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Colby College Catalogue 1857 - 1858
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- _1_857 sfi_ __ � 1857/sg ------CATALOGUE 0
OF I
WATERVILLE COLLEGE.
1857-8.
ft;
may 7
1962
"•"•W4||
w '^..«,J
; ?6%
CATALOGUE
OF
WATERVILLE COLLEGE.
'I 1857-8.
"" . ' ..i "'.,.I j. • ' . . t
MAY 7 19 , 62 Ui ...... "'••; . . "'" J...... •1(/f s Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd INTERt�ET RCHI E 1 UNI ERSITY OF ILLINCIS CATALOGUE
§ff«fw w% Stsfrtttf CATALOGUE
OF
WATEHYILLE COLLEGE,
MAINE,
m% VIS AG&MSM I38A& OF THE
1867-8.
WATERVILLE:
PRINTED FOR THE COLLEGE
1857.
OF
WATERVILLE COLLEGE,
MAINE,
I8a7-8.
(
WATERVILLE:
PRINTED FOR THE COLLEGE.
1 8 57. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd BOSTON :
John M. Hewes, Printer,
81 Cornhill.
BOSTON: John M. Hewes, P1··inter, 81 Cornhill.
INTERt�ET RCHI E UNI ERSITY OF ILLIN IS Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd BOABD OF TRUSTEES 3
Rev. JAMES T. CHAMPLIN, D. D., President.
Hon. JOHN HUBBARD, M. D., LL. D., Vice President.
ELDRIDGE L. GETCHELL, Esq., Treasurer.
Rev. N. MILTON WOOD, Secretary.
Nathaniel Gilman, Esq.
Rev. Adam Wilson, D. D.
Andrew Masters, Esq.
Rev. Arthur Drinkwater, J�OAI{D OF TRUSTEES.
Rev. Samuel F. Smith, D. D.
Rev. Handel G. Nott,
Hon. Josiah Pierce,
Hon. Abner Coburn,
Samuel Garnsey, Esq. Henry W. Paine, LL. D. Rev. JAl\1 ES T. CHAMP LIN , D. D., President. Rev. Abraham H. Grander
Rev. Joseph Ricker, Hon. 1-IUBBARD, M.D., LL.D., Rev. Samuel L. Caldwell, JOl-IN VicePresident.
Alpheus Shaw, Esq. ELDR IDG E L. GETCH ELL, Moses Giddings, Esq. Esq., Treasurer.
Rev. David N. Sheldon, D. D.
Rev. Lorenzo B. Allen, Rev. N. MILTON WOOD, Sfecretary.
Rev. William H. Shailer, D. D.
Hon. Noah Smith, Jr.
Abial W. Kennedy, M. D. Nathaniel Gilman, Esq. l\ioses Giddings, Esq. Nathaniel R. Boutellc, M. D.
Hon. Ebenezer Knowlton, Rev. Admn Wilson, D. D. Rev. David N. Sheldon, D. D.
Rev. Nathaniel Butler,
John B. Foster, A. M. Andrew 1fasters, Esq. Rev. Lorenzo B. Allen,
Hon. Hannibal Hamlin,
Rev. William Lamson, D. D. Rev. Arthur Drinkwater, Rev. William H. Shailer, D. D.
Joseph Story, Esq.
Josiah II. Drummond, A. M. Rev. Samuel F. Smith, D. D. Ron. Noah Smith, Jr.
Rev. llandel G. Nott, Abial vV. Kennedy, M. D.
Ron. Josiah Pierce, Nathaniel R. Boutelle, lH. D.
" Ron. Abner Coburn, Ron. Ebenezer I(nowlton,
Samuel Garnsey, Esq. Rev. Nathaniel Butler,
IIenry W. Paine, LL. D. John B. Foster, A. 1\I.
Rev. Abraham II. Granger, lion. Hannibal I-Iamliu,
Rev. Joseph Ricker, Rev. 'Villiam Lamson, D. D.
Rev. Samuel L. Caldwell, Joseph Story, Esq.
Alpbeus Shaw, Esq. Josiah II. Drum monel, A. 1\tl. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd INTERNET AR CHIVE UNIVERSITY OF ILLINOIS 5
FACULTY OF INSTRUCTION,
Rev. JAMES T. CHAMPLIN, D. D., President,
Professor of tlie Greek and Latin Languages and Literature.
Rev. ROBERT E. PATTISON, D. D.,
professor of Intellectual and Moral Philosophy.
SAMUEL K. SMITH, A. M.,
Professor of Rhetoric, and Librarian. FACULTY OF INSTRUCTION.
CHARLES E. HAMLEN, A. M.,
Professor of Chemistry and Xatural History.
MOSES LYFORD, A. M.,
Professor of Mathematics and IVatural Philosophy.
HOBART W. RICHARDSON, A. M.,
Tutor In Greek and Mathematics. Rev. JAMES T. CHAMPLI N, D. D., President,
ProCessor oC the Greek and Latin Languages and Literature.
Rev. ROBERT E. PAT TISON, D. D.,
ProCessor of' Intellectual and Moral Philosophy.
SAMUEL I{. Sl\1ITH, A. l\I.,
ProCessor of' Rhetoric, and Librarian.
CHARLES E. HAMLEN, A. l\1.,
Prof'essor of' {)bemistry and Natural History.
MOSES LYFORD, A.M.,
ProCessor of' Mathematics and Natural Philosophy.
HOBART W. RICHARDSON, A. l\L,
Tutor In Greek and ltiathematics. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd INTERNET RCHI E UNI ERSITY OF ILLINOIS 7 7
STUDENTS.
Senior
Class.
Xaines.
Residence.
Rooms.
Thomas Foxwell Bachelder,
Bloomjield, STUDENTS.
27 S.
C.
Charles Pierce Baldwin,
Neiv Sharon,
iin. c. �lass. Simon Stratton Brown, Stninr
Benton,
11 N.
c. Names. Residence. Room .
Sabine Emery,
Eastport,
7N. THOMAS FoxwELL BACHELDER, Bloomfield, 27 S. c.
c.
Jonathan Cilley Fales, CHARLES PIERCE BALDWIN' New Sha1·on, 11 N. c.
