DARTMOUTH COLLEGE. 
 
 - *- 
 
 The Relation of the College arid, 
 the Schools. 
 
 MA.Y 1, 1893. 
 
 
DARTMOUTH COLLEGE. 
 
 THE RELATION OF THE COLLEGE AND THE SCHOOLS. 
 
 The committee appointed to consider “ the relations of 
 the Chandler school to the college, and the relations of 
 the Thayer school to both ” respectfully reports : That it 
 has given earnest attention to the subject, studying the 
 history of the Chandler school, and also the organization 
 and conditions of success in the scientific departments of 
 other colleges, and in the technological schools ; that in its 
 whole work it has had intelligent cooperation and most 
 efficient aid from the members of the several faculties 
 who were asked to act with it, and now presents the fol¬ 
 lowing facts and recommendations : 
 
 The Chandler school was organized as a distinct de¬ 
 partment or school in the college, receiving students (as 
 the will of Mr. Chandler was understood to require) of a 
 different grade, at a lower tuition, classifying them differ¬ 
 ently, and having at first a course of only three years. 
 Gradually the standard of admission, and with it the 
 grade of the school, has risen with the advance of the 
 high schools which are a part of the “ common school” 
 system, to which Mr. Chandler’s will refers. So it has 
 come about that more has been and is demanded of the 
 school than its small endowment can enable it to meet. 
 Its senior professor, in his efforts to supply by extra labor 
 the deficiency in its teaching force, has exceeded his 
 strength and cannot go on; so that for the large classes 
 now making increased demands the best provision that 
 can be made is inadequate, and it is almost impossible to 
 continue long, even doing as much as has been done, 
 while there must be considerable enlargement if the 
 school is to still hold its relative rank. The college can¬ 
 not properly assist by furnishing instruction in an institu- 
 
4 
 
 tion having a separate organization, and in order to equip 
 the school to do independently a successful work as a 
 technological school, or a school for training “ in the practi¬ 
 cal arts of life,” a very much larger endowment would be 
 required than your committee sees any reason to hope 
 could be secured. 
 
 Therefore, without coming to the consideration of 
 which of the two plans for the school suggested in the 
 vote of the trustees appointing the committee would be the 
 better, it appears that the plan of complete equipment for 
 separate work is so nearly impossible that it should not 
 be considered, unless the alternative plan of closer union 
 with the college, “so as to furnish scientific courses par¬ 
 allel with the other courses of the college,” is found to be 
 objectionable. 
 
 Your committee finds that the advancing grade of the 
 Chandler school, with its practically higher conditions of 
 admission, while making its independent maintenance 
 very expensive, is fast bringing it where it is possible to 
 attempt a degree of combination of its work with that of 
 the college which would have been altogether impracti¬ 
 cable in its earlier history. It is also a favorable fact 
 that the students already associate in corresponding 
 classes. 
 
 The doubt may remain whether for disciplinary pur¬ 
 poses the best course that can be arranged in the modern 
 languages, mathematics, and scientific work, can equal 
 the classical course ; our question is only whether such a 
 modern language and scientific course can be made so 
 nearly the parallel of the other that students of the two 
 can be associated in the same class without seriously 
 lowering the tone of scholarship in either, and this can 
 be answered in the affirmative if the grade of the new 
 course can be made high enough of its kind. The pos¬ 
 sibility of so establishing the grade of the Chandler 
 
jL>artuouth College, Ihe -‘©lection of the w allege end 
 
 the schools. ifc/ 1, 1093. 8vo t H7pp t fi» 
 
 1893. 
 
5 
 
 school, and some other practical matters involved in the 
 more intimate union of the school and the old college, 
 depend upon the interpretation of the will of the founder, 
 of which the visitors are made authoritative expounders. 
 Their formal opinion accompanies this report, and an¬ 
 swers the crucial questions.—Whether under the will the 
 standard of the school can be so high that its discipline 
 and scholarship shall be equal to that of other depart¬ 
 ments of the college, and as a condition to this whether 
 the terms of admission can be made to require, such at¬ 
 tainments in the modern languages and scientific studies 
 that students entering shall already have a good degree 
 of mental discipline and attainments.—Whether under the 
 will the tuition can be the same as that of the old college, 
 so long as that remains “ moderate.”—Whether the con¬ 
 dition establishing a “ department or school in the col¬ 
 lege” is met by the maintenance of a department and 
 courses of instruction in the college, without such a sep¬ 
 arate classification of students as would require them to 
 be made responsible to a purely separate faculty. 
 
 These questions, for the answer of which, under the 
 terms of the will, the trustees are not responsible, being 
 thus all answered in the affirmative, your committee rec¬ 
 ommends that announcement be made, in the catalogue 
 now issuing, of a change to take effect at the beginning 
 of the next college year, whereby the Chandler school 
 shall become a department of instruction in the college 
 furnishing scientific courses parallel with the other 
 courses, with all the students classified together under 
 one faculty, that the professors upon the Chandler found¬ 
 ation become members of this college faculty, that the 
 tuition for all students hereafter admitted shall be the 
 same (namely, $90), and that the conditions for admis¬ 
 sion to the Chandler scientific course be raised to include 
 substantially as much of mathematics, physics, and 
 
6 
 
 chemistry as the better high schools furnish, with one 
 full year of French at once, and two upon entrance a 
 year later ;—that the college offer three parallel courses, 
 the classical, the Latin-scientific, and the Chandler scien¬ 
 tific, for the degrees respectively of Bachelor of Arts, 
 Bachelor of Letters, and Bachelor of Science, and that 
 the catalogue now issuing contain an announcement of 
 these changes, with particulars of the changed conditions 
 of admission and curriculum. These necessary changes 
 are more particularly indicated in the report of the mem¬ 
 bers of the several faculties, who were requested by the 
 trustees to act with this committee, and that report is 
 commended to the attention of the board for its admirable 
 discussion of the questions involved, and is hereby made 
 a part of the present report. [See “A”.] 
 
 In reference to the relations of the Thayer school, your 
 committee finds that the work of the last year in the civil 
 engineering course of the Chandler school is substantially 
 the same as that of the first year of the Thayer school, 
 and therefore recommends that an arrangement be made 
 for such union of classes as may prove to be practicable, 
 and to meet the approval of the overseers of the Thayer 
 school, the work of instruction to be equitably divided by 
 the professors concerned, as outlined in the paper sub¬ 
 mitted by Professor Fletcher, which is hereby specifi¬ 
 cally referred to and made a part of this report. [See 
 “ B”.] 
 
 Respectfully submitted : 
 
 Alonzo H. Quint, 
 
 Henry Fairbanks, 
 
 Wm. J. Tucker, 
 
 J. B. Richardson, 
 
 Committee . 
 
