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be extended to a two years' course, in]ccluding the reading of easy selections from the best of authors; and to all students, a course in Greek Archaeology and Art. The department at present offers, also, a course in Linguistics, a study of the number, variety, character and history of the languages of the world, open to all students of the University.
In the reading of Greek authors, as much time as is necessary is devoted to the philological side of the work, but this side is subordinated to the literary and artistic, both matter and form being carefully studied, and an attempt being made to get some insight into the development of the literature. Rapid reading and sight-reading, also, are ends sought, and are practiced in all classes. All courses are accompanied by lectures on the author and his works, and by private reading, and the higher courses by special studies on particular topics brought out in the progress of the work. All courses, also are illustrated and enlivened by the numerous objects on exhibition in the Classical Museum.
In the Latin Department, the ends sought are: the correct and easy reading of Roman authors; clear understanding and appreciation of the best portions of Roman literature; an accurate knowledge of Roman history, political, civil, and social; and an understanding of the chief features, at least, of Roman art and archaeology.
The methods pursued are: translation from the book, translation by the ear, reading the text without translation, prose composition, colloquial use of the language; comment on the finest passages and comparison with other authors; talks and essays on historical subjects, social life, etc.; the study of text books, lectures and comment on many topics in art and archaeology, with frequent use of illustrative apparatus.
Nine optional studies are offered in the Junior and Senior years, in the lines of history, poetry, philosophy, the drama, and archaeology. The courses in philosophy and the drama are arranged to follow similar courses in Greek, in order to make clear their sources and development.
The Classical Museum provides the apparatus to illustrate both Greek and Latin studies. It has on permanent exhibition thirty casts, and nine models of the finest productions of Greek and Roman art, together with photographs and colored plates of sculpture, architecture, and vases. It contains, also, a much larger number, to be seen on application to the instructors, of photographs, plates, and charts, illustrating all styles of architecture, nearly all periods of sculpture, the most celebrated myths, views of famous places in Greece and Italy, the methods and results of the latest excavations and the manuscripts of ancient authors. A model of the Acropolis of Athens and relief-maps of Athens and Rome enable a student to realize the life of the ancient Athenians and Romans to an extent possible in no other way.
THE ENGLISH DEPARTMENT.
Charles G. Dunlap, Mark E. Hopkins
There are three important phases of the study of English; the practical phase, embracing essay work; the literary phase, embracing the interpretation of literature; and the philological phase, or the study of the language for the language's sake.
The practical phase appeals to us all. To write well is an accomplishment. A student may have good ideas about a subject; he may even have investigated it deeply, but unless he be able to express those ideas in clear, idiomatic English, they will be of little avail, and will never carry conviction with them.
A student learns to write only by constant practice and painstaking effort. The ability to write well is not a gift; it is gained by serious effort, by work. Anyone can learn to write clearly who will devote himself to the task. There is no hidden magic about it, except the magic of work.
That students may have constant practice in writing, exercises, themes and forensics are required of all students during the entire course. These exercises are corrected by the department, not only from the point of view of style, but also of subject matter. In addition to the required essay work, an optional course in advanced English composition is offered where the student has opportunities for daily practice in writing, with the advantages of personal criticism and oversight.
The literary phase of English study aims at that higher and broader culture which comes from a close and careful study of literature itself. It is impossible to exaggerate the importance of work of this sort. As literature is man's highest expression, as poetry is the record of human life, the value of the study of literature cannot be doubted.
The department offers courses in Chaucer, Shakespeare, Milton, Bacon, and Dryden. The works of these authors are studied critically in connection with the times in which they lived. Outside reading is required, and all that is possible, is done to inculcate a fondness for reading, and to foster the spirit of investigation.
The philological phase of the study of English has a purely scientific interest. Here the student investigates the development of the language from the historical point of view. Etymology is carefully studied; idioms are scrutinized, while grammatical forms are critically worked out. Without knowledge of this sort, a student may study literature, but he can have no just conception of the might of our language. He cannot know whence came modern English, without first knowing something of the earlier form of English. A knowledge of Anglo Saxon helps him to see what made Chaucer a possibility; by studying the sources he sees from what roots our great literature has developed.
Opportunities for study of this sort are offered in courses in Anglo Saxon, and in middle English.
Library facilities for the study of English are excellent. Recently there have been added to the library complete sets of Anglia-Englische Studien, the publications of the Chaucer Society, and of the New Shakespeare Society. To the student either of language or literature these will prove rich fields for investigation.
HISTORY. POLITICS AND SOCIOLOGY.
HISTORY, POLITICS AND SOCIOLYGY Instruction in History, Politics and Sociology is given by means of lectures, recitations, discussion, conference, and personal direction in study and research. Special pains are taken to facilitate the use of the University library by students taking these topics; authorities closely connected with the work in hand being withheld from general circulation, and rendered more available by carefully-prepared card indexes.
