Hope college 1905 1906 catalog by Hope College Library

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HOPE COLLEGE PIONEER SCHOOL 1851 HOLLAND ACADEMY 1857 HOPE COLLEGE 1866

AN INSTITUTION OF THE REFORMED CHURCH IN AMERICA

YEAR BOOK 1905-1906

I N C L UDING A N N O U N C E M E N T S FOR 1906-1907

H O L L A N D C'TY N E W S PRINT HOLLAND, MICH.

COLLEGE CALENDAR 1905.

September 19...... Examination for Admission, be ginning at 9 A. M. in Graves Hall. September 20...... Fall Term begins at 9 A. M. November 29 ...... Thanksgiving Recess. • December 22 ...... Fall Term ends. VACATION.

1906.

January 8 .........Winter Term begins. January 25 ........ Day of Prayer for Colleges. March 30......... Winter Term ends. VACATION.

1906.

April 9 ........... Spring Term begins. April 18 .......... Meeting of Council. June 7-8.......... Examination of Senior and “A ” Classes. June 14-15 .........Undergraduate Examinations. June 17 ........... Baccalaureate Sermon. June 18 .......... Closing Exercises of the Gram mar School in Winants Chapel, 2 P. M. %

June 19 .......... Meeting of Alumni Association. June 19 .......... Meeting of Council, 10 A. M. June 20 .......... Commencement Exercises in Winants Chapel, 7:30 P. M.

VACATION. 1906.

September 18...... Examination for Admission, be ginning at 9 A. M. in Graves Hall. September 19...... Fall Term begins at 9 A. M. November 2 8 ...... Thanksgiving Recess. December 21 ...... Fall Term ends. VACATION.

1907. ■January 7 .........Winter Term begins. January 31 ........ Day of Prayer for Colleges. March 29......... Winter Term ends. VACATION. 1907.

April 8 ........... Spring Term begins. April 17.......... Meeting of Council. June 6-7 .......... Examination of Senior and “A ” Classes. June- 13-14.........Undergraduate Examinations. June 16 .......... Baccalaureate Sermon. June 17 .......... Closing Exercises of the Gram-. . mar School in Winants Chapel, ' 2 P. M. June 18 .......... Meeting of Alumni Association. June 18 .......... Meeting of Council, 10 A. M. June 19 ...........Commencement Exercises in ...... Winants Chapel, 7:30 P. M.

HISTORICAL SKETCH AND AIMS. Like so many of the colleges in our country, Hope College is the product of immigration and the child of the Church. ' ' As early as 1836 the Reformed Church in America, one of the oldest church organizations in this country, discussed the desirability of planting higher institutions of learning out upon the western frontier. In 1847 subsequent years a goodly number of ^ colonists from the Netherlands settled in Western Mich足 igan and in other localities of some of the Western States. They were devout people, and sought this coun足 try to secure a higher degree of material prosperity and religious liberty than their own country afforded. In 1850 these colonists united themselves with the Reformed Church and in this union w'as to be found the realization of what the Church had long hoped for and desired, viz., the establishment of a Christian institu足 tion of higher education in the West. The Hollanders, who settled in those western wilds, were a religious people, and their leader, the Rev. Dr. Van Raalte, himself a man of culture and learning, had a passion for higher Christian education. H e realized that if his people were to be a success in this country, and to be more than hewers of wood and drawers of water, they must have the advantage of intellectual and moral training.

Already in 1851, when life was but little more to them than a struggle for existence, they heroically laid the foundation for higher education. And in 1857, when they were yet comparative strangers to the customs and the language of the country, they organized Holland Acad emy, which in turn became Plope College in 1866, an institution regularly chartered under the laws of the state. Three years later the Western Theological Sem inary was established. The persistent efforts and self-denying spirit dis played by these pioneers gave abundant proof that they were worthy descendants of the vigorous stock of Ley den’s defenders. The history of the founding and organization of Hope College is but a repetition of the history of not a few of the leading institutions of our country. The be ginning was, indeed, feeble; but the founders baptized it with a spirit of devotion and self-sacrifice that defied all difficulties and triumphed over every obstacle, and gave it a vital energy which has shown itself in a rich harvest of blessed results. ■ In the very nature of things, the growth of the in stitution could not be rapid, but it has been steady and wholesome. In its development and growth the trustees have always strictly adhered to the object declared by the leading originators of the pioneer school when they used the following words: “Believing that the school proposed to be established among the Holland Colonists in Ottawa county and

vicinity, Michigan, for the purposes, and after the manner, named in the following plan, is greatly needed in order to supply them and their children in time to come with a preached gospel and with well-qualified teachers for their common and higher schools, and that such schools will have a most important and beneficial effect upon the intellectual, moral, and religious state of said colonists, and that it will tend greatly to proÂ mote the growth and usefulness of our institutions and to enlarge and strengthen our influence for good as a church of Jesus Christ, and that the means contributed for the support of said school as proposed will be spent upon an enterprise that promises great and extensive benefit, we the undersigned do therefore hereby rriost cordially and with confidence recommend this object to the benevolence and liberality of those to w h o m it may be presented.â&#x20AC;? . (Signed by these pillars in the Reformed Church;) J A M E S I. C A N N O N , THEO. FRELINGHUYSEN, W M . H. C A M P B E L L , T H O M A S D E WITT, S A M U E L A. V A N V R A N K E N , I. P R O U D F I T . To prove to the world that these men spoke as with prophetic vision, it is but necessary to state that already more 'than 300 have graduated from this college, and that sixty per cent, of them have entered the Gospel ministry, and that a large number of others, who received their training here, are engaged in teaching, and others are

making their influence for good felt in other professions. It may be truthfully said that the results have been larger than even the most sanguine of the pioneer pro jectors had dared to hope, and that the influence of these institutions is today felt around the globe. More than a . score of our graduates have devoted themselves to the work of foreign missions, and, as our beloved and hon ored representatives, are most successfully unfurling the banner of Christ among the people of idolatry and dark ness. The kind and generous support of the Reformed Church given the immigrants of ’47 and those who came later, made the organization of these institutions a possi bility,and these institutions in turn have supplied pastors for most of the churches belonging to the Particular Synod of Chicago, which comprises 186 organizations. Such in brief is the history of the College and Semi nary. About two hundred young people are now con nected with them as students. The College has a large field. Its constituency covers a territory from N e w York in the East to the Dakotas in the West. The outlook, as far as the student material is con cerned, is hopeful, and the field is wide and inviting. Our future will largely depend upon the prayers and liberal ity of the Church and the friends of Christian education. T.he tendencies which have been taking shape very rapidly in the last ten years have made the selection of a college for the instruction of boys and girls who have reached adolescence a far different matter than it was formerly. In our country the high school has its mission

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as one of the parts of that system of education by which ' the State seeks to prepare the young for citizenship. The state university, taking up education where the high school leaves it, holds a similar positionto that of the high school in the estimation of the people. There are, how ever, a large number of circumstances in the lives of many young people which neither the high school nor the university is at present able to meet. It is these cir cumstances, together with certain requirements in the life of our nation as a whole, which Hope College aims to meet. The uncertainty of high school curriculums in many places cannot be avoided at present. Public edu cation is such in its very nature that it must reflect the passing and uncertain tendencies of the times; it must be adapted to the mass rather than to the individual. At times local conditions determine its character exclusively, and again these same conditions are lost to view entirely. Only rarely are the schools so equipped either in teaching force or apparatus that the individual' may be properly educated by discovering his needs, removing his difficul ties and watching his development in character. In its Preparatory School Hope College seeks to pro vide for just these contingencies. Its curriculum is the ■ outcome of a careful study of the needs of the individual, the whole student body and the life of the nation. While the courses offered are based upon a broad conception of what it means to educate a boy for the life of tomor row, the fact that the character of a man and the perma nent history of a nation are developed along world-old channels is conservatively kept in mind. All the good of

the new is sought for; none of the worth of the old is lost. Avoiding constant changes in teaching force and seeking to retain teachers of the highest ability and proven skill, Hope College believes it can develop the individual boy or girl in the best and truest way. Ac cording to approved modern pedagogic and scientific methods the pupil’s difficulties are observed and removed. H is bent of mind and dispositional tendencies are watched and help is given where it is needed, in the most serviceable measure and method. Originality is fostered wherever it augurs good. The religious nature is nur tured by personal contact with virile Christian character which is not narrow, dogmatic or sectarian in its aims or outlook. ■ The three courses offered in the Preparatory School, the Classical, the Latin and the Normal-Scientific, differ for the sake of meeting varying needs and purposes, and each IS believed to be fully adapted to the end sought. In each of these courses Christianity as a religion for every day use is -taught and applied with the Bible as textbook. In these days of moral uncertainty among all classes and of especial danger for the young, we call at tention to the attitude of Hope College in this matter, since we feel that it is one of the highest aspects of our mission as an educational institution to meet this phase of American life. In the College proper the aim is similar to that in the Preparatory School as we have suggested it in brief above, a broad education along conservative lines look ing to the development of the individual- in mind and

character and to the welfare and permanence of our na tion. In the three courses offered, the Classical, the Philosophical— a broadly scientific course,— and the Lit erary, we strive to meet the demands which are most im perative. W e are certain that these three courses insure the development of a refined sense and aesthetic taste, a practical utility in the life and affairs of a progressive world, a manly character and a loyal citizenship. While enough elective courses are provided to insure all the benefits of the elective system, the evils of a larp number of electives is done away with. By choosing the purely pedagogic studies as they are described under the statement of work in Pedagogy and Psycholop, a stu dent enrolled in either the Classical or Philosophical o-roup may fit himself for teaching and obtain the Michfgan State and N e w York State Teacher’s Certificate without regular normal attendance. A more detailed statement of the different advantaps offered at Plope College will be found elsewhere in this catalog.

THE COUNCIL. EX-OFFICIO. G. J. Kollen, LL. D .............. President of the College ELECTED MEMBERS.

F r o m General Synod.

Names Rev. Isaac Gowen, D. D., Mr. A. A. Raven, Rev. John G. Gebhard. Rev. Jas. F. Zwemer, D. D., Rev. Wm. Moerdyk, D. D., Hon. J. A. S. Verdier, Rev. A. Vennema, Hon. G. J. Diekema,

Residences Terms Expire Weehawken, N. J. 1906 Brooklyn, N. Y. 1906 New York City. 1907 Holland, Mich. 1908 Zeeland, Mich. 1908 Grand Rapids, Mich. 1909 Passaic, N. J. 1910 Holland, Mich. 1910

Classis of Michigan.

p v G. Watermulder, J. Van der Laan, M. D.,

Kalamazoo, Mich. Muskegon, Mich.

1906 1906

Classis of Pleasant Prairie.

Rev. W. T. Janssen, Rev. A. J. Reeverts,

Titonka, la. Belmond, la.

1906 1906

Classis of Grand River.

Rev. T. W. Muilenberg,

Grand Haven, Mich.

1907 1907

Classis of Holland.

Rev. G. De Jonge, Rev. A. Van den Berg,

Vriesland, Mich. Overisel, Mich.

1908 1908

Classis of Dakota.

Prof. Phil. Soulen, Rev. Jurry Winter,

Orange Orange

la. la.

1908 1908

Orange City, la. Sioux Centre, la.

1909 1909

City, City,

Classis of Iowa. Rev. E. W . Stapelkamp, Rev. Jas. D e Pree,

Classis of Pella. Rev. W m . H. Van Kersen,

Pella, la.

1909

Classis of Wisconsin. Chicago, 111. Holland, Mich.

Rev. H. Harmeling, Rev. J. H. Karsten,

ipio 1910

Classis of Illinois. Rev. Peter Moerdyke, D. D., Chicago, Rev. G. J. Hekhuis, Chicago,

111. 111.

■

1910 1910

O F F I C E R S O F COUNCIL.

Rev. James

F. Zwemer, D. D ; .................. ..President Rev. William Moerdyk, D. D .................Vice President Hon. G. J. Diekema............................. Secretary Hon. A. Visscher............................... Treasurer COMMITTEES

COUNCIL.

Executive Committee. President G. J. Kollen...........................Chairman Hon. Arend Visscher............................ Secretary ■Rev. A. Van den Berg. Hon. G. J. Diekema Rev. Gerhard D e Jonge. Investment Committee. (In charge of the funds of the Council.) Hon. Arend Visscher. R ‘'6S- G. J. Kollen. Hon. G. J. Diekema.

“D E Rev. Rev. Rev. J. R.

W . Moerdyk, D. D., P. D e Pree, D. D., Jas. F. Zwemer, Kanters,

HOPE.”

j.Editorial Committee. Publisher.

THE COLLEGE. FACULTY. GERRIT J. KOLLEN, LL. D., President, ' In charge of Political Economy. CORNELIUS DOESBURG, A. M., Emeritus Professor of Dutch Literature. H E N R Y BOERS, A. M., Secretary, Professor of History. JOHN H. KLEINHEKSEL, A. M., Vice President, Professor of Mathematics. JAMES G. SUTPHEN, A. M., R odman Professor of the Latin Language and Literature. JOHN B. NYKERK, A. M., Professor of the English Language and Literature and Elocution. D O U W E B. YNTEMA, A. M., Professor of Chemistry and Physics. REV. JOHN TALLMADGE BERGEN, A. M., D. D., R obert Shell Professor of Biblical Instruction. E D W A R D D. DIMNENT, A. M., *R alph V oorhees, Professor of the Greek Language and Literature. SAMUEL O. MAST, B. S., Professor of Biological Science. JOHN M. VAN DER MEULEN, A. M., Professor of Psychology and Pedagogy.

J O H N W . B E A R D S L E E , JR., A. M., Professor of Ethics and Evidences of Christianity. '

A. R A A P ,

Professor of tlie Dutch Language and Literature. A L M O N T. G O D F R E Y , A. M., M. D., Instructor in the Chemical and Physical Laboratories. M I S S C A R R I E K R E L L , B. Ped., Instructor in English. HENRY

R. B R U S H , A. B.,

Professor of German and Romance Languages. M R S . C. V A N

RAALTE

GILMORE,

Lady Principal.

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STANDING C O M M I T T E E S O F T H E FACULTY. Courses of Study. Profs. Kleinheksel, Yntema, Nykerk, Sutphen. Contests and Prizes. Profs. Bergen, Dimnent, Nykerk. Library. Profs. Raap, Sutphen, Boers, Brush. Catalog and Commencement. Profs. Dimnent, Boers, Beardslee, Mast, Sutphen. Advertising. Profs. Nykerk, Yntema, Kleinheksel, Brush, Krell.

ADMISSION. A d m i s s i o n into the F r e s h m a n class m a y b e obtained in a n y o n e of the following w a y s : 1. the

B y presenting a certificate of full graduation f r o m

Latin or Classical course of o u r o w n

Preparatory

School, or f r o m other institutions of like character a n d gra d e ; 2. B y

presenting a d i p l o m a

from

any

' , , h i g h school

accredited b y the State Universities of the E a s t e r n a n d Central S t a t e s ;

e x a m i n a t i o n u p o n the studies prerequisite to

the course desired.

S t u d e n t s m a y enter a n a d v a n c e d class either at the b e gi n n i n g of the college yea r or at other times

provi d e d

t h e y sustain a satisfactory e x a m i n a t i o n b o t h o n the pre paratory studies a n d o n those already passed o v e r b y the class w h i c h t h e y p r o p o s e to enter. ceived o n condition, t he y m a y

If students are re

in certain cases b e per

mitted to recite w i t h the class, b u t all conditions m u s t b e r e m o v e d before regular admission, a n d n o classifica tion will b e a l l o w e d until all conditions are r e m o v e d .

