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Ve 76 Xx wie, f awh.) , & rf § “Ay rs rc rs ‘ ‘ e ‘ wee Rig yh ' ~ . n = 2 A a ae ‘ fan, 0 i ay Mer & LS NI 1 CENTRAL CIRCULATION BOOKSTACKS The person charging this material is re- sponsible for its renewal or its return to the library from which it was borrowed on or before the Latest Date stamped below. The Minimum Fee for each Lost Book is $50.00. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. TO RENEW CALL TELEPHONE CENTER, 333-8400 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN 4 1004 ‘ / SEP 0 6 1994° OCT 16 t994 at a ‘\ ( AT LE A E LY UT & id: t \ When renewing by phone, write new due date below previous due date. L162 THEOLOGICAL EDUCATION IN AMERICA ROBERT L. KELLY, LL.D. The Institute of Social and Religious Re- search was organized in January, 1921, as the Committee on Social and Religious Surveys. [t conducts and publishes studies and surveys and promotes conferences for their considera- tion. The Institute's aim is to combine the scientific method with the religious motive. It cooperates with other social and religious agen- cies, but is itself an independent organization. The directorate of the Institute is composed of: John R. Mott, Chairman; Ernest D. Burton, Secretary; Raymond B. F osdick, Treasurer; James L. Barton, W. H. P. Faunce and Kenyon L. Butterfield. Galen M. Fisher 1s Executive S ecretary. The offices are at 370 Seventh Avenue, New Vork City. THEOLOGICAL EDUCATION IN AMERICA A STUDY OF ONE HUNDRED SIXTY-ONE THEOLOGICAL SCHOOLS IN THE UNITED STATES AND CANADA By ROBERT L. KELLY, LL.D. EXECUTIVE SECRETARY, COUNCIL OF CHURCH BOARDS OF EDUCATION With a Foreword by Rr. Rev. CHARLES HENRY BRENT, D.D. | NEW oar YORK GEORGE H. DORAN COMPANY COPYRIGHT, 1924, BY GEORGE H. DORAN COMPANY THEOLOGICAL EDUCATION IN AMERICA —_A— PRINTED IN THE UNITED STATES OF AMERICA A. Met TSY 2S Cimouca 92%, Crt ‘cho “> LoARY ~ bo \\ = FOREWORD By Tue Rr. Rev. CHARLES HENRY Brent, D.D. ~ gare: = Rr. Rev. CHARLES H. BRENT, D.D., Chairman, Buffalo, N.Y. PRESIDENT Ropert J. ALEY, Indianapolis, Ind. DeAN CuHarRLeEs R. Brown, New Haven, Conn. PRESIDENT WALLACE But- Trick, New York, N. Y. . PRoFEssoOR JOHN M. CoUuL- TER, Chicago, Ill. PRESIDENT L. L. DOGGETT, Springfield, Mass. _: PrrncipaL Danie J. FRa- SER, Montreal, Can. Rev. J. W. Grauam, To- ronto, Can. ‘© PresIDENT FRANK P. GRAVES, % Albany, N. Y. EAN Paut B. Kern, Dallas, Tex. OFESSOR J. L. KESLER, Nashville, Tenn. Chairman of the Advisory Committee of the Survey of Theo- logical Education in America In the framing of their plans for the study of ministerial training in America, and in general criticism of their manu- script, the authors have had the assistance of an Advisory Committee whose members were selected for their intimate acquaintance with the seminary or general educational field. The members of the Advisory Committee, including myself, ProFressor K. S. LAtour- ETTE, New Haven, Conn. PresipeENT W. D. Mac- KENZIE, Hartford, Conn. BisHop THomAS NICHOLSON, Chicago, Ill. PRESIDENT GEORGE W. RICH- ARps, Lancaster, Pa. Proressor G. A. JOHNSTON- Ross, New York, N. Y. PRESIDENT J. Ross STEVEN- son, Princeton, N. J. Rev. Henry H. Sweets, Louisville, Ky. PRESIDENT W. 'O. THOMP- son, Columbus, O. Proressor V. G. A. TRESS- LER, Springfield, O. PRESIDENT WILBERT W. Wuire, New York, N. Y. PRESIDENT NATHAN R. Woop, Boston, Mass. [v] 977974 FOREWORD The Advisory Committee has followed the work of this study with interest and approval. That work has been a laborious undertaking, carried through with untiring patience under the skillful leadership of Dr. Robert L. Kelly and his associates, Miss Lura Beam and Dr. O. D. Foster. The study has been pursued with scientific thoroughness and with complete freedom from partisan bias. We believe that it will be of real service to those responsible for training men for the ministry. At the suggestion of the Advisory Committee, the Commit- tee on Social and Religious Surveys, now the Institute of Social and Religious Research, authorized the convening of seminary men at central points to hear and discuss the find- ings of the study before those findings should be put in final shape for publication. Eleven such conferences were held in the following cities: Chicago, Hartford, New York, Phila- delphia, Nashville, Cleveland, Montreal, Toronto, Vancouver, Berkeley and Minneapolis. At these conferences, which proved most helpful, representatives were present from nearly all the principal seminaries of the United States and Canada. The study raises such questions as the following: I. Are seminaries as constituted today effective in fur- nishing the churches with competent pastors and prophets? If not, why? 2. Are seminaries producing a high grade of scholarship such as will fit men for academic leadership as well as for the pastoral office? 3. What is the relation of the seminary to the university? 4. Are the curricula of the seminaries covering the whole field of responsibility of the ministry today? 5. What types of ministerial character are created by the seminaries ? The work speaks for itself and merits a thoroughgoing study. The graphic charts alone are of sufficient value to justify the labor and time expended on this volume. [vi] INTRODUCTION This study grew out of the widely-held belief that the machinery and the methods used in educating Protestant ministers were inadequate. It was asserted that the number and the quality of ministerial candidates had been on the de- cline for some time and that the churches faced a crisis because of the real or the prospective dearth of leaders. Many opinions were expressed as to the causes of this state of affairs thus generally conceded to exist, and many remedies were suggested; but few reliable and no comprehensive facts were available. Both the diagnoses and the prescriptions were based upon ‘guesses. No thoroughgoing study of the semi- naries had ever been made. It was in the belief that a pains- taking investigation of the seminaries and a careful presen- tation of the results might be helpful in increasing the number and bettering the quality and distribution of Christian ministers, that the study was undertaken. The members of the Committee !on Social and Religious Surveys, which has since become the Institute of Social and Religious Research, had such considerations in mind when they authorized the study. They were aware that a number of preliminary studies of a partial character had been made under the auspices of the Young Men’s Christian Association, _ the Council of Church Boards of Education, and especially the American Education Survey Department of the Interchurch World Movement. They authorized the utilization of all such material and gave instructions as well for a de novo approach to the entire problem of ministerial training, not only in all the seminaries in the United States and Canada engaged in training white Protestant ministers, but in the Bible and Re- ligious Training Schools. The executive and associate secretaries of the Council of Church Boards of Education, who jointly had been responsible [vii] INTRODUCTION for the Interchurch study, were invited to direct this more comprehensive one. The Committee also authorized the ap- pointment of an advisory committee and of a special edu- cational counsellor, and later provided for the holding of regional conferences in various parts of the United States and Canada at which phases of the survey report were presented for discussion. It is now three years since the study was begun. The elaborate schedules of the Interchurch Survey, which called for data on every phase of the theory and practice of the seminaries and training schools, were condensed and a new approach to the schools was made through schedules. There was general agreement, however, that the study should be more than statistical; and it was provided, therefore, that per- sonal visits should be made by representatives of the study to not fewer than one hundred institutions. While these were the chief means of gathering new data, numerous other means and information sources were utilized—the reports of the United States ‘Bureau of Education, the yearbooks of the churches, special studies and the catalogues and other printed matter of the institutions under consideration. All these data were organized and tested with the assistance of trained tabu- lators. As a further safeguard, much of the material having to do with details was submitted to the institutions for possible correction, and all of it was passed upon by numerous critics. The amount of the material was so great that it became neces- sary to eliminate that relating to the training schools and to present in this book only data bearing upon the topics desig- nated by the headings of the chapters. Manifestly, some perspective will be required at times on the part of the reader. An attempt has been made to keep up with the march of events however by submitting at the end of the book descriptions of about one hundred seminaries, ap- proved by them as statements of fact for the year 1922-23. The reader with the professional or technical interest will find in the Appendix many of the tabulated data, often greatly condensed, upon which the subject-matter of the book is based. [ viii | INTRODUCTION The original data have been preserved and may be available for more intensive study. The book deals confessedly with more or less surface in- dications. While recognizing the deeper spiritual influences operating in the making of ministers, it necessarily attempts to set them forth only as those influences may be objectively manifested. Certainly no more important problem is now confronting us than that of the adequate preparation of our spiritual leaders; and certainly there was never a time in the history of the world when greater demands were placed upon the Christian ministry. This book attempts to present statis- tical and other data that have been carefully gathered ‘and fearlessly interpreted, and suggestions and even tentative conclusions that have gone through the fires of criticism from many educational and religious experts. The men responsible for the training of our ministers form a heroic group. Often they work under great limitations and in the midst of manifold difficulties. They are men of de- votion and of faith; and if this book shall stimulate them in any degree to renewed enthusiasm in their task, if it shall awaken in the large constituency they serve a more intelligent interest in the problems of ministerial training, it will have achieved its primary purpose. ele ise [ix] ACKNOWLEDGMENTS The director desires to make acknowledgment primarily to Miss Lura Beam and Dr. O. D. Foster, who have worked with him with unstinted devotion from the beginning of this study to the end. Much of the original manuscript was prepared by them. All of it is the joint work of these two persons and the director, who must be considered chiefly responsible for the material here presented. Within the office of the Council of Church Boards of Education, the director and his asso- ciates were assisted by Miss Olive Dunn and'Mrs. Virginia Merritt, tabulators, and by the Misses Esther Foster and Martha T. Boardman, secretaries. While it is impossible to give the names of all who have made constructive suggestions in the production of this book, special reference should be made to the active assistance rendered by a number of the members of the advisory com- mittee and by Dr. Paul Monroe, the educational counsellor. Numerous seminary presidents, professors and board mem- bers in the United States and Canada have given helpful criticism. Without the cordial cooperation of the seminaries themselves, and a host of sympathetic co-laborers, the amass- ing and editing of the material would have been quite im- possible. Finally, we extend a word of hearty appreciation to the members of the Institute of Social and Religious Research, to the business administrators, Mr. Galen M. Fisher and Mr. J. I’, Zimmerman, and to the editorial staff, Mr. Stanley Went, Mr. R. W. McCulloch, for the uniform courtesy which has characterized the valuable contributions they have made to this composite product. [xi] CONTENTS ForEworD By THE Rt. Rev. CHARLES HENRY BRENT, IIIT RIM Uren 8 i Nc erie ih ie a MO EIEN BATONS TS eh ON ea ie cats CHAPTER I A Brier HIstToriIcAL SKETCH Cai titee Nie ngs el 2 Il Tue EpucaTIONAL EQUIPMENT AND METHODS LE SEMIN ARIES 2H), Genie Cee iba) BME ROGRAMS OF STUDY . 6 ie eel. iwc ROGRAMS OF STUDY (Continued) . . . ©. 9 EEG 9S SO RRS RS a A can DA AR Dee INANCES AND PROPERTY «(<3 08 fee a PROBLEMS _ ° e ° ° J J °° J VIII Onr HunpDRED Serine erES 3 OPI rin Moe Gre bey Nd APPENDICES SISTER NING THE LATA oles Gd) a lihreh he Ne ESET EMSA ae oy ie CPEs Oe Ci ew pregenn oy 1a) Pog INDEX e e ° ® le, e 2. 2%, ® e ° ° ° ° XU1 PAGE V Vil XI 23 28 61 103 Dae 210 238 403 406 447 II III IV VI VII Vill IX CHARTS AND MAPS CHARTS Educational Program of Union Theological Seminary, Richmond, Virginia, 1920-1921. A. Semester Hours Advertised and Taught. B. Semester Hours Earned Educational Program of Southern Baptist Theological Seminary, Louisville, Kentucky, 1920-1921. A. Se- mester Hours Advertised and Taught. B. Semester Hours Earned . Pate Educational Program of Reformed Presbyterian Theo- logical Seminary, Cedarville, Ohio, 1920-1921. A. Semester Hours Advertised ‘and Taught B. Se- mester Hours Earned . : Educational Program of New Ghiceh Renita School, Cambridge, Massachusetts, 1920-1921. A. Semester Hours Advertised and Taught B. Semester Hours Earned . ic Educational Program of utes Theological Seminary, New York City, 1920-1921. A. Semester Hours Ad- vertised and Taught. B. Semester Hours Earned Educational Program of Boston University School of Theology, Boston, Massachusetts, 1920- a A. Se- mester Hours Advertised and Taught. . Semester Hours Earned . Educational Program of ein Theological Seminary, New York City, 1920-1921. A. Semester Hours Ad- vertised and Taught. B. Semester Hours Earned Educational Program of Western Theological Semi- nary, Pittsburgh, Pennsylvania, 1920-1921. A. Se- mester Hours Advertised and pacer B. Semester Hours Earned . ‘ Educational] Program of ae College 2 He Bible, Te ington, Kentucky, 1920-1921. a Semester Hours Advertised and Taught. B. Semester Hours Earned Educational Program of Oberlin Graduate School of Theology, Oberlin, Ohio, 1920-1921. A. Semester Hours Advertised and Taught. B. Semester Hours NTA RUS Bethe Peiiee-r i Ocikey | 0 Pn ane Beam Yaar [xv] 113 114 115 116 117 11g I2I 123 124 125 XI XII XIII XIV XV XVI XVII LE ITI IV CHARTS AND MAPS Educational Program of Evangelical School of Theol- ogy, Reading, Pennsylvania, 1920-1921. A. Semester Hours Advertised and Taught. B. Semester Hours Harned Sit veiys Wey fon ina a ie me eS to” Educational Program of Meadville Theologicn Sem- inary, Meadville, Pennsylvania, 1920-1921. A. Se- mester Hours Advertised and saat B. Semester Hours Earned Earning Power of the Dergeee ae Greek in Eleven of the Twelve Theological Seminaries Considered, TO2ZO#IQ2T ee he eye cee ake ha Earning Power of the Department of Hebrew oa Cognate Languages in Ten of the Twelve ae ss Considered, 1920-1921 Percentage of Students in Seminaries from Colleges on The American Council of Education List ‘ Seminary Classification of Students with College Train- INSUEIOSTA TO 220 eee 0 er ee Enrollment Tendency, oles “1923 0.) «(a MAPS Distribution of 2,686 Students in ay Seven Theo- logical Seminaries, 1920-1921 ; Proportion of Theological Students hivige in Each State . Seminary Students from Ohio in Seminaries af Other States Students from Other Gene in Ohio Theologica Seri: naries ; : Colleges Represented in Theological Seminal by Twenty-five or More Students .°, “(0 ee PAGE 126 127 130 131 163 165 173 155 156 158 159 162., TABLES PAGE I Garrett Biblical Natt ate Evanston, Teka! Program .:. 68 II General Theological Seminary, New York City Ra cational Program . . 70 III Lutheran Theological Seminary, Mt. Airy, Pa, aa cational Program . . 72 IV Oberlin Graduate School of Theology, Oberlin, Ohio— Educational Program. . 74 V_ Princeton Theological Seinen ecto N. I Educational Program. . . eae 7O VI Rochester Theological Seminary, mcchetce N. y— Educational Program. . . 79 VII Union Theological aa) New York City Educa tional Program. . 82 VIII Program in Semester eat 5 Selected Seminaries, 2 0 Ges 87 IX Earning Power of the Department of Church History in Twelve Seminaries . . 128 X Earning Power of the Sere of English eens and Systematic Theology in Twelve Seminaries . 130 TABLES IN APPENDIX Theological Seminaries in the United States and Canada, DIT ATU OR ess SDE grin SE oy Str odl eo: oe. toe gt year ee 4OO Enrollment, Baccalaureate Degrees, 1922-1923, and Gradu- ates, 1922, in Theological Seminaries in the United States 0 SURAT ET Fh i aware Gar Okan sain ete cea IS Sources of Degrees in 139 Theologica Seminaries eas Moer=1022 = «>. 416 City Church Material Advertised by eS Seminaries, ae SS ae 422 Rural Church Maia: Vere By 103 Seminaries, oe: 1923 e s ® e e » ® e e s © ® 423 eet rat eR Tale eh TABLES The Church and Industry Material nae by 103 ye naries, 1922-1923... mee Missions Material Advertised by 103 Theological Seminaries, 1922-19230, busine Evangelism: Material Advertised by 405 Theological Semi naries, 1922-1923 Religious Education Material ‘Advectioed S 103 Theological Seminaries, 1922-1923 . . oi! tee Courses and Semester Hours ‘Adgorded by Denacerere of Systematic Theology in Two Groups of Seminaries Rank of States in Ministerial Students Students in Theological Seminaries Whose Homes Are in Foreign Countries, 1920-1921 Financial Reports of Theological Seminaries in Thousands of Dollars, 1920-1921. . eo. ew [xviii] PAGR 425 426 420 430 436 440 439 ILLUSTRATIONS These illustrations all follow page 202 St. George Street Entrance and Dining Hall, Knox College, Toronto Southern Baptist Theological Seminary, Louisville, Ky. Presbyterian Theological Seminary of Kentucky, Louisville, Ky. New Church, Cambridge, Chapel and School Building San Francisco Theological Seminary - The Missions Building, Drew Theological Seminary Main Dormitory Building, Crozer Theological Seminary Bethany Bible School Church Divinity School of the Pacific Bible Teachers Training School, New York Dining Hall of Burwash Hall, Victoria College, Toronto Dining Hall, Auburn Theological Seminary Cambridge Common Room, Andover Theological Seminary Calvin Payne Hall, Princeton Classroom, Bethel Theological Seminary Classroom, Iliff School of Theology Gymnasium, Bangor Theological Seminary Student’s Room, Rochester Theological Seminary Reference Room of New Library, Western Theological Seminary Library, Crozer Theological Seminary Willard Chapel, Auburn Theological Seminary Chapel, Berkeley Divinity School, Middletown, Conn. Helen Stadiger Borhels Memorial Chapel, Moravian Theological Seminary, Bethlehem, Pa. [xix] THEOLOGICAL EDUCATION IN AMERICA THEOLOGICAL EDUCATION IN AMERICA CHAPTER I A BRIEF HISTORICAL SKETCH! The history of theological education in America really had its beginning in the Old World. The earliest colonists looked to the fatherland for their ministers. Young men came thence already equipped, while others returned thither to prepare for the sacred calling. The demand soon became so great, how- ever, that the development of an indigenous system of educa- tion—modeled on the plan of the mother country—was ob- viously imperative. The minister being the teacher of the community, his education was indispensable. Intellectual and spiritual decay threatened the settlers when they could no longer draw an adequate supply of educated ministers from the centers of culture of the Old World. / Higher education on the American continent had its be- ginning, therefore, in the impulse to bequeath to subsequent (generations a worthy ministry. Evidence of this is still to be read on the Harvard gateway, in the quaint lines here quoted: After God had carried vs safe to New England & wee had bvilded ovr hovses provided necessaries for ovr livelihood reard convenient places for Gods worship and settled the civill govern- ment one of the next things wee longed for and looked after was *This is a brief sketch of seminary development. Well-known sources have been drawn upon freely. It does not concern itself with the ap- prenticeship system, prevocational work in colleges, biblical and religious training schools, conference methods of ministerial education, or the in- cipient developments of schools of religion in the tax-supported uni- versities. [23] THEOLOGICAL EDUCATION IN AMERICA to advance learning and perpetvate it to posterity dreading to leave an illiterate ministry to the chvrches when ovr present min- isters shall lie in the dvst. In 1636 Harvard College was established as a result. The motive for founding this first institution of higher learn- ing in America was, it appears, primarily to provide for the churches a ministry ‘with a liberal education. Naturally, students other than those preparing for the ministry attended; but all were required to take the same course of study, which was constructed along liberal lines for a definitely vocational purpose. The course given included mathematics, logic and rhetoric, as well as Latin, Greek, Hebrew, and the “Divinity Subjects.” After 1765 one lecture was given weekly on “Positive and Controversial Divinity,” and another on “Cate- chetical Exercises on the Preceding Lecture.” In the latter part of the eighteenth century the requirement of divinity sub- jects from all students in Harvard College was modified and finally withdrawn. This separation led to rapid and unex- pected developments. Harvard College was from an early date the center of the more liberal party in Puritan church theology, and in 1808 the growing cleavage between the two wings of the Congre- gational body in Massachusetts led to the foundation of a new and separate theological seminary at Andover. The reasons for the founding of Andover were predominantly theological. Harvard and Andover at this stage were prophetic of what was to follow. ) The first published catalogue of Harvard contained nothing but the names of the students in attendance and was pub- lished at the expense of the students themselves. In 1810 the Andover catalogue or pamphlet also contained the names of the faculty, which was composed of three professors. The separate Congregational divinity school was now well launched. The attendance soon outstripped that of the mother school. At Harvard, after a period of many years of gradual de- velopment, a final step was taken in 1819 which established the divinity school as a distinct—though not independent— [24] A BRIEF HISTORICAL SKETCH department, when the corporation recognized the theological department, or faculty of theology of the university. This faculty was composed of the president and four professors holding chairs of theology, Hebrew, sacred literature, and pas- toral theology. A separate divinity building was erected in 1825. Since so many of the early colleges were founded with the same intent as Harvard, its beginnings have been described somewhat in detail. The history of the origin and growth of others cannot be traced here, but a somewhat similar story could be told of most of the Colonial colleges. But Andover was not the first separate theological school. The Dutch Reformed church established the first separate seminary in America at Flatbush, Long Island, New York, in 1774. The United Presbyterians ten years later called into being in Ohio what now survives as Xenia Theological Semi- nary in St. Louis, Mo. In 1810 the Reformed Presbyterians started their first school at Pittsburgh. In 1812 the Presby- terian Church in the United States of America, after two or three years of study of the needs, organized at Princeton its first school for ministers. In 1814 the Congregationalists established Bangor, their second separate seminary. In 1816 the Lutherans at Hartwick, N. Y., planted their first seminary in this country. In 1819 the Baptists founded Colgate at Hamilton, N. Y., their first theological institution. In 1822 the Protestant Episcopal church inaugurated its first seminary, in the city of New York. In 1839 the Methodists launched in Vermont their first seminary, which in 1867 became the Boston Theological Seminary. Four years later, under a new. act of the legislature, it became the earliest department of the newly chartered Boston University. It was in 1866 that the Congregationalists established the first divinity school on the Pacific Coast. Five years later the Presbyterians founded a seminary in the same region. The other communions, one by one, have more recently planted their schools of the Prophets on the western shores of our country. An interesting phase of this development is recorded in the “Western” seminaries, which are monuments to the ad- [25] THEOLOGICAL EDUCATION IN AMERICA vance of t.2 frontier. The name “Western” stretches across the continent beginning as far east as Pittsburgh. Each seminary so tiamed when established was “out where the West begins.” This line of schools symbolizes the American pioneer spirit. Protestant seminaries for the training of ministers have increased in number until there are today in the United States 131 institutions called seminaries by their supporting con- stituencies. Some are detached, others are affiliated with colleges and universities. There are thirty theological colleges in Canada. Most of the better known schools are affiliated with the stronger churches. A much larger number than now survive have succumbed in the struggle for existence. During the last twenty years a score of seminaries have been founded, seven of these within the last decade, two of them in 1921. In general these schools followed the models already estab- lished in America; but some of them continued the process of drawing inspiration and form from the original European sources. This tendency, together with the tendency toward isolation from the universities, led to the development of types of schools not closely related to American life and the Ameri- can church. The seminaries as a class have not become wealthy. Two have fixed assets of more than $5,000,000 each. Two others have each from $3,000,000 to $5,000,000; two from $2,000,- 000 to $3,000,000; fourteen from $1,000,000 to $2,000,- 000; nineteen from $500,000 to $1,000,000; thirteen from $250,000 to $500,000; twelve from $100,000 to $250,000, and each of the others less than $100,000. A few have virtually nothing. Some have large endowments and depend upon the income for their maintenance, while others depend largely if not entirely upon church assessments and annual contributions. Most of them have inadequate financial support. Almost all are calling for more funds. In general they are located in centers of population. Thirty- four are in cities having each a population of 500,000 or more; thirty-five in cities ranging from 100,000 to 500,000; twenty-five in cities ranging from 20,000 to 100,000; twenty [26] A BRIEF HISTORICAL SKETCH in cities of from 5,000 to 20,000; eighteen in places of from 1,000 to 5,000 and the rest are in the open country or in vil- lages of less than 1,000. In the establishment of seminaries, a careful study of the field to determine the best location has been rare. The feel- ing of need has usually been recognized either locally or regionally, rather than nationally. Donors have in certain in- stances determined the location of seminaries chiefly for busi- ness and personal considerations. Several seminaries have, for various reasons, changed their locations, e.g., Andover, McCormick, Xenia, New Brunswick, De Lancey, Chicago and others. The tendency toward some form of university affiliation is now quite marked. This practice is general in Canado the United States it has been manifest particularly at Ber. Cal., Chicago, Ill, and Cambridge, Mass. Harvard q. Andover recently united. Is this action also prophetic? A few of the detached seminaries are now setting the goal for themselves of a theological university where all types of ministerial training, using the term in a comprehensive sense, may be carried on on a graduate basis. Other seminaries hold to the conception of a detached in- stitution with a relatively simple and definite program, pur- sued intensively. In ideals and methods they have much in common with the small college. There is also an evident tendency toward differentiation of function among and within seminaries. There are indications that within the next few years much careful study will be given to the matter of the location of seminaries and to the ex- tension and distribution of their functions, as well as to the improvement of their quality and effectiveness. [27] CuHaPter II THE EDUCATIONAL EQUIPMENT AND. METHODS OF THE SEMINARIES No definition of a “seminary” is now attempted. In the Introduction, certain types of institutions are referred to under the term “seminary.’’ The name by which the institu- tion is designated by its authorities is accepted tentatively, and is included in the list of “seminaries.’’ There is, therefore, a wide variation among the seminaries with reference to every possible basis of comparison.* Forty-nine seminaries have from one to four full-time faculty members each; forty-two from five to seven; and twenty-eight from eight to twenty-two; three have no full- time faculty members. Forty-two per cent of the 123 Ameri- can seminaries reporting on this point have fewer than five full-time faculty members. Virtually half the full-time faculty members in these 123 seminaries are in forty institutions which approach the ordinary norms of educational efficiency. Most of the seminaries have each from one to nineteen part- time faculty members; the greater proportion of the part-time faculty members being in the smaller institutions. In the faculties of some seminaries there are teachers and preachers of rare scholarship, personality and effectiveness ; in others, faculty members possess few qualifications besides personal piety. Some seminaries have large endowments and admirable material equipment; others possess only the bare necessities of existence. Some are situated in the midst of stimulating academic environment; others are in isolated and remote regions, with few contacts of any sort. Because of this wide range in the status of the seminaries, 1Table A, Appendix II, p. 406. [28] THE EDUCATIONAL EQUIPMENT there is constant difficulty in evaluation and unusual danger in generalization. The fundamental difficulty does not grow out of their number and variety, however, but is due to the absence of recognized standards of measurement and to the lack of organization, systematization and conscious unity among the seminaries. They have not usually been viewed, and have not at all viewed themselves, as parts of a whole. Their sense of membership one of another is not highly developed. Types of Seminaries In the interest of clarity in this exposition, it is well to indicate the differing characteristics of some types of semi- naries and schools thus spontaneously developed. This is not done with the purpose of preparing standardized lists, which purpose is foreign to this book. First, from the standpoint of the requirements set for matriculating students in the seminaries in the United States: (a) There are the seminaries that require, and that pro- fess to require, college graduation for admission. They are the graduate seminaries. The total number cannot be stated accurately. Sixteen announce college graduation as required for admission; eighteen for admission to the degree course; ten require “college graduation or the equivalent”; and six- teen “college graduation with exceptions.” A number of these seminaries have developed departments or schools which offer opportunity for further study to men who have received the B.D. or the S.T.B. degree. About twenty-five such insti- tutions have each in residence ten students or more? of this kind. (b) There is a second class which requires some college work—usually two years at the least—for admission. The number in this class is about six. (c) About fourteen seminaries require high-school gradu- ation or its equivalent. (d) Finally, there are fifteen institutions that appear to *Table B, Appendix II, p. 412. [29] THEOLOGICAL EDUCATION IN AMERICA adhere to no definite scholastic standards for admission. Cer- tain standards are “preferred,” “desired” or “expected.” In this group are the Southwestern Baptist Theological Seminary® (Texas), which reports an enrollment last year of 796 resi- dent students and 917 in the extension department, and the Southern Baptist Theological Seminary (Kentucky), which re- ports 685 resident students.* Again, an approach’ toward a loose classification of semi- naries may be made in terms of the requirements of the great standardizing agencies. For instance, of the 131 seminaries in the United States, twenty-two are departments of colleges— usually detached and denominational colleges.® These col- leges, for the most part, are below standard. Specifically, of the twenty-two colleges having seminary departments, only seven have been approved by one or mcre of the great stand- ardizing agencies: the North Central Association of Col- leges and Secondary Schools, the Association of Colleges and Secondary Schools of the Southern States, the Association of Colleges and Preparatory Schools of the Middle States and Maryland, and the Association of American Universities. This means that they are lacking in one or more features such as adequate plant, equipment, curriculum, faculty, student en- rollment. Of the 131 seminaries in the United States, twenty-nine are located near, and in some instances are affiliated with, in- stitutions approved by the four standardizing agencies named above. While these seminaries have not themselves been tested by the standardizing agencies, they are in all cases contiguous to and presumably influenced by institutions to ;which specific educational standards have been consciously and successfully applied. In the case of the Canadian seminaries, they are generally located in groups affiliated with universities, and their educa- tional requirements, although in some respects differing from * Of the 796 resident students, 279 are “applicants for degrees.” *Of the 685, 416 are men, whether candidates for degree is not stated. In both these institutions there are many college graduates. *Table A, p. 400. [30] THE EDUCATIONAL EQUIPMENT those in the United States, have been or are being definitely worked out. The Control of the Seminaries There is general agreement as to the theory of the control of the seminaries, although many methods are used to put the theory into operation, There are twenty-eight seminaries whose boards of trustees are the same as those of the college or university with which the seminary is affiliated. In most of these cases the colleges and universities are in turn affiliated with definite denominations. Besides these, there are eighteen seminaries that have self-perpetuating boards of trustees. The boards of trustees of all other seminaries are elected either by the general church body or by local church conferences, or have self-perpetuating boards with important limitations, or in the case of the few remaining seminaries have more com- plicated but no less denominational methods of election. THE AMERICAN THEORY OF INSTITUTIONAL CONTROL The almost universal theory of control of colleges and uni- versities in the United States is that there should be twc fundamental agencies: a board of trustees and a faculty. A board of trustees, under standard conditions, is made up of a small number of men, most or all of whom may fairly be called amateurs in education; while the faculty is supposed to be a group of relatively specialized experts. It is generally assumed that the group of amateurs who constitute the trustees will have a more intimate appreciation of the needs of the community in general and of the alumni in particular, than will the men who are pursuing essentially academic work. It is supposed also that these amateurs will be better equipped than the faculty members for the prudential management of the finances of the institution, more skillful and experienced in making investments, and in expenditures. It is assumed, again, that they are likely to be in a position to assist directly and indirectly in the collection of money for the promotion of [31] THEOLOGICAL EDUCATION IN AMERICA the enterprise. Sometimes, particularly when the board of trustees is large and unwieldy, it is deemed advisable to have a separate board of three or five especially equipped members entrusted with power to make investments. It has been pointed out from time to time that the prominent citizens who compose boards of trustees are often too old, and too full of the affairs of the world to give the most adequate attention to the problems of the college, and they are likely to rely quite largely upon executive recommendations. Ex- perience also teaches that the alumni members are likely to bring to the board the standards of their own days in college and to represent special interests supposed to be dear to the hearts of the old students. It has been objected that if the faculty members are not able to assist at least in the interpre- tation of the needs of the community and to determine the general educational policy of the institution, they are not fit to be faculty members. ) It has generally been agreed, therefore, that under the best conditions the chief functions of the board are financial and regulative, not executive or administrative. The educational work of the college in the best institutions is left, except in most general outline, with the president and faculty, who are expected in ideal circumstances, to be especially equipped for their task and to work in concert. They have general control of the programs of study, the regulations for admission and graduation, the time-schedule, and all student relations. Under such conditions the chief executive officer—the president or dean—represents the institution before the public, reconciles and adjusts conflicting claims of professors and departments, exercises, with the faculty, large but not absolute power in choosing teachers and formulating policies, and in general is the regular nexus between faculty and board. Recent years have brought numerous refinements of these general presuppositions, most of which look toward democrati- zation of control; the faculty, the alumni, and the students are taking a hand more and more in the processes of govern- ment. In general, perhaps, as cases of academic freedom are dealt with, there is a tendency to approximate really, though [32 | THE EDUCATIONAL EQUIPMENT not formally, to the European system of large faculty di- rection, although within restricted fields the students are ex- ercising their “inalienable rights of self-determination.” APPLICATION OF THIS THEORY TO THE SEMINARIES When it comes to making application of this theory to the seminaries, it may be noted that independent control is rare and interdenominational control is virtually unknown. An ap- proach to interdenominational control has been secured among the colleges affiliated with McGill University, Montreal. Speak- ing of them as a class, the seminaries are denominationally controlled. Since most of the seminaries are expected to interpret the genius, and to train men to interpret the genius, of a certain denomination, the machinery of control is con- structed with a view to securing this result. While not closing their doors to members of other denominations, most seminaries function primarily to develop leaders for their own denomina- tions. In not a few seminaries, all or nearly all of the students in each belong to a single denomination. Outside of the small group of undenominational seminaries, the number of seminaries that approximate by their charter requirements to the usual forms of academic control is small, and even most of those with self-perpetuating boards have important limitations. Usually these limitations require sub- scription to the faith of, or membership in, a given denomina- tion, or unit of the denomination. There are also numerous instances of such stipulations as that board members shall not be residents of the town where the seminary is located, or shall be “native-born citizens’, which indicate at least that no recent modifications in charter requirements have been made. In Canada, each theological college is under the supervision of three bodies: (1) the faculty; (2) the board of manage- ment, composed mostly of laymen, with a few representatives of the clergy, having in hand the financial interests of the institution ; (3) the senate, composed of theological professors, [33 | THEOLOGICAL EDUCATION IN AMERICA university professors, ministers and laymen. The last-named group is entrusted with all academic matters. The typical American seminary board of trustees, aside from those affiliated with colleges and universities, is made up largely of ministers. A few have small boards,® but the boards are often large. One board’ has 112 members, of whom sixty-nine are ministers; another has forty-eight members, of whom twenty-seven are ministers; a number have thirty-nine, forty, forty-one, or forty-two members, often with a half or a majority ministers. The average num- ber of board members in eighty cases, not counting those related to universities referred to previously, is twenty-one. Quite a number of the seminaries have two boards of con- trol, the second one usually being smaller, sometimes ap- pointed by the primary one and largely made up of laymen and charged with financial phases of seminary management. It occasionally happens that the denomination whose partic- ular genius one of these seminaries is designed to interpret, instead of relying on a board or on boards of trustees and a faculty whose members have been selected as indicated above, takes upon itself, through its highest ecclesiastical agency, not only the appointment of the board of trustees—which plan, by the way, in avoiding local church politics has sometimes proved highly beneficial—but the nomination of faculty mem- bers as well, and the oversight of the plant and of the educa- tional program. In other cases, the faculty members are elected not by the board but by the ministerium of the affiliated churches, to whom the faculty in such an instance is directly responsible. Neither the board nor the faculty determines the policy of the institution. Historic cases may be cited in which nominations of faculty members have been made and elections carried through after vigorous campaigning in the public sessions of the denomination’s highest stated gathering. *Concordia Theological Seminary, Springfield, Ill, has three trustees. There are six members on the board of Garrett Biblical Institute. The board of the Episcopal Theological School, Cambridge, Mass., consists of nine members, all laymen. *The Southern Baptist Theological Seminary, Louisville, Ky. [34] THE EDUCATIONAL EQUIPMENT Ecclesiastical Relations of Faculty Members Of 120 seminaries reporting, sixty-one stipulate adherence to specified denominational standards; sixteen require mem- bership in some “evangelical church” with or without addi- tional qualification (preference for a particular denomination usually expressed) ; twenty-eight report some definite form of pledge or doctrinal declaration required of faculty members. Ten or twelve distinctly assert that they require no definite ecclesiastical or doctrinal connection or declaration from their faculty. In certain cases, the practice of the school in these particulars is more liberal than the charter requirement would indicate. In a few cases from four to seven denominations are represented in the faculty. In Harvard Theological School eight communions are represented, including one Catholic and one Jew. The following statements are drawn at random from seminary catalogues. TYPICAL STIPULATIONS AND DECLARATIONS Among the requirements legally stipulated for faculty mem- bers, the following will serve as illustrations: The signing of the Thirty-nine Articles and the signing of and allegiance to the synod (Bishop’s College). Acceptance of the doctrines and standards of the church of England in Canada (Wycliffe College). The faculty members shall be “Missionary Baptists” (South- western Baptist Theological Seminary), It they—faculty members—come to differ seriously with the New Hampshire Confession, they will voluntarily withdraw (The Kansas City Baptist Theological Seminary). Pledged to accept the Bible as the Word of God, the Augs- burg Confession, and Luther’s Small Cathechism (Lutheran Theological Seminary). Our professors all subscribe to the Augsburg Confession (Susquehanna University, School of Theology, Hartwick Seminary, and other Lutheran seminaries ). [35 ] THEOLOGICAL EDUCATION IN AMERICA Must subscribe to the Lutheran Confessions as found in “The Book of Concord” (Evangelical Lutheran Seminary). Must teach a modified Arminianism (Bonebrake Theological Seminary). In hearty sympathy with the doctrinal standards of the Methodist Episcopal church (Garrett Biblical Institute ). Must be members of the Methodist Episcopal church (Drew Theological Seminary). Unitarians preferred (Pacific Unitarian School for the Ministry). Loyalty to Presbyterian confessions of faith, catechism and form of government (McCormick Theological Seminary, Presbyterian Theological Seminary at Omaha, San Francisco Theological Seminary). | Must be sound on Calvinism (Reformed Presbyterian Theological Seminary, Ohio). Subscription to declaration of justification by faith (Epis- copal Theological School, Cambridge). Members of the Presbyterian church and assent to West- minster Confession (Queen’s Theological College). Same as ordination vows of Lutheran ministers ( Wart- burg Theological Seminary). Member of the Church of the Brethren (Bethany Bible School). Must belong to our church (Theological Seminary of the Finnish Evangelical Lutheran National Church of America). Members of the faculty must be Baptists (Crozer Theolog- ical Seminary, Rochester Theological Seminary). Must be fully ordained clergyman in the Protestant Episco- pal church, except in case of instruction in