 [The above report was accepted, and its recommend¬ 
 ations adopted, by the trustees at a meeting held Dec. 5,. 
 1892.] 
 
OPINION OF THE VISITORS. I. 
 
 To the Trustees of Dartmouth College: 
 
 The visitors provided for in the will of the late Abiel Chandler have 
 carefully examined the report of your committee, appointed to consider 
 the relations of the Chandler school to the college, and also the report 
 of the members of the several faculties acting with that committee, and 
 now desire to express their entire approval of the conclusions reached 
 in both reports. 
 
 We gratefully appreciate the effort that has been made by the trustees 
 and the various faculties of the college to improve the condition of the 
 scientific department, and to strengthen it and increase its usefulness 
 by promoting a closer union with the college, and by advancing the 
 standard of scholarship requisite for admission to it. 
 
 As representatives of the founder of that department, we most sincere¬ 
 ly thank you for the wise thoughtfulness which prompted the inquiry 
 that has been made, and the conscientious desire, evinced in the 
 reports, to conform to his wishes with reference to the foundation, and 
 we trust that the results attained will redound to the honor of the 
 college. 
 
 Benjamin A. Kimball, 
 
 John Hopkins, 
 
 Visitors . 
 
 OPINION OF THE VISITORS. II. 
 
 To the Trustees of Dartmouth College: 
 
 Mr. Chandler, in his will, expressed an “earnest desire” that the 
 trustees of Dartmouth college should conform to his wishes in respect 
 to the legacy, by him given them, for the establishment and support of 
 a permanent department or school of instruction in the college. 
 
 And, in order to insure such conformity, he constituted a perpetual 
 board of visitors, who should “ have full power to determine, interpret, 
 and explain” his wishes in respect to the foundation, and to see that 
 his intentions in regard to it were faithfully executed. 
 
8 
 
 Thus empowered and enjoined, with a tender regard for the memory 
 of the founder, and with an earnest desire to promote the interests of 
 the department and the college in its entirety, the visitors respectfully 
 submit the following interpretation and explanation of the wishes of 
 Mr. Chandler: 
 
 Two questions will be considered. 
 
 First. What relation does the foundation sustain to the college? 
 
 Second. What requisites for admission to it may be demanded? 
 
 I. 
 
 Obviously the wishes of the founder must be gathered from the in¬ 
 strument wherein they are expressed. 
 
 By its terms his purpose was to establish “a permanent department 
 or school of instruction” in Dartmouth college. 
 
 The words used, “ department or school,” were not used by him to 
 indicate two distinct things, with the intent that either one of them 
 might be established and maintained, but rather as two different names 
 for one and the same thing, which should be fairly characterized by 
 both of the terms made use of to describe it. 
 
 His desire was to provide a course of instruction which should take 
 rank with, and be a part of, the course of instruction furnished by 
 Dartmouth college; it was not to be extraneous and outside, but an ad¬ 
 dition to that already provided by the college. 
 
 The foundation intended was not something outside and independent 
 of the college, or outside and lacking the fostering and beneficent in¬ 
 fluence of association and incorporation with it; it was not to be a 
 technological or professional school, forming one of an association or 
 aggregation of schools and colleges, and constituting a university, but 
 simply and purely a department in the college. 
 
 The nearness of association which was intended is well expressed by 
 the phrase “in the college.” 
 
 Mr. Chandler did not desire to found an independent school, or to 
 establish a weak and inefficient institution of learning; he saw clearly 
 that the funds provided would be insufficient to establish and maintain 
 such an opportunity for instruction as he conceived and desired to pro¬ 
 vide, and he wisely sought to establish, as a part of the college, a per¬ 
 manent department wherein might be obtained a liberal education upon 
 the basis and along the lines indicated in the enumeration of the 
 branches to be taught in it. 
 
 He desired and intended it to be a department in the college; as he 
 
9 
 
 well knew the advantages that must come to it from incorporation in it, 
 with its venerable traditions and its reputation for sound learning and for 
 prudent and conservative management. 
 
 He wished that those who sought instruction in it should have all the 
 benefits that could come from being part and parcel of the college, and 
 from instruction by the faithful men to whom was committed the duty 
 of educating the earnest young men who .resort to it; and he had faith 
 to believe that, under the wise care of the trustees, the long line of emi¬ 
 nent instructors would be continued unbroken, so that those for whom 
 he sought to make provision would be assured of the best instruction 
 which the state of the sciences permitted. 
 
 He did not intend that those who sought instruction in the depart¬ 
 ment should be set off by themselves, and aside from the general body 
 of students of the college, and be unidentified with it; but, on the con¬ 
 trary, that they should be students of Dartmouth college receiving in¬ 
 struction in one of its departments. 
 
 In brief, his wish was that the foundation should be permanent; that 
 it should have all the advantage—which he realized would be very great, 
 that could come to it from being a department in the college; that those 
 who sought it should have all the advantages—which he knew would be 
 very many and very great—that would inure to them from their connec¬ 
 tion with a department in the college, and from the high quality of the 
 instruction he believed would be furnished by its faithful and able in¬ 
 structors. 
 
 Mr. Chandler’s first impulse towards a liberal education resulted from 
 contact with students of Dartmouth college, and, though educated 
 elsewhere himself, he always had in the highest regard the college to 
 which he became so liberal a benefactor; and it must be apparent that 
 when he created the foundation his idea was that there should be that 
 intimate relation and close union between that which he was adding and 
 that to which it was added, that is so well expressed by the words 
 “ department of instruction in the college,” as that he desired it to have 
 all the many advantages which must result from such relationship. 
 
 The views here expressed are aided by the interpretation of the will by 
 the trustees at the time the legacy was received. 
 
 President Lord delivered at Commencement, July 29, 1852, a dis¬ 
 course commemorative of Mr. Chandler. 
 
 His opening sentence was, “I rise, by order of the trustees, to an¬ 
 nounce the organization of the Chandler School of Science and the 
 Arts, as a new department of instruction in the college .' 1 ' 1 
 
 The relation of the department to the college is thus expressed: 
 
10 
 
 “ The management of Mr. Chandler’s trust requires a change in the 
 organization of the college. The change is adopted because of certain 
 wants of society, and corresponding social tendencies, which are 
 thought sufficient to warrant, if not to demand, such a modification of 
 the college order. But the change will be modal, and not essential. 
 It will be simple, and, for the present, experimental. It will consist 
 mainly of additions. The regular college course is left untouched. No 
 arrangement is made or contemplated that will diminish the number, 
 quantity, or proportion of the studies or exercises heretofore established 
 as a foundation for the learned professions. These will be liable to be 
 interpenetrated by the spirit and genius of the new department. But 
 the influence will be reciprocal. Nothing will necessarily be lost by 
 either. The system is intended to be one of mutual giving and receiv¬ 
 ing, with a view to the more natural and perfect development of all the 
 branches, and a greater corresponding usefulness and dignity of the 
 college. 
 