T H E D E P A R T M E N T S A N D COURSES. All the courses scheduled below are given during both 1905-1906 and 1906-1907, except as indicated by specify ing the years in heavy-faced type. E NGLISH. All courses except i and 2 are given by Mr. Nykerk. 1. Rhetoric— (Required in Literary Course.)— This course aims to acquaint the student with general prin ciples respecting the art of composition, and to direct his attention to the chief requisites of pure style. Exactness of expression, and idiomatic English are emphasized. Criticism is supplemented by composition. Text-book, Newcomer’s Elements of Rhetoric begun. Fourteen weeks, daily.— Miss Krell. , 2. This course must be preceded by Course i, and is intended for the same section. Text-books: Newcomer’s Elements of Rhetoric, completed; Smith’s Synonyms Discriminated. Twelve weeks, daily.— Miss Krell. 3Rhetoric— (Required in All Sections.)— The ideal in this course is to teach the student the art of expressing himself with graceful facility and logical cogency, as well as to furnish him with criteria for judging the value of a literary work. Twenty short themes and three long themes are required. This work is supplemented by oc casional orations written during the remainder of the

college course and delivered under the supervision of the department of elocution. Text-book, Baldwin’s Col lege Manual of Rhetoric. Fourteen weeks, daily. 4. English Literature— This must be preceded by Course 3, and is required in all sections. Lewes’s Prin ciples of Success in Literature; Moody and Lovett’s His tory of English Literature, to the eighteenth century; Masterpieces of Poetry and Prose. Twelve weeks, daily. 5. English Literature— This must be preceded by. Course 4, and is required in all sections. Moody and Lovett’s English Literature, from the eighteenth cen tury to modern times; Masterpieces of Poetry and Prose; a brief review of the Development of Fiction. Ten weeks, daily. 6. American Literature— This course is elective, ex cept for Literary students, but must be preceded by ■Courses i and 2 or 3. Pancoast’s History of American Literature; a Study of Contemporaneous Fiction. Ten weeks, four hours per week. 7. Browning (1906-1907)— This is a required course in all sections, and must be preceded by Courses i, 2 and 3. Ten weeks, daily. 8. The Eighteenth Century Novel— This is a re quired course in all sections, and must be preceded by Courses 3, 4 and 5. Ten weeks, four hours per week. In the literary courses, considerable independent re search is required of the student, to be followed by for mal reports. In the study of Poetry, substance and form each receives due attention— on the one hand by an in quiry into the poet’s theory and interpretation of life;

on the other hand, by the study of artistic expression in its various forms. A further aim in these courses is to help the student discriminate between the" different schools of Poetry and Fiction, and to assist him in trac ing the various influences that have combined to form Classic English Prose. .

LATIN.

All courses are given by Mr. Sutphen. 1. De Senectute, 4 weeks; Livy XXI, 6 weeks; Taci tus’s Agricola, 4 weeks. 2. Tacitus’s Agricola, cone., i week. Horace, Odes. 8 weeks; Juvenal with Antiquities, 3 weeks. 3 * Juvenal, cone., 2 weeks; Pliny Letters, 4 weeks; with antiquities; De Amicitia; De Officiis I, 3 weeks; with Philosophy. ’ 4 - De Officiis I, cone., 3 weeks;Tusculum I, 6 weeks; Somnium Scipionis, i week; with Philosophy; Elegiac Poetry, 2 weeks. 5- Elegiac Poetry, cone., 4 weeks; weeks.

Quintilian, 6

GREEK. All courses except 2 are given by Mr. Dimnent. • I. Historical Prose Writers— Xenophon: Hellenica, Books 3 and 4 in preparation; Books i and 2 at sight in class. Thucydides:' selections from Books 6 and 7; H e rodotus . selections from the History. Composition, se lected passages of connected English prose from histor

ical writers, arranged by the professor in charge. The style, method and aim of the Greek historians is studied together with a review of the important facts of Greek history. Essays on the lives and work of the Greek states men are required from the class. Fourteen weeks, daily. 2. ■ The Greek Orators— Lysias: Against Diogeiton; Against the Grain Dealers; For Mantitheus; Against Eratosthenes; O n the Sacred Olive. Notes on the Athe nian constitution and state. Selections from Antiphon, Isocrates, and Isaeus. The Greek orators and their art. Twelve weeks, daily.— Mr. Beardslee, 1905-1906. 3. Homer— Iliad, Books i to 4 inclusive; Odyssey, Books 5, 6, 9 and 10. Notes and .essays on the life and times of Homer, his place and influence and the origin, nature and development of Epic Poetry. Twelve weeks, daily. 4. Hesiod— Selections. Lyric and Melic Poets, se lections. Notes on the history and development of Greek Poetry. Ten weeks, daily. 5. The Greek Drama— Sophocles, Electra. Aris tophanes, the Clouds. Notes and essays on the theater and drama of the Greeks. Other plays of the great Greek dramatists are assigned for translation privately,— thus in 1904-05 each pupil was required to read either the Antigone, the Bacchae or the Prometheus Bound. A n essay and an examination are required at the end of the course. In 1905-06 the following will be required: Seven Against Thebes, Oedipus Rex, or Iphigenia in Tauris. Fourteen weeks, daily. 6. Studies in Greek Philosophy— Apology and Crito;

Euthyphro of Plato. Notes on the History of Greek Philosophy. Twelve weeks, daily. 7- Demosthenes— The Phillipics and Olynthiacs. Notes on the late Greek Literature. Ten weeks, daily. 8. The History of Greek Literature— This course is open to all students of the College. N o knowledge of the Greek is required. The aim is to provide a course in Greek literature for students who desire work in general literature, but who do not wish to study the Greek lan guage. The work will be so arranged that classical stu- • dents may also pursue the course as a close of their studv of the Greek language in the College. Classical student's may be assigned original translations for presentation before the class. Fowler’s History of Greek Literature will be used as text-book. Fourteen weeks, daily. 9. The Greek N e w Testament— The Gospels and the Acts. This course is elective and is open to all students of the College. No time limit is prescribed, but the course is pursued in such a way that a three years’course will complete the reading of the N e w Testament. The aim of this and the next two courses is to offer to stu- ' dents who intend to pursue divinity studies and any others who desire to read the Bible in its original form an opportunity to prepare themselves by a rapid but care ful reading of the text, for later exegetic studies. No exegesis is attempted in any of these courses as this is considered a post-graduate study. During 1905-06 the class meets Tuesdays and Wednesdays at 7:30 A. M. Not offered in 1906-1907. 10. N e w Testament, continued— The General Epis-

ties and Revelation. Identical with Course g. During 1905-06 the class meets Mondays and Fridays at 7-30 A. M. . . . 11. N e w Testament, concluded— Pauline Epistles. This course will be offered in i9o6-i90712. The Septuagint— A twelve weeks’ course, two hours a week, is offered in the Greek of the Septuagint during 1905-1906. Courses 9 to 12 inclusive are extra-curriculum studies, and while credit is placed upon the student s record for them, they will not be accepted for a degree. GERMAN. Students who have had no German previous to the Freshman year are required to take Courses i to 6, in clusive, of the Preparatory School. The Courses offered in the College are advanced German. All courses are given by Mr. Brush. 1. A Prose Reading Course— Such works as Schil ler’s Der Geisterseher, Geschichte des dreissigjahrigen Krieges, Book III, Wildenbruch’s Das Edle Blut, Sudermann’s Der Katzensteg, and Freytag’s Die Journalisten, Chamisso’s Peter Schlemihl, and Hauff’s Lichtenstein may be chosen. Fourteen weeks, daily. 2. A n Introduction to the Drama— Readings from Lessing and Schiller principally. Twelve weeks, daily. 3. Heine-^Die Harzreise and selections from poems. '''a study of his life and work. Ten weeks, daily. (Courses i, 2 and 3 are not given in 1906-7.)

4- The Modern Novel— Readings from Auerbach, Freytag, Von Scheffel, Sudermann and Spielhagen. Fourteen weeks, daily. 5. A continuation of Course 4- Ten weeks, daily. 6. A n Introduction to Goethe— Hermann und D o rothea, parts of Dichtung und Wahrheit and some poems. Also Egmont or Iphigenie. A study of Goethe’s life and some consideration of his work. Ten weeks, daily. (4, 5 and 6 are not given in 1905-06.)

T H E R O M A N C E LANGUAGES.

FRENCH. All courses are given by Mr. Brush. 1. Beginner’s Course— Grammar and composition exercises. Translation of easy prose. Grandgent’s Gram mar and exercises. Super’s Reader. Fourteen weeks daily. ’ 2. Course i continued. Augier’s Le Gendre de M. Poirier; Daudet, Contes and La Belle Nivernaise. Twelve weeks, daily. 3. French prose with especial attention and practice in sight translation. Balzac, Cure de Tours, Loti,s Pecheur d’Islande or Merimee’s Colomba Ten wee 4 daily. ■■ 4- The

Drama

of the 17th Century— Corneille,

hope college.

Moliere, Racine. The reading in class,and. as mdividnally assigned, of the principal plays of these authors. Lec tures on the drama and period. Fourteen weeks, daily. 5. The Prose Writers of the 17th Century Bossuet, La Bruyere, Pascal, Descartes, La Rochefoucauld. Lec tures. Ten weeks, daily. 6 The i6th Century— A general review of the period taking Darmesteter and Hatzfeld’s “Le Seizieme Siecle en France” as a basis. The particular attention will be given to the study of Montaigne and Rabelais with their educational theories. Twelve weeks, daily. (Courses 4, 5 and 6 will not be given in 1906-7.) 7 Romanticism— Rousseau, Chateaubriand, De Mus set, Hugo, Lama'rtine. Lectures, outside reading and reports. Fourteen weeks, daily. 8. The i8th Century— Montesquieu, Voltaire, Dide rot, Marivaux, Beaumarchais. Lectures. Twelve weeks, daily. 9. Naturalism and Realism of the 19th Century— The De Goncourts, Stendhal, Balzac, Daudet, Flaubert, Zola. Lectures and reports. Ten weeks, daily. (Courses 7, 8 and 9 are not given in 1907-8.) ITALIAN. Courses in Italian and Spanish will be to a certain ex tent conditional on the number desiring the course, and on certain other considerations. All courses are given by Mr. Brush. I. Beginner’s Course— Grandgent’s Grammar, B o w

en’s Reader. D ’ Amicis Cuore. Fourteen weeks, daily. 2. Dante,- The Inferno— With selections from the ur^atorio and Paradiso. Twelve weeks, daily. SPANISH. All courses are given by Mr. Brush. • 1. Beginning Course— Edgren’s Grammar. Matzke’s Reader. Valde’s Jose Valera’s Papita Jimenez. 2. The Golden Age— Cervante’s Selections from Don Quixote. Calderon’s La Vida es Sueno. . DUTCH. The study of the Dutch language and literature is un doubtedly not only very important and remunerative in Itself, but especially valuable to those students who shall find their life work among the Dutch people in the east' and west, where the Dutch is still spoken, and will con tinue in use for years to come, in many homes and in the meetings of many of our Reformed Churches of the Par ticular Synod of Chicago and the east. The following courses are offered, and are all given by Mr. Raap; ^ 1. Terwey’s Korte Nederlandsche Spraakkunst met Oefeningen; Boswijk en Walstra’s Het Levende Woord I; J. P. De Keyser’s Een Bloemkrans; Bogaerts en Koenen’s Practische Taalstudie I. Fourteen weeks daily. ’ 2. Continued. Twelve weeks, daily. 3. Continued. Ten weeks, daily.

4. Terwey’s Nederlandsche Spraakkunst; Boswijk en Walstra’s Het Levende Woord (continued). J- P- De Keyser’s Een Bloemkrans (continued). R. K. Kuiper’s Kleine Geschiedenis der Ned. Letterkunde. Bogaerts en Koenen’s Practische Taalstudie I (continued). Klassieken. Opstellen. Fourteen weeks, daily. 5. Continued. Twelve weeks, daily. 6. Continued. Ten weeks, daily. .

HISTORY.

All courses are given by Mr. Boers. 1. English History— Text: Walker’s Essentials in English History. Ten weeks, daily. 2. EuropeintheMiddle Ages— Text: Thatcher and Schwill’s. Reference work. Fourteen weeks, daily. ^ 3. (a) History of Modern Europe— Text: Schwills. Reference work. Six weeks, daily. ^ (b) History of the 19th Century— Text: Judson’s. Reference work. Six weeks, daily. . POLITICAL E C O N O M Y . A twelve weeks’course of daily work is offered. The text-book used in 1905-06 is Ely’s Outlines of Economics. Papers are required each week from all the members of the class upon all the different subjects included in the ■science of economics and two papers involving individual research work are assigned each student during the term. The second of these two papers for 1905-06, embraces the investigation of the economic and social conditions

of the City of Holland in 1905, its religious, social and industrial aspects; marriage, birth and mortuary statis tics; civic, political and educational history, etc. (1905 1906, Mr. Dimnent.)

MATHEMATICS. The Freshman class takes up Plane and Spherical Trigonometry and Surveying or College Algebra. In the Sophomore year follows the application of the principles of Trigonometry and Surveying, Navigation and Astronomy; after which Analytical Geometry and Calculus conclude the course in pure Mathematics. All courses are given by Mr. Kleinheksel.

Trigonometry Plane finished; with exercises. Fourteen weeks, daily. 2. Trigonometry _ Spherical with applications. Twelve weeks, daily. 3- Surveying— With plats and field work. Ten weeks, daily. •

4. Analytic Geometry— Twelve weeks, daily. 5. Calculus— Ten weeks, daily. 6. A course in College Algebra is offered, either in the Freshman or Sophomore year.

PHYSICS. In the College the course in Physics covers one aca demic year with five hours class work each week. M e chanics, Sound and Light are completed during the first

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half; Heat, Electricity and Magnetism during the second half. All courses are given by Mr. Yntema. 1. Carhart’s University Physics; Laboratory. Four teen weeks. 2. Carhart’s University Physics, continued; Laboratory. Twelve weeks. 3- Carhart’s University Physics, concluded; Laboratory. Ten weeks.

CHEMISTRY. The course in general Chemistry requires daily class work, and four hours laboratory work each week. The equipment of the laboratory is ample for all the important experiments in general Chemistry, and for work in Chem ical analysis. 1. Inorganic Chemistry— Hessler and Smith’s Es sentials of Chemistry. Ten weeks— Mr. Yntema. Laboratory, four- hours each week— Dr. Godfrey. 2. Inorganic Chemistry— Hessler and Smith’s Es sentials of Chemistry. Fourteen weeks— Mr. Yntema. Laboratory, four hours each week— Dr. Godfrey. 3. A course in Qualitative Chemical Analysis may be arranged for as outlined in McGregory’s Manual— Dr. Godfrey.

ASTRONOMY. A course of twelve weeks, five hours a week, is given during the winter term of the Senior year. The text

book used is Young’s Manual of Astronomy. A'knowl edge of Plane and Spherical Trigonometry is required for entrance upon the course.— Mr. Yntema. B I O L O G I C A L SCIENCE. The chair of Biological Science was established in the autumn of 1899. Since then the laboratory has been well equipped with simple and compound microscopes, physiological apparatus, chemical reagents, etc., so that it now meets all requirements for good work. The following courses are offered. The sequence of courses will be found in the outline of courses. . Ten hours laboratory work and two hours of lectures and quizzes per week in all courses. N o text. Reading assigned in the department library. All courses are given by Mr. Mast. 1. Botany— Morphology and Physiology of Phaner ogams. Ten weeks, daily. 2. Zoology— Invertebrates. A thorough study of the structure and life history of a few typical species of the following groups: Protozoa, Coelenterata, and Ver mes. Fourteen weeks, daily. 3. Botany — Algae, Fungi, Liverworts, Mosses, Ferns. Twelve weeks, daily. 4. Zoology— Embryology, Anatomy, and Physiology of the Frog. Ten weeks. (Course 4 is given only under certain conditions. For special information consult the professor in charge of Biology.)

P S Y C H O L O G Y A N D PEDAGOGY. In 1893 the legislature of Michigan enacted a law providing that graduates from Michigan Colleges who have done an amount of work in the Science and Art of Teaching equivalent to five and one-half hours recita tion work per week for one college year, may, upon re commendation of the College Faculty, receive a State Teacher’s Certificate good for four years. A holder of such certificate shall, when he has taught with success for three years, receive a Life Certificate. The object of the department, then, is to provide in struction for those students who, looking forward to teaching as a profession, wish to take advantage of the above provision and, as well, for those who, not pur posing to become professional teachers, are yet unwill ing to remain in ignorance upon a subject of such vital interest and great importance. The courses of instruction as outlined include History of Education, Pedagogy, Educational Psychology, and School Economy. ,The work is given in the Junior and Senior years and is entirely elective. It may be taken by students in either the Classical or Philosophical Course as indicated in. the outline of work. All four terms are required for State Certificate. The election of the pedagogical work does not take the student from his old course, nor does it interfere in the slightest degree with his Seminary preparation or entrance, should he later wish to enter the ministry.

