The following principles have been recognized in the present arrange. ment of the courses of study: (1) No two minds are alike, and different minds require different discipline; hence, after the completion of certain studies deemed essential to all culture, great freedom in the choice of studies should be granted. (2) The thorough study of any subject is conducive to mental discipline; hence all departments should be placed on the same footing. (3) The beginnings of any study are easy compared with the diffi culties the student meets after going beyond the mere elements of his subject; hence a better mental training can be obtained from the study of one subject for several years than from the study of a number of subjects for a short period each. Every candidate for the degree of A. B. must complete the following work: General: English, one year, daily. Mathematics, one year, daily. Physical science (zoölogy, geology, chemistry, botany, physics or astronomy) three terms (two of which must be spent in laboratory), daily. English prose composition two terms, daily. Special: Every student must select for a specialty a subject in which a four-years' course is offered. Collateral: The head of each department may lay out, in connection with his course, work in related subjects,-such required collateral work not to exceed six terms of daily recitations, and to be especially arranged for each student. Elective: The remainder of his work the student may elect from any departments in the university. Freshmen may first take the required general studies without selecting a specialty. The order in which the required general and collateral studies are to be taken may vary with the conditions of each case; the student is to be guided in this matter by the advice of the president, and, after choosing a specialty, by that of the professor under whom he desires to work. Sophomores, Juniors, and Seniors must report to the professor in charge of the department in which they have chosen their specialty within a week after entering the university; they may change their specialty at the end of a term with the consent of the professors in the two departments concerned, but no changes as to special, collateral, or elective studies will be permitted after the beginning of a term, and no student will be graduated who has not finished all the work required for graduation in some one department, no matter how much work he may have done in other departments. It will be noticed that the university is moving on the line of the elective principle. Of this advance President Jordan has spoken in a late address on "The Evolution of the College Curriculum." His words will give the best expression of the present tendencies of the university of Indiana. He says: "From the second to the third stage in its history the curriculum of the American college is now passing. This is marked by the advent of the elective system. It is impossible to study everything, or even many things, in four years. Thoroughness of any sort is incompatible with the so-called breadth of culture characteristic of the patchwork era. True breadth of culture comes from breadth of life, and four years in college can not give it. The elective system when carried out in its entirety involves the following elements: (1) A substantial and thorough course preparatory to the college course-this course including much that is now taught in the Freshmen and Sophomore years in most of our western colleges; (2) the placing of all subjects taught in the college course on an equality so far as the degrees are concerned. "The chief need of a college organization is to bring great teachers together, that their combined influence may effect results which can not be reached in isolation. In other words, the use of a college is to produce a college atmosphere, such an atmosphere as formed itself around Arnold at Rugby, around Döllinger at Munich, around Werner at Freiberg, around Agassiz at Cambridge, around Mark Hopkins at Williamstown, around all great teachers everywhere. The various so-called colleges and universities in America will gradually differentiate into universities and preparatory schools, and the ultimate line of division will be one of money as well as one of management. To do university work requires better trained professors and many more of them than to teach the elements of Latin, Greek, and mathematics. Schools, ill-endowed, or not endowed at all, can not attempt this. Those who can do it will do it, and the success of Johns Hopkins University shows how this can be done. The ideas of Lehrfreiheit and Lernfreiheit-freedom of teaching and freedom of study-on which the German university is based, will become a central feature of the American college system." The university maintains no preparatory school. Its entrance requirenents coincide with the requirements for graduation in the officially rec nized or "commissioned" high schools of the State. Thus the public schools of Indiana form, as contemplated in the first Constitution, a cont nuous gradation from the lowest to the highest. In his address on Higher Education, Dr. Jordan says: "Buildings, departments, museums, courses, libraries, catalogues, names, numbers, rules, and regulations do not make a university. It is the men who teach. Go where the masters are, in whatever department you wish to study. Far more important than the question of what you shall study is the question of who shall be your teachers. The teacher should be a source of inspiration, leading the student in his department to the farthest limit of what is already known, inciting him to make excursions to the greater realm of the unknown. "Ezra Cornell said, 'I will found an institution in which any person can find instruction in any subject.' A great idea, and in the institution he founded, this idea has been nobly carried out. Such a school does not yet exist among us, but it will come, and when it comes it will work a revolution in college education. I do not know where it may be or when, but in my dreams day and night I can see it, the college of the masters, the college of the twentieth century, standing as the rightful head of the school system of Indiana.” ORGANIZATION (1890). THE BOARD OF TRUSTEES. James D. Maxwell, Bloomington; Julius W. Youche, Crown Point; terms expire 1889. James L. Mitchell, Indianapolis; Isaac Jenkinson, Richmond; Robert S. Robertson, Fort Wayne; terms expire 1890. Isaac P. Leyden, New Albany; Robert W. Miers, Bloomington; Robert D. Richardson, Evansville; terms expire 1891. THE FACULTY. David Starr Jordan, M. D., PH. D., LL. D., President, and Professor of Systematic Zoology. Theophilus Adam Wylie, D. D., LL. D., Professor Emeritus of Physics. Daniel Kirkwood, A. M., LL. D., Professor Emeritus of Astronomy. Amzi Atwater, A. M., Professor of the Latin Language and Literature. Thomas Charlton Van Nuys, M. D., Professor of Chemistry. Orrin Benner Clark, A. M., Professor of the English Language and Literature, and Secretary of the Faculty. Horace Addison Hoffman, A. M., Professor of the Greek Language and Literature. John Casper Branner, PH. D., Professor of Geology. Richard Gause Boone, PH. D., Professor of Pedagogics. Joseph Swain, M. S., Professor of Applied Mathematics and Astronomy. Gustaf Karsten, PH. D., Professor of Germanic Languages. William Lowe Bryan, A. M., Professor of Philosophy. Joseph P. Naylor, M. S., Professor of Physics. Douglas Houghton Campbell, PH. D., Professor of Botany. Charles Henry Gilbert, PH. D., Professor of Zoology. Jeremiah Whipple Jenks, PH.D., Professor of Social Science and Eco nomics. Earl Barnes, A. B., Professor of History. David Demaree Banta, LL. B., LL. D., Dean of the Department of Law. George William Saunderson, A. M., LL. B., Professor of Rhetoric and Oratory. Ernest Wilson Huffcut, B. S., LL. B., Professor of Law. |