elocution and music. (Protestant Episcopal Seminary in Virginia). The following is a catalogue statement in introduction to courses in New Testament theology: The old-line doctrines are thoroughly believed, of course, and remembering these perilous times, an earnest effort is made by the professor to ground the students firmly and forever in the fundamental teachings of the inspired New Testament. [36 | THE EDUCATIONAL EQUIPMENT In a number of cases the denominational or ecclesiastical attitudes sought are guaranteed by the stipulated signing of cer- tain pledges, sometimes with impressive ceremony, by the in- coming faculty member. These pledges cover a wide range — and are administered in a variety of ways as a few illustra- tions will show: One charter provides: Every professor shall at the time of the next annual meeting of the Board after he enters upon his duties, be publicly in- stalled, and shall deliver an address appropriate to the occasion, and shall make the following declaration: “I do solemnly profess and declare in the presence of God and the Directors of the Presbyterian Theological Seminary in Ken- tucky that I receive the Westminster Confession of Faith and the Catechisms of the Church as containing the system of doctrine taught in the Holy Scriptures, and that I will not teach anything contrary to the standards common to both the Presbyterian Church in the United States of America and the Presbyterian Church in the United States, according to the Charter of this Seminary.” A catalogue statement used in connection with this pledge affirms : No seminary in any church has a history more conspicuous for soundness in the faith, requires and enforces from its professors stricter vows of conformity in their teaching to the system of doctrine found in the unamended Standards of the Presbyterian Church in the United States, and has in its Charter and Constitu- tion more effective steps by which, if any departure from ortho- doxy should ever take place, immediate and effectual redress may be had at will by the General Assembly of our Church, Another Charter provides that: The Seminary shall rest upon the Divine Word of the Old and New Testament Scriptures as the absolute Rule of Faith, and the Confessions of the Evangelical Lutheran Church as in conformity with that Rule. Each professor at his inauguration obligates himself to conform his teaching to the Word of God and the Confessions of the [37] THEOLOGICAL EDUCATION IN AMERICA Evangelical Church. The churchly character of the institution iS safeguarded by the provision that its Directors must be elected by the Ministerium of Pennsylvania upon nomination of the Board of Directors. : The formula which the professors of the Theological Semi- nary of the Reformed Church in America at New Brunswick, N. J., are required by the constitution of the Reformed Church in America to sign is as follows: We, the underwritten, in becoming Professors of Theology in the Reformed Church in America, do by this our subscription sincerely and in good conscience before the Lord declare that we believe the Gospel of the Grace of God in Christ Jesus as revealed in the Holy Scriptures of the Old and New Testaments and as set forth in the Standards of the Reformed Church in America. We believe that these Standards agree with the Word of God, and we reject all errors which are contrary thereto. We promise that we will diligently teach and faithfully defend the doctrines contained in the said Standards and that we will not inculcate or write either publicly or privately, directly or indirectly, anything against the same, and that we will exert ourselves to keep the church free from such errors. Should it happen that any objections against the doctrines in the Standards of the Church arise in our minds, we promise that we will not either publicly or privately propose, teach or defend the same by preaching or writing until we have first fully revealed such objections to the General Synod to whom we are responsible, that our opinions may receive a thorough examination in that body. We hold ourselves ready always to submit to the judgment of the General Synod, under penalty of censure or deposition from our office in case of a refusal, reserving to ourselves the right for a rehearing or a new trial in case we conceive ourselves aggrieved by the sentence of the Synod, without disturbing the peace of the Church pending such trial. We promise furthermore to be always willing and ready to comply with any demand from the General Synod for a more particular explanation of our sentiments re- specting any article in the Standards. The following “basic principles” are in point here: The following are basic principles of Scripture teaching on which correct biblical interpretation must necessarily rest. The School of Theology of Juniata College firmly believes in these fundamentals and emphasizes them in her teaching: [38] THE EDUCATIONAL EQUIPMENT (1) The Divine authority and the full and complete inspira- tion of the whole of the Old and New Testament Scriptures, (2) The Deity of our Lord Jesus Christ. (3) The Doctrine of the Trinity. (4) The Fall of Man and his consequent depravity and the necessity of the New Birth. (5) The sinless life of Jesus Christ, Atonement in His blood which was shed for sin, and His personal Resurrection. (6) Justification by faith in our Lord Jesus Christ. (7) Regeneration by the Holy Spirit. (8) The Personality of the Holy Spirit and as the Divine Paraclete, the Comforter and Guide of the People of God. (9) Sanctification through the Word and the Spirit. (10) The Personal and Visible Return of our Lord Jesus Christ, the Resurrection of the Dead, and the last Judgment. (Juniata College Bulletin, April, 1922, p. 48.) Some of the seminaries have no such published stipulations but in practice select men with reference to theological point of view or denominational relationships. On the other hand, some seminaries with rigid legal requirements, in practice put upon them a more liberal interpretation than the requirement would seem to indicate. The Hartford Seminary Foundation has incorporated in its by-laws a statement of faith which was adopted in 1912 by the Pastoral Union of Connecticut, and this is submitted to all persons who are invited to become members of the faculty of any of the schools. It is a positive statement of evangelical faith. No signature is required. Article I, Section 3, reads: No assent to the distinctive doctrines or practices of any de- nomination of Christians shall be required of trustees, instructors or students in any of the schools of this corporation. Union Theological Seminary in New York requires a declaration of loyalty to the principles and purposes of the founders, although this is not considered as doctrinal. Article II of the constitution “the Faculty,” contains the following section: [39] THEOLOGICAL EDUCATION IN AMERICA Every member of the Faculty on entering upon his office, im- mediately after the reading of the Preamble adopted by the Founders on the 18th of January, 1836, shall make the following declaration in the presence of the Board: “I promise to maintain the principles and purposes of this insti- tution, as set forth in the Preamble adopted by the Founders on the 18th of January, 1836, and in the Charter granted by the Legislature of New York on the 27th of March, 1839, and ac- cepted by the Board of Directors on the zoth of December, 1839.” As illustrating another method of expressing the seminary policy, the Divinity School of the University of Chicago an- nounces to its students a vote of the board that: It is necessary that the Divinity School be conducted in accord- ance with the methods and ideals of the University, in which is included freedom of teaching on the part of instructors. In practice, a large majority of the professors are Baptists. One of the provisions of the Harvard Theological School constitution is: Every encouragement (shall) be given to the serious, impartial and unbiased investigation of Christian truth, and no assent to the peculiarities of any denomination of Christians shall be required either of the instructors or the students. As indicating the care used by some seminaries to hold their work within definite channels, some pledges required of students are cited: Before being admitted to the Seminary every student shall, in the presence of the Faculty, subscribe to a written declaration to the effect that while he is a student in the Seminary he will regu- larly, punctually and diligently attend upon all the instructions of the Professors and promptly comply with all lawful requisitions of the Faculty, and be subject to their lawful authority; that he will honestly conform to all regulations of the Seminary and that he will not propagate any opinion in opposition to the principles of the United Presbyterian Church. (Xenia Theological Semi- nary Catalogue, 1922, p. 30.) New students are received on probation for three months and then may be matriculated. Before matriculation each student is required to subscribe to the following pledge: [40] THE EDUCATIONAL EQUIPMENT “I solemnly promise that so long as I remain a student in this Theological Seminary, I will, with the help of God, faithfully and diligently attend all recitations, lectures, and instructions intended for me; that I will conscientiously and vigilantly observe all the regulations which are set forth in the Constitution and By-Laws of the Institution; and that I will pay due respect and obedience to the Professors, and treat my fellow-students as brethren.” (South- ern Lutheran Theological Seminary Catalogue, 1921, Ditee) The Equipment in Personnel EDUCATIONAL ADMINISTRATION The seminaries as a group not only have few administra- tive officers, which might be explained by the fact of their small faculties, but they have done little in the development of administrative functions. The office of dean, except where it is practically equivalent to president or principal, has not as a rule been highly developed. Sometimes the name is car- ried without the function. There are not many officers who could be compared with the “deans of the faculty” or with the “deans of men” of other institutions. Union Theological Seminary in New York has a full-time officer who performs the functions of dean of students and registrar. It is possible for principals and registrars in the Canadian colleges to devote necessary time to educational administration because of the unusual grouping of the col- leges about the university. In the interdenominational arrangement at Montreal, this is facilitated further by the achievement of a large cooperating theological faculty which carries on, in a central building known as Divinity Hall, no less than seven-eighths of all of the teaching which formerly was offered by the four theological colleges.§ Most seminaries in the United States, since they work independently so far as other seminaries are concerned and are too small for the maintenance of full-time administrative officers, have necessarily relied for the development of ad- *For a full discussion of the methods of affiliation of Canadian theo- logical colleges with the University of Toronto and McGill University cf. Christian Education, Vol. V., No. 10, (July, 1922). [41] THEOLOGICAL EDUCATION IN AMERICA ministrative functions upon faculty members engaged chiefly in teaching. Besides, there are numerous faculty advisors of students who work unofficially and effectively. There are very few seminary registrars ® with time and facilities to meet the present-day standards in other educational fields. Some methods of the so-called registrars are most primitive. Some- times the registrar even in institutions of relatively large enrollment is also the secretary to the president or dean, and nominal head of the library. The libraries are not generally administered on a basis of modern educational efficiency. A few seminaries have officers charged with the educational super- vision of work within and without their walls. The practical work done by students in the field for the most part is un- observed and uncriticized except in most random fashion. The few seminaries that have field supervisors do not have a sufficient staff to cover the field. ‘FACULTY DEGREES In so far as higher academic degrees may serve as a measure of scholarship, the seminary faculties compare favor- ably with other institutions of similar educational rank. Among seminary professors there are, in unusual number, holders of earned degrees of the higher grade. About 500 faculty men with A.B. degrees, usually from standard colleges, hold also 156 Ph.D. degrees and 340 B.D.s.1° In general they carry, without doubt, a disproportionate number of honorary degrees, often conferred by institutions without standing in the edu- cational, world. One-third of the total number of Ph.Ds reported by the seminaries were conferred by the University of Chicago, Yale University, and Boston University. Most of the B.D.s were conferred by Union, Boston, Yale, Princeton, the Divinity School of the University of Chicago, Rochester, Drew, Mc- Cormick, and other well-known seminaries. °Cf “The Work of a Theological Seminary Registrar,” Christian Edu. cation, Vol. V., No. 7, pp. 203 f. (April, 1922). 2 See Table C, Appendix II, p. 416. [42 | THE EDUCATIONAL EQUIPMENT There are many M.A. degrees which have been conferred by the small denominational colleges that conferred the A.B.s. This situation is quite common in all the Southern, the Lutheran, 'and the Presbyterian U. S. A. seminaries; less common in the Baptist, North, and the Methodist Episcopal seminaries ; and least common in the seminaries with Congre- gational affiliations. All the Princeton Theological Seminary professors but four have the A.B. degree from Princeton University, and a decisive majority of their higher degrees— A.M.s, B.D.s, and Ph.D.s—are from Presbyterian schools. The Divinity School of the University of Chicago builds ‘its teaching staff largely from its own former students. A summary of the situation would not be complete without reference to the large number of degrees from European in- stitutions. This applies especially to the Canadian seminaries. The figures do not cover all cases and undoubtedly understate rather than overstate the facts as to both honorary and earned degrees. !This book does not attempt an evaluation of the subject-matter that led to these degrees. RETIRING ALLOWANCES FOR FACULTY MEMBERS The system of retiring allowances now operating in many other types of educational institutions has not been extended generally to the seminaries. Meadville Theological Seminary has led the way in adopting the contractual plan of retiring allowances of the Teachers’ Insurance and Annuity Association of America (Carnegie). In this respect! it stands with a group of seventy-eight universities and colleges “whose scale of salaries represents the most extraordinary rise in the compensa- tion of any professional group, which has ever been known.” 14 Western Theological Seminary of Pittsburgh, in conjunction with the Presbyterian Ministers’ Fund of Philadelphia, has adopted a plan by which each professor upon retirement at the age of seventy will receive one-half his salary. The New- ton Theological Institution retires professors at seventy on one- third salary if they have served the institution fifteen years. heres ™ Seventeenth Annual Report, Carnegie Foundation, 1922, [43 ] THEOLOGICAL EDUCATION IN AMERICA The Divinity School of the University of Chicago shares in the retiring allowance program of the university. The tendency to retain men in the seminary faculties beyond the period of their greater usefulness is owing perhaps to causes other than financial. The older men are generally thought to be better able to interpret the traditional denomina- tional genius and they have established themselves most securely within the ecclesiastical organization. That this situa- tion is interfering with the educational program of certain seminaries is certain. RESEARCH Not many seminaries make any claim that their faculties have time or equipment to carry on research work. No semi- nary studied reports that its dominant interest is in the pro- motion of research. All seminaries in common with law and medical schools consciously hold to a vocational purpose. Sev- eral hundred students have been enrolled in the advanced courses of the institutions connected with universities. The Divinity School of the University of Chicago announces that its instruction falls into two types: vocational and research. In the Harvard Theological School about one-half of the faculty are engaged in research. The General Theological Seminary and the Western Theological Seminary (Pittsburgh) report each four research workers on part time. Queen’s Theological College says that all of its faculty members are more of less engaged in research work. Southwestern Baptist Theolog- ical Seminary reports that one professor is absent each year on research work. A dozen others report a limited amount of such work. In some seminaries as high a grade of research has been done as in any of the graduate schools of the country. On ninety-eight schedules received there are no data on this point. Some ‘seminaries report as research types of study which evidently are not characterized by critical scholarship or scientific method. Very few seminaries possess adequate libraries or laboratories of the traditional kind for research and the community as a laboratory for research is ‘rarely [44] THE EDUCATIONAL EQUIPMENT utilized even in these. Certain types of first-hand study of community problems in both the urban and rural field are being projected in a few instances. There is, among numer- ous seminaries, a growing appreciation and use of the scientific method. PRODUCTIVE SCHOLARSHIP There is great activity on the part of the faculties of the better-equipped seminaries, and of some of those not so well- equipped, in the writing of books and professional and denomi- national literature.12_ Long lists of titles are furnished by no fewer than thirty-eight seminaries. As many more report a limited amount of such work. Many members of the faculties of leading seminaries, and some members of the faculties of those less well-known, are listed in “Who’s W ho in Amer- ica” on the strength of their publications. These titles are limited largely to historical and exegetical subjects. The seminaries have not assumed conspicuous leadership in the application of modern educational theory to religion, in in- terpreting from a Christian standpoint the modern problems of democracy, in working out a metaphysics in the light of the startling developments of the day in the various phases of science. SABBATIC LEAVE It is evident that the custom of granting sabbatic leave has not yet been introduced generally into the seminaries. Trinity College, Toronto, reports that it has placed before “Other men have preferred to engage in civic affairs. A professor of history in one of the seminaries for thirty years has been active in making history in his state and community. During this time he has served as president and member of the executive committee of the city Council of Churches; member of the Board of Park Commissioners; member and president of the Municipal Art Society; member of the City Plan Com- mission; member of the Emergency Unemployment Committee, 1921-22; member of the Chamber of Commerce and Chairman of Joint Committee, white and colored, making a survey of the Negro residents of the city ; member of the executive committee of the Charity Organization Society ; member of the board of trustees of the Farm School; member of the board of trustees of the state Junior Republic; president of the city golf club; member of the Twentieth Century Club; member of the Get- Together-Club; member of the executive committee of the Near East Relief Fund and Red Cross during the War. [45] THEOLOGICAL EDUCATION IN AMERICA itself the ideal of one year’s leave of absence to each mem- ber of the staff who has completed ten years of service. The Rochester and Southwestern Baptist seminaries grant leave with salary to not more than one teacher each year; Union Theological Seminary (New York) the Pacific School of Re- ligion, and the Pacific Unitarian School for the Ministry grant leave the seventh year with salary. The last-named stipulates the requirement that the time be spent in study. Boston University School of Theology, Harvard Theological School, and the General Theological Seminary grant leave of absence every seventh year on half-pay. Bethany Bible School grants leave every fourth year or its equivalent, but without salary. Bangor, Bonebrake, Crane, Hartford and Oberlin have made a beginning on a system of sabbatic leave. THE TEACHING LOAD The median number of hours a week professors teach is about the same as that in the good colleges; distinctly higher than that in the best graduate schools. In ninety-two seminaries the median of the maximum hours of teaching 1s thirteen. In Union (New York) the maximum is eight and minimum six; in Chicago both the maximum and minimum are eight. In extreme cases among those reporting, the maximum runs as high as twenty-five or thirty. Many seminaries place their maximum at twelve to eighteen. In certain large semi- naries there are reported classes of from 250 to 280 students each, with no provision for clinical or tutorial work. Sixty- eight seminaries gave no data on the subject. ; In numerous instances the professors attempt to teach too many subjects; sometimes other duties are added to a heavy teaching program, as is apt to be the case in any sub-standard school. One principal was found attempting to teach five classes a day, to act as librarian and religious director, and to look after details in general. One exceptional professor teaches forty classes a week, his subjects being Hebrew, Ger- man, systematic theology, New Testament exegesis, and his- torical theology. Another teaches mathematics, natural science, [46] THE EKDUCATIONAL EQUIPMENT history, sociology, and church music; another, Latin, English, the fundamentals of religion, Old Testament exegesis, Old Testament introduction and comparative religions; and still another, philosophy, pedagogy, Greek, homiletics, pastoral theology and liturgics. These are extreme cases of overload- ing within the seminary precincts. FULL-TIME AND PART-TIME TEACHING Much of the time of seminary professors, whether they teach on a full-time or a part-time basis, is consumed in such types of field work as preaching,!* lecturing and other forms of public service. Most seminaries report some degree of activity in these lines on the part of from one to all of their faculty members. Among an enlarging group of seminaries the dangers to scholarship in the abuse of this system are being recognized and methods of control are being introduced. On the other hand, some very effective teaching is now being done in the seminaries by men active in the ministry who give part of their time to the seminary. They bring to the work a freshness and a directness of the highest value. PROFESSIONAL SOCIETIES Virtually all of the best-known seminaries are represented through their faculty members in the professional societies. The larger seminaries report many such memberships. Some list no fewer each than seven, eight, nine and ten such socie- ties represented in their faculties. Hartford Theological Semi- nary names sixteen. Among the associations named are the Society for Psychical Research, the American Association for “The Southwestern Baptist Theological Seminary makes this report of practical work: Practical work of the faculty, evangelists and student body for the year beginning May 31, 1921, and ending May 1, 1922, 430 reporting: 1,138 revival meetings, 15,970 sermons, 100,170 addresses, 6,109 Sunday School classes taught, 86,846 visits, 13,952 professions of faith, 14,661 additions to churches, 563 volunteers for special service, 94 Sunday schools organized, 109,790 tracts distributed. A supplementary financial report is appended: personal remuneration, $66,124; local church expenses, $22,671; church improvement, $14,824.75; seventy-five million campaign, $118,945. [47] THEOLOGICAL EDUCATION IN AMERICA the Advancement of Science, the Society of Biblical Literature and Exegesis, the Archeological Institute of America, Ameri- can Philosophical Society, the American Economic Associa- tion, the American Historical Society, the American Oriental Society, the American Antiquarian Society, and the American Society of Church History. The large membership in these societies from theological seminaries indicates a commendable socializing tendency on the part of their faculty members quite in excess of the usual corporate tendency of seminaries. If seminaries do not readily make contacts among one another and with other types of educational institutions, their faculty members individually are readily drawn into academic and professional relations of specialized character. LOCAL CLUBS In addition to this type of learned societies with which the seminary professors connect themselves for culture and de- velopment, there are a number of local clubs and societies which serve the like purpose. For example, there is maintained at the Divinity School of the University of Chicago a New Testament Club, an Old Testament Club, a Semitic Club, a ‘Theological Club, etc. These are of high grade and are sig- nificant in the intellectual and scholastic development of the faculties. It is before these clubs, and largely for them, that the bulk of the articles later published in technical jour- nals are read. The papers are discussed and criticized, then re- written and published. This means, with such a group of pro- fessors and graduate students, that the quality of work doné is of the same grade as that of the so-called learned societies, and in most cases indicates more active participation on the part of the members generally. The number of institutions maintaining such clubs, however, is small. They are usually found only in great university and seminary centers such as Boston, New York and Chicago. The rank and file of the smaller schools and many of the larger ones do not have the opportunity to take advantage of such cultural agencies. Some [48] THE EDUCATIONAL EQUIPMENT clubs extend their privileges to members of faculties from neighboring institutions. Academic Measurements ENTRANCE REQUIREMENTS Another serious difficulty in the effort of the seminaries to establish and maintain worthy educational standards is their inability to set and enforce high or even approximately uni- form entrance requirements. Relatively few seminaries scrutinize carefully the academic preparation of incoming students in terms of standards usually prevailing elsewhere. Some provision is usually made for all applicants. Matricu- lation is seldom on the basis of selected subjects—except Greek —previously studied, or standards of proficiency attained. Harvard Theological School asserts that virtually all of her students have been honor men, though not all have been grad- uates. In case the number of credits is not sufficient, students are often admitted with conditions. Last year over 50 per cent of eighty seminaries reporting so admitted students.14 The value of credits is seldom challenged in terms of gener- ally accepted measures, except when students apply for ad- vanced standing. Certain well-known seminaries grant ad- vanced standing of a year or more for college undergraduate work.*® The custom of granting the A.M. degree in one year and counting this work also for the B.D. is rather prev- alent. A few seminaries decline to duplicate credit in any of these ways. The total result is that within most seminaries there are in the same classes students who have had a great diversity of academic preparation,?® * Fifty-three additional schedules made no reply to this question. * Nine seminaries accept from twenty-four to thirty-two semester hours of college credit; seven accept from ten to eighteen semester hours; six say they grant “full credit’; three, “half-credit”; forty-one state that they grant no credit. Fifty-seven seminaries make no reply upon this Pee The presidents of the church colleges of the Protestant Episcopal church recently passed resolutions charging laxity in the enforcement of academic standards in certain seminaries and urging proper preliminary training for the ministry. [49] THEOLOGICAL EDUCATION IN AMERICA Among certain communions there is a common practice of determining by designated ecclesiastical authority who shall be admitted to the seminaries. These authorities determine and apply the conditions for admission. The seminaries take the students who have ecclesiastical approval. The matter of passing on the intellectual qualifications of matriculates is not in seminary hands. There is an abuse of this plan which allows men who could not be admitted in the ordinary way to enter the seminary after their ordination on the ground that the seminary is thereby “raising the standard of the or- dained ministry.” The occasional or frequent presence in any school of students of unwonted maturity is a common experience. Most schools justify the admission of such students. Because of them entrance “equivalencies” are stipulated to be substituted for the regular requirements. Most of the seminaries have more than their share of such students. Many of the men not only do not have the previous training usually demanded; they do not have the native ability to carry on successfully so important a task as that of the ministry. They are often mediocre men. In many cases they are men who have failed at other kinds of work. Too many seminaries admit them without careful investigation. Because of the lack of reciprocal courtesies among the seminaries, men may be denied admission or fail to do successful work in one seminary and be admitted to another. They are a heavy drag on the seminary that har- bors them; they are a detriment to the cause for which the seminary stands. They lower the standards of seminary training. Even among seminaries in which the best academic standards are maintained, the number that rigidly enforce the highest scholastic qualifications for admission is not large. Among the strictly graduate seminaries which admit only college grad- uates to the first year, there is no generally accepted definition of a college or list of colleges generally approved. Some semi- naries have their own individual lists of approved colleges. The seminaries affiliated with the University of Chicago de- pend upon the university examiner to apply the same academic [50] THE EDUCATIONAL EQUIPMENT regulations for admission that are applied to the other graduate schools of the university. The State Board of Regents of New York requires all seminaries under its jurisdiction to submit the complete academic history of candidates for graduation and students from undesirable colleges and secondary schools are refused. Many seminary students of graduate standing come from colleges that are weak in their work in languages, literature and science. PASSING GRADE It is manifestly impossible for the seminaries that are careless in their entrance requirements to enforce high stan- dards of work. The “passing grade’’ is notoriously flexible as well as low in many instances. A large number report their passing grade as 75 per cent. It is not possible to report on the professorial interpretation of the meaning of these grades,17 Nearly one-half of the seminaries record failures of students to graduate during the last five years on account of academic standards, although in most cases the numbers are small. Two Anglican schools in Canada report failures to the extent of 20 per cent. These students are not usually dropped but fail to obtain diplomas or other “testamur” or else are given second examinations. The highest American report of failure is ro per cent. In general, the percentage of failures, if any are reported, is much lower than in these cases. In some seminaries incompetent students are weeded out in early years. REQUIREMENTS FOR GRADUATION The time requirement of the ordinary seminary is three years of approximately thirty-two weeks each. During this time the student carries fifteen hours per semester and earns a total of ninety hours of credit. Union Theological Seminary (New York) requires a fourth year’s work for the degree, “ King’s College, N. S., requires 50 per cent. to pass, 60 per cent. for second class, 75 per cent. for first class. The Presbyterian College of Montreal, 40 per cent. to pass and 67 per cent. for B. D. [51] THEOLOGICAL EDUCATION IN AMERICA with one hundred and twelve hours of credit, but telescopes one year under certain conditions. In the Canadian theologi- cal colleges, with the exception of the Anglican which pro- vide for a longer session, lectures are given during twenty- two or twenty-four weeks, two or three weeks in addition. being used for examinations; but most of the students are engaged during the long vacation, in missionary work in the West and elsewhere under direction of denominational superintendents of missions. Many seminaries state that the college baccalaureate degree is a prerequisite for the bachelor of divinity degree, even if they admit men of less educational preparation for diploma courses, special work, etc. In contrast, the practice of others is confused by the provisions for exceptions in the admission requirements which vary the significance of the degree. In numerous cases the catalogue statements are contradictory or ambiguous. The bachelor of divinity degree, which ordinarily refers to a three-year seminary course, may be conferred upon candidates whose education ranges all the way from four to eight years beyond the high school. It may mean seminary graduation or it may mean a year’s work beyond graduation. Its standing as a symbol of scholarship has not been estab- lished.18 Sometimes the “hour” of recitation is forty or The Pacific Unitarian School for the Ministry requires for admission high-school or college preparation; and the B. D. degree may be earned in four years and is of the same academic grade as the A. B. The Th. B. is conferred on those holding the college degree. The Evangelical Theological Seminary admits upon high-school gradua- tion. The A. B. and B. D. may be had in five years in a combination course. Bethany Bible School requires two years of college work as a pre- requisite to a seminary course of four years, or college graduation for three years of seminary work. It grants the B. D., Th. M., A. M. in Theology, Th. D., and M. R. E. degrees. Colgate Theological Seminary, reporting forty-five students, says that only three were recruited from college. It confers the A. M., B. Th. (146 hours), and B.D. (218 hours). The Southern Baptist Seminary (Ky.) states that 20 per cent. of the students came from high or normal schools and 27 per cent. from the pastorate. For admission it requires “ordinary English education”; the degrees conferred are Th. G., Th. B., Th. M., and Th. D. The Southwestern Baptist Theological Seminary accepts high-school graduation for entrance; degrees granted are the Th. B., Th. M.) ByRo es and M. R. E. [52] THE EDUCATIONAL EQUIPMENT forty-five minutes, being estimated on a high-school basis. At the same time, in an increasing number of seminaries, the degree is granted not merely upon the completion of prescribed work but upon the successful passing of a rigid oral and written general examination. In such cases the B.D. has a high rank among degrees. The B.D. degree may be granted to a man who has studied one, two, three, or four “years” beyond college graduation. Distribution and Concentration This topic is referred to in more detail in Chapter IV. It may be said here that the entire course in many seminaries is outlined with definiteness and all the work is required of all students. In the seminaries that rank as graduate schools, some modification of the elective system prevails quite gen- erally. Some of the university seminaries offer as high as 300 elective courses. Certain seminaries (Chicago and Yale) have adopted the group-system of classification of subjects. In these cases the student elects a group rather than individual subjects. Chicago, Boston, Oberlin, Garrett, the Biblical Seminary in New York, and some others are distinguished for holding to the major-minor system, the major carrying, for instance at Chicago, four hours a week for a quarter and the minor four hours for half a quarter Many one- and two-hour courses are given at virtually all the seminaries both in the United States and Canada. This is not true of those organized on the major-minor basis. In Yale, for instance, to make up the fifteen hours of full work, a Bangor Theological Seminary requires for admission, college, high-school | or academy diploma, or individual merit; it confers the B. D. degree upon certain conditions, one of which is the degree of A. B., or an equivalent degree: this, however, may be obtained after the theological - course is ended. Atlanta Theological Seminary advises that students may enter the fresh- - man class of Piedmont College and the junior class of the seminary at the Same time, provided they are high-school graduates. “Those who take the full course in Piedmont and the final year in Atlanta will be entitled to the degree of B. D.” Mercer University School of Theology confers the Th. G. and Th. B. upon students who are twenty years of age, without any stated educa- tional prerequisite. [53] THEOLOGICAL EDUCATION IN AMERICA student must take from eight to eleven subjects at one time. In some of the seminaries a student might carry fifteen different subjects at one time. The current catalogue of Yale Divinity School shows three four-hour courses, twenty-eight three-hour courses, seventy- seven two-hour courses, given throughout the year ; forty-seven two-hour courses given for one semester , forty-five one-hour courses given throughout the year, thirty one-hour courses given for one semester. This then will make the equivalent of one hundred two-hour courses throughout the year and of sixty one-hour courses throughout the year. At Hartford, in the regular theological course offerings, there are sixty-two one-hour courses, thirty-two two-hour courses, and thirty-five three-hour courses. In the Princeton Theological Seminary general course there are fifty-three one-hour courses for the year, and seven for a half-year; two three-hour courses throughout the year, and one four-hour course throughout the year. At Harvard Theological School there are eight one-hour courses, fifty-three two-hour courses, and seventy-five three- hour courses, although the significance of this is lessened in view of Harvard’s general examination required for gradu- ation. Financial Limitations The educational status of the seminary is determined in considerable degree by the financial limitations under which most seminaries operate. These limitations most seriously affect the professorial salaries and the library and other forms of material equipment. The matter is discussed at some length in Chapter VI. Methods of Teaching The seminaries, along with other types of higher institutions, need thoroughly to inspect their teaching methods. The pre- vailing methods now in use are the lecture method and the [54] THE EDUCATIONAL EQUIPMENT textbook method. The lecture method is in common use in nearly all the seminaries. While neither of these methods, unless well supplemented, is adapted to develop most effectively the resourcefulness of mature students—since they both presuppose student receptivity and often allow student passivity rather than demand a large measure of student initiative and activity—it is nevertheless true that both methods are used successfully by able teachers. These teachers, who are found here and there within all types of seminaries, rank as masters of the profession. They pos- sess what we call scholarship, often highly specialized, together with practical wisdom, power of clear analysis and interest- ing statement, power to stimulate student initiative, sympathetic interest in student attitude and attainment, personality. On the other hand, much of the teaching where either method is used is dull and uninspiring. It is frequently puerile and intellectually benumbing. However well or ill done, the pur- pose of the lecture is instruction, the end sought, knowledge. The minister needs knowledge—and much else. The cases in which the lecture method is used with stimula- ing effect and with evidence of extensive outside work by students are outnumbered by those exemplifying its abuses both on the part of the teacher and the taught. Nor is this impression drawn from the lecture alone: it is confirmed by the fact that the libraries in seminaries visited were sometimes found locked and unheated, with little to indicate workshop conditions. Some lectures, many in fact, should rather be called sermons. Often they are rhetorical, rambling, hortatory sermons. ‘T’oo often the prevailing atmosphere is that of the church rather than that of the school. In numerous instances entire periods are spent in reading from old manuscript lectures, line by line, as the students copy verbatim. On the margin of some of these manuscripts have been seen dates reaching back a quarter of a century, indicating the point the professor had reached in his annual journey over this well- traveled course. In other cases, more care has been taken in _ the preparation and revision of the lectures, but the manifest interest of the lecturer lies in his highly specialized subject [55 ] ——__—_—___—— _ buck THEOLOGICAL EDUCATION IN AMERICA rather than in the student; or the lecture may be marred by rapid or montonous reading with very little “time out” for ‘ncidental observations by the lecturer, or by hasty or evasive replies to questions propounded. When the lecturer makes persistent effort to secure student response, the responses are sometimes given timidly and by a limited number of students. The students do not have the habit of free participation. Some masterly teachers in the use of the textbook method were found guiding the organization of the material in most stimulating fashion. They showed great skill in building up the recitation around concrete situations with fine applica- tion of the Socratic method to the textbook material and to general student knowledge and experience. But the abuses of the textbook method are quite as com- mon, relatively, as those of the lecture method. Cases have been observed in which the assignments, as in the high school, were by pages or chapters in textbooks of elementary character. The recitation sometimes displays lack of mastery of the assignments both by the professor and the students. In one seminary, the textbook consists of a series of questions and answers. The aged professor read both the question and the answer and made elaborate hortatory and homiletical com- ment, In another instance, the students in succession took the floor and gave expositions of the textbook by sections. In another the teacher, who is the president of a well-known seminary, asked the students during the first half of the period to write, on the first part of the assignment, with the text- book open; and during the second half he gave a rambling and reminiscent talk, with frequent and copious readings from the same textbook. Another professor read from the textbook — during the entire hour. Superb language recitations have been noted—rapid reading by students of Greek or Hebrew, with or without rendering into English, with a training of the tongue and the ear, as well as the eye and the mind in the use of the language. Usually, however, the professors were doing most of the translating AAS NRE SALT ME ea LES * Theological textbooks, in general, date in spirit if. not in fact before the modern Scientific movement. [56 | THE EDUCATIONAL EQUIPMENT that was being done; and in more than one case the time of the recitation was being taken up largely by preaching by the teacher. In a certain part of the field, it is the general practice for the professor in Greek exegesis to give both the translation and the exegesis. In one instance the students spent the hour in elementary Hebrew in writing out the translation with the free use of the lexicon, while the professor was as- sisting and correcting. It was a case of supervised study, not a recitation. The dean of one institution occupied the entire hour in translating with homiletic observations the lesson assigned, not calling upon a student during the period. To the visitor he defended his method on the ground that “he had long ago abandoned the old recitation method, inasmuch as so much valuable time was lost while the students were floundering around in making translations.” In increasing measure, a small group of institutions is introducing the methods that are usually considered more peda- gogical for advanced students—the methods of the seminar, the library, the laboratory and the field—and are thereby as- sisting in the development of student initiative and resource- fulness. Here the seminar method is in common use among the advanced students. In small groups instructor and student work together at a common task. For other students more elementary methods are used with the purpose of teaching men to use their own minds, to familiarize themselves with the sources of information, and to make effective use of such information when found. The students have projects which give them experience in analysis, synthesis, discrimination, Organization, expression. Each student, for example, in the class in the history of Christianity ?