Thomaston,
25 S. SIMON STRATTON BROWN' Benton, 11 N. c. c.
Isaac Small Hamblen,
Lovell, SABINE E�IERY' Eastport, 7 N. c.
26 S. c. JoNATHAN CILLEY FALES, Tlwmaston, 25 S. c.
Amos Lunt Hinds,
Benton, IsAAC S:\IALL RAMBLE�, Lovell, 26 S. c. US.
c.
Benjamin Franklin Lawrence, AMos LuNT HINDS, Renton, 11 s. c.
Jay,
27 S. BENJAMIN FRANKLIN LAWRENCE, Jay, 27 s. c. c.
Joseph Winslow Levett,
Philadelphia, Pa JosEPH WINSLOW LEVETT, Plziladelphia, Pa., 6N. c.
, 6N. c. HoRACE BARROWS 1\lARSHALL, Hebron, 14. s. c.
Horace Barrows Marshall,
Hebron, WILLIAM TRIPP pARKER, Kent's Hill, 7 N.C.
14 S.
c. Dr. Pattison's. William Tripp Parker, EVERETT WILSON pATTISON, Waten ille,
Kent's Hill,
7N. GEORGE GILMAN PERCIVAL, Waterville, 1\lr. Percival'�.
c.
Everett Wilson Pattison, CHARLES HENRY RowE, New Gloucester, 12 S. 0. Waterville,
Dr. Pattison's. .ADE George Gilman Percival, JuDSON W SnAw, South Paris, 32 N. c.
Waterville,
Mr. Percival's. HAMPTON D. p. S:\IALL, JJfl. Vernon, 30 N. c.
Charles Henry Rowe,
Neiv Gloucester,
12 S.
c.
Judson Wade Shaw,
South Paris,
32 N.
c.
Hampton D. P. Small,
Mb. Vernon,
30 N.
c. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd junior Class.
2s amcs.
Residence. 8
Rooms.
Alfred Eliab Buck,
Foxcroft,
16 S.
C.
Stephen Copeland Fletcher,
Bloomjield,
16 N.
C.
Alexander Fuller, Jr.,
Water ville,
26 S.
c.
Foster Goodrich, � unior �lass.
Bingham,
9 8.
c.
JUDAH TEAGUE POMPILLY, Same . Re idence . Rooms.
Auburn,
7S. c. ..A.LFRED ELB.B BucK, Foxcroft, 16 s. c.
Manley W. Turner,
Bloomjield, STEPrrEx CoPELA�D FLETCHER, 16 N. c. 16 N. Bloomfield,
c. Hiram Chaney Yaughan, ALEXA�DER FuLLER, JR., Wate1·ville, 26 s. c. Farmington,
13 S. c. FosTER GoonRrcrr, Bingharn, 9 s. c.
J unAH TEAGUE Po:llPILLY, .Aubu1·n, 7 s . c.
niA.xLEY w. TuRXER, Bloomfield, 16 N. c.
HrRA:ll CrrANEY VAuGrrA�·, Fannington, 13 s. c.
INTERt ET RCHI E UNI ERSITY OF ILLIN IS Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 9 9
SopJMMftt
Class.
Names.
Residence.
Rooms.
Richard Wiggin Black,
Palermo,
13 N.
C.
George Brainerd Buzelle,
Northwood, N H.
, 12N.
c.
Joseph Freeman Elder,
Portland,
8 N. Names. Residence. Rooms.
c.
William Dyer Ewer,
Vassalboro\ RICHARD w IGGIN BLACK, Palermo, 13 N. C.
10 S.
c. GEORGE BRAINERD BuzELLE, Northwood,N. H, 12 N. C. Samuel Hubbard Fifield,
Fayette,
32 S. J OSEPII FREEMAN ELDER, Portland, 8 N. c. c.
Timothy Goldthwait,
Waterville, Mr vV ILLIAM DYER EwER, Vassalbo·ro', 10 s. c.
Goldthwait's.
John Goldthwait, SAMUEL HuBBARD FIFIELD, Fayette, 32 s. c. Waterville, Mr
Goldth wait's.
Josiah Manchester Haynes, TnvroTHY GoLDTHWAIT, Waterville, Mr. Goldthwait's.
Waterville,
15 N. Mr. Goldthwait's. c. JoHN GoLDTHWAIT, Waterville,
Henry "Wilson Harmon,
North Livermore, JOSIAH MANCHESTER HAYNES, Waterville, 15 N. c. 26 N.
c.
John Henry Jackson, HENRY wILSON HARMON' North Livermore, 26 N. C.
Litchfield,
25 N.
c. JOHN HENRY JACKSON, Litchfield, 25 N. C.
Randall Elvin Jones,
Jefferson, RANDALL ELVIN JONES, Jefferson, 13 N. C. 13 N.
c.
Frederick Augustus Pike Kelly, FREDERICK AuGUSTUS PIKE KELLY, Calais, 15 N. C.
Calais,
15 N.
c. HENRY ABIAL l{ENNEDY' Waldoboro', 10 N. C.
Henry Abial Kennedy,
Waldoboro\ ALiliORE l(ENNEDY' Waldoboro', 10 N. C.
ION.
c.
Almore Kennedy, RANSOM NORTON' North L�'vennore, 13 N. C.
Waldoboro\
10 N.
c.
Ransom Norton,
North Livermore,
13 N.
c. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 10
Xames.
Kesidence. 10
Rooms. Kames. Residence. Rooms. William Pitt Oakes,
Sangerville,
9N. C WILLIAM PITT OAKES, Sangerville, 9N. C.
Levi Merriam Pierce,
WestBoylston,Ms LEVI l\IERRIAl\1 PIERCE, 25 N. C. ,25N. C. West Boylston, Ms.,
Stillman Hersey Record,
Auburn, STILLMAN HERSEY RECORD, Auburn, 29 N. C.
29 N. C.
Jacob Bartlett Shaw, JACOB BARTLETT Albion, Sru. w, Albion, 15 s. c.
15 S. C.
Edmund Fuller Webb, EDMUND FuLLER WEBB, Albion, 13 N. C.
Albion,
13 N. C.
William Wallace West, "'\VILLIAM 1.NALLACE "\VEST, Waterville, .Mr. West's.
