1912 
 
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 ESSENTIALS OF LIBERAL EDUCATION 
 
 THE INAUGURAL ADDRESS 
 
 OF 
 
 JOHN GRIER HIBBEN 
 
 PRESIDENT PRINCETON UNIVERSITY 
 
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 OFFICIAL REGISTER 
 
 OF 
 
 PRINCETON UNIVERSITY 
 
 VOLUME III MAY 11. 1912 NUMBER 13 
 
 The 
 
 ESSENTIALS OF LIBERAL EDUCATION 
 
 THE INAUGURAL ADDRESS 
 
 OF 
 JOHN GRIER HIBBEN 
 
 PRESIDENT PRINCETON UNIVERSITY 
 
 MAY 11, 1912 
 
 Published by Princeton University 
 
 PRINCETON, NEW JERSEY 
 
 1912 
 
In entering fomially uix)n the duties of the high 
 office of President of Princeton University I wish to 
 present in my inaugural address the essential princi- 
 ples of our philosophy of education. We believe that 
 the chief end of an education is the making of a man. 
 It is the process of developing a power within which 
 enables the human being to dominate the instincts and 
 habits of his animal nature, assert himself as a free 
 personality, and direct his life according to the light 
 of reason. While he is a part of the natural world, 
 man belongs also to the world of mind and of spirit. 
 The particular function of education is to give him the 
 power of freedom and to make him sensible of the 
 duties, and worthy the privileges of a person in the 
 midst of a universe of things. 
 
 Personality, however, is not mechanically formed 
 from without, but must be evoked from within. The 
 appeal of the teacher therefore is constantly directed 
 to the inner spirit of the student, that spirit of life 
 which informs the man and puts him into possession 
 of his powers. The forces which find play in the ac- 
 tivities of the mind are like the architectonic principle 
 which is at work in the inner nature of a plant, fash- 
 ioning it into the form of grace and beauty. Thus 
 with the emancipation of a free spirit at the sources of 
 his being, the man within begins to develop both in 
 power and in promise. 
 
 It is of the very nature of education, however, that it 
 
 3 
 
does not result in a complete and finished product, but 
 rather in a progressive process. There is nothing final 
 about it. Its achievements always mark new begin- 
 nings. It is the power of an endless life. To say that 
 a man is educated signifies that he has finished merely 
 the preliminary stages of a continuous and progressive 
 development. Education, therefore, must always be 
 defined in terms of life, of growth, of progress. Its 
 peculiar function is the conservation of those great 
 human forces which make for the advancement of 
 knowledge and the civiHzation of the world. We hear 
 much to-day of the conservation of our national re- 
 sources, our forests, the treasures of our mines, and 
 the vast material wealth of our land. But while we 
 are emphasizing the necessity of a national economy, 
 we should not overlook the fact that the task of con- 
 serving and of developing the resources of the intel- 
 lectual, moral and spiritual power in our nation is the 
 one supreme task. To conserve these powers, to cause 
 them to develop and to prevail, to deliver free spirits 
 from the bondage of ignorance and of material im- 
 pulse, from the bondage of authority, of tradition, of 
 public opinion, of passing fashion and of prejudice, 
 and to direct these liberated human forces to the high- 
 est ends, that is the art of education. 
 
 There is a common phrase, ''to receive an educa- 
 tion," against which I would most emphatically pro- 
 test. No one receives an education any more than he 
 receives health, or strength, or life. It is the fruit of 
 a firm and intelligent will. It is gained only by active 
 
effort, continuous and determined. An education is 
 won by work ; and the labors to be undertaken and the 
 end to be attained may all be summed up in the com-/ 
 mand — be a person. This is a command which is not 
 merely the word of the teacher, but is essentially an 
 inner compulsion possessing the solemn authority of 
 self-legislation. It is the determination to be some- 
 thing more than a creature of circumstance ; it is the 
 purpose to realize in the full measure of one's possibil- 
 ities the power and the dignity of humanity. While 
 plant and animal develop according to the power which 
 they may possess of adapting themselves to their en- 
 vironment, it is the distinctive characteristic of man 
 that he progresses through his ability to adapt his 
 environment to himself, and thus he determines the 
 world in which he lives. 
 