All courses are given by Mr. Vander Meulen. 1. Psychology— Text: Maher’s Psychology, Angell’s Psychology. A general treatment of descriptive and explanatory psychology from different standpoints, is made, which aims at accuracy of fact and method and clearness of thought. Fourteen weeks, daily. 2. Psychology— Concluded. Six weeks is given to psychological experiments. Texts: Witmer’s and San ford’s. This is followed by six weeks in abnormal psy chology given by lectures. Twelve weeks, daily. 3. Philosophy— Texts: Hibben’s Problems of Phil osophy, and Weber’s History of Philosophy. The course is begun in the Junior year and consists of a general introduction to the problems of philosophy. Twelve weeks, daily. 4. History of Education— Texts: Williams’ History of Education and Munroe’s Educational Ideal. This course involves a careful survey of Creek education in its practice and theories, and of the progress of educa tional reform since the Renaissance. There are required readings from some of the educational classics. Twelve weeks, daily. 5. Educational Psychology— Texts: Thorndyke’s Psychology and James’s Talks to Teachers on Psychol ogy. The genetic and pedagogical aspects of this book are given most stress, and further psychological topics of practical importance to pedagogy are introduced. Fourteen weeks, daily. 6. Pedagogy — Text: MacMurry’s Ceneral and Special Method. This course is concerned with the aims

of education, the constitution of the curriculum, gen eral and special methods of instruction and the art of study. Twelve weeks, daily. 7. School Economy— Texts: Seeley’s School M a n agement ; Shaw’s School Hygiene; Mann’s School Recre ations. The course deals briefly with such topics as school supervision, grading and examinations. Ten weeks, daily. The methods pursued in these different courses in clude recitation and discussion of text, lectures, special reports, examinations and usually one essay each term. During the Senior year some observation of school processes will be required of the student. Any of the text books named are subject to change.

ETHICS. All courses are given by Mr. Beardslee.

brief discussion of practical

morality o n

the

basis of the cardinal virtues, followed b y a s t u d y of the origin of m o r a l ideas a n d a c o m p a r i s o n of Intuitionism, H e d o n i s m a n d Idealism.

M e z e s ’ Ethics, Descriptive a n d

E x p l a n a t o r y ; M u i r h e a d ’s E l e m e n t s of Ethics.

A n essay

o n s o m e topic in practical Ethics a n d written reports o n reading week.

are

required.

Fourteen

weeks,

four

hours

1905-06 .

A comparison of Intuitionism, Hedonism and Ideal ism, based on Muirhead’s Elements of Ethics and read ing of the sources. A n essay on some topic in practical Ethics and a review of some one of the historical systems

of Ethics are required, together with written reports on required reading. Fourteen weeks, four hours a week. 1906-07 .

LOGIC. I. A course in the elements of Deductive and In ductive Logic with daily written exercises. Creighton’s Introductory Logic. The last five weeks of the term are given to a study of the most common terms in Ethics Right, Conscience, Law, Duty, Virtue, etc. Davis’ Ele ments of Ethics. Twelve weeks, daily. Mr. Beardslee.

EVIDE N C E S O F CHRISTIANITY. I. Mullins W h y Is Christianity True? with required readings and a thesis. Ten weeks, daily. Mr. Beardslee.

BIBLE. The Bible is studied as the inspired book of the King dom of God. Our aim is to complete the Scriptures in courses covering eight years. The American Revision is our text-book. Effort is made to obtain a comprehensive view of the whole Word of God, and to lay it upon the hearts of students as their rule of faith and practice. In the Sophomore year Warneck’s History of Mis sions is introduced, following the completion of the Acts of the Apostles, and continues one term. All courses are conducted by Dr. Bergen. I. The Gospels. Robinson’s Harmony. Freshman year.

2. The Acts. McClymont’s The N e w Testament and its Writers. Sophomore year. 3. Romans. Corinthians. Galatians. Junior year. 4. The N e w Testament completed. Senior year. Missions— I. The History of Christian Missions. Ten weeks on Tuesdays.

ELOCUTION. The department of Elocution covers the four years of the College course. It includes the lectures on all the necessary branches of the subject, the weekly class-room drill, and the delivery of an oration by each student every term, except the last term of the Senior year. Pro vision is also made for private lessons. In addition to this two special classes in expression meet weekly with the instructor. Our aim is to develop and strengthen the voice along the natural and normal lines, to correct false methods of breathing, delivery and expression, to cultivate and per fect right habits of speech and gesture, and thus prepare all the students for private conversation and public ad dress. . The College is a member of the Intercollegiate Ora torical Association of Michigan. All courses are given by Mr. Nykerk. 1. Freshmen— Breathing. Orotund and Explosive Vowels. Principles of Gesture. 2. Sophomores— Vowels and Consonants. Articula

tion. Pronunciation. Emphasis. Stress. Pitch. Rate. Pause. Gesture continued. • 3. Juniors— Inflection and Modulation. 4. Seniors— Climax. Practice in Reading.

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R O L L O F STUDENTS.

Seniors.

Bush, Benjamin Jay...................... Grandville, Mich. D e Jong, Nettie Rosa....................... Zeeland, Mich. Douma, John W ................................ .Holland. Dykema, Anno Charles...... •.................Chicago. 111. Dykstra, Dirk................................ Monroe, So.Dak. Hoekje, John Clarence................ Fremont, Mich. Kolyn, Andrew Judson.................Grand Rapids, Mich. Rottschaefcr, Bernard ........................... Holland. Stegenga, AndreVv..................... N e w Holland, Mich. Visscher, Raymond .............................. Holland. d’Zeeuw, Richard............................ Sioux Centre,la. Juniors.

Brusse, Mae L .................................. Holland. De Jong, C. Martha......................... Zeeland, Mich. D e Young, Benjamin......... Chicago, 111. Grotemat, Elizabeth Loraine............ Grand Rapids, Mich. Hankamp, George....... ■..............Grand Rapids, Mich. Hinkamp, Paul Eugene....................Milwaukee, VVis. Huizinga, George Ford................... Zeeland, Mich. Jonker, Philip.......................... .Ferrysburg, Mich. Kleinheksel, Paul .......................... ,... Mollema, Henry............................. Harrison, So.Dak. Mulder, Arnold............................. Zeeland, Mich. Muller, Cornelius............................ Danforth, 111. Roggen, John A ........................... Roosenraad, Arthur.....................

Zeeland, Mich.

Sizoo, Joseph Richard, Jr.......................Chicago, 111. Slagh, John Meyer.................... N e w Holland, Mich. Stegeman, Mannes A ............................. Holland. Van Dyk, John A ................................ Holland. Van Peursem, Gerrit Dick..................... Maurice, la. Van Zanten, John W ..................... Beaverdam, Mich. Veneklasen, James Theodore................. Zeeland, Mich.

Sophomores.

Albers, Martin............................. Hamilton, Mich. D e Kraker, James Josias................ Grand Rapids, Mich. Duven, William...............................Brandon, Wis. Gunn, Fred M ..................................... Holland. Haverkamp, Anthony........................ Oostburg, Wis. Kollen, Estelle M ........................ Holland Plasman, John ............................... '.^Holland: Renkes, Abel J ..................................Fulton, 111. Renskers, H e r m a n ....................... Cedar Grove, Wis. V a n der Schaaf, John J ......................... Maurice, la. V a n Raalte, Anthony.............................. Holland. Walvoord, William...........................Oostburg, Wis! Wynia, Frank..............................Platte, So. Dak. Freshmen.

Barnaby, Olive Lucile........................... Holland. Blekkink, Victor William......................... Holland De Pree, Alyda.................................. Zeeland,Mic Dykstra, John Albert.................. Grand Rapids, Mich. Fhkkema, Burnie....................... Fulton, 111. Gouwens, Teunis E ..................... South Holland, 111. Guhck, Martha Ella........................Mason City, 111. Heusinkveld, Henry John........................ Fulton, 111. Hoffman, Milton J .............................. Overisel,Mic Laman, Arend Th o m a s ................. ...Muskegon, Mich. McKay, Gertrude ............................... Holland. Meinders, Hans John......................... Belmond, la. Metz, Edwin C ..................................Holland. Metz, Ethelyn ..................................Holland. Nauta, Joseph .................................. Holland. Pleune, Peter Henry......... ........ Grand Rapids, Mich. Roest, Henry George............................ Holland. Schut, H e n r y ............ Holland. Stegeman, Hilda Cornelia.................. Holland. Stegeman, Manley John.......................... Holland. Van Houten, Abraham John............ Grand Rapids, Mich. Van Regenmorter, Helen........................ Macatawa,Mich Van Strien, David..................... Grand Rapids, Mich. Van Valkenburg, Cora Genevieve................. Fennville,Mich Van Westenburg, Isaac........... .... Grand Rapids, Mich.

Vermeer, Gerrit Evert.................... Sioux Centre, la. Visscher, Arthur A ........................ Holland. Wichfr^ W y n a n d .......................... Zeeland, Mich. Wolterink, John.......................... Hamilton, Mich. Specials.

Beach, Myrtle ................................. De Young, A l m a ................................ Howell, Blanche Amelia................... ...... Hoekje, Hannah Gamelia....................FremoiU, Krop, Jean Baptiste................... Grand Rapids, Mich. Luther, M. Blanche.............................. S 째 Pessink, M. Cathryn............................. Holland.

FACULTY.

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President. P ROF. C O R N E L I U S D O E S B U R G , A. M., Emeritus Professor of Dutch Language and Literature. P R OF. H E N R Y

B O E R S , A. M „

History and Civics. P ROF. J O H N H. K L E I N H E K S E L , A. M., Vice President, Mathematics. P R O F . J A M E S G. S U T P H E N , A. M., Secretary, Latin. P R O F . J O H N B. N Y K E R K , A. M., English. P ROF. D O U W E

B. Y N T E M A , A. M „

Physics and Chemistry. P R O F . J O H N T A L L M A D G E B E R G E N , A. M., Bible. ■ P R OF. E D W A R D

D. D I M N E N T , A. M., Greek.

P R O F . A. R A A P , Dutch.

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c o l l e g e

P R O F . S A M U E L O. M A S T , B. S., Biological Science. J O H N W . B E A R D S L E E , Jr., A. M., Instructor in Latin and Greek. P R O F . J O H N M. V A N D E R M E U L E N , A. M., Psychology and Pedagogy. A L M O N T. G O D F R E Y , A. M., M. D., Instructor in Chemical and Physical Laboratories. M I S S C A R R I E K R E L L , B. Ped., Instructor in English. P R O F . H E N R Y R. B R U S H , A. B., French and German. MRS. C. V A N R A A L T E G I L M O R E , Lady Principal. ( Prof. A. Raap, Librarians -IProf. C. Doesburg, (Arend T. Laman, 09. Accompanistâ&#x20AC;&#x201D; Andrew J. Kolyn, 06. Bernard Bloemendal, Janitor.

T H E D E P A R T M E N T S A N D COURSES.

All courses for 1906-07 are identical with those for 1905-06, except as indicated by specifying the years in heavy type. ■ ' ENGLISH. 1. Grammar— All the sections are required to take a thorough review of Formal Grammar, both for its practical use in the English Department, as well as for the value such a drill affords as a preparation for the study of foreign languages. Text-book: Longman’s Grammar to Participles. Fourteen weeks, daily.— Miss Krell. 2. Grammar— This course must be preceded by Course i, and must be pursued by all the sections. Text book: The same as in Course i, completed; analyzing and parsing of selections from prose and poetry. Twelve weeks, daily.— Mr. Nykerk. 3- Grammar Reviews— This course is intended for the Normal-Scientific section, and purposes to give a special linguistic drill as a substitute for Latin. Twelve weeks, daily.— Miss Krell. 4- Grammar Reviews— This course is a continuation of Course 3, and must be preceded by it. Ten weeks dail}^— Miss Krell. ’ 5. Orthoepy, Diacritics, English Idiom— This course

is pursued by the Normal-Scientific section, and must be preceded by Courses i, 2, 9 and ro. Fourteen weeks, daily.— Mr. Nykerk. 6. Literature— Coleridge’s Ancient Mariner; L o w ell’s Vision of Sir Launfal; Scott’s Ivanhoe. Ten weeks, daily.— Miss Krell. 7. Literature— Shakespeare’s Merchant of Venice; Macaulay’s Essay oh Addison; Sir Roger de Coverley Papers from the Spectator; Irving’s Life of Goldsmith; Scott’s Lady of the Lake. Fourteen weeks, daily.— Miss Krell. 8. Literature— Selections from Tennyson’s Idylls of the King; George Eliot’s Silas Marner; Macaulay’s Johnson. Twelve weeks, daily.— Miss Krell. g. Composition and Rhetoric— In the Preparatory School, more stress is laid on the constructive than on the negative or critical side of the study of Rhetoric. Much paragraph work and theme-writing is required, and the manuscript is carefully reviewed by the instruc tors. The course is for all the sections. Text-book; Kavana and Beatty’s Composition and Rhetoric, Parts I and II. Ten weeks, daily.— Mr. Nykerk. 10. Composition and Rhetoric— This course is a con•tinuaton of Course 9, and must be preceded by it. Parts III, IV, V and VI of the text-book are studied. In ad dition to this an analytical study of Burke’s Conciliation is made. Fourteen weeks, daily.— Mr. Nykerk. 11. Literature— Painter’s Elementary Guide to Lit erary Criticism; Shakespeare’s Julius Caesar and Mac

beth. kerk.

Twelve weeks, four hours per week.— Mr. Ny-

12. Literature— Macaulay’s Essay on Milton; Mil ton’s L ’Allegro, II Penseroso, Comus and Lycidas. Ten weeks, daily.— Mr. Nykerk. The courses in English Masterpieces, required in all the sections, and including 6, y, 8 , ii and I2, conform to the recommendations of the “English Conference of the Eastern and Middle States.” The aim is, first, to arouse in the student an appreciation of the true, the sincere, and the beautiful in literature; secondly, to help him, by means of the study of ideal forms of expression, to give utterance to this insight with idiomatic force and fluency. In connection with this sympathetic critical study, two essays (on an average) on each masterpiece are required, and the manuscript is carefully examined and criticized by the instructors. The memorizing and expressive rendering of choice selections from the pre scribed classics is also deemed of the utmost importance. These courses are found in detail above. Besides the us- ' ual collateral work, students are required to read Halleck’s History of English Literature, or its equivalent. HISTORY. The work in this department aims to give the student a general view of the progress and development of the race, and, by reference work, to give him a fuller knowl edge of the important periods of history. To secure these ends the text-book, the lecture, and the reference or laboratory methods are combined.

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In the Preparatory School all the courses outlined below are requireTof all students entering the Classical, Latin or Normal-Scientific Departments. In the “D ” year three full terms— with four hours’ class work each week— are given to the study of Ancient History, including Creek and Roman History. In the “C ” year two terms— five recitations each week — are given to Mediaeval and Modern History. In the “B ” year the three terms— five hours each week — are given to United States History and Civics, devot ing about half of the school year to each study. All courses are given by Mr. Boers. 1. (a) Ancient History— Text; Myers’ Ancient His tory, revised. The beginnings of history and civiliza tion in India, China, Egypt, Chaldaea, Assyria, Baby lonia, Phoenicia, Palestine, Media and Persia. Eight weeks, four recitations a week. (b) Greek History— Text: Myers’ Ancient Histovy^ revised edition. This work runs for six weeks dur ing the first term, and is completed in the second term. Four recitations a week. 2. (a) Greek History— Text: Myers’, completed. Four weeks, four recitations a week. (b) Roman History— Text; Myers’ Ancient His tory, begun. Eight weeks, four recitations a week. 3. Roman History— Text: Myers’, completed. Gen eral review of the year’s work. Ten weeks, four recita tions a week. 4. Students selecting the Normal-Scientific Course are required to take the English History work in the “D ”

year. Text used: Montgomery’s English History. Fourteen weeks, daily. 5. Mediaeval History— Text: Myers’ Mediaeval and Modern History, revised edition, beginning with the fall of Rome. Twelve weeks, daily. 6. Modern History— Text: daily.

