mained the fundamental objective but a broader approach can be detected in James C. Colgate’s remarks at the dedication of the Library in 1891. He said:
It always seems to me to be a lack of faith rather than indication of reverence when people are afraid to have their beliefs examined in the broad light of day. A university should be a source of light. While we make no boast yet we believe that the principles for which this university stands . . . need never fear the white light of keenest criticism.
Five years later he explained to students that the chief aim of a college course was “culture”
which he defined as a “passion for knowledge”
combined with the ability to use knowledge intelligently. The educated man should be able “to reason rightly, to judge correctly, to perceive the beautiful and recognize the true.”
In making his point, however, he did not overlook morality as the source for proper conduct and for sound religion. The college provided conditions congenial for the growth of culture, he asserted, but the responsibility for its attainment rested with the individual student. His advice to those unable to benefit from a college experience was, “Go to work, or, if you must go to college, go anywhere but here.”
Mr. Colgate’s statements suggest to some degree the extensive re-examination and revision which the faculty, spurred on by the younger members such as Terry and Brigham, were ‘giving to the entire educational structure. Fewer freshmen were admitted with conditional credits for uncompleted work and admission requirements in the ancient languages were lowered. The grading system and absence regulations were revised. The major changes, however, were to be found in the reduction of the amount of Greek and Latin required and the expansion of elective choices. From 1890 to 1893 there were five courses of study; that for the Bachelor of Arts degree followed the traditional pattern in stressing Greek and Latin; the two courses for the Bachelor of Philosophy gave a choice of Greek or Latin and required French and German; of the two for the Bachelor of Science one required Latin and German and one only German. In 1893 the five courses of study were consolidated into three-A.B., Ph.B., and B.S. with the requirements substantially unchanged except that the candidates for the last took French and German.
After 1896 all the work of the senior year was elective. The student was encouraged, however, to select courses which had some relation-