 As freedom is the distinctive mark of a vigorous 
 personality, all the processes of education must be 
 directed to secure this essential end. Therefore, the 
 ideal university education may be described as consist- 
 ing of two phases, — a phase in which every effort is 
 directed to the attainment of freedom, and secondly a 
 progressive phase of development in which the free- 
 dom gained in the earlier stages finds for itself varied 
 pursuits and pleasures in the fields of knowledge. 
 
 It would seem essential, therefore, that in the early 
 years of one's university experience those studies 
 should be pursued which are peculiarly conducive to 
 the discipline and training of the mind, and eventually 
 to the evolution of a self-determining and self-realiz- 
 
ing will. They deserve the name of liberal studies so 
 far as they may tend to free the mind from the natural 
 and artificial obstacles to its progressive development. 
 
 One who is to maintain the health and growth of 
 his intellectual life must come, however, at some later 
 period in his development to delight in the tasks of the 
 intellect. To rejoice in the labors of the mind is not 
 a prevailing characteristic of the natural man. As 
 Aristotle has put it, 'all men naturally desire knowl- 
 edge, but not all men desire the labor of learning.' It 
 often happens, however, in intellectual discipline as in 
 the development of moral virility, that a course of 
 action which is done for a time under the stress of a 
 sense of obligation and as a grievous duty, becomes 
 after a time a pleasure and a joy. Just as it is possible 
 to grow into an enthusiasm for that which is right 
 and honorable and of good report, so also it is possible 
 by the discipline of one's intellectual powers to develop 
 an enthusiasm for the activities and pursuits of the 
 mind. 
 
 The practical problem, therefore, for the teacher, 
 and particularly for a faculty of teachers, is to choose 
 that body of studies which will best produce a spirit of 
 devotion to the cause of knowledge and of joy in its 
 service. Any satisfactory solution of this problem 
 must rest upon the basal principle that true intellectual 
 freedom is gained only through discipline. If there 
 is to be intellectual power in the world it must be the 
 power of a free spirit; and the power of a free spirit 
 in turn can arise only out of a spirit of docility. 
 
To this doctrine, however, there are many who would 
 enter a most emphatic dissent. They very stoutly in- 
 sist that there should be no body of required studies 
 whatsoever in a university, but that each student should 
 follow his own free choice in selecting the particular 
 subjects he may be pleased to pursue and that such ini- 
 tial exercise of freedom is itself the best training for the 
 wise uses of freedom in general. It is a very serious 
 question, however, whether the freedom of an ignorant 
 and undisciplined mind may not come to defeat its own 
 ends and purposes. 
 
 In Princeton we have very positive convictions on 
 this point. We believe that the teaching body of a 
 university should select a consistent group of required 
 studies for the express purpose of developing in the 
 student to the highest degree of efficiency the free 
 powers of his intellectual life. We believe that it is 
 absolutely necessary to have a certain schooling in pre- 
 paration for the responsibilities of freedom; and that 
 the hit and miss choice of an immature mind in new 
 and strange surroundings, the blind groping for truth 
 by the process of trial and error, form a poor pro- 
 paedeutic to the serious tasks of free investigation, 
 of original thought and of practical efficiency. We 
 believe, moreover, that the best i)reparation for the 
 freedom of the life of reason is that group of studies 
 whose very nature tends to the training of the powers 
 of the mind, developing in a man both capability and 
 resource, and at the same time giving him a knowledge 
 of himself and of the world in which he lives. 
 
Such studies are humanistic so far as they give a 
 man a knowledge of the human setting of his life, and 
 create within the deep places of his being a universal 
 interest and sympathy in humanity in whatever sphere 
 it may manifest itself. They put him in possession of 
 the race experience so that in his own mind he may 
 hold the treasures of the world. Therefore he must 
 be so led in the way of knowledge that he will come to 
 know something of the human world in which he lives, 
 something also of the world of the past whose achieve- 
 ments are his heritage, something of the form and 
 spirit of its classical languages and literature, something 
 of its history, its art, customs, manners, morals and in- 
 stitutions, — in a word, he must know the thought of 
 tlie world which possesses universal meaning and uni- 
 versal significance. There are indeed certain funda- 
 mental ideas which we may securely reckon with as 
 constant factors in the equation of life. I do not for 
 a moment believe that the whole world of knowledge 
 is composed of shifting and variable elements, so that 
 we are constrained to acknowledge that whatever is 
 true to-day, may be false to-morrow. On the contrary 
 I would urge with all the emphasis of my deepest con- 
 viction that there is a body of universal truths, in- 
 dependent of age and of race, which vitally concern the 
 ultimate values of life and which determine the possi- 
 bilities of human development. Such truths the 
 scholar must command, if he in any sense is to com- 
 mand the world in which he lives. 
 