 “ By this new organization the college receives preparatory students, 
 and classes of under-graduates, who contemplate not the professional 
 but active pursuits of life. It introduces new branches and methods of 
 study adapted to this description of young men; and it creates a new 
 degree—the degree of Bachelor in Science—intended to be equivalent 
 to the degree of Bachelor of Arts. 
 
 “The spirit of the department is popular, in distinction from the 
 professional, but with a view to the same beneficial ends. 
 
 “ Its scope is to elevate mechanical and industrial pursuits, and give to 
 material science and labor a social and political consequence in a higher 
 proportion than they have heretofore held to the professional. It im¬ 
 plies that all the departments of knowledge and occupation, though not 
 equally important, are equally necessary to the subsistence and well¬ 
 being of society ; and that they have hitherto not held their natural and 
 proper relation to each other. Its aim is to restore that natural and 
 constitutional propriety. 
 
 “The trustees, having accepted Mr. Chandler’s trust, are bound to 
 carry it on according to his ideas. But they accepted his ideas first, 
 or they would not have undertaken his proposed work. 
 
 “ The elementary principle of his charity, as they understand it from 
 his will, and as it is interpreted to them by his visitors, corresponds 
 with the theory of the college. That is, it is not social or political, 
 but moral. The college is a moral being. Its organization and its re¬ 
 sponsibility are moral. . . . Mr. Chandler’s theory is also moral, 
 
 in distinction from the social and political. . . . He professes not 
 
11 
 
 to stand on any speculative basis-. He requires not the trustees to erect 
 a model school, after any pattern of romantic reform, or any partisan or 
 sectarian peculiarities, but on the principles which have been settled 
 for ages and generations.” 
 
 II. 
 
 The evident purpose of Mr. Chandler was to furnish young men with 
 opportunities for obtaining an education beyond that which they could 
 obtain at the public charge. 
 
 To take them where the public schools left them and carry them for¬ 
 ward, under wise teachers, so far as Dartmouth college could carry 
 them without any essential change in its methods and without any dis¬ 
 arrangement of its plans and purposes. 
 
 To add to the body of students a class of young men who would fol¬ 
 low certain lines of study in common with them, receiving instruction 
 from the same teachers in their common studies, but who from natural 
 inaptitude, want of preparation, or from choice, did not desire to pur¬ 
 sue a classical course of study. 
 
 He found throughout New England a well established system of pub¬ 
 lic schools, supported at the public expense, and providing, with more 
 or less liberality, depending somewhat on locality, for instruction in 
 the elementary branches and nothing beyond; he also found flourish¬ 
 ing academies, especially designed to prepare young men for the well 
 known and well settled classical course in our New England colleges. 
 
 The advantages of the former were to be had without the payment 
 of tuition, the latter were expensive and the expense was met, in part, 
 by the fees of those attending them. 
 
 He did not desire to furnish that which could be obtained freely in 
 the public schools, or to take the pupils out of the public schools, but 
 to supplement the work of the public school systems of New England. 
 Accordingly, he provided in his will that “ No other or higher prepara¬ 
 tory studies are to be required, in order to enter said department or 
 school, than are pursued in the common schools of New England.” 
 
 This was equivalent to saying that the trustees might make as requi¬ 
 sites for admission, proficiency in such studies as are pursued in the 
 common schools of New England. 
 
 In determining, interpreting, and explaining his wishes in respect to 
 the department which he founded, it is essential that his understanding 
 of the phrase “ common schools” should first be interpreted and deter¬ 
 mined, and that an answer should be given to the question, What did 
 he mean by common schools? 
 
12 
 
 It is first to be noticed that in his day the schools of New England 
 which were provided for by law and supported at the public expense 
 were not officially known as “ common schools,’ 1 with the exception 
 hereinafter noted, and the same has been true from that time forward, 
 and is now. 
 
 An examination of the statutes of the various states of New England 
 conclusively shows that such schools were called public schools, and by 
 that name alone were known to the laws creating them, except as here¬ 
 inafter noted; this will appear from the citations from the various 
 statutes hereinafter made. 
 
 By common schools he meant those belonging equally to the public, 
 those serving the use of all; those maintained at the public expense; 
 those that were to be enjoyed without expense to the individual; in 
 brief, those known to the law as public schools. 
 
 The department was intended to be a permanent one, in the sense 
 that it was to have a continuous and not intermittent existence for all 
 time, but the standard of admission existing in the mind of its bene¬ 
 factor at the time of its creation was not intended to be inflexible and 
 unvariable. 
 
 It cannot for a moment be conceived that the broad-minded, far-see¬ 
 ing founder did not foresee that great advances would be made in educa¬ 
 tional matters in the public schools, and opportunities for higher attain¬ 
 ments would be there afforded, and a fair conclusion is that he desired 
 that the standard for admission to the department should be advanced, 
 from time to time, so as to conform to that attained in the public 
 schools in all times thereafter. 
 
 In order to an understanding of what the requisites for admission to 
 the department were in the beginning, and what they may now be, it is 
 necessary to refer to the statutes of the various New England states, in 
 force in 1851,. and those now in force relating to public schools. 
 
 The constitution of the state of Maine provides: “A general diffu¬ 
 sion of the advantages of education being essential to the rights and 
 liberties of the people, to promote this important object the legislature 
 are authorized, and it shall be their duty to require, the several towns 
 to make suitable provision, at their own expense, for the support and 
 maintenance of public schools . . . ” Constitution of Maine, 
 
 Art. VIII. 
 
 The revised statutes of Maine, in the revision of 1847, provided as 
 follows : 
 
 Chap. 17, Sec. 12: “ Every town . . . shall choose by ballot 
 
 a superintending school committee.” 
 
13 
 
 Sec. 41 : “All superintending school committees . . . shall per¬ 
 form the following duties, to wit: . . . Thirdly: to direct the gen¬ 
 
 eral course of instruction and what books shall be used in the respec¬ 
 tive schools.” 
 
 It will be observed that in this revision there is no enumeration of 
 the subjects of study in the public schools, but it is left to the determina¬ 
 tion of the superintending committee. 
 
