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A REPORT BY THE PRESIDENT TO THE BOARD
OF TRUSTEES OF THE COLLEGE OF NEW
JERSEY, NOVEMBER 8, 1877.

Gentlemen : In obedience to the instructions which you
ave given me, I now submit an account of the studies pur-
sued in the College. In most respects it is the same with
that of the best American Colleges, but it has certain
specialties — I believe them to be excellencies — which it is
desirable to bring under the notice of the Alumni and of
the educated public. These will show that, much as Prince-
ton has advanced of late years in respect of its buildings and
museums, it has improved quite as much in its method of
instruction, — it being indebted for both to its generous
benefactors.

Its Academic and Scientific Departments. It is not the
intention of the Patrons of the College to provide instruc-
tion, as is done in some universities, in all professional
departments. Many parents will feel it to be to an advantage

to be able to send their sons to a place, removed from the
temptations of great cities, where they associate with those
who are pursuing the like refining studies with themselves
and where the spirit of the place is academic.

The Academic Department.

The Entrance Examination. The Board and the
Faculty have been gradually raising the entrance require-
ments, which are much the same as in the higher colleges
of America. Care must be taken, however, not to advance
too rapidly and so as to exclude deserving students, who
whether intended for the gospel ministry or other profes-
sions, have a fair elementary knowledge of Greek, Latin,
Mathematics and English, but who, as not having been
under a high class professional teacher, are not fully masters
of all the technicalities taught in our more expensive
schools. Every one who has considered the subject knows,
that the great educational want of America at this present
time is not elementary schools or colleges, but a set of upper
schools to enable boys to rise from the one to the other.
Not having in our principal feeding States, New Jersey,
Pennsylvania, New York and Maryland, such Academies
and High Schools as they have in New England, we labor
under disadvantages in Princeton. Our aim is to raise as
high as possible the requirements for admission without
driving away deserving young men.

Candidates for admission to the Freshman Class
are examined in the following books and subjects :
English. — English Grammar; Orthography; Punctuation;
Short and Simple English Composition ; Geography,
Ancient and Modern. Latin. — Latin Grammar includ-
ing Prosody ; Caesar (five books of the Commentaries ;)
Sallust (Catiline or Jugurtha ;) Virgil (six books of
^neid ;) Cicero's Select Orations (six;) Arnold's Latin
Prose Composition (twelve chapters.) Greek. — Greek
Grammar including Prosody ; Goodwin's Greek Reader.

1 1 1 pages, (or Xenophon, three books of the Ana-
basis ;) Homer (the first two books of the Iliad, except the
catalogue of ships ;) Arnold's Greek Prose (thirty exercises,
with special reference to writing with the accents.) Math-
ematics.— Arithmetic (including the Metric System ;)
Algebra (through Quadratic Equations of one unknown
quantity.) Geometry (first book of Euclid.)

Some of the highest educationists in this country argue,
that young men should not, in ordinary circumstances, enter
college till about the age of eighteen. Graduating at twenty-
two, and commonly having three years of professional study
afterwards, this would make our Alumni twenty-five before
entering on their life-work. The question arises. Can
fathers and their sons afford to give all this time to prepara-
tory education. I am convinced that at good schools, pupils
might be prepared to enter College about the age of sixteen,
at which age, young men may be expediently raised from
a lower institution to a higher.

II. Division of Labor in Instruction. It is essential to
efficient instruction in the younger classes that they be
taught in small divisions of twenty or thirty and thus secure
that each student be called up frequently — if possible daily ;
and that they be taught by experienced professors and not
merely by young tutors. Your Board has, I think wisely,
been pursuing this policy. We have two professors and a
tutor in Greek ; tw^o professors and a tutor in Latin ; two
professors and a tutor in Mathematics, all of them men of
erudition and skilful teachers. Every member of the Fresh-
man Class is under professors as well as tutors, and in the
Sophomore and higher classes all the instruction is given
by professors. This multiplication of high class teachers in
the same department is one of the peculiarities of our college,
and we are enabled to carry it out by the endowments furnished
by our friends. Each of the teachers has his separate field
which he cultivates. One teacher may give special attention
to syntax and grammar, another to philology ; one to the