Waterville,
Mr. West's. GEORGE "\VILLIAl\1 wORl\IELL, Dexter, 9N. C.
George William Wormell,
Dexter,
9N. C. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 11
11
jfmlnME Class.
Names.
Frederick Dana Blake,
Samuel Brown,
Josiah Prescott Burbank, James Underwood Chase, jrezgman �lass. Julius Stimpson Clark,
James Briarr Cochran,
Granville Park Cochran, Names. Residence. Rooms. George Stickney Flood,
William Allen Hatch,
Albert Christopher Hussey, FREDERICK DANA BLAKE, So. Boston, Ms., 8 N. C. Amos Messer Jackson,
Edward Payson Loring,
Albert Prescott Marble, SAMUEL BROWN, Dover, 16 S. c.
Moses Campbell Mitchell,
Samuel Baldwin Morse, JOSIAH PRESCOTT BuRBANK, Waterville, 23 N. C.
David Elkins Parsons,
Llewellyn Powers,
Justin Spaulding Thompson, JAMES UNDERWOOD CHASE, Fayette, 24 N. c.
Zoradus Carey Trask,
Residence. JULIUS STIMPSON CLARK, Bristol, 25 S. c.
Rooms.
So. Boston, Ms., JAMES BRIARR CocnRAN, Fayette, 24 N. C.
Dover,
Waterville,
Fayette, GRANVILLE pARK COCHRAN, Monmouth, 14 N. C.
Bristol,
Fayette, GEORGE STICKNEY FLOOD, Clinton, 32 s. c.
Monmouth,
Clinton, wILLIAM ALLEN HATCH, Waterville, 27 N. C. Waterville,
Norridgewoch,
Litchfield, ALBERT CHRISTOPHER HussEY, JVorridgewoclc, 15 s. c.
Norridgewock,
Vassalboro', AMOS MESSER JACKSON, Litchfield, 29 N. c.
Temple,
Livermore Falls, EDWARD PAYSON LORING, Norridgewock, 31 N. C. Harmony,
Pittsfield,
Corinth, ALBERT PRESCOTT MARBLE, Vassalboro', 23 N. C.
Nobleboro\
8N. C. JY[osEsCAMPBELL MITCHELL, Ternple, 13 s. c.
16 S. C.
23 N. C.
24 N. C. SAMUEL BALDWIN MoRSE, Livernwre Falls, 31 N. C.
25 S. C.
24 N. C. DAVID ELKINS PARSONS, Harnwny, 15 N. C.
14 N. C.
32 S. C. LLEWELLYN PowERS, Pt'ttsfield, 31 s. c. 27 N. C.
15 S. C
29 N. C. JusTIN SPAULDING TnoMPSON, Corinth, 8 S. C.
31 N. C.
23 N. C ZoRADus CAREY TRASK, Nobleboro', 16 N. c.
13 S. C.
31 N. C.
15 N. C.
31 S. C.
8S. C,
16 N. C
r 1 UNI ERSITY OF ILLINOIS Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 12 Bartlett Tripp, 12 Ozias Whitman,
Ripley, Rooms. Backjield, Names. Residence.
31 S. C.
14 N. C. BARTJ.ETT TRIPP' R1'pley, 31 s. c.
Cyrus Hamlin,
Cyrus Greenleaf Warren, OziAS WHITMAN, 14 N. C.
John Staples White, Buckfield,
Hampden,
Stockton,
Portland, CYRUS HAMLIN' 32 s. c.
32 S. C. Hampden, 11 N. C. 11 N. C. 7 S. C. CYRus GREENLEAF vvARREN, Stockton,
SUMMARY.
— • — JOHN STAPLES wHITE, Portland, 7 s. c.
Seniors, 16
Juniors, 7
Sophomores, 22
Freshmen, 21
Select Course, 3
Total, .... 69
ABBREVIATIONS.
N - C North College. S. C. South College. SUMMARY.
--+-
SENIORS, 16
JUNIORS, 7
SorrroMOREs, 22
FRESHl\IEN, 21
SELECT CouRsE, 3
Total, 69
ABBREVIATIONS.
N. C. North College.
s. c. South College.
I INTE t ET RCHI E UNI ER IT F ILLit Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 13
13
TERMS OF ADMISSION.
The requisites for admission to the Freshman Class are testimo-
nials of a good moral character, a thorough acquaintance with
English, Latin and Greek Grammar, Caesar's Commentaries or
Sallust, Virgil, Cicero's Select Orations, Latin Prosody, the mak-
ing of Latin, the Gospels of the Greek Testament, Jacob's Greek
Reader, Ancient and Modern Geography, Vulgar and Decimal
Fractions, Proportions, the Doctrine of Roots and Powers, and TER�1S OF AD�iiSSION.
AVebra, so far as to be able to solve Equations of the Second
Degree. It is recommended to students in preparation, to read
attentively some convenient manual of Greek and Roman History.
Kiihner's Elementary Greek and Latin Grammars, including the
Exercises, or Champlin's Greek Grammar, and the Latin Grammar of Andrews and Stoddard, are required. THE requisites for admission to the Freshman Class are testimo
Candidates for advanced standing are examined in the prepara- tory studies, and in the various studies to which the Class they nials of a good moral character, a thorough acquaintance with
propose to enter have attended. Those who are admitted from other Colleges, must present certificates of regular dismission. In English, Latin and Greek Grammar, Coosar's Commentaries or
all cases testimonials of good moral character are required.
The stated times for examination are Tuesday before Com- Sallust, Virgil, Cicero's Select Orations, Latin Prosody, the mak
mencement, and the first day of the first term. ing of Latin, the Gospels of the Greek Testament, Jacob's Greek Reader, Ancient and l\Iodern Geography, Vulgar and Decimal Fractions, Proportions, the Doctrine of Roots and Powers, and Algebra, so fa r as to be able to solve Equations of the Second
Degree. It is recommended to students in preparation, to read attentively some convenient manual of Greek and Roman History. Kuhner's Elementary Greek and Latin Grammars, including the Exercises, or Champlin's Greek Grammar, and the Latin Grammar of Andrews and Stoddard, are required. Candidates for advanced standing are examined in the prepara tory studies, and in the various studies to which the Class they propose to enter have attended. Those who are admitted from other Colleges, must present certificates of regular dismission. In all cases testimonials of good moral character are required. The stated times for examination aro Tuesday before Com mencement, and the first day of the first term. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 14
SELECT COURSE.
