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German Language and Literature.
William H. Carruth, Prof.
The last ten years have everywhere seen modern languages assume a greater importance in collegiate courses of study. The department of German, with which the other modern languages have been until the past year included, has been fully alive to this movement, and by energy and hard work has given to its courses a scope and a solidity that such courses yet mainly lack in our colleges. Ten years ago all instruction in modern languages was given by one "Assistant Professor of German, French, and Free-hand Drawing." Now the time of one professor is wholly taken by the instruction in German alone. Three of the four general courses give two and a half years to German, which insures a considerable familiarity of eye and ear with the language. So much is demanded not only by those to whom the practical ability to use it will be of service in their business among a population containing so many who still use it as their mother tongue and use no other, but also by all who expect to devote themselves to serious professional study, whether in fields of science or of literature; for that in all departments of human knowledge "the best books are in German" is at last pretty generally recognized. The department seeks further to stimulate and satisfy a more ideal demand for an acquaintance with German thought and life as they have found expression in literature and art, for a knowledge of Lessing, Schiller and Goethe as forces in the world of their day and of ours. This is especially the aim of the advanced optional work. This year the second part of Faust has been read; the first part of Faust and Lessing's Laocoon are offered for the future. This part of the work will be expanded as soon as the assistant, confidently expected in the near future, shall set free the time of the professor now absorbed by the work of lower classes. The special student of German language and literature will find in the library a constantly growing collection of the works of the more important writers, and the necessary apparatus of texts, grammars and dictionaries for the study of both newer and older forms of the language—Middle High German, Old High German, Gothic To eke out the bare text the beginning has been made of a collection of casts, photographs, engravings, etchings, maps, etc., illustrative of German life, manners and art in the past and present. This collection will be constantly added to. An appropriation for that purpose
Work in the Department of French has been carried on, as heretofore, by a judicious combination of the Natural and the Scientific methods. The course in French is steadily growing in popularity with the best students as the old idea vanishes that French is only a girl's accomplishment, and the fact is realized that here, too, a grounding in real culture is to be had. The required work has been on much the same ground as in previous years, the chief new experience being in the beginning class where idlers found that there was not room for them. But the growth of the department has been greatest in the Optional Course in French Literature. Here have been manifest some of the results of Prof. Canfield's persistent labors in the last three years. In addition to a large amount of careful and critical reading in the class, supplemented by a larger amount outside, there was given during the second session of the present year a course of sixteen lectures on the Romantic School, which were attended by a number of alumni townspeople and members of the faculty. The Department of French has rejoiced this year in the consciousness of possessing some material in the way of illustration which, however, it was unable to use to advantage, owing to a lack of means for displaying. It looks forward to the coming year to the advantages accruing from a further small appropriation which will be expended for maps and charts and historical and architectural illustrations. There have also been added to the library a considerable number of new works in French literature
Department of French, A. G. Canfield.
Department of English. A.R.Marsh and C.G.Dunlap, Profs.
write a defective or faulty essay, and at all times he has to face criticism both of substance and form as severe as the instructor is capable of.
The aim of the Department of English is a double one:—in the first place, to furnish all undergraduate students without exception training in the art of writing the English language, as well as some slight acquaintance at least with a few of the greatest of English writers; in the second place, to give such students as are especially attracted to the study of the English language and literature an opportunity to acquire the beginning of a really sound and thorough training in them. Of these two aims perhaps the former is the more important to the University as a whole. It is very necessary that the graduates of any course or department should be able to convey to the world the results of their investigations in such a form as to obtain a respectful hearing and, if possible, to arouse interest and attract attention. Accordingly, great stress is laid in the Freshman and Sophomore years upon writing. All students are required to take class work in so much of rhetoric as directly bears upon writing; to study the works of great masters of English style both in prose and in verse, and to write. He has constant short essays and abstracts and outlines to write as a part of his class work; and he has besides to write at stated intervals longer essays, on subjects of such a nature as to require investigation on his part. Of these longer essays he has during his college course seventeen, which are read and criticised by an instructor in the English Department. Often the student has to requisition is the complete set of publications of the Early English Text Society, the most valuable collection of books in existence for the study of the history of the English language. There is also a good collection of books relating to Shakspere and to Bacon. English poetry is well represented, and the student will find most of the really necessary books on the shelves. Every year the collection grows richer, and soon it will be ample for all needs.
The student may, if he chooses, gain still further training in this direction. A course in Advanced English Composition is given during half of each year, and in this the student does a very great amount of writing, and gets a great deal of direct and practical criticism. He is given a subject to look up and at the next recitation he is expected to write in fifteen minutes a brief but well-formed article on some point connected with the subject. This short composition is either criticised then and there by the instructor, or is corrected at his leisure and handed back to the student with criticisms written upon it. In this class again, the students are often required to rewrite, to criticise each other's work, and to discuss points of style. In order, however, that the students may not lose the power of constructing larger compositions, they are required to hand in at intervals of a fortnight essays of several pages if length, upon subjects requiring considerable study and research.