 In the revision of 1857 provision is made for the election of a super¬ 
 intending committee and, among other things, their duty is thus pro¬ 
 vided for: 
 
 “Second: . . . they shall examine him [a candidate for 
 
 teacher] in reading, spelling, writing, English grammar, geography, 
 history, arithmetic, and other branches usually taught in public schools, 
 and particularly for the school for which he is examined. 
 
 “ Third: They shall give to each candidate found competent, a cer¬ 
 tificate that he is qualified ... to instruct in the branches above- 
 named and such other branches as are necessary to be taught therein.” 
 
 It is plain from these provisions that the capacity of the public 
 schools was not intended to be limited to the few subjects enumerated 
 in the statutes. 
 
 In the revision of 1883, which is for our purpose the law of to-day, 
 under Chap. 11, entitled “ Education of Youth,” Sec. 18 provides for 
 the election of a superintending committee. 
 
 Their duties are prescribed in 
 
 Sec. 87 : “ II . . . they shall examine him [the candidate for 
 
 teacher] in reading, spelling, English grammar, geography, history, 
 arithmetic, book-keeping, physiology, and stich other branches as they 
 desire to introduce in public schools . . . .” 
 
 IV. “ Direct the general course of instruction.” 
 
 Sec. 28 provides that, under certain conditions, any town may 
 receive state aid for the support of free high schools. 
 
 Sec. 31 provides as follows: “The course of study in free high 
 schools shall embrace the ordinary English academic studies, especially 
 the natural sciences in their application to mechanics, manufactures, and 
 agriculture, but the ancient and modern languages shall not be taught 
 therein, except wholly at the expense of the city, town, district, or union 
 of districts maintaining such schools . . . When such school is 
 
 established . . . it shall be free.” 
 
 It thus appears that the preparation afforded by the public schools of 
 Maine, including therein the free high schools, is of high order and that 
 it has been progressive in its character. 
 
14 
 
 In the revised statutes of New Hampshire, revision of 1854, provis¬ 
 ion is made for the public schools as follows: 
 
 Title XI is entitled “ Of Public Instruction.” 
 
 By Chap. 76, Sec. 1 : “The selectmen shall assess upon polls and 
 ratable estates” a certain sum. 
 
 Sec. 3 : “ Such sum . . . shall be appropriated to the sole pur¬ 
 pose of keeping an English school or schools . . . for teaching 
 
 reading, writing, English grammar, arithmetic, geography, together 
 with such other branches of English education as are adapted to the. 
 advancement of the school . . . .” 
 
 By Chap. 79 any two or more districts may unite and establish and 
 maintain a high school. Under Sec. 6 the teacher of such high school 
 shall be competent to teach, in addition to the branches taught in the 
 district or English school, “ history, philosophy, chemistry, botany, 
 book-keeping, surveying, geometry, algebra, logic, and rhetoric, all 
 which branches, and also the ancient and modern languages, may be 
 taught in such high school.” 
 
 School districts were also authorized to adopt the provisions of an 
 act of 1848, which authorized them to keep and maintain “ one or more 
 high schools in which may be taught all the branches usually taught in 
 English grammar schools and such additional branches as the superin¬ 
 tending committee may direct.” 
 
 The public statutes of New Hampshire, compilation of 1891, under 
 Title XII, entitled “Of Public Schools” provides in Chap. 88, Sec. 1, 
 for the assessment of a school tax. 
 
 Sec. 3 is as follows: “ The sums so raised shall be appropriated to 
 the sole purpose of maintaining public schools within the town for 
 teaching reading, writing, English grammar, arithmetic, and such other 
 branches as are adapted to the advancement of the school . . . . ’ ’ 
 
 By Chap. 89, Sec. 9: “Any school district may by vote or by law 
 establish and maintain a high school in which the higher English 
 branches of education and the Latin, Greek, and modern languages 
 may be taught.’ 1 
 
 New Hampshire appears to have made ample provision in her stat¬ 
 utes for increasing the usefulness and advancement of her public 
 schools. 
 
 Vermont is believed to be the only one of the New England states 
 that, in 1851, used in its statutes as a distinctive title the expression 
 “Common Schools.” 
 
 Chap. 20, of the “Compiled Statutes of the State of Vermont,’ * 
 compilation of 1851, is entitled “ Common Schools.” 
 
15 
 
 Sec. 15 of the chapter is as follows : 
 
 “Each organized town shall keep and support one or more schools, 
 provided with competent teachers, of good morals, for instruction of 
 the young in orthography, reading, writing, English grammar, geog¬ 
 raphy, arithmetic, history of the United States, and good behavior. 11 
 
 By Sec. 54 the district might vote to have two or more schools in 
 the district at the same time, and by Sec. 55 it might “ direct the 
 teacher of the higher or central school of the district to teach any of the 
 sciences or higher branches of a thorough education, which may not by 
 existing laws have been authorized 11 and this Section 55 had been the 
 law since 1844. 
 
 It will be observed that this Section 55 forms a part of Chapter 20, and 
 its provisions are applicable to common schools as there designated. 
 
 It is doubtless within the memory of many Dartmouth students, who 
 taught school in the districts of Vermont during the long winter vaca¬ 
 tion in the college, that they were called upon to teach not only all 
 the English branches that they had studied in college but, in many 
 instances, Latin besides. 
 
 In the “Revised Laws of Vermont, 11 revision of 1880, under “Title 
 X, Public Instruction, 11 Chap. 33 provides for the “Maintenance of 
 schools 11 and we miss the phrase “ Common Schools. 11 
 
 Sec. 558 provides, “one or more schools shall be maintained in each 
 town for the instruction of the young in reading, writing, spelling, 
 English grammar, geography, arithmetic, freehand drawing, history, 
 and constitution of the United States and good behavior. 11 
 
 Chap. 35 is of “ Graded, central, and union schools. 11 
 
 Sec. 572 is as follows: “ If the children of a school district are so 
 numerous as to require more than one teacher, the district may at a 
 district meeting vote to erect as many school-houses and provide as 
 many teachers as necessary . . . and may direct the sciences or 
 
 higher branches of study to be taught in one of such schools. 11 
 
 So that in Vermont there may be various grades of district schools, 
 formerly embraced in the designation of common schools, in which 
 many and various studies of a high order are provided for. 
 
 Massachusetts is the only one of the New England states that limits, 
 by a definite enumeration, the subjects of instruction in the public 
 schools. 
 
 In the revision of the statutes made in 1836, and known as the “Re¬ 
 vised Statutes, 11 Chap. 23 is entitled “Of the Public Schools. 11 
 
 Section 1 of the chapter is as follows: “In every town 
 there shall be kept ... at the charge of the town, by a teacher 
 
16 
 
 of competent ability and good morals, one school for the instruction of 
 children in orthography, reading, writing, English grammar, geography, 
 arithmetic, and good behavior . . . 
 
