Repository: UIHistories Project: Board of Trustees Minutes - 1882 [PAGE 229]

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fourth, three terms or a year; the remaining fourth more than one year—about five per cent, taking the full course of twelve terms. These fractions do not vary from the fact by more than two or three per cent, in any case, and are sufficiently near to illustrate the point in question. Exidently there are two great divisions of chemical students: one includes those who wish to make chemistry a business, in some of its special applications, as chemists, druggists, metallurgists, manufacturers, etc.; the other, those who desire a knowledge of the general outlines of chemistry, as are important, but not an absorbing part of a general education. The latter class, which is by far the larger in numbers, includes all the students in the courses of literature, science and art, with most of those in engineering, and some in agriculture. At least half, and probably three-fourths of the whole number belong to this class. It is evident, therefore, that each of these great divisions should be provided for by a special course of chemistry adapted to its peculiar wants. It is farther evident that our admirably complete equipment in room, material and instructors makes such an arrangement eminently convenient and practical. The general student, who may not find time for more than one term of chemistry, amid the other necessary subjects of his course of study, ought to have a course adapted to him, and should not be put off with one-twelfth of a complete course which he can never follow through. There should be a shorter course in general chemistry, covering the outlines of the subject, in one term, say the long fall term. This course should consist of lessons or lectures, illustrated by the experiments of the professor. After that, if the pupil has time he might go into the laboratory and take as many terms of work there as his circumstances will permit. It is not possible in six weeks of lectures and in eight weeks of laboratory to include enough of either theory or practice as to make any lasting impression. The pulpil learns a few elementary principles and performs a few of the simplest operations and then stops. He can go no farther because of other engagements, and he has failed to secure what he sought, because he has had to do work designed for a very different person and purpose. In evidence of the correctness of my position, I refer to the practice in most first class colleges, and to the judgment of both professors and students in this University, who have suffered either vicariously or personally for want of the facilities I have indicated, I am farther of opinion that such a preliminary term of chemistry would make a very excellent foundation on which to build a superstruction of the most enlarged character, even if, as it sometimes may, it should become the work of a lifetime. It will be observed, however, that I do not contemplate or desire the curtailment of the very excellent and complete courses of chemistry now operative in the University, for such as seek instruction of that character. With right appreciation of the proper scope of the limited and the extended courses, each might be made to assist and supplement the other. Your serious attention is called to the Department of Zoology and Geology. Inquiry should be directed to ascertain whether the present condition and administration of this department is such as its importance to the general plan of the University demands, and whether its development during the ten years past is such as it should exhibit, either for its own usefulness, or to keep pace with the progress of other departments of kindred nature. If it should be found that deficiencies of grave import exist here, farther inquiry should be had as to the remedy which those deficiencies need.

THE COLLEGE OF LITEEATUEE AND SCIENCE.

This College attracts the larger number of students who come to us for general culture, not expecting to prepare themselves to any specific occupation. From the nature of the subjects taught in it, it is not easy to insist upon such an amount of previous study, as will have developed minds prepared to grapple with work of a university grade. A distinguished gentleman remarked that a certain subject was too hard for his boy, because the boy was too young. It was an admission that the boy was not prepared for the work he had undertaken. It is not easy, often is not possible, to give to youth in rural districts, or even in the higher village schools, the elementary training, the mental power which is needed to attack in a vigorous and effective manner any really solid college work. There is a difficulty here which every experienced educator will recognize. It is to find work that shall not be ephemeral and superficial, and shall yet have power to build the boy. Believing firmly in the efficacy of scientific study later in the education of youth, I am equally confident that science fails in the elementary stages, because the dilution necessary to prepare it for the child's reception makes it too feeble to answer its supposed purpose. I believe if we could more positively insist on Latin as a prerequisite for admission to the school of English and Modern Languages, the result would be a decided gain. Nothing else seems so well fitted for the discipline and training needed at this preparatory stage. Its problems are such as the student can master. As a vehicle for learning language in general, and the English language in particular, it has no equal; proficiency in it will greatly relieve the subsequent labor of learning the French and German of our courses. No one can be said to have acquired a mastery of his own English tongue who has not somehow, and the more directly the more adequately, become a master of the significances found in the roots from wThich the dialects of science and literature are full. The merits of our school of English and Modern Language seem scarcely to be appreciated beyond our own immediate circle. Professor Pickard has arranged a course of English language and literature, which has no superior within my knowledge. Professor Snyder is the rare example of a teacher of foreign birth who can successfully hold and train American students. Professor Crawford has found in history an excellent field, both for research and for instruction, and Mr. Charles E. Pickard is doing thorough work in Latin and Greek. In these courses the sciences cannot take the prominent places which they occupy in the technical courses, yet fill very essential places. In most cases