Oak Street 
 UNCLASSIFIED 
 
 HISTORY OF THE COLLEGE CURRICULUM OF 
 MIAMI UNIVERSITY. 
 
 INTRODUCTION. 
 
 In the development of the Miami University curriculum 
 during the nineteenth century the two most prominent motives 
 were (1) the maintenance of the required classical course for 
 the Bachelor of Artsdegree and (2) the development of a modern 
 scientific course to meet practicaldemands. Strange to say these 
 two motives conflicted very little. On the other hand the attempt 
 to modernize the Bachelor of Arts course by substituting modern 
 languages for Greek was an almost constant source of controversy 
 down tothe nineties. Consequently the development of modern 
 language instruction was the largest issue in the expansion of 
 the curriculum, and it has been described at length. 
 
 The question of election of studies (other than the languages) 
 played very little part before 1873 because of the small number 
 of departments. The school was closed from 1873 to 1885. 
 After the reopening in 1885, the amount of election permitted 
 increased proportionately to the increase in departments and 
 teaching staff. 
 
 Before 1870, changes in the course of study were commonly 
 initiated by the Board of Trustees and always very thoroughly 
 discussed by them. Since the nineties such changes have been 
 arranged almost entirely by the faculty. In the minutes of the 
 Trustees the social reasons for changes advocated are usually 
 presented at length, hence they are a valuable source of 
 educational history. The volume and page references for 
 important data are indicated throughout the following discussion. 
 
 Note on the History of Miami University. Ohio maintains three state univer- 
 sities of which Miami is one. It is located at Oxford, forty miles from Cincinnati. 
 Miami University was established by the Legislature of Ohio in 1899, but did not 
 receive liberal support from the state until the nineties. As a consequenee it was 
 closed from 1873 to 1885. In 1896 the Legislature made provision for its support by 
 annual tax. The income from this and other sources has made possible in the last 
 few years a very rapid material and academic development. The Siberal Arts College 
 was opened in 1824,and down to the Civil War was one the strongest colleges in the 
 West. There was a dec'ine following the war butit nowranksas one of the leading | 
 insti{utions of its kind in the Mississippi valley. 
 
I. THE TRADITIONAL BACHELOR OF ARTS COURSE; 
 CULTURAL, DISCIPINARY, AND PROFESSIONAL. 
 
 The maintenance of the traditional course leading to the 
 Bachelor of Arts degree and requiring the study of both Latin 
 and Greek, constituted the chief educational activity of Miami 
 to the closing in 1873. Some of the questions that will be 
 discussed in tracing the development during this period are: 1. 
 What was the purpose of students taking this course; to what 
 careers did it lead? 2. What was the educational philosophy at 
 the basis of it? 3. What were the possibilities of enriching it 
 or making it more flexible? 4. What difficulties were encountered 
 in maintaining it? 5. What important attempts were made to 
 modify it? 
 
 1. PURPOSE OF STUDENTS TAKING THE TRADITIONAL A. B 
 COURSE; PROFESSIONAL. 
 
 The student’s purpose in coming to Miami may be inferred 
 from the career to which his education led. Considered from 
 this standpoint his education at Miami was primarily a preparation 
 for one of the learned professions. ‘This is evident from the 
 professions of graduates given in the triennial catalogue of 1851, 
 
 . GRADUATES TO I85I 
 Ministers of the Gospel.. 149 Whole number......... 441 
 
 LAWYErs: cos ieee 143 Deceasedsi 8 3 a ee 69 
 Engaged in teaching. . .. S09 & Loiviiip sae ae ree EE se ep 
 348 
 
 To the ordinary serious college student of this early period, 
 college graduation meant a step in the direction of preaching, 
 teaching, or practicing law. ‘Those intending to be farmers: 
 merchants or manufacturers might take a ‘‘partial course’’ but 
 were not likely to continue to graduation. 
 
 2. THEORETICAL PURPOSE OF A. B. COURSE; DISCIPLINARY. 
 
 The educational philosophy which formed the basis of the 
 classical course was the idea of formal discipline, the development 
 of the faculties, as opposed to acquiring information or developing 
 
 4 
 
skill in practical affairs. ‘This theory is so clearly stated in the 
 catalogues, that I shall quote two statements of it. Three 
 catalogues of President Junkin’s administration (1841-1844) 
 contain the following: 
 
 ‘The preceding course of studies exhibits the means we 
 em ploy to discipline the mind in the various parts of its intellectual 
 character. Our object—that is, our /eading object, in carrying 
 students over and through the above course, is not to communicate 
 a large amount of knowledge. This we suppose, every sensible 
 Educatur understands to be a contingency and a minor matter; 
 the grand design being to discipline the intellectual powers to 
 regular svstematic action; and thus to form habits of ¢hznking, 
 which will continue to bear the youth along, a student through 
 all his future life. TZhinking is one thing and having thoughts is 
 quite a different matter.’’ 
 
 This theory of the disciplining of the mind served as a 
 valuable defense against those who demanded that the college 
 course be modernized and that information of practical value and 
 training in practical affairs be substituted for a study of the 
 dead languages and abstract philosophy. The theory was used 
 for this purpose by President Macmaster in the catalogue (1845) 
 as follows: 
 
 ‘‘There is often a somewhat urgent demand, from some 
 portions of the community, for the substitution, in place of 
 certain parts of the existing course of study, of other branches, 
 supposed tc have a more immediate practical utility in reference 
 to commercial and other business pursuits; which proceeds frem 
 a misconception of the object of academical education. This is 
 —not the special instruction necessary to prepare for particular 
 occupations—but the mental discipline of thestudent. ‘The means 
 adopted to effect this are the old methods, universally approved by 
 all, in our country and elsewhere, who may be supposed to be the 
 most competent to judge in the case, and tried by time which 
 proves all things—the thorough and rigorous study of the 
 mathematics and of the ancient classic languages, as a discipline 
 preparing the student to comprehend the doctrines of physical 
 science, and to receive the principles of moral philosophy, that 
 may form him for the successful attainment of the great end of 
 his being.’’ 
 
3. PRACTICAL POSSIBILITIES OF MODIFYING TRADITIONAL A. B. 
 COURSE; LIMITED. 
 
 What possibilities were there of enriching the college course 
 or of making it more flexible? The simplest answer to this is, 
 such possibilities as might exist with a faculty of five or six men. 
 Down to 1832 three professors constituted the faculty. From 
 1833 to the establishment of the Professorship of English 
 Literature in 1868, the typical faculty consisted of five professors; 
 this included the President who usually taught philosophy, and 
 professors of Latin, Greek, Mathematics and Science. Sometimes a 
 teacher of modern foreign langnages was also employed but he 
 usually proved a failure. It is a simple problem in mathematics to 
 show that the entire instruction of four college classes and partial 
 instruction of two preparatory classes by this small staff, 
 necessitated limiting the course of study toa few subjects and 
 allowing practically no election. More subjects might have been 
 taught if the faculty had been content to give short courses from 
 which but a smattering of the subject would be gotten. 
 
 4, DIFFICULTIES IN MAINTAINING TRADITIONAL A. B. COURSE 
 UNALTERED; MIDERN PRACTICAL DEMANDS; GREEK. 
 
 he difficulty of maintaining the traditional classical course 
 was expressed by President Bishop in 1840 as follows: ‘‘The 
 great dificulties with which we hitherto had tocontend in making 
 good Latin and Greek scholars in the West have been (1) ‘The 
 popular notion that an acquaintance with these languages is not 
 essentially necessary to the improvement of the mind, or the 
 preparing of a young man for the business of the worldand, ‘(2) 
 that even if useful all the good can be derived in a few years. 
 These difficulties still exist and exist in great force with some 
 otherwise respectable portions of the community. But the current 
 of popular opinion in all well informed circles ‘is certainly now 
 in opposition to both these notions.’’ (Trustees I, p. 475.) 
 There were two main lines of influence tending to a 
 modification of the prescribed classical course for the Bachelor of 
 Arts degree. First, there was a social demand for training in 
 English, mathematics and applied science to prepare for teaching, 
 civil engineering and other practical pursuits. This difficulty 
 
 6 
 
was met by developing an English Scientific Course which is 
 described at length later. The traditional A. B. course was thus 
 left intact. 
 
 Second, there was a strong demand from certain practical] 
 members of the Board of Trustees for the substitution of modern 
 languages for Greek. The history of the teaching of modern 
 languages at Miami and its failure during this early period is 
 treated at length ina later section. A: brief statement will suffice 
 here. The incorporation of modern languages in the Bachelor of 
 Arts course presented two different problems. In the first place it 
 was often attempted without eliminating any of the older subjects’ 
 This involved only sucha revision of the conceptions of a college 
 education as to admit that the study of modern languages had 
 some cultural or disciplinary value. This form of adjustment 
 was often attempted at Miami and is described at length in the 
 section on the teaching of modern language. Another method of 
 incorporating modern language instruction involved its 
 substitution in place of Greek. This required a more serious 
 revision of the accepted notions. The unwillingness of the Board 
 of Trustees to pursue this plan is stated in the following report 
 made by a committee in 1851: 
 
 ‘“There is no part of it (course of study) which we can 
 recommiend to be omitted, and we do not judge that a correct 
 education of a young man, would be promoted by an enlargement 
 of the plan, with a prolongation of the period of study. 
 The difficulty with professois and students is fully and fairly to 
 carry out the present course of study in the giventime. ‘To drop 
 a part of the studies and to introduce others either by a part or 
 by the whole of the class, would lead to consequences highly 
 dangerous.’’ (Trustees II, 458.) The first official suggestion 
 for such a change, that I have found, came in 1852 from Mr. 
 Anderson of the Board of Trustees. He presented an ordinance 
 which declared the study of Greek to be no longer necessary for 
 the A. B. degree and allowed the substitution of an equal 
 proficiency in German and French. ‘The ordinance was adopted 
 notwithstanding the unfavorable attitude expressed by the 
 committee the year before. (Trustees II, 506, 516). It is 
 impossible to determine how satisfactory this wou'd have been if 
 the modern language instruction had been successful. The 
 modern language teachers were inefficient and the subsequent 
 
 7 
 
development was determined by this fact. The Trustees, finding 
 that students were not held rigidly to the studies they had elected, 
 passed a resolution requiring students to adhere to the election 
 of Greek or a modern lanyuage when male, the faculty to keep 
 a record of such elections. (1856, Trustees III, 141). ‘Two 
 years later the trustees expressed dissatisfaction with the faculty 
 for failing to do this. (1858, Trustees III, 85). Finally, 
 owing to the inzficiency and failure of the modern language 
 teachers, the Trustees decided, by a vote of eleven to four, to 
 repeal the ordinance permitting a substitution of French and 
 German for Greek. (Trustees III, 161-194.) This occurred in 
 1858, six years after the adoption of the ordinance. 
 