If, now, the student has an inclination to learn more of the English language or its literature than is possible in correction with the development of his powers as a writer, he has at the beginning of his Junior year an opportunity to take further courses in these directions. If he wishes to know about the English language, its history and development, he may study Anglo-Saxon for a year. When he has become able to read Anglo-Saxon easily, and knows well the grammar of this early period, he may study for a year more Middle English, and so become familiar with the process by which the language grew to be what it is now. But if the student is attracted more by English Literature he will find open to him five courses. In the first of these, what is known as English 5, he will read Chaucer and Spenser, enough of each really to feel at home with them. In English 6, he will study Dryden as well as Pope, Swift, Addison, Thomson, Gray, and other English writers of the early part of the 18th century. In English 7 he will read Bacon's essays and considerable portions of Milton's poetry. In English 8, three of Shakspere's plays are read with the greatest care; and in English 9, three other of Shakspere's plays are read in the same way. It will be seen from the above brief outline that anyone desiring to become familiar with the main periods of English Literature, with the exception of the 18th century, has every opportunity for doing so. In every course the work is made as thorough as possible, and the student is required to obtain more than a mere smattering. No detail is considered to minute to be unimportant when the intellectual habits of the student are at stake. To aid it in its work, the English department now has in the library a good collection of books appertaining both to English literature and to English Philology. A recent acquisition is the complete set of publications of the Early English Text Society, the most valuable collection of books in existence for the study of the history of the English language. There is also a good collection of books relating to Shakspere and to Bacon. English poetry is well represented, and the student will find most of the really necessary books on the shelves. Every year the collection grows richer, and soon it will be ample for all needs.
Department of Music. W. MacDonald,
Anna March and P. D. Aldrich, Profs.
Very soon after the University had been organized provision was made for instruction in vocal music. The work seems to have been confined to sight-reading and chorus practice, to which, as time went on, were added opportunities for the study of the piano and organ. But no attempt was made to establish a school of music, whose relation to the University should be organic and consistent, until 1884, when the department of music, substantially as at present conducted, was formally organized. The aim was to supply a growing demand for thorough musical training of advanced grade. During the four years which have passed, the standards of work have been steadily advanced, not only more, but better work being required in all departments, the aim being to keep the work in music fully abreast of University work in other directions.
During the past year the department has enrolled seventy-two students, two-thirds of them have been from places outside of Lawrence. There has been noticeable increase in the number of students taking more than one study, a gratifying feature in special work of this kind. There are two graduates this year.
Large additions have been made to the musical portion of the University Library by purchase, donations and loans. The collection, though small as yet, is nevertheless one of the choicest to be found in the West. Additions of special note are the complete piano works of Bach, Beethoven, Handel, Mendelssohn, Chopin, Schumann, Hummel, Clementi and Weber. The University concerts have become one of the prominent features of University life, affording not only pleasure to those who attend, but a sort of tangible evidence as well of the work done by the department. Twenty-seven concerts have been given since the organization of the department, at which over two hundred different compositions, vocal and instrumental, have been performed.
Two special courses are offered for 1688-89, a course in advanced harmony and a course for teachers of the piano-forte. The course in musical theory will be so changed as to admit of a half year's study of the history of music, now treated only in outline. The number of recitals will be increased, it being the intention to give a special series devoted to the compositions of American composers. The course in Musical History is open as an elective to Juniors and Seniors in the collegiate department, as are also courses in counterpoint and philosophy of music. No
attempt is being made here to build up a popular conservatory of music, as that term is generally understood, but rather to maintain a department in which only work of the highest grade shall be done.
School of Pharmacy, L. E. Sayre and G. F.
Welda, Profs.
The School of Pharmacy was established in the fall of 1885. The course of study established at the first has not been materially modified. It requires a residence in Lawrence of two full collegiate years and a devotion of the entire time to the prescribed studies. Besides this a non-resident apprenticeship of two years in the actual drug business is made a condition of the bestowment of the diploma of the institution. It is recommended (but not required) that this apprenticeship precede the work of the lecture room and laboratory in the University. The course of four years thus prescribed for graduation furnishes the very best preparation for the profession of pharmacy.
The course of study at the University—including both lectures and text-book recitations—comprises the topics usual in schools of pharmacy, and the laboratory practice is made up of qualitative and quantitative analysis, of the testing and manufacture of drugs, of the compounding of physicians' prescriptions and of original investigation. A laboratory, furnished with all needed appliances, is devoted exclusively to pharmaceutical work. Two hours per day are required in this laboratory practice.
These requirements, in our judgment, are none too high, and they ought speedily to place this school of pharmacy where it justly belongs, among the very best institutions of the kind in the United States.
The course of study includes Physics, Chemistry, Latin (one term), Physiology and Botany, besides the studies proper of Pharmacy. These subjects are studied not solely with reference to the wants of pharmacists, but in the broader sense in which they are usually given in schools devoted to liberal culture. Thus there are found, for instance, in the class in chemistry those who study it merely as a requirement for collegiate graduation, those who make it a part of their course in civil and electrical engineering, and those who take it in preparation for the profession of practical chemistry. In such a relation there cannot but be gained a broader view of chemistry than would otherwise be possible.
Two additional considerations will show that this method gives a more extended and thorough course than is generally possible in the ordinary college of pharmacy. First, the requirements of the work are such as to occupy the students' entire time instead of allowing him, as is often the case, to do practical work while carrying his theoretical studies. Secondly, the school year lasts from September to May, inclusive-nine months.