has been to make the sick well; the idle, active; the nonstudious, studious; and the weak, strong; these having been accomplished by showing each student how to develop himself in a rational and symmetrical way in mind as well as body, impressing him that the prime factor in the course was health and not strength. The department has always had three chief objects in view, first, to supply the demands and remedy the defects of every constitution; secondly, to improve the general health and strength, and, lastly, after having made the improvements, to retain them. As artist, sculptor, or architect seeks for a perfect model so should every student seek perfect health by striving to obtain a symmetrical development, both mentally and physically. The health of the mind primarily depends upon the health of the body; vigorous mental occupation or even refined enjoyment soon becomes distasteful if one's cerebral processes are not supported and reënforced by sound and robust physical health. In the majority of cases where our students have been naturally athletic and fond of sports, it has been found that these students rank among the honor men of their class, and it is quite certain that our different athletic sports in no way interfere with the mental standing of the men who indulge in them. Moreover, it has also been found here and elsewhere that men who fail in their studies for want of systematic diligence also fail in athletic contests for the same reason. We need a larger gymnasium where we can accommodate at least from one hundred to one hundred and fifty students at a time; a place where recreation can be mingled with bodily benefits, where students from all departments may be brought together and learn to know one another, where the tedious hours of the class room may be forgotten for a short time, thus giving the brain an opportunity to obtain the rest it so often needs. Brain overwork is much more exhausting than body overwork because the structure of the brain is much more delicate, hence the great need for proper cerebral rest, and a better means than the use of an attractive gymnasium is hard to find. Many students who have inherited weak lungs, irregular hearts, nervous tendencies, and many other weaknesses, have been so improved since this department was first started, that their troubles have entirely disappeared, and they have thus been enabled to increase their mental work with less danger of jeopardizing their health and have gone forth better prepared to compete with other men in the life of our great Republic, and to aid in the solution of the many sociological and educational problems which remain to test the mental and physical strength of workers of our generation. In conclusion, let me say that the department.is indebted to the Board of Trustees for the support they so kindly gave it when it was first founded, and it is to be hoped that with the results already obtained, they will recognize the necessity for adding to our University a gymnasium worthy of and fit for the great duty of physically preparing the thousands of our coming alumni for their lifework, both as individuals in the struggle for existence and as faithful sons of our alma mater.

CHAPTER XVII.

THE DEPARTMENT OF PHILOSOPHY.

The Department of Philosophy may be said to have come into existence at a meeting of a group of professors at the house of Provost Pepper on March 9, 1884. The meeting was called in response to a growing feeling that the higher instruction in liberal studies should be organized and put upon an equal footing with other departments in the University. A plan of organization was drawn up, which, being subsequently approved by the honorable Board of Trustees, served as a working basis for the new department until the autumn of the year 1888, when a number of changes were made. As the earlier and later plans were essentially alike in all that concerns the form of instruction, the choice of studies, and the requirements for the degree, differing chiefly in the functions exercised by the officers of the faculty, a detailed description of the plan first adopted is unnecessary. It is sufficient to state that it took as model, in a general way at least, the philosophical faculty as it at present exists in the German universities, and it was intended to cover about the same ground. A few students were entered and work was begun; but, the attention of the University being diverted to other movements, it was not, for the time being, prosecuted with the earnestness and vigor which would warrant an expectation of any large measure of success.

At the beginning of the College year, 1888-1889, a committee was appointed to draw up a new plan of organization, retaining the essential features of the old one, but obviating some of its inconveniences. This plan, modified, and approved by the faculty, was accepted by the Board of Trustees in November, 1888, and has been in operation since. The officers of the faculty are a dean, a secretary, and an executive committee. The dean presides at meetings of the faculty and executive committee and at all examinations of candidates for the degree. He receives applications for admission to the department, and all students report to him, at the beginning of the University year, the studies they intend pursuing, or come to him for advice in making their selections. The executive committee, consisting of five members, represents the various groups of allied studies in which courses are offered, and is empowered to accept or reject applications for admission, to arrange for courses of lectures, and to publish the yearly announcements. It presents to the faculty, through the dean, at the stated yearly faculty

meeting on the third Saturday in May, a report of the work done during the year.

Regular students in the Department of Philosophy, candidates for the degree of doctor of philosophy, must be graduates in arts or science of an American college, whose degrees are accepted by the University -as equivalent to its own, or they must satisfy the executive committee that they possess an equivalent preparation for advanced studies. The admission of students not holding the bachelor's degree has been very exceptional. Special students, not candidates for the degree, are admitted to the instruction of the department on application to the dean, by consent of the professors whose courses they select.

A candidate for the degree of doctor of philosophy must pursue graduate studies for at least two years, present a thesis showing original research in his line of special study, and pass a satisfactory examination. Of the time required in graduate study, one year must be spent in residence at this University; the remainder may have been spent at some other university.

The candidate for the degree presents himself for examination in three studies, one of which he designates as his principal or major, and the other two as his subordinate or minor subjects. The list from which he may choose is determined by the faculty, and may be modified at its will. As approved at the adoption of the new rules in 1888, it included the following subjects: American archæology and languages, American history, botany, inorganic chemistry, organic chemistry, comparative philology and Sanscrit, English language and literature, experimental psychology, Germanic philology and literature, general history, Greek language and literature, history and development of legal institutions, mathematics, mineralogy and geology, philosophy, physics, political economy, political science, romance philology and literature, Semitic languages and literature, and zoology. A few changes have since been made, but the list is substantially what it was when first drawn up. It was not felt to be altogether satisfactory, and it contains, as will be observed, several serious gaps. These were due to the fact that the professors representing certain lacking subjects were overburdened with undergraduate work and could not be asked to add to their labors by giving systematic graduate instruction.