 Some concession to the demand for flexibility was implied 
 in a resolution adopted by the board in 1851, permitting those 
 students who had chosen their professions for life ‘‘to pay more 
 attention to those branches of study, that are more intimately 
 connected with their profession than to some other branches 
 more remotely connected therewith.’’ ‘Two years later (1853) 
 the examination committee of the Board criticized the results of 
 this ordinance and it was repealed. (Trustees III, 65, 69). 
 
 With the exception of the six year experiment permitting 
 the substitution of modern languages for Greek, the only cases 
 of substitution premitted before 1873 were such occasional 
 instances as that mentioned above. Another case occurred in 
 1858 when the faculty voted, four to three, to permit eleven 
 members of the Senior class who expected to study for the 
 ministry to su')stitute Hebrew forthe study of a modern language. 
 (Faculty minutes, Oct. 1858, 111, 151). 
 
 5. IMPORTANT REVISIONS OF THE TRADITIONAL A. B. COURSE 
 BEFORE 1873. 
 
 Three prominent revisions of the course of study for the A. 
 B. degree are noted in the catalogues and trustees’ minutes. 
 These revisions were (a) President Macmaster’s in 1845, (b) 
 President Stanton’s in 1867 and (c) President Hepburn’s in 
 i871. 
 
 (a) President MacMaster’s Revision, 1845; No Important Changes. 
 
 The revision of the course of study under President 
 
 Macimaster in 1845 was considered very important at that time, 
 
 8 
 
but it is difficult to discover in it any essential modification. In 
 the catalogue for 1845 the following statement appears: ‘‘The 
 preceding course of study has been considerably extended beyond 
 that of former years, by the introduction of several new subjects, 
 and an increase in the amount of requisition in those before 
 pursued.’’ To provide for this increase the preparatory course 
 was changed from a two- to a three-year course. This change in 
 the preparatory years meant principally an increase in the amount 
 of Latin and Greek, geography and chronology being the only 
 new subjects. In the college work the revision meant 
 principally more advanced Latin and Greek, the only other 
 change that I could discover being more emphasis on history. 
 Certainly there was no departure from the furdamental principle 
 of a prescribed classical course. 
 
 (b) President Stanton’s Revision, 1867; Effective Instruction in German 
 and English. 
 
 The innovations in the course of study under President 
 Stanton in 1867, are more evident than in President Macmaster's 
 revision in 1845. These changes were concisely stated in the 
 catalogue for 1867-8 as follows: 
 
 ‘*Since issuing the last annual catalogue, the courses of study 
 in the several Departments have undergone a thorough revision. 
 They are now presented upon a scheme which exhibits considerable 
 improvement. Some branches have been added which were not 
 taught before with sufficient regularity, and the Faculty has been 
 enlarged. Especially in the departments of the English Language 
 and Literature, and of the modern Languages, provision is made 
 for meeting a demand which the present times are constantly 
 urging. The course in the Scientific Department has been 
 extended and is made to rank with the Classical.’’ While this 
 course exhibits considerable modernizing in its inclusion of 
 effective work in German and English, there was no departure 
 from the traditional prescribed classical course (without election ) 
 for the A. B. degree. 
 
 (c) Prasdent Hepburn’s Virginia Scheme, 1872; Did Not Permit Election 
 of Studies For The A. B. Degree. 
 
 Even the University of Virginia scheme which President 
 Hepburn induced the Board of Trustees to adopt in 1872 retained 
 the traditional prescribed course for the A. B. degree. The 
 
 9 
 
University of Virginia is often credited with originating the elective 
 system in American colleges. Asa matter of fact it was just as 
 rigid in maintaining required courses for the degree as other 
 colleges, but it was liberal in allowing students to pursue any 
 subjects they cared to, at any timeand inany order. The history 
 of the experiment with this scheme at Miami will be described 
 after the section on the provision of instruction for students who 
 were not candidates for the Bachelor of Arts degree. 
 
 The University closed its doors in 1873, having made no 
 essential departure from the traditional, completely required course 
 for the A. B. degree but having a well established, high grade, 
 parallel course for which the Bachelor of Science degree was 
 given, The history of the development of this science course will 
 now be traced. 
 
 Il. PARTIAL COURSES TO MEET PRACTICAL 
 DEMANDS; DEVELOPMENT OF THE 
 
 BACHELOR OF SCIENCE COURSE. 
 
 In order to appreciate the necessity of providing higher 
 instruction in colleges for students who did not desire to take 
 the complete course leading to the Bachelor of Arts degree, one 
 must keep in mind that the colleges were practically the only 
 institutions providing any higher education before 1850. There 
 were few opportunities for those who desired advanced training 
 for engineering and other practical careers. Such exceptional 
 opportunities existed at Rensselaer Polytechnic Institute founded, 
 at Troy, New York in 1824, and at Union College, Schenectady 
 New York, where a strong scientific course existed from about 
 1830; but were lacking in the West where colleges, however, 
 were quite numerous. 
 
 There. was a strong social demand for men trained in applied 
 science, but the colleges did not provide such training as was 
 nee led, being primarily professional preparatory schools for 
 ministers, lawvers and teachers. Consequently, the general 
 public severely criticized the colleges for failing to adjust 
 themselves to the needs of practical life, and the colleges finally 
 began to make some concession to the practical demands and 
 
 Io 
 
open their doors to students who desired to take only those 
 subjects which would benefit them in a practical way. The 
 movement begun in this way, eventually developed into special 
 Scientific Courses for which the degree of Bachelor of Science 
 was given. ) | 
 
 Miami provided for this class of students very shortly after 
 it was started. The following outline shows the main stages in the 
 development to the establishment of the Bachelor of Science degree 
 in 1866: 
 
 1826-1850. No regular course was outlined in the catalogue, 
 but studies were announced as substantially the same as those of 
 the College classes excepting the ancient languages. The title 
 varied as follows: 1826-1841, under President Bishop, it was 
 called the ‘‘English Scientific Department’’; 1841-1844, under 
 President Junkin the students were listed as ‘‘Irregular 
 Scientifics’; 1845-1850, under President Macmaster, it was called 
 the ‘‘Partial Course’’. 
 
 1850-1872. A regular course of study covering three years 
 and paralleling the clas<ical course was provided; from 1850-1861, 
 known as the ‘‘English Department and Normal School’’; 
 1861-1867, as the ‘‘English and Scientific Course’’; 1867-1871, 
 known as the ‘‘Scientific Department’’. From 1855-1866, a 
 parchment diploma was given for the completion of the course; 
 1866-1872, the degree of Bachelor of Science was given for 
 completion of the prescribed three year course. This development 
 will be described in detail below. 
 
 1. DEVELOPMENT OF THE ENGLISH SCIENTIFIC COURSE 
 1826-1850: IRREGULAR INTRUCTION 
 
 A clear conception of the situation demanding such a course, 
 and the reasons for providing it, may be gotten from the following 
 statement printed in the catalogue of 1829: 
 
 “There is a large number of promising young men, who 
 must act for themselves because they already support themselves, 
 who do not consider that a full course, requiring six or seven 
 years application, corresponds with their pecuniary resources, or 
 with the particular spheres which they intend to occupy. Hence 
 a partial course, equal to the end of the Freshman or Sophomore 
 
 II 
 
year, or a scientific course without the study of the dead 
 languages is the course which they choose. The good of the 
 community requires that some arrangement should be made for 
 this valuble class of young men. ‘They are to be farmers and 
 merchants and manufacturers, and legislators, and teachers of 
 schools, and academies, and they are to give character to a great 
 body of the next generation. It is therefore proposed to give 
 from this time forward, at the end of every winter session, on 
 application, an official certificate of standing and attainments, to 
 those who have been or may be in this situation. The names of 
 those to whom such a certificate may be given, shall be recorded 
 on the Journals of the Trustees and Faculty, and published in the 
 triennial catalogue. The leading requisitions for such a certificate 
 will be, that the applicant have the literary attainments of 
 the Sophomore year, or the whole mathematical and philosophical 
 course.’’ 
 
 The announcement of such a course was printed in all of the 
 catalogues issued by President Bishop, but does not occur in 
 those of President Junkin and Macmaster, although the names of 
 students taking the course are given. The annual number of these 
 students averaged about 18 or 19 from 1825 to 1850, seldom 
 falling below 9 and never exceeding 38. 
 
