{"1": {"fulltext": "The Relation of Undergraduate to\\nPost-Graduate Curricula.\\nAN ADDRKSS\\nREAD BEFORE THE\\nNational Educational Association,\\nAT\\nSaratoga, July i2Th, 1892.\\nBy WILLIAM PEPPER, M. D., LL D.,\\nUNIVERSITY OF PENNSYLVANIA.\\nPHILADELPHIA:\\nALLEN, LANE SCOTT S PRINTING HOUSE,\\nNos. 229, 231, and 233 South Fifth Street.\\n1892.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0001.jp2"}, "2": {"fulltext": "", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0002.jp2"}, "3": {"fulltext": "The Relation of Undergraduate to\\nPost-Graduate Curricula.\\nAN ADDRKSS\\nREAD BEFORE THE\\nNational Educational Association,\\nAT\\nSaratoga, July i2TH, 1892.\\nBy WILUAM pepper, M. D., LL D.,\\nl O UNIVERSITY OF PENNSYLVANIA.\\nPHILADELPHIA:\\nALLEN, LANE SCOTT S PRINTING HOUSE,\\nNos. 229, 231, and 233 South Fifth Street.\\n1892.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0003.jp2"}, "4": {"fulltext": "P.\\nRoland 1? Fallm\u00c2\u00abf\\ntIJa O!", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0004.jp2"}, "5": {"fulltext": "RELATION OF UNDERGRADUATE TO\\nPOST-GRADUATE CURRICULA.\\nRead before the National Educational Association\\nAT Saratoga, July i2TH, 1892,\\nBy\\nWILLIAM PEPPER, M. D., LL. D.,\\nUniversity of Pennsylvania.\\nIn replying to the question of your President as to the\\nsubject of my remarks to you this evening, I fear that I\\nselected the particular question of the relations between\\nundergraduate and post-graduate curricula, rather because it\\ninterests me so deeply at the present time than because I\\nhave anything new or important to submit to you upon the\\ntopic. But in reality, we seem to have reached a point in\\nthe development of our college and university work at which\\nthis problem forces itself upon us more urgently than ever\\nbefore. As is the case with many others of our great educa-\\ntional questions, the data for the solution of this one are\\nprobably not yet adequately at hand. It is altogether likely\\nthat various solutions may be found, or, at least, that for\\nsome years to come interesting experiments will be con-\\nducted along various lines. The mere fact that widespread\\nattention is being given from an university standpoint to the\\ncourses of study in our professional schools marks a distinct\\nand important advance in our educational position.\\n(3)", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0005.jp2"}, "6": {"fulltext": "I presume that the immense changes which have been\\nmade in the curriculum of our American colleges during the\\npast twenty years have been almost wholly without reference\\nto post-graduate or professional courses properly so called.\\nThese changes have for the most part consisted in the\\nmarked increase in the requirements demanded for admission\\nto college, in the introduction of considerable numbers of new\\nbranches to the lists of subjects taught in the four undergrad-\\nuate years, and in the adoption of more thorough and exact-\\ning methods of instruction in each branch. There has been,\\nas a necessary consequence, a marked increase in the ratio of\\nthe teaching force to the number of students taught, and in\\nthe amount expended by the college for each degree earned\\nin course. The average age at entrance to college has ad-\\nvanced two full years in the last quarter of a century. The\\nopportunities for high attainment and the incentives thereto\\nhave been multiplied, and with this greater maturity on\\nthe part of the students there has come an elevation of\\nthe grade of scholarship, and an improvement in the tone\\nand dignity of undergraduate college life.\\nThe development of the free elective and of the group\\nelective systems would have been inevitable as a result of the\\novercrowding of the roster. But other causes have contrib-\\nuted to produce the result. The gratifying advance in the\\nstatus of the teaching profession has been closely connected\\nwith the reduction in the number of hours required per week\\nfrom each instructor; and with the advance in professorial\\nsalaries attainable as the result of the greater wealth of col-\\nleges and of increasing competition for successful teachers.\\nSo long as the average college professor was overworked and\\nunderpaid to the extent that prevailed a score of years ago,\\nhis influence was necessarily restricted. It speaks eloquently\\nfor the force and devotion of our elder teachers that in spite\\nof such grave disadvantages they raised so high the standard\\nof their calling, and impressed so deeply upon their students\\nand associates the lessons of their self-consecrated lives. But\\nwith the return of a measure of leisure, and with the enjoy-\\nment of more liberal facilities for study and investigation, the", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0006.jp2"}, "7": {"fulltext": "college professor has become a vigorous and progressive stu-\\ndent and a frequent and successful author. His relations to\\nsociety, to his students, and to his special subject have under-\\ngone great changes. His methods of instruction have felt the\\ninspiration of the freer and fresher intellectual life enjoyed by\\nhimself. His students get more out of him, and in turn he\\ngets more out of them. In every live college in America to-\\nday it is safe to assert that each hour in the roster stands for\\na greater reality and thoroughness of intellectual work on the\\npart of teacher and student than has ever before been secured\\nhere. With such a state of affairs, new subjects clamoring for\\nadmission to the curriculum, each subject claiming more\\nhours and more earnest application, more force of instructors\\nand wealth of illustration, the introduction of some privilege\\nof election between studies became inevitable.\\nAt the same time no less inevitably there appeared the\\ndesire on the part of the more progressive teachers and of\\nthe more earnest students for an extension of study beyond\\nthe possible limits of the undergraduate course. We have\\nthus seen within a few years the rapid development of post-\\ngraduate studies as a feature of our American college system,\\na feature whose importance was certainly not recognized at\\nfirst, and whose relations with undergraduate work are still\\nfar from being clearly defined. In most institutions there\\nwas little or no endowment available for the support of\\nsuch advanced work. It encroached upon the time of the\\nablest teachers, who alone could conduct it. The fees of\\nthe few students who sought it formed no adequate com-\\npensation. It is not strange that at first it met with no\\nwarm encouragement, and that the attempt was made to\\ncrowd the advanced work back into the already overcrowded\\nundergraduate curriculum.