 By Sec. i of Chap. 56 of the acts of 1839 there was added to this 
 list “the history of the United States,” and no further additions were 
 provided for until 1858 when, by Secs. 1 and 2 of Chap. 5, of the acts 
 of that year, the following provision was made : “Algebra, vocal music, 
 drawing, physiology, and hygiene shall be taught, by lectures or other¬ 
 wise, in all the public schools in which the school committee deem it 
 expedient.” 
 
 By Sec. 5 of Chap. 23, of the Revised Statutes : “ Every town con¬ 
 taining five hundred families or householders, shall . . . maintain 
 
 a school to be kept by a master . . . who shall, in addition to the 
 
 branches of learning before mentioned, give instruction in the history 
 of the United States, book-keeping, surveying, geometry, and algebra, 
 and in every town containing four thousand inhabitants the 
 said master shall, in addition to all the branches before required . . . 
 
 be competent to instruct in the Latin and Greek languages, and general 
 history, rhetoric, and logic.” 
 
 The provisions of this chapter remained in force until 1852 when, by 
 Chap. 123 of the acts of that year, it was enacted, “That every town, 
 may , and every town containing five hundred families or householders- 
 shall ,” maintain a school wherein should be taught, in addition to the 
 branches enumerated in Chap. 23 of the Revised Statutes, general his¬ 
 tory, natural philosophy, chemistry, botany, the civil polity of the 
 commonwealth and of the United States, and the Latin language. And 
 in every town containing four thousand inhabitants instruction should 
 be given in the “ Greek and French languages, astronomy, geology, 
 rhetoric, logic, intellectual and moral science, and political economy.” 
 
 The comprehensive course of study provided for in these statutes- 
 remains practically unchanged to the present time. 
 
 It will be seen that che various schools provided for were not distin¬ 
 guished, the one from the other, by any descriptive or distinguish¬ 
 ing name, but all were embraced under the general name of public 
 schools. 
 
 By Chap. 226 of the acts of 1868, however, it is enacted that towns 
 may maintain a high school, and thenceforward this advanced grade of 
 public schools has been known by that distinctive name. The term 
 “Common Schools” is nowhere used in the statutes of Massachusetts, 
 but the expression ‘ ‘ Public Schools 1 ’ covers schools of every grade 
 maintained at the public expense. 
 
17 
 
 The revised statutes of Rhode Island, revision of 1857, under 
 “ Title XIII, of Public Instruction ” provide for public schools : 
 
 Sec. 1 of Chap. 60 is as follows: “ Any town may establish and 
 maintain ... a sufficient number of public schools, of different 
 grades . . . .” 
 
 Sec. 1 of Chap. 63 provides: “Any two or more adjoining school 
 •districts in the same or adjoining towns, may, by a concurrent vote, 
 agree to establish a secondary or grammar school, for the older and 
 more advanced children of such districts.” 
 
 Chap. 66 treats of the powers and duties of school committees, and 
 Sec. 10 provides, “They shall . . . prescribe the studies to be 
 
 pursued therein.” 
 
 By the public statutes of Rhode Island, enacted in 1882, under “ Title 
 IX, Public Instruction,” Chap. 47 provides, “The general supervision 
 and control of the public schools . . . shall be vested in a state 
 board of education.” “ The board . . . shall elect the commis¬ 
 sioner of public schools.” 
 
 By Chap. 56, Sec. 9: “The school committee shall make . 
 rules and regulations . . . for the instruction, government, and 
 
 discipline of the public schools, and shall prescribe the studies to be 
 pursued therein under the direction of the commissioner of public 
 schools.” 
 
 These statutes evidently contemplate a change from time to time in 
 the branches to be taught. 
 
 The Connecticut statutes, compiled in 1854 under “Title X, an act 
 concerning education ”, make provision for the schools of that state. 
 
 Sec. 11 of Chap. 2 is as follows: “Every school society established 
 as such by the general assembly . . . shall have power to estab¬ 
 lish and maintain cojnmon schools of different grades . . . .” 
 
 Sec. 22 : “ The board of visitors shall prescribe rules and regulations 
 for the management, studies, books, classification ... of the 
 schools of the society.’ ’ 
 
 Sec. 3, 1854: “ Every school district . . . shall be a body cor¬ 
 
 porate and politic with power ... to establish and maintain com¬ 
 mon schools of different grades.” 
 
 Thus it appears that in Connecticut, up to 1854, the branches of study 
 required to be taught were not enumerated, but provision was made for 
 schools of different grades, all known as common schools. 
 
 By the general statutes of Connecticut, 1888, it is provided in Sec. 
 2118, “ Public schools shall be maintained ... in every school 
 district. ... In said schools shall be taught . . . reading, 
 
18 
 
 spelling, writing, English grammar, geography, and arithmetic, and 
 such other studies ... as may be prescribed by the board of 
 school visitors.” 
 
 By Sec. 2215 : “In addition to the schools required by law in every 
 town, any town may establish and maintain schools of a higher grade 
 within its limits .’ 1 
 
 “ When any town shall maintain such school of a higher grade, the 
 board of school visitors shall prescribe rules for admission of scholars 
 to it and for their studies, books, and classification.” 
 
 Chap. 141 of the same compilation is entitled, “Support of Public 
 Schools.” 
 
 An examination of the foregoing extracts from the statutes of the 
 several New England states shows that, at about the time Mr. Chand¬ 
 ler’s will went into effect, there was no uniformity in the systems of edu¬ 
 cation, in the nomenclature employed to represent the various schools, 
 or in the course of study pursued in them; the only thing they had in 
 common was this: they were all maintained at the public expense. 
 
 In two states only, Vermont and Connecticut, do we find the term 
 “common schools” employed. In the former state it includes “dis¬ 
 trict schools,’ ’ “ graded,” “ central,” and “ union schools ; ” in the lat¬ 
 ter it embraced all the public schools of different grades. 
 
 In New Hampshire provision was made for an “ English school ” and 
 “ union high school.” 
 
 In Maine, Massachusetts, and Rhode Island the comprehensive term 
 “public schools” was used. 
 
 In Massachusetts and Vermont the courses of study and branches to 
 be pursued were fixed and determinate, with the exception that in the 
 latter state some latitude, in this respect, was recognized in the case of 
 central schools. 
 
 In Maine, the school committee were empowered to “direct the 
 general course of instruction and what books shall be used.” 
 
 In New Hampshire the youth were to be taught “ such other branches 
 of English education as are adapted to the advancement of the 
 schools.” 
 
 In Rhode Island the school committee were to “prescribe the studies 
 to be pursued.” 
 