 While the number of irregular students in attendance was 
 never large the existence of the practical demands expressed by 
 President Bishop in 1829 is constantly in evidence in the reports 
 of the professors of mathematics and science. Thus.in 1838, in the 
 report of Professor McCracken of the Department of Mathematics 
 and Civil Engineering, the following statement occurs: ‘*The 
 demand for young men to superintend the public works which 
 are going on in the improvements of our country is greater than 
 the supply. There is therefore a considerable rush of young 
 men to college whose principal object is to prepare themselves for 
 the department of engineering.’’ (Trustees 1, 419.) 
 
 In 1857 Professor McFarland described the _ situation 
 in) very nearly the same words: ‘‘Owing to the great demand of 
 late years for Engineers, many young men wish to devote a 
 considerable proportion of their time to the mathematical studies 
 relating to engineering.’’ (Trustees III, 154). The applications 
 of Chemistry were emphasized by Professor Stoddard in 1849, 
 in reporting a course of lectures on the application of Organic 
 
 12 
 
Chemistry to Agriculture: ‘‘The intrinsic importance of the 
 latter subject, and the fact that our country in general and 
 especially the Western portion is essentially agricultural in its 
 physical features, have induced the undersigned to devote yearly 
 more attention to this relation of Chemistry.’’ (Trustees II, 388.) 
 
 2. THE ENGLISH DEPARTMENT AND NORMAL SCHOOL, 1850— 
 1861: A REGULAR THREE YEAR COURSE. 
 
 The second stage in the development of a college course for 
 students not candidates for the A. B. degree was reached in 1850. 
 During the preceding period irregular instruction had been 
 provided for such students, but in 1850 a regular three years 
 course of study was organized to train for practical activities, 
 particularly for teaching, with special emphasis on training in the 
 use of the English language. 
 
 President Anderson proposed the scheme to members of the 
 Board of Trustees and announced the probable establishment of 
 such a course in the catalogue of 1850, as follows: 
 
 ‘“The Board contemplate the establishment of a Department 
 of English Literature, which will furnish a thorough education 
 in English letters and science, to those who do not desire to take 
 the College course. This Department too, proposes to embrace 
 the whole Theory and Practice of Public Instruction, and thus 
 become a Normal School for the State; and, indeed, more than 
 an ordinary Normal School, for its members can have all the 
 advantages of the lectures and experiments in the regular College 
 classes. This measure will greatly extend the University’s sphere 
 of usefulness.’’ 
 
 The reaction of the Board of Trustees upon President 
 Anderson’s suggestion was very favorable and they voted to 
 establish the new ‘‘department of English Literature and the 
 training of Professional teachers.’’ (Trustees II, 423). Among 
 other reasons given for favoring the project were these, (1) that 
 teachers trained at Miami would be ‘‘feeders’’ for Miami, (2) the 
 attention of the Legislature would be called to Miami as a _ 
 possibility for Normal School appropriations. 
 
 The committee to whom the President’s recommendation 
 had been referred was especially vigorous in its denunciation of 
 the neglect of the English tongue in American colleges. The 
 
 ) 
 
following are some of the statements made- ‘‘That any 
 institution calling itself a University, and teaching all the dead 
 languages and abstruse sciences.:. <2..5 a0. a should nevertheless 
 
 omit to instruct (students) in their mother tongue, is one of these 
 2 SCROLLS instances of the blinding effects of habit and drowsy 
 prejudices.’’ A college graduate should be able to ‘‘appreciate 
 and express, the beauties of the Classical English Language as 
 well as of Greek, Latin and Hebrew—of Chaucer, Spencer, 
 Marlow, Shakspere, Milton and Dryden amongst our own poets, 
 of Latimer, South, Barlow, Jermey Taylor, Bacon, Hooker, and 
 Addison of our prose writers—as well as to chase out the roots 
 of a Greek verb or idiom or to analyse the eloquence of 
 Aristophanes, Horace, Demosthenes or Cicero.’’ (Trustees 11, 
 420). 
 
 The Board voted to secure a principal for the new department, 
 to have full professional rank and to receive a salary of $300.00 
 plus the fees of such students as belonged to the course. This 
 position was abolished in 1860. 
 
 The registration of students in this organized course was 
 larger than in the irregular work previously provided, the annual 
 average being over 4o for the years 1851 to 1860. The character 
 of these students was indicated in the following statement of the 
 principal in his report for 1856: “‘Of the students the greater 
 number was composed of old teachers endeavoring to qualify 
 themselves more thoroughly, and of others about to enter the 
 Teacher’s profession; those of the remaining portion were seeking 
 an English education to prepare them for business.’’ (Trustees 
 III, 136). . 
 
 The course of study of the ‘‘English Department and Normal 
 School’’ was announced to contain three years of work. 
 (Catalogue of 1851). ‘This included three years of a study of 
 English grammar, reading, composition, elocution and rhetoric; 
 mathematics including arithmetic and book-keeping, algebra, 
 geometry, trigonometry and mensuration, surveying and 
 engineering;science including geography, geology and mineralogy, 
 natural history and botany, natural philosophy and chemistry and 
 physiology; historical studies including ancient and modern 
 history, political economy and the history and Constitution of 
 the United States; philosophical and religious subjects including 
 logic, mental and moral philosophy, natural theology, evidences 
 
 14 
 
of Christianity. Students in the Normal Course were permitted to 
 take the modern languages also. 
 
 ‘‘A model school in which those preparing for teaching can 
 have daily exercise in the art of teaching’’ was announced in the 
 catalogue of 1853, as a part of the English department. The 
 model school continued in existence until 1856, the catalogue for 
 that year announcing that. “the Model School, numbering, 
 usually heretofore, from 15 to 25 has been suspended.’’ 
 
 Graduation from the English Department and Normal School 
 may have been contemplated when the course was established, 
 but I found no record of it until 1855. In the catalogue for that 
 year, after the description of the course of the ‘‘English 
 Department and Normal School,’’ there occurs this statement. 
 ‘“To those completing the studies mentioned above a diploma will 
 be given.’’ No graduates of this course are named in the catalogue 
 of 1856, but in 1857 the names of five ‘‘Graduates of the Normal 
 Department’’ follow the names of the Seniors in the regular 
 college course. During the next four years the average annual 
 number of graduates in thiscourse was 5. These graduates were 
 given recognition by having their names inserted in the lists of. 
 graduates contained in the triennial catalogues of 1861 and 1867. 
 
 3. THE ENGLISH AND SCIENTIFIC COURSE, 1861, LEADING TO THE 
 DEGREE OF BACHELOR SCIENCE (1866). 
 
 The third stage in the development of a college course for 
 students not candidates for the B. A. degree, was marked by a 
 change in the name and emphasis of the three year special course, 
 from the training of teachers to the giving of science instruction, 
 and the recognition of the completion of such a course of study 
 by conferring the degree of Bachelor of Science instead of the 
 diploma of graduation previously given. 
 
 The ‘‘English Department and Normal School’’ continued 
 under that name to 1861. In the catalogue for that year the 
 name was changed to the ‘‘English and Scientific Course’ and a 
 new statement of the purpose of the course appeared. Concerning 
 the former department the catalogues had stated that it was 
 “designed to train up teachers for our Common Schools’’ in 
 addition to giving a thorough English education. The object of 
 the course under its new name was ‘‘to give a thorough English 
 
 15 
 
and Scientific Education to those not wishing to take the regular 
 College Course.’ To this end a distinct plan of study was 
 prescribed. Concerning graduation, it was stated that ‘‘on 
 completing the course prescribed, they (students) will continue 
 to receive, as heretofore, a regular Diploma on parchment.’’ ‘The 
 course of study was practically the same as that of the old 
 Normal Course, including in a three year course nearly all the 
 subjects of the regular college course, except the Latin and 
 
 Greek. 
 The names ‘‘English and Normal Department’’ and ‘‘English 
 
 and Scientific Department’’ continued to be used interchangeably: 
 thus, in the catalogue of 1867, the names of the students in the 
 course are given under the old title at the top of the page, and 
 the number of students given under the new title at the bottom 
 
 of the same page. 
 The degree of Bachelor of Science is first mentioned in the 
 
 catalogue of 1866, the last one in which President Hall’s name 
 appears. In the description of the English and Scientific 
 Department, instead of the statement that graduates will receive 
 a diploma on parchment, it is stated that ‘‘on completing the 
 course prescribed they will receive the Degree of Bachelor of 
 
 Science.’’ 
 All students in the University were classified as either 
 
 ‘*Classical’’ or ‘‘Scientific’’ in the catalogue for 1868; the 
 Scientific students being ranked as Seniors, Juniors and 
 Preparatory, following in each case the names of the 
 corresponding classical students. 
 
 The English and Scientific course shared in the general 
 reorganization of curricula which President Stanton inaugurated 
 in 1867. ts name was changed to the ‘‘Scientific Department’’ 
 and was very briefly characterized in the catalogue as follows: 
 ‘‘The Scientific course covers, strictly, three years, and 
 corresponds in rank with the higher classes of the Classical 
 course. The Preparatory studies are the same as those required 
 for a corresponding standing in the Classical course, with the 
 exception of Latin and Greek.’’ The course included about two 
 years of Mathematics, from Trigonometry through Integral 
 Calculus, three years of History and English Literature, two 
 years of German, two years of Science, and two years of 
 Pailosophy. The only requirements for admission were > English 
 grammar, arithmetic, algebra and geometry. 
 
 16 
 
The purposes of the original partial course of the thirties 
 and forties, were provided for in the 1868 by allowing irregular 
 students to take ‘‘optional or special courses’’ for which they 
 were qualified. Seven students were registered for such work. 
 