translation of Latin or Greek into English, another to transla-
tion of a foreign tongue into English. If one professor takes
a dialogue of Plato, another has allotted to him a Greek
Play. We thus secure all the advantages of division of
labor and of thorough instruction in specific branches. We
thus try to combine the accurate Tutorial system of Oxford.
Cambridge and Dublin with the livelier Class and Lecture
system of Germany and Scotland.

IIL Choice of Studies. Since 1869 a selection of studies
has been allowed within stringent limits. It is the avowed
intention of the Board and Faculty to retain a high or
rather a deep position for the old branches, such as Classics,
Mathematics, Mental and Physical Science. Two years
study of Classics and Mathematics is required of all, and
encouragements are held out by Elective Courses to the con-
tinuance of the study of these for the whole four years. For
the first two years all take the same course, which consists
of Latin, Greek, Mathematics, English, and the elements
of French in the Freshman year ; and the first four of these
branches, with German and elementary Physiology and
Natural History in the Sophomore year. At the close of
the second Year there is a rigid Biennial Examination in
the studies pursued for the first two years. Those who
pass this are supposed to have a fair knowledge of the funda-
mental branches, and are now at liberty to make a selection
of studies.

In the Junior Year the student enters on fresh subjects,
and often feels as if a new world were opened to him. He
is now introduced to Mental Science, to Psychology, Logic.
Metaphysics, and also History and Natural Theology ; while
in Physical Science he has Mechanics, Physics and Physical
Geography (or Geology). There is here a fine mixture of
Mental and Material Sciences adapted to the varied faculties
of the mind, fitted to enlarge it, and to keep it from being
narrow and one-sided. The student, while he has new fields
thrown open to him, has still to pursue certain of his old

5

studies. He has to elect two out of four subjects, viz :
Mathematics, Greek, Latin, French and German, going on
to advanced departments of these studies. He has still to
take English, but in the higher form of English Literature.
Instruction is given to the Junior Class by means of Lec-
tures, Text Books and Recitations. In this way the student.s
are brought into constant contact with their professors, each
of whom has his defined subject.

In the Senior Year there are certain studies KKouiREn,
all of them of a fundamental character, viz :

Astronomy, Pulitical Ecfjiiomy,

Physics, English Literature, with Essays and

Geology (or I'hysical Geograjihyi, Speeches,

Chemistry, Science and Religion.

Ethics,

There are also a large number and variety of ei.ectivf.
studies, in all eleven, viz :

l^atin and Science of Language, History,

(jreek, Mathematics,

German and French Language and Physics,

Literature, Chemistry — Ajjplied and Organic,

History of Philosophy, Astronomy (Practical),

Political Science and International Museum Work.

Law,

Of these every student must take four. To each of
these Elective Branches, one hour a week of instruction i.«;
allotted throughout the whole collegiate year of nine
months.

The College is thus seeking to avoid two opposite ex-
tremes. On the one hand it does not give a power of
selection till the students are prepared to make it know-
ingly; and on the other hand it prevents a narrowness and
a one-sidedness of mind and training, by requiring all to
have a competent knowledge of certain fundamental branches
of a liberal education. I belie\'e that a debasing material-
ism is greatly promoted in the present day by man}' educa-

