Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1883-08-13

gard to the actual needs of the present,
than any OF our institutions. This now
advertises seven distinct courses or COM
binalions OF study, leading to the same
degree, (B. AZ among which, students
select the course they judge most useful
to themselves, or the best foundation
for the special or professional study that
comes after q college education. The
third system, which organizes the
various subjects of study into separate
departments, prevails in the University
of Virginia, In the best secondary col
leges, male (and female) Of that State,
and in many Of the most useful colleges
and theological seminaries of other
States.
/ have explained these systems with
some detail that may clearly show the
elapges made at Morgantown, and
further show how question, beset with
practical difficulty it is true, but as
conn letely within the domain of edu-
cational philosophy as the proper meth
cd of studying a dead language, has
heen involved, through misrepresenta-
ton, ignorance and prejudice, in an at.
mosphere Of lurid partisan politics
Weigbty reasons may be given IN sup
Do TT Of each of these methods OF deal
ing with the problem of college organi-
cation. Under each one OF them great
colleges are working smoothly and eth.
GENTLY; under each one thousands OF
young men are studying zealously and
successfully.
In 1882 our University was in posi-.
ton to take a very decided step forward.
Under the liberal appropriations OF the
last Legislature the Regents were ex-
pected to fill the vacant Presidency, es-
tablish q new professorship, and extend
the professional 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 two-fold duty,
viz, : to extend the elective system, and
TO raise the standard. In dealing with
| the first duty they recommended TO the
Regents to adopt the third or indepen-
dent 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
), 1882, iSee Rep. Regents TO last Legis-
| lature, y 49,. l cite this one to show
| that this change, so unaccOuntably de
ncunced as a partisan act, was the act
of the entire faculty, as then constituted
(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
| Tor the Judgment of the regents; as the
actor of the entire faculty, presume
| it was sanctioned as matter OF course.
Under this system the University is
organized into ten separate schools, OF
which eight e Ac idemic, and two
| professional Tue former are: |. Meta
| physics; 2. Mathematics; 3. Ancient
| Languages; 4. Modern Languages; ).
English 6. History; 4. Agriculture,
| Chemistry and Physics; S. Geology 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 attend
| OF less than three, unless eX-
! cused for cause. Upon completing the
course and examinations in any school,
| >tudents receive a diploma therein; a
certain number of diplomas entitle to
| the University degrees. The advant-
| ages claimed for this organization may
be briefly stated. For the University
| itself it cuts the GOrdian Knot which so
many colleges are essaying to unite, and
puts it into position to take in, as rapid
| iy rs its resources may permit, other
-ubjects of study, without any jostliDg
OF the subjects already in its system, and
without the necessity of attempting to
| fit them into any artificial curriculum.
| For the student, lwhO can have the
same guidance in the choice of his
studies, or under the curriculum, with
cut its empirical restraints, it teaches
him betimes TO study by subjects rather
han in classes, method he has to
adopt in after life, and it develOpes his
individuality, 10y throwing him at once
upon lis r own dGi.tl ftnef b6fne for
ward by the momentum of . class
or retarded by its inertia. If he
n take but q partial course he can
still have a thorough course, and be-
come graduate of the University with
the immense intellectual and moral
benefit of knowing one thing or several
things well, instead of having super
fetal and dangerous knowledge of
many things. For the professor it tends
| to produce greater range and thorough
ness of instruction. He is free to or
gaDiZe his school as the progress OF
knowledge, and his own attachments
suggest, without the hamperng aud
Outlines unintellIgent control of assO-
ciates, and he is expected to make it as
| thorough and successful as if it We're
the only school in the university. Under
the stimuli; of this personal re-
sponsibility, and in the honorable
competition with his associates,
he will inevitably make his in
struction more thorough than if
the same subjects were simply con-
stituent part of a general curriculum,
| and must seek to infuse such euthusi-
asm among his students that thew will
perform great additional labor without
a sense of its added burden and irk-
| s0mtness.
Besides these general advantages it is
claimed for the new system that it is
>Pecially adapted TO the lack of prepar-
alton, or to the irregular preparation Of
cur West Virginia students, none being
prevented from making progress in
some studies by their deficiencies in
other directions.
Having now explained this change
and the reasons for it in the organiza-
ton of the University, reserve for an
other nopar yrhot I bova tN Sou, about