Myers’. Ten weeks,

.7. American History— Text: Adams and Trent’s History of the United States, begun. Fourteen weeks, except Wednesdays. 8. (a) American History— Text:Adams and Trent’s completed. Four weeks, except Wednesdays. (b) Civics— Text: Hinsdale’s The American Gov ernment, begun. Eight weeks, except W^ednesdays. 9. Civics Text: Hinsdale’s, completed. Ten weeks, daily. LATIN. In the Preparatory School there are twelve terms of Latin. The Roman method of pronunciation is used. The student is, as soon as practicable, introduced to the simple stories in “Viri Romae” and carefully drilled in the rudiments of the Grammar. In Caesar and Cicero much attention is given to the Sequence of Tenses, Con ditional Sentences, Oratio Obliqua, and the Subjunctive Mood. Throughout the course, exercises are given in rendering English into Latin one hour a week. I.

phen.

Introduction.

Fourteen weeks, daily.— Mr. Sut'

2. (a) Introduction, cont. Six weeks. Romae, six weeks, daily.— Mr. Sutphen.

(b) Vin

3. Viri Romae, cont. Ten weeks, daily.— Mr. Sut^ 4. (a)- Viri Romae, cont. Twelve weeks, daily, (b) Nepos. T w o weeks, daily.— Mr. Beardslee. 5. Nepos. Twelve weeks, daily.— Mr. Beardslee. 6. (a) Nepos, cont. Eight weeks, daily; (b) Cae sar V. T w o weeks, daily.— Mr. Sutphen. 7. (a) Caesar V, VI. Eight weeks, daily; (b) Sal lust’s Catiline. Six weeks, daily.— Mr. Sutphen. 8. Cicero, four orations. Twelve weeks, daily. Mr. Sutphen.

9. Cicero, three orations. Ten weeks, daily. Mr. Sutphen. 10. Vergil, three and one-half books.

Fourteen

weeks.— Mr. Beardslee. 11. Vergil, two and one-half books. Twelve weeks. — Mr. Beardslee. 12. Vergil, one book; Ovid.

Ten weeks. — Mr.

Beardslee. GREEK. I Beginners’ Course— Texts: Gleason; Goodwin’s Grammar. The work is laid out on the basis of these two text-books, supplemented by easy texts adapted to prac tice and sight reading. Stress is laid upon methods o study, word lists and inflections. Easy conversational work \s attempted together with much oral work in short sentences based on authors to be read later, so that the

scope of all the faculties employed in linguistic attain ment may be exercised. Fourteen weeks, daily.— Mr. Dimnent. ' 2. Completion of Course i— Twelve weeks, daily._ Mr. Dimnent. 3. Xenophon Anabasis, Book 4. Composition; ex ercises based upon the text read. Review and application of the principles of syntax and inflection. Ten weeks, daily.— Mr. Dimnent. ’ 4- Xenophon— Anabasis, Books i, 2 and 3. Compo sition once a week with daily application of the principles of syntax as they arise in the texts read. Sight transla tion of selected passages from the Greek historians. Fourteen weeks, daily.— Mr. Dimnent. 5- Xenophon— Hellenica, Books i and 2. This work IS taken up in lieu of Homeric study, so that the mind of the young student need not be troubled with the forms and constructions of the epic before a thoroimh mastery of the Attic has been attained. It is believed that tirne is saved in this way, and the student’s ambi tion is not lost in the confusion resulting from a maze of forms seemingly contradictory. Homer is reserved for college study in connection with the other poets. Twelve weeks, daily.— Mr. Beardslee. " 6. Xenophon — Memorabilia, selections. Plato Crito. The aim of this course is identical with that of Course 5. Ten weeks, daily.— Mr. Beardslee.

GERMAN. All courses are given by Mr. Brush. 1. A Beginners’ Course— The aim is to secure a good reading knowledge of easy German and the ability to turn simple English into German. Conversation is used wherever possible, but is a means, not an end in itself. Thomas’ Grammar; Harris’ Reader. Five hours a week, fourteen weeks. . 2. Course i continued— Five hours a week, twelve weeks. (Courses i and 2 take all of Thomas’ Gramrnar to Part II.) 3. The previous Grammar and Exercise Work Continued— Easy texts are used to replace the reader. Memorizing of some well known poems, Five hours a week, ten weeks. 4. A Review of Grammar— The more formal study of syntax is begun. Prose Composition. Reading of modern German prose as Storm’s In St. Jurgen. Harris’ German Composition. Five hours a week, fourteen weeks. 5. Composition— Schiller’s Wilhelm Tell; Lessing’s Minna von Barnhelm or Emilia Galotti. Five hours a week, twelve weeks. 6. A n Introduction to German Poetry— Hatzfield’s Lyrics, Schiller’s Das Lied von der Glocke. Memoriz ing. Five hours a week, ten weeks. DUTCH. A special course- is provided for the students of the Preparatory School. Our aim is to give them an op-

portunity to prepare themselves for more advanced work during the college courses, and also to give those students who do not enter college after they have grad uated from the Preparatory School, an opportunity to study enough of the Dutch to be valuable to them in later life. This class meets, during 1905-1906, every day except Fridays, from 5 to 6 P. M., and is open to all stu dents. This is an extra-curriculum course, and, while the student is given a credit upon his record for the course, it will not be accepted for a diploma.— Mr. Raap. MATHEMATICS. The preparatory work in Mathematics embraces Arithmetic, Algebra and Geometry. For admission to the “D ” class is required an eighth grade diploma, or its equivalent, or an examination in Arithmetic is re quired- equivalent to that which entitles to a Third Grade Teacher’s Certificate in this state. The first term is de voted to a review of the whole subject and the intro duction of such advanced work as shall find direct prac tical application in the different courses of this institu tion. ■ . Algebra-is commenced the second .term of the “D ” year, continued for five consecutive terms, concluding with an extended general review of the subject at the end of the “C ” year. Geometry is begun the second term of the “B ” and completed the first term of the “A ” year. In all these both facility in computation and thor oughness and breadth of information are made the aim

of the instruction, so as to lay an adequate foundation for future study in Mathematics. 1. Arithmetic— Notation, the operations, metric sys tem, divisors and multiples, fractions, ratio and propor tion, roots. Fourteen weeks, daily.— Mr. Kleinheksel. 2. Algebra— Notation, the operations, factoring. Twelve weeks, daily.— Mr. Mast. 3. Algebra— Equations, fractions, problems, len weeks, daily.— Mr. Mast. 4. Algebra— Fractional equations and problems, elimination, evolution, exponents, radicals. Fourteen weeks, four hours a week.— Mr. Kleinheksel. 5. Algebra— Quadratics, proportion, series, binom ial theorem. Twelve weeks, four hours a week. Mr. Kleinheksel.

6. Algebra— Complete review. Ten weeks, four hours a week.— Mr. Kleinheksel. ^ 7. Geometry— Definitions, the line and the circle. Twelve weeks, daily.— Mr. Kleinheksel. 8. Geometry— Plane Geometry, finished; with exer cises. Ten weeks, daily.— Mr. Kleinheksel. 9. Geometry— Solid, completed; with exercises. Fourteen weeks, daily.— Mr. Kleinheksel. 10. Reviews of Arithmetic and Algebra— Twelve weeks, daily.— Mr. Rapp.

B I O L O G I C A L SCIENCE. All courses are given by Mr. Mast. Physical Geography— i. Fourteen weeks, five recita-

dons per week, and occasional field excursions. Dryer’s Text, complete. H u m a n Physiology— i. Fourteen weeks, five recita tions per week, and individual experiments at home. All the work is fully demonstrated by the instructor. Colton’s Briefer Course, complete.

Botany— Eight hours laboratory work and two hours recitation and demonstration per week in all courses. No texts, but frequent reference to the department library. 1. Morphology and Physiology of Flowering Plants — Twelve weeks, daily. 2. Continuation of Course i— Morphologv and Phy siology of Flowering Plants completed, a brief study of a few- typical flowerless, plants, and a very little sys tematic work. Ten weeks, daily. PEDAGOGY. All courses except 5 are given by Mr. Vander Meiilen 1. Psychology— Text: Buell’s Essentials of Psy chology. Lectures. This course deals in an elementary way with the facts and theories of general psychology, together with the means of training typical mental pow ers. Ten weeks. 2. Pedagogy— Text: Hewett’s Pedagogy. Lec.tures. This course deals with the theory and art of teaching, with reference to both general and special methods, and to the art of study. Fourteen weeks. 3. School Management— Text: Seeley’s.New School Management. Under the general topic is included a brief

treatment of supervision, grading and school hygiene. Tviielve weeks. 4. School Economy— This course deals by text book with School Law, and by lectures and reports with the following topics so far as time permits: Modern educational reforms, modern school systems, rural school conditions and child study. Some school observation by students is required. Ten weeks. 5. General Review-;-This course aims to fit the stu dent, mainly as to subject matter, partly as to special teaching methods, for the work of elementary teaching and the requirements of the teachers’ examinations^ It covers all the requisite subjects not included in the En glish and Mathematical Reviews. Ten weeks.— Miss Krell. CHEMISTRY. The course in Chemistry requires five hours class work and four hours laboratory work each week. The chemical laboratory is well ventilated and lighted, and has all the necessary equipments to make it a first class laboratory. . 1. Hessler and Smith’s Essentials of Chemistry. Fourteen weeks, five hours a week.— Mr. Yntema. Laboratory— Dr. A. T. Godfrey. 2. Hessler and Smith’s Essentials of Chemistry, con-, eluded. Twelve weeks, five hours a week.— Mr. Yntema. Laboratory— Dr. A. T. Godfrey.

PHYSICS. In the Preparatory School the course in Physics as outlined covers one academic year, with five hours class work and two .hours laboratory work each week. The spring term is devoted to a large extent to a thorough review of the whole subject. 1. Carhart and Chute’s High School Physics. Four teen weeks.— Mr. Yntema. Laboratory, two hours each week.— Dr. A. T. God frey. ’ 2. Carhart and Chute’s High School Physics. Twelve weeks.— Mr. Yntema. Laboratory, two hours each week.— Dr. A. T. God frey. ' 3. Carhart and Chute’s High School Physics, com pleted. Ten weeks.— Mr. Yntema. Laboratory, two hours each week.— Dr. A. T. God frey. ■ , ' BIBLE. The Bible is studied as the inspired book of the King dom of God. Our aim is to complete the Scriptures in courses covering eight years. The American Revision IS our text-book. Effort is made to obtain a compre hensive view of the whole Word of God, and to lay it upon the hearts of students as their rule of faith and practice. All courses are conducted by Dr. Bergen. I. The Pentateuch. “D ” year.

The O. T. Historical Books. “C ” year. 3 The Wisdom Books and Psalms. “B ” year. 4- The Prophets. “A ” year.

R O L L OF STUDENTS.

“A” Class. Albers, Minnie D o r a ....................... Hamilton,-Mich. Bergen, Dean ......................... X ''' j 'o ''• Boter, Dirk S .......................... Grand Rapids, Mich. Branderhorst, Gerrit A ....................... Drenthe, Mich. D e Jong, Gerrit D. P ......................... Zeeland, Mich. D e Vries, Bernard George......................... " j D e Vries, John Theodore...................... Dykema, James ............................... ^ j Evers, Cornelius .................................. Hym a , Andr e w Martin................ ..... ‘ ^j ' Kregel, John H e r m a n n s ....... Meppel, Drenthe, Netherlands. Pikaart, Jennie Eloria.................... Hudsonville, Mich. Plaggemars, Johanna Henrietta............... ' j j Roosenraad, Margaret..................... Scholten, William Karel................... Hudsonville^ Mich. Schuelke, A n n Susan.................... ....... '-ii Sichterman, Nicholas Sikkie............... Coopersville Mich. Stegeman, Henry P ....................... Hudsonville, Mich. Stobbelaar, H e r m a n A n d r e w ......... Zeeland, Mich. Taylor, Florence .................................. S n a Thurber, Theodora ......................... ..... Turnbull, M a u d .............................. Douglas, Mich. V a n Liere, Christian C .................... • Veenker, August.......................... Clara City, M m n . Veldhuis, Anne Delia.........................Hamilton, Mich. Veneklasen, Jennie Henrietta.................. Zeeland, Mich.

Ws,’

..... •■............Grand Rapids, Mich.

w X h " L i n i r ' w ^ " f T ' •■••■••••••••■■•• Grand S d s ’ , Mich.' S ; s ^ J o h n . ' ^ ' " ‘''‘^‘*...............................K Winter, Lillian E. V a n der HaVi;!’ .i; i’ .’ .i... . "Holfa’S.' “B ” Class. Rrnf«r’ rsrusse, Irene Catherine.......... Brusse, Rose Harriett...........

Holland. Rnlland Holland

nen w T ’ .... Holland. DrVo. ? n ^ ^ r '"■'T® ^ .............................. Mich. Diekema, Sarah Marguerite.........................Holland. Formfn^e ......................... Mori'ison, 111. Fortu ne Eva Hermione...................... Overisel, Mich.

Moe®d''v°r’

^ ........ V.V.V.V.'.:;Rochester, N. W

Nliand^’H H ^ " Kalamazoo, Mich. Nyland, Edward Robert.................. Holland Oggel, Melvin Verne...................... ........ Holland Scholten, George Benjamin................ Hudsonville, Mich! Stegeman Henry V a n E y c k ...._...;............... Holland. Steketee, Lucille ........ •................... Holland Holland Thurber, Frank E m m e t t .................. V a n de Erve, Henrietta............ .. ...... Holland Van n " .......... ....... N e w Holland, Mich! V a n Drezer, M a e Julia...................... Holland V a n Raalte, Albertus Christian.............. Holland •Veneklasen, Benjamin H e n r y ............... .‘.Zeeland, Mich! Verburg, James A ............................... Holland Visscher, William Wallace.......... Holland

Weurding, James ...................... .. .‘i

“C ” Class. Rran’ d ^ u " ^ f ‘ij............................. Zeeland, Mich. Branderhorst, Henry ............................. Holland.

D e Groot, George........................... Vriesland, Mich. D e Jonge, John............................. Vriesland, Mich. D e Kruif, George Eldridge......................... Holland. D e Kruif, Paul H e n r y ......................... Zeeland, Mich. D e Vries, Clarence.................................Holland. D e Weerd, Rallie............... ........Byron Center, Mich. Donia, Josie ............................ ........

Everse, Jeanette Florence.................Hudsonville, Mich. Garfield, Florence Lucretia................. Hudsonville, Mich. Heines, John Cornelius..................Grand Rapids, Mich. Kleinheksel, A n n a Ver a ............................ Holland. Dampen, Benjamin A ....................... Hamilton, Mich. Lokker, M a r y Christine............................ Holland. Luidens, Anthony .................................Holland. Moes, Henry William........................ Zeeland, Mich. waberhuis, Bert ...................................Holland. Nichols, Albert Gaines...................... Fennville, Mich.

Oltmans, Harvey F ...................... (Japan) Holland. Partridge, Lea Z o e ......................... Hamilton, Mich.

Peters, Frank .................................. Holland. Plasman, Henrietta ............................... Roelofs, Bert D .............................. Zeeland, Mich.

Roon, Peter Jacob.......................Hudsonville, Mich. Stegeman, Gebhard ......................... Vandenberg, Simon Rienk..................... ! '

Van Zoeren, Gerrit John............... Vriesland, M*ch. Weersink, Fred ...................................

Yntema, Hessel E ............................... Holland.

