French and German for all students in place of certain Greek and Latin classes. After his departure in 1865 the faculty again absorbed modern language instruction until Edward Judson took it over in 1868.
Science teaching had been desultory, chiefly for lack of funds for equipment and well-trained instructors. Dr. Mather, until his retirement in 1867, and Professor Osborn, between them, carried the load as best they could. With the better financial conditions after the mid-’60’s the Trustees were in a position to heed the growing student interest in science. President Dodge and James B. Colgate were the foremost advocates for improvement. A room in West Hall, in part of the space formerly occupied by the chapel, was made available and apparatus purchased. With the appointment of Professor Bickmore to the chair of natural history, Osborn became Professor of Natural Science. Through Mr. Colgate’s generosity a museum of natural history was also established, its chief attraction being over 700 stuffed birds which Bickmore had collected, many of them during his Far Eastern travels.
The curriculum of the Seminary, like that of the College, remained stable. It stressed Biblical studies, ecclesiastical history, theology, and pastoral duties. The Catalogues of the 1850’s repeatedly carried the statement, “The Bible is the sale Text Book to which constant reference is made, and the doctrines taught are deduced and proved directly from the Inspired Record.”
Readers were also informed that the theological works consulted included Turrentin, Calvin, Pictet, Edwards, Gill, and Fuller.
Two speakers at the Education Society’s meetings in 1854 reminded their hearers that the Seminary’s purpose was to train “able preachers of the gospel, rather than distinguished Christian scholars or authors.”
Lest there be anxiety among the Baptists over the introduction of “heretical ideas,”
a visitor in 1859 reported that the professors taught “good old Bible theology.”
The program of courses in the Grammar School was designed, as heretofore, primarily to prepare students for college. The most notable changes were the introduction of bookkeeping and penmanship for a few years in the ’50’s and the establishment in 1859 of an “English department”
from which Greek and Latin were omitted and which lasted only three years.
Since most of the teaching was by lecture or textbook-recitation