\\nUp to this very recent stage the nearest approach to a\\nfully developed university that was made by even the most\\nhighly organized among our colleges was in the co-existence\\nof a vigorous undergraduate department with one or more\\nprofessional schools which owed their privileges to the same\\ncharter and were nominally under the control of the same", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0007.jp2"}, "8": {"fulltext": "board of trustees, but which in reahty had no more to do\\nwith the college than if they had been wholly independ-\\nent institutions. The trouble was aggravated by the fact\\nthat such professional schools were nearly, if not quite\\nalways, managed in the interest of the faculty. In many\\ncases it was known that the profits were out of all propor-\\ntion to the duties performed by the professors, and it was\\nmore than suspected that the standard of education was\\ndeliberately kept down to favor a larger attendance of stu-\\ndents. It is not strange that popular enthusiasm and benev-\\nolence did not go out towards that aspect of university work.\\nNor is it strange that when the college department of such\\nan institution enriched its curriculum, elevated its standard at\\nentrance and all along the line, and later projected a post-\\ngraduate department under a so-called faculty of philosophy,\\nbut little concern should have been felt for the effect such\\nchanges might have upon its relations with its own semi-\\ndetached medical or law school.\\nYet, as a matter of fact, during these same eventful twenty\\nyears the tender consciences of medical and law faculties were\\nbeginning to prick uneasily at the flagrant disparity between\\ntheir standards and those of other countries. A few of the\\nstronger schools bravely incurred the risk of prolonging the\\ncourse of study, exacting examinations at entrance and at\\nthe close of each term, and increasing the number of sub-\\njects taught. The wild race for cheap and easy diplomas\\nwent on and these schools suffered seriously for several\\nyears. Their classes were greatly reduced their faculties did\\ndouble labor for half pay. But, with few exceptions, they\\ndid not falter, and the tide soon turned.\\nThe graduates under the improved educational methods\\nimmediately demonstrated their superiority, and carried off\\nall the prizes available. Now as ever, one may safely assume\\nthat the American public will choose, and will cheerfully pay\\nfor the best product, so soon as convinced of its superior ex-\\ncellence. In a few years the success of the higher grade\\nschools of medicine and of law became greater than it had\\never been with lower standards. A strong revulsion of", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0008.jp2"}, "9": {"fulltext": "7\\nfeeling occurred in favor of thorough, honest, and adequate\\nprofessional training, and it was not long before those who\\nhad doubted the possibility of exacting three years of six\\nmonths study began to plan for four years of eight or nine\\nmonths each. Let us consider briefly what this implies in\\nthe case of medical study. I speak of this more fully, be-\\ncause it happens at present to be of the more immediate and\\nurgent importance. Twenty-five years ago an American\\nmedical education meant the attendance upon two sessions of\\nfive or six months duration, the instruction consisting of seven\\ncourses of didactic lectures, which were repeated annually,\\nand a limited number of medical and surgical clinics. The\\nfaculty comprised from four to seven professors, all engaged\\nin the practice of their profession, and expecting to receive\\nthe larger share of their remuneration from the widespread\\nadvertisement of their prominent position and from their cor-\\ndial relations with their graduates, who, indeed, may well\\nhave reciprocated the indulgent favors shown them at their\\nfinal examinations. The only equipment necessary was a\\nbuilding, with one room big enough to hold the swelling\\nclasses if possible, it should be conveniently accessible to a\\nhospital. Laboratories there were none, excepting the dis-\\nsecting-room. The apparatus was most meagre and a library\\nwould have been regarded as a needless luxury.\\nIt will give some idea of the strenuous efforts that have\\nbeen made to equip this one branch of professional education\\nwhen I state that when the University of Pennsylvania in-\\naugurates an obligatory four-year course of medical study in\\n1893 there will have been expended for the requisite build-\\nings (including the Medical Hall, the Hospital, the Chemical\\nLaboratory, the Laboratory of Hygiene, the Wistar Institute\\nof Anatomy, and the Laboratory of Biology) over 1^850,000,\\nwithout counting the value of ground and equipment, which\\ncould not be estimated at less than ^250,000 that the annual\\ncost of maintenance, without including a single professorial\\nsalary, will amount to 1 1 5,000, and that the staff of instructors\\nwill number between eighty-five and ninety. It is evident that\\nthis means a serious stroke of work, and that the schools", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0009.jp2"}, "10": {"fulltext": "which will stand together on this advanced plane count confi-\\ndently upon the support of the most intelligent and highly-\\neducated portion of the community. It is evident they must\\nbegin to compete vigorously for endowment, and that they\\nwill apply to the generous public for funds to endow profes-\\nsorships and fellowships, and to maintain costly laboratories\\n(for we should spend several times as much in running a labor-\\natory as will go to the teachers connected with it), with no\\nless weighty reason than now support the appeals for our\\ncolleges. Within a year there will be half a dozen great\\nschools offering facilities in medical education, almost, if not\\nquite, equal to those obtainable abroad. This four-year\\nobligatory course will be carefully graded the first two years\\nwill be devoted to the fundamental branches, the latter two\\nyears, and especially the last year, should be so largely clin-\\nical in its character that it will be equivalent to a term as\\ninterne in a hospital. The principle of election will be in-\\ntroduced in the last year a certain number of hours will be\\nlaid down, and then a certain number of additional hours\\nmust be made by choosing out of a list of special subjects\\noffered as electives. Inducements of the most weighty nature\\nwill be offered to lead students who have the means, and\\nparticularly those who would fit themselves as teachers or in-\\nvestigators, to remain over a fifth year, and to devote this\\nadded time to work in the fully-equipped laboratories, the\\nhospital wards, and the extensive libraries.