° is given the Opportunity (it is not necessary to say “is required’) to write each term one chapter in his own history of Christianity. He does this on the basis of his own supervised work in the library, the reports of his fellow-students in the class in the same field, and the observations of the instructor in the class discussions. The final volume, of course, must be approved by the instructor. * Gordon College of Theology and Missions. [57] THEOLOGICAL EDUCATION IN AMERICA The resourceful teacher invents many variations of this gen- eral method. There is in a few seminaries supervised field work, in which observation-visits under supervision are made to social service and human welfare agencies, and in which supervision 1S given to practice service with specific groups and individuals, and to field work of student pastors. Spiritual Life Recognizing that the spirit of consecration and Christian zeal is in danger of evaporating in an atmosphere dominated by intellectual and technical studies, and that the development of the inner life of prospective ministers is a fundamental element in their education, an effort was made to ascertain the success with which methods of discovering and develop- ing spiritual gifts and promoting the spiritual life of students have been used. The executive officer of one seminary reported that his © faculty members were “presumably Christian gentlemen” ; an- other reported “not interested”; and a third asked why the seminary should concern itself with such matters. At the other extreme, one seminary reports three required chapel ser- vices daily. No fewer than 120 seminaries gave information on the methods which they had found successful in promot- ing the spiritual life of the seminary. These replies indicate that the chief dependence of the seminary in meeting this phase of their responsibility is in prayer. Prayer, individual and in groups of varying kinds, is mentioned by no fewer than eighty seminaries. Other agencies in order of frequency in the schedules are “the chapel,” ‘“‘personal work,” “special ser- vices,” “student societies,’ etc. Evidently not so much effort is put forth with individual students as with groups; but of seventy-five seminaries that report some such effort, forty- one make “personal interest and work” prominent, while others mention “conferences,” “prayer,” the seminary “‘atmos- phere,” “volunteer religious work,” etc. Several seminaries have professors or lecturers on personal evangelism. It 1s [58 | THE EDUCATIONAL EQUIPMENT probable that the seminaries have not generally done them- selves full justice in indicating the seriousness with which they apply themselves to this phase of ministerial education. Some seminaries emphasize the spiritual value of daily work honestly done; some fear the demoralizing effect of cant. Certainly the minister must have first-hand knowledge of God and of the Book which contains so much of His revelation. Much prominence apparently is given to the devotional life in the seminaries with priestly ideals (Anglican and Lutheran). Even here, not much reference is made to communion, private and public, to Bible or other devotional reading, and to re- treats. The Church of England in Canada, in its circular of “Recom- mendations for the Training of Candidates for Holy Orders”, devotes an important section to “spiritual training.” From this we quote, although to what extent these recommendations are now being carried out we cannot accurately report. Some of the theological colleges are attempting to carry them out. It is a great gain to have clearly stated so worthy a goal. SPIRITUAL TRAINING The true success of the Ministry depends on the spiritual sym- pathy and devotion of the Clergy. No intellectual or practical effi- ciency can supply the lack of these essentials. This fact must be fully recognized in the preparation of men for the Ministry. The highest duty of the Theological Colleges is to give to the Church clergy who in prayer and meditation speak to God and listen to His voice speaking to them. . . . Each College must wrestle with the problem in its own way. Nevertheless, we venture to make the following suggestions, leaving it to each college to work out the practical application of the principles on its own lines. (1) We believe that at least one member of the staff of each Theological College, either the Principal, the Professor of Pastoral Theology, or other specially qualified person should be responsible for maintaining personal relations with the students on spiritual matters. He should satisfy himself in a tactful way that each student ‘is forming and maintaining the habit of private prayer and meditation and he should give definite advice and guidance, not only in public addresses, but also in private conference with indi- viduals, at frequent intervals. (2) Emphasis should be laid on the devotional use of the Bible. [59] THEOLOGICAL EDUCATION IN AMERICA It is not enough to study the contents of the Books'of the Bible in the classroom. Students should be encouraged to study the Bible devotionally, seeking to learn in an intelligent and yet humble way more of God and His ways of dealing with men. In some colleges classes for the Devotional study of the Bible may be formed out- side of lecture hours. In others, it may be found better to en- courage the students individually in this spiritual pursuit. (3) The Chapel and its services should be the center of the life, teaching and activity of a Theological College. The future Clergy should be taught to grasp the spiritual value of daily Morning and Evening Prayer. The place of the Holy Communion in the spirit- ual life of the College, of the Priesthood as a body, and of the individual Priest should be taught and opportunities for attendance tpon this Sacrament should be given at least on one day of the week as well as upon Sundays and Holy days. (4) Other services of a less formal chraacter should also be held in the Chapel. Short periods should be set aside for medita- tion. Perhaps once a week one hour might be devoted to a cor- porate act of Meditation conducted by a member of the Staff or other qualified person which would be a weekly quiet hour for the College in its corporate capacity. The holding of a “quiet day” for Prayer, Meditation and Spiritual Instruction once a term is recommended. (s) The great value of intercession and its supreme impor- tance should also be taught through special services of intercession held at frequent and regular intervals. The Students should be taught and encouraged to organize and conduct these services themselves. The work of the Church in the Dominion and over- seas should be prominent among the subjects of Intercession. At Embertide, and perhaps at other times, the needs of the Ministry should be particularly emphasized. Summary It appears from the foregoing pages that most seminariés are under denominational control, largely through ministers ; that the faculties are men who have had some extended educa- tional privileges ; and that there is considerable plasticity in the use of educational standards. It also appears that there is much variation in the methods of teaching and in the care taken officially to promote and develop the spiritual life of the student-preachers. These various factors influence and find expression in the several programs of study that form the topic of the next chapter. [ 60} CHAPTER III PROGRAMS OF STUDY All the seminaries have nearly the same fundamental aim, namely, to prepare men for all types of Christian ministry. There are many traditional subjects that are found, in one form or another, in all seminaries. These traditional subjects receive different emphasis and treatment, however, in the different institutions engaged in the professional training of Protestant ministers. The differences in programs reported by theological semi- naries are owing primarily to four variables: (1) the prepara- tion of students accepted; (2) the length of time devoted to the course; (3) denominational control; and (4) nomen- clature. At one extreme is a program arranged for students with a common-school education, all the work of which is prescribed, and which covers two short academic years. At the other extreme is a program arranged for graduate and postgraduate study, covering three and sometimes four, five or six years of work, with few absolute requirements but with an array of possible electives which, if all were taken, would easily constitute the work of a lifetime. Ordinarily the multitude of electives is arranged in groups and certain sequences of subjects are required. The denominational auspices under which the institutions operate influence the content of the courses of study. Char- acteristic denominational attitudes are revealed in these institu- tions by the importance attached to creedal and liturgical effects, in emphasis upon the past or in experimentation in new fields. | Differences in nomenclature often obscure resemblances be- [61] THEOLOGICAL EDUCATION IN AMERICA tween programs of study offered by seminaries. If all semi- naries included the same subjects under the same headings, programs would be roughly comparable. Where one seminary announces a course in “the rural church” under “homiletics” another under “religious education” and another under “prac- tical theology,” it is obvious that comparisons between semi- naries, course for course, are out of the question.* In certain departments, such as Greek and Hebrew, the terminology is sufficiently standardized, however, to warrant such treatment. The following classification of subjects under the four topical heads—‘“exegetical,” ‘“‘historical,” “systematic,” and pastoral or “practical” theology—is used for purposes of com- parison in this study.? Exegetical Theology—Arabic, Aramaic, Greek, Hebrew, English exegesis, biblical literature introduction, biblical his- tory, biblical theology. Historical Theology—Church history, history of the Reformation, history of doctrine, denominational history. Systematic Theology—Dogmatics, apologetics, ethics, Chris- tian evidences, theism, history of religion, philosophy of re- ligion, psychology of religion, natural theology, symbolic theology. Practical Theology—Pastoral calling, polity and law, hom- iletics, liturgics, music, missions, religious education, elocu- tion, catechetics, sociology, Christian institutions, home mis- sions, foreign missions, church administration, rural and city life. As it is desirable to determine the most important features of the various programs offered by the 161 seminaries under consideration, this chapter and the one following will present: (1) A historical study of the programs offered by seven seminaries fifty years ago, twenty-five years ago and to-day. (2) A study of the programs offered by three denomina- tional groups: Presbyterian U. S. A., Methodist Episcopal and Protestant Episcopal. 1Each of these courses, however, is included under the general heading “practical theology.” | 2In cases of differing nomenclature the prevailing practice is followed. [62] PROGRAMS OF STUDY (3) A study of seminaries’ programs classified according to type of organization. (4) A series of charts showing the programs announced in the catalogues of twelve seminaries for a particular year with the programs actually taught and a statement of ad- ditional offerings to be taken some time during the course; and a representation of the credit hours earned by the entire student body in each subject. (5) A detailed statement of the courses offered in twelve selected subjects by 103 seminaries. FAiistorical Study of the Seminary Program No exhaustive statement relative to the genesis and de- velopment of the seminary programs of study in America is attempted. The practical interest hovers not so much about their origin as about their development during the last half century. In the early history of ministerial training in America, as at Harvard and Yale, the program of study was very simple in- deed. It consisted of the classics, logic, mathematics, etc. History received much attention. To these subjects was added work in dogmatics and Hebrew. The Bible was studied in the original languages. Greek and Hebrew were considered essen- tial. Lectures in dogmatic theology summed up the knowledge of the field for the student. The usual classical subjects were considered a more essential part of the student’s equipment than now. This practice of giving liberal and theological in- struction simultaneously is still in vogue in certain quarters, e.g., the colleges of the Disciples of Christ. As the range of learning was extended and the classes in theology were enlarged, students preparing for the ministry returned after graduation for further study. This led to the development of separate departments of divinity in the greater universities. Out of this naturally grew the higher degrees of specialization and the development of faculties of experts. A striking uniformity was apparent in the general linguistic requirements, which have persisted until now in many institu- [63] THEOLOGICAL EDUCATION IN AMERICA tions. Lectures in dogmatics were deemed essential. Church history soon was generally included. Homiletics, or sermon writing, could not be neglected. Up to the middle of the century, additions to the program of study were chiefly ex- pansions of these fundamental and generally employed subjects of ministerial education, rather than new subjects. In 1819, the four-year course announced in the Harvard catalogue consisted of the following subjects: “Greek, Latin, Mathematics, English Grammar, Declamation, History and Antiquities, Rhetorick and Logick, Intellectual Philosophy, Metaphysicks, Natural Philosophy, Theology and Hebrew or substitute, Forensicks or Themes, Moral Philosophy, Po- litical Philosophy, and Astronomy.” The following announcement of advanced instruction is interesting: The Hancock Professor of Hebrew and other Oriental Lan- guages will at private hours instruct such students as may at any time form a class to extend their knowledge of these languages beyond what is the required course of the department. In this connection it is to be noted that the prescribed amount just alluded to was three hours per week for twelve weeks, or thirty-six recitations. The prescribed hours in . theology were twice those of Hebrew, or seventy-two. In September, 1827, Harvard first announced separately her divinity faculty, then composed of three members, but did not announce their courses. In 1830-31, for the first time, separate divinity courses were announced as follows: S—~SNS Instruction is given by the Professor of Divinity in Natural . Religion and Christian Theology. —____—_—— by the Professor of Hebrew in the Hebrew lan- guages, Jewish Antiquities, the Criticism and Interpretation of the Old Testament. by the Professor of Sacred Literature on the Criti- cism and Interpretation of the New’ Testament. by the Professor of the German Language and y/Tateratite in the German Language and Literature. by the' Professor of Pastoral Care and Pulpit Ora- [64] —————————eeee 00600660 ey PROGRAMS OF STUDY tory in the Composition and Delivery of Sermons and the Duties of the Pastoral Office. The following note also appeared: A religious service ‘with preaching, in which one of the students officiates, takes place twice a week, and is attended by the Pro- fessors and all the members of the school. Also once a week'there is an exercise in extemporaneous preaching, in the presence of one of the Professors, by the students of the two upper classes in rotation. Students take their turns in performing these exercises with the first term of the middle year. The School'meets once a week for discussing some subject pre- viously proposed. The announced courses at Harvard in 1845 were as fol- lows: The course of instruction comprises Lectures, Recitations and often exercises on all subjects usually included in a ‘system of Theological Education—Hebrew, Criticism and Interpretation of the Scriptures, Natural Religion, Evidences of Revealed Religion, Systematic Theology, Christian Ethics, Church ' History, Church Polity, the Composition and Delivery of Sermons and the Duties of the Pastoral office. Strict examinations are'also given in Latin, Greek, Philosophy, Ethics and Logic, Rhetoric, Geography, Arithmetic, Geometry and Algebra. The development of the Harvard program in these periods was marked, particularly between 1819 and 1830. Certain advances in 1845 are also noticeable over 1830. In studying the growth of the program of studies of the American Theological Seminary attention may well be di- rected to the earliest program announced by Andover. This appeared in 18309, as follows: JUNIOR CLASS Stewart’s Hebrew Grammar—Chrestomathy—Written exercises including translations from English into Hebrew—Study of the Hebrew Bible—Principles of Hermeneutics—New Testament Greek and Exegesis of the'four Gospels—Lectures Preparatory to [65] THEOLOGICAL EDUCATION IN AMERICA the study of Theology—Natural Theology—Evidences of Reve- lation—Inspiration of the Scriptures—Hebrew Exegesis (twice a week in summer term)—Greek—Pauline Epistles twice a week— Criticism and'Exegetical Compositions. MIDDLE CLASS Christian Theology five days a week—Compositions on the prin- cipal topics in Theology to be examined in ‘private—Exegesis of the New Testament one day a week—Instruction on special topics in Sacred Literature. SENIOR CLASS Criticism and Exegetical Lectures on Hebrew Testament— Criticism and Exegetical Lectures on Greek New Testament, Lec- tures on the History of Christian Doctrine, Lectures on Philosophy of Rhetoric—Analysis of published Discourses—Public and Pri- vate Criticism of Skeletons of Sermons, etc. GENERAL EXERCISES FOR ALL CLASSES Public Declamation once a week. Private exercises in Elocu- tion. Lectures on the Apocalypse once in three years so that each class has opportunity of attending them. Another sample program dated 1850 is here appended: Greek grammar exegesis Church history Pericopes Catechism Dogmatics Homiletics Sermonizing General courses on the Bible Choral singing English language This seminary could not provide facilities for instruction in Hebrew. Its method of study in the New Testament is revealed in the naming of the subject. The informational in- struction in the biblical field was given in the course termed “General Courses on Bible.” These had to do with running comments and memorizing selected passages, with great doc- trines being emphasized here and there. [66 ] PROGRAMS OF STUDY The seminary programs of this period like those of other institutions had little form of measurement. They consisted of brief lists of titles to be given with time and extent left largely to the discretion of the lecturers. The subjects were not usually listed by hours or terms. No clear-cut quantitative idea is discernible. Since the chief data of real value for comparative purposes are to be had only for the last half century, an attempt is here made to bring to the attention of the reader, in as brief a compass as possible, sample programs from each of seven selected seminaries, covering twenty-five-year intervals. They are taken from as nearly 1870, 1895, and 1922 respectively as they could be secured. These are schools selected from the major groups. Rochester, for the Baptist, Oberlin? for the Congregationalist, General for the Episcopalian, the Lutheran Theological Seminary at Philadelphia for the Lu- theran, Garrett for the Methodist, Princeton for the Presby- terian, and Union for the undenominational seminaries. While no one institution reflects with complete accuracy the situation within all seminaries of its group, the institutions selected are broadly typical. The subjects are so arranged as to show the new titles added each succeeding period. It is obvious that quantitative de- terminates had not been worked out everywhere either in 1870 or in 1895, so the subjects are listed by name and number of terms or sessions offered, without regard to the number of hours devoted weekly to each. It is believed, however, that the genesis of the American theological programs of study may fairly well be discovered and their development traced by this process.* * Oberlin is and always has been independent by charter but in friendly unofficial affiliation with the Congregationalists. “Its faculty and students are broadly interdenominational. “These tables were submitted to the seminaries and opportunity given for verification and correction. In general, subjects in 1870 are listed by years, since the hour as a measure was not then in use; in 1895 by prescribed semester hours; and in 1921 by total advertised semester hours, prescribed and elective. [67] as Sebieras - - : eerie: = Veiga Gi ee ee —————eeee THEOLOGICAL EDUCATION IN AMERICA TABLE I—GARRETT BIBLICAL INSTITUTE” EVANSTON, ILL. EDUCATIONAL PROGRAM 1921 1870 1895 Semester Hours SUBJECT Years Semester Hours Prescribed Elective Greek and exegesis ...... §3 20 6 42 New Testament English... ? in arn 84 Hebrew and exegesis ....§3 14 14 45 Old Testament English ... o 6 60 Church history 7.43). ee! I 6 6 48 Systematic theology ...... Z 16 6 42 POmiletics isy ice wetness estes 3 8 7.5 30 Pastoral ‘theology, ..0s. I a ee Natural theology ~.-.....: I ee He pe Revealed theology ....... I fe Nd f! : Biblical history yeaa I ne at) \\ Elocution and oratory ... .. 19 4.5 3 Missions cou eine 26 mote piaicliays 3 Je 12 Christian’ sociology!7.2e.|2 1 <. 4 ‘ 4.5 History of doctrine i) ee... 3 : 6 Encyclopedianis ut jwaeeviete nes I i tee Englishistyle vi iis a teaetie’s I 3 ue ATCHACOIORY Jit une cela scare ae I Me 6 Religious education ...... .. ae 6 12 Practical: theologyin. sae eeee 5 19.5 48 Comparative religion ..... .. we a 6 NERS VN ear eieeca uta deca n Mean areata pe ate 1.5 3 5 BubliciWiorshin nose is i 1.5 The programs presented in this table are not comparable quantitatively. The column for 1870 shows the number of years devoted to each subject; the column for 1895 shows the number of hours per semester; the column for 1921 makes a distinction between prescribed and elective semester hours. In addition to the courses indicated, numerous courses in phi- losophy, psychology, sociology, education, religious education and similar subjects offered in Northwestern University are open to students of Garrett Biblical Institute. The program of Garrett Biblical Institute in 1870 was much the same as that of all seminaries of the period. Emphasis was on exegetical theology, with least attention given to his- torical theology. In 1895 marked changes had occurred. Exegetical theology stands first, but is closely followed by practical theology, while historical theology shows an important gain in the relative proportion of time allotted to it. Eight new courses have been added. An unusually large proportion of time is devoted to elocution and oratory. The changing times are detected [68] PROGRAMS OF STUDY in the appearance of “‘missions—3 hours” and “Christian so- ciology—4 hours.” ’ In 1921° a more radical development is apparent. The curriculum of this seminary at the present time shows a phe- nomenal change. - Exegetical theology shows twelve required hours, with 237 hours elective. The requirements in historical theology, like those of systematic theology, have been reduced to six semester hours, with a wide range of electives. But the development that puts Garrett almost in a class by itself is found in the department of practical theology, where more hours are required for graduation than in all others combined. | The emphasis is in the technical field of “pastoral theology.” Five majors and three half-majors are required im various phases of technical study and practice with the city of Chicago and certain rural districts serving as laboratories. Twenty- one other technical and survey courses are open, thus making possible a most thorough training to render the student an immediate constructive force in his chosen field. ane The shift in content from that usually composing the body of instruction given in this general subject is quite as great as the shift in the amount of time devoted to the subject. The theoretical has given place to the laboratory and “scien- tific’ method. The “‘scientific’’ method is being applied exten- sively to the building and support of the church. The curriculum of 1921 shows rich opportunity for special- ization since the four great fields have each a wealth of electives. While practical theology is first in the number of hours required, exegetical theology is first in the amount of time offered. The seminary announces numerous courses given by North- western University and many of her students take them. 5 Fxegetical Historical Systematic Practical Unit of Year Theology Theology Theology Th ology Measure 1870 6 I 3 Years 1895 34 Semester Hours II 17 1921 12 (237) 6 (54) 6 (48) Statement for 1921 is based on acceptance of 3 sem. hrs. Figures in parentheses indicate number of possible electives. [69] major as the equivalent a ae ‘ THEOLOGICAL EDUCATION IN AMERICA TABLE II— GENERAL THEOLOGICAL SEMINARY, NEW YORK CITY—EDUCATIONAL PROGRAM 1921 1870 1895 Semester Hours SUBJECT Years Semester Hours Prescribed Elective Greek and exegesis ...... §2 te 12 6 New Testament English.. 2 10 . 12 Hebrew and exegesis ....§3 10 - 24 Old Testament English... 12 9 15 Ghirca nistorvars ees craks 3 12 9 3 Dogmatic theology* ..... 3 14 6 12 Pastoral theology *™....... 3 2 te a Polity: andilawiv.cces eee I 6 os Se Hormuletiés ec. aey cee 2 3 hes, ca > RS o part ees nn 8 5 S ZO = S

ll o “ ee Rig WV) a x Bor Bot pod —— Bast od = s w “ & 5S a | Site H gf ~ a | Sete mo : . 1 BY Be = of La OA ~ s wn 24 S te oO = = ‘ > A ES) Pa oH Ds ‘ pS Y So rs) 5 6 qT 8 RS Bo Bot BS ) ve ee eel og nS 22 at = > ILEUS AI mM Fe 5 ie PY4 DO Kx 6 I S ree & G & ” nae Nes A eee S | Fo} —=Sesa ee aA “ = w ~ As te ; Be gee gfe ieee ee ae ee ee gEB g5g 2 3 godt gaudy a a. ee ~ = IN xe 5 2 2=S3a Ss) m | 80 aed eE- pogges & Sho bE poh ae Se eves pedubgkebese4s § Soe gsc gees & C2 ot > OCOonRIZeeELS hao 0 et Se - ov SD Ly ~ fe sea iyoes go xs HOLS O S5 GENERAL THEOLOGICAL SEMINARY, NEW YORK CITY. SEMESTER Hours ADveRTISED 25 30 3 OLD TEST. (HEBREW) NEW TESTAMENT (GREEK) film ECCLESIASTICAL HISTORY [fam OLD TESTAMENT (ENGLISH) NEW TESTAMENT (ENGLISH) DOGMATIC THEOLOGY SYSTEMATIC THEOLOGY ETHICS LITURGICS. RELIGIOUS EDUCATION HOMILETICS [PRACTICAL THEOLOGY MISSIONS HISTORY OF RELIGION @BBE ADVERTISED AND TAUGHT 3) ADVERTISED: NOT TAUGHT EZ] TAUGHT NOT ADVERTISED (-_J TAUGHT DURING COURSE. Chart V-A: Semester Hours Advertised and Taught Semester Hours Earned 100 150 200 250 0 50 300 OLD TEST. (HEBREW) eceereeaes tee NEW TESTAMENT (GREEK) fSeSesesak 3 ECCLESIASTICAL HISTORY FRERRERIORSa OLD TESTAMENT (ENGLISH) RRRSERERER RINT NN DS ees NEW TESTAMENT (ENGLISH) RSSSoSeeReRRRRRRRNRY DOGMATIC THEOLOGY UNL NUT LENA TNE SYSTEMATIC THEOLOGY ETHICS LITURGICS RELIGIOUS EDUCATION HOMILETICS PRACTICAL THEOLOGY one MISSIONS Serene cee HISTORY OF RELIGION Chart V-B: Semester Hours Earned Cart V-A anp B: EpucationaL ProGRAM OF GENERAL THEOLOGICAL SEMINARY, New York City, 1920-1921. Seniors 12, Middlers 22, Juniors, 21, Specials 14, Total 69. (Fellows 8, Graduates 2, excluded.) Students must hold B.A. degree or be candi- dates for Holy Orders. For graduation: 90 hours, 72 prescribed for Section A, 63 Section B and 60 Section C. Section B: Church History 9, English Old Testament 9, English New Testament 6, Dogmatics 6, Ethics 6, Greek 6, Religious Education (Pastoral Theology) 3, Missions 3, Homiletics (Pastoral Theology) 3, Systematic Theology 3, Liturgics 3, Practical Theology (Pastoral Theology and Polity) 6. Section A: Same except English Old Testament 6, Hebrew 12, Section C: Same as B except English New Testament 12. [117] Cuart VI-A anp B: EpucationaL ProcraM oF Boston UNIVERSITY ScHooL oF THEOLOGY, Boston, MASSACHUSETTS, 1920-1921. Seniors 30, Middlers 64, Juniors 61, Specials 24, Total 188. Students must be college graduates or seniors whose courses are correlated with those of the seminary. For graduation: Total 90 hours, 57 prescribed, New Testament (Greek and English) 12, Old Testament and related subjects 10, Church History 10, Homiletics 8, Religious Education 8, Systematic Theology 6, Practical Theology 3, Elective courses in Political Science, Missions, Economics, etc., in Boston and Harvard Universities. BOSTON UNIVERSITY SCHOOL OF THEOLOGY, BOSTON, MASS. Semester Hours AOveERTISED Ove. oes IOmtene 20) | 257430 365" 46 NEW TEST. (ENGLISH) HEBREW |. SOC| OLOGY : CHURCH HISTORY : L-PSYCHOL. OF RELIG. RELIGIOUS EDUC. HOMILETICS PHILOS. OF RELIG. SYSTEMATIC THEOL. OLD TEST. (ENGLISH) f& PUBLIC SPEAKING L/PRACTICAL THEOL. HISTORY OF RELIG. GREEK RURAL CHURCH EVANGELISM MUSIC GBI ADVERTISED. AND TAUGHT ETHICS SS ADVERTISED NOT TAUGHT PHYSICAL CULTURE C—JTAUGHT DURING COURSE Chart VI-A: Semester Hours Advertised and Taught Semester Hours Earned 0 200 400 600 800 NEW TEST. (ENGLISH) FPO Sa aa AAC CPPS OOO OO PPP PPP POP SP ob LOCO COOL HA RRR 5 0 PH oH HEBREW Wesseaesecesesesesss SOC! OLOGY Oe eee CHURCH HISTORY PEI KR KR PSYCHOL. OF RELIG. R&kkxxsxmeenhod ; RL _Ba RELIGIOUS EDUC. SSeeeeeaesestceseaeaeetees ect ae a te - HOMILETICS Seseeeseiatatatatetetete etstas ate eictaatetctet Cleo Se eae PHILOS. OF RELIG. B&kxe seeehe etctet SYSTEMATIC THEOL. Riicrreno ooo OLD TEST. (ENGLISH) BESeeeaEEEER: ee PUBLIC SPEAKING PRACTICAL THEOL. HISTORY OF RELIG. GREEK | RURAL CHURCH | EVANGEL! SM | MUSIC EIR | ETHICS PHYSICAL CULTURE Chart VI-B: Semester Hours Earned [119] CHart VII-A anp B: EpucationaL ProGRAM OF UNION THEOLOGICAL SEMINARY, NEw York City, 1920-1921. Seniors 36, Third year 29, Second year 14, First year 39, Total 118. Students must be graduates of college of recognized standing. For B.D. degree: 112 hours, 4 years. Required, History of Philosophy, Religions, Modern Social Movements, Methods of Social Study, Principles and Methods of Modern Science, The Bible, History of Christianity, Philos- ophy and Psychology of Religion, Systematic Theology, Christian Ethics, English Literature, ability to read New Testament in Greek and to use clear and correct English. Elective courses available in Columbia and New York Universities and New York School of Social Work. UNION THEOLOGICAL SEMINARY, NEW YORK CITY. Semester Hours AdverRTISEO 60 50 30 CJTAUGHT DURING COURSE EZ] ADVERTISED NOT TAUGHT GEMME ADVERTISED AND TAUGHT 20 10 g g 38s8 gG Edge J 2 B7aee {besos F sahbnses Bedpudo. 8 5 6 sig Sey SUaSRSoOS —s & of “ec — oo EES AMES AEE AAA oretatetet overs! oO ra eS ~ Semester Hours Earned 150 200 250 300 350 100 50 Chart VII-A: Semester Hours Advertised and Taught OLD TEST. (ENGLISH) HOMILETICS ETHICS & SOCIOLOGY FOREIGN SERVICE RELIGIOUS EDUC. NEW TEST. (ENGLISH) SYSTEMATIC THEOL. HISTORY OF RELIG. HOME SERVICE GREEK CHURCH HISTORY HEBREW \4 ie ue K q ix PS CHRISTIAN INSTIT'NS. PHILOS. OF RELIG. PUBLIC SPEAKING MUSIC PASTORAL THEOLOGY PSYCHOL. OF RELIG. Chart VII-B: Semester Hours Earned [121] Cuart VIII-A anp B: EpucaTIoNAL ProGRAM OF WESTERN THEOLOGICAL SEMINARY, PITTSBURGH, PENNSYLVANIA, 1920-1921. Seniors 14, Middlers 9, Juniors 18, Total 41. Students must be College graduates or pass an examination in certain subjects or present certificates covering similar amount of work. For graduation: Total 98 hours, 82 prescribed. WESTERN THEOLOGICAL SEMINARY, PITTSBURGH, PA, Semester Hours ADVERTISED HEBREW OLD TEST. (ENGLISH) CHURCH HISTORY NEW TEST. (ENGLISH) GREEK \ SYSTEMATIC THEOL. HOMILETICS CHURCH MUSIC ELOCUTION RELIGIOUS EDUC. ;EXE==EE PARATIVE RELIG. | CTICAL THEOL. MISSIONS APOLOGETICS PHILOS. OF RELIG. | OLOGY YCHOL. OF RELIG. ETHICS HYMNOLOGY GHB ADVERTISED AND TAUGHT = ADVERTISED NOT TAUGHT ES==3 TAUGHT NOT ADVERTISED () TAUGHT OURING COURSE Chart VIII-A: Semester Hours Advertised and Taught Semester Hours Earned 75 1003001255) 150" if HEBREW PKK KK ORK KK OLD TEST. CENGLISH) Seaeeeeatats latatatatctate attatatetete’ seteeateleten Soctietenetstitrtatatetetets GSMFUA: CHURCH HISTORY f&& NEW TEST. (ENGLISH) GREEK SYSTEMATIC THEOL. HOM] LETICS CHURCH MUSIC ELOCUT ION RELIG. EDUCATION COMPARATIVE RELIG. PRACTICAL THEOLOG MISSIONS APOLOGETICS PHILOS. OF RELIG. f SOC | OLOGY PSYCHOL. OF RELIG. ETHICS HYMNOLOGY Chart VIII-B: Semester Hours Earned [123] (ReneS wat KAAAAAAA "tereteretore'e VLA) (E55) PRESCRIBED ELECTIVE DOCTRINE MISSIONS HEBREW GREEK [124] COLLEGE OF THE BIBLE, LEXINGTON, KENTUCKY. BELIGIOUS EDUC. t/PRACTICAL THEOL. fz OLD TEST. (ENGLISH)} CHURCH HISTORY } PRACTICAL THEOLOGY OLD TEST. (ENGLISH) Total enrollment, 113. must present 15 high-school units; for Bachelor of Practical Theology, one college year; for B.D. degree, junior standing in a standard college or equivalent preparation. Total of 92 semester hours required for gradua- tion, 46 hours prescribed work. Hebrew and Greek required for the B.D. degree only. Semester Hours oO S 10 15 20 NEW TEST. (ENGLISH) Sasi WB ADVERTISED AND TAUGHT = ADVERTISED NOT TAUGHT Chart IX-A: Semester Hours Advertised and Taught Semester Hours Earneo 200 0 50 100 150 250 NEW TEST. (ENGLISH) BSSSSSeareeRRaRaSRI7 DE IGA RAS HUNT RET SA DOCTRINE RONEN LLL SLL Ls arian RELIGIOUS EDUC. BRR Pr NO Ol LALLA CHURCH HISTORY BRSSS8SSSERRIZ7777 MISSIONS SSSSEESEBEI HEBREW qj |; = BRSSkkRx GREEK = — BRR BSS23 PRESCRIBED ELECTIVE Chart IX-B: Semester Hours Earned CuHart IX-A anp B: EpucaTionaAL ProGRAM OF THE COLLEGE OF THE BrsLe, LEXINGTON, KENTUCKY, 1920-1921. Students registering for English diploma course OBERLIN GRADUATE SCHOOL OF THEOLOGY, OBERLIN, OHIO. Semester Hours Advertiseo 6 16 .t0 12° 14 OLD TEST. (ENGLISH CHURCH HISTORY =| NEW TEST. (ENGLISH) HEBREW GREEK PHILOS. OF RELIG. HOMILETICS SYSTEMATIC THEOL. HISTORY OF RELIG. SOCIOLOGY RELIGIOUS EDUC. L-PRACTICAL THEOLC ETHICS MISSIONS LPSYCHOL. OF RELIG. PUBLIC SPEAKING ADVERTISED AND TAUGHT ES ADVERTISED NOT TAUGHT (__JTAUGHT DURING COURSE Chart X-A: Semester Hours Advertised and Taught Semester Hours EARNED 0 25 50 75 100 125 150 175 OLD TEST. (ENGLISH) 0.000: 0:0'1'0:9-6°0:0,0°4,6-0:0'6'0'0:6'6'0.0'9-6°9" bene POMONOENS, Selebataisbaes Sbahatatetate KPO LLL ZL. bs CHURCH HISTORY ESSSSSERSEESESEERSERSzzzz—7 NEW TEST. (ENGLISH) [ZZ HEBREW GREEK SRNR eA TE NNN NNT NTT PHILOS. OF RELIG. SSSESSSRSS8S58KIzz7777 HOM! LETICS STLER LSS % SYSTEMATIC THEOL. ESSERE HISTORY OF RELIG. SOCIOLOGY RELIGIOUS EDUC. PRACTICAL THEOLOGY [8333777 ETHICS MISSIONS PSYCHOL. OF RELIG. ESSS9 PRESCRIBED PUBLIC SPEAKING | Wz] ELECTIVE Chart X-B: Semester Hours Earned Cuart X-A anv B: EpucaTIONAL PRroGRAM OF OBERLIN GRADUATE SCHOOL oF THEOLOGY, OBERLIN, OHIO, 1920-i92I. Seniors 7, Middlers 10, Juniors 17, Total 34. Students must be gradu- ates of college of recognized standing. For graduation: 90 semester hours, 46 of which are prescribed. Courses in Oberlin College open to sem- inary students. [125] GREEK" HEBREW RELIGIOUS SOCIOLOGY GREEK HEBREW NEW TEST. CHart XI-A prescribed. SYSTEMATIC THEOLOGY NEW TEST. (ENGLISH) OLD TEST. (ENGLISH) CHURCH HISTORY |-PASTORAL THEOLOGY MISSIONS & COMP. RELIG, RESEARCH & THESIS. HOMILETICS SYSTEMATIC THEOLOGY OLD TEST. RELIGIOUS EDUCATION CHURCH HISTORY [126] SEMESTER Hours ADVERTISED {10 {2 14 EDUCATION & ETHICS. Semester Hours Earned 20 30 40 50 V0.9 .0.O.0..6.0 0.6.,0 0.9.90, 0,060 O,0D.O4.O 00> 7. FT AT OST. OOO AT AS LA AAA AAD AAAI DDD SO LAA / \4 [7 y SRI PI HY A/ALAAZA narlraratasrarean boop SORRELL 52 (ENGLISH) (ENGLISH) ben AS ra"a"araratarate amawer PRS P0525 oh 9 THEOLOGY, READING, PENNSYLVANIA, 1920-1921. greater eter ar areata aan a Matar eee? CORON I OS Oe Oe Oe Oe ee Mareterereterete brace eteorerb a orare ereren etetatetatatats’ eistetetstatetets O55. EVANGELICAL SCHOOL OF THEOLOGY, READING, PA. GEREBI ADVERTISED AND TAUGHT’ ESS ADVERTISED NOT TAUGHT Chart XI-A: Semester Hours Advertised and Taught 60 PASTORAL THEOLOGY Beatetetatenetet stetate ta tataesttatctatatets MISSIONS & COMP RELIG, Rxexeersss SOCIOLOGY & ETHICS Pxxkkessses E55 PRESCRIBED RESEARCH & THESIS Weseeeeeetanatat eeteteest ELECTIVE, HOM] LETICS RRR oe tg Chart XI-B: Semester Hours Earned AND B: EpucaTIONAL ProGRAM OF EVANGELICAL SCHOOL OF Seniors 5, Juniors 3, Total 8. Students must be high-school graduates. For graduation: Total 72 semester hours, two years. All but 8 hours aré MEADVILLE THEOLOGICAL SEMINARY, MEADVILLE, PA. Semester HOURS ADVERTISED 8) 2 4 6 8 10 12 (4 NEW TESTAMENT CHURCH HISTORY OLD TESTAMENT HISTORY OF RELIG. HOMILETICS PHILOSOPHY THEOLOGY Chart XII-A: Semester Hours Advertised and Taught Semester Hours EARNED NEW TESTAMENT eee poceceseges ececete wea Secsestan otetatene tatetetet wctatotets seneontnen oaeeetes weaseeeeel Sean CHURCH HISTORY SScansScSSUSSSRERRSERRR aa RSE ERE E RES OOK XOX KPO II OLD TESTAMENT Secesecesereseseneet, -0.0.0.0.0 00608 HISTORY OF RELIG Raserseimcct escort HOM|LETICS Seer eee aseees senses ene Stettatet PH | LOSOPHY : THEOLOGY Chart XII-B: Semester Hours Earned Cuart XII-A anp B: EpucaTIoNAL ProGRAM oF MEADVILLE THEOLOGICAL SEMINARY, MEADVILLE, PENNSYLVANIA, 1920-1921. Seniors 6, Juniors 4, Total 10. Students must have had two years of college work including courses in psychology, ethics and history of philosophy. For B.D. degree: Graduation from college of recognized standing, grade of 8§ per cent. in seminary courses, presentation of thesis and fulfillment of requirements in reading and foreign languages. Pro- gram includes two calendar years of four quarters each and two summer terms at the University of Chicago. Courses in Hebrew, New Testament Greek, French and physical training are Elective. [127] THEOLOGICAL EDUCATION IN AMERICA Earning Power of Five Departments in Twelve Seminaries CHURCH HISTORY The series of twelve charts just presented shows quantita- tively for each of the selected seminaries the relative impor- tance of the various subjects included in the curriculum. If nomenclature and quality were standardized it would be pos- sible to compare, as among seminaries, the relative importance of all subjects taught. But, as noted earlier in the book, there is relatively little standardization of subject-matter. Therefore comparison of subjects in most cases is not justified. For example, sociology may have a much fuller connotation in one seminary than in another. In a few subjects, however, com- parisons may be made between seminaries because the subjects are more nearly comparable. The departments of church his- TABLE IX—EARNING POWER OF THE DEPARTMENT OF CHURCH HISTORY IN TWELVE SEMINARIES Western Theological Seminary (Pennsylvania) ................-- 4.49 Oberlin Graduate School of Theology (1921-22) ..........ee+eee- 3.88 Pacific: School of ‘Religion... ..0. 2.5.5.2). Ae... ee 3.21 New Church Theological ‘School! °.....¢..0.5...2s 1.0 3.20 General. Theological Seminary {2-.20).), J... 422... 447 Union Theological Seminary, Virginia (1921-22) ...........eeeee- 2020 Auburn Theological: Seminary (...70000.. “a ee 2.04 Union Theological Seminary, New York }..../.20250 5 eee 2.92 Reformed Presbyterian Theological Seminary ..................-. 2.57 Boston University School of Theology ./..... ci. been nee 2.22 Evangelical School of Theology (1921-22). .!)..<.2.anunee eee 2.00 * Southern Baptist Theological Seminary .....'.0.\: lacs pn aee 1.92. *Including six weeks in Missions. *In Chart XIII this institution is referred to as Schuylkill Seminary. tory, Greek, Hebrew, English exegesis and systematic theology are selected for illustration. Pacific School of Religion and Auburn Theological Seminary are included among the twelve seminaries considered here, while Meadville Theological Semi- nary and College of the Bible, Lexington, discussed in the preceding section, are omitted. To eliminate variations resulting from differences in size, it [128] PROGRAMS OF STUDY is necessary to introduce the following equation which puts the subjects as nearly as possible on a comparable basis: Total hours earned in department — Earning power Total enrollment of seminary = department Applied to church history in the twelve seminaries under consideration, this formula gives the series of ratios contained in Table IX. These figures show in a general way the relative importance of church history in the twelve seminaries under consideration. They show that the earning power of the department of church history in Western Theological Seminary is, roughly, twice as great as in the Boston University School of Theology. The figures should not be compared too minutely, however, because to a certain extent these ratios reflect not only dif- ferences in the semester hours earned in this subject but also differences in the composition of the student body. For in- stance, any seminary having a relatively large number of special students taking fewer courses than the regular students, would tend to make a comparatively poor showing. Wherever pos- sible, an attempt has been made to correct for these differences and it is believed that in a rough way the results are com- parable. There are differences in the requirements for gradua- tion and in the quality of teaching, however, for which no cor- rections are possible. ENGLISH EXEGESIS: SYSTEMATICS Table X shows the earning power of the department of English exegesis in the same twelve seminaries. In this table there is also added for comparative purposes, the relative earning power of the department of systematic theology.? GREEK: HEBREW The relative earning power of the departments of Greek and Hebrew in twelve seminaries is shown in Charts XIII and "Table J, Appendix II, gives full record of the advertised offerings of this department for two denominations. [129] THEOLOGICAL EDUCATION IN AMERICA TABLE X — EARNING POWER OF DEPARTMENTS OF ENGLISH EXEGESIS AND SYSTEMATIC THEOLOGY IN TWELVE SEMINARIES New Old Systematic Seminary Testament Testament Theology Auburn Theological Seminary ....... ie 2.28 3.38 Boston University School of Theology. 4.28 2.19 1.86 Reformed Presbyterian Theological DemMinary CA lai Cle ae ena 3.86 2.29 New Church Theological School...... 3.20 4.80 6.40 Oberlin Graduate School of Theology 1.94 4.00 2.59 Pacific: School, of Religions. 24 cue uae: Nae 4.08 2.21 Evangelical School of Theology’? .... 4.00 4.00 3.00 Southern Baptist Theological Semi- MAPVa lie lanier Gath aire We cee eee eee 3.24 3.92 3.02 Union Theological Seminary (New York eu UN Cae Onan ay 2.73 2.22 2.53 Union Theological Seminary (Vir- Rina ree | selene etsy ROMA Selby ots 1.79 3.34 3.62 Western Theological Seminary ....... 4.59 4.34 2.83 General Theological Seminary ....... 3.99 4.35 1.52 *In Chart XIV this seminary is referred to as Schuylkill Seminary. XIV. The earning power of these departments is concerned with subject-matter that can vary less outwardly than the average department, though the ratio of elementary grammar and advanced exegesis required in various seminaries may vary greatly. MN Me sane SN Me SCHUYLKILL : OBERLIN UNION (VA. ) WESTERN (PA. ) NEW CHURCH GENERAL AUBURN UNION (N.Y.C.) SO. BAPTIST REF. PRESBYT'N BOSTON UNIV. Cuart XIII: Earninc Power or THE DEPARTMENT OF GREEK IN ELEVEN OF THE TWELVE THEOLOGICAL SEMINARIES CONSIDERED, 1920- 1921. (No credit in Greek was earned by Students at Pacific School of Theology.) The foregoing charts and tables indicate a certain similarity among seminaries in the quantitative earning power of the [130] PROGRAMS OF STUDY five departments studied. While precise comparisons in other departments are less warranted, the data clearly indicate that the fluctuations are far wider. As has been so often pointed out, these differences come about in part from the idiosyn- crasies of nomenclature and purpose, yet it is probably true that these other departments, presenting as they do so-called “modern courses,’ show far wider fluctuations in earning power than the older departments. Selected Courses Offered by 103 Seminaries CITY CHURCHES Because of the differences in nomenclature just indicated, precise comparisons among seminaries are limited to a rela- 0 { 2 3 4 5 NEW CHURCH WESTERN (PA. ) UNION (VA.) REF. PRESBYT'N SCHUYLKILL SO. BAPTIST GENERAL AUBURN UNION (N.Y.C.) BOSTON UNIV. Cuart XIV: Earninc Power or THE DEPARTMENT OF HEBREW AND Coc- NATE LANGUAGES IN TEN OF THE TWELVE SEMINARIES CONSIDERED, 1920-1921. (No credit in Hebrew and cognate languages was earned by students at Pacific and Oberlin.) tively small group of subjects. For other subjects it is im- possible to do more than indicate the names of the courses and the hours devoted to each. An examination of the programs of 103 seminaries ® dis- closed the fact that fifteen offer courses on the city church in its relation to the community. This small number is due to the fact that the ordinary seminary presupposes that its work, parti- cularly in practical theology, is primarily for the city church *Table D, Appendix II, p. 422. Catalogues from 103 institutions in the United States were examined. [131] THEOLOGICAL EDUCATION IN AMERICA and does not allude to the course as such. On the other hand, relatively little attention is given to urban sociology as such, city problems, etc. Courses of the kind average two hours each. They cover such titles as: “urban sociology,” “modern problems of the city,” ‘city problems,’ “city missions,” “the city community,” “the church in the industrial city,” etc. Among the schools advertising limited work of this kind are the Kansas City Baptist, Newton, Ashland College, Bethany, Oberlin, Chicago, Hartford, Pacific School of Religion, Protestant Episcopal in Virginia, Western (Holland, Mich.), and Auburn. In contrast with the above, Union (New York) offers church and city problems, two hours; organization and administration of city church, one hour; and social analysis of city problems, four hours. Garrett and Boston give yet further opportunities offering courses described under the dis- cussion of the seminary clinic. The sparsity of courses in this field bears out the conclusion stated elsewhere that the semi- nary is not making use of its environment as a laboratory. RURAL CHURCH Fewer than one-third of the seminaries of the United States, or thirty-six to be exact, advertise courses as such in “the rural church.” ® Five of the thirty-six offer one semester hour each. These brief courses are as follows: Gordon College gives “church and rural problems’; Crozer, “the rural church”; Crane; “the country church problems’; Auburn, “American country life’; and the Pacific Unitarian School asks its students to take one hour in the Pacific School of Re- ligion in “the rural church.” Nine schools give two semester hours each. These titles are essentially the same as those listed under the one-hour courses, with the content virtually the same except broader. The schools are: Newton Theological Institution, Ashland College Seminary, Oberlin, Yale, College of the Bible, (Ken- tucky), Iliff, Maclay, Protestant Episcopal in Virginia, and Canton Theological Seminary. *Table E, Appendix II, p. 423. [132] PROGRAMS OF STUDY Eight schools offer three semester hours each in the study of the rural church or the country church or both. Again, these courses are a limited expansion of a general treatment of the field. Schools offering such work are: Kansas City Baptist Theological Seminary; Bethany Bible School; Chris- tian Divinity School, Hartford; Western, at Holland, Mich. ; Harvard; Union (New York). The Episcopal School at Cambridge asks three hours of its students preparing for the rural church, the same to be taken at Harvard. Union also has the advantage of the twelve hours offered at Teachers Col- lege, Columbia University. Vanderbilt offers four hours, the University of Chicago and the Chicago Theological Semi- nary jointly offer five hours. Witmarsum also offers five hours. In all these cases the two titles covered by the five hours are “the rural church” and “rural sociology.” Three seminaries offer six hours each. The Pacific School of Religion advertises “rural church’, one hour; “agencies for rural progress”, three hours; and “rural credits and land settlement”, two hours. Kimball School of Theology offers “rural sociology”, two hours, and “rural church administra- tion”, four hours. Southern Methodist University offers “rural church”, two; “rural church and community life’, two; and “social approach to the problems of country life” two. The Boston University School of Theology and School of Religious Education and Social Service together offer “the rural community’, two hours; “rural sociology” two; “rural church school” one; “rural clinic’ two; “church architecture, care of buildings and equipment” one. The Central Wesleyan offers nine hours as follows: “rural sociology”, three; “rural church administration” four; “rural church’, two. Three seminaries offer ten hours each as follows: “rural church administration”, two; “rural community’, two; “rural social engineering”, two; “rural life seminar”, two; “rural church school”, two. Drew offers “country church and rural problems’, two; “christian church and rural life”, two; “rural pastor and community church”, two; “rural methods’, two: “rural seminar”, two. Garrett offers “rural church’, one minor; “village and town church”, one minor; “rural church [133] THEOLOGICAL EDUCATION IN AMERICA problems”, one major; “methods”, one minor; “rural semi- nar”, one major—in all ten semester hours. The Methodist seminaries in particular have gone into practical survey work in this field and present methods of administration as well as social engineering. THE CHURCH AND INDUSTRY Nineteen out of 103 seminaries?