â&#x20AC;&#x153;Dâ&#x20AC;? Class. Barnaby, Zora Izzeta........................ Beld, Minnie ................................ Zeeland, Mich. Boeve, Edward Teunis............. ............... "j

Brat, Peter

....................................

Brinks, Helena J .......................... Brower, John J............................. Harrnlton, Mich.

Dame, Clarence ....................................... ' D e Motts, Garret........................... D e Vries, George............................ Drenthe, Mich. De Weerd, William .............. .Hollatid.

De Young, Cornelius................. Les Moines, la. Gunn, Ralph Roger..'.............................. S j Heneveld, George .................................Holland.

Holkeboer, Tena ............................. -....Holland. Hym a , John H .................................... Holland. Immink Jennie ................................... Holland. Kleinheksel, Frank D e M o e n ........................Holland. Kooiker, Fannie............................ Hamilton, Mich. Kremers, Harry Cleveland.................Hudsonville, Mich. Leenhouts .William ...............................Holland. Miles, Birdie M ................................... Holland. Muller, Margaret....................;........ Danforth, 111. Nichols, Persis Marie...................... Fennville, Mich. Niewold, Lewis .... â&#x20AC;˘............................. Holland. N y w e n m g , Jennie.............................. St. Anne, 111. Ossewaarde, Delia Magdalena................. Zeeland, Mich Pas, Jeanette E ............................ Holland.' P y > Henry John............................. Zeeland, Mich. Riddell, Fred T ................................... Holland. Rigaud, Adolph............ Otrabanda, Curacao, West Indies. Schuiling, George...................... Grand Rapids, Mich. Shepard, Mabel ................................... Holland. Shepard, Mildred ................................. Holland. Sloatmaker, Jeane Elizabeth............... Coopersville, Mich. Stegeman, H e r m a n James ......................... Holland Stegenga, Wietza S ............... Holland! Telman, Harry D ........................... Hamilton, Mich. Trumble, M a e ................................Douglas, Mich. V a n Bronkhorst, Aleck....................Hudsonville, Mich. V a n D e n Berg, Richard John..................Overisel, Mich. V a n Der Hulle, Anthony Earl, Jr.............Macatawa, Mich. V a n Der Ven, John M ...................... N e w Era, Mich. V a n Dyk, H e r m a n .................................Holland. V a n Dyk, Ralph................................... Holland. V a n Dyke, Jacob Frederick.........................Holland. V a n Kolken, Bertha................................Holland! V a n Singel, M e n n o ..........................Robinson, Mich! Veneklasen, Deborah Henrietta............... Zeeland Mich Veneklasen, Nellie A. E ..................... ..Zeeland, Mich. Veneklasen, Nelson........................... Zeeland, Mich. Verburg, Martin .................................. Holland. Visscher, Agnes S ................................. Holland. Voorhorst, Clara A m a n d a .......................... Holland. Weed, Tracy Elmer......................... Fennville, Mich! Wiersema, Bessie Rachel....................... Chicago, 111. Wolfert, Jennie ................................... Holland!

Specials.

Alway, Florence ...... ................... ..... Atwater, M a c k .............................Fenny.lle, M ch. D e Jongh, John D ....................Burnips Corners, Mich. D e Kruif, Henri Gilbert......................V V ? D e n Herder, Jay Harold....................... v X n H ’M ch’ D e Pree, Edward John..............................j’ D e Pree, M a e Elizabeth........................... u'l'*’ M V h ' Lahuis, Chester James ....................... MindeVhout, Ivan J ............... .......w ’o

:::::::'Sfil

Struik, Peter Cornelius............ Mkh Veenker, H e r m a n Fred.....................Clara C.t^ M m n . Weston, Mildred Sarah...................... Fennville, Mich.

SCHOOL OF MUSIC. The courses in Music have been extended this year to include Piano, Voice Culture, and the Violin, Viola, and other string instruments. It is hoped by the Faculty of the School of Music that this department may develop into a Conservatory of Music. Besides the individ足 ual work suggested on other pages, there is oppor足 tunity afforded for ensemble work, including classes in harmony, composition, history, theory and sight sing足 ing. ^ The Choral Union, under the direction of Prof. J. B. Nykerk, pursues the study of some cantata or oratorio, and gives one or two public concerts annually. During the present year, 1905-1906, The Song of Hiawatha, by Coleridge-Taylor, will be rendered. For cost of tuition and other expenses, application should be made to Prof. John B. Nykerk, Holland, Mich.

FACULTY. M R . H E N R Y C. P O S T , Piano, H a r m o n y and Composition. MISS K A T H E R I N E C O N L O N , Violin and Viola. MR. C L A R E N C E PEASE, Voice. M R . J O H N B. N Y K E R K , Director of the Choral Union.

MISS A M Y YATES, Piano. MISS D O R O T H Y RAIGUEL, Accompanist. MR. A N D R E W J U D S O N K O L Y N , Rudiments and Sight Singing. S T U D I O S ............ V A N

RAALTE MEMORIAL

HALL

PIANO. Mr. Henry C. Post, after several years’ study with J. de Zielinski, continued his'studies in pianoforte and composition with a number of the most famous musi cians of Europe. H e has been a pupil of Theodor Kullak, in Berlin; of Dr. Oskar Paul, in Leipzig; of Dionys Pruckner, M a x Seifriz and Goetshuis, in Stuttgart; of

Marmontel, at the Conservatoire in Paris, and of other famous masters. H e has also, by association and affilia tion with many of the noted musicians of this and other lands, acquired an experience in teaching and concert work that entitles him to a firm position among the principal instructors of this country. First Year— Studies in learning the notes on the treble and bass clefs. Study of the different keys and their scales and chords. Authors used: Plaidy’s Exercises and Scales. Czerny, Opus 453, 139 and 599. Koehler, Opus 190, 151, and 157. Loeschhorn, Opus 65, No. 3, to Opus 66. Duvernoy, Opus 61. Also other standard methods such as Beyer, Lebert and Stark, etc. Musical literature employed for the first grade in cludes a large list of instructive and interesting mate rial by such authors as Lichner, Lange, Reinecke, Spindler, Jungmann, Bachmann, and the sonatinas of Kullau, dementi and numerous other standard German classical writers. . Second Year— Continuation of technical studies in major and minor scales and arpeggios in all keys. Studies in digital gymnastics. Authors: Bach, Preludes (2 voice). Bertini, Opus 100, 29, 32. Burgmueller, Opus 100. Berens, Opus 79. Duvernoy, Opus 120. Heller, Opus 47 to 46. Koehler, different opus numbers. Lebert and Stark, Book II. Loeschhorn, Opus 65, No. 3, to Opus 66. Music literature (pieces) in this grade include the easier sonatas by dementi, Mozart and Haydn, and a

D 33 D m

z H

m CO

0 m z o m

large n u m b e r of m o d e r n c o m p o sitions b y the great c o m posers.

Many of the more pleasing compositions may also be used to promote progress in this grade, such as those by Bohm, Bachmann, Lange, Spindler, Mendelssohn, Schu mann and contemporary writers. T h i r d Y e a r — T e c h n i cal studies of greater difficulty; velocity, octa v e w o r k , a n d s u c h training as will p r o m o t e h a n d l i n g of the w o r k s of the greater masters. used:

Bach,

(3 voice).

Inventions

f r o m the Suites.

Studies.

Cze r n y ,

Opus

Czerny,

40 , D a i l y

Heller, O p u s 46 to 45 . L o e s c h h o r n , O p u s 66 to

67 .

Opus

Studies

Selections

C z e r n y , S c h o o l of Velocity.

821 , S h o r t Exercises.

Opus

Ba c h ,

Schytte,

Romantic

Studies.

Low,

Octave

Studies. G r a d e 3 beg i n s to include the easier sonatas of B e e t h o ve n ,

well

Mendelssohn,

many

Schubert,

classical co m p o s e r s .

other

classical compositions:

Schumann,

Chopin

and

other

T h e r e is also a great w e a l t h of at

tractive a n d instructive m u s i c f r o m the m o d e r n G e r m a n and

French

schools

c o m p o s i t i o n — La c k ,

Godard,

C h a m i n a d e , Heller, Greig, S c h a r w e n k a , M o s z k o w s k y a n d others. F o u r t h , or

Last Year—

T h i s g r a d e is not intended b y

a n y m e a n s as a finishing of piano study, b u t as c o m p l e t ing a certain prescribed course of study. S t u d e nt s in this g r a d e will h a v e rea c h e d a d e gree of proficiency, enabling t h e m known

play m u c h

of the well-

piano c o m p o s i t ions of the great co m p o s e r s .

The more difficult artistic studies are left for the most advanced students. ' Studies used in Grade 4: Bach, Preludes and Fugues. Cramer, Bulow Edition, dementi, Tausig Edition. Tausic. Technical Studies. Kullak, Octave Studies. The more difficult artistic studies by Chopin, Henselt, Liszt, and others, are not to be easily graded, but are all used in artistic study. The choice of compositions in this grade includes much of classical music and the wealth of beautiful mod ern composition— Chopin, Liszt, Greig, Schuett, Leschetitzky, Moszkowsky, Raff, Schumann, and a long list of great composers. T H E O R Y A N D COMPOSITION. A Class in Theory and Musical Composition was in augurated under the personal charge of Mr. Post, and began with the opening of Hope College in September 1905-

The class or classes will consist of not over six m e m bers. The knowledge of the keys and their chords, hand ling of voices in four-part composition according to the rules of harmony will be taught. The pneral theory of music and ideas of musical forms will be studied in these classes according to the grades and requirements of the pupils presenting them selves.

VIOLIN. The Violin Department is in charge of Katherine Conlon, recent graduate of the Chicago Musical College. Miss Conlon has .been under the instruction, at the Col lege, of the world renowned violinist and teacher, Emil Sauret, and her methods of instruction are thoroughly modern and up to date. Miss Conlon has also been un der the instruction of Carl Becker, of Thomas’ Orches tra, and latterly enjoyed the pleasure of a season’s study with Concertmastcr Halir in Berlin, Germany. Not only has Miss Conlon demonstrated her pre-em inence as a concert soloist upon the violin, but she has had much experience and extraordinary success as a teacher in Chicago and Grand Rapids. A large class of enthusiastic pupils attests her ability in this respect. The following is a brief outline or synopsis of the course of studies followed: Preparatory— Violin Methods by Hohmann, Schradieck, De Beriot; Studies by Kayser, Dont, etc.; Solos by Gebauer, Hollaender, Hauser, Borowski, etc. Second Year— Etudes by Kayser, Kreutzer, Sauret, Schradieck, etc.; Concertos by Viotti, De Beriot, Rode; Solos by Wieniawski, Sauret, Ernst, Schumann, Godard, etc. Third and Fourth Years— Etudes by Kreutzer, Rode, Sauret;Scales by Halir;Concertos by Vieuxtemps, M e n delssohn, Saint-Saens, Wieniawski, Ries, Bruch, etc. Ability to read at sight is required and pupils must be able to play first violin in ensemble work.

T H E VOICE A N D SINGING. The Vocal Department of the College is under the direction of Mr. Clarence Pease, one of the leading in structors in the West. Mr. Pease has resided profes sionally in Grand Rapids for a number of years, where his work as an instructor, concert singer and director, has met with the most favorable comment. Mr. Pease has studied with such eminent instructors as Romouldo Sapio, yictor Capoul, Albert Lester King, William Lee, Mmd. Parmater (and many others of note), and is amply qualified to produce a natural quality, the result of correct tone-placing. Mr. Pease spent the summer of 1905 in London, Eng land, studying with Ffrangcon Davies, the great Welsh baritone, and Frank Broadbent, also one of the leading in structors of London. Mr. Pease has been especially successful along this line of work; not limiting his teaching to any one vocal method, but rather giving to each pupil the work and advice which would tend to produce the most satisfac tory result to both pupil and teacher.

HISTORY OF MUSIC. A course in the History of Music is offered, which dur ing 1905-06 is given by Mr. Edward D. Dimnent of Hope College. The course consists of lectures with syllabus by the instructor; illustrations of the compositions, both vocal and instrumental, of the leading composers of the

prominent schools and an occasional program under the direction of the members of the Faculty.

R O L L O F STUDENTS.

Bergen,-Dean-Bergen, -Hansen ., Bergen, Dr. J. T. Bergen, jCornelius Breytnan, Esther . Bfoweri Jennie .. ?

.•

Browning, Grace . Brusse, -Rose .... Clark', EbEa-..... Clements, -Hazel . .. Damson, George F...

......... Holland ' Violin ........ ..........Holland ...Voice ..... ... .'..... Holland ' Violin ......... ......... Holland ...Violin ......... ..........Holland •i Voice •i - -......... Holland (Piano .......... Holland ....Voice ..... ......... Holland ..........

...Violin ......... 1Theory

Holland Holland

..........

...........

De Jongh, Gertrude.

Holland

'A S, .i

(Piano

; .Holland .. .Zeeland. Mich. ......... Holland

....... .-

De Pree,. Alyda M. De Vries, Bernard

...

De Young, A l m a ...

0,s.. .

De ,'Young,; Benjamin. Diekema, Willis ...... Diekema, Marguerite Doesburg," Kittie M... Gibbs, Jessie ..... Hadden, Mayo Hayes,,Mabel.. Karsten, Mary

.Violin......... (Piano. 1 Theory ...... (Voice

....Piano ___ Piano

'.J ..........

Holland

Chicago,illl.ij Holland, Holland/

..... ......... ... ........ ........ ...........

Holland ij ’ '' *>■ .. .Ironton, Mich.,, ........... Holland* ........... Holland ....Voice .... ......... Holland

.....Voice ..... (Piano

.........

Karsten, Jennie ......... Piano Kleinheksel, -Vera A .......Piano Kleyn, Fred G ............Voice ... Kollen, Estelle M ... (Theory .

Holland Holland Holland Holland Kolyn, Andrew Judson..... Voice... Grand Rapids, Mich. i Piano Larkins, Ida Marie... /Harmony. .Traverse City, Mich. Luther, Blanche ... J Piano Markham, Maizie ..... ••••iian^. .V.V.V.V.!]!1 McCallum, Justina ...... \ Voice ■ ( Piano .... .Evart, Mich. Metz, Ethelyn J Harmony Nibb.ii,k, :::::::::::: l l i ™ Olsen, Oweda ... 3 Piano Perrin Mrc r' ..... ITheory .......... Holland Perrin Mrs. George....... pjano .... Saugatuck, Mich. Pessink, Cathryn M ....... Voice ..... .Holland R Kate ......... Voice .’.V.' ...... Holland Rooks, Minnie ... ..... Voiee ...... Holland Schoon, Martha ..... ___ Voice ...... Holland Shephard, Mabel ......... Piano ......Holland Shephard, Mildred ........ Piano ......Holland Steketee, Mrs. Andrew.......Piano !!!! ......Holland C'l®'-'’’ Piano .... ......Holland ... .. .Holland Thurber, Theodora......... Voice ...... Holland Van de'r Veen, Mrs. John.... Voice ...... Holland Van Drezer Maude.........pjano ..! ......Holland Mich. Van e^urself'^rGerrit ;;r'i;'fDick,...Voice ;-'i,‘............... -Zeeland, 6eMaurice eiand, Mich van P reursem ......... ’ irice, la la. Holland Venekllsin’ T^mes‘Th' ’H.....fVoice r ......... . ••Holland Veneklasen, James Theodore.. ....... Zeeland, Mich. d, Mich. Veneklasen, Jennie....... Voire ' Mich. Zeeland, Visscher, Anna..... Piano.... Holland Wade, Adelaide .......... p ano Holland Walsh, Margaret...... "i^Piano Holland Warding, James.......... Voice ...'! Holland Wise, Leah ............. Piano . Holland Wing, Hazel............ 3 Piano Yates Avia W * •... Holland -, Violin Holland

S U M M A R Y OF STUDENTS. THE COLLEGE— Seniors ........................... Juniors ......... 21 Sophomores ........................ ^3 Freshmen .......................... 30 Specials ........................... 9

THE PREPARATORY SCHOODA .............................. . B ................................32

c ................... 30

D .............. SS Specials ...........................

THE SCHOOL OF MUSIC— '

Piano .......................... . Voice ............................. Violin ............................. 6 Viola ............................ ^ Theory ..................... “•.....8 —

Total ........................... . Deductions for double counting.............. 40 Total enrollment ................... 292

MISCELLANEOUS INFORMATION. LOCATION— Holland is a city of fully 10,000 inhabitants, and is centrally located on the Pere Marquette railway. A number of daily trains afford direct connection with the leading’cities east, and as many with Chicago and other points west. It is on a straight line from Grand Rapids to Chicago, distant from the former city 25 miles, and from the latter city 156 miles. W h e n na’ vigation is open, it also has connection with Chicago and Milwaukee by a daily line of steamboats. It is therefore most desir ably located, having both land and water communica tions, being near the shore of Lake Michigan, with which it is connected by a beautiful sheet of water called Macatawa Bay, and on which are the popular summer resorts Macatawa Park and Ottawa Beach.

G R O U N D S A N D BUILDINGS— The College Campus lies in the center of the city, between Tenth and Twelfth streets, and contains sixteen acres. It presents a finely varied surface, is well shaded with native trees, and is annually improving in beauty and attractiveness. The College buildings are eight in number. Van Vleck Hall is mainly devoted to dormitory purposes.

> cn

CO O O

z < u

The Graves Library and Winants Chapel building, in which are also found a president’s room, a reading room, a Y. M. C. A. hall, and four lecture rooms, affords suit able and improved accommodations. Van Raalte Memorial Hall was dedicated and occu pied September i6, 1903. In it are located the Chemical, Physical and Biological laboratories, lecture rooms de voted to Physics and Chemistry, Greek, Biology, Ethics, Modern Languages, Elocution, Biblical Instruction, Eng lish and Mathematics. A large Assembly R oom is lo cated on the third floor in which at present the School of Music is housed. The Museum is also located on the third floor.

MAR I A L. A C K E R M A N H O Y T O B S E R V A T O R Y — In 1894 a valuable addition was made to the equip ment of the College in the form of a telescope. Miss Emilie S. Coles generously donated both observatory and telescope in memory of Mrs. Maria L. Ackerman Hoyt. The instrument is an eighteen-inch Newtonian reflecting telescope, with equatorial mounting. The eyepiece holder, finder and small mirror have a rotary attachment. The three eyepieces are respectively of 200, 300 and 500 magnifying power. Another accessory is a Herschell Solar eyepiece. The telescope is mounted on a solid concrete pier, and the floor of the observatory, which is independent of the pier, rests on a brick wall eleven feet high, and is enclosed by a substantial iron railing. Herbert A. Thompson of Johnstown, Pa., is the maker of the telescope.

V O R H E E S GIRLS RESIDENCE— In October, 1905, one hundred thousand dollars was given by Mr. and Mrs. Ralph Vorhees on the annuity plan, for the erection and maintenance of a Girls Resi dence to be erected at once upon the campus. Thirtyfive thousand dollars was named as the amount to be devoted to the erection of the building; the remainder was added to the endowment of the College. Plans are now being prepared for the building and as soon as the Committee on Grounds and Buildings can arrange the details, the building will be erected. It is expected to be ready for occupancy in September, 1906. The large increase in numbers the last few years has made larger dormitories a necessity and the women students are in this way provided for. About seventy rooms will be fitted as studies and a half dozen others will be used for the temporary housing of the School of Music. A din ing hall and parlors are to be located on the first floor. Model but simple apartments for girls away from their own homes will be the object sought and every conven ience compatible with residence life will be aimed at. Rooms will be provided for a dean of women and her assistants so that there will be constant care and super vision. Full plans will be announced later in the Col lege publications. .

T H E CARNEGIE G Y M N A S I U M — The Carnegie Gymnasium, the funds for the erection of which were given by Mr. Andrew Carnegie in 1895, will be completed in the near future. It is expected

that the Hall will be used for the Commencement exer cises in June, 1896. The building has been constructed so that it will serve for public meetings of all kinds in addition to the original purpose for which it was built. It .will have a seating capacity of 1,200 at the least, and in the course of a few years will be provided with a pipe organ for concert and public work. The gymnastic equipment will be installed during the summer and put into commission in readiness for use during the coming school year. All the apparatus necessary to the latest and most approved physical exercise is to be provided. The ventilation and heating systems are fully adapted to the double purpose for which the building is designed and in the basement shower and tub baths are provided in separate sections of the building for the use of both men and women stu dents. A large room has been provided in the basement for hammer and shot work, indoor baseba-H and other outside work which winter weather will not permit out of doors. A full schedule of hours for work will be ar ranged later, and physical instruction and medical sup ervision provided.

SCHOOL YEAR— The scholastic year of forty weeks begins on the third Wednesday in September and ends with the gen eral Commencement on the third Wednesday in June. The winter and spring vacations are fixed by the Faculty. (See Calendar.)

A D V A N T A G E S OFFEREI)— Besides the advantages of location, easy corhmuhication and inexpensive living, it is believed Hope College may justly call attention to equally important advahtajges of a very different nature. The classes are riot so large as to preclude' that liersonal acquaintance, contact and influence of each m e m ber of the Faculty with every student coming under his instruction,-which parents are apt to consider in making choice- of an institution. This personal element, made possible in a smaller institution, is a factor of great edu cational value both morally and intellectually. . Hope CPllege is not ai local institution. Its studerits represent an extensive territory, extending east as far as the state of N e w York and west as far as the Dakotas.' The students are, in the main, the best pupils from many public schools and in general possess a high' order of ability and a laudable ambition to make their way in the world. This makes them desirable companions, inviting their fellows to friendly competition and industrious study. By a division of the work peculiar to Hope College the same experienced instructors teach in both' the Pre paratory School and the College, thus giving the students in the lower classes advantages seldom enjoyed in pre paratory schools. It is a chartered institution, incorporated under the laws of the state and legally entitled to grant certificates and diplomas and to confer degrees.

It will be seen, therefore, that Hope College offers and secures a regular liberal course of training as com plete as can be found in most of our western colleges.

COURSE OF STUDY— Most of the students seek a “liberal education,” lead ing to the degree of A. B. A “partial” .or “elective” course is offered to all who so desire and facilities are furnished through the regular instructors; but a partial course entitles only to a certificate and not to a diploma. Since 1878 Hope College has been open to women. They enter the regular classes and attend the same lec tures and recitations as the young men. By pursuing the outlined courses in the pedagogic lines any student who completes the regular college work is granted a State Teacher’s Certificate.

EXAMINATIONS— In both departments written examinations are held at the close of each term or whenever a subject is com pleted. W h e n practicable, the examinations at the close of the year or whenever a branch of study is finished, cover the entire text-book. The next examination for admission will be held the day before the new, school year opens, viz., on Tuesday, September 18, 1906, at 9 o’clock A. M.

CERTIFICATES A N D DIPLOMAS— Members of the “A ” class, upon graduation in full course, are entitled to a regular certificate, signed by the

Council and the Faculty; but said certificate will be marked “First,” “Second,” or “Third Grade,” as follows: “First Grade” indicates that the average standing of the graduate is from 90 to 100; “Second Grade,” from 80 to 90; Third Grade,” from 70 to 80; reference being made to both recitations and examinations. Such students as are admitted in partial course, or who fall below an average standing of 70, are entitled to a statement from the Faculty, naming the studies in which they have sustained examinations. Graduates from the College, when recommended by the Faculty, receive a diploma with the degree of A. B., being a testimonial of general scholarship. The course leading thereto includes such branches as are usually taught in similar institutions. A partial course is some times chosen and is entitled to a certificate as adjudged by the Faculty.

RELIGIOUS SERVICES A N D W O R K — The exercises of each day begin with prayer in W i n ants Chapel, at 8 o’clock A. M. O n the Sabbath every student is expected to worship regularly with one of the churches in the city or vicinity, unless excused by the President. Religious instruction is given in all the classes regu larly and, like all the other studies, is in charge of the Faculty. Although Hope College is denominational and is un der the patronage and support of the Reformed Church in America, yet by the law of its incorporation it can

have no “religious test.” The doors are open and wel come is given to all who submit to its scholastic regula tions. As a Christian school, however, it inculcates gos pel truths and demands a consistent moral character and deportment. The Young M e n ’s Christian Association is in a flour ishing condition, and continues to be a great blessing to the students. It offers a splendid opportunity to secure Christian growth and to do personal religious work. Under the auspices of the Association several Sun day Schools, numbering hundreds of scholars, are con ducted in the surrounding country. The students also support a weekly prayer meeting, from which the institution continues to reap much spir itual fruit. The Young W o m e n ’s Christian Association is doing excellent work. The young women meet for prayer once a week and derive much spiritual help from it. A strong religious spirit is found among the students and God has so blessed the religious work that from year to year many hopeful conversions have been witnessed. This condition has naturally developed a deep inter est in Christian Missions. A Mission Class meets once every week to study the history and methods of missions and missionary biographies relating more particularly to the mission fields of ouf own Church.

LIBRARY, READING ROOM, ETC.— The library, which numbers fully 15,000 volumes, is open every day and is free for the use of the students.

Books and pamphlets, as well as magazines and papers, are constantly added. The friends of Hope College may be assured that their gifts of valuable books to the library will be taken care of and appreciated and made useful by giving them a place upon the ample shelves of the mag nificent fire proof library building. ' In connection with the library is a reading room in which are found many books of reference and which, by the liberality of Mr. W m . L. Brower of N e w York City, is supplied with many valuable periodicals and leading journals on politics, religion, science and literature. These may be consulted on any day when the College is in ses sion, but may not be withdrawn from the room. Laboratory and philosophical apparatus for lecture room use is growing in value and completeness. Dona tions by the graduates and friends of the institution, of maps, charts, instruments and specimens of natural his tory are solicited with the assurance that all such will materially add to the efficiency of the work.

SOCIETIES— Five Literary Societies are found in the Institution. The Meliphon, the Cosmopolitan, and the Fraternal have been maintained for years and offer decided advantages to their respective members and materially aid in the attainment of that culture which it is the object of this school to promote. The Ulfilas Club is doing excellent work in fostering the study of the Dutch language. The M. S. Society has been organized by the young ladies for

2 33

r 1

F ■\^ ^ r

vmmF ,/

i/.y

the purpose of enjoying free discussion and obtaining experience in conducting public meetings. W e have no Greek letter fraternities, which often are very expensive to the students and are apt to divide them into discordant classes. As the student life is largely the formative period of the professional man’s character, and as a man’s influence and usefulness depend much upon his sympathy with men, irrespective of classes, it is therefore desirable that a democratic spirit should characterize the Christian col lege. Moreover, plain, economical living is encouraged, in order that the young, not favored with an abundance of this world’s goods, may yet be able to acquire a liberal education. In our opinion fraternities and chapter houses do not lead to such a mode of living as we desire for our students. PUBLICATIONS— Connected with the institution a religious weekly is published, called De Hope. It was established in 1866 and is under the direction of the Council through its Ed itorial Committee. The paper has a circulation of some 3,000 copies. A monthly, called The Anchor, is conducted by the students with gratifying success. It has reached its sev enteenth year and is well calculated to awaken an esprit de corps among the alumni. N o alumnus who wishes to keep himself informed in regard to his Alma Mater and who desires to keep in touch with her, can afford to be without this paper.

PRIZES— In 1887 were established the two “George Birkhoff, Jr., Prizes,” each of twenty-five dollars; one for the Jun ior class in English Literature, and the other for the Sen ior class in Dutch Literature. . A Foreign Mission Prize of twenty-five dollars is.of fered by Mrs. Sam Sloan, of N e w York City, to the one writing the best essay on Foreign Missions. This prize is open to the whole College. In 1894 two prizes were added to the list of annual awards, one of $15.00 for the best, and the other of $10.00 for the second best, examination in English Grammar and Orthography, open to all the members of the “C ” class. These were established by Mr. Henry Bosch, of Chicago, 111. • At the Commencement of 1905 these prizes were awarded by the Committees as follows: Birkhoff English Literature— “De Quincey,” A. Jud son Kolyn, ’06. Birkhoff Dutch Literature— “Petrus Stastokius, Jr.,” Dirk Muyskens, ’05. Sloan Foreign Missions— “Young People and For eign Missions,” Nettie Rosa De Jong, ’06. Bosch .English Prizes— First, Henry Van Eyck Stegeman. Second, Eva H. Fortuine. The subjects for the next two years are as follows: 1905-1906. ' Geo. Birkhoff, Jr. English Prize— “The Medieval Ro mance in English Literature.”

Geo. Birkhoff, Jr. Dutch Prize— “Vondel’s Gijsbrecht von Amstel.” Mrs. Sam Sloan Foreign Missionary Prize— “Chris tian Missions A m o n g the Jewish Peoples in the i8th and 19th Centuries.”Henry Bosch English Prizes— Examination. 1906-1907. Geo. Birkhoff, Jr. English Prize— “John Keats.” . Geo. Birkhoff, Jr. Dutch Prize— “Het Huis Lauernesse” van Mevrouw Bosboom, Toussaint. Mrs. Sam Sloan Foreign Mission Prize— “Present Relations between the Government of the United States and the Empire of China from the Standpoint of Chris tian Missions.” Henry Bosch English Prizes— Examination. EXPENSES— The city is surrounded by a rich agricultural region and the cost of living in Holland is not expensive. Good board and rooms may be had in families of the city for from two to three dollars per week; in clubs and without furnished rooms at lower rates. There are twenty-six rooms in Van Vleck Hall and in the Oggel House, in the selection of which students for the ministry have the preference. These are furnished in part and bear a moderate charge. As yet no tuition fees have been charged, but every student must pay to the Treasurer, in advance, an inci dental fee of six dollars per term.

The graduation fee is five dollars in the College and two and one-half dollars in the Preparatory School.' No other charges are made. Young people of noble aspirations but of limited means need not be discouraged. At Hope College they will find many like themselves, some of w h o m have come a great distance seeking an education. Such as these are in earnest, content with plain living, and, by practicing the economies that are possible in this place, succeed in reducing their expenses within marvelously narrow limits. Here is an estimate of the necessary expenditure, exÂ clusive of clothing and travel, which each can determine for himself, for one year in the preparatory course: Board (at the Club)............. $80.00 R o o m rent (two rooming together).. 30.00 , Books $10, Washing $10, Light $4... 24.00 Fuel $12, Fees $18............... 30.00 Total ..................... $164.00 The above estimate is an answer to those who want to know how much money is absolutely needed and is intended as a reply to that oft-repeated question. Of course, the expense of many of the students exceeds this amount; some, however, spend less. Many parents having children to educate find it to their advantage to come to this city to live. To such it may be truthfully said that Holland is a growing, enterÂ prising cityâ&#x20AC;&#x201D; one of the most prosperous and beautiful in Michigan. With its broad and shady streets, its water

works, and its electric illumination, Holland is equally well adapted to the life of quiet retirement and to that of the active business man. Trolley lines from Holland to Saugatuck and Grand Rapids and all intervening points are in operation and these enable students living along these lines to come in for the day and thus materially reduce expenses. DISCIPL I N E — It is gratifying to observe that the moral and spiritual tone of the students is such that the matter of discipline is reduced to a minimum. General opinion is on the side of right and reasonableness, and lends its powerful sup port to the interest of good order and efficient work. To develop this high moral culture and character of the stu dent, is the aim of Hope College, no less than to advance his intellectual development. In general, however, if it appears that students do not improve their time and opportunities, or do not conduct themselves in a respectful and orderly manner, their con nection with the institution is suspended, or if it should be found, after due probation and inquiry, that the influ ence of a student is bad and injurious to others, the right is exercised of requiring the withdrawal of such student. The students are required to be present, promptly, on the first day of each and every term. The recitations will begin the next morning at the usual hour, 8 o’clock. A record is kept of the scholastic standing of each student and a copy of the same is sent to the parent or

guardian at the close of each term. If the average stand ing does not exceed 70 on a basis of 100, he is to be dropped from his class. Term fees and room rent are to be paid strictly in advance, and if not so paid, or within one month, the student neglecting, forfeits his right to continue in the institution. Boarding houses and boarding clubs in the city are to be approved by the Faculty and to be subject to such regulations as are usual in similar institutions. Ladies and gentlemen are not expected to occupy rooms open ing into the small hall or otherwise connected. Dancing and card playing are prohibited, as is also the use of tobacco on the College Campus. Parents living at a distance are requested not to ask or expect their children to come home during term time. It seriously interferes with proper habits of study and by our rules none is to be absent from the institution with out permission of the President.