\\nAs may be gathered from the above statement, it has been\\nfound possible everywhere to interest the generous public in\\nthe endowment of professional schools just so soon as it is\\nmade clear that the school is conducted in behalf of science\\nand the community and not of the members of its faculty.\\nIt must not be supposed that I would imply that medical\\nprofessors were sinners beyond all the rest that dwelt in col-\\nlege land in these days. Human nature is wonderfully\\nuniform. They did but what we all should do under similar\\nconditions. There was absolutely no restraining authority on\\nthe part of the State or of Boards of Trustees. There was an\\nimmense continent being opened up and sparsely settled the", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0010.jp2"}, "11": {"fulltext": "demand for medical men was unprecedented neither time\\nnor facilities could be had for turning out the needed thou-\\nsands with thorough training; half-baked loaves were gladly\\ntaken by those who otherwise must have fed on patent pills.\\nThe case was just as bad with the supply of teachers. What\\nproportion of that great army had even the rudiments of the\\nscience of education It remains true that until each State\\nof the Union shall enact some wholesome legislation to protect\\nthe lives of its citizens from the malpractice of incompetent\\ndoctors, and the minds of its children from the malpractice of\\nincompetent teachers, there will be abundant supplies of these\\ncommodities. It is easy to argue that we may not hope to\\nsupply every ^^500 place with a man with a ;^5000 equipment.\\nBut in fact it is precisely in those small and inaccessible places,\\nwhere the incumbent is thrown upon his own resources, and\\nwhere the counsel of colleagues and the opportunities for self-\\nimprovement are hard to obtain, that we need the serv-\\nices of men who have had thorough and practical education.\\nIt cannot be expected that as students they will all have\\nbeen able to pay their own way through a long and\\ncostly course in college and in professional school. The\\ntime has come when the public and the State must hear\\nand heed the demand for the endowment of the higher\\neducation, and especially for the establishment of great\\nnumbers of fellowships in schools of medicine, schools of\\npedagogy, schools of law, so that earnest students may com-\\nplete their preparation for their life work.\\nIn the last report of the Bureau of Education (Washing-\\nton, 1 891) the statistics for the year 1888-89 show that in\\nthree hundred and fifty-four colleges and universities, with\\n86,996 students, there Avere but 11 1 fellowships endowed, 581\\nscholarships established by the State, and 4588 scholarships\\nestablished by private funds. In thirty-two schools of science\\nendowed by the National Land Grant, with 9621 students,\\nthere were 9 fellowships 2976 scholarships established by the\\nState, and 207 scholarships established by private funds. In\\nthe remaining thirty-two schools of science not endowed by\\nthe National Land Grant, with 7716 students, there were 20", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0011.jp2"}, "12": {"fulltext": "lO\\nfellowships, 50 State scholarships, and 93 scholarships en-\\ndowed from private sources. In these three great classes of\\ninstitutions for higher education, with grounds and buildings\\nthen estimated at ^64,898,319, and productive funds reported\\nat ^^76,487, 973, and total annual income from investments,\\nfrom State or municipal aid, or from tuition fees, of ^10,170,-\\n485, and with benefactions for that year of ^4,839,851, the\\nnumber of endowed fellowships available for post-graduate\\nstudents would seem to have been only 140, although the\\ntotal number of resident graduates is reported as 1358.\\nOn turning to professional schools, we find in one hundred\\nand forty-one schools of theology, with 6989 students, that\\nthe number who had received a degree in letters or in science\\nwas 1453 (20.8%), and the number of endowed scholarships\\nwas 584. The total income was ^959,654, and the benefac-\\ntions for that year had been ^630,402.\\nIn fifty-two schools of law, with 3906 students, the number\\nwho had received a degree in letters or science was 829\\n(21,2%), and the number of endowed scholarships was 26.\\nThe total income was only ^55,589, of which ^46,164 was from\\nfees of students, and no benefactions were reported. It is\\nneedless to comment upon the low state of equipment and\\nendowment revealed by these figures.\\nIn one hundred and fifteen schools of medicine, including\\nninety-two regular, nine eclectic, and fourteen homoeopathic,\\nwith 14,066 students, the number who had received a degree\\nin letters or science was 1378 (or g.8%), and the number of\\nscholarships was 219. The value of buildings and grounds\\nis reported at ^3,356,618; the amount of productive funds,\\n$248,000; the total income, $486,990, of which $390,361 was\\nfrom fees of students the benefactions for the year had been\\n$104,343. During the years 1888 and 1889 there were 12,898\\ndegrees in course conferred, of which only 121 were Ph. D.\\nIn one hundred and twenty-nine public normal schools, with\\n20,622 students of the science and art of teaching, and in\\nforty-two private normal schools, with 4487 students, it does\\nnot appear that there were any endowed scholarships or\\nfellowships.