 In Connecticut the board of visitors were to “prescribe . 
 the studies ” in the different grades. But, in spite of all this diversity, 
 they were common schools in the sense that, in all their grades, they 
 were maintained at the public expense, and so were distinguishable from 
 the academies and other preparatory schools which were not thus main- 
 
19 
 
 tained, and the purpose of Mr. Chandler was to make the requisites for 
 admission to the department conform to, and be no other or higher 
 than, the standard that might, from time to time, be attained in the 
 public schools of New England, but always within the lines enumerated 
 by him in his will. 
 
 This interpretation is alike honorable to the founder and elevating to 
 the department. Action in accordance with it, it is believed, will 
 bring to the department students having that thoroughness of prepara¬ 
 tion for its work, that will enable them to reap the full advantages in¬ 
 tended by the foundation, and to honorably maintain its dignity as a 
 department in Dartmouth college. 
 
 Benjamin A. Kimball. 
 John Hopkins. 
 
 [Additional Memorandum by the Visitors.] 
 
 The visitors are of the opinion that it is competent for the trustees 
 to require for admission to the Chandler Scientific department so much 
 French, physics, and chemistry as is taught in the public schools of New 
 England, including under that term the high schools that are maintained 
 at the public charge. Also that the tuition be the same as that pre¬ 
 scribed by the trustees for the academic department. 
 
“A.” 
 
 To the Committee of the Trustees on the Relations of the Chandler 
 
 School and the College , and the Relations of the Thayer School to both 
 
 the Chandler School and the College. 
 
 The undersigned members of the several faculties, having been re¬ 
 quested by a vote of the board, passed June 29, 1892, to act with you 
 “ in obtaining information, with a view to determining whether the pol¬ 
 icy of the board should be to continue the Chandler school as a sepa¬ 
 rate organization, securing funds for the enlarging of its work in the 
 direction of the ‘practical arts of life,’ or to unite it more closely with 
 the college, so as to furnish scientific courses parallel with the other 
 courses of the college,” immediately upon receiving official notification 
 of that request, entered upon the discharge of their duties, sought in¬ 
 formation from all available sources, held frequent consultations and 
 reviewed all relevant evidence obtainable, and hereby respectfully re¬ 
 port that they are unanimously of opinion : 
 
 1. That it would be unwise for the board to continue the Chandler 
 school as a separate organization, securing funds for the enlarging of 
 its work in the direction of the practical arts of life, and for the follow¬ 
 ing reasons: (1) The Chandler school, as a separate organization, 
 with an increase of its funds - and its development as a technological 
 school would, it seems to us, necessarily involve duplication of some 
 part of the plant and much of the instruction now offered by the college. 
 (2) Such separate organization, with increase of funds and develop¬ 
 ment as a technological school, must tend to the creation of friction in 
 its actual workings as a school or department in the college. (3) Re¬ 
 cent history of technological schools associated with colleges in New 
 England, tends to prove that the demand for the kind of instruction of¬ 
 fered by such schools has been overestimated; and the cases in which 
 such schools are meeting with the highest degree of success are those 
 of schools so highly endowed and so located that no inference from 
 their success would be justifiable in the case of a technological school 
 located in Hanover. (4) If demand exists in northern New England 
 for a technological school, it presumably will be satisfied by the two 
 projected institutions, the state college to be established at Durham,. 
 
21 
 
 which will be the recipient of governmental aid, and the Wolfeborough 
 academy, whose trustees have voted to provide such courses of instruc¬ 
 tion and have at their disposal a large endowment. 
 
 2. That the permanent interests of the college, the Chandler school, 
 and the Thayer school, demand the adoption by the board of the alter¬ 
 native policy referred to in its vote of June 29, 1892, to wit: The pol¬ 
 icy of uniting the Chandler school more closely with the college, so as 
 to furnish scientific courses parallel with the other courses of the col¬ 
 lege, and of a re-arrangement of certain courses of the Chandler school, 
 and the Thayer school, so as to enable these institutions associated 
 with Dartmouth college to offer both a short and a long course in 
 engineering. The adoption of this policy would, it is believed, have 
 the following advantages : (1) It would prevent the duplication of ex¬ 
 
 pensive plants by the college and the Chandler school for scientific 
 instruction, and the duplication of courses of instruction both in 
 the college and the Chandler school, and in the Chandler school 
 and the Thayer school. The large saving which may be effected 
 by use of the same plant for scientific courses is apparent. Com¬ 
 parison of the schedules of the Chandler school and the college shows 
 that, while there is considerable variation in the number of exercises 
 devoted to each topic, instruction is given in the Chandler school in 
 only seven topics in which no instruction is given in the college, to 
 wit: Book-keeping, Roman History, Isometric Drawing, Mechanical 
 Drawing, Freehand Drawing, Structural Botany, and Engineering. In 
 two of these topics, Book-keeping and Roman History, instruction ap¬ 
 pears to be offered because one is legally required and the other hap¬ 
 pens to be convenient. The topic of Structural Botany is admitted to 
 be a proper study for the Latin scientifics in the college. The remain¬ 
 ing four topics may properly be classed as two, Drawing and Engineer¬ 
 ing, and these, broadly speaking, are the only topics of importance 
 taught in the Chandler school in which no instruction is given in the 
 college. Comparison of the schedules of the Chandler school and the 
 Thayer school discovers the fact that a considerable part of the engin¬ 
 eering work in the first year’s course in the Thayer school is a duplica¬ 
 tion of the engineering work of the last year’s course in the Chandler 
 school. Such economic waste as is implied by this duplication would, 
 it is believed, be prevented by the adoption of the policy recommended. 
 (2) Such a policy would enable Dartmouth college, through the Chand¬ 
 ler school more closely united with it, to furnish scientific courses more 
 thorough, continuous, and complete than it is now able to offer. (3) 
 Such a policy would enable the Chandler school, by relieving it of a 
 
22 
 
 part of the expense now imposed upon it by its offer of non-scientific 
 courses of instruction, to more completely fulfil the intended objects of 
 its founder. (4) Such a policy would tend to build up the Thayer 
 school, by bringing the scientific courses of the Chandler school in the 
 college into more direct relation with its own courses and by giving it, 
 as a graduate school, the advantages of a more direct relation with a 
 preparatory course immediately connected with it. (5) Such a policy 
 would tend to unify the interests of Dartmouth college and its associ¬ 
 ated institutions, and to strengthen all by strengthening each. 
 