T O A L U M N I A N D FRIENDS— Hope College is grateful to the Reformed Church in America, whose she is and w h o m she so loyally serves by the men she is furnishing both for the domestic and the foreign field. Hope College is grateful to loyal and liberal friends who here invest their money, not in dead and fleeting things, but in brain and character and souls of men. Be assured, nowhere else will your well-earned money yield

READING R O O M

** <a"Saj^^-il THE MUSEUM

larger returns, in no other way can you render better service for your Church and for your Country. With such encouragements as these Hope College feels hopeful for the future. She will try still to deserve your favor and your liberality. You have young friends — continue to send us their names, if they are studious and deserving, and especially the names of such as are not likely otherwise ever to receive a liberal education. .

MUSEUM— The "Museum has been enriched recently by the pres entation by Dr. Jonathan Ackerman Coles, of N e w York, of replica marbles of Venus de Milo and of Ajax. Both are imported, original-size busts of exquisite workman ship in copying and in detail. They are mounted upon marble pedestals, which are also the gift of Dr. Coles. W e are rarely fortunate in the possession of these statues and deeply grateful to the donor for his gifts, and more than all for the kindly interest in Hope College which prompted him in presenting them. A m o n g Dr. Coles’ previous gifts are the photographs in full size of Apollo Belvedere, Augustus, Michael Angelo’s Moses and the Discus Thrower of Myron; the bronze bust of Houdon’s Washington; and interest bearing securities, the pro ceeds of which are to be devoted once in three years to the purchase of a bust of Washington, to be offered as a prize to the student presenting the best oration on a pa triotic subject.

CONTRIBUTIONS— Generous and noble-hearted friends have, from time to time, by their liberality, increased the endowment fund. Hope College owes its existence and prosperity to the kind help of such friends of Christian education. It believes that the number of those who propose to give to meet its necessities is ever increasing. It is far better for these also to carry out their intention while living, as then they are sure their gifts reach the desired object. The College is still in need of endowments of profes sorships and a dormitory for young men. Here is an opportunity for philanthropists who have an honorable ambition to connect their names permanently with an institution that has long ceased to be an experiment and which promises to become an increasing power for good in Church and State. A professorship may be endowed by the donation of $25,000 and a scholarship by the donation of $2,000.

F O R M OF BEQUEST— The corporate title of fhe College is: “The Council of Hope College.” I give and bequeath to the Council of Hope College, located at Holland, Michigan, the sum of $ ...... to be applied in such a manner as the Council may deem most useful to the College. ■ Those making specific bequests may vary the above form by inserting the special object desired.

A L U M N I ASSOCIATIONâ&#x20AC;&#x201D; President.................Getaer Kuiper '89 Vice-President..........

J-G-

Secreury......... Joh" W . Beardslee Jr., 98 Treasnrer........... Hon. Arend Visscher,

DEGREES CONFERRED IN

1905.

h on or a ry degrees.

Doctor of Divinity. REV. WM. MOERDYK, ’66. REV. JAMES F. ZWEMER, ’70.

DEGREES IN COURSE. Bachelor of Arts. Bosch, Gerrit...... ^ Keppel, Margie ............... Bioux Centre, la. McCarty, Elmer Francis.'..............•••■Zeeland Mich. Muste, Abraham J................. ■•••••• ^^.•..Holland. Muyskens, Dirk.... ........... GraM Rapids, Mich. Pelgrim, Jacob ....................Orange City, la. Pennings, Gerrit J.. ................ A .... Holland. Roetman, Zwier... ................ Orange City, la. Rottschaefer, William................. Orange City, la. ................. 'A... Holland. Ruisaard. Martin C Taylor, Don C .................... Motte, Ind. V a n der Laan, WiilaVd'Parkei-. . . . . . . . . . . •••••■•• .Holland.

Van der Schoor, C o r n ^ l i S : ' ^ - : : ; ; ; ; : : : ; ; : : ^ - K

Master of Arts. Bloemers, Jacob G ....... u „ ^ Brums, Berend...... ............... Holland. De Feyter, Wiliieimine T-T.............. A -Sully, la. De Kleine, William PI ........... ••Cedar Grove, Wis. De Pree, Henry P .............. Forest Grove, Mich. Keppel, Magdalene 'Marie'.'!.............. Kleinhesselink, Bernard. ... .... •... n;' Van der Ploeg, Minnie.'!.'............ . Harbor Wash. Van Peursem, John... .......... A ..... -Holland. Van Zoeren, John A ............. Coopersville, Mich.Winter, John E... ........................ Pella, la. Yntema, Hessel S... ............ -•••••-;^-•.Holland. ................ Forest Grove, Mich.

CHRONOLOGICAL M E M O R A N D A .

Beginning of the Netherland Immigration into Mich.gan^^^^ Iowa, etc..... . ................... ■■■............ 1 8 4 8 Village of Holland laid out..... j,^ as a ....... Five acres donated by Kev. A. L.. van > site for an Academy. “Pioneer School” ^ r . W J . Taylor P n n a ^ , Placed under the care of the General bynoa.

Mr. W. T. Taylor resigned................ ...... 1854 Rev. F. B. Beidler, Pnnc'paP-,'............ ............ i8s5 Rev John V a n Vleck, PnnG'Pa] •••••• v’;.... .... 1 8 5 s

The School named the Holl^d

■■■;;;.....1856

V a n Vleck Hall erected on Th e Five Acres .. T he Academy more fully organized.......

18 5 7 -1858

.....

Rev. John Van Vleck resigned. .................. Rev. Philip Phelps, Jr , Principal............ . .......... jg^^ Campus enlarged to 1 6 acres....•■■•...... .......... j8 go “Oggel House” erected p ...... ....1 8 6 2 Gymnasium built, largely by student........ •■•••..... ^gg^ A Freshman Class forrned, ’P by General Synod.. 1 8 6 3 A “Board of Superintendents ^PP°'"‘®? S ^ o d s ......... 1 8 6 4 ..... ;: D. D., President............. •• •....... First Commencement; eight became A. B - . .....

.....1 8 6 6 ....^ggg

^h^ofol^alTnSo^^^^^ •

P r S s . ^ - p ? e S ! " b ? g e ° ’B t t - ^ / V c o T being elected^^^^

T h e ‘‘K S i c a l

Department ado^^^^^^

S?heiotjr'ciopUi;;

C. Doesburg, A. M., elected Professor o Brick priming office for De Hope erected............ Death of Rev. A. C. Van RaMte D n ....... G ... '^76 Suspension of the Theological bS'artmVn;......Nov. 7, 1876 Reorganization of the Colleire- D r ''I’ * ®77

^''Pr°esid°ent^''°^^’ ConsiituVionai'^^ President Scott inaugurated..............

&„lS=r„/V.‘'AS'of&V/r §;k“TLpbr.STd'iSiis President Scott "resigned................. . '^9^ President. '.June 20 'St

d ''°B

|.§; L?-

Sik,K.rs"g“:.. k' 'I 3

A:.

elected Professor!!!!';.....

SieV' '”■"'

»'>''''■"■M sSf r.”£,!

D.,.h of Hon. N. F. Gr.V.,; LL.'d'. J .

V.'jgi

Death of Rev. Philip Phelps, Jr, D. D., LL. D ....

P • • Henry Veghte, A. M., elected Professor^................ Endowment Fund increased by $100,000................ g ^ Prof. J. H. Gillespie, D. D., resigned............. ;.....

E. D.Dimnent, A. M., elected

Professor....... ........ i°9°

A. J. Ladd, A. M., elected Professor.........1899 Samuerol^Mast'^B.’s^^^

Instructor in Natural Sciences. 18^

Rev. A?b\^f W^'^De’^Jonge appointed instructor in Dutch^^^ L a n g u a g e a n d L i t erature....^ ^ ..........................

Samuel O Mast, elected Professor....... ^ John G. Winter, A. B., appointed Instructor in Latin and^^^^ Greek ....... ...... .■•'j...................... 1002

l'°l 1 1 Nonin Pk'^Sei'ivoV,.aoV Rev^^en^y^K°Doske’ r! D. D., resigned.......... Rev. Nicholas M. Steffens, D D.,. elected Professor of His torical Theology in the Seminary......... i'A'’'L ^

Rev John M. Vander Meulen elected Professor of Psy'^bol-^^^^ ................... ; 1 0 0 3

ogy and Pedagogy

J \ W ^ “L S f e . Jp r

!,^1^^^

’i" Latin and^^^^

IZ\the^G.^Seminary J. D^bbink, D., Hekt'ml'^Winfer^Sne^d toD. succeed Rev. Dr. E. Winter, resignea."1904 .lyu^ "'' r l S y K T ^ f B r ^ . ^ S d S

H.nf;'e'-'b IuI

P?d®“ m'ointVii i'nVt'rXcii'r'in E^glili..190S

S«.od Professor of Ethics .nd

B.?Woin.ei' Ploilssol'of'

Languages .............................

T H E W E S T E R N T H E O L O G I C A L SEMINARY.

T h r o u g h the courtesy of the Council a n d President of H o p e College a reprint of the Y e a r B o o k of the W e s t e r n Theological S e m i n a r y is included w i t h the College Y e a r Book.

T h e r e is n o connection, charter, organic, financial

or otherwise, b e t w e e n Theological

Seminary.

Hope Both

College a n d are

the W e s t e r n

separate

institutions

u n d e r the care of the R e f o r m e d C h u r c h in A m e r i c a . E a c h takes pleasure in e x t e n d i n g the other all possible courtesy a n d consideration a n d the a d v a n t a g e s offered b y the C o l lege are o p e n to S e m i n a r y students.

w o r k d o n e in

either institution, h o w e v e r , is accepted b y the other for a degr e e or certificate in lieu of its o w n culum.

land to enable y o u n g m e n terial training m wished

prescribed curri

G e n e r a l S y n o d organized the S e m i n a r y at H o l to p u r s u e their w h o l e minis

the heart of the w e s t e r n c h u r c h if they

it (see p a g e

15, S e m i n a r y Y e a r

Book . )

Hope

College w a s f o u n d e d to serve all the interests of the R e f o r m e d C h u r c h b o t h east a n d west, a n d she seeks to d o this in e v e r y possible w a y .

YEARBOOK

THE WESTERN THEOLOGICAL SEMINARY OF THE

reformed

church

IN AMERICA r

1905 -1906

HOLLAND, MICHIGAN

CALENDAR. 1905. September September November December

.... Entrance Examinations. .... T e r m Begins. 3 0 .... Thanksgiving Recess. 2 2 ..... Beginning of Christmas Recess. 2 0

2 1

igo6. Tgniiary 9 ...... January 1 6 ...... January 2 5 ...... M a v a-a .... M a y 8 -9 ........ M a y 8-9........ M a y 9 ..........

W o r k Resumed. ^ Winter Examinations. Prayer f m Colleges. Written Examinations. Meeting of Board of Superintendents. Oral Examinations. . â&#x20AC;&#x17E; . C o m m e n c e m e n t Exercises m Evening.

VACATION. September September November December

.... Entrance Examinations. 2 1 .... Recitations Begin. 2 9 .... Thanksgiving Recess. 2 1 ..... Beginning of Christmas Recess. 2 0

1907. January

.......

W o r k Resumed.

BOARD OF SUPERINTENDENTS. EX-OFFICIO.

John W . Beardslee, D. D . . . . . . . . . President of the Faculty Gerrit J. Kollen, LL. D . . . . . . . . . President of H o p e College F R O M T H E S Y N O D O F N E W YORK.

1908. Rev. E dward B. Coe, D. D., LL. D . . . . N e w York City F R O M T H E S Y N O D OF ALBANY.

1909. Rev. Philip H. Cole, D. D . . . . . . . . . . Syracuse, N. Y. F R O M T H E S Y N O D O F N E W BRUNSWICK.

1907. Rev. P. T. Pockman, D. D . . . . . N e w Brunswick, N. J. F R O M T H E S Y N O D O F CHICAGO. 1 9 0 7

. Rev. Jas. F. Zwemer, D. D ..............Holland, Mich.

1908. 1908. 1909. 1909. 1910.

Rev. J. P. D e J ong. . . . . . . . . . . . . . . Zeeland, Mich. Elder John F. Nichols. . . . . . . . . . . . . . Roseland, III. Rev. P. Moerdyke, D. D . . . . . . . . . . . . . Chicago, 111. Elder B. Dosker. . . . . . . . . . .. Grand Rapids, Mich. Elder J. A. Wilterdink. . . . . . . . . . . . Holland, Mich. F R O M T H E CLASSES. '

Classis

Name

Grand River. . . . . Rev. Dakota. . . . . . . . . Rev. Illinois. . . . . . . . . Rev. Holland. . . . . . . . Rev. Pleasant Prairie- - ..Rev. I o w a . . . . . . . . . . Rev. Michigan. . . . . . . Rev. Wisconsin. . . . . . . Rev. Pella. . . . . . . . . . Rev.

T e r m Expires

Matthew K o l y n . . . . . . . . . . . 1906 Henry Straks. . . . . . . . . . . . . 1907 George Niemeyer. . . . . . . . . . 1907 A. V a n den B erg. . . . . . . . . . . igo8 John G. Theilken. . . . . . . . . . . 1908 D. J. D e B e y . . . . . . . . . . . . . . 1909 R. Bloemendal*. . . . . . . . . . . 1909 Henry Hospers. . . . . . . . . . . 1909 H. J. Pietenpol. . . . . . . . . . . 1910

OFFICERS OF T H E BOARD.

Rev. Edward B. Coe, D. D., LL. D . . . . . . . . . . . . . President Rev. P. Moerdyke, D. D . . . . . . . . . . . . . . . . . . Stated Clerk * Remo v e d from Classis.

FACULTY. R E V . J O H N VV. B E A R D S L E E , D. D., President of the Faculty and Professor of Biblical Languages and Literatures. 26 East Twelfth Street. R E V . N I C H O L A S M. S T E F F E N S , D. D., Professor of Historical Theology. In charge of Antiquities and Hermeneutics. 133 W e s t Eleventh Street. R E V . G E R R I T H. D U B B I N K , D. D., . Secretary of the Faculty and Professor of Didactic and Polemic Theology. In charge of Pastoral Theology. 274 Maple Street. R E V . J. T A L L M A D G E B E R G E N , D. D., Instructor in Elocution. 18 East Twelfth Street.

COMMITTEE O N RECEPTION OF STUDENTS A N D E X A M 足 INATIONS. R E V . J A C O B P. D E J O N G , R E V . J A M E S F. Z W E M E R , REV. A L B E R T V A N D E N BERG, REV. R A L P H B L O E M E N D A L , REV. M A T T H E W K O L Y N , P R E S . G. J. K O L L E N , T H E FACULTY.

STUDENTS. SENIOR CLASS.

Benjamin F. Brinkman... Feter Grooters.. H o p e College, 1903. Anthony Karreman H o p e College, 1903. Hen r y Tellman ... H o p e College, 1901. A. J. V a n Lummel. Utrecht Gymnasium, 1891. M I D D L E CLASS.

Jacob G. Brouwer.. Matthias J. D u v e n . . Willis G. Hoekje...

H o p e College, 1904. H o p e College, 1904.

H o p e College, 1904. J. J. Hollebrands... John B. Steketee":"!"' University, Iowa, 1904. H o p e College, 1898. John V a n Zomeren. H o p e College, 1904. Albert A. Wubbena. H o p e College, 1904. JUNIOR CLASS.

Gerrit Bosch. . . . Philip G. Meen g s . .. Gerrit J. Pennings.

H o p e College, 1905. M o o d y Bible Institute. H o p e College, 1905.