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0012.jp2"}, "13": {"fulltext": "II\\nI come now to what seems a point of extreme importance.\\nIt will be readily inferred from the above figures that, in\\nspite of the magnificent promise of the last few years a\\npromise which surely will be more than kept there is no\\npractically conceivable amount of benefactions which will\\nenable the bulk of these students to accomplish the desir-\\nable purpose of securing a baccalaureate degree before en-\\ntering on their professional studies so long as the comple-\\ntion of their college course occupies them until the close\\nof their twenty-second year. John Fiske, in his Outlines\\nof Cosmic Philosophy, has some fine passages on the influ-\\nence of the lengthening of the time of caring for chil-\\ndren, upon the development of the family, and of the\\nlengthening of the period of youthful mental plasticity\\nupon the ability of a new generation to improve upon\\nthe ideas and customs of its predecessors. But this proc-\\ness must be a very slow one and the honest merchant\\nor farmer who would fain give his ambitious child the best\\nequipment for his profession will draw from it small com-\\nfort in his efforts to support that child up to the age of\\ntwenty-five or twenty-six years. Although I have spoken\\nof the medical profession chiefly, it must be remembered\\nthat the preparation needed for the highest success, or even\\nfor good work, in very many callings is now so extensive\\nand minute as to constitute a veritable professional educa-\\ntion. This is so, of course, in the case of theology and of\\nlaw. Is it not practically the same as regards pedagogy,\\njournalism, chemistry, engineering, architecture, literature\\nIt is assuredly the case that to-day all who aspire to be\\nwell equipped for any of these avocations desire, and, were\\nit attainable, would insist upon a post-graduate course in\\nthe branches specially related to the profession of their\\nchoice. Of course, great num.bers of the seven thousand\\ngraduates who received their degrees in letters or science\\nlast month will enter at once upon work in some of the\\nThere were sixty-four hundred and seventy-five degrees in letters,\\nscience, and philosophy conferred by American colleges in 1888-89.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0013.jp2"}, "14": {"fulltext": "12\\nprofessions which are not yet protected by the requirement\\nof a special additional course of instruction. Many others\\nwill be forced to satisfy themselves in their choice of a\\nprofessional school with those whose diplomas can be most\\nreadily won in the shortest time. Many of us can attest\\nthis from our personal experience, but the fact is confirmed\\nby the small percentage of the students of medicine, law,\\nand theology who, as already shown, have received pre-\\nvious degrees in letters or in science.\\nNo one questions the importance of previous academic\\ntraining to every student of these professions. The higher the\\nstandard of the professional school is raised the more evident\\ndoes the need of a higher entrance examination become.\\nWe would gladly insist upon the degree of B. A. or B. S. as\\na pre-requisite for admission. But in practice the significant\\nfact has been observed, and especially in medical schools,\\nwhere the recent advances in standard have been more\\nmarked than in other professional schools, that as the course\\nhas been lengthened and the curriculum rendered more rich\\nand difficult, the proportion of students holding degrees in\\nletters or in science has tended to decline. It cannot be\\ndoubted that if the four-year obligatory course of medi-\\ncal study which will speedily be enforced at the leading\\nschools of the country were to be associated with the require-\\nment of a baccalaureate degree for admission, there would\\nnot be a single institution that could stand the strain with\\ntheir existing inadequate endowment. Whatever entrance\\nexamination may be enacted will presumably be dealt with\\nin most cases as a matter for cramming, rather than be met,\\nas it should be, by the presentation of a suitable degree or\\ncertificate won in a properly adjusted course of undergradu-\\nate study. Very much the same thing exists in regard to the\\nlaw schools, where, however, the case is further complicated\\nby the fact that the routine of the lawyer s office and the Bar\\nexamination offers in most States an additional avenue of en-\\ntrance into the legal profession. The truth is, as indicated\\nabove, that all the changes and advances and prolongations\\nof the undereraduate curriculum have been without reference", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0014.jp2"}, "15": {"fulltext": "13\\nto the effect upon these great branches of post-graduate\\nstudy.\\nBut the dilTficulty which has been for some years conspicu-\\nous as regards these branches is coming to be felt keenly as\\nregards others, such as pedagogy, architecture, engineering,\\nthe science of administration and finance, and the like. The\\nrecognition of an actual need called into existence schools of\\nscience, and their unprecedented success has forced the col-\\nleges to reconsider their curriculum. As the requirements for\\nthe profession of chemist, of architect, of engineer have been\\nsuccessively advanced, it has become clear that a typical edu-\\ncation for any student intending to pursue one of these pro-\\nfessions would be, just as in the case of medicine or of law\\nor of theology, a good college course followed by two or three\\nyears in a post-graduate professional school. It is not nec-\\nessary to consider the question here as to the propriety of a\\nsingle baccalaureate degree B. A., or of several, such as B. S.\\nand Ph. B. in addition. The decision has come to hinsce al-\\nmost upon the single item of Greek. Most people now\\nbelieve that the disciplinary value of courses in science, with\\na fair proportion of letters, is equivalent to that of courses in\\nletters with a fair proportion of science. Nor can it be\\ndoubted, I think, that each of the branches above mentioned\\ndemand expansion into a highly-equipped post-graduate pro-\\nfessional school. Nay, more I think it will soon be con-\\nceded that each of these schools medicine, law, theology,\\npedagogy, architecture, art, social and political science, litera-\\nture embrace more than one subject which should be recog-\\nnized in the strictly university course leading to the doctorate\\nof philosophy.