University of North Carolina Chapel Hill - Yackety Yack Yearbook (Chapel Hill, NC)

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OLD EAST. CAMPUS VIEW.

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fALENDAR. 1895. September 2 to 7, Monday to Saturday, inclusive . . Examinations for the removal of conditions. September 4, 5, 6, Wednesday, Thursday, Friday . . Examinations for admission into the College. September 5, 6, Thursday, Friday Registration. September 7, Saturday Assignment of rooms. September 9, Monday Lectures begin. October 12, Saturday University Day. October 12, Saturday President ' s reception. November 28, Thursday Thanksgiving Day. Recess from December 21, 1895, to January 2, 1896, inclusive. 1896. January 2, 3, Thursday, Friday Examinations for admission into the College January 3, 4, Friday, Saturday Registration. January 4, Saturday Assignment of rooms. January 6, Monday Lectures begin. February 22, Saturday Washington ' s Birthday. May I , Friday Senior orations. May 31, Sunday Baccalaureate sermon. June 2, Tuesday Meeting of the Board of Trustees. June 2, Tuesday Anniversary of the Alumni. June 2, Tuesday Orations by representatives from the Dialectic and Philanthropic Literary Societies. June 2, Tuesday Senior class day. June 3, Wednesday Commencement. 14

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T }t mninttsiiv End tl;t State. £m The University is the head of the educational system of the state. Its life has run for over a century, and it is our oldest public school. It is older than all the present political parties, and doubtless it will survive them all. As the life of to-day is more exacting, more complex and more all embracing than the life of half a century ago, so the university of to-day, being both product and factor of the larger life about it, is broader in its field of work, more intense in its training, freer from artifi- cial and conventional methods and standards and nearer to actual life than the university of former days. There is greater freedom in all things and greater .sys- tem in all things. There is better conduct with fewer rules for conduct. There is less compulsion by author- ity and more compulsion by public sentiment. There is less molding and more developing. The teacher no longer plaues, saws, hammers and chisels the pupil into the required conventional shape, but teacher and student are both students, both teachers, companions, fellow-laborers in the great work of self-development. The university imposes no rigid nor uniform curric- ulum of study. Within reasonable limits each student may select to suit his tastes, talents or necessities. If a degree is sought, the candidite must not only lay the broad foundation of gene ral culture and learning, but must also demonstrate his power of original thought and prolonged investigation by some larger perform- ance than is involved in class-room work. The uni- versity requires for graduation to-day nearly twice as much work as it formerly did, and the quality of the work is even more improved. The university is daily coming into closer touch with the life of the state. It realizes that it exists for the good of the state. The problems before it are the problems that confront the state : problems of crime, of pauperism, of social unhappiness and disorder. It is training minds and training hearts and training bodies that will solve these problems. Its immediate ta.sk, and possibly its greatest, is to build up a system of education whereby each child in the state may achieve the largest possible development of all its faculties. It recognizes its right and its duty to be the head and heart of a life-giving system of education which carries cheer to the humblest cabin, strength to the weakest child, faith and hope to all that love human- ity. For this task it has girt its loins ; in this task it now labors with the zeal that comes from noble im- pulses and the confidence that is inspired by the clear perception of a splendid truth. It will not rest until the coals of learning from its altars have kindled fires that illumine the state. i6