AMERICAN HISTORY AND CIVICS.
JAMES H. Carpell
American History.Instruction is given daily for two years in American History.Marked attention is given to social life and institutional and industrial development; to the financial experiments of the general government, and to diplomatic relations; to the failure of the confederation, the struggle for the constitution, and to the text of the constitution itself; and to the constitutional and political history of the Union from 1789 to the present.
Public Finance and Banking.—Lectures twice each week during the first term, on National, State and municipal financiering; and on theoretical and practical banking, with the details of bank management.
Constitutional Law. - Lectures three times each week during the second term, on the constitution of the United States; with brief sketches of the institutions and events that preceded its adoption, and with special attention to the sources and methods of its interpretation.
HISTORY AND SOCIOLOGY.
Local Administration and Law.-Lectures three times each week during the first term, covering the management of public affairs in districts, townships, counties, cities, and states.
The aim in the following courses is to give a comprehensive knowledge of the great topics of history, and to investigate general social, political, and economic phenomena and theories--especially those of Europe.
International Law and Diplomacy. Lectures twice each week during the second term, on the rise and growth of international law, and on the history of American diplomacy.
Frank W. Blackmar.
Instruction will be given daily throughout the first term, as follows;
English History.This course embraces a careful study of the English people and the growth of the English nation, including a general survey of race elements, and of social and political institutions.
The Intellectual Development of Europe.
A course of lectures tracing the history and philosophy of intellectual progress from early Greek society to modern times. Particular attention is given to the influence of Greek philosophy, the Christian church, the relation of learning to liberal government, and of the rise of modern nationality.
Political Economy. The fundamental and elementary principles will be discussed, and will be elaborated by descriptive and historical methods. A brief historical sketch of Political Economy may be given at the close of the course.
The second term's work includes the following courses:
Institutional History.—Lectures three times each week, on Comparative Politics. The history of Germanic institutions will constitute the main body of the course.
The Rise of Democracy. -- Lectures twice each week, on the rise of popular power and the growth of political liberty throughout Europe.
Elements of Sociology.—Lectures three times each week on the evolution of social institutions from the primitive unit, the family; including a discussion of the laws and conditions which tend to organize society. The latter part of the course will be devoted to the elements of modern social science as preliminary to the consideration of the problems of the day.
Land and Land Tenures---Twice each week. The course will begin with a discussion of the Roman land question and extend to the Feudal land systems in France and England, and thence to the consideration of modern land tenures of Great Britain and of the United States.
Practice Course in Economies.—A full term's work in applied economics and in the elements of social science; consisting of conferences, discussions, practical observation, and the preparation of a thesis of not less than twenty thousand words on some special topic selected by each student.
SEMINARY OF HISTORICAL AND POLITICAL SCIENCE.
All students connected with the Department of American History and Civics and that of History and Sociology are, by virtue of such connection, members of the Seminary. All students having two or more studies in either or both of these departments will be expected to take an active part in this work.
The meetings of the Seminary will be held each alternate Friday evening. in Room 15, University Building.
Special assistance in choice of themes, authorities, etc., will be given members of the Seminary who have written work due in the two departments forming the Seminary, or in the Department of English, on condition that the results of such work shall be presented to the Seminary if so required.
Students preparing for journalism will be given special work as reporters, and on exchanges, news columns, editors, and "make-up," under constant supervision. Such students must also carry advanced English Composition, rapid writing and criticism—English No. 10 in the University Catalogue—in the last term of senior year as a regular study.
Special investigation and study will be undertaken during the year bearing on some one or more phases of the administration of public affairs in this State. The officers and members of the Seminary will gladly render all possible assistance to any public officials who may desire to collect special statistics or secure denine information on such lines of public work as are properly within the sphere of the Seminury.
During the last half of the year the work of the Seminary will be reinforced by the results of the practice-class in Economics, under Professor Blackmar.
The officers and members of the Sem
Any citizen of Kansas interested in this work is invited to correspond with the Seminary, and to be present at its meetings when possible.
MATHEMATICS.
E. Miller, Olia Templin.
This department endeavors to keep in view the fact that all study worthy of the name has two objects to be attained—an increase of knowledge and culture of the mind. The acquisition of knowledge is a good thing in and of itself, yet to know a thousand facts in mathematics, natural history, language, or chemistry, will cut a very poor figure among men, unless accompanied by a genuine development of the thinking and reasoning powers, and the ability to control and direct them.
The major portion of the time and skill of those in charge of the work in mathematics is, therefore, devoted to the forming of clear notions in the minds of students; not simply to the storing away in the memory of a vast number of formulae and propositions to be brought forth from under lock and key whenever the necessity arises to exhibit such wares. To cultivate the power of analysis, and enlarge the scope and activity of the higher faculties, are kept constantly in the foreground.