 Not only the luiman world, but also the world of 
 
nature must be a part of this general body of know- 
 ledge. In these first stages of education the study of 
 science should form a very central and essential part 
 of this prescribed course of study. Pure science is a 
 liberal study, it belongs truly to the humanities ; for 
 it not merely gives knowledge of facts, it does more, 
 it is a training in habits of precision, in accuracy of 
 observation, in closely articulated modes of reasoning, 
 m devices of experimentation and in an appreciation of 
 the valid grounds of proof, and the logical basis of 
 correct generalization. A study of scientific method, 
 and of the history of scientific attainment is in itself 
 a course in inductive logic, which tends not merely to 
 fill the mind with items of information, but to expand 
 it as well by an increased demand upon its powers of 
 judgment and of inference. Princeton has been at 
 times misunderstood as regards her attitude to science, 
 and upon this occasion particularly I wish to state dis- 
 tinctly and emphatically and in words which give no 
 uncertain sound, that we regard the study of science 
 as essential to a liberal education. So firmly grounded 
 is this conviction that we require every candidate for 
 the Bachelor's degree to pursue some one course at 
 least in science. Princeton, which was the first college 
 in America to introduce the teaching of chemistry in 
 its curriculum, Princeton, which has been the home of 
 Henry, of Guyot and of Young, hardly needs further 
 to defend her old time and continued interest in scien- 
 tific discovery and scientific attainment. 
 
 Within this same group of studies also there should 
 
be some provision for a training in the accurate and 
 facile mode of giving expression to knowledge. The 
 ability to put thought into appropriate and adequate 
 form essentially characterizes a free spirit in the world 
 of mind. To see, to think, to feel, and to remain dumb 
 withal, — is any bondage more intolerable? Certainly 
 the educated man should be able to understand his own 
 language with some appreciation of its power and 
 beauty, be able also to speak it as to the manor born 
 and not as a barbarian, and so to express himself by 
 the written word as to reveal and not obscure his 
 thought and feeling. He alone can give life to knowl- 
 edge who has acquired the art of communicating it 
 to others. 
 
 At this early stage there should be also some in- 
 struction in the beginnings of logic and psychology, at 
 least to the extent of leading the student to understand 
 the workings of his own mind and the laws which 
 govern the processes of reason. In such a course there 
 must emerge some comprehension of the philosophical 
 methods employed in various fields of investigation, 
 of the relation of universal laws to facts, and of the 
 nature of those central correlating and constructive 
 ideas which in every sphere of thought and in every 
 complex situation give a key to the solution of difficult 
 and perplexing problems. It is no little gain in the 
 uses of knowledge to appreciate the significance of 
 universal concepts, and to grasp the import of that 
 great logical idea that there may be a unity in variety 
 and an identity in difiFerence. In my own experience in 
 
 10 
 
the teaching of philosophy, I have come to the firm 
 conviction that it is of incalculable advantage to the 
 ordinary student to know something of the nature and 
 the range of the main philosophical problems; for they 
 are indeed the problems of life which will inevitably 
 confront him in his own thinking. If in these pre- 
 liminary discussions at the threshold of philosophy the 
 student can begin to develop for himself some interpre- 
 tation of life as a whole, he has gained immeasurably 
 in the possession of ideas which will tend to unify his 
 thought and ground his conviction through all the 
 wide extent of his experience. 
 
 Such is a brief description of the body of studies 
 which should engage the first years of a student in his 
 university career. At a time when he himself is learn- 
 ing to put his own mind in order, he is unconsciously 
 reinforced in his efforts, if he finds himself daily en- 
 gaged with a consistent group of studies which them- 
 selves form a system. A systematic mind does not 
 develop naturally out of a miscellany of intellectual 
 interests and activities. The idea of system and of 
 sy^ematic organization and of the logical correlation 
 of essential parts within a consistent and comprehen- 
 sive whole should characterize any body of required 
 studies which is capable of justifying itself. Familiar- 
 ity with a logical group of studies is itself a schooling 
 in logic. 
 