° offer courses in “The Church and Industry”. These range from one hour, as at Hartford, Auburn and Eden, to six hours as at Harvard and Garrett. Yale offers seven hours. The Divinity School of the University of Chicago offers a large number of four- hour courses in this field given by the department of sociology in the Arts Faculty. Brief courses of from two to three hours are offered by the Berkeley Baptist Divinity School, the Divinity School of the University of Chicago, Newton, Chicago, Rochester, Lutheran at Philadelphia, Drew, Maclay, Vanderbilt, General, Theological School of the Christian Re- formed Church, and Union (New York). Among the sub- jects treated are: “advanced labor economics”, “function of the church in indudtry’, “the church and labor’, “trade unionism and allied problems”, “church and industrial recon- struction”, “industrial service’, “industrial hygiene and sani- tation’, “Christianity and the problems of industry’, “the labor movement,’ and numerous others of a similar nature, scarcely any two of which are listed under the same name. ART; ARCHITECTURE Except as there are references to opportunities for contact with art in museums and to the art of stained glass windows in connection with a few courses in “church architecture” in the seminaries of the Lutheran or Episcopal communions, the typical seminary program does not comment upon the part taken by art and architecture in the education of a clergyman. . * Table F, Appendix II, p. 425. Catalogues from 103 institutions in the United States were examined. [134] PROGRAMS OF STUDY The School of Religious Education of Boston University prasents a contrasting view in the announcement: “It is the profound conviction of this school that the church must again become the mother of artists and the generous patron of their works. . . . Four distinct groups of courses have been developed: (1) Music; (2) Poetry and Ritual; (3) Art; (4) Pageantry and Visualization in the Service of the Church and the Community.” MUSIC The attitude of the seminary toward music as a part of worship is ordinarily expressed in one-hour or two-hour courses, called “church music” or “hymnology”, taught in the department of practical theology. The University of Chicago advertises four courses, as follows: Introduction to church music, two hours, one quarter; ear training and sight read- ing, two hours, one quarter. For these a knowledge of music is not required. History and appreciation of music, four hours; harmony and counterpoint, four hours. An isolated example of another conception of the place of music in religious expression, is presented by the Southwestern Baptist Theological Seminary. The School of Gospel Music was established as a department in 1915-16, as “the out- growth of a demand for better prepared Gospel singers and pianists.” In 1921-22 there were thirteen teachers and 180 students. Six were applicants for the degree of Bachelor of Music; the others were applicants for the diplomas conferred at the end of three years’ and two years’ work respectively. HOMILETICS The Theological Seminary of the Reformed Church states in the current catalogue that “homiletics shows how the truth may be best presented in preaching.” The Pacific Unitarian School for the Ministry states that “homiletics being con- sidered the subject of greatest practical importance studied in preparation for the ministry, no pains will be spared to insure [135] THEOLOGICAL EDUCATION IN AMERICA the learning of approved methods and the forming of cor- rect habits of sermonizing from the very beginning.” Gen- eral acceptance of these points of view is indicated by the relative importance of this subject in educational programs of seminaries, usually under the department of practical the- ology. More obviously than jother departments, it epitomizes the changing point of view in theology. When the theory of in- spiration involves the view that all Scripture is of equal validity, the selection and use of the text in homiletics is a matter of greatest importance. A change from that point of view involves a change in emphasis. The literary style at the same time evolves from a rigidly textual and topical treat- ment toward the exegetical and expository sermon chiefly in use at the present time. The earliest catalogue statements available show that fifty years ago homiletics in the Lutheran Theological Seminary at Philadelphia, and in Union Theological Seminary, New York City, consisted of the composition and delivery of sermons with practicum. In its simplest form, the department of today consists of just these elements. Inthe seminaries in which more differentiation of statement is customary, this separates into the construction of sermons, the theory of their making, their delivery, the history of preaching, practicum that includes speaking before the class, class criticism and private criticism from the professor. There is generally some opportunity for interpretation of the Scriptures, some emphasis on the care and right use of the voice, some on principles of elocution. In recent years there has been a change in method of de- livery. Students graduated from college in the days when the elocution prize was one of the first prizes endowed, went on to seminaries that followed the methods of schools of ex- pression of the period. Vocal culture and expression were an accepted part of terminology and thinking and even today it is possible to find a two-hour course in oratory with “attention to gesticulation” stated as a feature. The catalogue of the Yale Divinity School for 1895 speaks of “principles of vocal ex- pression and oratorical action,” also of “rhythm and melody [136] PROGRAMS OF STUDY of speech.” The present tendency is to call the elementary course simply “fundamentals of public speaking.” Memorizing and drill in the text to develop familiarity and practice in interpretation is common to many communions, Union Theological Seminary, New York City, indicates a point of view in the quotations from courses following : “Mannerisms pointed out and corrected. . . . directness, con- versational style, and sincerity will be insisted POU wy wa eA LI faults are traced to their psychological cause. Repression, in- hibitions and perversions of mental and emotional action are explained, and exercises given which are adapted to their cor- rection. . . . ” This latter emphasis attempts to go from the field of method into the field of the subconscious. In addition to the specific work on sermons which is of a personal and practical nature, there is a tendency toward such divisions as those used by Drew Theological Seminary : Theo- retical, biblical, and evangelistic homiletics and ministerial] esthetics. Biblical homiletics is a four-hour course which pre-supposes a working knowledge of Greek and is designed to send the preacher to the Bible itself not only for the text but for a large part of the sermon material. Evangelistic homiletics is also ja four-hour course with practicum in all the functions and qualifications of pastoral evangelism. Ministerial esthetics deals with the cultural background of the ministry, in particular with art, architecture and literature. “The aim of the course is to encourage the student to con- ceive of preaching as a fine art to which all the other arts may be made to contribute.” Between these extremes of treatment, from the elementary one of method to the more profound one of thought and emotional expression, there are all kinds and quantities of work depending in some measure on facilities and size of staff. Among courses expressing current theory are the following : “modern preachers”, illustrated with examples and studies of preachers of the present day; “biography”; “doctrinal preach- ing” (Union College) ‘made necessary by the modern tendency to slight fundamentals in favor of matter of a more popular character”; “doctrinal and expository preaching”’ [137] THEOLOGICAL EDUCATION IN AMERICA (Westminster Hall, Vancouver, B.C.); “preaching without manuscript”; “psychology of public presentation and adapta- tion to audiences, architecture and occasions” (Kimball School of Theology) ; “psychology of preaching” (Alfred Theologi- cal Seminary) ; “the preacher as a student” (Drake University College of the Bible) ; “sources of sermon material” (Evan- gelical Theological Seminary, Naperville, Illinois); ‘public prayer and public reading of the scriptures” (Western Theological Seminary, Pittsburgh) ; “addresses of Jesus, Peter and Paul’, “social teachings of Amos’, “conversations of Jesus” (Newton Theological Institution). Union Theological Seminary begins brief sermons for second-year students only and goes on to six courses in doctrinal preaching and six in expository preaching. The Biblical Seminary in New York teaches homiletics in Italian for Italian students. Con- cordia Theological Seminary, Illinois, requires the prepara- tion of some of the sermons in German. Suomi Synod re- quires that part of the work be in Finnish. It is not customary for the student to begin the prepara- tion of sermons in the first year, and some seminaries do not permit the supplying of pulpits during that period. After that, the student enters upon work that requires class preparation and criticism and private criticism from the professor. The catalogues in this department do not prescribe observation for visits to neighboring churches nor do they advertise crediting as part of the work in homiletics, practice work done by the minister,in training who is an assistant to a pastor or who has a small church. Some catalogues cite texts. De Lancey Divinity School names the following, some of which have been noted in other cata- logues: Phelps, The Theory of Preaching; Broadus, Prepara- tion and Delivery of Sermons; Brooks, Lectures on Preaching; Greer, The Preacher and His|Place; Slattery, Present Day Preaching; Pattison, .The Making of a Sermon; Kennard, Psychic Power in Preaching. In this department denominational differences are not great. Seminaries of the Protestant Episcopal and Lutheran churches, which have to teach the celebration of rites, do not give so [138] PROGRAMS OF STUDY many intensive courses in the preparation of sermons. The Baptist, Methodist and undenominational seminaries have the largest variety of work in homiletics, but this may be due partly to size as well as to denomination, since only the large institutions can afford extreme opportunity of specialization. The material does not make clear the exact qualifications and training of those in charge of this department but tenden- cies are faintly discernible. Union Theological Seminary, New York City, has on the staff of this departrnent Dr. Charles E. Jefferson, Dr. Henry Sloane Coffin, Dr. Harry Emerson Fosdick, Dr. Hugh Black, all well-known pulpiteers. Union Theological College in Chicago has Dr. William E. Barton in charge of the work in homiletics. This indicates a purpose to give instruction via those who can do the thing they are trying to teach. In contrast, the teachers of elocution and vocal expression are sometimes lay- men not of professorial rank and their special education has been in method rather than in Biblical material. Preparation for the modern sermon, then, bears evidence that in method it is in process of assimilation with preparation for ordinary public discourse. The science of its presentation is becoming psychological rather than rhetorical. In thought, it is being carried into wider, almost specialized fields. MISSIONS In reporting upon opportunities for specialization most semi- naries say that they prepare men for the mission field. Three- fourths of the seminary educational programs examined give some courses in missions.?+ These courses cannot at all measure the full opportunity of the seminary graduate ; possibly he has had some opportunity in connection with college credit and he may have had some in connection with other institutions. The Disciples of Christ lay no special stress on missions in the institution here taken account of, but have in Indianapolis a College of Missions in which the work purports to be the intensive training of can- “Table G, Appendix II, p. 426. [139] THEOLOGICAL EDUCATION IN AMERICA didates for the mission field. Hartford Theological Semi- nary, which is allied with the Kennedy School of Missions in the Hartford Foundation, will be seen to offer most of its work in the Kennedy School, etc. There are also opportunities for voluntary mission study in connection with the Y.M.C.A. and Sunday school classes, ete. The present status of departments of missions indicates that there has been a question of choice between the presenta- tion of particular countries in the mission field and general information about missions; also as to whether methods or background shall be presented when there can be only one alternative. By far the largest amount of work offered is that in the history of missions; half the institutions give a course under that title and others suggest that it may be partly that method of approach which they use in a course called ‘Missions” and ranging in length from two to six semester hours. There are also a number of courses on the present status of missions. Of missions as they are carried on by particular com- munions there are only eight cases, one of which gives no other course in this department. There ,are in evidence many maps showing graduates of seminaries located at mission stations ,all over the world; and the records of alumni show that many die on the foreign field. Students even while in the seminary frequently have appointments by a denomination to a given area, sometimes to a specific station. Preparation for specific fields, however, is not usual in seminary programs. There are a few general courses in foreign missions, some limited to the country where a particular denomination has work; Japan or Japan and Korea are the subject of six or seven courses; China and India of six or seven more; Latin America and the East of four or five; while there are a few courses on Africa and South America, There is a developing policy as to principles, prob- lems and methods as indicated in the courses of a dozen in- stitutions. The absence of material on home missions may be due partly [140] PROGRAMS OF STUDY to the fact that the fundamental background of home missions is frequently afforded in courses in college sociology, for ex- ample, problems of race, industry, migration and education; or in another department of the seminary, for example in the emphasis placed on rural and urban problems. Other emerging points of view are implied in the courses in “missionary biography” at San Francisco Theological Semi- nary ; in “missionary sociology” at Hartford Theological Semi- nary; in “missionary approach to the non-Christian mind” at Garrett Biblical Institute; in “problems of racial contact” at Union Theological Seminary (New York) ; in “missionary linguistics” of Bethany Bible School; and in “Missionary re- search” and “Christianity and political movements in the east” at Chicago Theological Seminary. There is no emphasis on the problem of the home mission church except by the Kansas City Baptist Theological Semi- nary and Union Theological Seminary, New York City. EVANGELISM 1? It is not possible to trace in any decisive way the influence of revivals and evangelism upon the educational program of theological seminaries, though revivals must have greatly influenced the stuff of popular thought with which the seminary has to deal. In regard to present-day attitude, about one- quarter of the seminary programs examined show courses in evangelism. They are usually general courses averaging about two hours each. There are two such announcements in the case of Presbyterian seminaries and three in Lutheran institutions, but the larger total is in the Baptist, Methodist and Congrega- tional institutions. The offerings in evangelism are meagre in comparison with those in religious education. If this is an index of the interest the seminary product will manifest in these lines of church promotion during the coming decades, it will be apparent that the future church is to be advanced on an educational rather than on an evangelistic program per se. “Table H, Appendix II, p. 420. [141] THEOLOGICAL EDUCATION IN AMERICA RELIGIOUS EDUCATION 28 Religious education is defined as “the theory and practice of developing immature persons in the duties, ideas and ways of living that characterize the religious group.” 14 This subject is a part of the general newly-emerging science of education and is not therefore an isolated responsibility belonging to the seminary. It is at present chiefly occupied with pedagogy. It is organizing and presenting materials already available, and is adapting these materials to the status of a volunteer agency with teachers unpaid and untrained. Departments of religious education are new and extremely plastic elements in theological seminaries. In eighty of 131 seminaries in the United States, or in institutions with which they are affiliated, there are courses ranging in length from two to seventy-five semester hours. Their origin seems to be in a course called “Sunday school pedagogy” or “‘the church school” or “religious education” ; in the Lutheran program the term is “catechetics” or “Sunday school work.” Its relative impor- tance is indicated by the two-hour period. ~ It develops through courses called “principles of religious education” or “theory of religious education” to a great number of courses called “or- ganization and methods of the church school” or some similar title. The compressed form of this tendency is to treat principles, material and organization together in a four-hour course. Specialized beginnings in history are available in such titles as “history of ancient and medieval religious education” and - “background and history of Christian education before the reformation,’ and “history of Christian education in the modern period.’”’ Observation and practice teaching are be- ginning to appear. Surveys and other technique are available in a number of seminaries. In the development of specific methods, the largest number of courses available are concerned with childhood and adoles- * Table I, Appendix II, p. 430. “A Dictionary of Religion and Ethics, p. 372 ( Macmillan, 1921). [142] PROGRAMS OF STUDY cence, but there are courses in kindergarten methods and in adult life. The religious life of boys and young men, and girls and young women is studied in a number of courses, while the application of method to city schools, to foreigners, and to home department is appearing. This process of evolution and differentiation goes on all the time in teachers’ colleges, and departments of religious educa- tion appear involved with similar problems, except that they have not yet discovered just what they should teach and what should be taught by other agencies. That the element of content is felt as a necessity in these departments is, however, evidenced in the repetition!® of courses that have this significance. Under such titles as “child development”, “theory of education’, “principles of psychology’, “psychology of childhood and adolescence”, “his- tory of education”, etc., the seminary is offering a number of one-hour to three-hour courses. Among denominations, those that have the smallest amounts of this new work in religious education are the Lutherans and the Episcopalians ; the Presbyterians have a little more, but not much, and the tendency not to use this material is evident also in the branches of the Reformed Church. That small semi- naries of various denominations have very little of such work should not be judged an evidence of policy but may be merely an evidence of financial status which does not represent the point of view. In general, the chief developments of this interest are in the Baptist and Methodist communions and in the very large institutions; Garrett Biblical Institute, Candler School of Theology, Yale Divinity School, Boston University School of Theology, Southwestern Baptist Theological Semi- nary, the Divinity School of the University of Chicago, Chicago Theological Seminary, and Union Theological Semi- nary, New York City. Union Theological Seminary (Vir- ginia) has a separate building devoted to religious education. Within the departments of “religious education” are the ** These are usually introductory courses either taught in the semi- nary or suggested as opportunit}- in affiliated institutions. They are, how- ever, available on the undergraduate level in standard colleges and uni- versities throughout the country. [143] THEOLOGICAL EDUCATION IN AMERICA courses in “psychology of religion” offered by the seminaries. Inasmuch as they deal with a field that might be regarded as peculiarly the province of the seminary, and as they presumably represent an attempt to discover new truths on the human and personal side, they deserve especial attention. Courses of the kind are now operating in twenty-six seminaries, or in one- quarter of all the seminaries whose catalogues were examined. The courses range from one-hour courses, or those in which the credit is not stated, to ten hours given at Union Theological Seminary, New York City. They are chiefly called courses in “psychology of religion” and are beginning to be followed by courses in the “psychological basis of religious phenomena” and by seminars in the subject. The Divinity School of the University of Chicago is adver- tising a course in “psychology of religious groups,” with special reference to Protestant denominations. The distribution of these courses among denominations is approximately the same as that of the departments of religious education; Methodist and Baptist seminaries, or those whose denominational origin has some kinship to these denominations, and independent institutions are pioneers in these investigations. Indication of recent development in this field is the arrange- ment projected in 1922-23 between Union Theological Semi- nary and Teachers College, Columbia University. The depart- ments of religious education in the two institutions are to be treated as one and a joint program of studies is offered from which students in either institution may elect as they wish. Union considers the work a fundamental part of the offering for the B.D. degree, but also provides a vocational diploma for’ those wishing to engage in religious education as a life work. Teachers College students specializing in religious education may secure the M.A. and the Ph.D. degrees from Columbia University. The joint course of these two institutions is elaborate and covers many phases, including practicum and field work in social and religious centers and problems of social and religious work. Union Seminary maintains for laboratory practice the Union School of Religion with an enrollment of 172 pupils for the following purposes: “(1) The religious [144] PROGRAMS OF STUDY training and instruction of some of the children and youth of the community; (2) The discovery and demonstration of effi- cient methods in religious education; (3) The training of teachers and leaders; (4) The accumulation of a body of ex- perience that shall be at the disposal of other schools.” As an indication of the purpose of adaptation, a section of the work in biblical literature is adapted to the needs of Jews and another to the needs of Roman Catholics. CLINICAL TRAINING The seminaries as a class of educational institutions do not offer clinical training to their students. Their programs have to do largely with the minister’s acquaintance with the historical background and the roots of his religion. They teach a modi- cum of facts about the four traditional fields of theological study. In the general field of practical theology they spend most of the time on the building of the sermon—with a smaller amount of attention on its delivery. The instruction in pas- toral methods and practices is usually treated academically and theoretically. It is rare to find a case where the student is really trained in actual parish work; especially as an “interne’’ —an assistant to an experienced minister. The assignment to “student churches,’ with perhaps an occasional visit by the more favored to the city institutions, is in many instances looked upon as constituting sufficient training in this aspect of the minister’s work. In most schools a member of the faculty has supervision of securing employment for the students, which is considered field work. Inspections are not usually made nor are reports called for. To the question asked of all seminaries, ““What supervision do you give to the field work of your students?’ a wide variety of answers was returned, nearly all revealing practical neglect. A few typical replies may be quoted: “The professor of Pastoral Theology sends men to assist the Missions as he considers desirable.” “Students go out every summer under supervision of nearest clergyman.” “Under direction of [145 | THEOLOGICAL EDUCATION IN AMERICA Principal.” “Left to local church authority.” “Students placed under priest when on mission duty in summer.” “Presi- dent advises with all students.” “Supervision in general through appointments.” ‘Advise them as to proper field.” “Very little.’ “Unsupervised.” Many schools failed to reply. The systematic supervision of the student practice work is not attempted by seminaries generally. Here and there an institution is entering this field. Union Theological Seminary (New York) gives much atten- tion to practical work with boys. This institution pays the salaries each year of some forty or fifty students as workers in carefully selected centres. This plan makes possible a care- ful choice of centers, full codperation between the centers and the seminary, and definite control of the types of work students undertake. The Biblical Seminary in New York carries on several lines of field work, including inspection and report on philanthropic institutions and welfare agencies operating in that city. The Divinity School of the University of Chicago has had for some years a director of vocational training, under whom all candidates for the B.D. must take at least a year’s work. A second man is now being added. Hartford Theo- logical Seminary is entering the field of cooperative parish work. The Protestant Episcopal Theological Seminary in Virginia has a remarkable clinic for training men in the actual work of the pastorate, especially as regards rural churches. Within a radius of five miles of the seminary are ten mission churches, in all respects similar to the average rural church. Under the’ direction of the professor of pastoral theology, these churches are served entirely by students. A senior student, nicknamed “the bishop”, is in charge of each mission under the professor ; with him serve men of the middle and junior classes. Except for the visits of the professor to administer communion, these men take entire charge of the services and preach. They visit the people in sickness and in health, and conduct the organiza- tions of the mission. To this end they usually give one ~ afternoon a week in addition to the Sunday work. Because [146 | PROGRAMS OF STUDY the students attend their own chapel service at the seminary on Sunday morning, the Sunday mission work is confined to Sun- day afternoon and evening when Sunday school and church service are both conducted. Many famous men have received their first training in these missions. Phillips Brooks preached his first sermon in Sharon mission. The students receive no salary and to this unselfish service, rendered on foot in all kinds of weather for three years, many attribute the missionary spirit of the Virginia seminary. A detailed account of the city clinical work of Garrett Biblical Institute and of the general church work at Boston University School of Theology, as stated by them, is here appended for illustrative purposes. Each of these schools ad- vertises much more of the kind of work described than is here outlined. Garrett’s work of supervised city practice service is of three distinct types: I. Observation or Inspection Visits to Social Service and Hu- man Welfare Agencies and Organizations. During the second decade of the century there were formed in America thirty-nine new organizations of this type. These are national in their scope and most of them invite the codperation of the church. The inspection trips to these various organizations afford oppor- tunity to see actual service, to confer with experts in various fields of welfare lines concerning methods and results, to acquire ability of social diagnosis, and to gain that knowledge and equipment essential for subsequent supervised courses in the Institute. The weekly visits are preceded by a classroom period in which the supervisor gives the origin and development of the agency to be visited and otherwise prepares the student for worth-while observation. The visits are followed by a classroom period in which the results of the observation are discussed and the relation of the agency to the Christian minister and church are carefully wrought out. The work is carried forward on the premise that inspection demands as high standards of regular and intelligent work as the classroom. It is related to the program of studies by being a required course entitling the student to two half-major credits. [147] THEOLOGICAL EDUCATION IN AMERICA IT. Supervision of Field Work of ‘Student Pastors,’ There are two requirements for enrolling in this course: (1) Completion of the ‘Observation Course’; (2) Serving as pastor of a ‘student church’ or being vitally related to some city church which can qualify as a laboratory. This is a vocational course, not organized around a body of knowledge but around the daily experiences of the members of the class in their work in their respective parishes. It is a participa- tion of the student, under supervision, in the processes of adminis- tering the affairs of a church—a sort of apprentice—or interne- ship. The course covers three Quarters, two of which are required. For these a half major credit is given each Quarter. The first Quarter is devoted to problems of the city church as an organization. The local church is considered a subject for the ‘case method.’ Standard score-cards are developed and each stu- dent measures his church by these standards. A somewhat arbi- trary ‘six point’ standard is set, and the supervisor visits the vari- ous churches to confer with the students as frequently as possible and point the way to the reaching of these standards. The second Quarter is devoted to problems of the city com- munity as they affect the work of the church or offer the church opportunity for Christian codperation. The interests of the pev- ple of the local community are kept in the forefront in directing this phase of training. The third Quarter is taken up with the work of formulating pro- grams and methods of work in various churches. The students are supervised in developing work in church publicity, education, evangelism, etc. In these three courses, supplementary weekly discussion con- ferences are held on methods and problems arising on the field. Interviews are also held with members individually in addition to frequent visits of the supervisor to the several practice churches. ” Maps, charts, written and verbal reports, etc., are required by the supervisor. These requirements correlate the field work prop- erly with the classroom work. The course is an endeavor to save the student from picking up experience in a haphazard way. These students are getting theory in the process of acquiring skill and vocational information under supervision. They are learning through a controlled, systematized, criticized experience. They are also acquiring accuracy and facility in the practical ap- plication of the theories taught in other departments of the Institute. III. 1. Open Air Preaching. This work is supervised in order [148 | PROGRAMS OF STUDY that, in addition to its being a direct way to aid in the bringing of the Kingdom, it may also be a clinic in which the mind of the ‘man in the street’ may be learned and the church may develop adequate methods of ministering to him. To aid in gaining this end a care- ful report is kept of all questions asked by these men, of all state- ments and criticisms of the church and Christianity made by them, and the subsequent Gospel messages prepared with their point of view kept well in the forefront. Practice service in Rescue Mis- sions is also obtained in the conducting of a ‘Loop’ Mission serv- ice one night each week. This work is encouraged by the Department of Evangelism of the Board of Home Missions. No credit is given for it by the Institute. 2. Work among the Foreign-Born. A major credit course is given in the Institute on ‘Race Appreciation.’ Supervised field work consists of participation in some piece of Americanization or foreign-language church work. 3. Service in Courts and Corrective Institutions. A course in “Mal-Adjusted Groups’ is given in the Institute with one-half major credit. Students taking this course are assigned to special practice work in some specialized court or to service either with groups or indi- viduals in one of our various institutions. Several of the students are serving as ‘Big Brothers’ and as voluntary probation officers, both ‘learning’ and ‘learning how.’ All supervised field practice is properly correlated with class- room work, where the place and function of the church in such Kingdom work is carefully developed. The School of Theology of Boston University is revising its program of study so that the courses shall be more closely related to the work done in the field.*® A system of supervision under a Director of Field Work and three assistants is now in force by which every student in the school may, while he is getting the traditional theology, at the same time get practical experience and practice in his chosen field. Four members of the faculty give much of their time supervising the following types of work: (1) General church work where a student has responsibility as pastor. (2) Rural work where students spend week-ends and vacations as pastors of specifically agricultural communities. (3) City work where students are pastors or assistant pastors in definitely city parishes. (4) Industrial and institutional church work. “Statement furnished by the School slightly abridged. [149] THEOLOGICAL EDUCATION IN AMERICA Men who are not student pastors are also encouraged to do definite work in religious education through the Sunday schools or to assume responsibility in directing Young People’s Societies or teaching Bible classes, or to serve on some one of the six or seven gospel teams that are now (1923) in operation. More than 80 per cent of the students regularly do some definite work. Credit is given for this work when it is done under supervision of some member of the faculty. The need of this work was clearly evident when it was discovered that one hundred and thirty students (1922) were serving as student pastors. The student churches that make up the largest group are those whose work is of a general character. The largest percentage of students are those who are training for the general ministry. The requirements for.these students are in part as follows: (1) Pastoral Program for the Year (2) Preaching Program 3) Objectives for Various Organizations (4) Plans for Introduction of New Features (5) Publicity (6) Religious Education (7) Social Activities (8) Community Service (9) Personal Contacts (10) Program for Local Church covering a ten-year period. The supervisors worked in conformity with these General Prin- ciples of Supervision: I. Students register for supervision as for other courses. 2. Program of the year’s work must be prepared in detail. (a) Survey or careful diagnosis of field. (b) Deduction from survey to determine character of the program. (c) Local interests and local leaders must be consulted. (d) Program required to be submitted to faculty supervisor for criticism and revision. 3. Bi-weekly seminar including all men who are doing field work, (a) Students asked to report any exceptional accomplish- ments. (b) Soe: on special types of work by experts in their eld. (c) Discussion of problems arising on field. (d) Arranging codperative programs for social life includ- ing motion pictures, stereopticon, etc. 4. Personal conferences at any time between student and super- visor. Special room provided for this purpose. These con- [150] PROGRAMS OF STUDY ferences number on average about twelve a day for school days. . Visits of Faculty Supervisors to the field. Four men avail- able for the work; more than 150 visits made last year (1922). . Local group conferences arranged for pastors and local leaders in convenient geographical centers. (a) Encouraging codperative effort by contiguous churches. . Monthly reports required of all students seeking credit. These reports cover the following items: Local program Preaching program Organizations New features Publicity Religious Education Community service Personal contacts. [151] CHAPTER V STUDENTS The typical student 1 now preparing for the ministry is in the twenty-to-thirty-year age-group, is likely to have been brought up on a farm, is a high-school graduate who has studied three to four years in college, has felt a definite vo- cational call, has migrated from his home state to another to attend the seminary of his choice, prefers a city environment both for training and for the pastorate, receives free tuition for his professional education and may receive aid for living expenses, and expects to keep a permanent denominational connection which shall largely influence his life. This student represented the average of a body of 9,000 in the United States in 1921-22. Above the average was a man of full college training and richer experience; below the aver- age, a man of grammar- or high-school training whose chief preparation had been practical. A certain maturity of expe- rience resulting from travel and summer apprenticeships in social and religious work is one of the advantages of most students. There are many variants: the married student who has family responsibility, the man of limited education who 1& accepted by the seminary because he is already ordained and has a charge, the man who is preparing by majoring in the departments of religious education and biblical instruction in college and the man who is selecting his own preparation in the graduate work of a university or elsewhere. This report will discuss the student under the topics “Tra- *The student is the individual formally enrolled in one of the institutions named in the Introduction. ? Canadian seminaries enrolled about 880 students in that year. [152] STUDENTS dition”, “Environmental Influences”, “Vocational Influences”, “Numbers”, and “Supply and Demand in the Ministry.” Tradition For every group of 514 people in the United States one person, the Federal Council of Churches estimates, is a min- ister, while 99 millions? out of 110 millions of population are members or adherents of some church.t This implies general diffusion of the church and the minister through the social fabric, and means that everyone sees ministers, hears about them and shares in the perpetuation of an unwritten tradition. Seminary students are close to the tradition, since 500 out of 2,700 reporting had fathers who were living embodiments of the ministry and since students state frequently that the _ advice of pastors or of seminary alumni influenced their enter- ing the seminary. The lives of ministers then are a part of the tradition into which the student elects to incorporate his life. There is also a written tradition not only as it appears in the biographies of the great reformers, mystics and preachers, but as it is expressed in the popular forms of fiction and the drama—the novel, in particular, the magazines, the theatre and the screen aid in forming the impressions of the public. A recent attempt to devise a special rating card for clergy- men ° shows the tendency to make demands upon this profes- sion. Placement boards and pulpit committees are asked to consider candidates in regard to such points as: spiritual in- clination, freedom from worldliness, a submergence of self, a consecration to Christ’s ideals. It is suggested that they ask, “Does he apply fearlessly, definitely and concretely Christian principles and teachings to the solution of social, economic and _ political conflicts ?” *Including “all those who in the supreme test of life or death turn to a _ particular communion.” _ _ “Figures for 1922: number of ministers from the Federal Council of , Churches in America; population estimate from the National Bureau of _ Economic Research, Inc. *Codperative Bureau of Educational Research, Pittsburg, Kansas. [153] THEOLOGICAL EDUCATION IN AMERICA These fa-’° ‘Illustrate a popular point of view. The common man believes .nat the ministry is a holy calling: the mother who interests her boy in the ministry believes it; those who are agents of recruiting believe it. The seminary believes and cherishes the tradition. In addition to the formal educational preparation of the candidate for the ministry, and the specialized technique which he must acquire, it is expected that the student feel a special call to the ministry.® Objective measures can not express the significance of this consciousness of a call in the inner attitude of 10,000 students now in training for the ministry. Varying as personality, it is an essential determinant through which all theological mo- tive and training is sifted. Since the separation of church and state and with the chang- ing conditions of the last century, the ministry and the church have evolved out of their colonial status. Originally the pivot of society, they have now become one of the many forces weaving the social fabric. This evolution of status is popularly called loss of prestige and the decline of the ministry. This decline is construed as both quantitative and qualitative. Candidates for the ministry are quoted as “‘second-rate’’ men and the church is discounted as not representative of modern life. That this theory is impressionistic and that the facts have not been ascertained, makes no difference in its psycho- logical effect on those personally concerned. It is now actively functioning in the adverse modification of ministerial tradition. Environmental Influences I. OCCUPATION OF FATHERS Returns available indicate that half the students come from the homes of farmers or ministers. More complete replies would probably alter the proportions of the smaller occupa- °“The things which thou hast heard from me, among many witnesses, Bis same commit thou to faithful men, who shall be able to teach others also.” [154] STUDENTS tional groups. Some of the seminaries failing to reply, for example, the Southern Baptists, represent essentially rural constituencies and might increase the proportion of parents en- gaged in agriculture. 2. CITY RESIDENCE Although largely of country origin, ministers tend to go to the city for their theological education. In 1920-21, repre- sentative denominations had in cities of 100,000 and over seminaries representing the following proportions of their students : Methodist Episcopal, South............... 100 per cent. CESSES IAS ye ie Bape trae a eae eae gaa) 86 MEMO APICAL hrc ¢ ihe) s note wate a/o Sean 75 MIRAE MMR CE AIE: 09,5. ais vhs 90k oe ae wie pierenies 72 MME IIRt CPOIISTIODAL coc os aics sda nSa oak enews 72 BeGeOrRE ee ICMISCONAL |. ces c cae ns cubase kas 49 BET EaE DLs LEists te. 2. he's Soh eves 0S Gaels 39 MRE COR IATE Ulm ty oa iGii'acig ales a.0'%'v woes 38 Map I expresses concretely the tendency of theological stu- dents to congregate in cities. tr— +r emeee- egy hme eee. age —<—+ eae Map I: Distripution oF 2,686 STuDENTS IN THIRTY-SEVEN THEOLOGICAL SEMINARIES, 1920-1921. [155] THEOLOGICAL EDUCATION IN AMERICA 3. HOME STATES The home states from which students are drawn are ap- proximately as indicated in the accompanying map. Liye ce POPULATION (EXCLUDING NEGROES) ‘ PER ONE THEOLOGICAL STUDENT. 