tional institutions encouraging physical, to the utter neglect
of mental and moral science; and thatan exclusiveness and
angularity have been imparted to many minds by their
being led to cultivate science without literature or literature
without science. But as new subjects required by the
advance of knowledge; had to be introduced into the college
curriculum, and as every student could not take the whole
of these without his mind being overburdened, it became
necessary to allow a selection on the part of the student.
It was farther felt to be of importance to make provision for
gratifying the difference of taste and talent among young
men, and for fitting them, to some extent, for the professions
they are to follow. Thus, those intending to go on to the-
ology, might be expected to take a special interest in phi-
losophy ; while those proposing to study medicine, might
feel it for their good to carry on to a greater length, certain
natural sciences ; and those going forward to the bar might
betake themselves to political science ; and those preparing
to teach, might pursue higher courses of language. A
certain amount of mathematics should be required of all,
to make them know the nature of intuitive and demonstrat-
ive truth, to train the reasoning faculties and impart con-
centration of thought; but the study would be distasteful
to many if enforced the whole four years. All should have
instruction in Classics to open to them the ancient world,
and set before them the most perfect specimens of literary
taste; but not a few would feel it irksome to have the dead
languages continued during the whole collegiate course.
A new life and a great stimulus are often communicated to
the student when he finds himself able, in his Junior and
Senior years, to devote himself to a study for which he has
a special predilection, or which may help him on in the
profession which he means to follow.

In all departments the work of the term and the work
of the year, is wound up by an examination, in which each
student is graded.

IV. Grouping of Studies. — The branches taught in the
College might be conveniently arranged under three general
heads. Provision is made for giving varied instruction
under each.

I. LiTER.VrURR.

Latin Language,
Roman I^iterature,
Greek Language,
Greek Literature,
P'rench Language,
French Literature,
German Language,
German Literature,
Sanscrit,

Science of Language,
Rhetoric and Composi-
tion.
English Language and
Literature.

IL ScUiNCK.

Geometry,

Analytic Mathematics,

Mechanics,

Botany,

Zoology,

Mineralogy,

Physical Geography,

Geology,

Museum Work,

Chemistry,

Physics,

Astronomy,

Laboratory Work.

in. Philosophy.
Psychology,
Logic,

Metaphysics,
Ethics,

History of Philosophy,
Political Economy,
Political Science,
International Law,
History,

Natural Religion,
Christian Evidences,
Science and Relision.

It is proposed next year to have courses on Anglo-
Saxon and Early English.

Some have proposed that each of these groups should
constitute a tripos like that found in Oxford and Cambridge,
and that the student should choose one out of the three.
The objection is, that it would nurture specialists without a
general or comprehensive culture. In Princeton the stu-
dents are required to master so much of each of these, but
may give particular attention to one branch.

In Literature greater attention is paid than in most Col-
leges to Continental Languages and Literature, and to the
English Language and Literature. There are two instruc-
tors in each of these departments. The student is required
to give a limited amount of time to English every year in
his course. Very special attention is paid to English com-
position. The students have to give in Essays, which are
carefully corrected and criticised, each term during the whole
four years of their course, and are thus stimulated to read
out of the library and to acquire the power of expressing

8

themselves clearly and accurately. The members of the
three lower classes engage in elocutionary exercises, before
their respective Classes, under the direction of the profes-
sors of Rhetoric and Elocution ; and the members of the
Senior Class deliver orations before the whole College on
Saturday forenoons in the first and second terms. Mr.
Lynde has provided an endowment of ^5,000 to encourage
the power of extempore debate — a new thing in American
Colleges. Essay writing and debating are stimulated and
carried out effectively by the discussions and written com-
positions required in the tv/o old and distinguished literary
societies, and in the new scientific society, each of which
meets once a week. In all the language classes the instruc-
tion has always a bearing on the rising science of Lin-
guistics.

In Science the aim is not only to give knowledge, but call
forth the observational, the experimental, and also the induc-
tive and rational capacities. There is a growing feeling that
these cannot be tramed by mere lectures. So in Biology
and Geology we have Museum Work, and in Physics,
Chemistry, and Astronomy, Laboratory and Observatory
e.xercises.