 After this early period of required studies, the 
 liberty which is born of discipline can be wisely en- 
 couraged to manifest itself in the free choices of 
 
 II 
 
studies for the remaining years of the university- 
 course. It is in accordance with the Princeton pro- 
 gram that this freedom of choice is granted to every 
 student at the beginning of the second half of his un- 
 dergraduate course, — at the opening of his Junior 
 year; but the choice is not allowed to lose itself in a 
 maze of unrelated subjects. Here again we believe 
 that there rests upon the teaching body a peculiar 
 obligation to prevent an unintelligent and indiscrimin- 
 ate choice of studies which will inevitably result in a 
 corresponding dissipation of energy. No compulsion 
 is laid upon the student in the upper years of his college 
 course to enter any particular field of study, or to en- 
 gage in any particular pursuit, but when according to 
 his own free will he decides upon the definite line of 
 special work he wishes to undertake, we believe that 
 he should give himself to some systematic effort with- 
 in a group of cognate subjects. We require him, 
 therefore, to give a substantial part of his time to the 
 courses of the particular department which he selects. 
 Two courses, however, of the five required in each of 
 the upper years may be chosen in any other fields par- 
 ticularly appealing to his interests. Freedom is thus 
 secured without the danger of a loss of power in fruit- 
 less and confused activities. 
 
 While the student's work is centered in the region of 
 his special interests, it must be taken up in a broad 
 minded spirit which transcends the utilitarian demands 
 of any particular profession or technical pursuit. The 
 undergraduate courses are not specifically designed for 
 
 12 
 
the purpose of fitting a man directly for the daily duties 
 of his future work in Hfe. They should not attempt to 
 develop a particular talent for a particular task, but the 
 whole man. No faculty of the mind can be satisfactor- 
 ily trained in isolation. There must be a symmetrical 
 growth of all faculties. The high potential of stored 
 energy, moreover, acquired in the process of a fully 
 rounded development of all a man's powers, lends an 
 increased momentum and driving force to the partic- 
 ular activities of his speciality, and thus allows many 
 lines of capability to meet in one point of practical 
 efficiency. Methods of instruction should not narrow 
 down to an anticipation of the customary procedure of 
 the office and counting room. The undergraduate edu- 
 cation should not attempt to train specialists, nor to 
 drill the students in any definite routine, or rules of 
 practice. I't is not rules of practice, but the funda- 
 mental principles and governing laws of a subject 
 which are of supreme value to one who would win his 
 way to the heart of knowledge. Fit a man for the 
 day's work, but at the same time equip him to meet the 
 crisis and the emergency which the day's work will 
 inevitably bring forth. He who has laid a broad and 
 secure foundation will have no difficulty in erecting 
 the superstructure. Whatever he builds he will be 
 able to build himself into the work of his hand and 
 brain. Make a man and he will find his work. 
 
 At this stage of the developing mind every effort 
 should be put forth to secure originality of thought. 
 By originality of thought I do not mean an original 
 
 13 
 
contribution to the world of knowledgfe necessarily, 
 but an individual appropriation of the truth which by 
 such a process becomes peculiarly one's own, — the in- 
 dependent ability to think oneself into and through a 
 subject, to be the master of one's knowledge and not 
 its slave, and to acquire a critical sense of appreciation 
 that will nicely discriminate, in the face of the crucial 
 situations and the significant problems of life, between 
 the things essential and the things unessential, between 
 that which has value and that which has no value. We 
 should not require of our students mere acquisition, but 
 a high order of reflective thinking which manifests 
 itself in methodical habits of clear and efficient rea- 
 soning, in breadth of vision, in an intellectual curiosity, 
 in a tolerant spirit and an open mind. Let us not 
 standardize either the teacher or the student, but allow 
 the full play of fresh original impulse. 
 
 Among all of the forces which tend to develop the 
 strength of personality, one of the most efficient in our 
 experience at Princeton has been the preceptorial 
 method of instruction. This rests upon the principle 
 that nothing develops personality so fully and so satis- 
 factorily as personality itself. To bring the inquiring 
 mind into daily contact with the knowledge, the art 
 and the enthusiasm of one who is skilled in his own 
 special field of attainment,' — this is the supreme end 
 of education. The most satisfactory results are gained 
 when instruction becomes individual. It is only by in- 
 dividual care and guidance that the man of one talent 
 can be developed as well as the man of ten talents. 
 