0 = 10,000 10,000 - 20,000 20,000- ~ 30,000 30,000 OR OVER Map II: Proportion or THEOLOGICAL STUDENTS Livinc IN EacH STATE. These facts gain in significance when studied in connection with other sociological factors.7 From these relationships there emerge such generalizations as the following, from which variations may be found in every case: I. Certain states and localities, because of Roman and Greek Catholic, Latter Day Saints or Hebrew church member- ship, contribute few students to the Protestant ministry. 2. The states highest in objective educational ratings and those highest in the proportion of men entering the ministry are rarely coincident. They are rather in inverse ratio. 3. There is likely to be, in each state, a corresponding ratio between the number of clergymen and the number of students for the ministry. “Table K, Appendix II, [156] STUDENTS 4. Adult population outside of church membership, as illustrated in thinly populated and mountainous regions does not send men into the ministry. 5. Foreign-born population, except German and Scandi- navian, furnishes few candidates for the Protestant ministry. 6. Rural states send relatively large numbers of students into the ministry. 7. There is regional similarity among the states sending men into the ministry and into medicine; the proportion is larger in medicine. 8. Special circumstances in education—for example, cos- mopolitan cities, denominational colleges, and exceptional seminaries may apparently outweigh counter influences in the environment. 4. MIGRATION A few seminaries claim their entire enrollment from the state in which the seminary is located. This is so rare as to be exceptional. More common is the condition of the semi- nary enrolling three students from three separate states. The South goes to the North, the East and West exchange students, the city and the country interweave the environmental pattern. Alabama, which has no seminary, sends students to Illinois, Kentucky, Texas, Georgia, South Carolina, Virginia, New York, etc., a total of eighty-one. Washington and Wyoming send representatives to Connecticut and Massachusetts; Chi- cago is the United States’ greatest seminary center, yet Illinois men go to Minnesota, Pennsylvania, New York, Texas, Ken- tucky, Ohio, Connecticut, Missouri, Massachusetts, Iowa, New Jersey, California, Wisconsin, Michigan, Tennessee, etc. The proportion of men going into the ministry is small relative to population, therefore the seminaries must be located far from parts of their constituents. Lutheran churches, especially those of the smaller synods, which have only one seminary, have students from long dis- tances. The Advent Christian Church has one seminary enrolling nine men from seven states. [157] THEOLOGICAL EDUCATION IN AMERICA , Numbers range from one-fifth to one-half or more from the home state. Candler draws one-fifth of her enrollment from Georgia; Boston one-fourth from Massachusetts; in Rochester Seminary seven come from New York out of a total of sixty-six. Illustration of the movement of students is furnished by the records of Ohio, as shown in Maps III and IV. Map III: Seminary STupENTS FROM OHIO IN SEMINARIES OF OTHER STATES. To the Texas institution of the Baptist Southern Church, Arkansas, which has no seminary, sends forty-five and Mis- sissippi forty-eight; Illinois sends thirteen. This strong tendency of the seminary student to go where he wishes is illustrated in the case of Atlanta Seminary, an institution in which northern money has helped to support southern Con- gregationalism as a missionary enterprise, and yet with a total enrollment of seventeen, two are from Wisconsin and one from Kansas. The key to this migration is found in the replies of students in ten institutions drawing students from far and near. They [158] STUDENTS were influenced by the advice of pastors and friends, by alumni, by the kind of religious teaching for which the institution stands, by “the place of the seminary in the development of the church,” or by colleges of the denomination that are feeders for seminary education. Only a small number said they had been influenced by proximity and one had chosen the seminary for faculty scholarship, one for free tuition, and one for student aid offered. Migration in Canada is not ascertainable from the replies from there, which do not distinguish between provinces. Map IV: StupEnts FROM OTHER STATES IN OHIO THEOLOGICAL SEMINARIES. United States seminaries report simply that 180 students were from Canada and Canadian seminaries report students from the United States. The Canadian institutions report, how- ever, seventy-five from Great Britain and twenty-seven from Newfoundland. Not many of the students from Great Britain will return to their native home for their life work. Other foreign students in theological seminaries of the United States come in largest numbers from countries that are among those sending the largest number of students to uni- [159] THEOLOGICAL EDUCATION IN AMERICA versities, colleges, technological and professional schools, i.e., China, Japan, India, Great Britain, Russia.® There are evidences of policy in the cultivation of foreign students with a view to developing the international character of seminary work. Union Seminary, New York City, has (1920-21) from abroad fifteen resident fellows and twenty-two graduates. 5. DENOMINATIONAL SOURCES Data account for the church membership of 8,700 men, of whom 7,000 are studying in seminaries of their own denomi- nations and 1,700 in seminaries under other auspices. These facts have two aspects: first, the interchange of students be- tween denominations with the consequent modification of both student and denomination; second, the number of students studying in proportion to the denominational group. The Congregational group is conspicuous among denomina- tions because it is educating more men claiming membership with other churches than with its own. During the year for which the data were taken seminaries of present or historic Congregational connection ® were giving theological education to 184 Congregationalists and to 211 from other denomina- tions; ninety-four Congregationalists were studying under other auspices. The Methodist Episcopal Church is educating few ministers of other denominations ; those counted amount to twenty-seven. Union Seminary represents thirty-one and Princeton Seminary twenty-four ecclesiastical bodies. The University of Chicago has sixty-one Disciples of Christ, forty-one Methodists, forty- three Presbyterians, twenty-nine Unitarians, twenty Lutherans, fifteen of the Church of the Brethren, fourteen Congrega- tionalists, etc. From the evidence three groups emerge. First, there is a group that makes no appreciable exchange with any denomination ; this is composed chiefly of the Angli- * Table L, Appendix II, p. 4309. * Including those of historic Congregational connection, now indepzndent —Oberlin, Hartford, Pacific and Yale Seminaries. [160] STUDENTS can, Protestant Episcopal, Lutheran, Southern Baptist, Advent Christian, Seventh Day Adventist, New Jerusalem, Moravian, Unitarian and Universalist churches. Second, there is a group that does not draw other students, but the students of whose own denominations do go to other seminaries; for example, the Church of the Brethren, the United Brethren, the Christian Church, the Evangelical Asso- ciation, the Methodist Protestant and the Reformed Church in the United States. These groups have from one-third to one- half of their total students in the seminaries of other denomi- nations. Third, there is a group that exists because of the tendency to interchange outside of denominational bounds. This is represented by the University of Chicago and Princeton Semi- nary as institutions, by the Congregational and undenomina- tional seminaries as groups, and Methodist students as individuals. Of the Methodists 234 are studying under non- Methodist auspices, 123 in undenominational schools. Facts of interchange are important in considering men in training as to denomination, because they dilute the gross facts. By arbitrary computation on the basis of church membership, for example, the Methodist Episcopal church has one man in training for each 3,000 church members, the Congregational one in 2,500. Denominational connections on the part of students are expressed not only in the seminary, but also with varying significance in the previous training. In eighty-one seminaries reporting concerning 4,644 students, the previous preparation was: from college, 60 per cent.; from high school or normal school, 18 per cent.; from the pastorate, II per cent.; from other sources, II per cent. The 29 per cent. from high school or normal school, or the pastorate, may reflect denominational influence working through individuals. The 60 per cent. from college frequently represents denominational influence working through insti- tutions. [161] THEOLOGICAL EDUCATION IN AMERICA 6. COLLEGE SOURCES Records of the college training of 5,000 seminary students, divide the total into those from colleges of the denomination.!° and those from other institutions. There are 120 foreign institutions of the total 680 institutions counted. Many in- stitutions supply students, small numbers coming from each. The Southern Baptists, Methodist Episcopal, Methodist Map V: Coiieces REPRESENTED IN THEOLOGICAL SEMINARIES BY TWENTY- FIVE OR More STUDENTS. Episcopal South, Presbyterians, U. S., and United Lutherans . have in their seminaries a majority of those with college prepa- ration from their own schools and colleges. Seminaries of the Baptist, Congregational, Presbyterian, U. S. A., and Protes- tant Episcopal denominations have a minority—the Congrega- tional 15 per cent., the Protestant Episcopal 20 per cent., the others 25 and 30 per cent.1! “Including as a sub-division independent institutions having a historic denominational connection. ” Association of American Colleges Bulletin, Vol. IX, Number 3, May, 1923. [162] STUDENTS These relationships as to the feeding power of denomina- tional colleges into theological seminaries are additionally significant when expressed in gross numbers. With half-a- dozen exceptions, the colleges having more than twenty-five men in the seminaries in a given period are denominational colleges, as indicated in Map V. College preparation is not of standard significance.!2 Of colleges unable to meet the American minimum requirements as to personal and physical equipment, the larger number are denominational colleges. This fact is reflected in the number TOTAL STUDENTS Per Cent rorcicnyO 20 40 60 80 Ss «100 PROT.EPISCOPAL | 177 | CONGREGATIONAL | 282 METH. EPISCOPAL | 716 BAPTIST (NORTH) | 435 } PRESBTN. (U.S.A.)| 557 UNITED LUTHERAN | 189 UNDENOMINATIONAL] 547 PRESBIN. (U.S.) | 137 METH. EPIS. (SO) | 130 BAPTIST (SOUTH) | 764 GRMN FROM COLLEGES ON A.C.E, LIST ESX"5J FRON COLLEGES NOT ON A.C.E, LIST CuHart XV: PERCENTAGE OF STUDENTS IN SEMINARIES FROM COLLEGES ON THE AMERICAN CouNCIL oF EpucatTion List. of seminary students from colleges of less than standard recognition ** as shown in Chart XV accompanying. ™ American Council on Education, Educational Record, Vol. III, No. 2, April, 1922. “The characteristics of the typical substandard college are: 1. A narrow educational program where the best work is in English, classics and mathematics; weak in the departments of art, philosophy, psychology and the social sciences, with not more than one good depart- ment in physical science 2. The Master’s degree is the highest held by professors, and salaries approximate $2,000, or less. 3. Discipline for character is inculcated more faithfully than the in- tellectual side of college life. 4. The control is denominational and support is received through cur- rent funds, not endowment. [163] THEOLOGICAL EDUCATION IN AMERICA Seminary students prepared in college outside their own denominations are more likely to have had standard prepara- tion, for example, the Protestant SO and Congregational institutions.4 The total statistics available concerning the college prepara- tion of seminary students are as in the data following: COLLEGE PREPARATION OF SEMINARY STUDENTS College degree College attendance, without degree 59 College attendance, amount unspecified ; 5,079 Without college training 2,443 7,522 The thirty-four seminaries that give no information, to- gether with discrepancies in the year of the data, leave unknown the preliminary training of nearly 1,500 students. However, one of these schools was closed during the year and twelve did not require college training for admission. Of the 7,522 cases reporting, 44 per cent. are known to have college degrees. Among seminaries enrolling from 50 to 250 students, the percentage of men having college degrees ranges from two to seventy-five; the Lutheran Iowa Synod reports the former figure and the Lutheran Ohio Synod, the Norwegian Luth- eran of North America and the Reformed Church Us! report the latter. Where the enrollment is under fifty, the records of those having college degrees are not significant because these de-: nominations send many men to other seminaries. Of the 5,000 men with some college training, 410 are known to be of seminary postgraduate status, i.e., usually they have the B.D. degree; 2,455 are candidates for the B.D. or the equivalent; 381 are designated as specials; in the remaining ~The numbers should, however, be read in conjunction with the per cent., since these two groups together provide only 396 men from fully accredited colleges of the American Council on Education list, whereas the Southern Baptists alone show that number of students from colleges not accredited. [164] STUDENTS cases the status is not specified. The general average for all groups is as in Chart XVI: Per Cent 0 10 20 -30 UNDERGRADUATE POSTGRADUATE SPECIAL UNDESIGNATED GA with o&cREE EEZZJWITHOUT DEGREE (___]NO DATA Cuart XVI: Seminary Crassirication or STupENTS WITH COLLEGE | TRAINING, 1921-1922, Denominations differ from this average; the Methodist Episcopal seminaries have a larger number of regular students with the college degree; the Southern Baptist seminaries give no information. Of postgraduate students working on a level beyond the B.D. degree, the Congregational seminaries have forty-eight ; the Methodists 151; the Presbyterian, U. S. A., 67; and the undenominational 117. Among denominations smaller nu- merically, seminaries of the United Presbyterian Church have ten, of the Protestant Episcopal Church, thirty-six. Seminaries of denominations that have the larger number of students in postgraduate work frequently have also the larger number of special students. The Methodist Episcopal seminaries report 315 enrolled as specials; the Presbyterian, U.S. A., fifty-six; the Congregational, eighty-five; undenomi- national, 312; the Protestant Episcopal thirty-two. The general status of the seminary student as regards college preparation may be summarized as follows: Data for 84 per cent. of the 9,000 enrolled in approximately Returns from 143 seminaries for 1922-23 show an enrollment of 694 postgraduates and 1587 special students. [165] THEOLOGICAL EDUCATION IN AMERICA the 1921-22 period are available—or 7,552; two-thirds of those have had some college training—or 5,079; less than half have college degrees—or 3,313; one-third have degrees from col- leges of the typical American standard—or 2,494; one-quarter, or 1,870, are enrolled either as regulars in residence studying for the B.D. degree or on the postgraduate level—after gradu- ating from standard colleges. The fringes of these data indicate a number of students enrolled as specials or of undesignated rank; a number of degrees subject to discount because they are from sub-standard colleges; partial college attendance subject to discount for the same reason; an amount of college attendance that is un- specified in both college and seminary status; 2,443 students without college training. This last number is approximately the same as the number having degrees from standard colleges. Vocational Influences I. RECORDS The records kept concerning the student are cross-sections that explain the processes of preparation and to some extent life and personality. They vary from enumeration of courses and marks to more intensive information, including previous training and personal information, The credit record of the New England School of Theology is a process of marking attendance, punctuality, effort and each subject in. terms of “excellent”, “good”, “fair” and “un- satisfactory.” The record card of Huron College is con- structed on the same principles but lists the preparatory work. The record of Crozer Theological Seminary includes a rudi- mentary personal record concerning the occupation of the father, religious denomination of both parents, etc. The registration application of the Western Theological Seminary is a composite of this kind. The questionnaire of the General Board of Education of the Presbyterian Church U. S. A. attempts to get the social and religious background of the student. Certificates of excellent physical condition and health [166] STUDENTS adequate for the ministry are demanded in exceptional cases, as for example the Moravian College and Theological Semi- nary, but are not universal. Catalogues frequently publish rules of prohibition concerning the theatre, cards, intoxicants, gambling and tobacco. For example, the Southwestern Baptist Seminary “will not receive upon the loan fund a student who uses tobacco.” Broadview Theological Seminary says that the Founders were hesitant about establishing a school near so great a city as Chicago. The Luther Theological Seminary, St. Paul, Minn., says that “visiting saloons or theatres or playing cards makes the student liable to punishment by one black mark for each offense. Three black marks during the course will cause expulsion from the institution.” Student pledges are exacted in some denominations and are of approximately two types: first, the passive pledge of voca- tional tradition as illustrated in the case of Princeton Sem- inary; *® second, the pledge of more active personal initiative as illustrated in the case of Kenyon College.!7 Both forms bind the student to obedience but the latter especially pledges him to effort. 2. STUDENT LIFE The denominational backgrounds and vocational attitude of the seminary student are the most important extra-curricular influences of his seminary days. * “Deeply impressed with a sense of improving in knowledge, prudence and piety, in my preparation for the Gospel ministry, I solemnly promise, in a reliance on divine grace, that I will faithfully and diligently attend on all the instructions of this Seminary, and that I will conscientiously and vigilantly observe all rules and regulations specified in the Plan for its instruction and government, so far as the same relates to the students; and that I will obey all the lawful requisitions, and readily yield to all the wholesome admonitions of the professors and directors of the Seminary while I shall continue a member of it.” ““We the subscribers, students of the Theological Department of Ken- yon College, do solemnly promise, with reliance on Divine Grace, that we will faithfully obey the laws and pursue the studies thereof, endeavor to promote the reputation and interests of the Seminary, and make daily efforts, by pious reading, self-examination, and secret prayer to cultivate all religious and moral disposition and habits, and grow in those graces which should characterize the Christian and minister of the Cross.” [167] THEOLOGICAL EDUCATION IN AMERICA Most seminaries have dormitories upon the grounds. The minimum amount for which room and board are furnished provides for plain living quarters and insures that the meals shall be of the kind served the country over to students who live in dormitories. The opportunity to live’ with a homogeneous group of like age and interest is of exceptional value. Fellow students represent the varying points of view of different parts of the country and there is a common fund of maturity of experience through summer apprenticeships in many forms of religious, social and other work. Seminary publications and activities differ in character from the post-adolescent phase of such publications and activities in the college. Athletics are available for those who wish them and there are inter-seminary athletic events. The glee club and debating society both exist but have not college promi- nence. In other words, the activities of the seminary bear the stamp of the vocational quality. Most of the men are earning at least part of their way, frequently by serving as student pastors. They have, then, the vocational absorption that char- acterizes the professional school and the societies in which they are interested have to do with scholarship, missions, liter- ary work, prayer circles, or some form of activity that is concerned with ministerial preparation. Virtually all theological seminaries have some organization to promote the religious life. These organizations frequently take the form of missionary societies or Y. M. C. A.?8 *In the latter part of the 19th century the various missionary societies of the seminaries were organized into the Interseminary Missionary Alli- ance which held a number of conventions. In 1898 the Interseminary Missionary Alliance voted to disband. The delegates from twenty theo- logical seminaries reassembled and voted to form the theological section of the Student Young Men’s Christian Association. The local autonomy of theological seminaries was recognized in that any local organization in a seminary could be affiliated, provided it was true to the Association basis of membership and would include in its name the title “Young Men’s Christian Association”, to show its student movement affiliation. Since that day there has been a special subcommittee of the International Com- mittee to supervise the work of seminaries. There have been six traveling secretaries who have visited the seminaries and promoted interseminary relationships as well as the local work. In 1917 there were 41 Y. M. C. A.’s in the seminaries. The work of a missionary society or Christian Associa- [168] STUDENTS The student magazines have a reminiscence of the college year-book style, slangy, satirical or comic as the case may be, but with articles of vocational interest intermingled, and with many evidences of pride in the scholarship and achievement of professors. The area of denominational-mindedness includes the student aid,’® the free tuition, the form of religious services, the lives and influence of professors and visiting denominational leaders, the vocational prospects, and continuous contact with the churches of the denomination. If that denomination is the church of childhood and adoles- cence, especially when the student has gone to a denominational academy and after that to the denominational seminary, the connection becomes almost organic. The associations of child- hood and of adolescence, of college and of seminary, the colleagues in work of mature years, the weekly denominational papers, the periodical meetings of the regional and national organizations give national consciousness through the setting of the denomination. The kernel of the denominational influence is that the stu- dent regards his denomination and not his seminary as Alma Mater.?° tion in the seminary is limited to promotion of certain voluntary meetings, such as prayer meetings, study classes, debates, addresses from men whom the students desire to hear, deputations to colleges, mission work in the surrounding country, work with high-school boys and young people’s societies and missionary giving. First the Interseminary Alliance and later the Y. M. C. A. called con- ferences of theological seminaries. A number of these have been held nationally, but of more recent years they have been held regionally to Procure a larger attendance of students. The seminaries have also sent delegates to the Student Y. M. C. A. conferences, both to keep in touch with the men and to assist in the personal work and presentation of the ministry at these important gatherings. ”The general facts as to free theological education are discussed in the financial section, pp. 203 and 231. ” The activity of seminary alumni is comparatively limited. Of 94 re- ported alumni organizations, 23 per cent. are reported as beneficial to the seminary—benefit being defined in terms of funds, new students, re- newed interest; only fifty-four cases report that they have alumni secre- taries; forty that the alumni elect or nominate trustees. [169] THEOLOGICAL EDUCATION IN AMERICA 3. TENDENCY TOWARD SEGREGATION There is a form of segregation in society’s conception of the ministry. Segregation comes about in deference to the ideal of priestly function associated with the sanctification of birth, marriage, death and the Eucharist, and in the generally accepted theory that a man with a message must have a certain degree of aloofness for meditation. One of the symbols of this is the clerical dress. The emotional and imaginative life of the minister is bound up with the poetry of the Bible, with the biographies, the hymns and prayers that are the Church’s inheritance. These are legacies freighted with personality, strong, moving. The Catholic, the Protestant Episcopal, the Lutheran, the Puritan traditions set apart from the life of the twentieth century those who have received their heritage. Long training with books and ideas, asceticism, emphasis on meditation and discipline, continuous study of history, of the Old and New Testament, of doctrine, develop a psychology fundamentally concerned with discrimination as to ultimate values. The inner compul- sion, the social and individual inheritance cultivate idealism and a critical attitude. The minister may feel socially superior or socially inferior, or both, or all the ranges of feeling between. He may be constructive or destructive as tempera- ment determines. The vocational training of the potential minister predetermines that his function be that of a critic of life and society. Numbers I. ALUMNI There are no data as to how many of the ministers 7* of the United States are alumni of theological seminaries. Only one-third of all seminaries reporting say that they have data as to location and occupation of their own graduates and former students. Where available the information gives “Estimate for 1922, 214,583, Federal Council Year Book, 1923. [170] STUDENTS the year of birth, birthplace, college training, places and years of pastorates in a card file or in the catalogue. Protestant Episcopal seminaries are exceptional in their efforts to publish this material and there are individual cases 2? all of historic value. 2. TRANSFERS AND WITHDRAWALS Of the 9,000 students now enrolled, the data indicate that few will leave before completing the course. Transfers are for more specialized work, university affiliation, better educa- tional standards, but are unusual. Leaving before gradua- tion ** may be for financial reasons, because the work is too difficult, to take a position, or to have a change—but that also is unusual. SPECIAL STUDENTS The position of the “special” students, who in 1922-23 constituted 15 per cent. of all theological seminary enrollment, can not be definitely established as between the prospective minister, the college student and the lay worker in the field of religion. Estimates indicate that the two latter are from 5 per cent. to 8 per cent. of all students and they are excluded from the estimates concerning the ministry that follow. 3. PRESENT NUMBERS The facts which are available do not justify the widely- spread popular opinion ** that there is a falling off in the proportion of men studying for the ministry of Protestant *e.g. Anglican Seminaries, Canadian Clergy List; Lutheran Church, Church Year Book of the Synod; Union Seminary, Virginia, 1807-1907; Princeton 1815-1909; Union Seminary, New York City, 1836-1918; Newton 1826-1912; Rochester 1870-1920; Meadville 1844-1910. * Sixty schedules received gave no data on this point. *“T refer to the appalling failure of the ministerial supply. For years it has been noted with alarm that young men, especially those of the better order of intelligence and character, are no longer entering the service of the church as a profession. ... The enrollment at most of the theological schools in the country has been steadily declining during the past generation, until today the situation is one of positive collapse. . “The close of the war was followed by the greatest slump in attendance at American divinity schools in recent history. ...”"—New Churches for Old, John Haynes Holmes. [171] THEOLOGICAL EDUCATION IN AMERICA white churches. For every 2,600 church members,” one per- son is preparing for the ministry. If this calculation be made in the larger terms of “church constituency” claimed by the Federal Council, the ratio becomes one in 7,000 to 8,000. The latter is the proportion estimated by the Bureau of Education 7° as existing between men in training for the ministry and total population fifty years ago.?" 4. TENDENCY OF ENROLLMENT This number represents a present tendency to increase in gross enrollment, as illustrated in reports from 55 seminaries, which are roughly typical, in Chart XVII accompanying: It is estimated that the 9,880 students of 1921-22 increased to 10,750 in 1922-23 or a continuing increase of g per cent. (A few college specials and some lay students of religion are known to be included. ) In tracing these facts by denominations, it must be recog- nied that the interchange of students of varying faiths dilutes the total and that this is especially the case in small denomina- tions having only one or two seminaries, as well as of groups that habitually send their students to independent institutions. Size is one of the factors influencing quantitative growth, in that the average small institution increases numerically with more difficulty than does a large one. * Federal Council Year Book, 1923. * Report of the Commissioner of Education, 1870. ™ Comparable figures for the Latter Day Saints, Eastern Orthodox, Jewish, Negro Protestant and Roman Catholic men now in training aré not obtainable; therefore the total of men in theological seminaries in proportion to present population is not obtainable in 1921-22. The Jewish Theological Seminary in America estimates that the Jewish students in training approximated 55; these had received the baccalaureate degree and were devoting themselves exclusively to theology, while 126 were enrolled in the undergraduate work of seminaries, preparatory to theo- logical specialization; figures of the Negro Year Book indicate that there were about 900 Negroes in seminaries of their own race; the National Catholic Welfare Council (which is now compiling 1922 statistics) states that in 1920 their church had 11,198 preparing for the priesthood, of whom 3,000 were enrolled in technical theological study; the United States Bureau of Education Bulletin, 1922, No. 28, accounts for 7,216 students of theology in 1919-20, but freely admits the incompleteness of the figures. [172] STUDENTS Small seminaries may be subdivided into two groups, i.e., those having a maximum enrollment of twenty-five and those having between twenty-five and fifty-five respectively. The smaller group averages a registration of fifteen and represents many types of interest; age, the prestige of honor- able history; college and university connection; foreign-speak- ing branches of large denominations; small constituencies ; non-indigenous denominational enrollment; liberals; conserva- tives; institutions included as approaching the norm ?® and institutions excluded; in a word, variations from type. Per Cent CHANGE Per Cent CHANGE 30 1916-17 1917-18 1918-19 1919-20 1920-21 1921-22 1922-23 CuHart XVII: ENROLLMENT TENDENCY, 1916-1923. The larger group usually enrolls about thirty and is more nearly typical. It represents wide geographic distribution, chiefly city location, chiefly denominations relatively large or otherwise influential. In the group enrolling more than fifty-five students is found the change that makes the total increase. The bearing of standards upon the question of enrollment is indicated by the fact that the forty-seven seminaries approaching a suggested norm enroll approximately half of all the students. The general tendency of enrollment may be summarized as follows : 1. The total record of Canadian seminaries points to a more extreme post-war depression with the consequent longer * Christian Education, Vol. III, No. 7, April, 1920. [173] THEOLOGICAL EDUCATION IN AMERICA period needed for recovery than is the the case with the United States, so that enrollment statistics of the two countries cannot properly be compared. ; 2. The tendency of gross enrollment in the 1916-1923 period is toward increase. 3. Large seminaries—particularly those that have a median enrollment of at least 125—are growing numerically, small seminaries—particularly those that enroll not more than fifty- five—are not growing numerically. 4. Seminaries having enrollments of the former size rep- resent the Southern Baptist church, the Methodist Episcopal church, and the tendency to undenominationalism as repre- sented in Union Seminary and Gordon School of Theology. 5. Except for the seminaries of the Southern Baptist, this increase in enrollment represents tendency toward ministerial preparation of men who already have the college degree. 6. Partial statistics for 1923 indicate a continuation of these factors of change, particularly in quality, in preparation as indicated by the college degree; 143 seminaries (United States and Canada) reporting 10,082 students enrolled, say that 4,360, or nearly half, have the bachelor’s degree. Enrollment as revealed in the past seven-year period concerns a cross-section of theological education socially and economi- cally a-typical. This cross-section belongs within a large setting for which fragmentary data are available over the last fifty years. ' 5. HISTORICAL DEVELOPMENT Records ?® for theological education collectively begin to be available with 1870. Figures by decades which would defi- nitely establish rate of growth are not available. Gross totals consistently show increase but every year omits seminaries, reports from which would constitute significant variations. The available records ®° of this period when distributed by *U. S. Bureau of Education, Washington, D. C. * One phase of the development characterized by quantitative growth is the increase in number of seminaries from eighty institutions in 1870 to 142 in 1880, 145 in 1890, 154 in 1900 and 184 in 1910. (Bureau of Edu- cation statistics do not always distinguish between training schools and seminaries.) This study counts 131 seminaries 1n 1923. [174] STUDENTS decades in size-groups of under twenty-five, between twenty- five and fifty-five and over fifty-five show that size is a de- scriptive quality that may stand for advantages, limitations, new ventures, etc. The early departments of theological instruction in such colleges as Eureka, Shurtleff, Griswold, Bates, Hamilton, Bay- lor, Grenville, Blackburn, Carthage, McKendree, Ursinus, Northwestern, Manchester, Taylor University, Washburn, Adrian, Suomo, Hillsdale and Knoxville do not now exist in the same status. They have been dropped, as in the case of Griswold College; or they have changed names or affiliation or form, as is the case of the University of the North West; or they have removed from the college and become seminaries as is the case of Baylor University. Changes of this type have gone on chiefly among seminaries that enrolled less than twenty-five students in 1870. Some of the seminaries that were largest in 1870 are still largest in 1923. From the beginning, they have represented large constituencies. Other seminaries have preserved a fairly even enrollment throughout, and still a third group has shown extreme fluctuation. Qualitative development, sometimes the cause of the grosser quantitative result, may be crudely expressed in the proportion of graduates and of men having the bachelor’s degree to total student body. For seminaries reporting, the proportion of graduates to enrollment was in 1880, as one in seven; in 1890 and 1900 as one in five, in 1910 as one in six. [hese propor- tions are very much higher in the case of individual institu- tions. In 1900, for example, Yale, Chicago, Newton, Concordia, and Crozer were graduating one in four ; Hartford, Wartburg, Eden, Drew, Auburn, Colgate, Oberlin and Witten- berg were graduating one in three; and a few, Seabury, Capital University, Xenia were graduating one intwo. Other institutions were graduating less than the average stated, and apparently had large numbers enrolled as specials. The proportion of baccalaureate degrees among seminary students on the basis of partial returns has approximated one- [175] THEOLOGICAL EDUCATION IN AMERICA fourth,*? in recent decades. The 1922 report for Protestant white seminaries only, shows that approximately one-third of all students were known to have the baccalaureate degree; 1923 reports indicate 43 per cent. The conclusion of any study of the development of total enrollment in theological seminaries, then, has to do with searching and evaluation of the records. There are indica- tions that shifting is increasingly qualitative but the absence of comparable records and measures blurs the effort to trace how and when. In a comparable professional field, medicine, the records which are available permit precise generalization as follows: The number of schools, of students and of graduates reached a peak in 1900, since which time there has been a decline in the total. The facts back of this decline are that the Council of Medi- cal education of the American Medical Association began functioning in 1900; the Carnegie Foundation “Report on Medical Education in the United States and Canada” was published in 1910; and in 1914 a year and in 1918 two years of college work, including courses in physics, chemistry and bi- ology, were required for admission to medical schools of Class ald tected shes The absolute decrease in attendance has followed higher entrance requirements, and an increasing number of graduates with baccalaureate degrees; and has been coincident with a great improvement in teaching facilities.3% Transitions from quantitative to qualitative development are operative in different degrees in all phases of higher ™ Partial returns as to No. of Students: No. having baccalaureate degree 1880 5,093 1,345 1890 7,013 1,559 1900 8,009 2,338 1910 II,OI2 3,064 “The tentative list of colleges approved by the A. M. A. for deans of medical colleges does not include certain colleges which are furnish- ing a number of men to theological seminaries, e.g. Manchester College, Indiana, Mississippi College and Simmons College, Texas. * Medical Education, Bulletin 1923, No. 18, United States Bureau of Education. [176] STUDENTS education in the United States. Schools of theology reflect this tendency. Their whole problem of increase and decrease in enrollment —gross, by denominations and in individual cases, is part of a much larger educational problem. Supply and Demand I. THE REPUTED SHORTAGE OF MINISTERS The present supply of ministers ** is approximately one in 513 of total population. Figures showing the progressive decline of the ministry and the corresponding increase of those entering other professions have been compiled. For example, a study by the United States Bureau of Education ** concerned itself with the records of thirty-seven institutions—Harvard, Yale, Pennsylvania and others representing an enormous volume of graduates, cos- mopolitan sources, diversified educational opportunity. This extreme must be balanced by the experience of more widely distributed institutions in establishing a national average. Yet there are sectional inequalities of supply and demand and smoothing all to the nation’s average is equivocal. No doubt it is also true that there are not available data on which to formulate the exact balance between supply and demand. This must be studied in relation to contributing factors and may well be compared with the balance of supply and demand in other occupations. The General Education Board, in a study not yet pub- lished, states that the problem as to physicians is one of dis- tribution and not of production; the difficulty being in part one of balance between city and country men. The Carnegie Foundation °° reporting on the study of dental education to be published in 1924, says “There is great public * Reports of theological seminaries in the United States for June, 1922, state that there were 880 graduates receiving the B. D. and 675 of diploma or other grade. At the same period 600 men were graduated into the Roman Catholic priesthood. * Bulletin 1912, Number 19. * Seventeenth Annual Report, Carnegie Foundation, 1922. [177] THEOLOGICAL EDUCATION IN AMERICA need for a larger number and a wider and more effective dis- tribution of dentists.” . The American Engineering Council *7 adopted in 1921 a report which states: ‘Unless a radical improvement can be brought about it seems evident that the profession can not attract to or retain in it men of the caliber required to command the respect in which it has heretofore been held by the public.” In the teaching profession, the Bureau of Education Surveys of the 1910-18 period and the Council of Church Boards of Education studies of higher education in ten states show that the demand for well-equipped teachers habitually exceeds the supply.38 The demand for trained social workers is quoted as greater than the supply.®® The report of an institution believed to have typical signifi- cance in library work says that in a recent period their place- ment bureau received 343 requests for librarians and could fill only 79 of the vacancies.*° Reliable figures show frequently the lack of balance in de- mand and supply in industry. In contrast with the tendencies shown above, the United States Geological Survey statistics indicate that bituminous coal mines have a developed capacity and present labor force far in excess of the demand. On figures made from 1890 to 1921, work is estimated as 215 days in the year. Ninety-three days are idle; the reasons assigned are, from business depression fifteen, over-development thirty- four, personal demands, forty-four.*1 The fact is that the relation between supply and demand is not theoretically determined in any large professional field. With the church, this relation is particularly hard to state. The supernatural element which is a condition of the life of the church complicates the ordinary relations of supply and "Report of Committee on Classification and Compensation of Engineers, Dec. 15, I919. “Cf. Bureau of Education Bulletins 1922, Number 8; N. E. A. Commis- sion Series, Number 6, Washington, D. C., 19109. 3 * National Social Workers’ Exchange, 22nd St. and Lexington Ave., New York City. “Pratt Institute Placement Bureau, Brooklyn, N. Y. “American Economic Review Supplement, No. 1, March, 1921. [178] STUDENTS demand in the case of the ministry. The church, like other growing agencies, is in a state of acute transition of thought and of change in remuneration and in organization. Evi- dence available concerning present conditions is approximately as follows: 1. The colonial tradition was a prophetic tradition—and the world has never been able to produce enough prophets, enough artists, enough seers and creators in any realm. There- fore, as population increases and living conditions diverge, the present impossibility of finding enough ministers to carry on the prophetic tradition will become still more pronounced. This is not the same thing as saying that there are not or will not be enough ministers. It is in effect the need of the world for genius. 2. The quantitative comparison of gross number of va- cancies and gross ministerial supply has no vital significance. 3. The qualitative facts that ministers have varied gifts and are trained for varying positions and on the other hand that positions require men of varied talent and experience, constitute imponderable elements within the general formula of “demand and supply.” These factors must be studied in relation to the status of the church as well as the status of the minister. The minister feels the pressure of an institution requiring him to conform to it as well as he feels his personal call to preach. There was one church for every 534 of total population in 1922. This numerical frequency renders the church the great- est single agency of adult education. It is the agency through which man expresses his religious nature. Three hundred years of evolution away from the family church and the in- dividualistic idea of salvation brought from the continent, reveal the church as increasingly malleable, ministrant to the community, distributor of good works and vehicle of philan- thropy. The “meeting house’ does not now express the function of the church. Its Sunday prayers can now be intoned over the continent, its hymns and its sermons can reach to the other side of the [179] THEOLOGICAL EDUCATION IN AMERICA ocean.