^\\nWhen scientific courses were first opened in colleges, in\\ncompetition with the pre-existing literary courses, the grade\\nwas so much lower that they attracted not only the students\\nwho intended a serious preparation for their profession, but\\nmany others who chose them only on account of their\\nFor instance, at Johns Hopkins pathology, and at the University of\\nPennsylvania hygiene, have been so recognized.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0015.jp2"}, "16": {"fulltext": "H\\neasiness. As the standard of scientific education has been\\nsteadily advanced literary studies are being more and more\\ncrowded out from these scientific courses, and we are wit-\\nnessing the development of professional schools of technol-\\nogy as integral parts of the undergraduate departments\\nof our universities. Within a few days I have listened to\\nthe earnest appeal of Professor Shaler, Dean of the Law-\\nrence Scientific School at Harvard, for a larger recognition\\nand development of these professional scientific courses in\\nthe college department of that university. At the Univer-\\nsity of Pennsylvania we tried for fifteen years to conduct\\nthe courses in the Towne Scientific School from a univer-\\nsity\u00e2\u0080\u0094or rather from a non-technological standpoint but\\nit has been found impossible to evade the difficulties and\\ndefects of that position, and now they are fully equipped\\nand conducted as true technological courses. Each technical\\ncourse covers four years and leads to the degree of B, S.\\nin architecture, chemistry, civil engineering, mechanical en-\\ngineering, and electrical engineering respectively. Gradu-\\nates of these courses who have shown marked progress in\\ntheir profession and have submitted a satisfactory thesis may\\nreceive the degree of Master of Science, together with, the\\nprofessional degree appropriate to the course pursued. At\\nthe same time a scientific course covering five years is con-\\nducted, the first two years devoted to general literary and\\nscientific study, the last three years chiefly to technical work\\nin the various professional branches. At the end of the\\nsenior year the general degree of B. S. is given, and at the\\nend of the post-senior year the degree of Master of Science.\\nThe professional degrees may be conferred upon Masters of\\nScience of two years standing who have made satisfactory\\nprogress in their professions and have presented an acceptable\\nthesis.\\nThe effort to provide for the wants of earnest and valu-\\nable students, who cannot postpone entirely the preparation\\nfor their profession until after the completion of their\\nundergraduate course, is leading in the same way to the in-\\ntrusion into the B. A. and B. S. courses of subjects of the", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0016.jp2"}, "17": {"fulltext": "15\\nmost diverse character which are clearly portions of post-\\ngraduate true University work. At the same time, the grow-\\ning demands of each branch of professional study for more\\nthorough, advanced and prolonged work will lead to the es-\\ntablishment of numerous and varied post-graduate schools\\nwhose curricula cannot be adjusted economically to that of\\nthe B. A. or B, S. course, since its demands are so great as\\nto make it increasingly difificult for the student to take a full\\ncollege course prior to entrance upon his professional studies.\\nIt seems inevitable that this process should go on, and go on\\nrapidly, if the age of admission to college continues as high as\\nat present, and if the requirements for the B. A. degree are\\nmade as of late, more and more exacting. Of course there are\\ncolleges and colleges several hundreds of them, and of all\\ndegrees of strength and soundness. It is quite possible that\\none or more may maintain such a standard and continue to\\ndraw adequate numbers of students. There is much to be said,\\nhowever, in favor of uniformity of educational requirements.\\nThere is wide scope for superior excellence in the greater de-\\ngrees of thoroughness with which they are exacted. And\\nlooking at the subject from the standpoint of the in-\\nterests of the whole country, I have not been able to resist\\nthe conclusion, the reasons for which are here merely glanced\\nat in a desultory and defective fashion, that it would be bet-\\nter for the future of our university education if the age of\\nadmission to college were to be lowered decidely, and if the\\nB. A. degree was made to represent a definite stage of true\\ncollege education attainable by good students of not more\\nthan nineteen or twenty years of age. I believe firmly, more-\\nover, that with the establishment of proper relations between\\nthe college and the secondary school, a result which would\\nbe rendered infinitely easier by an approach to uniformity and\\nsimplicity in the entrance examinations and curricula of our\\ncolleges, it would be found possible to send students up to\\ncollege at an age decidely lower than at present, and with\\neven better preparation than can now be secured as a\\nrule. There would go with this, as an inseparable corollary,\\nthe development of a group of vigorous, highly-equipped", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0017.jp2"}, "18": {"fulltext": "i6\\npost-graduate schools, with curricula of two, three, or four\\nyears duration according to the subjects involved. As an es-\\nsential to admission would be exacted the B. A, or B. S. degree\\nor an equivalent preparation and in consequence there would\\nbe a harmonious and economical adjustment of instruction in\\nthe undergraduate and post-graduate courses. The post-grad-\\nuate schools would confer the appropriate professional de-\\ngrees or the degree of Ph. D. according to the faculty in which\\nstudies were pursued, and the co-ordination of this system of\\nschools would constitute the university in the full sense of\\nthat term.