 14 
 
The university has also a responsibiHty in ministering 
 to the needs of the average man, and enabHng him to 
 raise his factor of efficiency to its highest power. To 
 discover native abiHty, to guide it into proper channels; 
 to quicken ambition, to fire the imagination, to watch 
 and attend at the birth of a soul, that is the highest 
 privilege and most solemn function of the teacher. 
 
 The results which by the four years of training we 
 hope and expect to produce I would characterize in a 
 single sentence: It is a transformation of the school- 
 boy into a man of the world, — a man who can move 
 freely and familiarly in the midst of the world's 
 varied activities, who speaks its language, who is 
 conversant with its manners, and who can interpret 
 its thought. Do not misunderstand my meaning, how- 
 ever ; it must be the world conceived in no narrow and 
 limited sense of the term. The true man of the world 
 is not confined to the knowledge merely of his own 
 day and generation. He must know the world of the 
 past, as well as the world of the present. For if he 
 knows the past, he is more capable of serving the pres- 
 ent. He must be free from provincialism, not only as 
 regards space but also as regards time. His knowledge 
 should not be restricted to any particular class of pur- 
 suits, or of interests, but should comprehend a cross- 
 section of all social strata and embrace in intelligent 
 and sympathetic regard the man whose life is a fight 
 for bare existence, as well as the one whom he may 
 seek as a companion and friend. The more profound 
 and widely extended his knowledge of the world, the 
 
 IS 
 
more powerfully will he dominate it. Let the college 
 man be a man of the world, but let his world be the 
 world of all time, of all lands, and of all sorts and con- 
 ditions of men. 
 
 After the four years of the strictly college course 
 have been completed, there should be satisfactory facil- 
 ities offered in a university for the varied pursuits 
 of advanced students, where all of the powers broadly 
 and profoundly developing during the preparatory 
 years may be concentrated upon some subject which is 
 to become the absorbing work of life. This is the 
 region where many lines of effort converge in one 
 focal point of heat and light; where special scholars 
 may be trained; where the spirit of productive labor 
 may be fostered ; where they who learn may become in 
 turn teachers and masters in the school of thought; 
 where the once faltering mind may finally speak in 
 tones of authority in the great world of knowledge. 
 The buildings of our new Graduate College, now in 
 process of construction, form a home where our special 
 scholars through daily intercourse one with another 
 may broaden their friendships and interests, and at 
 the same time find themselves stimulated in their zeal 
 for the particular subjects which they are pursuing. 
 There the communal life of those who have consecra- 
 ted themselves to the sovereign decrees of truth should 
 illustrate the devotion, the self-sacrifice, the austerity 
 and the enthusiasm of scholarship. 
 
 These buildings of the Graduate College are to 
 centre in the Cleveland Memorial tower, a national gift 
 
 i6 
 
presented by tliose who love the man whose name it 
 bears, and who wished gratefully to express their ap- 
 preciation of his distinguished career as the chief 
 magistrate of our country and as the servant of the 
 American people. This memorial has been placed most 
 appropriately in the midst of our Graduate College, 
 because this educational enterprise appealed with pecu- 
 liar force to Mr. Cleveland, who in the latter years of 
 his life as Chairman of the Trustees' Committee on the 
 Graduate School, was determined in the belief that 
 the one who is to become a master in the world of 
 knowledge must be most thoroughly equipped for the 
 duties and the privileges of his high office. The 
 Cleveland tower, therefore, will stand not merely as a 
 memorial to the statesman and the patriot, but also to 
 the one whom we in Princeton will ever gratefully 
 remember as the wise and vigorous advocate of ad- 
 vanced scholarship. 
 
 We hear much to-day of vocational studies. Prince- 
 ton has ever recognized the value of vocational study, 
 but we would reserve the privilege of interpreting the 
 word vocational in its highest and most significant 
 sense. We would give no meagre nor secondary sig- 
 nificance to this word. The truly vocational study in 
 my opinion is that which fits one to respond intelli- 
 gently and with free conviction to the vocation of 
 man, — that high calling which is the summons to no 
 particular pursuit nor profession, but which is a world- 
 wide and common call to every man to take his place, 
 to do his work, and to play his part in the community 
 
 17 
 
of his fellows. Whatever may be our special field of 
 work, as men we are to live our lives within the great 
 social organism of humanity. As Kant has splendidly 
 put it, ''Man's greatest concern is to know how he shall 
 properly fill his place in the universe and correctly 
 understand what he must be, in order to be a man." 
 The years of intellectual discipline should create in 
 everyone who is a sincere seeker after the truth a pro- 
 found sense of human obligation, of an obligation 
 which is the natural complement of the privileges 
 which he has enjoyed. While our teaching must de- 
 velop power, it must also develop a sense of responsi- 
 bility for the use of that power ; — that sense of respon- 
 sibility which makes the scholar peculiarly responsive 
 to the claims of his less highly favored fellows. 
 