 3. That in view of the existing relations between the college, the 
 Chandler school, and the Thayer school, the most practicable mode of 
 giving effect to such a policy as is herein recommended, if it should be 
 adopted by the board, would be by its official authorization of a general 
 plan, to take effect in September, 1893 (leaving all details of the in¬ 
 volved schedules to be worked out by the different faculties, and refer¬ 
 ring all financial adjustments made necessary to a finance committee or 
 to the treasurer of the college), whose principal features might be an¬ 
 nounced in the forthcoming catalogue substantially as follows: 
 
 COURSES OF INSTRUCTION. 
 
 The college offers to its students the option of three parallel courses 
 of study, each extending through four years, to wit: 
 
 (1) The Classical course. 
 
 (2) The Latin Scientific course. 
 
 (3) The Chandler Scientific course. 
 
 The studies to be pursued in each of these courses are prescribed and 
 elective, in addition to which certain optional courses are offered in 
 senior year. In the Classical course, to be pursued by candidates for 
 the degree of Bachelor of Arts, the study of Latin, Greek, and Math¬ 
 ematics forms a large part of the required work of the first two years. 
 
 In the Latin Scientific course, to be pursued by candidates for the 
 degree of Bachelor of Letters, the studies pursued are the same as in 
 the Classical course, excepting the prescribed courses in Greek, in 
 place of which are prescribed additional courses in Modern Languages, 
 Science, and Mathematics. 
 
 In the Chandler Scientific course, to be pursued by candidates for 
 the degree of Bachelor of Science, both Greek and Latin are omitted, 
 and in their place are prescribed additional courses in Modern Lan¬ 
 guages, Science, Engineering, and Mathematics. 
 
23 
 
 ADMISSION. 
 
 All candidates must present satisfactory testimonials of good moral 
 character; and those who have been members of other colleges must 
 exhibit certificates of regular dismission. 
 
 The times for admission are the Monday and Tuesday before Com¬ 
 mencement, and the Tuesday and Wednesday before the beginning of 
 the first term. 
 
 Candidates in 1893 will present themselves with their credentials at 
 the President’s room at either of the following hours: On Monday, 
 June 26, at 2:30 p. m., and Tuesday, June 27, at 9:00 a. m. ; on 
 Tuesday, September 12, at 2 =30 p. m., and Wednesday, September 13, 
 at 9 :oo a. m., and 2 130 p. m. 
 
 Examinations. —Examinations for admission are held in Commence¬ 
 ment week, and also at the beginning of the first term. They are held 
 in Culver hall, and begin at 3 :oo p. m., on Monday, June 26, and on 
 Tuesday, September 12, continuing in both cases through the following 
 day. 
 
 Attendance is required at the beginning of the examinations. 
 
 Classical Course. —Candidates for the freshman class in the Class¬ 
 ical course are examined in the following books and subjects, or their 
 equivalents: 
 
 Greek. —I. Xenophon’s Anabasis, Books i-iv; Homer’s Iliad, 
 Books i, ii; Greek Grammar, including prosody; Writing Greek,— 
 Jones’s Greek Prose Composition, twenty exercises. Or, as an alter¬ 
 native,— 
 
 II. Translation at sight of average passages from Xenophon and 
 from the Iliad; Translation into Greek of simple sentences (a vocabu¬ 
 lary of the less used words being suggested or supplied in each case) ; 
 general questions on Greek grammar and prosody. 
 
 Latin. —I. Caesar’s Gallic War, Books i-iv (or either Sallust’s 
 Jugurtha and Catiline, or Caesar’s Civil War, Books i-iii) ; Cicero, six 
 orations; Virgil’s Georgies (or Georgies, Books i-ii, and Eclogues), or 
 Ovid’s Metamorphoses, 4,000 lines, and Virgil’s y£neid, Books i-vi; 
 Latin Grammar, including prosody; Writing Latin—Translation of 
 simple sentences into Latin prose. Or, as an alternative,— 
 
 II. Caesar’s Gallic War, Books i-iv, or Caesar’s Civil War, Books 
 i-iii (or Sallust’s Catiline, and either Books i-iii of the Gallic War, or 
 Books i, ii of the Civil War) ; Cicero’s Orations against Catiline and 
 for Archias, with questions on the subject-matter and on grammar; 
 Virgil’s ^Eneid, Books i-iv (or Eclogues, and HEneid, Books i-v), 
 with questions on the subject-matter and on prosody; Translations at 
 
24 
 
 sight of average passages from Caesar, Cicero’s Orations, Virgil’s 
 ^Eneid, and Ovid’s Metamorphoses, with general questions on grammar, 
 history, antiquities, and prosody, suggested by the passages prescribed ; 
 Translation into Latin of a passage of connected English narrative 
 based upon some portion of the prescribed prose. 
 
 Note. —In addition to the use of text-books, it is recommended that pupils 
 be accustomed from the beginning of their preparatory course to translate 
 into Greek and Latin, both orally and in writing, passages prepared by the 
 teachers on the basis of the principal authors read. 
 
 Mathe?natics. —Arithmetic, including the metric system; Algebra, to 
 quadratics; Plane Geometry. 
 
 English .—The examination will consist in the criticism of specimens 
 of incorrect English, together with a short essay, correct in spelling, 
 punctuation, division into paragraphs, grammar, and expression, on a 
 subject to be announced at the time of the examination. In 1893 the 
 subject will be taken from one of the following books: Shakespeare’s 
 Julius Caesar and Twelfth Night; Scott’s Marmion ; Longfellow’s Court¬ 
 ship of Miles Standish; the Sir Roger de Coverley Papers in The Spec¬ 
 tator ; Macaulay’s second Essay on the Earl of Chatham; Emerson’s 
 American Scholar; Irving’s Sketch-Book; Scott’s Ivanhoe; Dickens’s 
 David Copperfield. In 1894, Shakespeare’s Julius Caesar and Merchant 
 of Venice; Scott’s Lady of the Lake; Arnold’s Sohrab and Rustum; 
 the Sir Roger de Coverley Papers in The Spectator; Macaulay’s second 
 Essay on the Earl of Chatham ; Emerson’s American Scholar; Irving’s 
 Sketch-Book; Scott’s Abbot; Dickens’s David Copperfield. In 1895, 
 Shakespeare’s Merchant of Venice and Twelfth Night; Milton’s L’Alle- 
 gro, II Penseroso, Comus and Lycidas; Longfellow’s Evangeline; the 
 Sir Roger de Coverley Papers in The Spectator; Macaulay’s Essay 
 on Milton and Essay on Addison; Webster’s first Bunker Hill Oration; 
 Irving’s Sketch-Book; Scott’s Abbot. In 1896, Shakespeare’s Mer¬ 
 chant of Venice and Midsummer Night’s Dream; Milton’s L’Allegro, II 
 Penseroso, Comus and Lycidas; Longfellow’s Evangeline; Macaulay’s 
 Essay on Milton; Webster’s first Bunker Hill Oration; DeFoe’s His¬ 
 tory of the Plague in London; Irving’s Tales of a Traveler; Scott’s 
 Woodstock ; George Eliot’s Silas Marner. 
 
