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Page 27 text:
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In a one-and-a-halfstory frame building, standing on the cor- ner of Cherry and Main Streets, Knox College began its eventful century of educational guidance. The forty students who enrolled in the fall of 1838 came to be prepared for college. Thus the first de- partment of what was to be a triple institution was formed. The Academy existed as a part of Knox from 1837 till 1908 when it suc- cumbed to public high school competition. A home-grown freshman class entered the collegiate division in 1841. When the Ladies’ Seminary was built on Seminary and Tompkins Streets in the same year, the third school came into exist- ence. ‘The “forties” were a period of rapid growth. East and West “Bricks” were added to the college buildings in 1844-5; and a new Academy building, the upper story of which was used by the women, was completed in 1846, the year of the first commencement. In the school year of 1849-50, the college proper was thrown open to the women. ‘The fourteen women who entered were offered a special three-year course. It was considered, at this time, that women should be taught only music, painting, and cultural subjects; and their burden was lightened to suit what was then, admittedly, the weaker sex. Nevertheless, the pioneer coeds were steadily assuming more importance as is indicated by the construction of the central portion of Whiting Hall in 1856, the year Old Main was built. The first curriculum for the men consisted of languages, mathematics, and natural sciences. In 1858, after a religious dispute had set aside the denominational bonds of the college, philosophy, ancient languages, natural sciences, and modern languages were listed. During the administration of Newton Bateman, a music department and military training were added. In 1861, President Bateman placed women on equal footing with the men. His success- or, John Huston Finley, and Professor Albert Hurd took the initiative in modernizing the science department. President Finley invited noted lecturers and did much to make the school progressive. At the turn of the century, linked the past and future of Knox, affirming — that the «college idea” must exist along with the specialized univers- ity. In George Churchill, kindly Academy professor, and Ida McCall, who taught Latin inspiringly, Knox history justifies the college princ- iple of a living curriculum.
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