\\nIt is obvious that we in America are developing a great\\nnational system of college and university education. It may\\nbe too early to predict what its leading features will be. The\\nentire absence of governmental control makes it all the more\\nimportant that frequent and full discussion shall be held upon\\nall the important questions involved. One thing that may\\nbe assumed is that it will not be a mere imitation of the\\nsystem of any other country, whether France, England, or\\nGermany. At the same time it would seem likely that the\\ngeneral plan which in Germany has led to such brilliant\\nresults may present more features adapted to our conditions\\nthan are to be found in the educational systems of other\\ncountries. All are familiar with the organization of the\\ngymnasium and the realschule, and without assuming that\\nthe courses of instruction therein provided, either under\\nthe former regulations or as recently modified, would be\\nmost desirable as a college curriculum for us, it is impor-\\ntant to observe how completely the difficulties to which I\\nhave already alluded are there avoided. In general the\\nboy enters the gymnasium or the realschule at the age of\\nnine years, and the course in each is arranged to occupy\\nnine years. By the more liberal conditions established by the\\nrecent official decrees, there is a distinct approach to a com-\\nmon type, as shown by the fewer hours devoted to classical\\nstudies (especially Greek) in the gymnasium, and by the cor-\\nresponding increase in the amount of time devoted to the\\nnatural sciences and the mother tongue. The right to confer", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0018.jp2"}, "19": {"fulltext": "17\\nthe certificate of maturity (admitting to the university) now\\npertains not only to the gymnasium, but to both of the two\\nschools into which the former rcalschule is now divided the\\nreal-gymnasium and the ober-realschule. The gymnasial cer-\\ntificate, however, still carries the higher distinction, and is the\\nonly one which admits to all faculties of the university. We\\nsee here a proof that the German system is plastic, and that it\\ncan adapt itself to the established claims of new educational\\nopinions. The fact that the certificate of the gymnasium, or\\nthe real-gymnasium, or even the ober-realschule (though in\\nthe case of this latter only to certain courses), admits to the\\nuniversity without further examination, shows how thorough\\nis the adjustment of the different stages of education, and\\nhow effectively and economically the time available can be\\ndisposed of. It results, then, that the student can enter the\\nuniversity at from eighteen to twenty years, either by special\\nexamination or on certificate, and that he at once begins the\\nspecial line of study adapted to his future career. Through-\\nout the gymnasial course the fundamental principle is the\\ngiving of a liberal training, and there is declared opposition\\nagainst the introduction of professional studies of any kind,\\nand even against the giving of a professional turn to instruc-\\ntion in any subject. The importance of this principle as\\nhelping to secure the broadening and strengthening eflect of\\neducation upon the mind at this stage of its development\\ncannot be overestimated. Yet, with all this, the degree of\\nPh. D. can be attained in three years study in the university,\\nor by the age of twenty-one to twenty-three. The courses in\\ntheology and law are of the same length while even that in\\nmedicine, which is the longest, and occupies four or five\\nyears, can be completed, with the State s examination for\\nlicense to practice and with or without the doctor s degree, by\\nthe age of twenty-three to twenty-five years.\\nThe entire educational system of the country, and this in-\\ncludes Austria as well as Germany, is thus directed to secure\\nthorough liberal training in letters or science, followed by\\nthorough professional study, and yet is so arranged as to per-\\nmit the student to enter all branches of professional life or the", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0019.jp2"}, "20": {"fulltext": "higher employments of the State at a reasonably early age.\\nPractically the same result is secured in France, where, for\\ninstance, the candidate for the degree of Doctor of Medicine\\nmust possess the degree of Bachelier es lettres, corresponding\\nabout to the certificate of maturity (Abiturienten-Zeugniss of\\nthe German Gymnasia), and in addition must possess the\\nBaccalaureat es Sciences as regards mathematics and natural\\nsciences. In spite of this very thorough preparatory educa-\\ntion, and of the fact that the required course of medical study\\nis four years, of ten months each, the license to practice can\\nusually be secured by the age of twenty-four years. In\\nFrance also, therefore, the system is coherent and secures\\neffective results with economy of time and labor.\\nIn England, on the other hand, a struggle, similar in some\\nrespects to our own, seems pending over this very question of\\nthe relation of the medical to the undergraduate curriculum.\\nThe demand for more thorough instruction in natural science\\nand the clinical branches has led to a conviction that the\\nmedical curriculum must be prolonged to five years and the\\nGeneral Medical Council of Great Britain has accordingly\\npassed resolutions that all students of medicine who matricu-\\nlate after January ist, 1892, shall pursue a five-year graded\\ncourse of study. Before entering upon this course there must\\nbe passed a preliminary examination in English, in Latin, in\\nmathematics (including arithmetic, algebra, and the first three\\nbooks of Euclid), in the elements of dynamics, and in two op-\\ntional subjects chosen from the following Greek, French,\\nGerman, higher mathematics, natural philosophy, logic, and\\nmoral philosophy.\\nThe new medical curriculum ordains only a limited amount\\nof instruction in botany, natural history, physics, and chemis-\\ntry, and it is evident that the above preliminary examination\\nis scarcely equal to that required for admission to the fresh-\\nman class of our stronger American colleges. At the same time,\\nin a report presented to the Board of the Faculty of Medicine of\\nOxford University, and communicated to my friend, Dr. Ord,\\nof London, by Sir Henry Acland, the principle is reaffirmed\\nthat no candidate should be admitted to the first examination", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0020.jp2"}, "21": {"fulltext": "19\\nfor the M. B. degree of Oxford until he has passed all the\\nexaminations required for the degree of B. A. It seems to\\nme apparent that, just as with us, the whole bearing and influ-\\nence of this new legislation will be to still further divorce\\nprofessional from college education, and to still further reduce\\nthe proportion of those who bring up to the professional\\nstudies a degree or certificate attesting thorough previous\\neducation.