescribed studies like natural history, i. e., "Gray's Botany with laboratory practice and excursions," which appeared in 1870 and then disappeared until 1874, all point toward the difficulties connected with the effort to shape a satisfactory curriculum. The curriculum as it appeared in the catalogue of 1874-75 was adhered to for a long enough period to earn the title "established." The work was prescribed until the middle of the sophomore year. From the middle of that year the course consisted of electives, three full studies meeting five hours a week, or an equivalent in half studies. The following courses were offered: The established curriculum of 1874-75 showed very little alteration during the next 12 years. In 1881 laboratory work was introduced into the sophomore natural science work, which had been separated into botany and zoology. Two years later English literature received an addition by the introduction of a course in Anglo-Saxon. From then literature developed rapidly, adding courses and instructors until it reached the relative prominence of English literature in the usual college curriculum. In 1886 President James Monroe Taylor was inaugurated, and the next year brought the "Revised Curriculum." Severe criticism, public and private, and a formal protest in 1882 from the alumnae in Boston had stimulated investigation and modification. Attendance was falling off and Vassar was not holding her own with other colleges for women. Whether this loss was due to conservatism within the college or to the attraction of the other colleges, the alumnae did not know, but they were sure the condition could be relieved. A general demand for history resulted in five semester courses being offered in 1886-87. President Taylor tells us, however, that no professor was provided, and that he took one class. The catalogue of 1887-88 announced the new professor and the same five courses. From then on history became increasingly important in the curriculum. Political economy appeared in the catalogue for the first time in 1886 as a subject apart from logic and remained under this title until 1890, when it expanded into economics, although President Taylor says that the chair was not established until 1893. From 1886 the degree of Ph. D. was offered by the college, but in 1894 it was withdrawn, and the college definitely took the stand for undergraduate work only. The adverse criticism concerning the preparatory department, especially during 1886, resulted, in 1888, in the closing of this very thriving part of Vassar, and in greater freedom to follow the higher academic standards with which preparatory work had always interfered. In 1890 biology, which had been forging forward all over the country, was recognized by a chair distinct from natural history. 41596-18-2 Five years later the department offered 8 semester courses, and 1900 the number had increased to 11. Up to 1892 music and art had been taught in schools separate from the college courses and not counting in the hours required for a degree. At that time they came into the regular curriculum as at Wellesley and Smith. In the same year the choice of senior studies was increased by the introduction of Sanskrit, applied chemistry, and social science, which offered investigatory work. Chemistry, at this time, became a distinct professorship from physics. The establishment of a separate professorship, it is perhaps unnecessary to note, marks usually the beginning of rapid independent growth of the subject separated or introduced. The development of the formal study of education began in 1898-99 with a course of one semester in educational psychology, in the department of philosophy. The next year the department offered a semester course in history of education, a semester course in educational psychology, and a series of lectures by different members of the faculty on methods of teaching their respective subjects in secondary schools. To these lectures teachers and others in Poughkeepsie were invited. In 1903-4 the lectures on methods were dropped. In 1905-6 educational psychology was changed to genetic psychology, but still was called a course in education. The next year it was no longer called education. In 1911-12 courses in philosophy and psychology were announced as separate departments. The department of philosophy offered a one semester course in history of education, and the department of psychology still offered the course in genetic psychology. Applied psychology, a part of which dealt with education, was added the next year. In 1915-16 the philosophy department offered a semester course in the history of education, and a semester course in principles of education. The psychology department continued to offer genetic psychology and applied psychology. In view of the fact that the policy of Vassar, as expressed by her president, is opposed to any special training for teachers, the development and present state of the education courses at Vassar is of interest. From 1892 to 1899 Bible study was conducted by outside lecturers who spoke on various Biblical subjects to the students who were interested to attend. The catalogue of 1899-1900 offered to juniors and seniors two regular semester courses. The next year this number was increased to three, and in 1902-3, when the chair of Biblical literature was established, six semester courses were offered in Bible, all electives. In the language group the classics had been subdivided into Latin and Greek; French and German were made professorships, and in 1902 Spanish was introduced. In the fall of 1903 a curriculum was put into practice which has lasted in its general premises until now.1 The modern curriculum will be used as the basis for comparison in the section devoted to that purpose, and consideration of further changes will be left for that section. 