In Philosophy the College is usually regarded as
strong. The President and two professors lecture on
and discuss, scientifically and historically and in their bear-
ing on religion, a wide and varied range of high topics,
speculative and practical, in mental and social science. One
professor lectures fulh' on ethics and political science — the
latter of great moment in a country where every man is a
politician. Another lectures on History and the varied
relations of Science and Religion. The President has three
classes of Mental Science, one of Psychology for the Juniors,
one on the History of Philosophy for the Seniors, and a
third to Post-graduates on living philosophical questions.
Some of the classical professors powerfully aid this depart-
ment by unfolding the nature of the Greek and Roman
philosophy, as they read such writers as Plato and Cicero.

V. Prices and Fclloi^'sJiips. For the undergraduates
32,000 a year are devoted to Prizes meant to encourage
study and scholarship.

The Stinnecke Scholarship competed for once in three
years for the best classical scholar entering the Sophomore
Class, $500 a year, tenable during the College course.

Freshman First Honor Prize to the one standing the
highest, $200.

The Miss Stinnecke Scholarship to Junior standing
highest, $200.

The Stinnecke Prizes to three highest in Sophomore
Class, $70, $40 and $30.

The Dickinson Prize for a Dissertation, $60.

The Class of 1859 Prize for a Literary Essay, interest of
$2,00 ^.

The Class of 1861 Prize for Mathematics in Sophomore
Class, $80.

For Examination and Essay on Science and Religion, $ 1 00. x/

The George Potts Bible Prizes, interest of $1,000.

The Junior Orator Medals, four of $20 each.

The John Maclean Prize for Oratory, $100.

The Lynde Prize Debate, interest of $5,000 in Prizes.

Princeton has been taking the lead among American
Colleges in encouraging advanced learning by means of
Fellowships. This sy.stem has not yet been thoroughly
organized, but it is expected to be so very soon. We have
at present

1. The Chancellor Green Mental Science Fellowship,
endowed by the widow of the late Chancellor Green.

2. The Marquand Classical Fellowship.

3. J. S. K. Mathematical Fellowship.

4. The Class of i860 Experimental Fellowship.

5. The Boudinot Historical Fellowship.

6. The Boudinot Modern Language Fellowship.
These Fellowships are obtained by competition, open to

any member of the Graduating Class at the close of his

lO

Senior Year. For '-nrli o'' the first three, ^6oo is provided.
The fourtli has lapsed for the present. For each of the
other two, there is $250 a year. The student gaining any
one of the Fellowships, must pursue studies in the depart-
ment for which the Fellowship is provided, for one year,
under the superintendence of the professors in the depart-
ment, and will be required to live in Princeton or appear in
Princeton from time to time as may be appointed, or if he
study at a foreign university, to furnish systematic reports
of what he is doing. F( r the last seven years the Co" lege
has had Fellows eagerly pursuing the very highest studies
in special branches of philosophy, philology and science,
both in Princeton, and at the German or English uni-
versities.

Within the last few weeks, a gentleman who lately grad-
uated, has promised to provide Fellowships for those recent
graduates who have distinguished themselves in College,
and who will pursue high studies in Mental and Social
Science, and write elaborate essays on these subjects. It is
hoped that some other friends will make a like provision
in the departments of Science and Language.

VI. Post-Graduate Iiisinictio)i. In the last few years
there have been a few Graduates receiving instruction from
individual professors. Th 1 Board of Trustees has now
sanctioned Post-Graduate Courses. They have been started
this year experimentally, and the trial has been successful
beyond all expectation.

The aim of every college should be to secure a fair
amount of scholarship from every student. No college can
make all its students great scholars. But there is a certain
proportion, say one in ten, or one in five, who as having the
taste and the talent may be made so. This is to be done
by Post-Graduate Courses. We have at present no fewer
than 42 graduates, mostly from the College of New Jersey,
but a number from other universities in America and
Great Britain, attending classes in our College, chiefly in
philosophy and physics.