\\nThe question of time seems to me to enter so largely into\\nthe problem that even though we advance the requirements\\nfor admission to our schools of medicine, of law, of theology,\\nof pedagogy, of political science, as we should, and as we must,\\nwe shall not secure the great desideratum of more general\\nattendance at college, so long as the requirements for admis-\\nsion to college and the college curriculum are such as to\\nmake the age at graduation from twenty-two to twenty-four\\nyears.\\nWe shall rather, I fear, tend to make a larger and larger\\nproportion of students depend upon the secondary school or\\nupon special cramming to prepare directly for the entrance\\nexamination to the various professional schools; a result\\nclearly, as it seems to me, to the disadvantage of the secondary\\nschool, the college, the professional school, and the student.\\nThere are, it would appear, but two alternatives either a\\ngeneral restoration of the B. A. degree to its old signification\\nand value, or else a continuance of the process of modifying\\nthe college curriculum, which has set in so vigorously, with\\nthe view of adapting it to the increasing requirements of the\\npost-graduate curricula. I have already expressed my pref-\\nerence for the former of these courses but this would be a\\nslow process, and the requirements of the case are, in various\\ndirections, urgent. Pending more full study of the question,\\nit will be interesting to note how the various expedients that\\nare to be tried will work. For instance, at the University of\\nPennsylvania the adoption of the obligatory four-year course\\nof medical study has induced the trustees and the college\\nfaculty of that institution to provide a special elective group\\nin biology and natural science, covering junior and senior", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0021.jp2"}, "22": {"fulltext": "20\\nyears, wliich may be chosen by those who have entered either\\nfor B. A. or for B. S. A student who pursues successfully this\\nelective course will be admitted to the second year of the\\nmedical school. Even better than this, there has been ar-\\nranged a graded five-year course which may be elected at the\\nclose of sophomore year, so that thus also the baccalaureate\\ndegree and the medical degree may be earned in seven years.\\nIn this really admirably combined biological and medical\\ncourse there are offered advantages not surpassed, if equaled,\\nby the new five-year English curriculum or by that of either\\nthe German or the French universities. In effect, indeed, it\\nis not unlike the provision in Germany, where the student,\\nwho has won the gymnasial certificate of maturity, and pro-\\nposes to take the medical course in the university, passes at\\nfirst into the philosophical faculty to study zoology, mineral-\\nogy, botany, physics and chemistry, anatomy and physiology\\nand at the close of the second year, passes the tentainen pJiys-\\nicum, after which the final two years are devoted wholly to\\ntechnical medical branches.\\nThe advantages of the methods adopted by the University\\nof Pennsylvania are obvious, and they are very considerable.\\nThey are open, however, to the serious objection that they\\nstill further complicate the undergraduate curriculum and still\\nfurther introduce into it the professional element. They are\\nopen to a further practical objection. Such an arrangement\\nmay be excellent where there are exceptionally strong ad-\\nvantages for the biological and natural science studies but it\\nis difficult to see how it can meet the wishes or promote the\\ninterests of other colleges. It may induce a limited number\\nof students to leave their colleges at the end of sophomore\\nyear so as to take advantage of one or the other of the elect-\\nive courses above described, but this were a result which\\nwould seem undesirable.\\nI do, indeed, venture to hope that this action of the Uni-\\nversity of Pennsylvania, particularly if, as I trust to see, sim-\\nilar action shall be taken also by other leading universities\\nwith strong medical schools, will have the effect of inducing\\ncolleges to introduce such full biological courses in the", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0022.jp2"}, "23": {"fulltext": "21\\nlast two years of their curriculum as will lead many students\\nto take their baccalaureate degree, since it would secure ad-\\nmission to advanced standing in their professional course and\\nsave one full year in the acquisition of the doctorate. But I\\nfear that for the most part the immediate effect of the ad-\\nvanced standard of medical education now established by a\\nnumber of the leading schools will be to deter students from\\ngoing to college, and to induce them to prepare specially for\\nthe examination which will admit directly to the professional\\nschool.\\nI know that the entrance examination, even to our best\\nmedical schools, is shamefully low. Personally I advocate\\ngetting the prolonged medical course, with its ample practi-\\ncal and laboratory instruction, strongly established before\\nloading the experiment down at the other end. The absence\\nof endowment and the destructive competition among the\\nabsurdly numerous medical schools make me apprehensive.\\nBut either at once or in a .couple of years the entrance ex-\\namination must be decidedly advanced. The most advanced\\nrequirement demanded to-day is, I presume, that called for\\nby Harvard College, which includes only the following sub-\\njects\\n1. English. Every candidate will be required to write, leg-\\nibly and correctly, an original English composition of not less\\nthan two hundred words, and also to write English prose\\nfrom dictation.\\n2. Latin. The translation of easy Latin prose.\\n3. Physics.