 Thus in 1868, we find the culmination of the effort to 
 provide high grade college instruction for students who did not 
 care to take the traditional classical course leading to the B. A. 
 degree. ‘The development was continuous during the period of 
 forty-two years from 1826 to 1868. At first the only provision 
 made was to allow such students to pursue any courses they 
 chose; in 1850 a definite prescribed three year course was 
 established; in 1866 this was dignified by conferring upon its 
 graduates the Bachelor of Science degree; and finally by 
 the revision of the course under President Stanton in 1867, it 
 became almost the equivalent of the last three years of the 
 classical course with German in place of the classical languages. 
 In the catalogue for 1871, the Seniors, Juniors, and Sophomores 
 of the Scientific Course were distinguished from those of the 
 classical course only by means of a slight mark after each name, 
 showing how nearly complete the recognition of the course had 
 become. 
 
 4 THE UNIVERSITY OF VIRGINIA SCHEME; 1872-1873; FREEDOM 
 OF STUDY. 
 
 In April, 1872, the Board of Trustees adopted a plan of 
 reorganization of the course of study, suggested by President 
 Hepburn and patterned after the organization which had 
 prevailed at the University of Virginia from 1825. This scheme 
 was very prominent in the development of the universities and 
 colleges of the South Atlantic States and is very important in 
 the history of the American college. The short period during 
 which the scheme wastried at Miami (1872-1873), was not 
 sufficient to test its chances for success. Its main characteristics 
 were stated in the catalogue of 1871-1872 as follows: 
 
 ‘’The curriculum of the ordinary college has been abandoned 
 for a system more in accordance with the educational movement 
 of the day, and better adapted to the wants of the various 
 classes of students seeking a liberal education.’’ 
 
 17 
 
‘‘The following are some of the special features of the 
 University in which it differs from other institutions of learning 
 in the West. Independent Schools. The customary division 
 into four classes with a compulsory course of studies is abolished, 
 
 .and for it is substituted the system of independent schools.’’ 
 These corresponded roughly to the various departments, Latin, 
 Mathematics, etc. ‘‘Each school is divided into classes as the 
 Professor in charge of it may deem advisable, and grants its own 
 diploma to those who complete its course of studies.’’ ‘‘Entire 
 Liberty in the Choice of Studies. Any student may enter any 
 school, or any class in a school, that his svecial tastes, his aims 
 in life, or the wishes of his friends may lead him to prefer.”’ 
 
 Degrees. Five different degrees were established. (1) 
 Graduate of school (e. g. Latin or Mathematics), (2) Bachelor 
 of Arts, (3) Bachelor of Literature, (4) Bachelor of Science, (5) 
 Master of Arts. To receive any degree a student was required 
 to graduate in certain schools and to pass certain special 
 examinations for the degree. Ordinarily four years was required 
 to secure the Bachelor of Arts begree, but a student might have 
 secured it in three years which was the usual time required to 
 secure the degree of Bachelor of Literature or of Science. 
 
 iil, ADMINISTRATION OF THE CURRICULUM 
 AFTER 1885. 
 
 When Miami closed its doors in 1873 it had reached that 
 stage in the development of its curriculum, in which it was com- 
 mitted to maintaining a college course leading to a bachelor’s 
 degree other than the B. A. It had not, however, committed 
 itself to any extent, to the election of studies other than the 
 choice between two prescribed courses, and still maintained that 
 the study of both Greek and Latin were prerequisite for the B. 
 A. degree. 
 
 The development subsequent to the opening in 1885 may be 
 studied from the following points of view; first, from the stand- 
 point of the differentiation of degrees and second, from the stand- 
 point of the quantity of prescribed and elective studies. 
 
 18 
 
I. THE DIFFERENTIATION OF DEGREES... 
 
 The principal stages from the standpoint of the differentia- 
 tion of degrees are the following: 
 
 1884 to 1888. Separate courses leading to the degree of B. 
 A. and B.S. Latin required for B. A., but German could be 
 substituted for Greek. The B. S. course had Science and mod- 
 ern languagesin place of Greek and Latin. 
 
 1888 to 1893. Only one degree, the B. A. Latin required 
 but French and German could be substituted for Greek. Five 
 groups of electives. 
 
 1893 to 1901. ‘Two degrees, B. A. and B. S. ‘Two courses 
 for B. A., first required Greek, Latin and German, the second 
 omitted Greek but required Latin, German and French. 
 Latin was not required for the B. S. 
 
 Ig01 to present. Only one degree, B. A. No college study 
 of Latin or Greek required. 
 
 It will not be possible to discuss each of these stages in 
 detail, but some of the main facts may be given. 
 
 (a) Theestablishment of two degrees in 1884 was deter- 
 mined by the Board of Trustees which instructed its committee 
 on the reopening of the University to construct a course of study 
 which would include ‘‘a Classical and a Technological or 
 Scientific Course’ and be equal to those courses maintained at 
 Princton and Yale. The committee reported courses accordingly, 
 the Scientific course having modern languages and Science in 
 place of Greek and Latin of the classical course. (Trustees III, 
 623, 627-630.) In 1888 one student received the B. A. degree 
 and one the B.S. The caatiogues for 1885 to 1887 do not 
 contain a clear statement concerning the Bachelor of Science 
 degree but the trustees’ minutes are clearer. Most students 
 substituted German for Greek for the B. A. (Trustees IV, 35,97.) 
 
 (b.) Theabolishing of the B. S. degree in1888 occurred at 
 the time of the complete reorganization of the University. This 
 action was recommended by a committee of the Board of Trus- 
 tees in these words. “‘that the Faculty be required to arrange 
 such a course of study as will entitle every graduate to the degree 
 of Bachelor of Arts.’’ (Trustees IV. p. 115). Two years 
 of college Latin were to be required of all but French and Ger- 
 man could be substituted for Greek. (Trustees IV, p. 116). 
 The studies of the Freshman and Sophomore years were 
 
 19 
 
definitely prescribed. About half of the studies of the Junior 
 and Senior years were prescribed; for the other half the student 
 elected one of five groups, historical, linguistic, mathematical, 
 physical-scientific, biological-scientific. 
 
 From the beginning, President Warfield was strongly 
 opposed to this practice of granting the B. A. degree for work 
 wihch did not include Greek, and the minutes of the Board of 
 Trustees contain long communications from him and from the 
 classical professors on this question. President Warfield’s 
 reports contain admirab’e discussions of his point of view, with a 
 keen analysis of the conditions pertaining to the granting of de- 
 grees in Europe and the United States. (Trustees IV, 140, 181, 
 241.) The main points that the President made in his argu- 
 ment for the differentiation of degrees, are: 
 
 The necessity of protecting the classical course from decay. 
 If the B. A. degree were granted only for the completion of 
 the classical course, the desire to secure this most esteemed of 
 Bachelor’s degrees would stimulate students to take the classical 
 course. 
 
 ‘‘In order to retain the support of the able and conservative 
 alumni the old classical curriculum should be retained in its 
 integrity, given the moral support of the faculty and insured in 
 its position of precedence.”’ 
 
 ‘On the other hand parents and students desiring a modern 
 scientific course would be attracted by such a course leading to 
 the B. S. degree.’ 
 
 ‘The practice of giving the B. A. for a non-classical course 
 prevails in only a few colleges. ‘‘Miami has been more radical 
 than 902 of the institutions of the country.’’ | 
 
 ‘Differentiated degrees carry more definite meaning than the 
 single degree.’’ 
 
 President Warfield finally succeeded in getting the Board of 
 Trustees to direct him to lay the question of the scientific course 
 before the Faculty for consideration, but here again he encountered 
 difficulties. In his last report (1891, made after he had resigned 
 to goto La Fayette) he said, ‘‘the Faculty were unable to reach 
 a decision owing to radical difference of opinion.’’ (Trustees IV, 
 241). 
 
 The faculty continued to discuss the question of differentiat- 
 ing degrees and in June 1893, President Thompson reported that a 
 
 20 
 
parallel course leading to a different degree would probably 
 be established in the Fall. ‘‘If it is organized,’’ he said, ‘‘It 
 will be in answer to a demand on the part of the students to 
 pursue a course in which science shall have more prominence 
 than is ordinarily given in the classical course.’’ (Trusteet IV, 
 331). 
 
 (c.) The adoption of the two degree system took place as 
 President Thompson anticipated (1893). Under the new arrange- 
 ment, however it was still possible to secure the B. A. degree with- 
 out studying Greek, inasmuch as two parallel courses, one with 
 Greek and one without, led to the B. A., while a single course 
 was outlined for the B.S. ‘“The Greek question’’ was probably 
 the most fundamental issue in the whole development of the 
 differentiation of degrees. Both President Warfield and Presi- 
 dent Thompson made it a special point in the description of the 
 course of study in the catalogue, to recommend to-students that 
 they do not omit Greek. At no time, however, after the reopen- 
 ing of the University in 1885, was Greek required for the B. A. 
 degree. ‘The new Bachelor of Science course did not prove to be 
 particularly popular, having one or two graduates a year 
 compared to ten to fifteen in the B. A. courses. 
 
 (d.) The abolishing of the B. S. degree in 1901, was re- 
 ported by President Tappan as the work of a joint committee of five 
 members of the Board of Trustees and five members of the Fac- 
 ulty. (Trustees V, p. 4). Under the new arrangement it became 
 possible to secure the B. A. degree without any college Greek or 
 Latin and this has continued to be the case to the present day, 
 the only required classical element in the course leading to this 
 degree being the two years of entrance Latin. 
 
 2. QUANTITY OF PRESCRIBED AND ELECTIVE STUDIES. 
 
 The quantity of prescribed and elective studies will be con- 
 sidered from the following points of view: (a) as influenced by 
 the number of departments maintained and instructors employed, 
 (b) in connection with administrative devices to control election | 
 of studies and (c) as to the per cent of prescribed studies and 
 free electives at various times. | 
 
 (a) It ‘is important to remember that one factor that 
 prevented the University before 1873 from offering more elective 
 
 21 
 
work was that z¢ did not have enough instructors to do so. What 
 five or six instructors and five or six groups of students (four 
 college classes and one or two sub-freshman classes), all of the 
 time of the instructors was consumed in giving required 
 courses. After the Uuiversity was completely reorganized in 
 1888, it employed nine instructors namely, in Philosophy, Greek, 
 Latin, Mathematics, English, Physical Sciences,- Biological 
 Science, History, Modern Language. To keep these instructors 
 busy it was practically necessary to offer elective courses, as the 
 classes were too small to justify dividing them for the same work. 
 Moreover, these instructors undoubtedly preferred giving small 
 elective courses in connection with which they could carry for- 
 ward their own studies, to repeating elementry courses with 
 several groups of students. To-day there exists such a multipli- 
 city of courses that it would take a student over fourteen years 
 to complete the 229 year hours of varied courses given in 1909-10. 
 
 (b) Administrative devices to direct the studeut’s election 
 of studies have assumed various forms. They have aimed to 
 secure two results; first, to provide that the student shall take a 
 sufficiently varied course to come in touch with the typical lines 
 of study,—vernacular, foreign tongues, mathematics, science, 
 history, etc., and second, to require him to elect a considerable 
 amount of work in some one subject or in related subjects. Under 
 President Warfield in 1888, to secure the first aim certain studies 
 were definitely prescribed, while to provide for ‘‘concentration’’, 
 the Junior and Senior electives were arranged in five groups, histor- 
 ical, linguistic, mathematical, physical-scientific, biological-scien- 
 tific. Under President Thompson in 1892, this group arrangement 
 was abolished and three parallel courses A, B and C arranged. 
 This ‘‘course’’ system continued through President Tappan’s 
 administration. Asarule each course required some work in 
 Sciences and Foreign Languages, (the amount and kind varying 
 with the course), and in addition to this a ‘‘taste’’ of every other 
 department in the University. In the first year of President 
 Benton’s administration, (Catalogue 1902-3) the system of ‘‘par- 
 allel courses’’ was abolished, and the system of ‘‘majorsand minors’’ 
 introduced requiring the student to spend three years in thestudy 
 of one elected subject, and two years in another related subject. 
 
 For the year 1904-5 a new phraseology was adopted, the student’s 
 major and minor electives being designated as his ‘‘group 
 
 electives.’’ 
 
 22 
 
(c) Itisdifficult to formulate a simple statement of the percent 
 of required and electire studies at different times. ‘This difficulty 
 1s due to the variation in the restrictions placed on election. It 
 may be instructive, however, to divide the courses of study into two 
 parts; first, the quanity of named or designated courses or lines of 
 work, and second the quanity of unnamed or undesignated 
 studies regardless of the restrictions placed on the choice of such 
 studies. These quantities willbe determined for certain typical 
 periods. : 
 
 Course of study for 1885-6. Approximately 85% of the 
 studies were designated and 15% could be chosen by the student. 
 This estimate is based on the fact that a Senior could elect two 
 courses out of five studied, and a Junior could elect one course 
 out of five. The studies of the Freshman and Sophomore years 
 were prescribed. 
 
 Course of study for 1888-9. Approximotely 75% of the 
 studies were designated and 25% elective. This estimate is based 
 on President Warfield’s statement that one-half of the Junior and 
 Senior studies were elective, all Sophomore and Freshman studies 
 being required. (Catalogue 1888-9). 
 
 Course of study for 1892-7. Approximately 60% designated 
 and 40% to be chosen. ‘This calculation is based on these facts; 
 all Senior work was elective, about 5 hours of Junior work 
 prescribed, and all Sophomore and Freshman studies prescribed. 
 This was under President Thompson. Practically the same ratio 
 “prevailed in 1899-1900 during President Tappan’s administration. 
 
 Course of study for 1902-3. Approximately 43% designated or 
 prescribed and 57% to be chosen, the choice restricted only by 
 the major and minor requirement. This calculation in based on 
 the list of required studies given in the catalogue. This 
 included 51 term hours plus an average of three years or 27 term 
 hours of foreign languages. ‘The per cent is calculated on 180 
 term hours. This course was adopted during the first year of 
 President Benton’s administration and represents the recent 
 
 situation, the ratio for 1904-5 and 1909-10 being practically the 
 same. 
 PRESCRIBED ELECTIVE 
 
 1885-6 85% 15% 
 1888-9 75 25 
 1892-3 60 40 
 1902-3 43 sj 
 
 23 
 
The figures show a steady increase in the amount of election 
 permitted. By 1902-3 the amount of absolutely free choice had 
 increased from 15% to 40% in addition to which the student had 
 the choice of from three to six arranged courses or groups. The 
 great increase in 1902-3 from 40% to 57% of election was caused 
 by abolishing the parallel course system and making the student’s 
 specialization a matter of his own choosing and arranging. 
 
 IV. CHANGES IN THE CONTENT OF THE 
 ~ CURRICULUM. 
 1. GENERAL CONTRAST OF OLD AND NEW. 
 
 It is difficult to formulate a summary statement of the 
 changes in the content of the curriculum at Miami that would be 
 instructive or interesting. Nevertheless, a brief comparison of 
 the old and the modern curricula will be given. In making this 
 comparison it is important to keepin mind that other than purely 
 educational considerations confined the old curriculum to its 
 narrow limits. Even if the trustees and faculty had desired to 
 introduce innovations, they were distinctly limited by the lack of 
 funds and the lack of instructors competent to teach the newer 
 subjects. This will be illustrated at length in the section on the 
 teaching of modern languages. 
 
 In contrasting the narrow curriculum required for the A. B. 
 degree before 1850 and the enriched curriculum of the present 
 day, it is important also to keep in mind the similar contrast in 
 the prevailing conceptions of education. The old curriculum 
 was designed for a select class of students preparing to be 
 ininisters, lawyers, teachers or physicians. In addition to this 
 professional aim the dominant aims were ‘‘the discipline of the 
 mental faculties’? and culture; and the culture with which the 
 teachers were most familiar, was the literature and civilization of 
 antiquity, not modern literature or modern history. ‘The college 
 of recent years has not been primarily a training school for 
 ministers and lawyers, but for men and women for all walks of 
 life; its aim has not been ‘‘the discipline of the mental faculties’ 
 but it has emphasized very definitely the content value of the 
 subjects as they give students an appreciative grasp and control 
 of the life around them; and the culture that its professors have 
 known and imparted to their students has been largely the culture 
 of the modern age. 
 
 24 
 
Let us examine the old curriculum in the light of these 
 statements. The curriculum of 1844, the last year of President 
 Junkin’s administration will serve as an example. It as was 
 follows: 
 
 ' Latin language and literature 4 years 
 Greek % o Nala RATAge es ts 
 Mathematics 21% ‘* (Algebra, Geometry, 
 Trigonometry, An- 
 alytics, Calculus.) 
 Science | 2 years (Physics1 year,Chem- 
 istry 4%, Botany and 
 Mineralogy and Geo- 
 logy %, Astronomy?) 
 
 Philosophy - _ ¥ years 
 History Tees 
 Political Economy Ae ame 
 English Pai ahs 
 
 Latin, Greek and Mathematics constituted from two-thirds to 
 three-fourths of this course of study. It was indeed a highly 
 specialized course but it was definitely adapted to its aims. Latin 
 and Greek, particularly the former, were useful studies for the 
 professions, although not so much so as in the period of 
 Renaissance. Mental and moral Philosophy and formal logic 
 were also useful for ministers and lawyers although not as useful 
 as they were in the Middle Ages. Mathematics was not 
 particularly useful but was considered a fine mental discipline. 
 Science, part of the History, Political Economy and English, 
 representing cultural elements in the contemporary civilization, 
 constituted about one-third of the course. 
 
 When the University was completely reorganized in 1888, it 
 had nine professors, five of these representing the more modern, 
 non-professional, non-disciplinary subjects, namely, English, 
 Modern Foreign Languages, Physics and Chemistry, Biology, 
 History and Political Economy. ‘The other four, Greek, Latin, 
 Mathematic and Philosophy, representing the elements which 
 had been dominant in the old curriculum, now constituted less 
 than half of the teaching staff. At the present time (1909) these 
 four subjects occupy the time of five instructors out of a total 
 teaching staff in the Liberal Arts College of over thirty. Thus 
 the subjects which constituted about 65% of the teaching activity 
 
 25 
 
in 1840, and about.45% in 1888, now constitute about 16%. — 
 
 ‘It is not worth while to follow this development in detail, 
 but the history of the teaching of a few of the subjects will be 
 discussed. 2 
 
 2. DEVELOPMENT OF THE TEACHING OF MODERN LANGUAGES 
 
 In considering the history of the teaching of special subjects 
 at Miami, three departments are of peculiar interest. These are 
 the departments of modern languages, of science and of Greek. 
 
 The problem of providing instruction in the modern languages 
 engaged the attention of the Board of Trustees more than any 
 other phase of the educational activity of the institution. The 
 one big issue in the constitution of the course of study down to 
 1873 was the place of the modern languages. Year after year 
 
 the minutes of the Board bear evidence of this fact. In view of 
 the importance of this subject the efforts of the University to 
 
 provide modern language instruction will be described at length. 
 The following outline indicates the principal stages in the 
 development. 
 
 (a.) 1826-1835. Half-hearted endeavors made to provide 
 modern language instruction. Abandoned in 1835, President 
 Bishop asserting it to be ‘‘a natural and moral impossibility,’’ 
 to teach modern languages successfully to college classes. 
 
 (b.) 1835-1841. No instruction attempted. 
 
 (c.) 1841-1849. Favored by Presidents Junkin and 
 Macmaster but not successfully introduced. 
 
 (d.) 1850-1860. Serious endeavor to provide liberal 
 instruction. Again a failure. Conflicting factions in the Board 
 of Trustees. Controversy with President Hall. 
 
 (e.) 1861-1873. Private lessons and other desultory 
 instruction; some regular instruction by Professor Hepburn. 
 
 (f.) 1885-1898. Successful instruction by a regular full 
 professor. 
 
 (g.) 1898. Department divided, two full professors. 
 
 (a) 1826-1835. Modern language instruction attempted, 
 but abandoned as a “natural and moral impossibilty.” 
 
 No teacher of modern languages is named in the first catalogue 
 of Miami issued in July 1826 norisany modern language contained 
 in the regular course of study for the A. B. degree. But under 
 the description of the English Scientific Department the following 
 
 26 
 
statement occurs: ‘‘It is intended to have some of the modern 
 languages taught in this department.’’ In September of the 
 same year (1826) the Board of ‘Trustees passed a resolution 
 authorizing the President to ‘‘employ such a person as he may 
 think qualified to teach the French and Spanish Languages inthe 
 University. Provided, it is not at a salary of more than one 
 hundred and fifty dollars per annum.’’ (Trustees I, p-180). 
 President Bishop had been elected at a salary of $1,000.00 and 
 the salary of the tutor of classical languages set at $500.00. There 
 is no evidence that the President found such an instructor for the 
 year 1826-1827 and in Sept. 1827 the resolution of the Board was 
 repealed. (Trustees I, p.194). 
 
 Notwithstanding this repeal, in the following November 1827, 
 Mr. Robert W. Schenck of the class of 1827. was employed and 
 taught French until 1830. In addition Mr. Isaac N. Shepherd 
 of the Senior class ‘‘introduced his classmates to the Spanish 
 language’’. (Pres. Bishop’s report to Trustees I, p.250). 
 
 Beginning with 1829, that is, two yearsafterits introduction, 
 French became a required part of the Junior studies for the 
 baccalaureate degree (Catalogue 1829) and in 1831 Spanish was 
 added to the studies required for a diploma. In 1833 the 
 catalogue stated that ‘‘French, Spanish, German and Italian are 
 regularly taught and two of them at least must be studied to 
 obtain a diploma.’’ ‘Teachers were secured as in the beginning 
 by employing some member of the Senior class, some resident 
 graduate or a tutor at a small sum. During a portion of the 
 period preceding 1834 the instruction was given by Professor 
 Scott, who also taught Natural Philosophy, Chemistry, gesaaesee 
 and Political Economy. 
 
 The year 1835 marks the close of the first period of modern 
 language teaching in Miami. It was admitted to be a failure and 
 upon the recommendation of President Bishop, the Board of 
 Trustees resolved that no further appropriations be made for the 
 teaching of modern languages until unanimously recommended by 
 the Faculty and approved by the Board. (Trustees I, 336). 
 The reasons for this action are set forth at a great length in the 
 report of President Bishop, (Sept. 1835, Trustees I, 324), as 
 follows: ‘‘Some time in February last (1835) Mr. Eckert from 
 Paris and only a few months in the United States came to Oxford 
 with an introduction and recommendation from Mr. Reily of 
 
 27 
 
Hamilton and offered his services as a teacher of Modern 
 Languages particularly the French. From the many experiments 
 which have been made here and from a greater number which I 
 had witnessed while connected with Transylvania University, I 
 freely and frankly expressed to Mr. Eckert on our very first 
 interveiw that I could not give him any encouragement.’’ 
 
 Mr. Eckert and some others ‘‘connected with the college’’ 
 persisted, however, and he was finally given an opportunity to 
 instruct the Junior class four hours a week, studying at the same 
 time as aresident graduate. Fora time he ‘‘suceeded remarkably 
 well’’ in his instruction during the first session of the year and 
 was permitted to continue into the second session and to begin 
 German with the Sophomore class. But it was not a success. 
 The Sophomore class failed to maintain an interest in the subject, 
 and many dropped out. ‘The Junior class continued with some 
 vigor for a month and then began to flag. President Bishop said 
 ‘“‘T have no doubts of the capacity and fidelity of Mr. Eckert. 
 He did, I am persuaded, his best, but he failed from the single 
 fact that an interest in the study of a modern language cannot be 
 kept up with any class more than three or four months at one 
 time. A single individual who has some definite object of a 
 practical nature immediately in view may study a modern language 
 with vigor till he is completely master of it. But to makea class 
 in college do so, is I believe both a natural and a moral 
 impossibility.”’ 
 
 Thus ended the first experiment in teaching modern languages 
 in Miami University. It had extended over a period of eight 
 years and was an acknowledged failure. ‘The reasons for the 
 failure are evident. Prof. Brandonsummarizes them as follows: 
 (1). The subjects were introduced without any system. (2) 
 They enjoyed no prestige. (3) Only the elements were taught. 
 (4) ‘The teachers were poorly prepared, had had no experience 
 or permanenttenure. (5) Rigorous administration was lacking, 
 students being allowed to drop the modern languages as they 
 would not have been permitted to drop the older subjects. 
 
 That such a failure was not inherent in the subject might 
 have been known in that day from an observation of the efforts 
 of George Ticknor in the department of French and Spanish at 
 Harvard, from 1825 to 1835. ‘he work was entirely elective 
 but students were required to continue after election and were 
 
 28 
 
advanced as rapidly as their ability justified. With three or four 
 tutors under him and an annual average of 160 students in the 
 department the work was a perfect success. As arule, however, 
 failure followed the attempts to introduce the modern languages 
 in colleges in those days, as President Bishop said. At Amherst 
 about 1828 a native Frenchman was employed to give instruction 
 in French. He was so incapable of preserving discipline that it 
 was necessary for another member of the faculty to be stationed 
 in the room for this purpose. 
 
 There is no record of the reasons for undertaking modern 
 languages at Miami at this time. It may have been simply 
 imitative as many other colleges were trying the same experiment. 
 
 (b) 1835-1841. No instruction attempte]. 
 There is no mention of modern language instruction during 
 the later years of President Bishop’s administration. 
 
 (c) (1841-1849.) Favored by Presideats Junkin and 
 Macmaster, but not successfully introduced. 
 
 President Junkin took charge of Miamiin April, 1841. In 
 August the students petitioned the Board of Trustees to create a 
 professorship of modern languages. The board adopted a reso- 
 lution to employ a Mr. Malone for this purpose at $200.00 a 
 year, other professors receiving $700.00 to $800.00. Mr. 
 Malone’s name does not appear in the catalogues but in 1842 Pres- 
 ident Junkin reported that ‘‘Mr Malone will leavein August—he is 
 not able to get along.’’ (Trustees II 4.) In general, the catalogues 
 indicate that no regular instructor was employed during this per- 
 iod. In 1842, 1843, 1844, it is stated that instruction may be 
 had in some of the Romance languages at the student’s own ex- 
 pense. Althoizh no alequate instruction was provided, there 
 are a number of records indicating an increasing appreciation of 
 
 the importance of the modern languages. ‘These records are 
 especially important in stating the reasons for desiring such 
 
 instructions. 
 
 In 1844: President Junkin called the attention of the board 
 to the rapidly increasing necessity of a professorship of the 
 modern laguages. He said, ‘‘Scarcely in any of our river cities, 
 can a general business man get along without a knowledge of 
 German and often French, and for the South and West, Spanish 
 is greatly important. These three languages ought to be taught 
 in the University.’’ (Trustees II, p. 85.) ‘‘It is exceedingly 
 
 29 
 
important that German be taught and also to have the language 
 without the peril of transcendental nonsense andinfidelity mixed 
 with it.’’ (TrusteesII, p.9.) While there were many applicants 
 there were few suitable teachers, and he preferred a German 
 Lutheran who should be a good disciplinarian. 
 
 President Macmaster in his report for 1847 emphasized the 
 importance of German and French ‘‘without which in the present 
 condition of our country and the world, the education of young 
 men must be regarded as very incomplete.’’ He suggested that 
 Professor Moffatt who was a good French and German scholar 
 undertake such instruction but the Board did not authorize it. 
 (Trustees II, 251). 
 
 The attitude of some of the trustees was expressed by Mr. 
 Crume, M. D., member from Preble Co., in a resolution which 
 was not adopted. ‘The resolution called for an appropriation of 
 $100.00 for instruction in Garman, which was made necessary 
 by ‘‘continually increasing emigration of a German population 
 into the United States, and particularly into the Mississippi 
 Valley.’’ s (Trustees Il; 362). 
 
 These records express very clearly the social and utilitarian 
 reasons for desiring modern language instruction at Miami. 
 
 (d) 1850-1860. Serious endeavor to provide adeqdate 
 instruction in modern languages. Again a failure. 
 
 This is the most exciting period in the development of modern 
 language instruction at Miami. ‘The complications involved are 
 suggested by the following outline: 
 
 1850-1852. French and German taught by Latin and Greek 
 professors. 
 
 1851-1852. Professorships in German and French created. 
 Made elective in place of Greek for A. B. degree. 
 
 1853-1860. Regular modern language instructor employed; 
 again unsuccessful. 
 