*? To the traditional conception of the church as the ecclesiastical institution of religion, there must be added the present expression of the church as a practical working agency. The average church in its average mood must be compared with other vehicles of expression of the average man—his newspapers, parties, civic organizations, fiction, drama and art. It has such distinguishing characteristics as the following: The church is a voluntary organization supported by free will offerings. | In 1916, the average church had 185 members, 107 Sunday school pupils, a debt of $5,835 on church property valued at $8,476, a budget of $1,613 for current expenditures. Churches may be distinguished by location as urban,*? town and rural. All these types can be subdivided, as for example, urban into typically developed, under-developed, elaborated, socially adapted and erratic. Specific Church types are only beginning to be scientifically defined and the demand for min- isters interpreted in the light of their qualities. For example, erratic churches consist of small social groups whose opinions are at variance with those of the majority of their fellowmen and who are not large enough quantitatively for normal growth. The average church has inadequate records, not truthfully showing past history, not closely comparable with those of other churches and denominations, embodying chiefly an im- portant piece of routine clerical work for which it is difficult to fix responsibility. The current financial budget of the church must preserve a balance between the funds devoted to the religious education of its own constituency, and the benevolences in which it contributes to missions, social service, philanthropy, etc. “ Radio transmission cannot be without its effect on church attendance. It lends further countenance to the American custom of passivity in recreation. It develops the critical sense with respect to sermons, be- cause the personal charm of the speaker is removed. It affords a wider range of music in worship. “ Types of City Churches, Institute of Social and Religious Research, to be published by George H. Doran Co. [180] STUDENTS A church becomes indigenous to a certain soil, for example, the Southern Baptist Church below Mason and Dixon’s line, and cannot readily be transferred to alien environment. The church in its institutional form is denominational. De- nominationalism represents agreement of a group with respect to large questions of ecclesiastical policy, as to education, finance, missions, expansions, etc.,—as well as the essentials of a given creed of religion. Every church has within herself the need of finding a min- ister assimilable to her group. The nature of the church as an institution of religion is then seen to be progressively complicated. The institution is less plastic than the minister. The conditions of demand are such that the difficulties of supplying it are well-nigh insuperable. 2. STATUS OF THE MINISTER The 1916 Religious Census divided the total number of ordained ministers as follows: in the pastorate 85 per cent.; in educational, evangelistic, philanthropic or social work 7 per cent. Nearly all of these ministers are men.*4 The figures denote a decrease in some of the small groups, for example, Adventists, but a tendency to increase in the large denomina- tions, for example, in major branches of the Baptist and Methodist communions. The exact meaning of some of these figures is problematic —since it has been a part of the theory of certain denomina- tions that the minister should earn his bread at some other call- ing. The Church of the Brethren is at present in the transition period from a free to a paid ministry. Some denominations have only a third of their ministers engaged in the pastorate “In 1910 there were 685 women rated as clergymen. There are no data as to seminaries that do not or would not give the B.D. degree to women, but it is known that not all denominations ordain them. Women are sometimes enrolled in theological seminaries; but analysis in certain avail- able cases indicates that their usual interests are non-technical; they are studying the Bible or practical sociology which may be transferred to another field, or religious education in which there are positions for women. J181] THEOLOGICAL EDUCATION IN AMERICA only. The largest denominations have many men in educa- tional work and many who are listed as retired. Minister is a collective term covering several types: pastor, preacher, administrator and organizer, together with variants such as missionaries familiar with a special language, or special racial psychology, social technique or point of view. This multiple character is reflected in the usual opportunities in seminary specialization.*° There is, however, grave danger in over-specialization—the minister may be unable to find opportunity to use his precise technical training. Except in churches having the episcopal form of govern- ment, there are few agencies to form a basis of connection between the minister and the church. The Congregational group, for example, suffers to the extreme from this form of vocational embarrassment. Sectional tastes are so strong as to limit a minister’s field of service. The North does not ordinarily produce the men most successful in churches of the South and vice versa. Churches of the East and West *® do not find themselves able to exchange the average beginner with impunity though the exceptional man goes back and forth freely. “In the fields of preparation which the seminaries report, the typical seminary affords a choice of two or three fields as follows: 1 field 24 seminaries 2 fields 21 o «sé 33 7 15 éé : 3 2 sé 5 ¢é Thirteen institutions replied that they had no plans for specialization. Specialization is usual through five channels: (1) the personal, to be adjusted between the student and the professor; (2) the elective courses; (3) the curricula groups; (4) the seminary; (5) the graduate department only. One-fourth of those reporting stated that it was possible through elective courses. aN Qui f G Lan! “The Episcopal Bishop of Colorado is quoted as saying in November, {922: “Eastern Clergy do not care to go West and if they go do not care to stay.... To solve our problem in Colorado we must have a ministry that will stick there, in short, we want a native ministry.” [182] STUDENTS The man who is called to preach and has acquired the neces- sary vocational training finds additional responsibility in the ecclesiastical machinery of his denomination. Acquiring the underlying philosophy, sense of objectives, method and aim of a given denomination in fields of service and benevolence is the task of years. The various apportionments of a church to its denominational societies and its forward campaigns exemplified in the “Men and Millions” movement of the Dis- ciples of Christ, the “Centenary” of the Methodist Episcopal Church, and the “New Era movement” of the Presbyterian, U. S. A., are a continuous issue of changing aim and method. Depending upon the psychology of the denomination, va- cancies must be filled in accordance with one of several theories of the ministry: First, the theory of the priesthood, calling for the teaching of a communicable tradition and proper rites. Second, the theory of a representative office in a religious democracy. Those who hold the latter theory are again separable into the groups that desire a critical knowledge of the contemporary world and efficient methods, and those that demand only per- sonal ability and a divine ee a negative attitude toward intellectual inquiry. These demands have to be related to the supply specifically available and not to the total numerical supply. The church falls into the mood of other employing agencies and wants a surplus of able and well-prepared men for all vacancies. 3. PRESENT CONDITIONS Fifteen denominations have furnished, with respect to sup- ply of and demand for ministers, data showing that, as a whole, net increase does not take care of net vacancies; they do not give the other side of employment data save where exceptional denominations are beginning job-analysis. In other words, the flat call for a certain number of recruits is without significance unless there is an explanation as to kind of man, kind of job, and correlation between the two. [183] THEOLOGICAL EDUCATION IN AMERICA Vacancies are not clearly differentiated between men and charges. They may be in terms of a number of charges, two or more of which are yoked for one pastor. Present pastors are recognized as serving too many churches, and a higher type, particularly men of special training, is often wanted. It is recognized that some ministers will be unqualified even after ordination. It is recognized that some churches are in fields continuously unable to support pastors except with home mission aid, the propriety of which is not always as- sured. In general, there is no lack of men for cities and towns but there exists a definite need of men for rural work. As to the need of ordained men for mission fields, the 1922 Student Volunteer Bulletin calls for 228; while three times as many are needed for technical positions—physicians, nurses, educational and administrative work, stenographers and com- mercial teachers, agriculturists and industrial teachers, phar- macists and business managers, instructors in music and home economics, normal school methods, kindergarten, etc. Home mission work has been comparatively ignored in the statements of boards asking for recruits and is not specially stressed in the catalogues of seminaries. The Protestant Episcopal Church has begun the regional analysis ** of the number of churches vacant, the number of ministers available for them, and the arrangements made in the case of pastoral supply. Studies are now being made by the Methodist Episcopal *8 and the Disciples of Christ groups. The Congregational need is being subjected to precise analysis. The first paper *® begins to take account of contributing factors such as the number of members and the salary available, but is not valid because many significant terms remain undefined. Numbers of churches, numbers of ministers without a charge, numbers of members, etc., await definition, standards of variation, ex- “Department of Religious Education of the Protestant Episcopal Church, 281 Fourth Ave., New York City. “The Ministry of the Methodist Episcopal Church, Commission on Life Service, 740 Rush Street, Chicago. ® Congregational Education Society, 14 Beacon St. Boston, Mass., “American Congregationalism and her Pastorless Churches.” [184] STUDENTS planation as to types, the clarifying of the saturation points of social and religious efficiency. Summarizing briefly, in 1920 Congregationalism had avail- able 1,000 pastorates at salaries of less than $1,000 per pas- torate. Some of these vacancies represent an environment non-indigenous to the denomination, many represent churches with a membership of less than fifty, some represent home mission churches.°° In 1922 state superintendents continued this study. Their common agreement as to whether or not there is a dearth of ministerial supply is almost never a flat negative. It is diluted with questions as to the permanence of the churches vacant, the salaries available, the quality of the candidate.*? ® Maine had ninety-four pastorless churches with a membership of forty-three and an average salary of $768. Montana with forty-five pastorless churches and an average membership of twenty-one was offer- ing an average salary of $485; New York, which had sixty-three pastorless churches, the average membership seventy-one, had an average salary of $891. “Ts THERE A DEARTH OF CANDIDATES FOR VACANCIES ? Yes No Surplus Texas; North Carolina;} Indiana; Rhode Island;| Middle Atlantic States; South Carolina, Vir- Northern California; ginia; District of Kansas; “Supply in-| Michigan: “Three or Columbia. creasing.” four times as many applicants as can be South Dakota: “Of} Illinois: “Within 100 used.” good men with stay-| miles of Chicago.” ing qualities at mod- Missouri: “Three to est salaries.” thirty applicants for every worth-while va- New York: “For cancy.” churches paying less than $1,500.” North Dakota: “For rural and é yoked fields.” Illinois: “For isolated pastorates.” Nebraska: “Yes, the solution may possibly be fewer and better ministers and fewer and better churches.” [185] THEOLOGICAL EDUCATION IN AMERICA The position of the church in regard to the adequacy of supply to meet demand is divided somehow between the fol- lowing factors, for which no exact formulation is possible. Fo Rhe general inadequacy between supply and demand of trained people in all fields. 2. The traditional attitude of the ministry; ‘““Woe is me if I preach not the Gospel.” 3. The training of the minister and his attitude toward vacancies. 4. The opportunity and duty of the minister in related and other fields. s. A reasonable salary for a church which has a worth- while program of development. 6. The duty of the church established on a permanent basis toward sister churches in home and foreign mission fields. 7. The erratic church member who wishes to perpetuate an economic, religious and social situation which he cannot finance. 8. The denominational tenacity which hangs on wherever work has been started, in face of a situation that should be interpreted by the social and religious needs of the community. These are attitudes, traditions, duties, opportunities for reinterpretation, which call for compromise. Who knows what the legitimate demand is or whether the supply may not be somewhere available ? CHAPTER VI FINANCES AND PROPERTY Evaluation of Data The financial data herein are submitted as a preliminary statement of a very complex and unsatisfactory situation. The negative values of this statement perhaps are quite as great as the positive ones. This chapter is offered as a first step in a process of classification which it is hoped will develop rapidly. Some institutions declined to give information as to their finances. Into their reasons which were numerous, it is un- necessary to go. Others made reports that contained errors and ambiguities. These errors were often in the simple processes of addition and multiplication. Totals are frequently given that bear no mathematical relation to the items composing them. Efforts were made to untangle these intricacies, but often without success. In Table M, Appendix II, the figures are given as submitted, with full recognition of their manifest inaccuracies. It is evident that most seminaries have not been in the habit of making thoroughly analyzed financial reports, and that they were unable to command the necessary data—at least without much effort and expense. Neither financial nomenclature nor methods of bookkeeping, are standardized; and inevitable ditf- ficulties arise. The American Education Survey Department of the Inter- church World Movement prepared schedules long enough to define the terms and to itemize the gross figures. Seminaries that followed these schedules faithfully and fully have made excellent reports. But these schedules were judged by many seminaries too long to answer, and only summary statements, therefore, were sought in the schedule of 1920-21. [187 ] THEOLOGICAL EDUCATION IN AMERICA Figures for value of campus and plant are variable figures based usually on individual judgments; total endowment and productive endowment are frequently confused; indebtedness is not always indicated; unspecified other sources include dis- proportionate and sometimes amazing amounts; the use of buildings, books and teaching facilities of other institutions affects all statements of affiliated seminaries; the year of the data has been in some cases inadvertently changed. Special students, summer schools, evening classes, extension, com- munity religious education are sometimes by-products costing no more than theological instruction would cost in any event, but in other cases they influence per capita cost; students who are to be laymen, specialists in religious education, gospel music, etc., cannot be separately accounted for, but should be; figures as to the cost of student board and scholarships are not adequately provided; failure to separate operating expenses of other schools as to heat, light, etc., may invalidate figures for maintenance. Permanent Fund Assets The first question in connection with the cost of theological education is: WHO CONTRIBUTE TO ENDOWMENT FUNDS? On the whole, individual private philanthropy contributes. The separation of church and state in America early removed theological schools from the sources of public revenue that have frequently been available in schools of law, medicine arid dentistry. Seminaries have had no part in the more recent distribution of funds by great educational foundations through which professional schools of similar status have benefited financially. A comparative report of benefactions to certain divisions of higher education over the last half-century shows that be- quests to theological training progressed from $652,265 in 1871 to $1,467,055 in 1915.2 * Bulletin, 1922, No. 26, U. S. Bureau of Education. [188] FINANCES AND PROPERTY Philanthropic interest in theology, which devoted larger con- tributions to this field than to the fields of law, medicine and higher education of women until 1890, has declined in ratio since that time, according to the United States Bureau of Education. The data for the biennial years between 1912-16, show that schools of theology received (1912) $1,680,754; (1914) $1,558,281, and (1916) $2,257,359.” In endowment funds listed as productive, these institutions have built up about $40,000,000. A conference of seminaries of the Methodist Episcopal church (July, 1923) publicly stated that “although at least three of these schools have been in existence and have served the church for more than fifty years, all of them have to de- pend on private contributions for their support.” A typical development through the benevolence of an in- dividual or his family is found in such seminaries of the Methodist Episcopal Church as Drew Theological Seminary, Garrett Biblical Institute, and Iliff School of Theology.’ There are other seminaries that acknowledge by their names their indebtedness to private philanthropy. This indebtedness has not been solely at the hands of wealthy individuals. Ministers have founded seminaries and by gigantic efforts secured enough money to tide the institutions over the early critical periods. Only a quarter of the seminaries filing reports, indicated the sources of their permanent funds. The case of Drew Theologi- cal Seminary is fairly typical. “In 18607 when Drew Semi- nary was opened an individual pledged $250,000 for endow- ment and paid the interest for five or six years. Then he failed and the amount was covered by appeals to individuals and churches. During thirty-five years thereafter $150,000 was added largely by individual gifts and a few bequests. Since 1912 about $350,000 has come from a very few individ- * Bulletin, 1923, No. 16, U. S. Bureau of Education. From the Iliff family, the Iliff School of Theology has received: 1884, $100,000 endowment; 1889, $50,000 for building; 1900, $50,000 for endow- ment as well as special furnishings and equipment. [189] THEOLOGICAL EDUCATION IN AMERICA uals and about $150,000 through a campaign four years ago. We are now preparing for a campaign for $2,000,000 as the immediate objective and $3,000,000 additional within the next few years.” It is assumed that the church is the wellspring of all gifts; but it is impossible to derive her precise influence in the categories of campaigns, annual denominational gifts and in- dividual gifts. As interpreted by the seminaries themselves the data are as follows: Reporting individual gifts as their chief source of funds are Hartford Theological Seminary, General Theological Semi- nary, Southern Baptist Theological Seminary, Pacific School of Religion, Crane Divinity School, Divinity School of the Protestant Episcopal church in Philadelphia, Gordon College, University of Dubuque Theological Seminary, Wartburg The- : ological Seminary and Diocesan College of Montreal. Some of these are comparatively wealthy among seminaries. Through . campaigns, Berkeley Baptist Divinity School, Bonebrake Theological Seminary, Drake University College of the Bible, the Theological Department of the Southern Methodist Uni- versity, and the Reformed Theological Seminary (Pennsyl- vania) report the receipt of from 75 to 9o per cent of their funds. Bangor Theological Seminary reports half from cam- paigns and half from individual gifts. The Evangelical Theo- logical Seminary (Illinois) has secured $350,000 through the forward Movement Campaign of the denomination. From the Public Educational Collection of the Church to Methodist Epis- copal institutions less than 2.5 per cent. goes to seminaries. The educational foundations established in the United States since the beginning of the twentieth century have not made contributions to theological teaching.‘ Denominational sources provided most of the funds of Westminster Hall (British Columbia), and Witmarsum Theological Seminary. Sabie constitution of the Congregational Foundation for Education an- ticipates the inclusion of seminaries in its benefaction. 190] FINANCES AND PROPERTY METHODS OF SECURING FUNDS The general report as to the method most successful in se- curing funds is “personal solicitation”, in more than half the seventy-four cases reporting. Legacies, original donors and annuities which are also cited in a few instances, may go back to personal canvass. The United Lutheran Seminary (Illinois) states that appeals by the president and all members of the faculty are best. In cases in which particulars are given, it is clear that personal solicitation is made through the churches or through church machinery. This goes through varying degrees of method until it reaches the stage of response by assessment on the members of the church. Emmanuel College, Saskatchewan, says that it receives funds from the English Society. Huron College, Ontario, says that for twenty years her “policy has been to insist that the living church should provide for the training of the ministry.” St. Chad’s College, Saskatchewan, states that “each parish is assessed for the college’; Trinity, Toronto, that ‘annual sub- scriptions are secured through convocation.” Knox College, Toronto, reports individual subscriptions through the congregations of the constituency ; the Theological Seminary of the Reformed Church, in particular, reports the coéperation of the denomination. The Reformed Church Theological Seminary (Pennsylvania) states that the annual deficit is raised by “apportionment upon congregations by synod and classes.” In some of these cases it may be that a question concern- ing permanent funds has been confused with current budget. The gist of the foregoing is that money has been raised chiefly by individual gifts from sources within the church. Direct organized church support is less usual; it exists as a matter of policy especially among such branches of the church as the Anglican, Lutheran, Protestant Episcopal and Re- formed. The campaign method of raising funds either indi- vidually or through the denomination has not been greatly used, The methods of individual gifts and annual denominational [191] THEOLOGICAL EDUCATION IN AMERICA gifts, which at one time prevailed among colleges, have been superseded during recent years by the campaign.*® Colleges and seminaries, however, are not similar, either in aim, in academic freedom, in number of alumni, in amount of per- manent funds or in amount of needed endowment. Their pro- cedure and evolution then are not analogous. Massachusetts colleges and universities alone have more money invested in endowment than all the seminaries of the United States; in- deed, Harvard University alone can nearly balance the scale against all seminaries. PERPETUATION OF THE CHURCH DOCTRINES Though seminaries derive support so largely from private individuals most of them are carrying out, through pledges taken by the faculty and through the machinery of control, the creed of a particular branch of the church. The latter fact points out clearly that although endowment comes from in- dividual gifts, it comes from those who are interested in sub- sidizing the faith and practice of a given denomination.® Recent reports of the press have stated that McCormick Theological Seminary received more than $1,000,000 from the late Mrs. McCormick and that no conditions of any kind were made with the gifts. However, the faculty members of this seminary are required to subscribe that they ‘‘will not teach directly or indirectly, anything contrary ‘to, or inconsistent with” the Confession of Faith and the Catechism of et Presbyterian church. The customary controversial elements concerning the valid teaching use of endowment funds were illustrated recently among the Disciples of Christ in the case of the College of the Bible (Kentucky). As one element in the controversy, a former chairman of the board of trustees asserted that those who made donations to endowment “did it with the expectation that the purposes of the founders of the college be continued’; the “Methods and Costs of Raising Funds for Colleges and Universities. John Price Jones Corporation, 150 Nassau St., New York City. *Refer to the pledges of faculties and students, pp. 35 ff. [192 | FINANCES AND PROPERTY trustees ‘declined to receive a committee authorized to present a request from certain donor’; and the donor of a gift to the chair of exegesis was said to be demanding that his money be turned over to another institution, because of lack of com- pliance with “the condition made that the teaching should not depart from that of the revered and scholarly OAR foregoing implies not only adherence to a creed but to a predecessor’s interpretation of it. It will be noticed in a succeeding section that there is some- times a relation between a definitely stated point of view and the public support of that view. Princeton Theological Semi- nary and Union Theological Seminary (New York)—each with a definite theological policy—have relatively large funds. Individual church members may be influenced by their ministers in the making of gifts. Ministers in turn often constitute the majority in the boards of trustees that receive and control funds. With the exception of the funds of independent seminaries of Congregational origin, those of Union Theological Semi- nary (New York), and the few millions distributed among Harvard, Vanderbilt, the Biblical Seminary in New York, Temple University School of Theology, and Gordon College, all the money invested for theological education in the United States is for the study of religion through denominational interpretations. Thus the church perpetuates itself. PRESENT FINANCIAL STATUS The present status of endowment funds in theological semi- naries discloses the methods of securing funds by which the normal financial resources of a seminary have been built up. Most institutions now derive their funds for teaching from endowments, although exceptional ones derive theirs from current resources. A financial status that may be characterized as “modern” or one that may be termed “backward’’, is not peculiar to any seminary group. Major denominations having more than a few seminaries, have at least two financial levels, high and [193] THEOLOGICAL EDUCATION IN AMERICA low. In those of the high level there is comparative wealth, fair attendance, clear definition as to position on liberalism or conservatism, established reputation. Baptists have the Divinity School of the University of Chicago, Rochester Theological Seminary, Newton Theological Institution; Methodists have Drew Theological Seminary, Garrett Biblical Institute, Boston University School of Theology; Congrega- tionalists have, at least of Congregational origin, Andover Theological Seminary, Chicago Theological Seminary, Hart- ford Theological Seminary, Oberlin Graduate School of The- ology, and Yale Divinity School; Presbyterians have Princeton Theological Seminary, McCormick Theological Seminary, Auburn Theological Seminary and Western Theological Seminary. At the other extreme, is the relatively poor seminary, young, living on a year-to-year basis, small, representing a minority group, badly placed geographically, a mission enterprise—or all these. Baptists have the Northern Baptist Theological Seminary, International Baptist Theological Seminary, Danish Baptist Theological Seminary, Bethel Theological Seminary; Congregationalists have Atlanta Theological Seminary and Union Theological College; Methodists have the Nast Theolog- ical Seminary, Maclay College of Theology, Kimball College of Theology, Central Wesleyan Theological Seminary, the Swedish and Norwegian Seminaries; Presbyterians have the University of Dubuque Theological Seminary, Omaha Theo- logical Seminary, Bloomfield Theological Seminary. Southern Baptists escape the situation, first, because their section of the country has little except homogeneous native-born popu- lation; second, because they have not perpetuated themselves in alien mission fields; and third, because they have only three seminaries, In addition to the two financial extremes, most denominations have seminaries in an undetermined middle position, lacking the prestige of the first group, though above the status of the second. Few seminaries can be considered independently. Affiliation with colleges or universities on the one hand, or with training [194] FINANCES AND PROPERTY schools on the other, affects financial condition as well as educational policy. It costs less to teach men of lower educa- tional preparation than those of high preparation. Before the development of the church organization and under the standards of an earlier day, the role of the in- dividual was more conspicuous. The History of the Theo- logical Seminary in Virginia™ says of the early teachers: “They came almost empty-handed ... Appeals of these early days were not for money but for intercession of the church.” The treasurer personally advanced $8,500 for land; a $3,000 brick house and a $5,000 central building were erected. In 1829 permanent funds amounted to $11,000; in 1835 in- vested funds had risen to $20,000. PRODUCTIVE ENDOW MENT Environment and buildings are matters of secondary im- portance in comparison with funds to support teachers. Pro- ductive endowment, therefore, in the present absence of “living’’ endowment, is the most important item in resources.® Among seminaries with the largest productive endowments are Princeton, which reports $3,364,000; Union Theological Seminary (New York), which reports $5,547,000; General Theological Seminary and McCormick Theological Seminary with over $2,000,000; Crozer Theological Seminary, Newton Biblical Institution, Rochester Theological Seminary, Southern Baptist Theological Seminary, Hartford Theological Semi- nary, Garrett Biblical Institute, Auburn Theological Seminary, Harvard Theological School, with over $1,000,000 each. In amounts these are not large for educational institutions. In 1919-20® Amherst College had $4,000,000 in endowment, Williams College had $3,000,000, Grinnell and Pomona Col- "Gorham, 11 West 45th Street, New York City, 1923. *Current contributions of churches are frequently known as living endowment. In 1923 the North Central Association agreed to count as equivalent to part of its productive endowment requirement church con- tributions under certain conditions. (Christian Education, Vol. VI, No. 8, May 1923.) * Bulletin, 1922, No. 28, United States Bureau of Education. [195] THEOLOGICAL EDUCATION IN AMERICA leges had over $1,000,000. Riches, however, are relative terms. It has been agreed that a college having $1,000,000 in endowment would be able to educate in a modest way about 335 students, or to provide more exceptional facilities for 200.1° In these seminaries the per capita endowment ranges from $3,000 to $30,000. The total per capita cost at Garrett Biblical Institute, with 385 men, would be less than at Auburn Theo- logical Seminary with forty-eight men, on the principle of economy in quantity production. But as the $1,000,000 en- dowment at Auburn might be $21,000 per student and the $1,000,000 endowment at Garrett only $3,000 per student, it is evident the endowment yields more per student at Auburn than at Garrett. What financial benefit Garrett derives through sharing the plant and personnel of Northwestern University is not known. Nor has Auburn reported on cost of two summer schools, a summer conference, a school of religious education, a circulating library and correspondence courses. Similar complications enter into other cases. Productive endowment is from half to three-quarters of the total resources in the average well-known seminary. In the stronger Baptist seminaries and those historically Congregational, it will aver- age 75 per cent, and in Presbyterian U.S.A. seminaries 70 per cent. Bonebrake Theological Seminary has assets of $1,250,000, only a quarter of which are in productive endowment. Gen- eral Theological Seminary has productive endowment of. $2,400,000, but the other half of its assets is the great plant in the heart of New York City. The general trend of amounts of productive endowment may be expressed denominationally and has a correlation with de- nominational age and size. Minority groups have small share in such funds. The Protestant Episcopal and Lutheran churches have divided funds among a larger number of semi- naries than have some others. Many seminaries do not sepa- * National Conference Committee on Standards, 1921-1922. [196] FINANCES AND PROPERTY rate their funds in such a way as to give this estimate any significance. This fact is of less importance because stating permanent fund assets in figures only, falls short of stating the real assets of the institution. The goodwill of constituents as expressed through annual church contributions is an increas- ingly valuable asset. In cases for which information is available, seminaries re- ceiving more than 25 per cent of their current income from church contributions, include few that have large endowments. They show in extreme cases that the church is paying half or more of income up to about $25,000. Conversely, she is paying an average of only Io per cent. of a group of incomes that average $60,000 and are augmented by invested funds. OTHER PERMANENT FUND ASSETS Unproductive Endowment The assets of seminaries listed as unproductive endowment may be itemized as real estate mortgages, stocks, bonds, wegotiable notes, real estate, and dormitories. The total amount so listed in seminaries of the United States is about $3,000,000 (Canadian seminaries report it in only two cases) and the amount ranges from $8,000 to $449,000. In the cases itemizing this information in the earlier schedule, it was chiefly in bonds and real estate, with some investment in dormitories."* Funds Subject to Annuities Funds subject to annuities by tabulations made of sixty nine cases reported in 1918-19 amounted to a sum relatively small, $518,000. This amount was held chiefly by the older semi- naries, long known to their denominations: Princeton Theologi- cal Seminary had $90,000; Western Theological Seminary (Pennsylvania) $139,000; Meadville Theological Seminary $41,000; Bonebrake Theological Seminary $83,000; Pacific School of Religion $23,000; Chicago Theological Seminary 4 College and University Finance, General Education Board, 1922, pp. 44. [197] THEOLOGICAL EDUCATION IN AMERICA (Congregational) $19,000; Newton Theological Institution $18,000; Union Theological Seminary (Virginia) $26,000. The other seminaries reporting had small amounts ranging from $1,000 to $14,000. Of other assets belonging to permanent funds, most semi- naries list nothing, though some report uncollected pledges. Endowment Per Capita For reasons explained elsewhere, it is impossible to com- pute for comparative purposes the amount of endowment per capita in theological seminaries. This is largely because of the unreported contributions to resources received through affilia- tion with other institutions. Investments In the United States, two seminaries say they have no in- vestment committee, sixty-six do not reply to the question, and the remaining forty-two report that their committees are made up largely of business men. Only a third of the Canadian seminaries make this report. One seminary reports that a Trust Company handles its in- vestments. Of the thirty-nine members distributed by occupa- tions, 46 per cent. are business men, 23 per cent. lawyers, 15 per cent. educators, 10 per cent. ministers, the others un- designated. The average investment committee reported in both the United States and Canada has three members. Infrequently, there are available printed financial re- ports that give clear and definite statements concerning invest- ments. The reader is referred to the forthcoming report of Union Theological Seminary, New York, and to reports from Andover Theological Seminary, Auburn Theological Semi- nary and General Theological Seminary. These furnish rec- ords which the average institution does not submit to the public. Investments reported are chiefly in stocks, bonds, and real estate mortgages, with some investments in real [198] FINANCES AND PROPERTY estate. They are broadly distributed both as regards geog- raphy and kind of utility and in amount. Assets of Plant CAMPUS Table M, Appendix II, which shows total assets of plant, shows in some cases the estimated value of the campus. In cities the campus is sometimes very valuable. The South- western Baptist Theological Seminary fixes as campus value $250,000; Bonebrake Theological Seminary $133,000, Hart- ford Theological Seminary $135,000; Drew Theological Semi- nary campus which contains Drew Forest is valued at $103,000. The value of the campus does not usually amount to a fifth of that of the total plant and may be as little as I per cent. BUILDINGS Seminaries that have large enrollments and large endow- ments usually have also large investment in buildings. In seminaries of the higher financial groups reporting, the value of buildings is 75 to 80 per cent. of assets of plant. Drew Theological Seminary values its building at more than a million dollars; Bonebrake Theological Seminary’s estimate is $800,000; Southwestern Baptist Theological Seminary’s $450,000. In the lower financial group, buildings range from $10,000 up. The figures reported are usually those of city locations. In proportion to size of student body, seminaries have more room than is customary in colleges and lower schools. The average institution is comfortable. Most of them have grounds and fine trees. The buildings display the plan of an architect but in upkeep and repair they are below their standard in architecture. The prevailing architectural style is some variation of the Gothic. There are good examples of the Classic, the Colonial and early American styles, and English influence is often pre- [199] THEOLOGICAL EDUCATION IN AMERICA dominant. After a waning of these accepted styles in America there was an attempt to develop a utilitarian style of public school and college building, usually in red brick with departures from straight lines, such as turrets, for ornament. The semi- nary plants have to a degree shared in this fashion. Regional variations induced by the climate and fashion are apparent throughout the country. The Classical style is pre- ferred in the South while the Southwest and California have been influenced by Spanish architecture. Seminaries in large cities, when they’ do not develop elaborate plants, frequently have buildings in correspondence with the neighboring fashion in houses and apartments; Biblical Seminary in New York and Pittsburgh Theological Seminary are examples. In extreme cases only has denominational feeling found ex- pression in architecture. The Church Divinity School of the Pacific in the environment of San Francisco has produced a distinctive architectural unit unusual in its expression of an austere and priestly conception of the ministry. It expresses the taste and feeling of the denomination. On the other hand, the Swedish Baptists have in Bethel Theological Seminary a plant that represents the influence of public school buildings. The illustrations following page 202 illustrate present conditions. INTERIORS The expenditure for plan and construction of seminary build- ings is large in proportion to the amounts appropriated for decorations, landscaping, furnishing and upkeep and repairs.14 A well-designed, new Colonial building, therefore, may have its exterior in grounds as bleak as the prairie and its interior cluttered with ill-assorted remnants of furniture accumulated through the life of the institution. Also, many seminary buildings were devised for other times, when the cost of labor and material was on a lower scale. The common assembly rooms for meetings and the rooms where study is carried on, such as libraries and classrooms, ™ Cf. appropriations for maintenance. [200] FINANCES AND PROPERTY range from barren and inconvenient rooms to those that give the impression of magnificence. Although there are seminary students eating from crude dishes in basements, there are also some who eat in refectories patterned after the Oxford tradition. Students’ rooms are almost uniformly comfortable, in that they are well lighted and heated, have desks, bookcases and comfortable chairs. Sometimes they are beautifully spacious with furniture of fine proportion. Every seminary has the nucleus of a museum, if it be only one copy of a treasured edition of the Bible. John Wesley’s table and baptismal bow] are said to be in this country. Col- lections from the Orient vary from objects that fill a few cases to those that fill several rooms. All of the larger semi- naries have representative collections. LIBRARIES Though the records contain references to the fact that books are not accessible and convenient in some libraries and that the lighting facilities are not universally adequate, there are pictures of simple reading-rooms that are excellent as far as material equipment goes and of others that reach the standard of the reference library of Western Theological Semi- nary at Pittsburgh. In libraries, as in museums and elsewhere, age and unique- ness are cherished as treasures. The library cites its rare Bibles, illuminated copies of famous texts, old manuscripts, choice collections of missions and hymnology. Better libraries announce many periodicals in both English and foreign lan- guages. The valuation of books in a library often does not reach g per cent. of plant assets and is, in the lowest cases, but a few thousand dollars. Among seminaries of higher assets, Hartford Theological Seminary fixes $113,000 as value of library books; Rochester Theological Seminary $49,000; the Theological Seminary of the Reformed Church $56,000; Meadville Theological Seminary, $40,000; Drew Theological Seminary $138,000. The Southwestern Baptist Theological [201] THEOLOGICAL EDUCATION IN AMERICA Seminary and Bonebrake Theological Seminary estimate their libraries at $8,000 each, or less than 1 per cent. of plant assets. CHAPELS / Ecclesiastical characteristics can be traced in the seminary chapel when they cannot be discerned in other architectural features. Some of the chapels in theological seminaries are beautiful shrines. Those of the Protestant Episcopal semi- naries in particular have developed in accordance with a par- ticular tradition of worship and are esthetically satisfying. Seminaries of this group use prayer halls or general meeting- rooms for student societies, debates, etc. Pictures of mis- sionary alumni adorn the walls of such rooms and are frequent in the chapels of evangelistical denominations. OTHER EQUIPMENT The seminary reports include under this head resources, fur- nishings, supplies for operating and equipment to be used in instruction. The fact that half the seminaries reporting have failed to state amounts under this item may indicate that they have included furnishings with buildings. Equipment to be used in instruction in theological education is made up chiefly of books, which have already been accounted for. Drew Theo- logical Seminary reports $51,000 of “other equipment’; Mac- lay School of Religion $55,000; Rochester Theological Semi- nary $29,000; the Southwestern Baptist Theological Seminary $295,000—the largest amount recorded. From $1,000 to $10,000 is usual. There is no information as to the investment of building funds, or as to cash on hand for that purpose. While data for one year have no general significance, the fact may be recorded that assets of 1920-21 were frequently increased in 1921-22. Bangor Theological Seminary had a $30,000 increase in total resources. Westminster Theological Seminary added $47,000 to the value of plant. Xenia Theo- logical Seminary added $70,000 to plant and $90,000 to en- [202] a Ann Mt ~ SO nn _~ Zz re) I > eA = ~) - Z, — ra a 0) > 3 al “iy i= ry ae pss tee % ; ay | (aaa ae = aay ~~ ae Md ity: al > ane aed o o 3 5 v » : foe S d i ov ov mes ~~ nee el > > nN n : 5 =) ° i) = = PRESBYTERIAN THEOLOGICAL SEMINARY OF KENTUCKY SOUTHERN BAPTIST THEOLOGICAL SEMINARY * ren at mmm wont emma inet meme i mee eerepencemte ware CS ENE, Bee comes “aaa, Ga eS scene: cee, See omen ee THE CHAPEL AND SCHOOL BUILDING New Church Theological School, Cambr SAN FRANCISCO THEOLOGICAL SEMINARY San Anselmo, California idge, Massachusetts ee meme ae mpmenensnemanenes Sennett weenie earn ee la pa q o [a0] n > bo _ : o a — n Sg B 3 o Z, fy A é O° co n n or (eB) ue} f= S 6) ep 3 fas} S Ss = mm is cB) o op) op) a — wo 1ca Ue ozer Cr Drew MAIN DORMITORY BUILDING Theolog THE MISSIONS BUILDING Theolog BETHANY BIBLE SCHOOL Chicago, Illinois tA : ied waren f SIRT: : : SHMNtE ce CHURCH DIVINITY SCHOOL OF THE PACIFIC San Francisco, California BIBLE TEACHERS TRAINING SCHOOL New York, N. Y. DINING HALL OF BURWASH HALL Victoria College, Toronto, Ontario, Canada DINING HALL Auburn Theological Seminary, Auburn, New York Roce, 5 Tete et we? M » a CAMBRIDGE COMMON ROOM Andover Theological Seminary, Cambridge, Massachusetts CALVIN PAYNE HALL Princeton Theological Seminary, Princeton, New Jersey CLASSROOM Bethel Theological Seminary, St. Paul, Minnesota CLASSROOM lliff School of Theology, Denver, Colorado PLLLPIOIII GYMNASIUM Bangor Theological Seminary, Bangor, Maine : STUDENT’S ROOM Rochester Theological Seminary, Rochester, New York ye ; 4 D7 ff 7 ff) dd REFERENCE ROOM OF NEW LIBRARY Western Theological Seminary, Pittsburgh, Pennsylvania LIBRARY Crozer Theological Seminary, Chester, Pennsylvania WILLARD CHAPEL Auburn Theological Seminary, Auburn, New York Yonnecticut ( = = Oo ~ +~ o ~ ~ ~~ ~~ i — —_ re] —_ O ~ — v Se Divinity Berkeley CHAPEL ts HELEN STADGER BORHELS MEMORIAL CHAPEL Moravian Theological Seminary, Bethlehem, Pennsylvania FINANCES AND PROPERTY dowment. Meadville Theological Seminary added $100,000 to productive endowment. The union of the Divinity School of Harvard University and Andover Theological Seminary may be equivalent to an increase in funds. The increasing resources of the Episcopal Theological School at Cambridge have re- cently been discussed in the press.