1881-Zoology and botany laboratory in second semester sophomore year. 1883-English literature-Anglo-Saxon-(literature develops rapidly). 1886-Taylor inaugurated. 1886-87-Revised curriculum. 1886-Literature for freshmen. 1886-87-Junior and senior history offered. No professor. 1887-88-Five semester courses in history. Lucy Salmon, professor. 1886-First political economy apart from logic. 1881-Philosophy, senior year. 1886-1894-Ph. D. offered. 1888-Preparatory department closed. Disappearance of special students. 1890-Expansion of biology. 1890-Expansion of political economy into economics. Applied chemistry, senior year. Professorship distinct from physics. 1895-Physics or chemistry required in sophomore year, one semester. History of education, one semester. 1906-7-Education drops to one semester senior course. 1892-1899-Bible study by outside lecturers. 1899-1900-Bible, two semester courses open to juniors and seniors. 1900-1901-Bible, three semester courses open to juniors and seniors. 1902-3-Bible, six semester courses open to juniors and seniors. Chair of Biblical literature established. 1902-3-Spanish introduced. WELLESLEY. The long process of trial and error by which Vassar had sifted out its curriculum shortened that period for every other woman's college. The pioneer not only works for himself, but for all who follow him. No other college had the same problem to face that Vassar faced in the early sixties. Each one had its own peculiar difficulties to overcome, but some of the problems of the early existence of a college for women had been solved once and for all by Vassar. 1 Taylor and Haight. Vassar, p. 161. In September, 1875, 10 years after the first collegiate year of Vassar College, Wellesley College was opened to students. If the ideals of the founder of a college tend to influence the history of its development, Wellesley, in spite of the fact that it benefited from the 10 years' experience of Vassar, will show a difference in emphasis of values, an individuality more marked perhaps in its early years than later when the pressure of modern demands stamps education with large common tendencies. Matthew Vassar, the self-made business man, founded Vassar College first to make a useful disposition of his large property, and second because, after considering various plans, "the establishment and endowment of a college for the education of young women is a work which will satisfy my highest aspirations and will be, under God, a rich blessing to this city and State, to our country, and to the world." To quote from Taylor and Haight: "It is amazing to see how, under the inspiration of this great purpose, large ideas shaped themselves in the founder's mind, and a certain breadth of tolerance characterized his formal utterances. In the small printed pamphlet, 'Communications to the Board of Trustees of Vassar College by its Founder,' the man's straightforward business sense, his keen interest in the advancement of women, and his desire to make the college 'the best' possible, all appear.' Except to give his general views as to the character and aims of the college (cf. page 2 of dissertation), he kept his hands off the curriculum; yet because of his very recognition of his inability to deal with it, the curriculum was influenced and molded in a different shape. Henry Durant, the founder of Wellesley College, was a man who combined the professional training of a lawyer with the ardent zeal of a religious convert. Believing the law and the Gospel irreconcilable, he had laid aside the profession at his conversion, but the trained lawyer's brain always asserted itself, and no detail was too small for its personal supervision. He brought to his task a large inexperience of the genus girl, a despotic habit of mind, and a temperamental tendency to play Providence. Theoretically he wished to give the teachers and students of Wellesley an opportunity to show what women, with the same educational facilities as their brothers and a free hand in directing their own academic life, could accomplish for civilization. Practically, they had to do as he said as long as he lived. The records in diaries, letters, and reminiscences which have come down to us from the early days, are full of Mr. Durant's commands and coercions." Both Vassar College, which Mr. and Mrs. Durant studied while they were making their plans, and Mount Holyoke Seminary, of 1 Communications to the board of trustees of Vassar College, Feb. 26, 1861. 2 Taylor and Haight. Vassar. 3 Converse: The Story of Wellesley, pp. 37-38. Ibid., p. 28. |