Wilmington journal. [volume] (Wilmington, N.C.) 1844-1895, 1868-01-03

, De
system. It may belong to the curriculum
as well.
I'd Examinations of applicants for adj
mission, and requisition of certain attain
, ments for entering the University, may be
common to both.
3D. In both wide range Of attalnments
may be required as q condition precedent
to obtaining the honors of the Institution.
So that symmetrical education may be
reached in either system.
4th. Distinction in scholarship, prizes
and fellowships, may be awarded under
both systems.
9Th. Election of a narrow course OF
Studies by those not DESTROYS of competing
for distinction or degrees, is common to
both.
9th. Surveillance over the conduct of
undergraduates may as well exist IN one
system as in the other.
18th. So, too, a curriculum may be "elect-
i've" By the use of parallel and equlva-
lent courses, and by arranging that the re-
cltatiOn of two consecutive classes shall not
be simultaneous, q large liberty of choice
of studies may be had. This has, to some
extent, existed in our University and is ex-
tenslvely in use at Harvard. Thus degree
is conferred on a particular amount OF
knowledge, although the kind OF knowledge
may differ in particular instances,
Sth So, Also a permanent President or
temporary Chairman may be employed IN
both systems.
These points, sometimes urged as obJec-
tious sometimes as recommendations, OF
one system or the other, viz Instruction
by lectures, preliminary examinations, re-
Iquirement of wide range of study for
graduation, the comforting of distinctions,
the admission of irregular students, whole
some discipline of students, and some
liberty OF election i'll studies, may be and
the committee think should be adopted in
all systems.
The essential differences between the two
systems seem to be as follows In the Uni
versity the four years curriculum and the
regular progression of classes are aban-
doned. The College is divided into indie
pendent schools, each Professor, subject to
the control of the Trustees, supreme in his
own department. solely responsible for the
instruction therein, and solely vested with
the power of comforting degrees therein.
Opportunity is given to learn all branches
of knowledge, and inducements are offered
to lure students to strive for them all. But
while such is the effort of the University,
ample means are afforded, and inducements
extended, to those desiring from necessity
or choice to become students IN particular
departments. Diplomas are conferred in
l
made more respectable.
| A portion of the committee think this
system has advantage over the curriculum
! for several reasons,
LIST. The independent school system
offers peculiar facilities for the education
of those DESTROYS Of scientific instruction
in Agriculture, Engineering. Mining and
other callings especially in demand in this
country of vast uEdeveloped resources.
| no linn icc 1o1
with different branches of learning it is i'm
possible thoroughly to teach one without
encroaching on others. For example, in
our four years course Metaphysics, Logic,
Rhetoric and English language and Litera-
ture have only about Ill hours or about 81
days of three hours EACH To applied Math-
ematic, including Mechanics, Hydrostatics,
Electricity, Optics, &C., are given AS
hours or 4S days. The great sciences of
Chemistry, Mineralogy and Geology, have
only 244 hours or 81 days, while the An
or one-third more than all combined.
Zoology, Botany, Physiology, &c, are not
taught at all. Even if the hours allotted
to the department. should be equalized, it
would still be impossible to impart much
more than an elementary knowledge of
either.
The system of independent schools is ca
pable OF much more thorough and eXhaus
tive instruction, while it admits of far
greater expansion. New schools can be adj
| ded from time to time, as new sciences
spring up, without interfering with those
already j. existence.
Sd. Those familiar with our University
will remember that there are four general
classes Of students who resort there
| LIST. Those who become regular stu
dents, and, from poverty or anxiety to en-
gage in business pursuits, or other cause
leave the institution before graduation.-l
| This class is large,--from one-half to two
thirds of the whole number matricuIating.
| Cd. Those who, from whim or with a
view of fastening moro rapidly to profess
sional or other pursuits, take only partial
course. These, called at Chapel Hill [" IT.
regulars " Or Militia" are not favored by
Faculty or students, being unable to com
pete for diploma or distinctions, the infiu-
ence of the College being to force all to
take the curriculum.
Sd. Those who go on to graduation and
obtain diploma, but who show very little
industry aid make meagre attainments--I
This class constitutes at least one-half of
the graduates. It is certainly better that
they should attend College. They learn
something-at least they learn, a know
ledge not to be despised, that there are
sciences OF "lllcn Cney are ignorant. They
often in after years become fast friends of |
education and patrons of institutions of !
learning, but to advocate the claims of a |
system as furnishing complete symmetri- |
cal education to youths like these or to
oppose efforts after reform because of these,
is a mockery.
4th. The last class consists of those regu-
lar students who make good use of their
time and earn their diplomas, most of them
graduating with distinction. These derive
lasting and solid benefit from their College
course.
Now it seems evident that the system oil
independent schools is of great advantage
to the first and second classes, as those
whose necessities compel them to hasten to
the business of life have more abundant
opportunities of deYoting themselves to |
such special studies as will AID them in
their future business. Their minds will |
l>oLIo IL.