II

With our increased staff of professors we should now be
able to institute three Post-Graduate Schools. I. One of
Philosophy, Ancient and Modern. II. One of Philology,
Indo-European and Shemitic. III. One of Science, Math-
ematical, Experimental and Biological. In Philosophy, the
students of the Theological Seminary are at liberty to attend
the lectures in th ; College. Mr. McCurdy of the Semi-
nary has been giving instruction in Sanscrit to College
graduates and students. Proposals have been made to give
appropriate degrees to those pursuing Post-Graduate studies
of a high order.

By these Post-Graduate courses and by Fellowships we
hope to produce scholars to rival those oi the European
colleges.

VII. Biblical Instruction. Princeton claims to be
regarded as a religious college. It is not officially connected
with any denomination, but may be considered as in a gene-
ral way under the patronage of the Presbyterian Church.
Nothing sectarian is taught, and there is no interference with
the religious convictions of the students. Prayers are
offered morning and evening in the College Chapel, and the
attendance of all required. On Sabbath, Divine service is
held in the Chapel at 1 1 A. M., conducted by clerical mem-
bers of the Faculty and others called in by the President.
Permission to worship with other religious denominations
is obtained by presenting a written request from the parent
or guardian. A meeting for prayer attended by all is held
at 5 P. M., on the Sabbath. Prayer meetings of Classes are
held twice a week, and of the College three times a week.
Instruction in the Bible is given to every student :

To the Seniors in O. T. History and Doctrine (the Epis-
tle to the Romans) by the President.

To the Juniors in the O. T. Prophets and the Book of
Acts, by Prof Murray.

To the Sophomores in John's Gospel in Greek by Prof.
Orris.

U

i2

To the Freshmen in tlie Poetical Pooks of the O. T. and
the Parables of our Lo;d b}' Prof Hunt.

The Scientific Department.

The School of Science was instituted in 1873. and re-
ceived generous endowments from the late Mr. John C.
Green, of New York, and from his Trustees since his
decease. Mr. Green, and the Board in accepting his gifts,
understood that the grand design of the School was to im-
part scientific instruction of a high order, alcng with lite-
rary culture. So it has been arranged that along with the
science the pupils have lectures from certain professors in
the Academic Department, so as to rear and send forth into
the world a body of educated gentlemen likely to spread a
refining influence. In both the Freshman and Sophomore
years, they have to take P^nglish (embracing Rhetoric, E.ssays,
Elocutionary exercises) and French and German ; and in the
Junior and Senior years, English Literature and Modern
Languages and Literature ; and in order to keep their train-
ing from becoming exclusively physical or materialistic, the)'
have P.sychology or Logic in the Junior year, and Ethics
and Political Economy in Senior year. Throughout their
whole course they attend prayers daily and public worship
on the Sabbath, and receive religious instruction once a
week : the Seniors from the President, the Junior.s from
Prof Murray, and the Sophomores and Freshmen from Prof
Macloskie. The School has thus a character of its own.
In this way the new Scientific Department is cjuite in the
spirit, and after the manner, of the old Academic, both
fulfilling the same end — the cultivation of the mind.

But while the main end of the institution is to impart
scientific knowledge with literary refinement, it was expected
that out of the general training there would grow profes-
sional training of a practical character. For the first two
years all the students pursue much the same course. But
to a limited extent in the early ^■ears, and to a large extent

13

in the Junior and Senior years, the pupils may devote them-
selves to the studies for which they have a predilection, or
which may fit them for the professions which they are to
follow.

To secure that candidates for admission are able to fol-
low the course, they are axamined in English, Orthography,
Punctuation, English Grammar, simple English Composi-
tion, Geography ; Mathematics, Arithmetic entire, includ-
ing the Metric system ; Algebra, through Quadratics of one
known quantity ; Geometry, first book of Euclid or its
equivalent.

Freshman Year.

Mathematics, English (Rhetoric, Essays and Elncu-

Mineralogy, tion.)

Botany, Modern Languages (French and Ger-

Drawing. man.)

Sophomore Veak.

