clothing, diet, sleep, ventilation, bathing, and upon other matters pertaining to personal hygiene. The student, having been stripped prior to the examination of his heart, lungs, etc., is also carefully examined as to his weight, height, the circumference of his chest, the size and condition of his legs and thighs, arms and forearms. The sum of these measurements expressed in any convenient terms which may be select 1, centimeters or inches for example, are taken as an approximate indic, cion of his development. It indicates, that is, with more or less acer "acy, the amount of working material which he possesses, but it altc,ether fails to show the actual working value of that material. Having re corded the development, the total available strength of each student is then obtained, and for this purpose a series of tests, which show the strength respectively of the back, legs and thighs, arms, and chest, forearms, and abdominal muscles, is made. The sum of these is expressed in the same terms as those indicating the development and can readily be compared with it, the difference between the development and the total strength indicating the "condition." If the strength is in excess of the development the condition is good, and the figures representing it have a plus value; if the reverse is the case, the condition is poor, and the figures have a minus value. These examinations are repeated once a year and any changes that may have taken place noted. With such a system it has been found that great benefit has been the result not only to our students and University, but also in such institutions as Harvard, Yale, Cornell, Amherst, and many others. The regard which Harvard has for its department of physical education, and the benefit her students have received from it, can best be understood by a quotation from President Elliott's own words. He says: "It is agreed on all hands that the increased attention given to physical exercise and athletic sports within the past twenty-five years has been, on the whole, of great advantage to the University, that the average physique of the mass of our students has been sensibly improved, the discipline of the college been made easier and more effective, the work of many zealous students been done with greater safety, and the ideal student been transformed from a stooping, weak, and sickly youth, into o e well-formed, robust, and healthy." The same sentiment has also been expressed by one of the professors in Yale College. Such admissions and sentiments from colleges with the standing possessed by Harvard and Yale can not fail to impress any fair-minded person with the benefit derived from a rational course of physical culture.

The leading educational institutions of America have recognized the importance of scientific care of the body and our University was among the very first. As time went on, interest in this work increased, and the result is that our gymnasium which, at first, was able to meet the demands, is now unable to accommodate one-third of the students who wish to avail themselves of the benefits derived by using it. The course in physical education has never sought to cultivate a student's body at the expense of his brain; but its aim, already partially successful,

has been to make the sick well; the idle, active; the nonstudious, studious; and the weak, strong; these having been accomplished by showing each student how to develop himself in a rational and symmetrical way in mind as well as body, impressing him that the prime factor in the course was health and not strength. The department has always had three chief objects in view, first, to supply the demands and remedy the defects of every constitution; secondly, to improve the general health and strength, and, lastly, after having made the improvements, to retain them. As artist, sculptor, or architect seeks for a perfect model so should every student seek perfect health by striving to obtain a symmetrical development, both mentally and physically. The health of the mind primarily depends upon the health of the body; vigorous mental occupation or even refined enjoyment soon becomes distasteful if one's cerebral processes are not supported and reënforced by sound and robust physical health. In the majority of cases where our students have been naturally athletic and fond of sports, it has been found that these students rank among the honor men of their class, and it is quite certain that our different athletic sports in no way interfere with the mental standing of the men who indulge in them. Moreover, it has also been found here and elsewhere that men who fail in their studies for want of systematic diligence also fail in athletic contests for the same reason. We need a larger gymnasium where we can accommodate at least from one hundred to one hundred and fifty students at a time; a place where recreation can be mingled with bodily benefits, where students from all departments may be brought together and learn to know one another, where the tedious hours of the class room may be forgotten for a short time, thus giving the brain an opportunity to obtain the rest it so often needs. Brain overwork is much more exhausting than body overwork because the structure of the brain is much more delicate, hence the great need for proper cerebral rest, and a better means than the use of an attractive gymnasium is hard to find. Many students who have inherited weak lungs, irregular hearts, nervous tendencies, and many other weaknesses, have been so improved since this department was first started, that their troubles have entirely disappeared, and they have thus been enabled to increase their mental work with less danger of jeopardizing their health and have gone forth better prepared to compete with other men in the life of our great Republic, and to aid in the solution of the many sociological and educational problems which remain to test the mental and physical strength of workers of our generation. In conclusion, let me say that the department is indebted to the Board of Trustees for the support they so kindly gave it when it was first founded, and it is to be hoped that with the results already obtained, they will recognize the necessity for adding to our University a gymnasium worthy of and fit for the great duty of physically preparing the thousands of our coming alumni for their lifework, both as individuals in the struggle for existence and as faithful sons of our alma mater.

CHAPTER XVII.

THE DEPARTMENT OF PHILOSOPHY.

The Department of Philosophy may be said to have come into exist ence at a meeting of a group of professors at the house of Provost Pepper on March 9, 1884. The meeting was called in response to a growing feeling that the higher instruction in liberal studies should be organized and put upon an equal footing with other departments in the University. A plan of organization was drawn up, which, being subsequently approved by the honorable Board of Trustees, served as a working basis for the new department until the autumn of the year 1888, when a number of changes were made. As the earlier and later plans were essentially alike in all that concerns the form of instruction, the choice of studies, and the requirements for the degree, differing chiefly in the functions exercised by the officers of the faculty, a detailed description of the plan first adopted is unnecessary. It is sufficient to state that it took as model, in a general way at least, the philosophical faculty as it at present exists in the German universities, and it was intended to cover about the same ground. A few students were entered and work was begun; but, the attention of the University being diverted to other movements, it was not, for the time being, prosecuted with the earnestness and vigor which would warrant an expectation of any large measure of success.

At the beginning of the College year, 1888-1889, a committee was appointed to draw up a new plan of organization, retaining the essential features of the old one, but obviating some of its inconveniences. This plan, modified, and approved by the faculty, was accepted by the Board of Trustees in November, 1888, and has been in operation since. The officers of the faculty are a dean, a secretary, and an executive committee. The dean presides at meetings of the faculty and executive committee and at all examinations of candidates for the degree. He receives applications for admission to the department, and all students report to him, at the beginning of the University year, the studies they intend pursuing, or come to him for advice in making their selections. The executive committee, consisting of five members, represents the various groups of allied studies in which courses are offered, and is empowered to accept or reject applications for admission, to arrange for courses of lectures, and to publish the yearly announcements. It presents to the faculty, through the dean, at the stated yearly faculty