 1858. Controversy over situation in Board of Trustees. 
 
 1860. President Hall reviewed the situation in self defence. 
 
 1860. Professorship of Modern Languages abolished. 
 
 President Anderson assumed charge at Miami in 1849. In 
 1850 Professor Moffatt of the Latin department reported that he 
 had instructed the Senior Class in French, two or three hours a 
 week. Upon what authority this was done does not appear. 
 (Trustees II, 407). 
 
 30 
 
In 1851 the Board of Trustees created professorships of 
 Hebrew, French and German and arranged to have the instruction 
 in French given temporarily by Moffatt, Professor of Latin, and 
 the German by Elliott, Professor of Greek with no additional pay. 
 (Trustees II, 485). 
 
 In 1852, a resolution was presented by Mr. Anderson, and 
 adopted by the Board declaring the study of Greek no longer 
 necessary for the A. B. degree, and allowing equal proficiency in 
 German and French to be substituted. At the same meeting Mr. 
 Hruby was appointed instructorin German and French. (Trustees 
 PIs 0S), 
 
 The students availed themselves of the opportunity and in 
 June 1853, President Anderson reported Professor Hruby’s classes 
 as doing very well but being too large. (Trustees III, 52). In 
 1854 there were three classes in French and three in German with 
 a total enrollment of 112. 
 
 About Christmas 1854, President Hall came to Miami. 
 During the next two years the Board appointed several committees 
 to consider the course of study but no special action was taken. 
 In 1856 they resolved that after a student had elected a modern 
 language he must adhere to it; the faculty to keep a record of 
 these elections. (Trustees III, 141). In 1858 the Board expressed 
 its dissatisfaction at the failure of the faculty to show such records. 
 (Trustees III, 185). 
 
 In 1857 a special committee was appointed by the Board to 
 report on the efficiency of the modern language department. 
 They reported that the professor was unable toimpart knowledge 
 and maintain discipline. (Trustees III, 168-170). The 
 situation was relieved by the professor resigning. 
 
 The new professor (Christin) in his first report 1858 called 
 attention to the difficulty of conducting such mixed classes, 
 containing students of all grades from sub-Freshman and Normals 
 to Seniors. (Trustees III, 173). 
 
 The situation continuing unsatisfactory, a special committee 
 of the Board presented majority and minority reports. (1858, 
 Trustees III, 191). ‘The committee concerned itself with a 
 statement in the President’s report suggesting the necessity of 
 examining the whole situation. 
 
 The majority of the committee believed Mr. Christin was 
 suffering from the mistakes of his predecessor and would 
 
 31 
 
eventually make a brilliant success. They suggested that the 
 elections of students should be approved by their parents. 
 Concerning the importance of German they were strongly 
 convinced, and called attention to the fact that one-fourth of the 
 population of Cincinnati was German from which they should 
 secure many students through the new railroad connection. 
 
 ‘‘As to French, itis the universal language. It takes the 
 traveler over the globe, and it is the medium of communication 
 between the governments of Europe, as well as the repository of 
 the greatest treasures of art and science.’’ ‘‘It gives our college 
 course a decided advantage over those rigid formalists and fossils, 
 who adhere, at ruinous cost, to the ancient curriculum of the 
 Greek and Latin classics.’’ 
 
 The majority report given above was not adopted by the 
 Board. It adopted the minority report which follows, by a vote 
 
 OP Tito 7A} 
 The minority report opposed the modern languages because 
 
 of the failure of the department in practice, because elected as 
 snap courses, and because there was no real demand for them. 
 It abolished the election in place of Greek but required proficiency 
 in one modern language for graduation. (Trustees III, 191-194). 
 
 After a year’s trial of this scheme it was found to be 
 unsatisfactory as a result of requiring a modern language of the 
 lower classes in addition to Greek. Again, (July 1859) the select 
 Committee on Modern Languages presented majority and minority 
 reports. The majority report reiterated the positions stated in 
 ‘the previous years and cast reflections on the President and 
 faculty. The minority report reduced the study of a modern 
 language to one year’sstudy bySeniors. Thisreport was adopted. 
 
 (Trustees III, 227). 
 The reflections cast upon the President and faculty by the 
 
 majority report were not to go unquestioned. ‘The next year 
 (July 1860), President Hall answered them at great length. He 
 dealt with the whole history of modern languages at Miami and 
 quoted President Bishop’s statement that it was ‘‘a natural and 
 moral impossibility’’ to teach them successfully. He submitted 
 statements from recent graduates testifying to the inefficiency of 
 the previous teacher. (Trustees III, 239-245). 
 
 _Asaresult of the communication, a select committee, from 
 the Board on the condition of the University, recommended that 
 the Professorship of modern language be abolished; that provision 
 
 32 
 
for such teaching be referred to the faculty, and that a special 
 fee of five dollars be charged those studying the modern languages. 
 This report was adopted. (Trustees III, 258). 
 
 Thus, in the year 1860, we find the conditions very similiar 
 to those in 1835 when the teaching of modern languages was first 
 abolished. If we compare the situation from 1850 to 1860 with 
 that from 1827 to 1835 we find this difference; throughout the 
 developement from 1850 to 1860 there was a clear emphasis on 
 the social and utiltarian value of the modern languages which 
 was not denied by the opposition, but which we did not find 
 expressed in 1827-1835. In both cases the reason for abolishing 
 the study was failure in teaching and administration. 
 
 (c.) 1861-1873. Private lessons and other irregular 
 instruction. 
 
 The action of the board of Trustees of 1860 left the provision 
 of modern language instruction to the faculty to manage, with 
 the understanding that special fees were to be charged. 
 
 In 1861 President Stanton reported that this had been done 
 by special individuals whose names appearin thecatalogue. The 
 fee had been five dollars for each student. Only such provisions 
 as this existed until 1868. 
 
 In 1868 Professor Hepburn was elected to the new chair of 
 English Language and Literature and the Board stipulated that 
 he was to teach modern languages so far as it would not interfere 
 with his other work. (Trustees III, 430.) InSeptember(1868) 
 the Faculty voted to require German of the Sophomore class both 
 scientific and classical and of Junior scientific students. Time 
 was gotten for the Junior class by the professors of Greek, Latin, 
 Natural Science and English Literature alternating in giving up 
 two hours a week of their Juniorclass time. Professor Hepburn 
 undertook the instruction in German and continued it until the 
 closing of the University in 1873. Such provision as existed for 
 instruction in French was of a private character, Professor 
 Beaugureau, of Oxford College giving private lessons for some 
 time. 
 
 (b) Efficient instruction since 1885. In 1884 when the 
 Board was considering opening the University, its resolution to 
 that effect provided for the modern languages ard a professor 
 was elected in 1885. Inthe course of study adopted in 1888 
 students were allowed to subsitute French and German in place 
 
 33 
 
of Greek for the A. B., thus reproducing the conditions of 1852; 
 but there was no longer any question of efficiency in instruction, 
 and the ‘‘natural and moral impossibility’’ of interesting students 
 in the subjects, to which President Bishop had attributed the 
 failure of the early teaching and disappeared. In 1898 the 
 department was divided and separate professors of French and 
 German employed. 
 
 — 
 
 3. DEVELOPMENT OF THE TEACHING OF SCIENCE 
 
 In contrast with modern languages there seems to have been 
 a settled policy from the beginning of the institution, to make 
 liberal provision for the study of the sciences. Of the three 
 professors constituting the original faculty, one devoted his time 
 to instruction in Mathematics, Geography, Natural Philosophy, 
 Astronomy and Political Economy. In 1832 a professor of 
 Mathematics was appointed leaving Professor Scott in charge of 
 Natural Philosophy, Chemistry and Astronomy and Political 
 Economy. Usually all of the science work continued in the 
 hands of one man down to the closing in 1873. Sometimes 
 Astronomy was taught by the professor of Mathematics and 
 Political Economy was usually taught by some other professor 
 or the President. The professor of Science constituted about 
 one-fifth of the teaching force. 
 
 Two professors, Scott (1828 to 1845) and Stoddard (1845- 
 1870) filled all but seven of the forty-nine years of the first period 
 of the University’s life. To follow their work in detail would be 
 to trace the history of scientific development during this period. 
 These professors refer to this development from time to time in 
 their reports to the Trustees, Professor Stoddard stating that he 
 was constantly under the necessity of modifying his course to 
 include new discoveries. In 1862 he said, ‘‘So extensive has the 
 department become that it is difficult in the endeavor to embrace 
 the whole, to avoid superficiality on the one hand, or on the other, 
 by the attempt to condense, to avoid omitting or rendering 
 obscure important subjects.’’ (Trustees III, 291.) 
 
 It is dificult to determine what proportion of a student’s 
 course was devoted to the various sciences. ‘The general impression 
 that one gets is, that during the 30’s. Natural Philosophy 
 (Physics) received probably more than half the time devoted 
 to the sciences, little attention being given to the Biological Sciences 
 until the middle of thecentury. In his report for 1838, Professor 
 
 34 
 
Scott gave a definite statement of his program, from which it 
 would appear that te Juniors had one recitation a day for the year 
 in Mechanical and Natural Philosophy (Physics) and the Seniors 
 had one recitation per day through the year during which all the 
 other sciences were studied, which are na:ned on the program as 
 Chemistry, Mineralozy and Geology the first half year, and Botany 
 and general review of practical mechanics the second half year. 
 The Seniors also attended two lectures a week illustrated with 
 experiments, during the first half year. From such a course a 
 student should have have developed a good ‘‘book’’ knowledge 
 of Physics but a very unsatisfactory smattering of the others. 
 
 We can compare with this 1838 statement, the 1864 report. 
 of Professor Stoddard which contains a statement of the number 
 lectures he gave on various subjects paralleled with the number of 
 given at Yale. (Trustees III, 345.) 
 
