Spirit of Jefferson. [volume] (Charles Town, Va. [W. Va.]) 1844-1948, 1883-08-28

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departments, prevails in the Universf-
ty of Virginia, in the best secondary
colleges, (male and female) of that
State, and in many of the most use
fulcolleges and theologicalseminaries
of other States.
1 have explained these systems
with some detail that 1 may clearly
show the changes made at Morgan
town, and further show how a ques-
ton, beset with practical difficulty it
is true, but as completely within the
domain of education philosophy as
the proper method of studying dead
language, has been involved, through
misrepresentation, ignorance and
prejudice, in an atmosphere of lurid
partisan politics. Wcighty reasons
may be given in support of each of
these methods of dealing with the
problem of college organization
Under each one of them great colleges
are working smoothly and efficiently {;
under each one thousands of young
men are studying zealousIy and sue
cessfully.
In 1882 olr University was in a
position to take very decided step
forward. Under the liberal appro-
priations of the last Legislature the
Regents were expected to fill the
vacant Presidency, establish a new
professorship, and extend the pro-
fesaional schools. There would be
ten full professors in the University
and two associates in the Preparatory
school; a corps of teachers ample for
a very considerable college. The
faculty could not, then in justice to
themselves or to the State, escape a
two-fold duty, viz. f: to extend the
elective system, and to raise the STAN
dard. In dealing with the first duty
they recommend to the Regents to
adopt the third or independent school
system above described. In this
selection they were undoubtedly
influenced by those professors who
were familiar with the system chosen,
and who conscientiously believed it to
be, of all systems, the one most
promotive of thorough scholarship.
But the action of the Faculty was
unanimous, and is so declared in the
report of Prof. d. B. Purinton, acting
President, dated June 5, 1882, (See
Rep. Regents to last Legislature,
p 16). 1 cite this one to show that
this change, so unaccountably de-
nounced as a partisan act, was the
act of the entire faculty, as then con-
stituted (prior to the election of DIR.
Allen and myself. For it they are,
each and all, jointly and severally
responsible. A lack of unanimity
would have called for the judgement
of the regents; as the action of the
entire faculty, I presume it was
sanctioned as matter of course.
Under this system the University is
organized into ten separate schools,
of which eight are academic, and two
professional. The former: 1. Meta
physics; 2. Mathematics 3. Ancient
Languages; 4. Modern Languages;
5. English; G. History; Z. Agricul-
ture, Chemistry and Physics; s. &C.
ology and Natural History. While
students can select the schools they
wish to attend, they do so under the
advice of the faculty and are required.
except professional students, to at
tend not less than three, unless ex-
cused for cause. Upon completing
the course and examinations in any
school, students receive diploma
therein; a certain number of diplomas
entitlc to the University degrees.
The advantages claimed for this or
ganization may be briefly stated.
For the University itself cuts the
Gordian Knot which so many col
leges are essaying to unite, and puts
it into position to take in, as rapid
ly as its resources may permit, other
subjects of study without any iostllng
of the subjects already in its system,
and without the necessity of attempt
ing to fit them into any artificial cur
riculum. For the student, (who can
have the same guidance in the choice
ofhis studies, or under the curriculum,
without its empirical restraints), it |
teaches him betimes to study by sub
jects rather than in classes, a method
he has to adopt in after life, and it |
develops his individuality, by throw
ing him at once upon his own dill
gcnce for success, as he is neither |
borne forward by the momentum of
class nor retarded by it's inertia. If
he can take but a partial course he |
can still have thorough course, and
become a graduate of the University
with the immense intellectual and |
moral benefit of knowing one thing
or several things we'll, instead of hav-
ing a superficial and dangerous knowl-
edge of many things. For the pro-
fcssor it tends to produce greater
range and thoroughness of instruc-
ton. He is free to organize his
school as the progress of knowledge,
and his own attachments suggest,
the hampering and ofttimes
control of associates,
and he is expected to make it as
and successful as if it were
the only school in the university.
Under the stimulus of this personal re-
sponsibility land in the honorable COM
petition with his associates, he will
inevitably make his instruction more
than if the same subjects
were simply constituent part of a
general curriculum, and must seek to
infuse such enthusiasm among his
students that they will perform great