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

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THE GENERAL COLLEGE A. HE establishment of the General College in the fall of 1935 inaugurated new curricula and administrative facilities for the students dur- ing the freshman and sophomore years. The courses of study intended: ( I ) to offer a variety of basic subjects generally regarded as the foundations of a liberal education, (2) to supply opportunities for the discovery of in- tellectual interests and occupational aptitudes, and (3) to provide preparation for later col- legiate or professional training. The administrative facilities are devote d to the more effective adaptation of the Univer- sity ' s resources to each student ' s individual in- terests and needs. A faculty committee of seven advisers has direct responsibility for the orien- tation and guidance of all the members of the General College from the time of admission to the University until the time of transfer to one of the divisional programs in the junior year. Each member of this committee is the personal adviser of a definite group of students and attempts to help them make the best use of the several agencies which serve their physical, in- tellectual, and spiritual life. Thus through the adviser the University under- takes to establish with each student a human relationship directed toward the full development of his best qualities and abilities. C. P. SPRUILL, De 1 l:i, il-MA.N Au l-Ul; L O-MMITTEE gtaiuliiir,. Left to E ' ujht: H. R. Totten, H. K. Russell, M. A. Hill. Sitting, Left to Right: S. A. Emery, C. P. Spriill, Chairman, E. L. Mackie, W. L. Wiley. UniV-gRJIT? 24

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R. B. House, Dean of Adjiixistration nORT4-l CflROLinfl-

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COLLEGE OF ARTS AND SCIENCES JLHIS is the first year in which the title College of Arts and Sciences has been used. We have had for a long time The College of Liberal Arts and the School of Applied Science. Nobody seems to know what Arts means in the title though it no doubt has a long and honorable history. It may be that the word Liberal coming before Arts has something to do with it, but this again is difficult. It has nothing to do with the question of liberty or license but is used in the humanistic sense, referring to that group of studies which show by what man lives beyond food and money. The Sciences are also humanistic in this connec- tion although we generally think of Applied Science as re- ferring to a body of knowledge which is designed for immediate application in the production of things for our physical well being. It is, however, difficult to see how there could be any well being without the physical things. The old designation Natural Philoso- phy fits very well into our conception of the place of science in the educational scheme. This University has always considered science to be one of the essential elements in any liberal educa- tion. On the wall of the Deans office is a catalogue of the Uni- versity for the year 1819, which shows a Professor of Moral Phi- losophy, one of Natural Philosophy and Mathematics, one of Chemistry and Mineralogy, one of Languages and one of Logic and Rhetoric and no more. Thus it can be seen that the sciences were heavily represented in the University at that early date. Student records of those early years are interesting from the point of view of modern ideas about education. 1 understand that later this University went classical and probably lost some of its early liberalism in the curriculum. The purpose of the College is to give the opportunity to stu- dents to develop their talents in the intellectual world, to help them see a larger world, to fit them for the public service. Integrity and knowledge are our only hopes if we are to have an enduring civilization. We cannot go on very long unless we are willing to introduce more order into the economy of our country. At pres- ent those who try for this kind of order are labeled with all sorts of bad names in the hope that the people may still a little longer be kept in confusion. The only kind of prosperity worth fightings foi general prosperity, and this is the place for integrity and knowledge, we believe in language, in science, in history, in philosophy, in art, in economics, ment, and we believe that the direction of progress is in learning before action ence before revolution; we place study before propaganda, so that in the end we propagandists for the right based upon knowledge plus experience. A. W. HOBBS, Dean long continued these purposes Z W U [ns: