University of Chicago - Cap and Gown Yearbook (Chicago, IL)

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After twenty years of evolution, the College seemed structurally sound, if radical in design-Students were encouraged to progress at their own pace thmugh a carefuly constructed and integrated system of general education courses aided by a faculty whose major con- eef'n was teaching; entrance, course and graduation re- quirements were determined by a series of impersonal tests designed to measure the individuan ability and understanding rather than his chronological age and the number of years he had spent in school. Most impor- tant, the College was designed to prepare students for the re5ponsib'tlities of freedom, to develop methods of analysis and criticism that could be applied not only to issues raised in assigned course materials, but to prob- lems that would continue to face them as American citizens and human beings. And maturity was encour- aged by the assumption that it existed, hence class at- tendance and personal conduct were largely left to the students, own discretion. The theory was, hyou can lead students to education, but you canht make them learn. And the practices were designed to make learn- ing an active, attraCtive habit, education a challenging process. Long cut of print, hlf You Want An Education described the spirit, philos- oPhy, ideals of the Hutchins College. toward the College, analyzes structural problems As an experiment, the Coilege plan was a suceess. However, certain unforeseen factors crept into the ex- periment. The College comprehensive and Placement system did not jibe with the American credit system. The College AB did not become hcoin of the realm.n Students found it difficult to transfer credits in and out. And enrollment in the College fell behind the national pace. I7

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16 Chancellor turns redevelopment spirit While Hyde Park watched anxiously for the hrst signs of spring and the budding of new buildings from Fifty-flfth Street rubble, Chief Architect Lawrence A. Kimpwn and his Executive Committee on Undergraduate Edu- cation began work on the University's own redevelopment plan, the recon- struction of the College. The Chancellofs speech to the student body in early February denoted the lines along which Committee thought was moving: a careful rc-evaluation 0f the College as part of the American educational tradition.

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Chancellor ijpton enters Law School building, site of many an academic skirmish in monthly meetings of the Council of the Faculty Senate Supreme ruling body over curriculum mattersL From educational reconstruction, a new battle cry: During the course of the first faculty deliberations on the College problem, it became clear that battle lines were being drawn, a full-scale educational war was being fought. The apparent issue was enrollment, but the basic issue was educational philosophy, invoiving the autonomy of the College faculty and a clear defi- nitioa of the means and ends of a Chicago education. It was a battle for control over the College and its stu- dents. The hastily-dtawn hnew ABh plans of 195 3 were at best a compromise, at worst the beginning of the end for the unity and form of the Hutchins curriculum. 18 Chancellor Kimptonhs midwinter speech indicated that an end was indeed near, that the time had come for an honest, sweeping appraisal of the grand experi- ment. His remarks showed forthright resPect for posi- tive gains and careful consideration of the errors and implications of 25 years of experimental revision. His Committee had set busily to sorting out results. mindful of the limitations of time and means.