The sun., 1919-07-20


of each semester.
3. The semester division provides for
| better afiliation with high schools.
academies and the smaller colleges in
| reference to admission after the OPEN
ing OF the academic year. These schools
are tho main feeders from which we
| draw our numbers and are almost ex-
clusively upon the semester basis at
the present time. Where nlidyear
graduation Is practiced in such schools
1t Is possible for the freshman from the
high school or the student from the
college with advanced credits to enter
OH transfer without any loss OF time
whatever. Since many students from
the colleges desire to mako their trans
fer In the middle of the year an oppor-
tunity is thus afforded without the con-
sequent loss Of time and still more i'm
portant to them the loss OF credit The
| difficulties of attempting to adjust, to
the satisfaction of the entrant, the mat
ter OF credit of semester with either
one or two quarters. or vice versa, you
are all familiar with. and you are aware
certain sacrifice or loss In credit Is
always inevitable in such-casea An
advantage IL unQuestionably maintained
In system which lends itself fully to
the preparatory schools from which II
draws the patronage.
be given IN the semester system pro-
citely as under the term plan; Il also
provides for the favorable presentation
OF two-hour courses, which, for certain
subjects. such as literature. history,
philosophy. &c. that require slower alb
sorption arc regarded by many educa-
tors as more advantageous than greater
frequency in a shorter time and this is
also especially true for graduate courses.
nm 90
on the semester basis will give the same
facility.
Freshmen entering during the mldyear
can be better accommodated Under the
semester plan than under the quarter
plan. 1t Is always quite possible to
begin a sufficient number Of courses In
the second semester to provide a salts
factory programme for new students en-
tering at that time. II Is not easy for
any except large institutions to arrange
subjects Tor entrance In each quarter. al
though this Is possible. as Is shown by
the experience at Chicago. but this must
necessarily result in a repetition sew
eral times during the year Of beginning
subject
Semester Plan Combined With
Summer Session.
This presents practically the same IA
ciity Tor covering the time element.
whether the summer session has a six
eight or ten weeks course, as In the case
OF the three-quarter plan, and both OF
these two systems must be regarded as
the same In comparison with the four
quarter system. It is conceded that a
larger amount Of credit can be secured
IN -FOUR quarters of twelve weeks each
than IN two semesters or three-ouarters
with six week summer session, but in
practice the advantage is comparatively
shght IN the event of an eight or ten
weeks summer session. II Is quite Dos
sioie for strong student, by CARRYING
the maximum amount of work, to com
piete his course under the semester and
summer session combination and gradn-
i ate In three years, even with a six weeks
summer session course, as he will be
covering during tho year a total of for
ty-two weeks work.
The semester and simmer session ar
rangement permits of a continuance OF
Institutional work without the necessity
or increasing the size Of your faculty
very greauy-and you can borrow the
additional instructors needed. The al.