Martin C. Ruisaard. . . . . . . . . . . . . . . . . . . . D e Motte, Ind. H o p e College, 1905. Willard P. V a n der Laan.. .. .. . . . . . . . . . . . . . . . Muskegon H o p e College, 1905. ^ „ .j Cornelius V a n der Schoor. . . . . . . . . . . . . . . . Grand Rapids H o p e College, 1905. SUMMARY.

Seniors . . . . . . . . . . . . . . . . . . . . . . . Middles . . . . . . . . . . . . . . . . . . . . . . . Juniors . . . . . . . . . . . . . . . . . . . . . . .

S 7

Total . . . . . . . . . . . . . . . . . . . . . . 18

D E P A R T M E N T OF INSTRUCTION— EXEGETICAL THEOLOGY. P R O F E S S O R BEARDSLEE.

Old Testament. In the Junior Year special emphasis is placed on Hebrew Grammar, a thorough knowledge of Etymology and Syntax being considered necessary to any profitable exegetical study. Selections form the Pentateuch are read. In the Middle and Senior Years a brief review of the work of the Junior Year is conducted, and the study of forms continued. The exegetical work is treated under

four departments: Historic, Prophetic, Poetic and Mes sianic, the effort being to promote familiarity with the different styles of Hebrew so as to secure a proper basis for exegesis. Biblical Introduction and Criticism are continued throughout the course.

New Testament. The Junior Class is occupied with the Life of Christ. and with questions connected with the Gospels. The Middle and Senior Classes have exegetical work in Acts and the Epistles. A special study is made of Paul’s Missionary methods. Romans and Hebrews are critically treated and other epistles used to illustrate the fundamental questions of doctrine, ethics and church government. In a course on Introduction the various topics relating to textual and higher criticism are pre sented.

HISTORICAL THEOLOGY. P R O F E S S O R STEFFENS. In the Junior Year the Professor of Historical TheolocPy has-to treat several branches, which, stnctly speaki„“g. do not belong to his special field. The crcumstance tot three men have to divide among themselves he whole field, makes it necessary that the burden of t Professor of Exegesis be lightened. Through the whole year Propaedeutics is taught, m order to give the students a birdseye view of the whole field theyLve to traverse. In teaching the P'’ foundation of Theology special care is given to th s teresting and necessary study. During the fall term Biblical Antiquities is taken up. Special care is taken in order that the students may have a clear insight into the customs, institutions, the social, civil and religious life of the Israelites and, as far as is found necessary, the surrounding nations. In the winter term Hermeneutics is taken up m or-

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compared with universal history, the history of the people of Israel and the history of the Jewish religion. To a certain extent the study of Chronology, this most unsat isfactory of the sciences, is taken up, while geography and other branches of study of a similar kind, are rele gated to Biblical Antiquities. Although the historical view of the development of the people of Israel is not neglected, special attention is given to the history of reveladon. The auxiliary branches of Egyptology and Assynology, as far as they bear upon the study of Sacred History, are not lost sight of. The study of Church History begins in the Middle year. Distinction is made between the planting of Chris tianity and the history of the Church. The sacred char acter of the former part is emphasized, in order to com prehend the development of the Church and Church life from Its weak beginnings. The surroundings of the Church, the condition of the Centile and the Jewish world, the aggressive and the defensive work of the Church, and the condition of all the different topics which generally are studied, form the work done during this term. It brings the students up to the period of the Reformation. The studies of the Senior year contemplate the his tory of the Church in modern times on the basis of the Reformation principles. Reformation, Deformation, Res toration, Modern Development, are the chief topics. Special attention is given to the history of the Reformed Church in America and general American conditions of Church life.

Text-books are used in all the branches studied, sup plemented by discussions in the classroom.

SYSTEMATIC THEOLOGY.

P R O F E S S O R DUBBINK. Throughout the entire course the student is referred to Hodge’s Theology and other standard works. A brief outline is being prepared by the professor in charge, spe cially adapted to the needs of the students who are ex pected to use at least two languages, the Holland and the English. The Junior class begins with the study of the general introduction to Systematic Theology. This is followed by a special introduction to Dogmatics. The first year’s course embraces the study of the history of Systematic Theology, its auxiliary sciences, the principal non-Chris tian religions, inspiration, symbolics, etc. In the Middle year instruction is given in Theology Proper, Anthropology and Soteriology. Modern theories of evolution, sin, the person of Christ, etc., receive due attention. In the Senior year the way, means and consummation of salvation, i. e., Soteriology, is the subject for advanced study. After this has been completed the whole course is reviewed.

T w o hours a week during the Junior year, and three hours a week during the Middle and Senior years, are de voted to this department. In Ethics the Middles and Seniors recite together. Because the fourth chair has not yet been established, the following practical branches are taught in connection with this department; The Junior class studies a text book on Homiletics, after which they have a practical drill in writing sermon sketches and in preaching before the class and the professor in charge. The Middle and Senior classes, reciting together, study Church Government, Pastoral Theology (including catechetics), take an additional course in Homiletics, and preach before the students and one of the professors.

PR O F E S S O R BERGEN. Junior Year— Vocalics, Articulation, and Expression, with Bible Readings. Middle Year— Continued Vocal Drill, with Bible and H y m n Readings. . Senior Year— Reading and Liturgy, covering all the required Liturgy of our Church, continuing their Vocal Culture. Ten lectures on Public speaking, with the de livery of original compositions.

GENERAL INFORMATION. The Year— The Seminary opens on the third Thurs day in September, at lo o’clock A. M., when the Commit tee meets for the reception of students, and closes on the second Wednesday in May, with the Annual Commence ment, at which addresses are made by two students and a member of the Board of Superintendents appointed for the purpose. Conditions of Entrance— Every applicant is required to present a certificate of church membership and one of literary qualifications. One who has not pursued a reg ular collegiate course must give proof by testimonials or examinations of such literary attainments as will enable him to profit by the course of study. Students are accepted from any denomination of Christians. The requirements of the constitution in regard to stu dents preparing for the ministry in the Reformed Church are as follows: "

“Every person contemplating the work of the ministry, be fore he commences his course of Theological studies, shall fur nish satisfactory evidence of his being a m e m b e r in full c o m munion and good standing of the Reformed Protestant Church, of his piety, ability and literary attainments; and thereupon shall be admitted into one of the Theological Schools; and dur ing the prosecution of his studies there shall be subject to the rules and regulations thereof; and w h e n he shall have completed

the prescribed course and term of Theological studies, shall be admitted to an examination according to the regulations of the School as established by the General Synod; and if found quali fied, shall receive a Professorial Certificate to that effect, which shall entitle him to an examination for licensure before the classis to which he belongs.”— Constitution, Art. II, Sec. 22. Examinations— At the close of the year a written ex amination of all the classes, and on all the branches of study, is held before a Committee of the Board of Super intendents, on Thursday and Friday before Commence ment, at 9 o clock A. M., and this is followed by an oral examination before the full Board on the Tuesday and Wednesday of Commencement week. Special written examinations are held in the midwinter as the work re quires. Beneficiary Aid— Instruction is entirely gratuitous. Young men are aided by the Board of Education as their circumstances require and the funds admit, not only while in the Seminary, but in the College studies preparatory to entering it. Rooms are provided in Van Vleck Hall, and board can be obtained in the city or at the students’ clubs at from $1.75 to $2.50 per week. Mission Work— A study of Missions is included in the regular work of the Seminary. The students and faculty together support two native workers in India. A weekly prayer meeting does much to stimulate a deep interest in Missions. Mr. Peter Semelink has established a Scholar ship of $2,000, the income of which is to be paid to a stu dent in the Seminary, preference to be given to one look ing forward to the Foreign Missionary W^ork. The Adelphic Society, a gathering of professors and

students, is held e v e r y T u e s d a y e v e n i n g at the h o m e of o n e of the professors.

It stands for social, intellectual

a n d spiritual d e v e l o p m e n t .

D e v o t i o n a l exercises o c c u p y

the first half hour, essays a n d general discussions follow, after w h i c h

a brief t i m e

is sp e n t in social e n j o y m e n t .

T h i s m e e t i n g constitutes o n e of the m o s t attractive fea tures of o u r S e m i n a r y life.

HISTORICAL. The intention of the Reformed Church to establish Educational Institutions which would provide for her young people in the rapidly growing West, found expres sion in Hope College, which was incorporated in the year 1866. Seven members of the graduating class petitioned the General Synod for permission to continue their theological studies at the College. Synod granted the re quest and arranged for the professors of the College to give the necessary instruction. In 1867 the Rev. Corne lius E. Crispell was formally elected “Professor of Didatic and Polemic Theology at Hope College,” and with assistance from the other professors they were directed to give theological instruction in connection with their duties in the College. For a supervising body, Synod di vided its Board of Superintendents of the Seminary at N e w Brunswick, which was composed of one delegate for each Classis throughout the Church, into an Eastern and

Western section, the Western to have charge of Theology at Hope College. In 1869 the class had completed the course and Synod formally organized the “Western Theological Semi nary” and elected Drs. Van Raalte and Phelps as addi tional professors, neither of w h o m entered upon the posi tion to which he had been chosen. The work was greatly embarrassed by the lack of money, and its relation to the Synod was not according to the traditions of the Church. This finally led to a sus pension of Theology in 1877, Synod at the same time e m phatically assuring the Western Churches it would gladly resume it as soon as an endowment could be secured. In 1884 this requirement having been met, mainly through the sacrifices of the Western churches. Synod elected the Rev. Dr. Nicholas M. Steffens as Professor of Diadactic and Polemic Theology, with the Revs. Peter Moerdyke and Henry E. Dosker as temporary Lectors. In 1885 a further advance was made and the complete independence of the Seminary established by the appoint ment of a Board of Superintendents, a Faculty under di rect supervision of the Synod, and a course of study sim ilar to that in the Seminary at N e w Brunswick. In 1888 the system of Lectors was superceded by the election of a Professor of Biblical Languages and Exe gesis, and the Rev. Dr. John W . Beardslee chosen to fill the position. The work continuing to expand, notwithstanding the adverse influences attending it, in 1894 the Rev. Henry

E. D o s k e r w a s c h o s e n as Professor of Ecclesiastical His■tory.

As yet the Seminary having no home, occupied very unsuitable rooms in a' building on the College Campus, originally built as a residence for Prof. Oggel, but in 1895 God moved the heart of Mr. Peter Semelink, of the Vriesland Church, to erect a fine brick building, furnished with modern conveniences and containing excellent lect ure rooms, a Chapel and room for a Library. This at once settled all questions as to the future of the Seminary, and gave a new impetus to its progress. This building is located in the center of a large lot on the south side of Twelfth street, directly opposite the College Campus, and facing the new Gymnasium and Van Raalte Memorial Hall, a site beautiful in itself and his torically interesting because on it stood the Orphan House,” erected in the beginning of the colony as a home for children whose parents died soon after reaching the settlement. The maintenance and support of this property has been provided for by the income of a donation of three thousand dollars from the same generous donor. This gift is held in trust, for the aforesaid purpose, by the Council of Hope College at Holland, Mich. In 1895 the Rev. Dr. Steffens resigned, and the Rev. Dr. Egbert Winter was elected as his successor. Dr. Winter resigned in 1904, and the Rev. Gerrit H. Dubbink succeeded him. In 1903 Prof. Dosker resigned and the General Synod

with great pleasure elected the Rev. Dr. Steffens to take his place. The total number of graduates from the Western Theological Seminary is one hundred and twenty-nine.

T H E LIBRARY.

The foundation for a suitable Library was laid when the Rev. Anson D u Bois, D. D., gave $ioo and sent a col lection of books. Later the family of the Rev. Dr. Tal bot W . Chambers sent a large part of his extensive library to the Seminary, and this was supplemented by extensive donations from the valuable libraries of the Rev. Drs. W . R. Gordon and John T. Demarest. At the Gen eral Synod of 1904, which met in Grand Rapids, a most welcome gift in money was made by its members, which enabled us to purchase many needed volumes and add a little to our Book Fund. To these the widow of the Rev. Eugene E. Thomas added the well-equipped library of her deceased husband, rich in theological literature of a high order. The newly organized Second Church at Zee land has also made generous additions to our Fund. Very many others whose gifts have been thoroughly appreci ated have contributed until now a collection of about 10,000 volumes is secured. Not yet .having any Library endowment, the kind remembrance of our friends is

hope college.

heartily appreciated. A card catalogue renders the books easy of access. For general literature the students have free access to the Graves Library of Hope College.

RESOURCES.

This Seminary desires to see its teaching force sup ported from the income of a limited endowment, and this income supplemented by the perennial contributions of churches and friends. Hence we name as our resources, our Endowment and the Seminary Salary Fund. W e are trying to secure, by the aid of the Genera Synod’s agent, the completion of a $100,000 endowment, viz.:

ENDOWMENT. $30,000 for the Chair of Didactic and Polemic Theology. $30,000 for the Chair of Biblical Languages and Literature. $30,000 for the Chair of Historical Theology. $ 10,000 for Incidentals.

Of this amount $85,000 has been secured, and, with the exception of $500, all of this endowment was gath ered from churches in the West, in the donations rang ing from $i to $1,500, and by the educational plan of a house to house canvass. ^ r The remaining $15,000 is now being solicited from friends in the Church at large.

T H E S E M I N A R Y S A L A R Y FUND. Since the reestablishment of Theological Instruction at Holland, in 1884, all the moneys needed for the salaries of the Lectors, temporarily employed, and for the pay足 ment in full of the salaries of the unendowed or partially endowed Chairs, have all been regularly provided for from the Salary Fund, to which nearly all the Churches in the West devote an annual free-will offering. Out of this Fund we expect to pay the salary of the Fourth Professor, when the Synod shall have filled the Chair of Practical Theology, which it recently established m the Seminary, As proof how this Salary Fund is a loving link be足 tween the Seminary and the Churches, grows apace and justifies the wisdom of thus investing a part of our en足 dowment in the affections of our constituency, it may be stated that this Fund has grown from $600 to the present income of $1,500 annually, and that the amount given during these twenty years to this Fund, to supplement the annual income of the Endowment, now aggregates the grand total sum of $23,000.

T H R E E O F O U R I M M E D I A T E NEEDS. A Dormitory for our Students. Residences for our Professors.

A $5,000 Library Endowment.

f o rm of bequest.

I give unto the General Synod of the Reformed Church in America.......................

... Dollars, for

the maintenance and support of the Theological Seminary of said Church, located at Holland, Mich., and they are to invest the principal and apply the interest to said purpose.

OR I give unto the General Synod of the Reformed Church in America.......................

.... Dollars, for

the establishment of a Professorship in the Theological Semi足 nary of said Church, located at Holland, Mich., to be named

T A B L E O F CONTENTS. ADMISSION. „ College .......................... Preparatory School ....... . .............. A D V A N T A G E S ......... . . . . . ...................... alumni

....................

association

C A L E N D A R ......... ........................ ^ C H R O N O L O G Y .. ............................... ^ C O N T R I B U T I O N S ................................. C O U N C I L ....... ......................... COURSES. ................................ The College ................... ' The Preparatory School .............. ............ * The School of Music... D E G R E E S C O N F E R R E D I N iooc..................... ^ diplomas discipline

...... .......

EXAMINATIONS E X P E N S E S ....... faculties

................. . .................... .

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G I R L S R E S I D E N C E ...........................15 , 42, 63 G R O U N D S A N D BUILDINGS .................... . G Y M N A S I U M ............. ....................... HISTORICAL SK E T C H ......................... L I B R A R Y .......... .......................... 5 L O C A T I O N ....... .................................. M I S C E L L A N E O U S I N F O R M A T I O N ................. T M U S E U M .... M U S I C ........... .................................. O ^ ^ ^ ^ V A T O R Y — A C K E R M A N H O Y T ........... PUBLICATIONS ‘ ......................... R E L I G I O U S S E R V I C E S ............................. o R O L L O F S T U D E N T S . ... . . ............! S C H O O L Y E A R .... ............ 3 6 , 5 7 , 69, 71 S O C I E T I E S .......... . . . ..................... W E S T E R N T H E O L O G I C A L S E M I N A R Y * .. .. ‘