*% Current Assets INCOME In the reports available concerning sources of income, that derived from endowment in one group and church contribu- tions in another has already been discussed. Tuition (which includes fees of all sorts) is but a small element in sources of income. Tuition in theological seminaries is free save in exceptional cases of which the Divinity School of the University of Chicago, Union Theological Seminary, New York City, Epis- copal Theological School, Cambridge, and Harvard Theological School represent the maximum tendency.’* Scholarship funds available, in some cases enable a seminary to furnish a part of the tuition. However, seminaries usually intend to collect from students who do not stay in the ministry, the equivalent of the tuition for the three years. The financial report of sources of income in the case of Columbia Theological Seminary, Columbia, South Carolina, is illustrative of the fact that a number of Southern institutions are especially dependent on the annual contributions of the church. “From endowment $17,183; individual contributions $2,758; church contributions $21,298; other sources $791; total $42,030”. The collection of $21,000—or any smaller sum—through % Christian Education, Vol. VI, No. 8, May 1923. Atlantic Monthly, Vol. 132, No. 3, September, 1923. * Among the church colleges it was estimated two years ago that 39 per cent. of the income comes from student tuition. Colleges generally are increasing their tuition fees and there is a growing conviction that a larger proportion of the cost of a college education should be paid by the person who receives the education. [203 | THEOLOGICAL EDUCATION IN AMERICA succeeding years involves the invoking of tradition and the forming of intimate personal ties. These human relation- ships assume various phases. Martin Luther Seminary, Buffalo, New York, writes revealingly in its student paper concerning the relation of students and church constituents.15 These students pay no tuition. At the other extreme, the Divinity School of the University of Chicago gets from tuition $43,000. A considerable part of this amount is paid by the divinity school in the form of scholarships. None of the reports available gives income of the previous year in a form that permits comparison with those of other schools. Income from room rent is not large enough to be im- portant. It would take many seminaries to equal the $13,000 so collected in the Divinity School of the University of Chicago. In this and other cases reporting, it is not clear that all room rent received is paid by students for the ministry. Room is free in the average case, and is for rent at a very nominal sum in others ; $30-$48 at Oberlin, $1.50-$2.00 a week for each student at Gordon College. Heat, light and care of room may be free, as is the case at Rochester Theological Seminary, may cost a maximum of $40 to $50 a year, as is the case at Yale, Boston and Union, or may approximate $25 as is the case in Hartford Theological Seminary. Board frequently costs $6.00-$7.00 per week and is often furnished at cost. It is not possible to trace it as a separate account of either income or expenditure. Many seminaries list income ‘‘from students” without itemiz- ing it. When board is not carried as an outside account, *“This Christmas again the ‘Milwaukee Men’s Club’ sent cigars and chocolate for the students, who appreciated the gift very much. “For Thanksgiving we had a goose dinner. The geese came from a family in Random Lake, Wisconsin. “Before Christmas the Ladies’ Aid of Jackson, Wisconsin, sent a very large box of fancy assorted cookies. And from Kirchhayn, Wisconsin, a box containing sausages, fruit and nuts was sent by the Ladies’ Aid of that Congregation.” [204] FINANCES AND PROPERTY and so indicated (which is rare), there is nothing to guarantee that it is not mixed with “other sources’”’ of income. Other sources may also contain amounts designated for such purposes as student aid or other specified gifts, amounts voted from the budgets of colleges and universities, etc. EXPENDITURES The most important item of expenditure is that for in- struction. Administration charges are not large—s5 or 6 per cent. when the exaggerated cases are excluded—and it is never clear that they may not be involved with the charges of instruction. Administrative officers usually teach and there is no surety that a deduction proportionate to that teaching has been made, Fifty-seven cases reported on the per cent. paid for instruc- tion. Harvard Theological School, Vanderbilt School of Religion, Southern Methodist University, Theological Depart- ment and Central Theological Seminary are spending for in- struction about 70 per cent. of incomes ranging from $22,000 to $69,000. 33. » 34. 35. Andover Theological Seminary’.. Atlanta Theological Seminary.... Bangor Theological Seminary.... Chicago Theological Seminary.... Hartford Theological Seminary *.. Oberlin Graduate School of The- 5 oo Ses Fee re Pacific School of Religion®....... Union Theological College....... ales uivinity “ochool®,.......... DIscIPLES OF CHRIST 36. 37: Drake University, College of the TS Sty 2 aR See Transylvania College, College of RE es oie ks EVANGELICAL ASSOCIATION & 38. ~39. Evangelical School of Theology” Evangelical Theological Seminary EVANGELICAL Synop or NortH AMERICA 40. Eden Theological Seminary...... LUTHERAN CuHuRCcH, Iowa Synop 4l. Wartburg Theological Seminary.. Unitep LuTHERAN CHupcH IN AMERICA — 42. 43. 44. 45. 46. 47. 48. - 49. ce 50. 5I. = 52. , Jornt 53. Chicago Lutheran Theological ETE Se aye ws en cede die be Hamma Divinity School.......... Pattwice peminary.... 2... ys .se Lutheran Theological Seminary... Martin Luther Seminary......... Northwestern Lutheran Theologi- (RPS UI Se} ge i a Pacific Theological Seminary..... Southern Lutheran Theological MRE cei sc viele toss Seen Susquehanna University, School of MEDI 2s es pe cee Theological Seminary of the United matmeremrGiirch: oo. ss ca S Western Theological Seminary Ciisdtand College) ............ Onto SyYNop Evangelical Lutheran Theological MEM sth. a oi pias hv os¥s mw Io's 54. Luther Theological Seminary..... BuFFALO SyYNoD | | 55- Martin Luther Seminary......... APPENDICES Location Defiance, Ohio Findlay, Ohio Cambridge, Mass. Cambridge, Mass. Atlanta, Ga. Bangor, Maine Chicago, II. Hartford, Conn. Oberlin, Ohio Berkeley, Calif. Chicago, Ill. New Haven, Conn. Des Moines, Iowa Lexington, Ky. Reading, Pa. Naperville, Il. St. Louis, Mo. Dubuque, Iowa Maywood, IIl. Springfield, Ohio Otsego Co., N. Y. Philadelphia, Pa. Lincoln, Neb. Minneapolis, Minn. Seattle, Wash. Columbia, ©. C. Selinsgrove, Pa. Gettysburg, Pa. Fremont, Neb. Columbus, Ohio St. Paul, Minn. Buffalo, N. Y. [40 Charter 1868 1882 ° 1881 1814 1855 1834 1834 ° 1866 1916 1822 1881 1878 1881 1873 1855 1854 1891 1845 1816° 1864? IQI4 1921 IQI4 1921 1858 1826 1895 1834 10 THEOLOGICAL EDUCATION IN AMERICA SEMINARY AUGUSTANA SYNOD 56. Augustana College and Theological Seminary * NorRWEGIAN LUTHERAN CHURCH OF AMERICA 57. Luther Theological Seminary and Training School LUTHERAN FREE CHURCH 58. Augsburg Seminary UnitEp DanisH CHURCH 59. Trinity Seminary’ DANISH CHURCH 60. Grandview College’ SUOMI SYNOD 61. Suomi College and Theological Seminary’ FINNISH NATIONAL SyNoD 62. Theological Seminary, Finnish Evangelical Lutheran National Church of America Missouri SyNnop 63. Concordia Theological Seminary. . 64. Concordia Theological Seminary.. EVANGELICAL LUTHERAN JOINT SYNOD OF WISCONSIN AND OTHER STATES 65. Evangelical Lutheran Theological Seminary MENNONITES 66. Witmarsum Theological Seminary MerHOpIST EPISCOPAL 67. Boston University School of The- ology . Central Wesleyan Seminary * . Drew Theological Seminary . Garrett Biblical Institute . Iliff School of Theology . Kimball School of Theology . Maclay College of Theology . Nast Theological Seminary * . Norwegian - Danish Theological Seminary . Swedish Theological Seminary.. MeErtTHopist Episcopal, SouTH 77. Candler School of Theology 78. Southern Methodist University, School of Theology MeEtTHopIst ProrEsTANT 79. Kansas City. University, School of Theology 80. Wraeindnetes Theological Seminary MoravIAN CHURCH 81. Moravian College and Theological Seminary * [408] Location Charter Rock Island, Ill. 1865 7 St. Paul, Minn. Minneapolis, Minn. Blair, Neb. Des Moines, Iowa Hancock Mich. = ‘Tronwood, Mich. St. Louis, Mo. Springfield, Ill. Wauwatosa, Wis. Bluffton, Ohio Boston, Mass. Warrenton, Mo. Madison, N. J. Evanston, III. Denver, Colo. Salem, Ore. Los Angeles, Calif. Berea, Ohio Evanston, IIl. Evanston, III. Atlanta, Ga. Dallas, Texas Westminster, Md. Bethlehem, Pa. SEMINARY ASSOCIATE REFORMED PRESBYTERIAN SYNOD 82. Erskine Theological Seminary?... PRESBYTERIAN, U. S. 83. Austin Presbyterian Theological UTE Rk Se ets i ee 84. Columbia Theological Seminary... 85. Presbyterian Theological Seminary eM et ee 86. Union Theological Seminary...... CUMBERLAND PRESBYTERIAN 87. Theological Seminary of the Cum- berland Presbyterian Church... PRESBYTERIAN, U. S. A. 88. Auburn Theological Seminary.... 89. Bloomfield Theological Seminary. . 90. Dubuque Theological Seminary... gt. Lane Theological Seminary...... 92. McCormick Theological Seminary 93. Presbyterian Theological Seminary ots 2g a i i ra 94. Princeton Theological Seminary. . 95. San Francisco Theological Sem- as » 03 96. Western Theological Seminary... REFORMED PRESBYTERIAN CuHurcH (Old School) 97. Reformed Presbyterian Theologi- cal Seminary REFORMED PRESBYTERIAN CHURCH, GEN- ERAL SYNOD 98. Reformed Presbyterian Theologi- cal Seminary * - OniTep PRESBYTERIAN 99. Pittsburgh Theological Seminary 100. Xenia Theological Seminary...... PROTESTANT EPIScoPAL 101. Berkeley Divinity School......... 102, Church Divinity School of the Ci ue 1 iy lie la College of St. John the Evangelist DeLancey Divinity School....... Divinity School of the Protestant Smermoeieciiitch 3... «.).. oa. 55 Episcopal Theological School..... General Theological Seminary.... Kenyon College, Bexley Hall?.... Preetaia rr rotise, = ie se eee Ss Protestant Episcopal Theological Seminary in Virginia .......... Seabury Divinity School......... University of the South, Theologi- OS DT ie 113. Western Theological Seminary... RerorMeEp EPIscopaL 114. Theological Seminary of the Re- formed Episcopal Church...... Se ae ee STO Bi a See 6 Sl Sw ere eee eee eeeeenee 103. 104. 105. 106. 107. 108. 100. IIO. ELI: I12, APPENDICES Location Due West, S. C. Austin, Texas Columbia, S. C. Louisville, Ky. Richmond, Va. McKenzie, Tenn. Auburn, N. Y. Bloomfield, N. J. Dubuque, Iowa Cincinnati, Ohio Chicago, Ill. Omaha, Neb. Princeton, N. J. San Anselmo, Cal. Pittsburgh, Pa. Pittsburgh, Pa. Cedarville, Ohio Pittsburgh, Pa. St. Louis, Mo. Middletown, Conn, San Francisco, Calif. Greeley, Colo. Buffalo, N. Y. Philadelphia, Pa. Cambridge, Mass. New York City Gambier, Ohio Nashotah, Wis. Alexandria, Va. Faribault, Minn, Sewanee, Tenn. Chicago, IIl. Philadelphia, Pa, [409] Charter 1902 1828 1854 1867 * 1842 1820 1867 1852 1829 1830 1891 1822 1871 1810 1856 1868 * S77 1854 1893 * IQII? 1899 1862 1867 1822 1824 1842? 1823 1860 1878 1883 1887 SEMINARY CHRISTIAN REFORMED 115. Theological School of the Christian Reformed Church (Calvin Col- Lege) a Pees ur ek a oh ae REFORMED CHURCH IN AMERICA 116. Theological Seminary of the Re- formed Church in America..... 117. Western Theological Seminary... REFORMED CHURCH IN THE UNITED STATES 118. Central Theological Seminary.... 119. Mission House Theological Sem- Inaly:. 2h pokes. Reel oe eee alee 120. Reformed Church Theological DOENUNATY chase eee ee RussIAN OrtTHopox CHURCH 121. Russian Holy Orthodox Greek Catholic Theological Seminary.. UNITARIAN 122. Meadville Theological Seminary. . 123. Pacific Unitarian School for the Ministry 1-2. 20Gb eee UNIVERSALIST 124. Canton Theological Seminary..... » 125. Crane Theological School........ 126. Ryder Divinity School............ UNDENOMINATIONAL 127. Biblical Seminary in New York... 128. Gordon College of Theology and Missions Gos ae eee 129. Harvard Theological School...... 130. Temple University School of The- OlORY cian eee ee ee 131. Union Theological Seminary...... 132. Vanderbilt University School of Religion) 6 e e eeeennae AncGLIcAN (Church of England) 133. Anglican Theological College of British: Columbiasveece 5 ee 134. Bishops College, Faculty of The- Olosy yt a Ue eee ene 135. Diocesan Theological College..... 130% Huron ?Collesete ere eee oe 137. King’s College, Faculty of The- Olay Nien ee ee a 138; St; Chad’suGolleges: aw oe ere 130) 4pt.), ohn s7 College: si ag eee 140, Urinity ‘Collegex? 2 s3. eee 141. University of Emmanuel College 142.7 W yeliffe, College. or ean ee BAPTIST 143. Acadia University, Theological Departmentsia reese eee 144. Brandon College, Theological De- Partmentose ser non vics caus sige 145. McMaster University, Faculty of Theplogy s,s crcis tue, es [410] THEOLOGICAL EDUCATION IN AMERICA Location Grand Rapids, Mich. New Brunswick, N. J. Holland, Mich. Dayton, Ohio Plymouth, Wis. Lancaster, Pa. Tenafly, N. J. Meadville, Pa. Berkeley, Calif, Canton, N. Y. Tufts College, Mass. Chicago, Ill. New York, N. Y. Boston, Mass. Cambridge, Mass. Philadelphia, Pa. New York, N. Y. Nashville, Tenn. Vancouver, B. C. Lennoxville, Quebec (Montreal London, Ont. Windsor, Nova Scotia Regina, Sask. Winnipeg Toronto Saskatoon, Sask. Toronto Wolfville, Nova Scotia Brandon, Manitoba Toronto, Ontario Charter 1876 ° 1865, 1850 1868 1831 1846 1906 1856 1852 1851? 1900 1889? 1819 1888 1839 ™ 1875” | 1853 1879 1863 1789 1871 1852 1883 1877 1899 1887 — SEMINARY CONGREGATIONAL _. 146. Congregational College of Canada Unitep LUTHERAN 147. Saskatoon Lutheran Seminary.... , 148. Waterloo Lutheran Seminary..... | MerHopist BAG PAlbetta GOMEZe™ .. sk cee 150. Columbian Methodist College..... 151. Mt. Allison University, Faculty of MRM... . oa dois es kw cw vs 152, Victoria University, Faculty of acl ns ois we bo cae so wee OEE GES ET a a 154. Wesleyan Theological College.. _ PRESBYTERIAN Oe A SEO Ee OL | 157. Presbyterian College ............. 158. Presbyterian College (Pine Hill) 159. Presbyterian College ........... : 160. Queen’s Theological College...... foie opertson College ..........0.05 A momewvestiiitister Hall .. i020... 6.6 aS 1 Theological department of a college. APPENDICES Location Montreal Saskatoon, Sask. Waterloo, Ontario Edmonton, Alberta New Westminster, B. C. Sackville, New Bruns- wick Toronto Winnipeg, Montreal Montreal Toronto Manitoba, Winnipeg Saskatoon, Sask. Halifax, Nova Scotia Montreal Kingston, Ontario Edmonton, Alberta Vancouver, B. C. 2 Date opened or founded, no information about charter. ® No charter or no separate charter for the seminary. *College founded in 1876, Bible Department, 5 Opened in 1871. 1889. ® College chartered, no information about theological department. 7 Consolidated with Harvard Theological School, 1922-23. § Now independent of Congregational affiliation. ® Founded 1797. 10 Originally a part of the seminary at Columbus, Ohio. 11 Founded 1860, incorporated 1863. Charter 1864 1904 1893 1843 1836 1887 7 1858 * 1871” IQI2 1865 1840 1909 1907 12 Organized 1917 as a combination of three seminaries founded 1876, 1879, 1890, ' respectively. 18 Seminary and college united in 1899. 14 Theological Department established in 1896; does not grant B.D. degrees since students have not had full college work. 15 Opened, 1839, 16 Suspended. 17 Founded, 1807. 18 Also Presbyterian, U. S. A., 1920-1921. 19 Founded, 1812. 20 Founded, 1825. 21 Founded, 1794. 22 University founded 1857, Theological Department, 1878, *8 Harvard College, 1650, separate divinity faculty, 1819. 24 Founded, 1836. 25 Biblical Department, 1875. 2¢ Founded, 1844 27 Theological “sate added 1883. THEOLOGICAL EDUCATION IN AMERICA TABLE B—ENROLLMENT, BACCALAUREATE DEGREES, 1922-23, AND GRADUATES, 1922, IN THEOLOGICAL SEMINARIES IN THE UNITED STATES AND CANADA? ' NUMBER CoMPLETING COLLEGE CoursE, DISTRIBUTION OF ENROLLMENT PREPARATION 1922 SEMINARY? Graduate iploma Course Undesignated Total Excluding Duplicates Post- Special or ww» D on _ Oo oo Sx © Goo oe Besa Sa eee, [Solol ll | OQ = inal i=) © | eax ad pa od A.B. Degree* iss) \© N lahSe) UDO tele Re hate: Els B Dapegree ON ISnounllauwlaal | | BD. Degree Loy | own bd & onp nO &Wu1 COO * & Mita dina de en NOOR ee oc m= me wm Cop 8 al | Iuololmaonlanlroannakun |] o®BS and (a | l£caawol leu! Other 7 29 O 6 9 40 23 7 O I 4 7 12 I 7 3 26 oO 7. 2 to Wes) raed Beets rons Pacing On od ree eer ck Peas letesible! APPENDICES DIsTRIBUTION OF ENROLLMENT rs 22 = sk z oa S Sos is} = A aad Bea's uss II Gr 89 re sara ofa 07 Sec... 14 RD teat 8 DOS estes 4 Gtec..s 9 Cet is es 3 Tee ne, "ate 364 Des 187 ee 73 ee 18 Gee 305” SB. Caas 45 eae 217 WO. ceo vt 384 Ys eset 127 aes ote 130 2g ER 10 Oe we vt 28-7 71° hee 12 rc cakes 120 oh 128 eae 26 oh PR BS 12 re rant 12” ay in uke 13 Bade hein wits 50 Bea. 81” BOs se 127 UE ARBRE, A 48 RO. inks 78 Bs ae 10 RT ck tipo 45 ears. 143 gti... 2 31 ee ie 215 RAD 79 DO sees 5 61 of Prukte 5 Pee ce 10 ERED + &6™ Post- Graduate [11 1S8RIRotlolI EIT L&T al bowel ~ ms od Weed hs Ol On or | we NTU ee _ wd ‘» ® Oo B.D. Degree = me KD ome oO | ioe) LS) nb = 1) : Get sta eemomlall te tcteleecte mess ~ + Diploma ourse aa ey [eto lis Deny Loe w bw U1 =a bed Bid Reycetac ta is sedges Eee carrege eos fe bray bot tt Be Special or ele heels Ciel Undesignated COLLEGE PREPARATION a au Sees S wos % po Ay 3s MQ 8 WY NG 5 6 9 2 24 4 44 6 II — AT eka 82 21 76 13 5 9 3 3 Te 4 3 9 12 6 278 27 7 38 153 64 259 125 97 30 6 16 3 25 O 12 71 49 56 72 8 3 6 7 35 28 84 43 36 12 sles 64 — 2 15 13 109 34 4 II 215 — 50 14 4 I 8 O NUMBER CoMPLETING CouRSE, 1922 Doo | | | | | | bac isscnote | B.D. Degree 8 Leach aya ehahestcothooolo: lcestlisa oe HO Ww On rt OMOUWW Ln | ers ea [oles aenioci{es bb tOtN be esr. ULNET, Pees fy eee Sco tn | Incl <1.es Oropta. 8 LO THEOLOGICAL EDUCATION IN AMERICA NUMBER CoMPLETING CoLLEGE CourRsE, DISTRIBUTION OF ENROLLMENT PREPARATION 1922 Undesignated Amount Not Graduate LT Sowtommmw lL ISl I PaSedtlow| Specified SEMINARY? Total G Excluding & Duplicates Post- — Special or t Diploma Course bad ao. Oe) | | bN co S| IS] B.D. Degree o 1S) © LS) ww LT lal] L&OSB la oS AB. Degree? lwononaonoal La bee | lwoownla | B.D. Degree LTomooSmownlell loll luSlIN8l ol = WwW AN YONA O $e && | | lal [~.o | Boe [eas Tata steal ders ‘ Cawnne! | wee | eS grey ergs fern ee | POE oer epee | Boia ag Ba fae RS RNR eee ee Other 10 I 5 22 8 2 I 3 2 I 6 23 II 77 2 9 2 I I > Lend " ceil Dalabercnca lapel wetlol Meco nsl simian illo be dsl [oy me rtiviradt ol omickett coos es eed (Sl Brey Thom reste ey eed Od eee APPENDICES NuMBER CoMPLETING COLLEGE Course, DISTRIBUTION OF ENROLLMENT PREPARATION 1922 © 3 "g =~ © a o ar wiisss s | 8 Sa Soares < sS OS » fy Se oe Q hee » "SD . we & Gg . 9 6 ° 8 eee. OS Se SS eS A S Ppetity Ty | QS BQ NL NG S BST 28 ** I I 27 — 2 26 o 7 ie eae : 67 -- 12 4l 14 32 35 12 20 Oe — 3 31 — 8 31 I 5 = eae bs 10 25 19 16 27 43 5 ithe eae 2 — — — — — — — — Se6.5...< 103 o Grn ut0 3 — 5 20 4 ee eA 58 — 17 39 2 6 52 I 4 US Rene os I I 33 ute BS — 3 6 eee Si 2 7 4! I 14 37 2 2 Riek, put inl 4 14 4 10 - 7 7 I 12> Hives. wis 2 12 — 2 II — 6 162...... 20 _ 5 II 4 9 7 7 Te 4 1The following seminaries are not included: 25, 27, 74, 79, 87, 104, 121. Nast Theological Seminary (74) reports that it is beginning on a new basis. Students now attending rank as college seniors. Kansas City University School of Theology (79) is suspended; DeLancey Divinity School (104) reports no students in residence. 2See Table A for name of seminary corresponding to each number. 8 Includes other baccalaureate degrees also. «Degree not given. 5 Data are confused with College, 1918-1919. ®No course leading to B.D. degree offered. College A.B. in Theology offered. 7 Six will have B.A. before B.D. degree. 8 B.Th. degree. ® A.M. degree, 51; Ph.D. degree, 3. 10 Includes four quarters. 11 Course began December, 1920, none have completed it. 12 Includes three in other institutions on Rochester fellowships. 18 German Department of Rochester Theological Seminary. ** Duplication of items. 18 Includes 11 who graduated from institutions which do not grant degrees. 16 Number registered for graduate work and number with A.B. degrees approximate. 17 Teach about 20 college students in Religious Education course. 18 Total includes 210 in Training School. Of the 17 completing the course in 1922 one received the degree of D.Th.; four, M.R.E.; ten, B.D.; two completed the Train- ing School course, All M.A. degrees.?? Not including summer and preparatory, 136. 21 The total enrollment of Hartford Seminary is 178. 22 Total greater than sum of items reported. 28 May be college. 2% Two with B.A. and M.A. 25 In addition, 138 students from the School of Religion select courses. Two of the 67 completing the course in 1922 received the S.T.M. degree. 26 Includes 17 registered for the B.R.E. degree. 27 Students from Willamette University. 2 Enrollment 1919-20. 29 Also Presbyterian, U. S. A., 1920-21. Duplication of items. 80 Includes one post graduate degree. The B.D. degree depends upon the final grades of the student, hence none are reported as registered for the course. 81 A.B. and theology courses combined. & This total does not include 34 students in School of Religious Education and 187 in summer School of Theology. 88 Includes two B.D, degrees, and 32 B.Th. degrees. 84 Includes four S.T.M. degrees, one Th.D. and two B.D. 8 Of the 31 who completed the course in 1922 nine received the S.T.M. degree, eight the B.D., and 14 juniors finished under the old plan. 36 Three took B.D. degree; 13, M.A. 8? Candidates for B.D. degree may be post graduate students in Canadian seminaries. 88 Not in residence. One student in the college is doing post graduate work while registered in another course. 8® Many in the Arts course are taking a theological option. «© One candidate for B.D., 18 for B.Th. Three of the special students are in missions courses, 19 preliminary. 41 Diploma of Associate. 42 By correspondence, 90. 42 One extra-mural. “Testamur. “B.D. degree is not granted on graduation but requires extra work. 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Modern Problems of City Church, 114 (2 term hours). City Problems, 2. City Missions, 224 (1 major). Modern Cities, 224 (1 major). The City Community, 2. The City Community, 2. The Church in the Industrial City, 1. Organization and Administration of City Schools of Religious Education, 2. City Church, % (% major); Church and the Modern City, 273 (1 major); City Community and the Church, 1%; Seminar, 2% (also Urban Social Problems and Agencies Seminar 6-10 at Northwestern University). Urban Sociology, 2 in College of Arts and Sciences. The American City, 1. ay ae Problems (Included in Pastoral Theology for Senior ear). Urban and Rural Communities, 2. Church and Community, 3. (The Church in the Industrial City, 1, Pacific School of Re- ligion) ; (Rural Community and its Organization, University of California). Church and the City Problem, 2; Organization and Adminis- tration of City Church Work, 1; Social Analysis of City Problems, 4. 1 Eighty-six of the 103 seminaries considered advertised no courses dealing with the city church. The offerings listed may not account for all of the opportunities in affiliated institutions. See Table A for names of seminaries, ? Data for 1920-1921. ® Data for 1921-1922. * Problems of city and rural church are included in this three-hour course. APPENDICES TABLE E—RURAL CHURCH MATERIAL ADVERTISED BY 103 SEMINARIES, 1922-23? SEMINARY Courses and Semester Hours Roar g se Rural Church, 1; Rural Church and Rural Sociology, 1. TO Rural Church and Rural Sociology, 234-234 (2 majors). Se Rural Sociology, 3. NS Rural Sociology and Advanced Economics, 3; Rural Church and Community, 1% (2 term hours). pe gee eA Church and Rural Problems. 4 Pathe Rural Problems, 2. aie ie Rural Church, 2% (1 major). a epee Rural Sociology and Advanced Economics, 1%. SO seus e Rural Church and Rural Sociology, 274-224 (2 majors). tee Rural Sociology, 3. Rae The Country Community, 2. ck ROR AA Rural Church, 1; Agencies for Rural Progress, 3; Rural Credits for Land Settlement, 2. Boe rest Rural Sociology, 2. RTT. Sos o's Rural Church, 2. Os Ss Rural Church and Rural Sociology, 424-2. is ba ws Rural Church Administration, 2; Rural Community, 2; Rural Social Engineering, 2; Rural Life Seminar, 2; Rural Church School, 2. Oppo Rural Sociology, 3; Rural Church Administration, 4; Rural Church, 2. BO ras Country Church and Rural Problems, 2; Christian Church and Rural Life, 2; Rural Pastor and Community Church, 2; Rural Church Methods, 2; Seminar, 2. 70...... Rural Church, 1%; Village and Town Church, 1%; Rural Church Problems, 2%4; Methods, 114; Seminaries, 224. (Also Rural Social and Economic Problems Seminar, 6-10; Rural Sociology, 3, at Northwestern University.) “eres Church and Rural Problems, 2. edie 2a Rural Church and Rural Sociology, 4-2. + Ree Rural Sociology, 2. BR alec Rural Church, 2; Rural Church and Community Life, 2; Social Approach to the Problems of the Rural Church, 2. (Also Rural Sociology, 2, in College of Arts and Science.) HEBO. sess. Rural Church and Community. Le American Country Life, 1. rs a a Rural Problems. ec ei 2 Rural Church and Community. US asiare Social Christianity in Urban and Rural Communities, 2. | Church and Community, 3. {7k See (Rural Church, 1, at Pacific School of Religion.) Be Face ses Rural Sociology, 2. ee Rural Church, 1. W028... 65. Church and Rural Problems, 1%. OQ. <0 « Rural Social Development, 3. [423] THEOLOGICAL EDUCATION IN AMERICA SEMINARY Courses and Semester Hours 131...... Church and Country Community, 2; Problems of the Rural Church, 1; Rural Sociology and Economics, 4; Practicum, Rural Social Survey, 4; Practicum, Rural Community, 4; Organization, 4 (at Teachers College, Columbia University). Rural Sociology and Country Church, 2; Community Activities of Country Church and School, 2. 1 Sixty-seven of the 103 seminaries considered advertised no courses dealing with the rural church. The offerings listed may not account for all the opportunities in ‘fhliated institutions. See Table A for names of seminaries. 2 Data for 1921-1922. 3 Data for 1920-1921. ’ 4 ; “Course open to students of the Episcopal Theological School at Cambridge. APPENDICES _TABLE F—THE CHURCH AND INDUSTRY MATERIAL ADVER. TISED BY 103 SEMINARIES, 1922-23? SEMINARY Courses and Semester Hours ie ee Advanced Labor Economics (Seminar), 2. TOs cious Function of the Church in Industry, 224 (major). HE 95's oe ts The Church and Labor, 2. > Se Christianity and the Problems of Industry, 3. ES Trade Unionism and Allied Problems, 3; Problems of Labor, 3. NEO... siy/s Church and Industrial Reconstruction, 22/ (I major). ee Seminar in the Labor Problem, 1. HS o's estas Industrial Service, 2; The Labor Problem, 3; Industrial Hygiene and Sanitation, 2. TORSAR AY The Labor Movement, 1. BS Zot ot Christian Ethics and Industrialism, 2. aR ae The Church and the Present Industrial Situation, 2. ay (Trade Unionism, 3; Labor Conditions and Labor Legislation, 3, at Northwestern University. ) OS 3 okie The Church and Industrial Relations, 2. ae (Social Aspects of Labor, 1; Labor and Labor Problems at Washington University.) | ae Radical Social Reformers, 2; Present Day Social Problems, 2. ee (Unemployment and Related Problems of the Working Classes, 3; Trade Unionism and Allied Problems, 3; Problems of Labor, 3, at Harvard University.) 7 Sik Christian Programs for Industrial Reconstruction, 3. APSA Labor Problems, 3. , Church and Industrial Problems. eee Unemployment and Related Problems of the Working Classes, 3; Trade Unionism and Allied Problems, 3. | a Industrial Problems, 2. Re ee Christian and Social Democracy, 2. 1 Fighty-two of the 103 seminaries considered advertised no courses dealing with he church and industry. The offerings listed may not account for all the opportunities 4 affiliated institutions. See Table A for names of seminaries. 7 Data for 1921-1922. [425] THEOLOGICAL EDUCATION IN AMERICA TABLE G—MISSIONS: MATERIAL ADVERTISED BY 103 THEOLOGICAL SEMINARIES, 1922-23? SEMINARY Courses and Semester Hours History of Missions, 2; Science of Missions, 2; Study of Fields, 2. History of Missions, 1 unit in Preparatory Department. History, Theory and Practice of Baptist Foreign Missions, 1. Historical Introduction to Christian Missions, 2; Practical Missions, 2. (There is also a series of lectures given each year.) History of Protestant Missions, 1; History of Baptist Missions, 1; Missionary Administration, Home and Abroad. Problems and Methods of Missionary Expansion, 2% (1 major) ; Missionary Research, 224; Technique of Missions, 273; Christianity and Other Agencies of World Civilization, 273; Missionary Expansion during the First Eighteen Cen- turies, 274; History of Missions from close of 18th Century, 274; Christianity in Japan and Korea, 234; Christianity in China, 224; Christianity in India, 224; Latin America, 2%; Christianity and Political Movements in the East, 234. Missions and Baptist History, 6. History of Missions; Missionary Problems at Home and Abroad; World Relationships of Missions; Making of a Mission Church; Special Study of Baptist Mission Fields. Missions and Politics in the Far East, 1% (2 term hours) ; Missions in Africa, 24; Missions in Latin America, %. History of Missions, 2; Principles and Problems, 1. The Development of Protestant Missions, 3; Contemporary Protestant Missions, 3. Christian Missions, 4. Survey Course of Home and Foreign Missions, 4; Missionary Problems, 2; Missions Seminarium, 2 (special courses arranged). Missions (Argentine Republic), 1; Missions (Africa), 1. Survey of Missions, 224 (1 major) ; Pastor and Missions, 114; Missions of Church’ of the Brethren, 234; Missionary Methods, 1%; Missionary Linguistics, 1%. Missions (India and China); Missions (Africa and South America) ; Near and Middle East; Home Base. United Brethren Missions; Christian Missions; Modern Mis- sions; American Mission Fields. Missions, 3. (Introduction to Christian Mission, 3, at Episcopal Theologi- cal School.) Missionary Expansion during First 18 Centuries, 2% (1 major) ; Missions in 19th Century, 224; Japan and Korea, 273; China, 224; India, 224; Near East and Mohammedan Lands, 224; Latin America, 224; Problems and Methods, 2%; Technique, 22%4; Christianity and Other Agencies of World Civilization, 224. Missionary Sociology, 1; (History of Missions, 2; Methods of Missions, 2; Situation in the Non-Christian World, 1; Mis- sions Seminar; Missionary Practice, 4; Advanced Missionary Practice, 3 to 6; Personal Relations of the Missionary, 1, at Kennedy School of Missions). [426] APPENDICES TABLE G—Continued | SEMINARY Courses and Semester Hours fh RARE Modern Missions, 2. NUNS os Glew ie History of Missions in Asia, 2; Problems of Asiatic Chris- tianity, 2. (Other courses as needed and courses in Univer- sity. ) Pielanee Missions (History and Philosophy, Present Day, Congrega- tional), 22%. BS ee History of Expansion of Christianity, 4; History of Chris- tianity in India, 4; History of the Christian Church in China, 4; Survey of Foreign Mission Problem of the Church, 2; Near East as a Mission Field, 2; India as a Mission Field, 2; the Junior Mission, 1; Missionary Education, 2; Mission- ary Practice, I. Tne ie Great Mission Fields, 2; Home Base of Missions, 2; History of Christian Missions, 4. oo ae History and Science of Home and Foreign Missions; Inner | Missions. 1 meee ie Foreign Missions; Inner Missions. BO Pir. Missions. Fe ey Missions, 6. Wate. Wi History of Missions; Foreign Missions; Inner Missions. | eee Science of Missions, 1. DO. ba History of Christian Missions, 224; Mennonite Church and its Missions, 224; Mission Principles and Methods, 224. pe Missionary Principles and Methods, 4; Social Aspects of For- eign Missions, 4; History of Missions, 4; China as a Mission | Field, 2; India as a Mission Field, 2. BH eS. Historic and Social Significance of Missions, 2. eee Introduction to Study of Christian Missions, 2; China as a Mission Field, 2; Japan as a Mission Field, 2; Missionary Expansion of Christianity, 4; World Politics and Christian | Missions, 2. WFO... +e Introduction to Missions, 224; Missionary’s World View, 2%; Missionary’s Approach to the Non-Christian Mind, 1%; Christian Missions in Theory and Practice, 1%; Church on the Mission Field, 224; (Missions and World Movements, 2; Missions and Social Progress, 2; Early Expansion of Chris- tianity, 3; Modern Expansion of Christianity, 3, at North- western University). os 2 Great Missionary Leaders of History, 2; Modern Conditions in the Mission Field, 2. Cree Introductory Study of Early Missions, 3; Introductory Study of Modern Missions, 3; Development of Christian Missions, 2; Graded Missionary Program for the Local Church, 4; Modern Missions in the Orient, 2. . {fee History of Missions, 3% (1 major); Missionary at Work, | 124; Missionary Apologetics, 1%. eS Problems of the Far East, 2; Science of Missions, 2; Latin | American Problems, 2; Christianity in Latin America, 2. HBO. seces History of Missions; Missionary Problems. met So, Missions, 2. BOe eek. History of Missions, 6 weeks. . aS History of Missions, 1; Missionary Problems, 1. 1 eee History of Missions, 2; Principles of Mission Work, 2. [427] THEOLOGICAL EDUCATION IN AMERICA TABLE G—Continued SEMINARY Courses and Semester Hours Survey of Christian Missions, 2. Missionary Administration, 14% (Lectures each year) ; History of Missions, 1%. Missions, 4. Missionary Message, 2; Problems and Methods of Modern Missions, 2; Great Mission Fields, 2. History of Missions, 2; Methods, 2; Missionary Biography, 2, Modern Missions, 1; Lectures on Missions. Missions, 6. Missions, 3 years. Christian Missions in The Modern Period, 1. History of Christian Missions, 2; Modern Missions, 2. Introduction to Christian Missions, 3. History of Christian Missions, 3; Missionary Biography, 3; The Church’s Agencies, 3. History of Missions, 1. Christian Missions, 1 year. History of Christian Missions, 2. Christian Missions (History, Extent, Methods). Missfons, 2. Missionary Science. Missions, Africa, South America, Korea, 1; China, India, Japan, Arabia and United States, 2. History of Missions, 1. Reformed Church Mission Fields, 2; History of Modern Missions, 2; History of Reformed Foreign Missions. Home and Foreign Missions, 1. Missions in India, 4; Missions in China and Japan, 4; Africa; Missions Normal Course, 24 or 1%. Expansion of Christendom, 3; History of Christian Missions, 3; (Introduction to Christian Missions, 3, at Episcopal Theo- logical School). Modern Missions, 2. Development of a Mission Church, 2; Foreign Task of the Church, 2; Mission Principles and Methods, 2; Social Aspects of Foreign Missions, 2; Problems of Racial Contact, 2; Social Institutions and Organizations, 2; Seminar, 2; History of Christian Missions, 2; Problems of Modern Missions in China, 2; Modern Missions in India, 2; Latin America, 2; (Problems in Missionary Education, 3, Teachers College, Columbia University). 132...... History of Missions, 2. 1 Thirty of the 103 seminaries considered advertised no courses dealing with mis- sions. See Table A for names of seminaries, 2 Data fo. 1921-1922, 3 Data for 1920-1921. APPENDICES TABLE H—EVANGELISM: MATERIAL ADVERTISED BY 103 THEOLOGICAL SEMINARIES, 1922-23? | SEMINARY Courses and Semester Hours ye Principles and Methods of Evangelism, 1. Pare Evangelism, 2. Bikoess Evangelism, 2. TON poate Evangelism, 114 (minor). pi ye Evangelism, 4. A a Personal Evangelism, 24 (1 term hour). iF Bay EA Evangelism, 4. 1655. Evangelism. Ag le Evangelism, 8 (2 courses). Bose a a Soul Winning. AO Tdi Evangelism, 114 (minor). BEn ie wey Personal Evangelism, 1; Bible and Personal Evangelism, 14; Clinic, % (10 exercises). Rd ethers Evangelism, 24 (1 quarter hour). OBA Public Evangelism, 2; Personal Evangelism, 2; Evangelization of Social Groups, 2. 8 epee ae Evangelistics. i eee Oe Evangelistics, 4. ROT. oes Evangelistics, 2. OF him yin Constructive Evangelism, 4; Field Work in Evangelism, 2; Personal Evangelism, 2. DOr pews Evangelism, 224; Constructive Evangelism, 114; Home Mission Field, 224. 7A Evangelism in the Life of the Church, 1; Personal Evan- gelism, I. Ae date Gate Evangelism, 17. WB se eae Educational Evangelism, 2; Personal and Pastoral Evan- gelism, 2. BUiidkeey Evangelism, Its History, Truths and Methods, 1. NIOS So os Evangelism, 2. BEOOws. 5s Pastoral Evangelism (Included in Pastoral Theology for Senior | Year) ; Practical Evangelism. oa a Evangelism, 224; Personal Evangelism, 2 REA 6 ok Evangelism, 2. 1 Seventy-six of the 103 seminaries considered advertised no courses in evangelism. See Table A for names of seminaries. 2 Data for 1921-1922. [429] THEOLOGICAL EDUCATION IN AMERICA TABLE I—RELIGIOUS EDUCATION MATERIAL ADVERTISED BY 103 THEOLOGICAL SEMINARIES, 1922-23? SEMINARY Courses and Semester Hours Sunday School Organization and Methods. Teacher Training, 2. Child Development, 1; Sunday School Efficiency, 1; Principles and Organization of Religious Education, 1; Principles and Methods of Young People’s Work, 1; Introduction to Re- ligious Education, 3; Organization of Religious Education, 3; (Theory of Education Seminar, 4; Moral Education, 2; Society and Education, 2; Community Recreation, 6; Prin- ciples of Social Organization in Secondary Education, 2; Supervision of Social Organization and Control in Secondary Schools, 2; at University of California and at Berkeley YM Ce Arye Principles of Psychology, 3; Special Studies in Psychology of Religion, 3; The Sunday School, 2. Agencies of Religious Education, 1; Religion of Childhood and Youth, 1. Principles of Religious Education, 2%4 (major); Materials of Religious Education,’ 224; Materials of Religious Education, 223; Methods of Teaching the Bible,* 224; Organization of Religious Education,® 274; Religious Education of the Adult, 273; Religious Instruction and Public Education? 114; Methodology of Religious Education, 224; Education and Worship,’ 1%; Missionary Education of the Church, 1%; Church School Curriculum, 224; Problems of Religious Edu- cation,’ 274; Church and the Young People, 224; Agencies for Religious Education in Chicago, 234; Teaching Values of Bible, 2274; Psychology of Religious Development, 2%; Religion and Adolescence, 1%. Sunday School Pedagogy and Administration, 4. Religious Pedagogy, 2; School Administration, 2; Ancient and Medieval Religious Education, 3; Modern Religious Edu- cation, 3. Psychology of Religion; Principles of Education, 14% (2 term hours); Church School, 1%; Use of Old Testament in Religious Education, 1144; Prayer and Worship, 14; Use of the Story in Religious Education, 1%; Supervision in Religious Education, 1144; Problems in Psychology -of Re- ligion, 143; Psychology of Childhood, 1%; Psychology of Adolescence, 1143; Primary Methods, 1%; Junior Methods, 17%; Young People’s Work, 114; Pageantry and Dramatiza- tion, 143; Handwork, 14; Use of New Testament in Re- ligious Education, 1%. ; Religious Pedagogy, 224. Principles, Methods and Materials of Religious Education, 3; Adolescence and Religious Life, 3; Current Extensions of the Church School, 3. Sunday School Pedagogy, 4. Introduction to Religious Education, 2; Principles of Religious Education, 2; Methods in Religious Education, 2; Adminis- tration, 2; Vocational Aspects of Religious Education, 2; Elementary Religious Education, 4; Adolescent Religious Education, 4; Special Tasks in Religious Education, 2; [430] SEMINARY APPENDICES TABLE I—Continued Courses and Semester Hours Week-Day Religious Education, 2; History and Materials of Religious Education, 2; Records and Publicity in Religious Education, 2; Religious Education Seminarium, 2%; Re- ligious Education Observation; Religious Education Practice ; Preparatory Psychology, 2. Child Psychology, 8; Religious Pedagogy, 8; Aims and Prin- ciples, 6; Organization and Administration, 6; Psychology of Religious Expression, 4. Philosophy and Psychology of Christian Experience, 2% (major); Pedagogy of Jesus, 224; Organization and Man- agement of Religious Education, 224; Religious Pedagogy, 224; Educational Psychology, 224; Psychology of Religion, 23. Christian Education; Religious Pedagogy; Sunday School Administration; Introductory Religious Education; General Psychology; Psychology of the Christian Life; Principles of Education; Story Telling; Educational Psychology; History of Education; Lesson Planning and Methods; Child Psy- chology; History of Christian Education; Practice Teaching ; Adolescent Psychology; Master Teacher and Teaching; Applied Psychology; Principles of Religious Education; Modern Problems in Religious Education; Sunday School Efficiency. General Psychology; Psychology of Childhood; Genetic Psy- chology; Principles and Methods of Religious Education; History of Religious Education; Materials; Psychology of Religion; Genetics; Sunday School Organization, Equipment and Management; Philosophy of Religious Education. Religious Education, 6 Preparation for Sunday School Work, 1 year. (Religious Education, 3, Episcopal Theological School.) Church School. Principles of Religious Education,* 2% (major); Organiza- tion,’ 224; Materials, 224; Organization of Church School,* 1%; Agencies for Religious Education in Chicago, 274; Background and History of Christian Education before Reformation,’ 2%4; History of Christian Education in Modern Period,* 224. Principles of Religious Education, 3; Principles of Teaching, 3; Organization of Religious Education, 2; History of Educa- tion, 3; Teacher Training, 1. (Story Telling in Religious Education, 1; Girl in her Teens, 1; Elementary Psychology, 3; Genetic Psychology, 3; Educational Psychology, 3; Psy- chology of Religion, 3; Mental Tests, 3; Principles of Religious Education, 3; Principles of Teaching, 3; Organ- ization of Religious Education, 2; Teacher Training, 1; Adolescence, 1; Missionary Education in the Church School, 1; Investigation and Essay, 4; Practice in Religious Educa- tion, 4-8; Elementary Departments of Church School, 2; Guidance of Play, 1, at School of Religious Pedagogy). Religious Education in the Church, 2; Psychology of Religion, 2; Principles of Religious Education, 2; Special Problems, 2. Introduction to Religious Education, 3; Organization, 3; Modern Church School (Elementary), 2 or 3; Modern [431] THEOLOGICAL EDUCATION IN AMERICA TABLE I—Continued Church School (High School, Young People and Adults), 2 or 3; Research, 1 or 2; Seminar, 4. History and Principles of Religious Education, 244; Materials of Religious Education, 224; Organization, 114; Psychology of Religion, 1%. Psychology of Religion, 4; Psychological Principles of Moral and Religious Education in Childhood, 2; Moral and Re- ligious Education in Adolescence, 2; Theory of Religious Education, 4; History of Religious Education, 4; Religious Education Seminar, 4; Interviewing and Charting of Boys and Men, 2; Men’s Club in the Church, 1; Leadership of Voluntary Discussion Groups, 2; Teaching of Bible in the Curriculum, 2; Organization of Religious Education, 43 Materials of Religious Education, 2; Methods of Religious Education, 2; Analysis and Educational Use of Biblical Material, 2; Educational Aspects of Worship, 2, Philosophy of Religious Education, 2; Curriculum of Religious Education, 2; Organization and Administration of Religious Education, 2; History of Religious Education, 2; Survey of Agencies of Religious Education, 2; Special Methods in Teaching Religion, 2; History of Religion, 4; Psychology of Religion, 2; Observation and Practice Work, 2; Survey of Religious Education in the Local Church, 2, Principles, Materials and Organization, 4; Introduction to Psy- chology of Religion, 2, Catechetics, 6; (History of Education, 3; Principles and Methods of Religious Education, 6, at St. Louis Community Training School). Sunday School Work; Catechetics, Catechetics, 2; Christian Pedagogy, 2. Catechetics; Home Missions and Sunday School Work. Catechetics. Catechetics, Catechetics, 1; The Sunday School. Pedagogics and Catechetics, 4. Catechetics, 2. Catechetics and Sunday School Work, 2, Catechetics, 4. Catechetics. Barnes School, 2; Necessity of Church Schools, Catechetics, etc., 6. Psychology of Religion, 224; Principles of Religious Educa- tion, 224; Church School, 224, Psychology of Religion, 4; Principles of Moral and Religious Education, 4; Organization and Administration of City Schools of Religion, 2; Religion of Childhood and Adoles- cence, 4; Organization and Curriculum of Church School, 4; Surveys and Measurements in Religious Education, 2. (Psy- chology, 6; Introduction to Educational Psychology, 4; Principles and Methods of Instruction, 4; Story Telling in Religious Education, 1; Psychology of Public Presentation, 2; Educational Psychology, 4; Mental Tests and Educational Measurements, 2; Mental Diagnosis, 4; Methods of Teaching English to Foreigners, 1; Organization and Administration [432] APPENDICES of Moral and Religious Education, 2; Curriculum and Pro- gram of Church School, 2; Student Life, its Psychology and Regimen, 2; Student Activities in Church and Social Work, 2; Leadership of Girls and Young Women, 2; Voca- tional Guidance in Church and Social Work, 4; Principles and Methods of Sunday School Association Work, 3; Organ- ization and Administration of Religious Education in Local Church, 3; Kindergarten Department of Church School, 4; Primary Department of Church School, 4; Junior Depart- ment of Church School, 2; Practice Teaching, 2; Supervision of Elementary Grades, 2; Organization of Young People’s Work, 2; Administration of Young People’s Work, 2; Organization and Administration of Community Young People’s Work, 2; Adolescent Curricula, 2; Adolescent En- vironment, 2; Seminar in Adolescent Religious Education, 4; Field Promotion of Young People’s Work, 1, at School of Religious Education and Social Service. GRiet we Principles of Religious Education, 3. GO satnes Religious Psychology, 4; Church School, 4; Genetics, Child Psychology and Adolescence, 4; Seminar, 2; Principles, 1; Scientific Method and Experimentation for Religious Workers, 4. 