We believe, also, that by far the greater number of students may become intelligent in the characteristic processes of mathematics, and no one can conscientiously pursue them without receiving great advantage of a stimulating and strengthening nature. These processes do not lie beyond the reach of good common minds; nor is it necessary that a well marked and special aptitude for the study should lead one to cultivate the science, and the lack of such aptitude lead or drive another from it. The scope of the work that is being done in the University in mathematics has a much wider range than that of an ordinary college course, embracing regular classroom recitations and discussion in Algebra, Geometry, Trigonometry, Analytical Geometry, Calculus, Determinants, Quaternions, Method of Least Squares, Analytical Geometry of Three Dimensions, and the applications of the Integral Calculus in triple and higher integral form. The department is still burdened with classes in elementary Geometry, a relic of the old Preparatory course. That once out of the way, and the work in the Higher Analysis will be widened.
To enable the student to pursue his course intelligently and with increasing interest, the Mathematical Department of the University has within a few years been enriched by the publications of such English mathematicians as Cayley, Sylvester, Salonon, Todhunter, and others; and by those of Canchy, Lagrange. Sturm, Jordan, Serret, Laurent, Halphen, Comberonse, and others of the French School. A complete set of the American Journal of Mathematics is also upon our shelves—a journal that is equal, if not superior to any other periodical of the same kind published in Europe or America.
The history of the science, quite full and complete, may be found in the same collection; notably a general history of mathematics, in French text, twelve volumes, by M. Marie; a history of the Theory of Probabilities; and a history of Greek Mathematics. It is expected that in a year or two there will be added the collection a set of Crelle's Journal, numbering about one hundred and three volumes.
SCHOOL OF MUSIC.
Wm. Mac Donald, Dean.
The school of music provides advanced classes of instruction for amateur and professional students. The plan of instruction includes thorough courses in Piano, Harmony, Counterpoint, History of Music, the elements of fame and instrumentation, and English. Candidates for admission are examined in the
Rudiments of Music and in certain prescribed work in Piano, and also in the English, Geography and History required for admission to the collegiate department.
The course of study covers three years, the studies being divided among the different years as follows: First year, Piano, Harmony, Freshman English; second year, Piano, Counterpoint, Sophomore English; third year, Piano. Elements of Form and Instrumentation, History of Music. Upon such as complete the full course of study and give the required public recital, the degree of Graduate in Music is conferred by the University.
Instruction in the School of Music is free to all Kansas students, but all students are required to take the full amount of work prescribed for any given year of the course. Either class or private instruction in piano is given, as the needs of each student may seem to demand. Classes in Piano are limited to four members. Class lessons are of an hour each; private lessons, one half hour each. All classes recite twice each week.
In addition to the general library facilities of the University, student to the school of music have access to a choice collection of works on the history of music, vocal scores of operas, cantatas, and oratorios, vocal and pianoforte music, etc. To this collection additions are made from year to year by purchase, donations and loans.
The instructors in the School of Music are able to devote a limited amount of time to the instruction of private students, for which instruction the usual fees are charged. While such students are not enrolled as regular members of the School, an opportunity is thus afforded for any persons desiring to complete their preparation for the regular course, to carry on such work during a period of residence at the University.
In addition to such regular courses as are carried in the School of Mesic, there are offered as free electives to Juniors and Seniors of the Collegiate Department courses in Harmony, Counterpoint and Musical History. In offering such courses of study to Collegiate students, the University follows the example of Harvard, Michigan, Wisconsin and Pennsylvania.
ART.
The University offers facilities for the study of drawing and painting. This work is in the hands of two ladies, Miss Cora Parker and Miss Mary L. Simpson. In art, perhaps more than in any other branch of instruction, everything—or nearly everything—depends on the teacher. The ground work, the rules of drawing, the laws of color, are susceptible of being put into book form, and of being imparted by means of lessons and recitations. But a perfect knowledge of these does not make an artist. There is something beyond these which cannot be reduced to rule, and which must be given to the pupil by the teacher, almost unconsciously. The art student gains most from the atmosphere which surrounds his work. The development of each is an individual growth. Anybody can learn to draw or to paint after a fashion, but the genuine artist has a way of expressing himself that is his own, and which must be allowed to develop itself if he is to be anything else than an imitator of some other one's style. Happy is the young art student who finds a full of knowledge, who can teach good drawing and initiate him into the mysteries of combinations of color, full of enthusiasm, one who loves to draw or paint, and who stimulates the artistic feeling at every turn, and without making it apparent that there is any effort to do so, and one who is wise in guiding and in not curbing the individuality that seeks expression. The art students of the University, though faraway from art centers, from artists' studios and exhibitions, are favored in their teachers, both of whom are enthusiasts, and having the quality of inspiring enthusiasm in others Miss Parker, who cares for the work in drawing—and who gives satisfaction as well in wood-carving—is a pupil of the Cincinnati School of Design and of
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