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Course of study in a Northern theological seminary.

FIRST YEAR.

Old Testament Literature: General Introduction; Hebrew. New Testament Literature: General Introduction; Special Introduction to the Gospels; Exegesis of selected Epistles of Paul. Sacred Geography and Antiquities. Old Testament History. Relations of Philosophy and Science to the Christian Religion; Theism; Theological Encyclopedia. Ecclesiastical Theology: Homiletics; Elocution.

The Junior Class has five weekly exercises in Hebrew; two in Introduction to the Old Testament and Archæology; one in Introduction to the New Testament; two in the Exegesis of Paul's Epistles; two in Old Testament History; two in Theism; one in Homiletics, and one in Elocution.

SECOND YEAR.

Old Testament; Hebrew; Special Introduction to the Poetical Books; Special Introduction to the Historical Books. New Testament. Life of Christ and Exegesis of the Gospels. Didactic Theology: Theology Proper, Anthropology begun. Church History. Government and Discipline of the Church: Homiletics; Criticisms of Sermons; Elocution.

The Middle Class has three weekly exercises in Church History; three in Didactic Theology; five in Old Testament Literature and Exegesis; two in the Life of Christ and Exegesis of the Gospels; two in Homiletics and Church Government, and one in Elocution.

THIRD YEAR.

Old Testament: Hebrew; Special Introduc

tion to the Prophets; Biblical Theology. New Testament: Acts of the Apostles; Special Introduction to the Epistles; Biblical Theology (Elective). Didactic Theology: Anthropol ogy, Soteriology. Eschatology. Church History, Relations of Philosophy and Science to the Christian Religion: Christian Ethics andChristian Social Science. Pastorial Care: Ordinances of Worship. Homiletics: Analysis of texts; Homiletical Criticism; Elocution.

The Senior Class has three weekly exercises in Didactic Theology; two in Old Testament Literature and Exegesis; one in Biblical Theology of the Old Testament; two in New Testament Literature and Exegesis; two in Church History; two in Homiletics and Pastoral Theology; two in Christian Ethics and Christian Social Science, and one in Elocution.

FOURTH YEAR.

The regular course is completed in three years, but students may, with great advantage, continue to prosecute their studies in the seminary for a longer period. It is not thought best to prescribe a fixed course of study for graduates. Each is at liberty to devote himself to those branches of theological learning for which he has the greatest aptitude, or which he judges to be most necessary or profitable to himself. Accordingly graduate students may at their discretion attend the lectures and recitations of the regular classes for the review of their previous studies; or they may individually conduct original investigation under the direction and advice of the professors and with the aid of the library.

SEVERAL TYPES OF CURRICULA OF THEOLOGICAL SCHOOLS IN THE UNITED

STATES.

Course of instruction in the divinity school of a university.

JUNIOR YEAR.

Encyclopædia and Literature of Theology, 1 hour; Grammar of the Hebrew Language, in connection with the first 8 chapters of Genesis, 5 hours; Critical Study of the Greek Testament, consisting of two courses, (1) the Life and Teaching of Christ, as Presented in the Synoptic Gospels; (2) Studies in General and Special Introduction to the New Testament, and Methods and Principles of Textrial Criticism, 5 hours; The Philosophical Basis of Theism and the Self-Revelation of God, 2 hours.

MIDDLE YEAR.

Systematic Theology, 5 hours; Old Testament Bible Theology with special reference to the progressive stages of Divine Revelation to Israel. Biblical Aramaic (optional). The instructor in Hebrew will read with the class, (1) the more important prophecies of Isaiah in connection with a consideration of his entire work and the principles of Old Testament prophecy; (2) the earlier Psalms, with a General Study of the Hebrew Psalter, its origin, structure, and contents; General Church His

tory, including its nature, divisions and sources, and the literature and the character of the societies among which Christianity spread, 3 hours; Lectures on the Epistles to the Romans and Corinthians, with special reference to the doctrinal and practical contents, 2 hours; Lectures and Criticised Exercises on the Principles of Ministerial Rhetoric.

SENIOR YEAR.

Homiletics, 4 hours during first half of year; Class Exercise in the Criticism of Sermons and Plans of Sermons, 1 hour: Pastoral The ology, 3 hours during the last half of the year; Class Discussions of Questions of Practical Interest Relating to the Work of the Churen, History of Christian Doctrine and Symbolical Theology, 3 hours; Biblical Theology of the New Testament, 2 hours. The Prophetical Books of the Old Testament and reading once a week (or oftener) with those who wish to study Syria, the Peshito version of the New Testament. The president of the university will lecture once or twice a week on one or more of the books of the New Testament.

Course of instruction in the divinity school of a university-Continued.

GRADUATE OR FOURTH-YEAR CLASS.