70...... Introduction to Study of Religious Education, 224; Pastor and the Sunday School, 1144; Human Nature and its Remaking, 114; Organization of the Educational Program of the Church, 114; Management and Supervision of the Church School, 11%4; Recreational Leadership, 1%; Teaching Religion, 2343 Curriculum of Religious Education, 224; Psychology of Religious Development, 1%. (History of Religious Educa- tion, 3; Religious Education of Children, 3; Religious Edu- cation of Adolescents, 3; Curriculum of Moral and Religious Education, 3; Content and Organization of Present Curricula, 3; Method in Teaching Religion, 3; Special Methods, 2; Advanced Principles of Religious Education, 3; Principles and Methods of Recreational Leadership, 3; Organization and Administration of a National Program of Religious Education, 3; Organization and Administration of Religious Education, 3; Organization and Supervision of the Church School, 3; Psychology and the Religious Life, 3; Problems in Religious Psychology, 3; Seminar in Administration Prob- lems, 4, at Northwestern University). 717..... History of Moral and Religious Education, 2; Religion of Childhood and Adolescence, 2; Principles of Moral and Re- ligious Education, 4; Materials of Religious Education, 4; Seminar, 2; Psychology of Religion, 2. Pee hehe Religious Education, 2; Organization and Administration of Religious Education, 2; Psychology of Religion, 2; Psy- chology of the Christian Life, 2. et Ae Principles and Program of Religious Education, 3; Principles of Teaching Religion, 3; Seminar for Directors of Religious Education, 4; Seminar in the Problems of Religious Educa- tion, 4. 1 ERSTE Theory of Religious Education, 1%; Sunday School, 1%; History of Religious Education, 1%; Psychological Basis of [433] THEOLOGICAL EDUCATION IN AMERICA TABLE I—Continued Religious Phenomena, 134; Psychology of Religion, 3%; Seminar in Psychology of Religion, 314; Religion of the Child, 124; Religion of the Adolescent, 124; Religion of the Adult, 124; Practice of Religious Education, 3%; Boy and the Church, 124; Materials of Religious Education, 13 ; Social Theory of Religious Education, 314; Introduction to Religious Education, 2; Religious Characteristics of Children, 2; Teaching Teachers of Religion, 114; Religious Education and Adolescent Problems, 114; Organization and Adminis- tration of Religious Education, 2; the Church as Education, 2; Religious Education in the Family, 2; Weekday Religious Education, 2; Worship as a Factor in Religious Education, 2. Psychology of Childhood; Psychology of Religion; Principles of Religious Teaching. Religious Education and the Sunday School, 2. Religious Education and Psychology of Religion, 12. (Introduction to Religious Education, 1144; Educational Signifi- cance of the Stages of Individual Development, 24; Prin- ciples of Religious Education, 2; Principles and Methods of Teaching, 2; Story Telling in Morals and Religions, 1; Practice in Teaching and Class Management, I or 2; Organ- — ization and Administration of Religious Education in Local Church, 2; Organization and Administration of Children’s Division of Sunday School, 2; Practice in Administration of Religious Education, 1 to 6; Curriculum of Religious Educa- tion, 2; Methods and Materials for Use in Primary Depart- ment, 1; Methods and Materials for Use in Cradle Roll and Beginners’ Department of Church School, 1; Methods and Materials for Use in Junior Department, 1; Missionary Education in the Church, 1; History of Education, 33. Train ing of Teachers of Religion, 3; Problems in Religious Edu- cation, 3; Seminar in Religious Education, 4; Agencies of Moral ‘and Religious Education Outside the Church, 1%; Community Organization for Religious Education, 24; Boy Scout Leadership, 1; Practice in Boy Scout Leadership, 1 to 2; Group Work with Boys, 2 to 10; Gymnasium Work with Boys, 2 to 4; Girl Scout Leadership, I to 2; Practice in Girl Scout Leadership, 2 to 4, at School of Religious Education.) (Principles of Religious Education, 3; Methods in Religious Education, 3; Religious Education Administration, 4; Social and Recreational Church Work, 2; Church and Religious Music, 2, in College of Liberal Arts.) Sunday School Methods and Pedagogy, 2. Principles of Religious Education, 1%4 (minor) ; Organization and Administration of Religious Education, 11%4; Materials of Religious Education, 144; Psychology of Religious Devel- opment, 173; Psychology of Religion, 2%3; Sunday School Survey, 1%. Religious Pedagogy and Sunday School Work, 2. Psychology of Childhood and Adolescence, 2; Organization and Administration of Religious Education, 2; Principles and Methods, 2; Psychology of Religion, 2. Sabbath School Pedagogy; Pastor in the Sabbath School. APPENDICES TOP ss «05% Religious Education, 1; Psychology of Religion. RON ss Religious Pedagogy (elementary course), 2; Advanced Course, 2. SOG ST Introduction to Religious Education, 3. (Principles and Methods of Religious Education, 3, at Harvard Theological School. ) a ORE Pedagogy, 3; New Aspects and Applications of Educational Principles, 3. TORTS: S. Religious Education, 6. T0577. 2... Religious Pedagogy, 2. TES te. Religious Pedagogy, 2. ONE, Ue Re Religious Education, 4. A oy, Catechetics, I. tt fee Religious Pedagogy, 3. ym es Gemeindearbeit, Sonntagsschule, Katechismus, Unterricht, 4. 123...... (Introduction to Religious Education, 3; Organization of Re- ligious Education, 31; Modern Church School, elementary division, 2 to 3; Young People’s and Adult, 2 to 3; Research, I or 2; Seminar, 4, at Pacific School of Religion and Depart- ment of Education, University of California.) T9343 F225: Sunday School Methods, Organization and Administration; Religious Pedagogy. ie oe” Religious Pedagogy, 2; Practical Sunday School Teaching, 2; Applied Religious Psychology, 3. VRS bia Pedagogy, 4; Religious Pedagogy, 1; Church School Methods, 143; Church School Methods, 224; Individual School and Sunday School Association; Cradle Roll and Home Depart- ment; Beginners and Primary Methods; Junior Methods; Girls of Intermediate and Senior Departments; Adult and Organized Classes for Women; Work with Boys and Men. 120e 9 00s (Introduction to Religious Education, 3; Principles and Methods of Teaching, 3, at Episcopal Theological School.) L304. sis tt Aim of Religious Education; Historical Studies in Religious Education; Philosophical and Psychological Studies in Re- ligious Education; Studies in Religious Pedagogics. 8, fg eae Introductory Course, 4; History of Christian Education, 2; Educational Currents of the Present, 4; Curriculum of the Church School, 2; Criticism and Supervision of Religious Instruction, 2; Religious Life of Children and Youth, 2; Organization and Administration of Religious Education, 2; Special Methods with Adolescent Pupils, 2; Seminar in Religious Education, 4; Introduction to Psychology of Chris- tian Life, 2; Psychological Theories of Religion, 4; Seminar in Psychology of Religion, 4. Ks ee eeg History of Religious Education, 2; Principles of Religious Education, 2; Agencies and Methods, 2; Psychology of Re- ligion, 4; Jesus as a Teacher, 2; Genetics, 2. ‘Twenty-three of the 103 seminaries considered advertised no courses in religious education. See Table A for the names of seminaries. ? Data for 1921-1922. * Course open to students in Chicago Theological Seminary (30). See note 4 “Course open to students of School of Divinity, University of Chicago (10). See note 3. [ 435 | THEOLOGICAL EDUCATION IN AMERICA TABLE J—COURSES AND SEMESTER HOURS: ADVERTISED BY DEPARTMENTS OF SYSTEMATIC THEOLOGY IN TWO GROUPS OF SEMINARIES: 1. NorTHERN CONVENTION BAPTIST Berkeley Baptist Divinity School, 1922-23. Prescribed: Prolegomena, 2; Theism, 3; Anthropology, 2; Redemption, _ 2; History of Theological Thought, 2; Theology in 19th Century, 2; Theology of the Social Gospel, 2. Elective: Theology of Social Gospel, 1; Personality, Its Relation to Theology and Experience, 2; Types and Trends in Theology, 4; University Courses in Department of Philosophy. Bethel Theological Seminary, 1921-22. Dogmatics (including Introduction and Theology Proper, Biblical Anthropology, Objective and Subjective Soteriology, Eschatology). Christian Ethics; Practical Theology; Homiletics; Church Polity; Pastoral Duties; Sociology; Religious Pedagogy; Philosophical Pro- pedeutic; (Psychology and Logic). Colgate Theological Seminary, 1922-23. Prescribed for B.Th. Degree: History of Doctrine, 5; Systematic The- ology, 5; Christian Ethics, 3. Elective: The Atonement, 2; The Scriptures, 2; Reconstruction in Theology, 2. Crozer Theological Seminary, 1922-23. Prescribed: Fundamental Theology, 3; Theology Proper, 3; Anthro- pology, 3; Person of Jesus Christ, 3; Jesus Christ and Salvation, 3; Christian Doctrine of Things to Come, 3. Prescribed for Diploma: Introduction to Philosophy, 2; History of Philosophy, 2. Elective: Christian Doctrine of Immortality, 3. Divinity School of the University of Chicago,’ 1922-23. Prescribed: Introduction, 224; Sin, Salvation, Person and Work of Christ, 224; The Christian Life, 224. Elective: Outline of History of Doctrine, 224; Outline Course in Com- parative Theology, 224; Types of Contemporary Theology, 224; Chris- tian Origins: Formative Concepts of Christian Theology, 114; History of Dogma, 8; History of Idea of God, 224; History of Doctrine of Salvation, 224; Theological Encyclopedia and Methodology, 224; Christian Doctrine of God, 1%4; Christian View of Man and Sin, 1%; Person and Work of Christ, 224; Christian Doctrine of Salvation, 144; Doctrine of Kingdom of God, 1%; Social Theology, 224; Chris- tian Doctrine of Atonement, 224; Christian Ethics, 1%; History of Christian Ethics, 224; Christian Theology in Relation to Modern Science, 274; Christian Theology in Relation to Modern Philosophical Ideals, 224; Christian Ethics in Relation to Modern Social and Ethical Movements, 274; History of Doctrine of Immortality, 224; Conception of God in Modern Thought, 224; Doctrine of the Trinity, 224; History of Doctrine of Atonement, 224; Use of Scripture in Modern The- Ology, 224; Problem of the Supernatural, 224; Fundamental Problems in Modern Theology, 224. Elective Courses offered by Chicago Theological Seminary: Comparative Christian Beliefs of Today, 224; History of Christian Doctrine, 8; Theology of Schleiermacher, 224; History of American Theology, 234; History of Mysticism, 2%; History of Idea of God, 234; Chief Prob- lems and Types of Defences of Christianity, 224; Modern Religious [436? APPENDICES TABLE J—Continued Cults, 24; Christian Ideals Related to Ideals of Philosophical Ethics, 22 Elective Courses offered by Western Theological Seminary: Outline Course in Apologetics, 234. Elective Courses offered by Ryder Divinity School: History of Doctrine among the Universalists, 224; Liberal Movement in Modern The- ology, 2%. Elective Courses offered by Disciples Divinity House: Development of Thought among Disciples, 224; Problems of Doctrinal Readjust- ment, 224. Kansas City Baptist Theological Seminary, 1922-23. Prescribed: Fundamentals of Faith, 3; Christian Evidences, 3; Sys- tematic Theology (including Scriptures a Revelation from God, Exist- ence and Attributes of God, the Trinity, purposes of God and His works as seen in the creation, etc., Doctrine of Man: Creation, sin, fall, etc., Christ: Person, humanity, divinity), 3; Systematic Theology (includ- ing Doctrines of Grace: election, regeneration, repentance, etc., The -Church, Things to Come), 3; Christian Ethics, 2; New Testament ) Theology, 2; Apologetics, 2. Newton Theological Institution, 1922-23. Prescribed: Christian Doctrine of Man, 1%; Place of Jesus in Christian Theology, 2; Christian View of Salvation, 2; Christian Conception of God, 14%; Christian Ethics, 2; Teaching of Christianity Concerning the Future, 1%. _ Elective: Religious Aspects of Philosophy, 114; Philosophy of Religion, 144; Contemporary Religious Movements, 24; Romanism and Modern- ism, 14; Theology of the Poets, 24; Modern Theologians, ry. ‘Northern Baptist Theological Seminary, 1922-23. Prolegomena and Theology Proper, 6; Anthropology, Soteriology, ~ Eschatology, 6. Rochester Theological Seminary, 1922-23. Prescribed: Psychology of Religion, 3; Christian Doctrine of Man and His Salvation, 3; Christian Doctrine of God and the World, 3. Elective: Genesis of Catholic and Protestant Orthodoxy, 3; Christian Atonement, 3; Christian Finality, 3; Genesis of Modern Theology, 3; Representative American Thinkers, 3; Christian Faith and Moral Freedom, 3; Conception of God in Philosophical Idealism, 3; Agnos- ticism and Belief in Revelation, 3; Science and Religion, 3; Modern Buddhism, 3. II. RerorMep Group? Theological School of the Christian Reformed Church (Calvin College), 1921-22. Theological Encyclopedia, 4; History of Doctrines, 2; Dogmatics, 18; Ethics, 4. Theological Seminary of the Reformed Church in America, 1921-22. Theological Encyclopedia (10 weeks) and Non-Christian Religions (13 weeks), 4; Symbolics (3 weeks), Apologetics and Dogmatics (30 weeks), 6; Ethics, 2; Dogmatics, 6 ‘Vestern Theological Seminary (Reformed in America), 1921-22. | Junior Class: Encyclopedia and Methodology ; Authority; Doctrine of | God; Creation of Universe. | Middle Class: Divine Government; Creation of Man; Person and Work ) of Christ; Person and Work of Holy Spirit in Creation and Redemp- / tion; Doctrine of Salvation; The Church. | [437] THEOLOGICAL EDUCATION IN AMERICA TABLE J—Continued Senior Class: Doctrine of Last Things; Christian Ethics Confessional Theology; Review of Dogmatic Theology. Graduate Work for B.D.: Doctrine of Trinity; Atonement; Modern- ism; Non-Christian Religions. Central Theological Seminary of the Reformed Church in the United States, 1921-22. Theological Encyclopedia, 2; Apologetics, 1; Heidelberg Catechism, 1; Christian Theism, 1; Anthropology, Christology and Soteriology, 2; Ecclesiology, 1; Eschatology, 1. Mission House of Reformed Church in the United States, 1921-22? Einleitung in die theologische Wissenschaftung, 3; Dogmatic ( Ein- leitung, Quellen, Gottesbegriff, gottliche Offenbarung), 1; Symbolik, 1; Dogmatic; Lehre von Gott, gottlichen Eigenschaften, Verhaltnis Gottes zur Welt, die Dreieinigkeit, Lehre von den Engeln, Anthro- pologie Hamartologie, 3; Symbolik, 1; Ethik, 2; Dogmatik; Chris- Sei Soteriologie, Ekklesiologie, Eschatologie, 3; Ethik, 2; Sym- bolik, 1. Theological Seminary of Reformed Church in the United States (Penn- sylvania), 1920-21. Junior Class: Encyclopedia; Heidelberg Catechism; Philosophy of Re- ligion; Introduction to Dogmatics. Middle Class: Dogmatics: Idea, relations and postulates of Christian Theology; Christian idea of God and Christian view of world; Ethics. Senior Class: Dogmatics: Man and Sin, Christ and Salvation; Christian Life; Ethics; Religious Education. 1 Elective courses offered by Garrett Biblical Institute and Western Theological Seminary during the summer are omitted. * All courses appear to be prescribed. : * Whether these are year or semester hours is not clear, APPENDICES ‘TABLE L—STUDENTS IN THEOLOGICAL SEMINARIES WHOSE HOMES ARE IN FOREIGN COUNTRIES, 1920-21 Number of Students CouNTRY Total In. United States In Canada RRMEEERITN aiav c's can ssscesvvas 747 602 145 Ege i EE 8 — DRE ike Oidip's's d's v'vn sc e's I I a oe I I wee GL GY ig 4 4 —_ No Be OS 3 3 om OG Se re 8 8 a ee ES PETS Ie iGo 5 ¢6'0'b 2's che 12 12 tone (SES EE PS Te ee III III — SRRR MMS e IDV A MER AT aids «sis ois 5% 00500 12 12 ~ : SRE ES fc) ae a 7 7 oe eh Os a 4 4 — UN RM C PeR Rh aS ons ¢ 0:0» wesie'tre 10 8 2 METODCIETNCOr(GDINA |... o..0cccccc ces I I — A re 7 7 —_— 115. 40 75 Se SE Se a a 3 3 _- PALE CSTE ACES i te ae 6 6 _ EE ee eae 6 5 I SER UME Sy 98 SE Se I I —_ (OE i 51 50 1 Loe le iil te aa a ri 4 4 _ PAI 8 a III 105 6 RS ONE hla) 9) 07a i a a 26 26 — INUIT ois dco cis caw ce I I —_ OOS ol aS 7 7 _ VOU eye iV oh i Ge ia a 4 4 — MPGWLOUUCIAD 355. dct cer cc cene I I oo MPCW PRAIA PENG AY: «secs occ cae dsc 3 3 — Oy 530 «ae Se er 14 14 —_ ESE er 8 8 — OEP 0 sti Ga 2 2 oom Oe ed A a a I I oe PR lay ov cs ekslu wes 16 16 _ PRN tay Soa, wie oc c's e wate’ o 2 —~ RSM te ks gta ec nas 35 35 — SEEN cing syle vce ose ds § acy 3 3 -— RIG a Pi ka sp ss 0 va 0 e's'e I I ~~ UNA RIOD ila.c bicse sve ccvacss 2 2 ~~ LGR 2 5 ea I I — SE So Sa 15 15 ~ PERTAIN a, .'.', on hance 7 6 I ae lS ae a 4 4 _ United States Possessions ........ 37 28 9 ES OS 10 10 — Undesignated Foreign Countries... 11 II —_ Unknown Maris ds ss cas o'ste eee 5 50 — 50 [439] . TABLE K—RANK OF STATES Per Cent Amount for of Church State Supported Population for Member- HigherEducation One Theological ship, for Each $1,000 Student, Roman of Wealth, Educational Excluding Catholic, Excluding Nor- Rank by Index Negroes in 19162 = mal Schools? Numbers + Number Rank Amount Rank Number 6,641 22 27.) $0.32 4I South Carolina 8,024 I 19 hey 29 Minnesota 8,037 45 16 38 58 8,425 25 22 -33 55 Nebraska 8,642 3I 23 33 57 Mississippi 8,714. 4 17 a7 30 North Carolina 8,831 oO 31 .28 31 Colorado 8,949 41 i5 39 59 Iowa 9,733 28 30 .28 62 Virginia 10,049 4 28 31 35 Georgia 10,363 2 33 tao 33 South Dakota TE 107 oe a6 6 .56 55 Average 22 Illinois 11,065 46 40 6 Maine 12,000 58 29 29 Massachusetts 12,001 71 20 34 Ohio 12,049 37 32 Ze Kentucky 12,182 17 34 .22 Wisconsin 12,185 51 12 48 Missouri 12,798 33 42 15 North Dakota 13,201 42 35 a Pennsylvania 13,668 45 47 .06 Tennessee 13,766 3 9 53 New Hampshire 13,846 65 13 46 Vermont 14,097 54 II .50 Average 27 Maryland 14,342 36 4I s15 Alabama 14,766 4 38 17 Arkansas 15,799 4 43 14 California 16,165 55 25 32 Oklahoma 17,021 II 36 iat Indiana 17,443 23 26 32 Florida 19,338 8 21 33 New Jersey 19,361 59 46 .06 Michigan 19,513 48 7 53 Oregon 20,087 28 18 a7 New Mexico 22,522 85 4 . New York 24,551 64 45 .10 Average 29 West Virginia 24,593 O <4; .20 Delaware 24,778 35 10 oI Washington 25,122 34 24 33 Connecticut 26,050 67 39 15 Rhode Island 27,473 76 14 Louisiana 29,638 590 48 05 Wyoming 32,400 32 I 82 Arizona 37,125 72 2 78 39,206 57 8 53 71,978 53) 3 74 77,407 O57 tira 43 15 | 89,879 92" 5 .69 7 Average 43 20 18 * Population data from Fourteenth Census of the United States, 1920. * United States Department of Commerce, Bureau of the Census, Religious Bodies, 1016. Twenty-five per cent. of the membership in the Roman Catholic Church is under thirteen years of age. * United States Department of the Interior, Bureau of Education, Bulletin No. 41, 1919. 440 . IN MINISTERIAL STUDENTS Population for One Medical Number of Per- Population for Student, sons per Square One Foreign Per Cent of Excluding Mile Born White Rural Population Negroes ® Rank Number Rank Number Rank PerCent Rank Number 14 18 18 13 21 68 33 8,214 32 55 2 263 5 83 4 4,901 20 30 4I 5 28 56 8 5,068 16 22 16 16 22 65 21 6,274 12 17 23 9 19 69 I 4,051 23 39 3 223 I 87 27 6,043 3I 53 I 361 yj 81 16 5,820 10 9 25 8 32 52 20 6,264 25 43 22 II 25 64 II 5,215 34 57 9 75 16 71 12 5,393 29 49 4 179 10 75 14 5,566 9 8 29 8 3 84 19 6,180 21 16 16 16 40 116 36 5 43 32 9 5,098 18 26 3I 7 27 61 31 7,530 47 479 47 4 47 5 5 4,907 41 I4I 24 9 40 36 26 6,752 35 60 8 78 13 74 42 13,889 27 48 34 6 30 53 re 5,905 30 50 15 18 29 53 13 5,552 II 9 40 5 2 86 23 6,469 43 195 32 6 4I 36 29 7,402 33 56 5 151 12 74 36 = 10,595 28 49 42 5 39 37 34 9,427 22 39 27 8 18 69 3 4,098 31 28 28 22 42 146 17 14 37 40 25 6,614 26 46 6 133 9 78 22 6,319 al 33 7 126 4 83 44 16,619 17 22 39 5 44 32 15 5,711 19 29 10 51 14 73 4I 12,390 38 81 14 19 34 49 24 6,541 13 18 13 23 26 63 40 11,818 46 420 43 4 45 22 30 7,401 37 64 38 5 38 39 18 6,134 8 Bai) 30 8 33 50 7 5,022 3 3 19 12 6 82 47 25,739 44 218 45 4 46 17 6 4,971 26 23 28 27 36 61 12 24 II 75 32 7,870 39 114 20 II 35 46 SOUT Groe 15 20 35 5 36 45 38 11,120 45 286 46 4 42 32 10 5,190 48 566 48 4 48 ea 28 7,282 24 40 II 40 23 65 35 9,704 2 2 28 8 17 71 46 24,300 4 3 44 4 24 65 48 30,378 5 4 33 6 20 69 45 18,927 6 5 20 II 15 72 37 11,073 I I 37 5 8 80 43 15,481 7 6 26 - 8 31 52 2 4,085 19 30 26 34 «Russell Sage Foundation, Index Numbers of States, 1918. © Religious Bodies, 1916. ©Journal of the American Medical Association, August 19, 1922. 7 Latter Day Saints. * Roman Catholic, 54; Latter Day Saints, 21. 441 TABLE M—FINANCIAL REPORTS OF THEOLOGICAL. ASSETS Noe TOTAL EQUIPMENT AND PLANT PRODUCTIVE O Funps Build- or Not Endow- SEMINARY Campus ings Books Specified ment Other 25. 44 8 200 50 18 Peale ce one 253° 270 ° 29 14 295 201 ~ oa oy orem beled bebf | o:02| b COO © & 3 f=) 100 302 [| | pt alllISISSBISrtidraiy Sal | | ol &> ° ol 1o*) wn io = ww mG = © & lwo SSISsllISBFISli II Sil le&tal ld | & OM FUMamAAN & EG beonhsbee wee SA 11 elo le w& \ wb =) lS | = Ry oo eee on Lo ° w lett olf tell IA Cle] 118 | 30 50 3 50 25 6 Oo 03 50 50 10 PEt iil bal lI SIStliteol F111 lead | on | mable sOtGs G6 Gos |e Seth OC lcok: LPP bell {J . } INARIES IN THOUSANDS OF DOLLARS, 1920-21? { : | ) . : EXPENSES INCOME \ : Other| Tota, | Admin- or Not Other istra- Pro- Instruc- Main- Spect- Endow- Individ- or Not tion motion tion tenance Library fied ment Tuition uals Church Specified a Fe ead Re a mee tome 7 — I 10°” 2 — 2 48 4 — I 37 6 ieee i 50 40 ee ag gaa 3° . 99°.’ 29 UMS Chine FEV aE ett tinas ot) te — — 2 _ — — — —_ — — — ome Sen, 8s RANE d+ aL Se Ve Ya I 7 — 14 PR eae eT 15 AT Lay ome N edd Sa~ cust tra 47 —- — 36 12 — 6 SI ae fle SP Sach Spa ON oy oe i ae ees! 10 6 IQs 187e- 7186 oO I 4 2 " 3 igs 47 8 Sage OOS FOG Fs 5 pS i 5 Ra F 4 6 Pre loal §4. 0") 14 i) 4°35 I ee ee Oe a (2 eee LD poke | g§ — 18 10 6 Ave 43° “40 ee I i. ft — 8 2— I Ir — — 8 BI Rene yo — 14 5 I AO a. een Be Kees So ae | a ee ian | a ' 6 I 53 101° 10 FeO ee SGT so Nene cee 5) wed bd a | 9 eas 30 4 —? a 40 28 — — — II | RE tear ilar} ee Armen SiuedGt ABH. tre | Pee eee Hh Jo 8 0) sig Se oe — 8 5 -- 6 _— — I 12 6 I -— 3 3 4 — 26 12 3 9 48 27 _—_ — 19 2 / o— — II I I — 13 — _ — 13 oo .— I 20 13 I —- 34 25 — 4 5 eer | 3 ~ 16 o — I 21 15 _ no 6 — | I — 8 3 I I 4 — — — 14 — ,asured for this amount, no other estimate given. \cems do not add to totals reported. * Excludes present value of site. toot of Divinity School, endowment at time of consolidation with college. Undif- ‘ncludes new campus valued at $85,000. 11 Salaries in Slavic Department. | Ustimated, 18 Debt Service. 14 Plus 75 acres of farm land. \ichool is being practically refounded and data should be so understood. Chapel costing |oo is about to be built. fine book value of the plant and equipment is $2,210,000 with current assets of $105,000. | stimated present value of the plant is reported as $2,725,000. ‘During 1922-1923 Andover and Harvard Theological School together spent about 00; administration, $27,000; instruction, $69,000; and library, $7,000. The income ar con. At the time of consolidation Andover had an endowment of $780,000 and |rd Theological School, $698,000. | 445 INDEX \cademic measurements, 49 Accounting, 208 Administration in theological edu- cation, 41 \lumni, 170 Andover Theological Seminary, changed location, 27 founding of, 24 historical study of seminary pro- gram, 65 ‘Annuities, funds subject to, 197 irchitecture, courses on, 134 Art, course on, 134 issets, permanent fund, 188 itlanta Theological Seminary, 251 requirements for admission and graduation, 53 ,uburn Theological Seminary, 308 ,urora College, Department of Bib- lical Literature, 254 \ustin Presbyterian Theological Seminary, 362 Sachelors of Divinity, number of, 4! sangor Theological Seminary, 279 requirements for admission and graduation, 53 ‘asic principles in theological teach- ings, 38 jerkeley Baptist Divinity School, 239 ierkeley Divinity School, 246 ‘ethany Bible School, 257 requirements for admission and graduation, 52 ethel Theological Seminary, 203 iblical Seminary in New York, 146, 315 ishop’s ap Terey (Divinity Fac- : ulty), 39 loomfield Theological Seminary, 300 . > _oards of Trustees, organization of, 214 : -onebrake Theological Seminary, 331 ; -oston Theological Seminary, 325, 149 program charts, 118 Boston University, see “Boston Theological Seminary,” 25 Brandon College, 375 Broadview Theological Seminary, 256 Brooks, Phillips, 147 British Columbia, schools in, Columbian Methodist College, 371 Westminster Hall, 373 Budgets, 209 Buildings, 199 theological California, theological schools in, Berkeley Baptist Divinity School, 239 Church Divinity School of the Pacific, 239 Pacific School of Religion, 240 Pacific Unitarian School for the Ministry, 238 San Francisco Theological Semi- nary, 242 Campus, 199 Canada, function and organization of seminaries in, 210 Candler School of Theology, 251 Canton Theological Seminary, 312 Career Bulletins, 234 “Catechetical Exercises on the Pre- ceding Lecture,” 24 Central Theological Seminary, 333 Central Wesleyan Theological Sem- inary, 298 Chapels, 202 Charts, program, of twelve selected seminaries, 110 Chicago Lutheran Theological Sem- inary, 2 Chicago Seminary, changed loca- tion, 27 Chicago Theological Seminary, 258 Christian Divinity School, 334 Christian unity, seminaries contri- bution to, 233 Church, and industry, 134 material offered by, 103 seminaries, 425 Church Divinity School of the Pa- cific, 239 [447] | THEOLOGICAL EDUCATION IN AMERICA Church history, earning power of this department in twelve seminaries, 128 Churches, city, course on, 131 rural, course on, 132 City Churches, course on the, 131 Clinical training, courses on, 145 Clubs, local, 48 Colgate Theological Seminary, 313 requirements for admission and graduation, 52 Colgate University, founding of, 25 College of St. John the Evange- list, 245 College of the Bible, Ky., 192, 276 program charts, 124 College preparation, 164 College sources of theological stu- dents, 162 Colorado, theological schools in, Iliff School of Theology, 243 - College of St. John the Evan- gelist, 245 Columbia Theological Lexington, Seminary, 35 Columbian Methodist College, 371 Community, relation between semi- nary and, 225 Concordia Theological 269, 295 three trustees, 34 Conference of Theological Semi- naries and Colleges in United States and Canada, 228 Congregational College of Canada, Seminary, 393 Connecticut, theological schools in, Berkeley Divinity School, 246 Hartford Theological Seminary, 247 Yale Divinity School, 249 Controls, of seminaries, 31 Codperative Bureau of Educational Research, 153 Courses, distribution and concentration of, given in seminaries, 53 seiected, offered by seminaries, 131 summary of courses given in 1870, 4 in 1895, 86 in 1922, 87 Crane Theological School, 292 Crozer Theological Seminary, 342 [448 ] Danish Baptist Theological Semi- nary, 270 Data, sources of, for this volume, 403 Deficits, 209 Degrees, faculty, 42 sources of, in 139 theological sem- inaries, 416 De Lancey Divinity School, 310 changed location, 27 Democracy, seminaries ing, 230 Denominational groups, representa- tive, programs of, 9I other groups, 100 Denominational sources of theo- logical students, 160 Diocesan Theological College, 395 Divinity Hall, Montreal, administra- tion of, 41 Divinity School of the Protestant Episcopal Church in Phila- delphia, 349 Divinity School, University of Chi- interpret- cago, 144, 146, 260 stipulations and declarations, 40 Doctrines, perpetuation of the church, 192 Drake University College of the Bible, 271 Drew Theological Seminary, 306 and endowment funds, 188 Dutch Reformed Church seminary at Flatbush in 1774, 25 Earning power, of five departments in twelve seminaries, 130 church history department, 128 English Exegesis and Systematic Theology, 129 Greek, 129 Hebrew, 129 Eden Theological Seminary, 295 Emmanuel College, Saskatchewan, IQI . Endowment funds, 188 Endowment per capita, 198 English exegesis: Systematics, earn- ing power of this department in twelve seminaries, 129 Enrollment, tendency of, 172 Entrance requirements, 49 Environmental influences, city residence, 155 college sources, 162 denominational sources, 160 INDEX Environmental influences, home states, 155 migration, 157 occupation of fathers, 154 Episcopal Theological School, 287 nine board members, 34 Ethical power, seminaries as centers of, 235 Evangelical Lutheran Theological Seminary, 329 Evangelical School of Theology, Reading, Pa., 355 chief emphasis laid on exegesis, 109 program charts, 126 WE eho Theological Seminary, 2 requirements for admission and graduation, 52 Evangelism, courses on, I4I material offered by 103 semi- naries on, 429 Exegetical theology, 62 Expenditures, 205 ' Faculty degrees, 42 Faculties of seminaries, 28 ecclesiastical relations of mem- bers of, 35 retiring allowance for, 43 selection of, 215 time for research, 44 typical stipulations and declara- tions for, 35 Fathers of students, occupations of, rgd 554 Finances, accounting, 208 administration of seminaries, 231 assets of plant, 199 buildings, 199 campus, 199 chapels, 202 interiors, 200 libraries, 201 other equipment, 202 budgets, 209 current assets, 203 deficits, 209 endowment fund, 188, 198 evaluation of data, 187 expenditures, 205 funds subject to annuities, 197 income,’ 203 investments, 198 methods of securing funds, 191 Finances, permanent fund assets, 188 perpetuation of church doctrines in procuring, 192 present status, 193 productive endowment, 195 reports of seminaries in thou- _ sands of dollars, 440 unproductive endowment, 197 Financial limitations under which seminaries work, 54 Flatbush, Dutch Reformed semi- nary in, in 1774, 25 Foreign students in seminaries in this country, 439 Full time teaching, 47 Function and organization, 210 Funds, endowment, 188 methods of securing, 191 Garrett Biblical Institute, 147, 265 history of courses given, 68 six board members, 34 General Theological Seminary, 316 history of courses given in, 70 program charts, I17 Georgia, theological schools in, Atlanta Theological Seminary, 251 Candler School of Theology, 251 Mercer University School of The- ology, 253 Gordon College of Theology and Missions, 284 Graduation, requirements for, 51 Greek, earning power of this course in twelve seminaries, 129, 130 Group observations, 88 Hamilton, Baptist seminary at, 25 Hamma Divinity School, 338 Hartford Seminary Foundation, statement of faith of, 39 Hartford Theological Seminary, 247 Hartwick, Lutheran seminary at, 25 Harvard College, early days of, 23 reason for founding, 23 Harvard Theologjcal School, 290 courses given, 54 historical study of program, 64 stipulations and declarations, 40 Hebrew, earning power of this de- partment in twelve semi- naries, 129, 131 [449] seminary THEOLOGICAL EDUCATION IN AMERICA | Historical development of theologi- cal education, 174 Historical theology, 62 History of the Theological Semi- nary in Virginia, 195 Home states from which students are drawn, 155 Homiletics, courses on, 135 Huron College, Ontario, 191, 381 Iliff School of Theology, 243 Illinois, theological schools in, Aurora College Department of Biblical Literature, 254 Bethany Bible School, 257 eben Theological Seminary, 25 Chicago Lutheran Seminary, 266 Chicago Theological 258 Concordia Theological Seminary, 269 Divinity School, University of _ Chicago, 260 epee Theological Seminary, 2 Garrett Biblical Institute, 265 McCormick Theological Semi- nary, 262 Northern Baptist Seminary, 256 Norwegian - Danish Theological Seminary, 256 Ryder Divinity School, 257 Seth Theological Seminary, 25 Union Theological College, 256 Western Theological Seminary, 264 Income, 203 Industry and the church, 134 material offered by, 103 seminaries on, 425 Influences, environmental, 154 Vocational, 166 Intellectual power, seminaries as centers of, 235 International Baptist Seminary, 302 Interseminary Alliance, 168 Investments, 198 Iowa, Theological Schools in, Danish Baptist Theological Semi- nary, 270 Drake University College of the Bible, 271 [450] Theological Seminary, Theological Iowa, Theological Schools in, University of Dubuque Theologi- cal Seminary, 273 Juniata College, School of Theology, basic principles of scripture, 38 Kansas, theological schools in, Kansas City Baptist Theological Seminary, 275 Kansas City School of Theology, 27 Kansas Seminary, 275 Kansas City School of Theology, 274 Kentucky, theological schools in, College of the Bible, 276 outhern Baptist Theological Seminary, 278 Presbyterian Theological Semi- nary, 278 Kimball School of Theology, 339 Kings Coleen Faculty of Divinity, 4 City Baptist Theological 37 Knox College, Toronto, 191, 383 Lane Theological Seminary, 328 Libraries, 201 Luther Theological Seminary, 293 Luther Theological Seminary and Training School, 293 Lutheran Theological Seminary, 343 history of courses given in, 72 Lutheran Theological Seminary (Mt. Airy), 349 Maine, theological schools in, Bangor Theological Seminary, 279 Manitoba, theological schools in, Brandon College, 375 Maryland, theological schools in, Westminster Theological Semi- nary, 281 Massachusetts, theological schools in, ; Boston University School of The- ology, 283 Crane Theological School, 292 Episcopal Theological School, 287 Gordon College of Theology and Missions, 284 Harvard School, Theological 290 New Church Theological School, 289 ! INDEX Massachusetts, theological schools in, New England School of Theol- ogy, 286 oe Theological Institution, 263 Matriculation, requirements for, 29 Sin Theological Seminary, 262 changed location, 27 McMaster University, Faculty of Theology, 385 Meadville. Theological 109, 347 | led the way in adopting contrac- tual plan of retiring allow- ance for faculty members, 43 program charts, 127 Mercer University School of The- ology, 253 requirements for admission and graduation, 53 Methodist Episcopal church pro- grams of study in seminaries under, 97 Migration, 157 Ministers, present conditions, 183 reputed shortage of, 177 status of, 181 Missions, courses on, 139 material offered by, 103 seminaries on, 426 Minnesota, theological schools in, Bethel Theological Seminary, Seminary, 293 Luther Theological Seminary, 293 Luther Theological Seminary and Training School, 293 Missouri, theological schools in, Central Wesleyan Theological Seminary, 298 Concordia Theological Seminary, 295 Eden Theological Seminary, 295 Xenia Theological Seminary, 296 Moravian College and Theological Seminary, 340 Mount Allison University; Theo- logical Department, 376 Music, courses on, 135 Nast Theological Seminary, 324 Nebraska, theological schools in, | Presbyterian Theological Semi- nary, 299 New Brunswick, theological schools in, Mount Allison University; Theo- logical Department, 376 New Church Theological School, Cambridge, Mass., 289 program charts, 116 New Bogie’ School of Theology, 2 Yew Jersey, theological schools in, Bloomfield Theological Seminary, 300 Drew Theological Seminary, 306 International Baptist Seminary, 302 Princeton Theological Seminary, 303 Theological Seminary of the Re- formed Church in America, 305 New York, founding of Protestant Episcopal seminary in, 25 New York, theological schools in, Auburn Theological Seminary, 308 Biblical Seminary in New York, 315 De Lancey Divinity School, 310 Canton Theological Seminary, 312 Colgate Theological Seminary, 313 Dae Theological Seminary, 31 Rochester Theological Seminary, 321 Union Theological Seminary, 318 Northern Baptist Theological Semi- nary, 256 Norwegian - Danish Theological Seminary, 256 Nova Scotia, theological schools in, Kings College, Faculty of Di- vinity, 378 Number of students, alumni, 170 historical tendencies, 174 present numbers, 171 special students, 171 tendency of enrollment, 172 transfers and withdrawals, 171 Oberlin Graduate School of The- ology, 336 : history of courses given in, 74 program charts, 125 Ohio, charts of students from other states in seminaries in, 159 charts of students from, in semi- naries in other states, 158 [451] Ohio, theological schools in, Bonebrake Theological Seminary, 331 Central Theological Seminary, 333 Christian Divinity School, 334 Evangelical Lutheran Theological Seminary, 329 Hamma Divinity School, 338 Lane Theological Seminary, 328 Nast Theological Seminary, 324 Oberlin Graduate School of The- ology, 336 Witmarsum Theological nary, 326 Ontario, theological schools in, Knox College, 383 Huron College, 381 McMaster University, Faculty of Theology, 385 Queens Theological College, 379 Trinity College, Faculty of The- ology, 387 Victoria College, Faculty of The- ology, 388 Wycliffe College, 390 Open Letters to College Seniors, 234 Oregon, theological schools in, Kimball School of Theology, 329 Organization, representative types of, 103 Semi- Pacific School of Religion, 240 Pacific Unitarian School for the Ministry, 238 requirements for admission and graduation, 52 Part time teaching, 47 Passing grade, 51 Pennsylvania, theological schools in, Crozer Theological Seminary, 342 Divinity School of the Protestant Episcopal Church in Philadel- phia, 349 Evangelical School of Theology, 355 Lutheran Theological Seminary, 343 Lutheran Theological Mt. Airy), 349 Meadville Theological Seminary Seminary, 347 Moravian College and Theologi- cal Seminary, 340 Pittsburgh Theological 352 [452] Seminary, THEOLOGICAL EDUCATION IN AMERICA schools in, Reformed Church Theological Seminary, 345 Reformed Presbyterian Theologi- cal Seminary, 352 Susquehanna University School of Theology, 356 Temple University, School of Theology, 350 Theological Seminary of the Re- formed Episcopal Church, 349 Western Theological Seminary, 354 Permanent fund assets, 188 other assets, 197 Pittsburgh, Reformed Presbyterians seminary at, 25 Pennsylvania, theological Pittsburgh Theological Seminary, 352 “Positive and Controversial Divin- ity,” 24 Practical theology, 62 Presbyterian church, programs of studies of seminaries under, QI Presbyterian College, 396 Presbyterian Theological College, 399 Presbyterian Theological Seminary, 278, 299 Princeton, Presbyterian school for ministers at, 25 Princeton Theological 193, 303 courses given at, 54 degrees of professors in, 43 history of courses given in, 77 Productive endowment, 195 Problems in theological education, 210 . Professional societies, 47 Was Program of study, charts of, of twelve selected seminaries, 110 Programs ; comparison of, of Presbyterian, Methodist Episcopal and Protestant Episcopal semi- naries, Ol other groups, 100 of 1870, 84 of 1895, 86 of 1922, 87 of representative denominational groups, QI other groups, 100 Seminary, INDEX Programs, representative types of organiza- tion, 103 Property, see “Finances and prop- erty’ Prophetic gift, seminaries neglect- ing, 236 Protestant Episcopal Church, pro- grams of study in seminaries under, 94 Protestant Episcopal Theological Seminary in Virginia, 146, 368 Quebec, theological schools in, 391 Bishop’s University (Divinity Faculty), 391 Congregational College of Can- ada, 303 Diecesan Theological College, 395 Presbyterian College, 3096 Wesleyan Theological College, 393 Queens Theological College, 379 Records, concerning students, 166 Reformed Church Theological Sem- inary, 345 changed location, 27 Reformed Presbyterian Theological Seminary, 352 program charts, 115 Religious education, courses on, 142 material offered by, 103 seminaries on, 430 Residence, 155 Rochester Theological 321 history of courses given in, 79 Rural churches, course on the, 132 Ryder Divinity School, 257 Seminary, Sabbatic leave, 45 St. Chad’s College, 191, 308 San Francisco Theological Semi- nary, 242 Saskatchewan, theological schools in, Presbyterian Theological College, 399 St. Chad’s College, 308 Scholarship, productive, 45 Science, seminaries, interpreting, 229 Segregation, tendency toward, 170 Seminary method in teaching, 57 Seminaries, advisable or necessary, 213 as agencies of recruiting, 234 buildings, 199 campus, 199 centers of intellectual and ethical power, 235 chapels, 202 city church material offered by, 103, 422 clubs, local, 48 oes preparation of students in, 164 composite programs, of 1870, 84 of 1895, 86 of 1922, 87 contribution to Christian unity, 233 control of, 31 distribution and concentration of courses, 53 earning power of five departments in twelve, 130 church history department, 128 English Exegesis and Syste- matic Theology, 129 Greek, 129 Hebrew, 129 ecclesiastical relations of faculty members, 35 educational standards of, 219 education value of, enhanced, 222 enlarging responsibility of, 225 enrollment, graduates and degrees for 1922, 412 entrance requirements, 49 equipment, 202 equipment in personnel, 41 faculties of, 28 faculty degrees, 42 financial administration, 231 financial limitations of, 54 financial reports of, in thousands of dollars, 440 graduation, requirements for, 51 group observations of studies given in, 88 eee study of programs of, a how many types of, 221 in United States and Canada, 405 institutional control, American theory of, 31 application of this method to, rpidipate interiors, 200 [453] Seminaries, interpreting science and democ- racy, 229, 230 libraries, 201 life of students, 167 location of, 27 meeting their responsibility, 227 ‘methods of teaching, 54 neglecting prophetic spirit, 236 number of, 26 of small enrollment, 106 organizing boards of trustees, 214 passing grade, sq productive scholarship, 45 Program charts of twelve selected, IIO programs of, in representative de- nominational groups, 91 other groups, 100 programs of study, 61 relation to community, 225 requirements for matriculation, 29 research done by faculty, 44 retiring allowances for faculty members, 43 rural church material offered by, 103, 423 sabbatic leave, 45 selected courses offered by, 131 selection of faculties, 215 sources of degrees in, 130, 416 spiritual life, 58 standardization of, 219 students, 152 survey of history of courses given in seven seminaries, 63 Garrett Biblical Institute, 68 General Theological Seminary, 70 Lutheran Theological Seminary, 72 Oberlin Graduate Schoo] of Theology, 74 Princeton Theological Semi- nary, 77 Rochester Theological: Semi- nary, 79 ae Theological Seminary, 2 teaching, full and part time, 47 teaching load, the, 46 too great a number of, 213 types of, 29 typical stipulations and declara- tions for faculty members, 35 university, 103 wealth of, 26 [454] THEOLOGICAL EDUCATION IN AMERICA Seminaries, what are, 210 what should be taught in, 218 Seminary, definition of word, 28 Societies, professional, 47 Sources, of this volume, 403 South Carolina, theological schools in, rere Theological Seminary, 35 Southern Lutheran Theological Seminary, 3590 Southern Baptist Theological Semi- nary, 278 program charts, 114 requirements for admission and graduation, 52 Southern Lutheran Theological Seminary, 359 Southern Methodist University, School of Theology, 364 Southwestern Baptist Theological Seminary, 366 no scholastic requirements for admission, 30 requirements for admission and graduation, 52 Special students, 171 Spiritual life, 58 States, rank of, in ministerial stu- dents, 442 Students, 152 environmental influences, 154 foreign, a table, 439 life of, in seminaries, 167 number of, 170 special, 171 supply and demand for ministers, 177 Study, vocational influences, 166 composite programs of, in 1870, 8 4 in 1895, 86 in 1922, 87 four classifications of, 62 historical study of programs, 63 group observations of programs of, 88 programs of, 61 programs of representative de- nominational groups, 91 other groups, 100 Supply and demand of ministers, 177 Susquehanna University School of Theology, 356 Swedish Theological Seminary, 256 . INDEX Systematic theology, 62 material offered in seminaries on, 436 Tables, 406-439 Teaching, academic measurements, 49 best methods of, 224 full and part time, 47 methods of, 54 professional societies, 47 seminar method in, 57 what should seminaries teach, 218 Temple University, School of The- ology, 350 Tennessee, theological schools in, Vanderbilt University School of Religion, 360 Texas, theological schools in, Austin Presbyterian Theological Seminary, 362 Southern Methodist University, School of Theology, 314 Southwestern Baptist Theological Seminary, 366 Theological education, academic measurements, 49 administration, 41 best methods of teaching, 224 college preparation for, 164 entrance requirements for a, 49 environmental influences, 154 equipment in personnel, 41 financial limitations, 54 full and part time teaching, 47 graduation, requirements for, 51 historical development of, 174 how may value of, be enhanced, 222 how many types of seminaries, 221 methods of teaching, 54 passing grade in, 51 per capita cost of, 207 research done by faculties of, 44 retiring allowances for faculty members, 43 selected courses offered by semi- naries, 131 selection of faculties, 215 spiritual life, 58 standardization of seminaries, 219 study, programs of, 61 supply and demand for ministers, 177 the teaching load, 46 tradition, 153 types of seminaries, 29 Theological education, vocational influences, 166 see also “Seminaries” Theological Seminary of the Re- formed church in America, _ 305. stipulations and declarations, 38 Theological Seminary of the Re- formed Episcopal Church, 349 Tradition, 153 Training, spiritual, 59 Transfers, of students, 171 Trinity College, Faculty of Divinity, CO SOE 307 Trinity Seminary of Dana College, 109 Trustees, organization of boards of, 214 Tuition, free, 232 Union Theological Seminary, New York, 144, 193, 256, 318, 269 educational administration, 41 declaration of loyalty, 30 history of courses given in, 82 program charts, 121 Union Theological Seminary, Rich- mond, Va., 113 United States, function and organi- zation in seminaries in, 211 University of Dubuque Theological Seminary, 273 University of Chicago Divinity School, degrees of faculty of, 43 University seminaries, 103 Unproductive endowment, 197 Vanderbilt University School of Religion, 363 Vermont, Methodist seminary in, 25 Victoria College, Faculty of The- ology, 388 Virginia, theological schools in, Protestant Episcopal Theological Seminary in Virginia, 368 Union Theological Seminary, 369 Vocational influences, records, 166 student life, 167 i tendency toward segregation, 170 Wesleyan Theological College, 393 Western Theological Seminary, 264, 354 program charts, 122 [455] THEOLOGICAL EDUCATION IN AMERICA Westminster Hall, 373 Westminster Theological Seminary, 109, 281 Withdrawals, of students, 171 Witmarsum Theological Seminary, IIO, 32 Wycliffe College, 390 [456] Xenia Theological Seminary, 25, 296 Yale Divinity School, 249 courses given, 54 Young eae Christian Association, I a ORE >» * Vee BRS FO 8s wise ngy er ee see ; a sgh - - An +h Rie Pe OF oom . # s aioe namassines thi ie. " . qt wt : meena SEs: Seerie oe ey Mra Beer ERER ST ERG CIA RETAIN BORER eae ee es Dee Tb as oe he ee wt eet Cee tee te eet et te ee ee eee rt Eerie oh OOH ees eee to 2 ** . "- See Be a eee Both aot Vag AR IS theres ve a - - < 7 | z < < : c ~ Q ° = — 2 uw ° 5 : ac ui : i : s : z bm 0: "Odocn . RRS bb Hh Farsi Swiinasicrmmvanmmascaitstiakwandediiie nmneindauiiécaaeial