Individuals of suitable age and acquisitions, wishing to fit 14
themselves for mercantile, agricultural, or any of the other active
pursuits of life, will be allowed to pursue a Partial Course, for any
length of time not less than one year, selecting such studies as
they may desire. They will be required to recite with the regular
College Classes at least twice a day, will have free access to the
Libraries and Lectures, and on leaving the Institution will be
entitled to a regular certificate of their respective attainments.
SELECT COURSE.
INDIVIDUALS of suitable age and acquisitions, wishing to fit
themselves for mercantile, agricultural, or any of the other active
pursuits of life, will be allowed to pursue a Partial Course, for any
length of time not less than one year, selecting such studies as
they may desire. They will be required to recite with the regular
College Classes at least twice a day, will have free access to the
Libraries and Lectures, and on leaving the Institution will be
entitled to a regular certificate of their respective attainments.
INTERNET RCHI E UNI ERSITY OF ILLIUDIS Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 15
15
COURSE OF STUDY.
FRESHMAN YEAR.
First Term.
Geometry (first five books), . . Davies's Legendre.
Latin, Liy y-
Latin Grammar, Kiihner.
Exercises in writing Latin.
Greek . . . . Xenophon's Anabasis. COURSE OF STUDY.
Greek Grammar, Champlin.
Exercises in Elocution, Vandenhoff.
Second Term.
Geometry (completed), . . • Davies's Legendre.
Algebra (to equations of the second degree), Davies's Bourdon.
Latin . Cicero's Tusculan Disputations.
Latin Grammar, Kiihner.
Exercises in writing Latin. FRESHMAN YEAR.
Greek, ^ no °f Herodotus. First Term. Greek Grammar, Champlin.
Exercises in Elocution, Vandenhoff. Geometry (first five books), Davies's Legendre. Third Term.
Algebra (completed), .... Davies's Bourdon. Latin, Livy.
Latin, Odes of Horace.
Latin Grammar, Kiihner. Latin Grammar, Kuhner. Exercises in writing Latin.
Greek, Xenophon's Anabasis. Greek Grammar, Champlin. Exercises in Elocution, . V andenhoff.
Second Term.
Geometry (completed), Davie 's Legendre. Algebra (to equations of the second degree), Da ies' Bourdon. Latin, Cicero's Tusculan Di putations.
Latin Grammar, ICi.ibncr. Exercises in writing Latin.
Greek, Clio of Herodotus.
Greek Grammar, Champlin. Exercises in Elocution, Van denhoff.
Third Term.
Algebra (completed), Davies's Bour lon. Latin, Ocles of Horace. Latin Grammar, l(iibner. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 16
Greek,
Greek Grammar, 16
Exercises in writing Greek,
Homer.
Champlin. Greek, Homer.
Boise. Greek Grammar, Champlin. SOPHOMORE YEAR.
First Term. Exercises in writing Greek, Boise.
Tri<
Latin,
Rhetoric,
Davies.
. Satires and Epistles of Horace.
Whatcly and Lectures.
Second Term.
Analytical Geometry,
Greek
Rhetoric,
French, .
Davies.
Popular Orations of Demosthenes.
Whately.
Pinney and Badois's Grammar.
Third Term.
Differential and Integral Calculus, .... Smyth.
Latin, . . . Germania and Agricola of Tacitus. SOPHOMORE YEAR.
French, Dumas's Life of Napoleon
First Term.
Trigonometry, Davies.
Latin, . Satires and Epistles of Horace.
Rhetoric, Whately and Lectures.
Second Term.
Analytical Geometry, Davies.
Greek Popular Orations of Demosthenes.
Rhetoric, Whately.
French, Pinney and Badois's Grammar.
Third ,..l.'erm.
Differential and Integral Calculus, . Smyth.
Latin, Germania and Agricola of Tacitus.
French, Dumas's Life of Napoleon
INTERt ET RCHI E UNI ER ITY OF ILLit I Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 17 17
JUNIOR YEAR.
First Term.
Mechanics, .....
. .
Bartlett.
Chemistry, ...... JUNIOR YEAR.
.
Johnston.
I^gic, First Term.
•
Whately. Mechanics, Bartlett.
Political Economy, ....
• Chemistry, Johnston.
Wayland.
Second Term. Logic, "\Vhately.
Mechanics, .....
. Political Economy, "\Vayland.
Bartlett.
Greek, ......
Tragedy. Second Term.
Physiology,
. Mechanics, Bartlett.
Loomis.
Principles of Zoology, .... Greek, Tragedy.
Agassiz Loomis. and Gould. Physiology, Third Term. Principles of Zoology, Agassiz and Gould. Optics, ......
Jackson.
Latin, ...... Third Term.
History
of Tacitus.
Mineralogy and Geology, Optics, Jackson. . Latin, History of Tacitus. Loomis.
Rhetoric, ...... l\fineralogy and Geology, Loomis.
Whately.
SENIOR YEAR, Rhetoric, vVhately.
First Term.
Astronomy, .
Moral Philosophy,
Greek.
Norton.
Wayland.
Demosthenes on the Crown.
SENIOR YEAR.
First Term.
Astronomy, . Norton. Moral Philosophy, Vvaylanc1.
Greek, Demosthenes on the Crown. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 18
Second Term.
German, 18
Butler's Analogy.
Intellectual Philosophy,
Adler's Grammar and Reader.
Way land. Second Term.
Third Term.
Constitution of the United States, .... Story. German, Adler's Grammar and Reader.
Stewart on the Active and Moral Powers of Man. Butler's Analogy. German, Undine.
Evidences of Christianity, .... Lectures. Intellectual Philosophy, Wayland.
Natural Theology, ...... Lectures.
It is required that the above studies be pursued, and regular Third Term. examinations sustained in them, by each Student, previously to
his receiving the Decree of Bachelor of Arts. Constitution of the United States, Story.
Stewart on the Active and 1\Ioral Powers of Man.
German, Undine.
Evidences of Christianity, Lectures.
Natural Theology, Lectures.
