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

n In the disgraceful history of the Re-
publican party in this State, nothing
more disgraceful has occurred than
its present series of attacks on our
State institutions. The Wheeling In
teUtgencer, having recently passed
under the editorial control of big
oted and 1Iippant little fellow from
Philadelphia, has begun this attack,
and the less reputable press of his
party has Joined in the yelping chorus.
Having discovered that several of the
professors at the University were
Southern men, this man Hart has
begun campaign of abuse to drive
them out of the University, and to re-
establish the proscriptive laws, OF
fragrant memory in this State. Re
cent changes, designed greatly to i'm
prove the University, nave been ignor-
antly denounced as partisan. To the
credit Of the better class of Repub-
lican papers, it may be said that they
have not joined in this assault. Hart
has accordingly turned his attention
now to the Insane Asylum, and is
filling his columns with false state
ments about that institution. Hon.
VIM. L. Wilson has been writing to
the Wheeling Register several letters
explaining the changes at the Uni
versity, which Hart has so denounced.
These letters have been very highly
spoken of by the press. i've have
space for the following extract from
the first, which is dated Charlestown,
August 10th:
The last session Of the University
opened prospcrously. The number
enrolled in the fall term was near one
hundred and forty, an attendance not
exceeded in the history of the school.
But the first days of the session dis
closed that the friction of some recent
changes in the organization of studies
was working discomfort, and that
there were influences seeking to in
crease that discomfort in order to dis
parage the University and thwart its
success under the new system and
management. AS those changes have
been made the occasion of much criti-
cism and complaint, and seem to be
totally misunderstood by those who
most strongly condemn them, I will
endcavor to give an explanation of
them, such as may easily be under
stood by those not familiar with col
lege matters.
The American college, as originally
organized, had fixed and infexible
course of studies, called curriculum.
1t was distributed over four years,
leading bysuccessive classes to gradu-
alton, (B. a. and none could grad
uatc but those who completed this cur
riculum. When this routine was cs-
tablished the subjects of college study
included little more than the ancient
languages, mathematics, philosophy
and logic, and it was not only possible
but easy to prescribe the same course
for all students, as the foundation or
rather the entire scheme of liberal ed
ucatiOn. But in modern times, in the
last two or three decades, there has
been such an immense multiplication
of the subjects of knowledge, worthy a
place in scheme of liberal education,
and such an indefinite increase in the
range of occupations for which college
education is intended to qualify, that
the subjects of instruction are limited
only by the ability of institutions to
employ instructors. Among these
subjects 1 may specify the modern
languages and litcratures, the scien-
tific study of our own tongue; the new
science of languages the study of his
tory with reference to its philosophy
the several social and political scien-
ces, and the constantly increasing
and splendid sisterhood of the physi-
cal sciences. All these now demand
a recognition on footing Of equality
with the formerly exclusive subjects
of the curriculum, and the great en-
dowments of our richer colleges are
unable to keep pace with the progress
and methodizing of knowledge. cspe-
cially in the domain of scientific and
technical education. Clearly then, it
is not possible to combine all of these
subjects into curriculum, or indeed
to study many of them in the time al
lottcd for college course, nor is it
easy or perhaps practicable, to make
n judicious selection among them,
adapted to the needs of majority of
Education, in which the first
object must always be to train the
mind, and to stock it only the second,
is one, but the road for one student to |
reach it may be widely different from
that which is most advantageous to
another. Hence our best colleges
have been forced very reluctantly in
many cases, to allow students a con-
stantly widening freedom in the sclcc-
ton of their studies, by substituting
an elective system for the curriculum,
or attempting to combine the two in
some practicable scheme.
There are, generally speaking, three
methods in use among them. Some |
colleges attempt to engraft the cleo
tive system upon their curriculum,
greater freedom of choice as
the classes advance; others instead
of single curriculum, or combina-
ton of studies. offer several mr. mopv.