 History and Geography .—Outlines of Greek History (to the death of 
 Alexander) and of Roman History (to the death of Marcus Aurelius) ; 
 American History ; Outlines of Ancient Geography; Modern Geography. 
 
 French. —The French language is not required for admission, but 
 will be accepted, and candidates who have had one year’s study of 
 
25 
 
 French (not less than one hundred and fifty recitations) and have 
 passed an examination in Otto’s French Grammar, Part I, with the 
 Reading Lessons (or an equivalent), will have the privilege of pursuing 
 the study in an advanced division. 
 
 Latin Scientific Course. —Candidates for the freshman class in the 
 Latin Scientific course are examined as follows: 
 
 In Latin.—Same as for Classical course. 
 
 In Mathematics.—Same as for Classical course. 
 
 In English.—Same as for Classical course. 
 
 In History and Geography.—Same as for Classical course. 
 
 In Physical Geography (Guyot’s)—Elementary Human Physiology, 
 and Phenogamic Botany. 
 
 In French—Edgren’s French Grammar complete; not less than 500 
 duodecimo pages of French prose and poetry; the first 57 pages of 
 Macmillan’s First Book of French Composition. 
 
 Chandler Scientific Course. —Candidates for the freshman class in the 
 Chandler Scientific course are examined in the following subjects: 
 
 Mathematics .—Same as for Classical course. 
 
 English. —Same as for Classical course. 
 
 History. —Same as for Classical course. 
 
 Geography .—Same as for Classical course. 
 
 Human Physiology .—Same as for Latin Scientific course. 
 
 Phenogamic Botany , after 1892-3.—Same as for Latin Scientific 
 course. 
 
 French. —The work of one year in college or its equivalent, and after 
 1893-4, the equivalent of two years’ work in college. An equivalent of 
 German will be accepted instead of French. 
 
 Physics. —Gage’s Introduction to Physical Science, or an equivalent. 
 
 Chemistry. —Remsen’s Shorter Course in Chemistry, or its equiva¬ 
 lent. A student who has pursued a laboratory course will receive credit 
 for such work upon presenting his original note-book with the record 
 of his experiments properly certified by his instructor. 
 
 The recommendations of Prof. Fletcher of the Thayer school, for 
 preventing the existing duplication of courses of instruction in the 
 Chandler school and the Thayer school, and his recommendations re¬ 
 specting the cooperation and division of labor between the instructors 
 of these two schools, having been transmitted to your committee, are 
 herein formally referred to and made by such reference a part of this 
 report, in which all the members of this committee of the different fac¬ 
 ulties heartily concur. If the policy herein recommended should be 
 adopted by the board, and the plan suggested for carrying it into exe- 
 
26 
 
 cution should be authorized, proper announcements should also be 
 made in the forthcoming catalogue respecting the proposed short and 
 long courses of engineering in the Chandler school and the Thayer 
 school. 
 
 In conclusion, it remains to be added that we have not deemed it 
 wise to consider questions relating to the schedule, the degree of corre¬ 
 spondence of studies in the Latin Scientific and the proposed Chandler 
 Scientific courses during Freshman and Sophomore years, or the most 
 desirable grouping of studies, or the proper range of electives, or the 
 prescribed courses of study for students in the proposed Chandler Sci¬ 
 entific course during junior and senior years, in advance of the deter¬ 
 mination by the board of its general policy; nor have we deemed it 
 within our province to consider any legal questions which may be 
 raised by the proposals herein made. 
 
 JAMES F. COLBY, 
 
 JOHN K. LORD, 
 
 EDWARD R. RUGGLES, 
 ROBERT FLETCHER, 
 
 Of the Faculties. 
 
 “ B.” 
 
 Memorandum or Statement for the Committee of Conference of the Trus¬ 
 tees of Dartmouth College , submitted by the Director of the Thayer 
 School of Civil Engineering. 
 
 [Subject to approval of the Board of Overseers of the Thayer school.] 
 
 Whereas, It is desirable to perfect a general plan for the unification 
 and enlargement of the courses of scientific and technical study at Dart¬ 
 mouth college, to avoid duplication of work, to secure more efficient 
 direction of the teaching force, and to offer better facilities and induce¬ 
 ments for post-graduate study: Therefore, After conferences with 
 representatives of the college and the Chandler school, the director of the 
 Thayer school concurs in the belief that a plan of cooperation or ad¬ 
 justment, something like the following, is feasible, to wit: 
 
 i. The Thayer school can arrange its courses of study so as to offer 
 to all who may pass its examinations for admission a shorter course of 
 study in civil engineering, during the first year. Students who may 
 be admitted to such course from the scientific department of the 
 
27 
 
 college may have such essentially post-graduate study made available as 
 the last year’s work for the degree of B. S. from the college. 
 
 2. The Thayer school would then offer, during its second year, an 
 advanced course of study in civil engineering, and all students pursuing 
 both years of study in the Thayer school will receive the degree of civil 
 engineer on recommendation of the board of overseers. 
 
 3. Interchanges of instruction between the professors of the Thayer 
 school and the Chandler professor of civil engineering may be arranged 
 so that the work of instruction for the first year of the civil engineering 
 course may be equitably shared. The details of such arrangement shall 
 conform to the programme of the Thayer school, which may be modi¬ 
 fied in some respects to suit the case, provided the standard is main¬ 
 tained unimpaired. 
 
 No pecuniary considerations for instruction thus given by exchange 
 shall be paid or received by either party, but exchanges shall be made 
 equivalent by mutual agreement. 
 
 4. Students thus having instruction in the Thayer school shall be 
 rated as Thayer school students, and be subject to all its regulations, 
 now or hereafter, in force, as to examinations, charges for tuition, etc. 1 
 
 Robert Fletcher. 
 
 P. S. After being requested to submit a proposition in writing to the com¬ 
 mittee of the trustees, then in session, there was no time to refer the matter 
 to the board of overseers for first consideration. The previous deliberations 
 had been only of a tentative nature, with no assurance of a definite plan. 
 Necessarily, “we” were entirely independent in the discussion, but were 
 willing to assent to any proper arrangement which did not impair our inde¬ 
 pendence. No “alliance ” would be advisable. 
 
 1 To this should be added the words in the Thayer school. 
 
 [The overseers of the Thayer school have assented to the plan pro¬ 
 posed.]