It is required that the above studies be pursued, and regular
examinations sustained in them, by each Student, previously to
his receiving the Degree of Bachelor of Arts.
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LECTURES.
In connection with the regular recitations, Lectures are deliv
ered to the several classes, on the following subjects :
Chemistry,
Geology,
Mineralogy,
Zoology,
The various branches of Natural Philosophy, LECTURES.
Intellectual Philosophy,
Evidences of Christianity,
Natural Theology,
Greek History and Literature,
Roman History and Literature,
Greek and Roman Mythology,
Rhetoric, In connection with the regular recitations, Lectures are deliv
Verbal Criticism and History of the English Language,
Modern History, ered to the several classes, on the following subjects :-
Means of Preserving Health.
Chemistry,
Geology,
n1ineralogy'
Zoology,
The various branches of Natural Philosophy,
Intellectual Philosophy,
Evidences of Christianity,
Nat ural Theology,
Greek History and Literature,
Roman History and Literature,
Greek and Roman l\fythology,
Rhetoric,
Verbal Criticism and History of the English Language,
l\Ioclern History,
l\1eans of Preserving Health.
lin UNI ERSITY OF ILLINOIS Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 20
RECAPITULATION
OF THE SUBJECTS OF STUDY IN EACH DEPARTMENT. 20
Anabasis of Xenophon,
Clio of Herodotus,
Popular Orations of Demosthenes,
Iliad or Odyssey of Homer,
Alcestis or Medea of Euripides,
Demosthenes on the Crown,
Champlin's Greek Grammar, RECAPITULATION
Greek Prosody,
Boise's Greek Prose Composition. OF THE SUBJECTS OF STUDY IN EACH DEPARTMENT.
Latin.
Livy,
Cicero, Tusculan Disputations,
Horace,
Tacitus, Germania, Agricola, and History,
Kuhner's Latin Grammar, Greek.
Exercises in writing Latin.
Mathematics and Natural Philosophy. Anabasis of Xenophon,
Geometry,
Algebra, Clio of Herodotus, Trigonometry, Popular Orations of Demosthenes,
Projections, Mensuration of Heights and Distances, Survey-
ing, Levelling, Navigation and Nautical Astronomy, Iliad or Odyssey of Homer,
Analytical Geometry, Alcestis or l\iedea of Euripides,
Differential and Integral Calculus, Demosthenes on the Crown, Champlin's Greek Grammar, Greek Prosody, Boise's Greek Prose Composition.
Latin.
Livy, Cicero, Tusculan Disputations, Horace, Tacitus, Germania, Agricola, and History, l{iihner's Latin Grammar, Exercises in writing Latin.
Mathematics o.nd Natural Philosophy.
Geometry, Algebra, Trigonometry, Projections, lVIensuration of Heights and Distances, Survey ing, Levelling, Navigation and Nautical Astronomy, Analytical Geometry, Differential and Integral Calculus,
INTERt ET RCHI E UNI ER IT F ILLIN I Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 21 21
Mechanics,
Optics, Mechanics, Astronomy.
Chemistry and Natural History. Optics,
Johnston's Chemistry, Astronomy. Agassiz and Gould's Principles of Zoology,
Loomis's Anatomy and Physiology, Rhetoric and Logic. Johnston's Chemistry, Whately on Style, Whately's Logic, Agassiz and Gould's Principles of Zoology, Whately on Conviction and Persuasion, VandenhofT's Elocution. Loomis's Anatomy and Physiology, Themes are presented by the Sophomore, Junior and Senior I�oomis's Geology. Classes, once in two weeks. Declamations are required from one of the four Classes every Rhetoric and Logic. week, the Senior Class speaking original articles. Exercises in Elocution are continued throughout the course. Whately on Style, History. Grecian History and Antiquities, Bojesen, Whately's Logic, Roman History and Antiquities, Bojesen, Lectures on Modern History. Whately on Conviction and Persuasion, Intellectual and Moral Philosophy. Vandenhoff 's Elocution. Wayland's Intellectual Philosophy, Butler's Analogy, Wayland's Moral Science, Themes are presented by the Sophomore, Junior and Senior Stewart's Philosophy of the Active and Moral Powers of Man, Lectures on the Evidences of Christianity, Classes, once in two weeks. Lectures on Natural Theology, Declamations are required from one of the four Classes every Wayland's Political Economy, Constitution of the United States. week, the Senior Class speaking original articles. Exercises in Elocution are continued throughout the course. History. Grecian History and Antiquities, Bojescn, Roman History and Antiquities, Bojesen, Lectures on Modern History. Intellectual and Moral Philosophy. Wayland's Intellectual Philosophy, Butler's Analogy, Wayland's Moral Science, Stewart's Philosophy of the Active and Moral Powers of Man, Lectures on the Evidences of Christianity, Lectures on Natural Theology, Wayland's Political Economy, Constitution of the United States. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 22 Modern Languages. In this department the regular course embraces instruction in 22 the French and German Languages ; for which, however, no addi- tional tuition is charged. French — Pinncy and Badois's Grammar, lt.lodern Languages. De Fivas's Classic Reader, Dumas's Life of Napoleon. In this department the regular course embraces instruction in German — Ollendorff's Grammar, (Adler's cd.), the French and German Languages ; for which, however, no addi Adler's German Reader. Fouque's Undine. tional tuition is charged. EXHIBITION. FRENCn-Pinney and Baclois's Grammar, There is an Exhibition of the Senior Class on the Seventh Wednesday of the first term. De Fivas's Classic Reader, PUBLIC WORSHIP. Dumas's Life of Napoleon. All the students are required to attend some place of public worship on the Sabbath ; each student or his parent or guardian GER)IAN-Ollenclorff' Grammar, (Adler's cd.), being permitted to select for attendance either of the places of pub- Adler' German Reader. lic worship in the village. EXAMINATIONS. Fouque's Undine. There is a public examination of all the Classes at the close of each term. In the Mathematical and all the English branches the student is required to exhibit his attainments, in any part of the term's study assigned to him, without being questioned, and to EXIIIBITION. conduct the discussion himself. The final examination of the Senior Class occurs five weeks There i an Exhibition of the Senior Class on the Seventh before Commencement. "\Vedne .. day of the first term . TERM BILLS. There is kept an accurate account of each student's absences PUBLIC WORSHIP. from all exercises upon which his attendance is required ; also, of his general conduct and scholarship. This account, in connection with the regular term bill, is sent to the student's parent or guar- All the tuclents are required to attend some place of public wor hip on the Sabbath; each tudent or his parent or guardian being permitted to select for attendance either of the places of pub lic wor'"'hip in the village . EXAMINATIONS. There is a public examination of all the Classes at the close of each term. In the 1\Iatbematical and all the English branches the student is required to exhibit his attainments, in any part of the term's study assigned to him, without being questioned, and to conduct the discussion himself. The final examination of the Senior Class occurs five weeks before Commencement. TERM BILLS. There is kept an accurate account of each student's absences from all exercises upon which his attendance is required ; also, of hi general conduct and scholarship. This account, in connection with the regular term bill, is sent to the student's parent or