For the year 1889-90 the following subjects of special study were announced, not excluding others which might be desired by members of the class:

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Instead of the Hebrew and Greek there will be special exegetical exercises in the English scriptures and in bibical history, sacred geog raphy, and antiquities. Origin, history, and canon of the Bible. Interpretation of the scriptures. Natural theism. The authority and inspiration of the Bible. Analytic rhet oric, study of expression in English. Drill in breething, vocalization, and elocution. Exercises in composition and criticism. Extemporaneous debates. Instruction is also given during the year in mental and moral science and to religions other than Christian.

MIDDLE YEAR.

Two exercises each week in the study of Old Testament criticism and exegesis. Two exercises each week in the study of New Testa ment criticism and exegesis. Old Testament theology. Systematic theology. History of the Church. Homiletics.

SENIOR YEAR.

Two exercises each week in the New Version of the Old Testament and two in that of the New Testament. Old Testament theology, History of the Church. Homiletics. Sacred rhetoric. Pastoral theology. Bibical homileties, consisting of a homiletical study of the discourses of our Lord, of those of Paul and Peter and other bibical preachers, and a homiletic study of epistles, psalms, and prophecies.

Theological department in a college.

This department is designed primarily to prepare young men to preach the gospel. It is open, however, to all students who wish to qualify themselves for Christian life and work. Of this privilege a number have already availed themselves, and it is the wish of the college authorities that their action should become general. The following are prominent features of the work done in this department:

1. Direct contact of the student with the Bible itself is emphasized. 2. The historical portions of the Scriptures are studied early in the course. 3. Careful study of Hebrew and Greek is required of all who wish to complete the course. 4. Biblical antiquities and ancient history receive attention. 5. A knowledge of church history is given.

Students are graduated from this department on the following conditions: (1) There must be conclusive evidence of Christian character: (2) In addition to the studies of this department of theology the classical and scientific course must be completed. For either of these the student may substitute an equivalent course if he has taken it in another institution.

SOPHOMORE CLASS.

1. The Old Testament: First Division-Genesis to Ruth (three terms); Second DivisionSamuel and Later Historical Books (three terms).

2. The Gospels (three terms).

JUNIOR CLASS.

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First term.

Acts of Apostles.

New Testament Greek.

Hermeneutics.

POSTGRADUATE COURSE.

First year-Old and New Testament Introduction-History of Christian Doctrines. Second year.-Theism and Anti-Theistic Theories, Relations of the Christian Religion to Philosophy and Science.

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As is to be expected, the utmost unanimity prevails among the schools as to the desirability of excluding persons either morally or intellectually unfit to enter upon the sacred calling. While almost every school will admit an applicant who belongs to another denomination than that to which the school pertains, all demand that he shall be in full communion with some Christian (in two cases with an "Evangelical") church. The evidence of this is given by letters of recommendation from pastors, churches, or, in the Presbyterian church, from the presbyteries under whose care the student is requested or required to place himself. Nor does the precaution taken cease with the student's admission within the walls of the institution; in several cases at least some months elapse before he is admitted formally as a member of the school. There is another qualification that sometimes is mentioned as a prerequisite, which is called by one institution "earnestness of purpose" and by others a "call to the ministry." As to the literary qualifications demanded by the schools, some diversity exists. It may be said, speaking generally, that a college education, at least that of a first-class high school, is the qualification that is thought requisite. But there are several ways in which this requirement is sometimes modified or dispensed with. It is modified when the scholastic deficiences of the pupil are compensated for by natural ability and when the course of the seminary is five or more years in duration, as is the case with many Roman Catholic seminaries, the Moravian Seminary, and others. It is dispensed with when the Greek and Hebrew Testaments are eliminated from the curriculum and the English Bible substituted. To enter upon the English course some institutions require that the applicant for admission be at least 25 years of age.

The instruction and lodging at these schools of theology being gratuitous and in the great majority of the schools pecuniary aid being furnished to the student, it is natural that a benefaction so wide in its scope and operating constantly in favor of new individuals, should seek to secure the attention of the student to the instruction which it provides. Indeed, in addition to the testimonials as to moral and intellectual fitness spoken of in a preceding paragraph, some schools are known to require a declaration in writing from the student on his admission, which may be represented by the following formula:

"Deeply impressed with a sense of the importance of improving in knowledge, prudence, and piety, in my preparation for the gospel ministry, I solemnly promise, in reliance on divine grace, that I will faithfully and diligently attend on all the instructions of this seminary, and that I will conscientiously and vigilantly observe all the rules and regulations specified in the plan for its instruction and government so far as the same relate to the students; and that I will obey all the lawful requisitions and readily yield to all wholesome admonitions of the professors and board of trustees while I shall continue a member of the institution."