Mathematics, Physiology,

Inorganic Chemistry, English (Rhetoric, Essays, Elocution,)

Mineralogy. French and (rerman (Oral and Writ-
Botany, ten Exercises. )

Junior Veak.

Mathematics ( Differential and Integral Physical Geograjihy,

Calculus,) English Literature,

Mechanics. Modern Languages,

Physics, Logic or

Chemistry, Psychology.

Senior Year.

Astronomy, Geology,

Physics (with Laboratory Practice.) Drawing,

Chemistry, (Organic and Applied,) English Language and Literature.

Biology. German and

Mineralogy, Political Economy.

Students pursuing this course receive the Degree of
Bachelor of Science (B. S.)

At the beginning of the Junior Year students desiring
to devote to certain branches more time than is allotted to

H

them in the general course indicated above, may elect one
of four courses providing special instruction : (i) Mathe-
matics and Mechanics ; (2) Biology and Geology ; (3) Chem-
istry and Mineralogy ; (4) Select courses in Physics. Stu-
dents pursuing such elective courses will remain candidates
for the Degree of B..S.

Provision is made to give instruction to Special Students
and Post-graduates. The Degree of Master of Science
(M. S.) may be had by pursuing higher stuc.ies and writing
dissertations. (See Catalogue.)

The Board has lately instituted in connection with the
School of Science two Special Departments.

Civil P2ng:neering.

The studies pursued in this department embrace such
general subjects as Mathematics, Astronomy, Physics, Chem-
istry, General and Analytical, Mineralogy, English (Rhetoric
and Essays, English Language and Literature,) French,
German, Logic or Psychology and special professional
studies such as

Topographical I)ia\ving, Mechan'cs, (Fational, Physical and

Stereotomy, Applied),

Geodesy, Constructions.

Those completing this course receive the Degree of
Civil Engineer (C. E.) (For details see Catalogue.)

Architecture.

For the first two years the students pursue the course
of instruction provided for the Freshman and Sophomore
Classes in the Scientific or Academic Departments, but have
also Drawing and Lectures on Architecture.

JUNIOR Year.
Physics, Mathematics, Physical Geography, Mechanics, English and
Modern Languages ; and in Architecture.

Orders, Construction with Models,

Styles, History of Modern Architecture and

Plans and Sections, Art.

15

Senior Year.

Genlo£ry, Phv^ics '

Rnurlish and Modern Lanu;uages, Strength of Materials.

Specially. Programmes in Architecture and Composi-
tions ; Lectures on ^'Esthetics and Art ; and on Architec-
ture ; Office Practice, details, specifications, estimates, con-
tracts, use of surveying instruments, qualities and cost of
building material, laying out of work. Those completing
this course receive the Degree of Bachelor of Architecture
(B. Arch.V (For details see Programme, to be had on
application to Prof Lindsey.)

It is proper to add, that for the various departments of
science there are provided instruments of the most improved
character in chemistry, physics and astronomy; and good
collections, zoological, botanical, mineralogical, archaeo-
logical and geological, in the two museums. The library,
which is open daily for consultation and for giving out of
books, is now well provided with works for students in all
departments (additions are being made this year to the ,
extent of $25,000,) and is extensively used by the members^
of the College.

I have thus laid before you, as clearly as I can, within a
brief compass, the plan of instruction pursued within the
College with the view of training the minds of youth com-
mitted to its care, and fitting them for the work of life. I
verily believe that it carries out fully the views, religious and
secular, of the founders of the College, and the intentions
of. the benefactors who, in our day, are, by their munificent
gifts, enabling it to run alongside of the best colleges in
this land and in other lands.

JAMES McCOSH,

President of Princeton College.

RESOLUTION OF BOARD OF TRUSTEES OF COLLECiE OF
NEW JERSEY :

" That a paper entitled ' Course of Study in Princeton College,' prepared
by the President of the College, together with a copy of the Annual Catalogue
of the College for the current year, be sent to every Alumnus of the Institu-
tion whose address can be obtained."