guar- Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 23 23 dian at the close of each term. Each student is required to pro- cure satisfactory bonds for the payment of his bills by the opening clia.n at the close of each term. Each student is required to pro of the second term, and is not allowed to have at any time more . than two term bills unpaid. cure satisfactory bonds for the payment of hjs bills by the opening COMMENCEMENT AND VACATIONS. of the second term, and is not allowed to have at any time more Commencement is on the second Wednesday of August. The first vacation is of four weeks, from Commencement ; the second is than two term bills unpaid. of eight, from the fourth Wednesday of December ; the third is of ten days, at the close of the second term. The first term is of COMMENCEMENT AND VACATIONS. fifteen weeks ; the second and third terms, of twelve weeks each. The terms are so arranged as to give a long vacation in the Winter, Commencement is on the second vVednesday of August. The which may bo profitably occupied in teaching, by those whose cir- cumstances require it. first vacation is of four weeks, from Commencement; the second is EXPENSES. of eight, from the fourth "\Veclnesday of December; the third is of Tuition, Room-rent and use of Library, . . $41.00 $41.00 Incidental Expenses, 5.00 5.00 ten days, at the close of the second term. The first term is of Board, from $1.50 to $2.25 per week, . . . 58.50 87.75 Fuel, Washing and Lights, 12.00 12.00 fifteen weeks ; the second and third terms, of twelve weeks each. Amount, .... $11G.50 $145.75 The terms are so arranged as to give a long vacation in the vVinter, The sum necessary for books, clothing and travelling expenses, will vary according to circumstances and the habits of the student. which may be profitably occupied in teaching, by those whose cir Many of the Greek and Latin text books can be obtained by the cumstances require it. students from the Library, at a reasonable charge. College term bills are to be paid at the commencement of the EXPENSES. succeeding term. Persons admitted to advanced standing, if not from another College, are required to pay back tuition ; but no matriculation fee is exacted in any case. Tuition, Room-rent and use of Library, . . $41.00 $41.00 WATERVILLE ACADEMY. Incidental Expenses, ...... 5.00 5.00 This Institution is under the charge of Mr. James T. Bradbury. Board, from $1.50 to $2.25 per week, . . . 58.50 87.75 The course of study is arranged with reference to the requirements for admission to this College. Fuel, Vvashing and Lights, ...... 12.00 12.00 Rates of tuition, from $3.00 to $5.00. Amount, . . . . $116.50 $145.75 The sum necessary for books, clothing and travelling expenses, will vary according to circumstances and the habits of the &tudent. Many of the Greek anJ Latin text books can be obtained by the students from the Library, at a reasonable charge. College term bills are to be paid at the commencement of the succeeding term. Persons admitted to advanced standing, if not from another College, are required to pay back tuition; but no matriculation fee is exacted in any case. Vf ATERVILLE ACADEMY. This Institution is under the charge of :rtir. JAMES T. BRADBURY. The course of study is arranged with reference to the requirements for admission to this College. Rates of tuition, from $3.00 to $5.00. Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 24 COLLEGE CALENDAR. 24 FALL TEEM ends on Wednesday, D ec . 23 1857. Vacation of Eight Weeks. SPRING TERM begins Wednesday Evening, . . . February 17* SPRING TERM ends Wednesday, May 12. Vacation of Ten Days. SUMMER TERM begins Saturday Evening, May 22. Senior Examination, Wednesday, July 7. Examination of the other Classes begins Wednesday, August 4. Examination for admission to College, Tuesday, . . August 10. Commencement, Wednesday, August 11.' Vacation of Four Weeks. FALL TERM begins Wednesday, Septembers. COLLEGE C�I\LENDAR. Examination for admission to College, Wednesday, September 8. Exhibition of the Senior Class, Wednesday, . . . October 20. FALL TERl\1 ends on 'Vednesday, ...... Dec. 23, 1857. VACATIO� OF EIGHT 'VEEKS. 1858. SPRING TERM begins 'Vednesday Evening, . . . February l7o SPRING TERM: ends \Vednesday, o • • • • :May 12. VACATIO� OF TEN DAYS . SU.M.MER TERM begins Saturday Evening, . . . . . 1\fay 22. Senior Examination, \V ednesday, ...... July 7. Examination of the other Classes begins vVednesuay, August 4. Examination for admission to College, Tuesday, . . August 10. Commencement, \Vednesday, . . . . o • August 11. VACATro� OF FouR WEEKS. FALL TERM begins Wednesday, . . . . o • • September 8. Examination for admission to College, Wednesday, September 8. Exhibition of the Senior Class, \Veunesday, . . . October 20. UNI ERSITY OF ILLINOIS Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 25 25 COLLEGE EDUCATION. [From the Report of the Faculty for 1855.] COURSE OF STUDY. College studies should generally be of a kind requiring higher tal- ents for their acquisition, and ampler means for their illustration than are found in ordinary schools. There is so much to be done in the higher departments of study, that the college should leave to lower schools all that can as well be performed there. The college is no place for the study of elements. These being so obviously useful and appreciable by all, and so entirely within the reach of ordinary talents and means, COLLEGE EDUCATION. may safely be left to lower schools. It is only in the rarer kinds of knowledge, essential to the proper development of the mind, or a true view of nature, and not immediately appreciable by the popular taste, (FRO�! THE REPORT OF THE FACULTY FOR 1855.] that the elements may be pursued in college. College studies, also, should be of a fundamental character. They should be such as lay the foundation for future progress. The most extended college course covers but a very small portion of the field of knowledge, and hence the studies which it does embrace should be of a radical character. It should open the various avenues to knowledge, if it does not trace them through their whole extent. It should give COURSE OF STUDY. one the instruments for the acquisition of knowledge, if not the knowl- edge itself. It should put into the hands of the student the key of the CoLLEGE studies should generally be of a kind requiring higher tal temple of science, though it conduct him only to the threshold. ents for their acquisition, and ampler means for their illustration than are Hence professional studies, or those looking specifically to particular pursuits, should generally be excluded from the college course. The found in ordinary schools. There is so much to be done in the higher design of the college course is to educate man as man, and not as this departments of study, that the college should leave to lower schools all or that sort of a man. A college education should not be the educa- that can as well be performed there. The college is no place for the tion of peculiarities, neither is it designed to produce peculiarities and specialities of Uste and attainments. It has nothing to do, directly, study of elements. These being so obviously useful and appreciable by all, and so entirely within the reach of ordinary talents and means, may safely be left to lower schools. It is only in the rarer kinds of knowledge, essential to the proper development of