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Page 23 text:
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Department of Pedagogy Since Kentucky has no Normal School for whites, the State College must, un- der the law of its charter, provide the work of a Normal School “for teachers and those preparing to teach.” This provision is made in the subfreshman courses of the Department of Peda- gogy. Here the aim is specifically: (1) To prepare the student for examination by the County and State Boards. (2) To instruct him in the best forms and pro- cesses of school organization and government. (3) To illustrate the most rational and successful methods of teaching the various school subjects. From these courses have gone out some very successful teachers into the public schools of Kentucky. Many students from the other Departments of the College have, just previous to their graduation, availed themselves of the work offered in the course in General Pedagogy, and have been enabled thereby to take up the work of teaching in schools of high grade. Many of those who have completed the County Certificate or State Certificate Course are now County Superintendents, County Examiners, or in charge of the best schools in their respective localities. As a result the Normal School of the State College reaches and favorably affects the very sources to which the college must look for its supply of students. For this reason the Normal School should be carefully fostered by the State and the college authorities, and its work made yearly more efficient. In 1893, in consequence of a strong demand for such work, the Department of Pedagogy organized a full collegiate course of four years, co-ordinate, in rank and in the character of work done with the other courses in the college, and leading to the distinctively professional degree of Bachelor of Pedagogy. Tn this course pedagogy is begun in the last term of the Sophomore year, and is carried through the remaining two years. The other work of the course is made up from the best subjects in the classical and scientific courses, and thus the Peda- gogy Course is not only an excellent professional course, but is also cultural in a high degree in the old sense of the term. Many young men and women have recognized its value in both respects, and have availed themselves of its training and discipline. Last year there were eight graduates ,and they are now actively employed either in doing some important share of the world’s work or in continuing their studies in graduate courses.
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Page 24 text:
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The Arts Courses Year by year more and more diplomas are issued to graduates of what is some- times known as the Agricultural and Mechanical College of Kentucky, the result being that outsiders are apt to suppose there is little room for anything else. This is more than an Agricultural and Mechanical College, it is the State College. Now all intelligent people are aware that the Arts course is very much older than any other collegiate course, and there is no degree more honorable than that of A. B. or A. M. Degrees, such as are now given in our colleges and universities, probably originated in Europe about the eleventh century. In the eighth century the circle of the seven liberal arts was divided into the trivium (grammar, rhetoric, and logic) and the quadrivium (arithmetic, music, geometry and astronomy). These varied somewhat afterwards; but medicine, theology and law were always held distinct from the arts. The degrees both of Bachelor and Master of Arts were conferred at Oxford in the time of Henry VIII., and the degree of Master of Arts was conferred probably much earlier. Degrees in arts came into use in the eleveneth century, in law a century later, in medicine about the fourteenth century, and in music in 1463. Degrees in agriculture, pedagogy and engineering are modern. There are five excellent reasons why a young man or woman of intelligence should choose the Arts, locally known as the Classical Course. In the first place the degree in Arts is the oldest and most honorable in existence. Secondly, it rep- resents a broad and liberal education rather than a narrow or professional one. Thirdly, the Arts Course is the only efficient introduction to the learned professions. Fourthly, it affords the best general culture to all students who intend to be jour- nalists, commercial men librarians, teaphers, preachers, lawyers or physicians. The man who knows little or nothing outside of his daily calling cannot claim culture. Fifthly the Arts Course is by long odds the most popular in all countries. According to the report of Dr. Harris there were in the United States more students taking'a classical course than there were in all other courses put together. Of all the colleges in Kentucky the State College is the only one that is free from sectarian limitations, and its breadth of policy is nowhere better reflected than in the Arts or Classical Course. In the short space of four years (sometimes three) the Arts Faculty have the enterprise to instruct their students in an encyclopedic- list of subjects comprising Latin, Greek, English, Anglo-Saxon, French, German. Sanskrit, Comparative Philology, Mathematics, Logic, Metaphysics, Ethics, His- tory, Political Economy, Astronomy, Physics, Chemistry, Botany, Zoology and Physiology.. To give free scope to the bent of each student there are several elec- tives in this formidable list. Moreover, the student may choose English or Latin and Greek as his major study. The Arts Courses offered at State College are not surpassed by any in the State; indeed, it is notorious that the candidates we re- ject at our Entrance examinations are readily accepted by other scholastic institu- tions that claim equal standing. In short, if any young Kentuckian desires a first- class training in the liberal arts, he should observe: First, that State College offers a greater variety of studies than any other in the State; secondly, its facilities for instruction are unquestionably greater than those of any rival institution. The ordinary catalogue gives all the necessary details to prospective students so that it is needless to recount them here. The Dean of the Arts Faculty is Prof. Neville, who occupies the chair of Latin and Greek and is ably assisted by Prof. Blanton. In spite of the innocuous eccentricities of genius it is self-evident that a gentleman who can translate Macaulay's essays into Latin prose worthy of Livy or Sallust is more than qualified to lead the blind by a way that they know not and to cast the mantle of a profound classic culture over the shoulders of the unsophis- ticated young ladies and gentlemen who are privileged to sit at his feet. There is a tendency in some quarters to regard the Arts Course as rather un- practical whereas with the assistance of the preceptors the Arts graduates have sel- dom experienced any difficulty in securing lucrative positions to which their tastes inclined and for which their talents fitted them.
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