 Number of lectures delivered in 1864. 
 (According to Professor Stoddard). 
 
 VALE MIAMI YALE MIAMI 
 
 Chemistry 24 35 Physiology O 12-15 
 Natural Philos. 38 36-40 Botany oO 10-12 
 Geology fe) 6 
 
 The increase in the proportion of other subjects than Physics 
 after 1838 is evident. Chemistry in 1864 was almost on a par 
 with Physics and the same condition was being approached in 
 the Biology and Geology group, as far as lectures were concerned. 
 
 As we approach the 70’s we find the materialistic tendencies 
 resulting from the development of the Biological Sciences clearly 
 realized. Professor Stoddard refers to this frequently in his reports. 
 In 1866, he said, ‘‘The tendencies of natural science at the 
 present time, as interpreted by many and taught by some, are, 
 doubtless, to foster a gross materialism and to undermine confidence 
 in that precious bullwark of all virtue, the Bible.’’ (Trustees 
 III, 383). Andin his last report in 1870 occurs the following, 
 ‘*The lectures delivered to the Senior class on the ‘‘Relations 
 of Mind to Matter’’ and of ‘‘Science to Revelation’’ are designed 
 to counteract the crude materialism and conceited infidelity so 
 common among a certain class of students, who have neither 
 the intellect nor the heart to reach the high things of God in 
 Science and Revelation.’’ (Trustees III, 482). 
 
 35 
 
When the University reopened in 1885 the science work was 
 divided between a Professor of Physics and Chemistry and a 
 Professor of Geology and Botany. Separate departments of 
 Physics and Chemistry were established in 1903. In 1906 the 
 Biological Sciences were divided between two Professorships one 
 of Zoology and the other Botany and Bacteriology. 
 
 The records of the Board of Trustees contained evidence of 
 the insatiable desires of the professors of science for additional 
 apparatus and facilities, and of the apparent willingness of the 
 President and Trustees to do allin their power to satisfy such 
 desires. Thus in 1825 the Board appropriated $800.00 for the 
 purchase of ‘‘philosophical and chemical apparatus.’’ In 1837 
 the records contain the statement ‘‘that Miami is behind Yale 
 College only, in Experimental illustrations in Chemistry.’’ 
 (Trustees I, 392). This claim was made only a few months 
 after Professor Scott had complained that in scientific equipment 
 Miami was not up to other colleges which were inferior in other 
 respects. (Trustees I, 384). The desired end was obtained 
 and the Board appropriated $1,500 for a laboratory building. 
 (1837. Trustees I, 397). This building was used until 1873. 
 
 Professors Scott and Stoddard spent much time constructing 
 apparatus, for which they are often given recognition in the 
 President’s report. Thus Professor Stoddard in his first report 
 1845 describes the construction at Miami of the following: 
 
 Value. Cost. 
 An Electrical Machine........... $200.00 $70.00 
 LO..trretlecting telescope ant a yer meer ke em ee 
 Galvanic battery (Calorimeter) 60.00 35.00 
 12 dav electric batteryvig. eines oe 35.00 15.00 
 
 (Trustees II, 177). 
 The famous Geological collection owned by Mr. Christy was 
 bought for $2,202.00 in 1849 after several years of negotiation. 
 The apparatus acquired was used at first exclusively in 
 illustrating lectures. There is no evidence that regular laboratory 
 courses for students were given before 1870. ‘The only hint 
 that students were admitted to do laboratory work is the statement 
 by Professor Stoddard in 1862 that ‘‘the preparation of 
 experiments is always open to the class,’’ (Trustees III, 292). 
 Professor Osborn (1370-1873) provided definite laboratory 
 work for students In the description of the Junior course in 
 
 36 
 
Chemistry he says ‘‘Students desiring to enter into the actual 
 work of Analytic Chemistry, must join the working section, after 
 application to the faculty.’’ An interesting arrangement in the 
 Physics and Biology courses is described in these words, ‘‘The 
 class is divided into working committees, who serve in turn in this 
 Department, during the whole year, as aids to the Professor in 
 the Laboratory. They have charge of the apparatus, assist in 
 the preparation of experiments’’, etc. 
 
 After the reopening of the University, laboratory work 
 constituted a regular part of the advanced science courses but 
 not of the beginning courses. As late as 1899 Professor Hughes 
 commenting on the inadequate laboratory accommodations, 
 criticized the practice, which prevailed at Miami, of giving 
 Freshmen Chemistry without laboratory work. (Trustees IV, 
 622). This contrasts very strongly with the large part played 
 by laboratory work in the introductory science courses given at 
 Miami today. 
 
 4. THE GREEK QUESTION. 
 
 The ‘‘Greek Question’’, that is the question of maintaining 
 Greek as a requirement for receiving the Bachelor of Arts degree, 
 did not play as prominent a part in the development of the 
 curriculum at Miami as it did at some other institutions, This 
 was partly due to the rather peaceful development of the 
 Bachelor of Science course in the sixties, and to the advances 
 that other colleges made while Miami was closed from 1873 to 
 1885. Although this issue did not play as important a role as 
 elsewhere, still at times it was very seriously debated. The 
 facts will be briefly reviewed. 
 
 The first successful attack on Greek was in 1852, when Mr. 
 Anderson of the Board of Trustees introduced a motion declaring 
 Greek no longer necessary for the A. B. degree. The motion 
 passed and for six years, students were permitted to substitute 
 French and German for Greek, but the failure of the modern 
 language instruction resulted in re-establishing the Greek re- 
 quirement for the A. B. in 1858 and it remained until 1873. 
 
 The second successful attack on required Greek, was made in 
 the Board of Trustees when the University was reorganized in 
 substitution of German for Greek for the A. B. was 
 permitted when the University reopened in 1885, and in 1888, 
 the Faculty was instructed to prepare a course of study 
 granting the A. B. to all graduates and allowing the substitution 
 
 my! 
 
of French and German for Greek. The attack on thissystem by 
 President Warfield and the classical professors has been described. 
 (Seep. ). It is interesting to note that the compromise course 
 adopted in 1893 did not attain the aim that the ‘‘Greeks’’ 
 desired. Although it re-established the B. S. degree for science 
 _ students, it also established two ‘‘classical courses’’ both leading 
 to the A. B., one containing Greek and the other not. The 
 result was that the B. S. course was not popular and many 
 students proceeded to the A. B. degree via the non-Greek course. 
 
 Presdients Warfield and Thompson tried to encourage students 
 to take Greek by advising it in the catalogue with but fair 
 success. In 1892, 16 out of a total of 58 college students studied 
 Greek; in 1896, 25 out of a total of 84. 
 
 College credit for preparatory Greek was allowed by vote of 
 the faculty in January Igor. 
 
 V. THE PREPARATORY DEPARTMENT. 
 
 The Grammar School or Preparatory Department consisted 
 of atwo year course from the opening of the University to 1873, 
 except for a period of five or six years following 1845. In that 
 year President Macmaster increased the preparatory course to three 
 years, but after he left, it soon dropped totwo. The Grammar 
 School maintained by the University was the main source from 
 which Freshmen came. Down to 1873 the two year course proved 
 very satisfactory, the students completing it being better equipped 
 than those prepared elsewhere. 
 
 When the University reopened, it established the Preparatory 
 Department on the same basis but with less satisfactory results. 
 In the early nineties the president and the classical professors 
 complained regularly to the Board of Trustees that students 
 prepared at Miami compared unfavorably with those prepared 
 elsewhere and urged that the Preparatory Course be increased 
 to three years. ‘This was done in 1893. 
 
 For some time University entrance requirements continued to 
 be three years of High School work or twelve entrance units, but 
 in 1905 the number of units was increased to 15, thus practically 
 requiring four years of High School work. 
 
 It is interesting to calcuclate how many acceptable entrance 
 units were contained in the old two year preparatory course. In 
 
 38 
 
1867 it included two years of Latin, 124 years of Greek, and one 
 year of High School mathematics (% of a year of Algebra and 
 ¥Y% of a year of Geometry). To-day this work would be accepted as 
 474 entrance units. In addition to this the course included % 
 year of Ray’s Higher Arithmetic, and one year of English 
 grammar, which would not be accepted for entrance now. The 
 Prepatory course of 1870 then, contained about one third of the 
 entrance units required to-day. 
 
 OMISSIONS. : 
 
 Many phases of the development of the curriculum at Miami 
 have been consciously omitted, owing to lack of time and space. 
 Some of these are: 
 
 Religious instruction—mentioned in the charter; always an 
 important element, required Bible classes in early days, decline 
 about 1870 according to Professor Bishop. (Trustees III, 545, 
 Catalogue 1841). 
 
 English literature — David Swing’s proposed endowment 
 (1864) ;Professor Hepburn appointed to first chair 1868. (Trustees 
 III, 350, 354, 431). 
 
 History, and Social Sciences—President Bishop’s chair 1841, 
 Warfield 1888. (TrusteesI, 491; II, 139, IV, 138). 
 
 Attempted establishment of professional departments of law 
 and medicine, 1827, 1845, 1866. (Trustees I, 182, 183, 184, 202, 
 FIG O2 e111 3209): 
 
 Mititary training, 1869. (Trustees III, 483.) 
 
 Manual labor scheme considered, 1830. (Trustees I, 243). 
 
 Mutual instruction or Lancasterian system used in Prepara- 
 tory and Freshman and Sophomore classes 1827. (Catalogue 
 1827.) 
 
 Primary school maintained, 1831, employing ‘‘one Pesta- 
 lozzian teacher’’ one ‘‘writing master’’ and four ‘‘teachers of 
 arithmetic.’’ (Catalogue 1831.) 
 
 39 
 
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