the mind, or a true view of nature, and not immediately appreciable by the popular taste, that the elements may. be pursued in college. College studies, also, should be of a fundamental character. They should be such as lay the foundation for future progress. The most extended college course covers but a very small portion of the field of knowledge, and hence the studies which it does embrace should be of a radical character. It should open the various avenues to knowledge, if it does not trace them through their whole extent. It should give one the instruments for the acquisition of knowledge, if not the knowl edge itself. It should put into the hands of the student the key of the temple of science, though it conduct him only to the threshold. Hence professional studies, or those looking specifically to particular pursuits, should generally be excluded from the college course. The design of the college course is to educate man as man, and not as this or that sort of a man. A college education should not be the educa tion of peculiarities, neither is it designed to produce peculiarities and specialities of J aste and attainments. It has nothing to do, directly, Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 26 with preparing men to become physicians, or lawyers, or clergymen, but rather with giving them the mental discipline and culture re- quired by all the professions, and fitting them to prosecute with dis- 26 tinction any of the pursuits of life. Much less is college education designed to prepare men for making money. It should teach them with preparing men to become physicians, or lawyers, or clergymen, the laws of nature, among other things, and if they wish to avail them- selves of these laws to make money, they are at liberty to do so ; but but rather with giving them the mental discipline and culture re this, plainly, should be no part of the aim of a college course. A mer- quired by all the professions, and fitting them to prosecute with dis cenary education is not, surely, a liberal education. To teach men to tinction any of the pursuits of life. Much less is college education experiment upon nature, so as to extort pelf from her, is not to teach science, but a mere knack, and about the lowest knack of all. designed to prepare men for making money. It should teach them Again, a right college course should aim at discipline quite as much the laws of nature, among other things, and if they wish to avail them as at knowledge. Its studies should be of a disciplinary character, em- selves of these laws to make money, they are at liberty to do so; but bracing principles rather than mere details of fact. Discipline gives the command of knowledge ; it is the key of knowledge, and, if ap- this, plainly, should be no part of the aim of a college course. A mer plied, will infallibly open to us its stores. The most that can be said of cenary education is not, surely, a liberal education. To teach men to a man of mere knowledge is, that " he is a walking library ;" but a experiment upon nature, so as to extort pelf from her, is not to teach man of a thoroughly disciplined mind is a working engine. If knowl- edge be power, discipline is still greater power. While, therefore, the science, but a mere knack, and about the lowest knack of all. college should not neglect knowledge, it should have a predominant Again, a right college course should aim at discipline quite as much aim at discipline. Knowledge may be acquired afterwards, but disci- as at knowledge. Its studies should be of a disciplinary character, em pline, severe, scientific discipline, if not gained in college, is rarely bracing principles rather than mere details of fact. Discipline gives gained at all. Nay more, discipline, as we have seen, lays the best possible foundation for the after acquisition of knowledge. It shapes the command of knowledge; it is the key of knowledge, and, if ap and prepares the powers for future work, and supplies principles plied, will infallibly open to us its stores. The most that can be said of for our guidance, thus opening the way for indefinite improvement. a man of mere knowledge is, that "he is a walking library;" but a The general object of our course may be said to be, on the one hand, to teach men to think, and on the other, to teach them to express man of a thoroughly disciplined mind is a working engine. If knowl their thoughts. While the mathematical, physical, metaphysical, and edge be power, discipline is still greater power. While, therefore, the ethical sciences are chiefly exercises in thought, rhetoric and the lan- college should not neglect knowledge, it should have a predominant guages are chiefly exercises in the art of expressing thoughts. METHOD OF INSTRUCTION. aim at discipline. Knowledge may be acquired afterwards, but disci There are two general methods of instruction in our colleges, which pline, severe, scientific discipline, if not gained in college, is rarely may be variously designated in contrast, as the strict and the loose, the gained at all. Nay more, discipline, as we have seen, lays the best exacting and the imparting, the independent and the questioning methods of instruction. The one seeks to train the mind to regular, possible foundation for the after acquisition of knowledge. It shapes consecutive modes of thinking, the other allows more latitude for ram- and prepares the powers for future work, and rwpplies principles bling ; the one requires an exact knowledge of the lessons assigned, for our guidance, thus opening the way for indefinite improvement. The general object of our course may be said to be, on the one hand, to teach men to think, and on the other, to teach them to express their thoughts. vVhile the mathematical, physical, metaphysical, and ethical sciences are chiefly exercises in thought, rhetoric and the lan guages are chiefly exercises in the art of expressing thoughts. !METHOD OF INSTRUCTION. There are two general methods of instruction in our colleges, which may be variously designated in contrast, as the strict and the loose, the exacting and the imparting, the independent and the questioning methods of instruction. The one seeks to train the mind to regular, consecutive modes of thinking, the other allows more latitude for ram bling; the one requires an exact knowledge of the lessons assigned, INTERt ET RCHI E UNI ER ITY OF llLIN I Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 27 27 though it be necessary, for this purpose that they be quite short, the other requires longer lessons, though they be but imperfectly mastered ; the one makes the pupil get and recite his lessons for himself, the though it be necessary. for this purpose that they be quite short, the other, if it do not aid him in getting his lessons, assists him by ques- other requires longer lessons, though they be but imperfectly mastered; tions in reciting them ; the one trains the mind to acting, the other to the one makes the pupil get and recite his lessons for himself, the receiving ; the one aims primarily at discipline, the other at knowl- edge. other, if it do not aid him in getting his lessons, assists him by ques The former is the method of instruction in this college, and can tions in reciting them; the one trains the mind to acting, the other to there be any doubt, in general, that this is the superior method ? The chief argument for the