 If there is an especially favored class in the world, it 
 is the group of men who have profited by the privileges 
 of an education. It is their duty to prove themselves 
 worthy of recognition as an aristocracy, — as an aristo- 
 cracy however in the original meaning of that word. 
 And their rule and influence in the community in which 
 they live will show itself to be the best so far as it is 
 determined by a wise purpose to devote the power of 
 knowledge to the betterment of human conditions, and 
 to the satisfaction of human needs. It is in no sense a 
 survival of the fittest, if he who survives is content to 
 survive alone. Our universities must teach to their 
 students in season and out of season this lesson of 
 life: — With all their getting let them get understand- 
 ing — that understanding of their station and their 
 
 i8 
 
duties which will reveal to them this supreme law of 
 privilege, that he who commands the sources of light 
 must become a bearer of light to others. The i>erplex- 
 ing political questions of the day arise largely out of 
 strained and perverted social relations of man to man. 
 If our social relations are to be satisfactorily adjusted, 
 the privileged classes must give to their less favorably 
 conditioned fellows some wise thought, some measure 
 of sacrifice, some active sympathy and consideration, 
 and thereby make success tributary to service. They 
 who are coming more and more to be regarded as the 
 natural leaders in this cause of humanity, and they who 
 are under compulsion to lead by example as well as by 
 precept and suggestion, are that very class of men who 
 have come into possession of the highest of all privi- 
 leges,' — the trained mind and tlie human heart. 
 
 We are highly honored upon this occasion by the 
 presence of our distinguished guests, — His Excellency, 
 the President, and the Chief Justice of the United 
 States. Your illustrious predecessor in office, Mr. 
 President, the first President of our country and the 
 first American, received in this building the grateful 
 acknowledgements by the Continental Congress for his 
 service in establishing the freedom and independence 
 of the United States. For a part of the year 1783 
 from June to November, Nassau Hall was the capitof 
 of the young Republic, and here Thomas Jeflferson, 
 James Madison, Alexander Hamilton, Oliver Ells- 
 worth, and their distinguished colleagues sat in coun- 
 sel. And now by your presence on this occasion, Mr. 
 
 19 
 
President, and ]Mr. Chief Justice, you give an enhanced 
 vakie to our patriotic possessions. The love of country 
 has been a central lesson in the teachings of our Uni- 
 versity. Naturally v^e can not ex[)ect our students gen- 
 erally to attain to the highest offices of public trust in 
 our country, but v^e do expect every man who bears the 
 Princeton mark and who is true to the Princeton tradi- 
 tions to serve his day and generation with fidelity, and 
 to bear upon his soul the burden of humanity. 
 
 This institution was not founded in the spirit of civil 
 liberty alone, but in the spirit of religious liberty as 
 well, in that Christian faith and hope which is our most 
 treasured tradition. Our fathers learned the lesson 
 of the Great Teacher, that the law of life is a law of 
 liberty, — a liberty which finds expression, however, in 
 a law of service and a law of sacrifice. Our hope and 
 our prayer is that their sons who bear their names and 
 who are of their breed and blood may keep faith with 
 the past while moving forward to possess the new 
 lands of promise and of plenty. 
 
 20 
 
OFFICIAL REGISTER OF PRINCETON UNIVERSITY 
 
 [Entered as second-class matter, December 13, /voy, at the 
 Post Office at Princeton, N. J., under the Act of July 16, iSv4.] 
 
 Issued twice a month during December, January and February 
 and monthly in March and June. 
 
 These publications include : 
 
 The Catalogue of the University. 
 
 The Reports of the President and the Treasurer. 
 
 The descriptive booklet of the University. 
 
 The Announcements of the several Departments, relating to 
 the work of the next year. These are made as accurate as 
 possible, but the right is reserved to make such changes in 
 detail as circumstances may require. 
 
 The current number of any of these publications will be sent 
 upon application to the Secretary of the University, Prince- 
 ton, New Jersey.