Examinations for degrees are conducted in the presence of the dean and three examiners, the professors in charge of the major and minor subjects. Notice of the time and place of the examination is sent to each member of the faculty, and any professor may attend and question the candidate if he see fit. After the examination, the dean and the examiners are constituted a committee to decide upon the success of the candidate. If they are not unanimous, or if any other professor attending object, there is a provision that the case shall be referred to the faculty. The successful candidate may, with the consent of the executive committee, and under the direction of the professor in charge of

his major subject, print his thesis as one accepted for the degree. Whether printed or not, a copy must be deposited with the Librarian of the University. As the object of the instruction in the Department of Philosophy is to train specialists in literature and science, the student is left largely to the care of the professor in charge of his major subject. He follows his advice in methods of work and in direction of work. Where the number of students is small there is a possibility of much familiar intercourse between professor and student, than which nothing can be more stimulating or helpful. The younger scholar sees his teacher at work, catches his spirit, and absorbs his methods. The form which the instruction shall take is left very much to the judgment of the professor. In some cases it is given almost wholly in the laboratory, in others in formal lectures, and in still others through the medium of the seminary in free discussion and criticism of papers prepared by the student. In all cases its object is to teach the student to work for himself and to be independent. He is supposed to make himself thoroughly familiar with some department of his major subject, and to have a fair knowledge of the two subjects chosen as minors. These last he may choose either because they are of importance from the point of view of his major, or merely for the sake of gaining a broader culture. As a matter of fact most students choose minors which serve as aids to their special subject of study. An idea of the scope of the graduate instruction given at the University may be gained from the announcement of courses for the year 1891-292, the last one issued at the time of this writing. It comprises the following courses of lectures:

By the professor of American archæology and linguistics, lectures on the general philology of American languages; on the Algonquin, the Nahuatl, the Maya, and the Kechua groups; and on American archæology and methods of study in archaeology.

By the professors of American history, lectures on the institutional and constitutional history of the United States from 1787 to 1892; and on the development of the State governments.

By the professors of botany, lectures on the classification of plants; on plant histology; and plaut physiology.

By the professors of chemistry, lectures on the methods of proximate analysis of organic compounds; on synthetic methods of organic chemistry; on the industrial applications of chemistry; on chemical theory; on electrolysis and electrolytic methods; on thermo chemistry and on special topics in pure inorganic and analytical chemistry.

By the professor of comparative philology and Sanskrit, lectures on Sanskrit grammar; on the Çakuntala and the Veda; on linguistics and comparative philology of the Indo-European languages, with special ref erence to phonetics; on phonetics and the principles of comparative grammar, with special reference to the forms of Greek and Latin; on Old Iranian grammar and selections from the Avesta; and (for students of Assyriology) on the old Persian text of the Behistûn Inscription.

By the lecturer on European history, lectures on France in the eighteenth century.

By the professor of experimental psychology, lectures on experimental psychology; and on comparative, social, and abnormal psychology.

By the professor of English, lectures on the English drama; on the principles of dramatic construction; on the history and theory of poetics; on the evolution of literary types.

By the professor of Germanic philology, lectures on Gothic phonology, grammar, and readings in Ulfilas.

By the professor of Greek, lectures on the Greek drama, and on the Greek orators; Greek syntax.

By the professor of Latin, selections from the letters and orations of Cicero; studies in the poetry of Virgil and Horace.

By the professor of law, a course on Roman law and jurisprudence. By the professors of mathematics, lectures on modern higher algebra; on higher plane curves; on the theory of numbers; and on the theory of functions.

By the professors of philosophy, lectures on the history of modern philosophy, on ethics, and on general psychology.

By the professor of physics, lectures, and instruction in the physical laboratory.

By the professors of political economy and political science, lectures on the history of the theories of the distribution of wealth; and on the history and theories of the state.

By the professors of Semitic languages, the following courses: Elements of Arabic grammar, with reading and exercises; selected Suras from the Koran; prose and poetical pieces from the Beirut Chrestomathy; lectures on Arabic poetry; elements of Syriac grammar, with readings; Biblical Aramaic grammar, with readings from the book of Daniel; the Mishnaic Treatise of Sabbath; the Pirkê Aboth; elementary, intermediate, and advanced courses in Hebrew; a course of readings from the Hebrew prophets; the Moabite stone, the Siloam inscription, and selected Phoenician inscriptions from the Corpus Inscriptionum Semiticarum; Assyrian grammar; selected Babylonian texts; cursive reading of Assyrian texts, and interpretation of Ethiopic texts.

By the professors of zoology, courses on general biology; on invertebrate morphology; on comparative histology; comparative embryology; the mechanism of locomotion, and mammalian neurology and craniology. These lectures are intended exclusively for graduates, but any courses delivered to undergraduates are open to matriculates in the Department of Philosophy who may desire to make use of them. I have entered rather minutely into the details of the organization of this new department at the University, and of the instruction it offers, though I am quite conscious that my paper will be found rather tedious. It has seemed to me undesirable to omit anything, for the reason that or