discursive, questioning method is, that it en- receiving; the one aims primarily at discipline, the other at knowl ables the pupil to go over more ground. But does it exercise his mind edge. more ? Does he really get a larger number of distinct and clearly The former is the method of instruction in this college, and can defined ideas ? We think not. And certainly this method does not impart so good a preparation for life as the other. However it may there be any doubt, in general, that this is the superior method? The be in the recitation-room, we cannot be led along through life by chief argument for the discursive, questioning method is, that it en questions. To succeed in the world, one must be able to express his ables the pupil to go over more ground. But does it exercise his mind ideas independently. What one wants as a public man is, to be able to possess himself independently of the ideas which pertain to any sub- more? Does he really get a larger number of distinct and clearly ject, and to state them clearly in his own language. If he cannot do defined ideas ? We think not. And certainly this method does not this, he will fail. Now it is precisely in this that our whole course is a constant exercise. Every lesson is an exercise in mastering cer- impart so good a preparation for life as the other. However it may tain ideas, and every recitation an exercise in expressing these ideas be in the recitation-room, we cannot be led along through life by in independent language and in connected order. qu�stions. To succeed in the world, one must be able to e4press his MANAGEMENT AND DISCIPLINE. The successful management of a college requires that its students be ideas independently. What one wants as a public man i13, to be able kept regularly and diligently employed in their studies. Thrift of to possess himself independently of the ideas which pertain to any sub every kind requires regularity and diligence. There can be no pro- gress without them, and least of all in learning. If sound scholarship ject, and to state them clearly in his own language. If he cannot do be essential to the success of a college, hard study must be. Besides, this, he will fail. Now it is precisely in this that our whole course study is the very end for which young men are sent to college. What- is a constant exercise. Every lesson is an exercise in mastering cer ever may have been their own purposes, it is to be presumed that their parents and guardians expect them to attend faithfully to their tain ideas, and every recitation an exercise in expressing these ideas studies. Nay, in most cases, it is probable that they would immedi- in independent language and in connected order. ately take them away from college, if they knew they were neglect- ing their studies. A college faculty, therefore, are solemnly bound to see that their pupils do not neglect their studies. No college can be properly and successfully managed, unless quiet MANAGEMENT AND DISCIPLINE. and good order be maintained among its students. Without these, The successful management of a college requires that its students be kept regularly and diligently employed in their studies. Thrift of every kind requires regularity and diligence. There can be no pro gress without them, and least of all in learning. If sound scholarship be essential to the success of a college, hard study must be. Besides, study is the very end for which young men are sent to college. What ever may have been their own purposes, it is to be presumed that their parents and guardians expect them to attend faithfully to their studies. Nay, in most cases, it is probable that they would immedi ately take them away from college, if they knew they were neglect ing their studies. A college faculty, therefore, are solemnly bound to see that their pupils do not neglect their studies. No college can be properly and successfully managed, unless quiet and good order be maintained among its students. vVithout these, INTERt ET RCHI E UNI ERSIT Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd 28 their appropriate duties cannot be performed. Of all employments, 28 study especially requires quiet. The mind cannot work successfully in the midst of noise and confusion. And, packed together so closely as students are in college, a little noise becomes a great disturbance to a their appropriate duties cannot be performed.. Of all employments, large number. Hence mere noise, as such, is always a great evil in study especially requires quiet. The mind cannot work successfully in college, and must be prevented ; much more, mischievous and malicious disturbance. The industrious, the quiet, the peaceable, must be pro- the midst of noise and confusion. And, packed together so closely as tected from the idle, the mischievous, and the malicious. Unless this students are in college, a little noise becomes a great disturbance to a be done, not only all study, but all virtue must disappear. large number. Hence mere noise, as such, is always a great evil in The management of young men, at the age and under the circum- stances in which they are in college, is a difficult task. Brought to- college, and must be prevented; much more, mischievous and malicious gether from different parts of the country, and forming a little commu- disturbance. The industrious, the quiet, the peaceable, must be pro nity of their own, with a public sentiment untempered by the lessons tected from the idle, the mischievous, and the malicious. Unless this of experience and the counsels of parents and friends, they often adopt false maxims and rules of conduct, and are uneasy under the most be done, not only all study, but all virtue must disappear. wholesome restraints. The very hopefulness, enterprise, and large The management of young men, at the age and under the circum expectations of young men make them difficult to suit. At the same stances in which they are in college, is a difficult task. Brought to time, their training at home has not always been the most favorable for their quiet in college. One who has not been taught subordination gether from different parts of the country, and forming a little commu in the family, can hardly be expected to exhibit much of that quality nity of their own, with a public sentiment untempered by the lessons in college. And any bad habits allowed at home cannot fail of being of experience and the counsels of parents and friends, they often adopt aggravated under the stronger temptations and weaker restraints of college life. The well-ordered home is the best preparation for quiet false maxims and rules of conduct, and are uneasy under the most and order in college. wholesome restraints. The very hopefulness, enterprise, and large expectations of young men make them difficult to suit. At the same time, their training at home has not always been the most favorable for their quiet in college. One who has not been taught subordination in the family, can hardly be expected to exhibit much of that quality in college. And any bad habits allowed at home cannot fail of being aggravated under the stronger temptations and weaker restraints of college life. The well-ordered home is the best preparation for quiet and order in college. INTERNET RCHI E UNI R IT Generated on 2013-04-15 17:25 GMT / http://hdl.handle.net/2027/uiuo.ark:/13960/t9q255h9h Public Domain / http://www.hathitrust.org/access_use#pd