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

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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.

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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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The College would retain a four-year bachelorls pro- gram, directed toward both liberal and specialized edu- cation. Within this framework the Committee would use its extraordinary powers to create 3 Curriculum consonant with the College philosophy, yet palatable to the demands for specialized education. As outlined, the Committees report included specific recommenda- tions for: l. Splitting the four year residence requirement into two years of general, liberal education, one year of llguided electives, a terminal year of specialization, The present College faculty is to be charged with the responsibility of revising the current curriculum to fit two years. 2. Creation of an hundergtaduate facultyllwith jun's- diction over the entire undergraduate program. The Chancellor expressed the hope that many members of this faculty will hold joint appointments in the Divi- sions, ensuring a sort of cultural interchange between Divisional specialists and the College faculty. 3. Retention of the early entrant, placement test, and comprehensive examination systems, probably with some revision of the placements. College Dean Robert E. Streeter ex- plained the current College curriculum to new students during Orientation Week, using historical, sometimes hys- terical illustrations to describe the seri- ous purposes of education. 'The College is dead! Long live the College? Harold Haydon, College dean of stu- dents, was a track star during his Col- lege days at UC, last year showed some of his paintings at a faculty exhibition in the Goodspeed Hall galleries. I9