Of the 145 schools given in Table 16 (p. 1045), 104 answer specifically the question addressed to them, "Have you noticed during the last decade that the students of later years were better prepared to enter upon the scientific study of their intended profession than those who preceded them?" In some cases the school had not been in existence for ten years, in others the dean had recently assumed charge. In many others the inquiry was passed by with a mere scratch of the pen, etc. Of the 101 specific answers, two say outright that they have nothing to base an opinion on, which leaves 102 schools whose answers are of service in the canvass of this important matter. Of these 102 answers 78 are in the affirmative, the greatest number being simply "yes," but 17 answer "decidedly," or "very much," or "marked or decided advance," as the case may be,

while about half a dozen answer "slightly" or "somewhat," etc. Twenty schools answer "no," two of them adding that they are getting fewer graduates in letters or sciences. There are two classes of statements that deserve consideration, to wit: Those relating to the effect of the elective system in colleges and those giving the reason why the scholastic character of the applicants for admission has improved.

"One of our important seminaries in New England answers the question thus: The optional system tends to make the Greek preparation deficient; history is lacking; the English language and literature do not seem to have adequate attention. Students are not able to read Latin with facility; the philosophic systems seem to be a priori. We do not find a better average than in previous years."

By another eastern seminary of the highest standing we are informed: More come now than formerly with some preparation in Hebrew, which is a distinct gain. On the other hand, the spread of the elective system in colleges, with other causes, has probably lowered the average quality of preparation in Greek. From the Upper Mississippi Valley it is learned that the scientific courses in colleges make more students enter the seminary knowing little or no Greek," but otherwise no change has been noticed.

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From Pennsylvania one school reports that the students have much general intelligence and are equal to those who preceded them in training of faculties, but are behind them in the classical training especially called for in theological schools. By another, it is said that their college training has been broader and more varied, but it is not apparent that there has been any better mental development than under the earlier systems of college study when the curriculum was narrower. Depth has been sacrificed to breadth. From a third the answer is received: "No; as a general thing it may be said that classical schools have not yet distinguished themselves for thoroughness of mental training."

The Harvard and Yale divinity schools, on the other hand, assure the Bureau that there has been a very undoubted improvement, the latter school attributing it to stricter requirements for admission. The Harvard school instances the fact that all but one of its members were degree men, adding that a few years ago this would have been impossible. A half a dozen other seminaries attribute the improvement in scholarship of those they are admitting to their having exacted more elevated attainments for admission. Several attribute the fact to the advance of education in the South or West, as the case may be.

To the question Has the average age of the freshman advanced? an almost universal No is returned. In a university for the colored race, the dean answers that, whereas some years ago the students of the divinity school were ministers seeking further education, now the students come fresh from the preparatory school. Two seminaries give statistics. The dean of the Augustana Seminary at Rock Island gives the average age as varying from 27 to 29 during the last years; in some of the earlier classes it was over 30. Union Theological Seminary reports a slight increase, as follows:

1880-81.

1881-82 1888-89

1889-90

23.6

24.6

24.97

25.1

Taking the answers to the two questions as to scholarship and age and considering them together some corroboration is found for the remarks upon the influence of the high schools, made under medical instruction (p. 878). But though the great extension of public higher elementary instruction, or, as it is called, secondary instruction, is in all probability subserving in America the purpose accomplished by the colleges of Germany and France (Gymnasien and lycées) it is still interesting to note the percentage of college graduates in attendance at our seminaries of theology. In attempting such a showing the Bureau must ask the indulgence of the reader who expects the utmost mathematical exactness. The diagrams given on pp. 846-7 are accurate as far as the schools have reported. But many schools will not report or insist in reporting by making a scratch of the pen so that it is not possible to tell whether they mean that an account of such matters has never been taken or that there are no students of the kind in their institution. The table which follows is an attempt to represent the percentage of college graduates in theological seminaries, by showing the percentage that has been reported by 27 schools in various parts of the country for the 10 years last past. Before canvassing the table, however, it may be said that, in the schools reporting an improvement in the scholastic attainments of their freshmen, 30 per cent of the attendance were students having a degree in letters or science.

From the table it appears that there is a decrease in the number of graduates of colleges seeking admission to the theological seminaries columns 2, 4, and 6) and that this decrease has been constant during the ten years last past. The general average for the ten years column for the New England and Middle States is the same, while that of the schools representing the West is much low r. Had the statistics of other sections of the Union been at hand the table might have been made more complete in its attempt to represent the condition of affairs in the country at large:

Students haring degree in letters or science in twenty-seven schools of theology that re port for each of the ten years 1880–81 to 1883-90 omitting 1882-83.

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The course of the theological seminary proper is three years. The principal exception to this is in the case of the seminaries of the Roman Catholic Church, where the course is four, five, or six. or even more years in duration. The regular course of the Catholic University of America covers four years. Other exceptions are the schools having a shorter (not necessarily an English) course or a postgraduate course. In the schools of New York and New England, and of Chicago there are from two to six postgraduate students. The reason for the length of the course in Catholic seminaries, excluding the course of the

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