~K competent knowledge of physics (such as\\nmay be obtained from Gage s Elements of Physics).\\n4. Elective Stibjcct. Each candidate must pass an ex-\\namination in any one of the following subjects: French,\\nGerman, the elements of algebra or of plane geometry,\\nbotany.\\nBy the recent action of the Regents of the University of\\nthe State of New York, it is directed that hereafter they\\nwill require their academic diploma (which Mr. Secretary\\nDewey defines as meaning a good, thorough high-school\\ncourse or its equivalent as a minimum of general preliminary", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0023.jp2"}, "24": {"fulltext": "22\\neducation from any candidate for any degree conferred on\\nexamination by the university.\\nBut even when all the leading colleges shall have come up\\nto, or shall, as I trust to see before five years are over, have\\npassed the standard thus set, I am convinced we shall not\\nhave lessened in the least the difificulties of those students\\nwho would gladly take both college and university courses,\\nbut are hindered by the exalted requirements for the B. A.\\ndegree.\\nThe expedient recently adopted at Columbia College\\nseems to me neither more hopeful nor less objectionable.-\\nAs President Low writes At the end of the junior year\\nour seniors take all their studies under one or the other of\\nthe university faculties, including those that give a profes-\\nsional education as well as those that do not. By this system\\na student must still give four years of study for our B. A.\\ndegree, but for such students as combine with the college\\ncourse a professional training, the total time is shortened by\\none year.\\nThe ultimate effect of this arrangement upon both under-\\ngraduate and post-graduate curricula in Columbia cannot be\\nforetold doubtless there are the strongest reasons for expect-\\ning it to be excellent, or the plan would not have been ad-\\nopted by the distinguished president and faculties of that\\ninstitution. I can readily imagine also that as regards a\\nsingle university, the curriculum of the first three years\\nmight be so arranged as to enable such a plan as the above\\nto work Avell. But if, as would be inferred from statements\\npublished, though not official, it were proposed to admit\\nstudents from other colleges at the close of their junior year\\nto full standing in the senior class at Columbia, with the\\nprivilege of securing the B. A. degree in one year, and, for in-\\nstance, M. D. in three years more, the arrangement would seem\\nopen to grave criticism from the standpoint both of Columbia\\nand of the general college system of the country. It were\\nindecorous to discuss more fully arrangements which have\\nnot been promulgated ofificially in full detail; and equally\\nindecorous to more than allude to the proposition advanced\\nLofC.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0024.jp2"}, "25": {"fulltext": "23\\nat Harvard by our distinguished colleague, President Eliot,\\nsince it has not yet been embodied in legislation by that\\nuniversity.\\nI feel that no apology is needed for the introduction of this\\nsubject. Even with the imperfect statement I have made it\\nchallenges your serious attention. There are said to have\\nbeen almost twenty thousand students in medical schools\\nduring the last college year; less than nine per cent, had bac-\\ncalaureate degrees. The claims of this great army of students\\ndeserve consideration. Precisely the same problems are\\narising with regard to our law students, and our students of\\ntheology, of pedagogy, of architecture, of engineering, and of\\nother professions.\\nSo many experiments have been tried with the undergrad-\\nuate curriculum that we hear from every side demands of the\\nmost extraordinary boldness.\\nIf the process which, most unfortunately as it seems to me,\\nhas been pursued with constantly accelerating speed for twenty\\nyears be continued much longer, it is to be feared that the\\nundergraduate college curriculum will be hopelessly distorted\\nand perverted, and will become a medley of college and\\nuniversity instruction, divorced from the true university\\nschools, and yet wholly inadequate for any class of the com-\\nmunity except for those estimable gentlemen of independent\\nmeans, who find it unnecessary to fit themselves for any\\nserious pursuit in life by thorough education in any single\\nbranch.\\nIt seems doubtful if any of the expedients suggested to\\navoid the urgent problems forced upon us in consequence of\\nthe present state of the undergraduate curriculum are of\\nmore than local and temporary value. It remains to be seen\\nwhether a wiser course towards a solution of more permanent\\nand general efficiency may not be found in concerted efforts\\non the part of university, college, and secondary school in\\nfavor of a restoration of the baccalaureate degree to a position\\nof greater stability and more in accordance with its original\\nhistoric signification. The great anniversary year, 1893, will\\nfind us with the victory over the huge material forces of this", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0025.jp2"}, "26": {"fulltext": "24\\ncontinent practically won it will find us with our political\\nfederation strongly, and, as we devotedly trust, indissolubly\\ncemented but we must recognize that our greatest battles\\nare still to be fought between sound doctrine and specious\\nerror; between the wise and humane equities of a true\\ndemocracy, and the blind ignorance or the blatant folly which\\nwould array labor against capital and masses against classes\\nbetween the forces that make for and those that make against\\ntruth and order and progress. The issues are portentous.\\nNaught but education, thorough, free, universal, can win\\nfor us.\\nNo less than we needed political federation do we need\\nthe federation of our educational forces from the primary\\nschool to the university their federation and their loyal,\\neffective co-operation.", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0026.jp2"}, "27": {"fulltext": "", "height": "3475", "width": "2128", "jp2-path": "relationofunderg00pepp_0027.jp2"}, "28": {"fulltext": "LIBRftRY OF CONGRESS\\n019 748 007 5^", "height": "3551", "width": "2128", "jp2-path": "relationofunderg00pepp_0028.jp2"}}