Hope college 1906 1907 catalog by Hope College Library

HOPE COLLEGE HOLLAND

: MICHIGAN

No. 44

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HOPE COLLEGE PIONEER SCHOOL. 1851 H O L L A N D ACADEMY. 1857 HOPE COLLEGE. 1866

AN INSTITUTION OF THE REFORMED CHURCH IN AMERICA

YEAR BOOK 1906-1907 No. 44

INCLUDING ANNOUNCEMENTS FOR I907-I9(M

COLLEGE PUBLICATIONS & HOPE COLLEGE YEAR BOOK DE HOPE THE LEADER THE ANCHOR For copies of these publications and detail SCHEDULE OF HOURS AND COURSES, address PROF. HENRY BOERS, Secretary, Hope College, Holland, Michigan.

Holland City News Print, Holland, Mich.

COLLEGE CALENDAR 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 28....... 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 Carnegie Gym nasium, 2 P. M. June 18.......... Meeting of Alumni Association. June 18.......... Meeting of Council, 10 A. M. June 19.......... Commencement Exercises in Carnegie Gymnasium, 7:30 P. M.

VACATION. 1907.

September 17...... Examination for Admission, be ginning at 9 A. M. in Graves Hall. September 18...... Fall Term begins at 9 A. M. November 27.......Thanksgiving Recess. December 20.......Fall Term ends.

VACATION. 1908.

January 6........ Winter Term begins. January 30........ Day of Prayer for Colleges. March 27......... Winter Term ends.

VACATION. 1908.

April 6.......... Spring Term begins. April 15......... Meeting of Council. June 4-5.......... Examination of Senior and “A” Classes. June 11-12........ Undergraduate Examinations. June 14.... ..... Baccalaureate Sermon. June 15.......... Closing Exercises of the Grammar School in Carnegie Gynma. slum, 2 P. M. June 16.......... Meeting of Alumni Association. June 16.......... Meeting of Council, 10 A. M. June 17..........Commencement Exercises In Carnegie Gymnasium, 7:30 P. M.

THE COLLEGE FOUNDATION The Missionary Spirit, united with the principle of .religious liberty and political freedom, gave birth tO'Hope College. As early as 1836 the Reformed Church in Amer足 ica, 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 Michigan and in other localities of some of the Western States. They were devout people, and sought this country 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 was to be found the realization, of what the Church had long hoped for and desired, viz., the establishment of a Christian institution 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 Hope 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 displayed by these pioneers gave abundant proof that they were worthy descendants of the vigorous stock of Leyden’s defenders. The history of the founding and organization of Hope College is but a repetition oit the history of not a few of the leading institutions of our country. The beginning was, indeed, feeble; but the founders baptized it with a spirit of devotion and self-sacrifice that defied all difficul ties 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 institu tion could not be rapid, but it has been steady and whole some. In its development and growth the trustees have always strictly adhered to the object declared by the lead ing 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 man

ner, 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 promote 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 supÂ port of said school as proposed will be spent upon an enterprise that promises great and extensive benefit, we, the undersigned, do therefore hereby most cordially and with confidence recommend this object to the benevolence and liberality of those to w hom it may be presented.â&#x20AC;? (Signed by these pillars in the Reformed Church:)

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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 alreadv more than 350 have graduated fromi this college, and that more than half 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 ol the Reformed Church given the colonists 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 197 organizations. Such in brief is the history of the College and Semin ary. About three 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. The 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 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 position to that of the high school in the estimation of the people. There are, however, 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 nev.^ 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, Plope 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. His 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 text book. In these days of moral uncertainty among all classes and of especial danger for the young, we call attention 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 looking to the development of the indiviilual in mind and character and to the welfare and permanence of our nation. In the five courses offered, the Classical, the Philosophical — a broadly scientific course, the M o d e m LanguageMathematics, the Modern Language-English, and the

Biological, we strive to meet the demands which are most imperative. W e are certain that these five 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 large 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 Psychologjq a stuÂ dent enrolled in any of the five groups may fit himself for teaching and obtain the Michigan State and N e w York State Teacherâ&#x20AC;&#x2122;s Certificate without regular normal attendance. A more detailed statement of the different advantages offered at Hope College will be found elsewhere in this catalog.

THE COUNCIL JBX-OFFICIO. G. J. Kollen, LL. D ............. President of th速 College ELECTED MEMBERS. From General Synod.

Names Rev, John G. Gehliard, D. D., Rev. Jas. F. Zwemer, D. D.. Rev. Wm. Moerdyk, D. D., Hon, J. A. S. Verdier, Rev. A. Vennema, D. D., Hon. G. J. Dlekema. Hon. Arend Visscher, Mr. A. A. Raven, Rev. .John I.amar,

Terms Expire Residences 1907 New York City. . 1908 Holland, Mich. 1908 Zeeland, Mich. 1909 Grand Rapids, Mich. 1910 Passaic, N. J. 1910 Holland, Mich. 1910 Holland, Mich. 1911 Brooklyn, N. Y. 1911 Rochester, N. Y.

Classis of Michigan.

J. Van der Laan, M. D., Rev. G. Watermulder,

Muskegon, Mich, Kalamazoo, Mich.

1906 1909

Classis of Grand River.

Rev. P. De Pree, D. D., Rev. T. W. Muilenberg,

Grand Rapids, Mich. Grand Haven, Mich.

1907 1907

Classis of Holland.

Rev. G. De Jonge, Rev. John Steunenberg,

Vriesland, Mich. Jamestown, Mich.,

1908 1908

Classis of Dakota.

Rev. Jerry P. Winter,

Orange City, la.

1908

Classis of Iowa. Rev. E. W. Stapelkamp, Rev. Jas. De Pree,

Orange City, la. Sioux Centre, la.

1909 1909

Classis of Pella.

Rev. Wm. J. Van Kersen, Rev. Harm Dykhulzen,

Pella, la. Pella, la.

1909 1910

Classis of Wisconsin.

Rev. Henry Harmeling, Rev. Wm. J. Van Kersen,

South Holland, 111. Holland, Mich.

1910 1910

Classis of Illinois.

Rev. Peter Moerdyke, D. D., Rev. A. B. Van Zante,

Chicago, 111. Fairview, 111.

1910 1910

Classis of Pleasant Prairie.

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

Titonka, la. Belmond, la.

OFFICERS OF COUNCIL. Rev. James F. Zwemer, D. D ..................President Rev. William Moerdyk, D. D .............. Vice President Hon. G. J. Dlekema....................... Secretary Hon. A. Visscher......................... Treasurer COMMITTEES OF COUNCIL. Executive Committee.

President G. J. Kollen..................... Chairman Mon. Arend Visscher.......................Secretary Hon. G. J. Dlekema. Rev. Gerhard De Jonge. Rev. Wm. Moerdyk, D. D.

Investment Committee.

(In charge of the funds of the Council.) Hon. Arend Visscher.

Pres. G. J. Kollen. Hon. G. J. Dlekema. D E HOPE.

Rev. Jas. F. Zwemer, D. D., Rev. N. M. Steffens, D. D., Rev. G De Jonge, Rev. J. H. Karsten, D. D.,

Editorial Committee.

T H E LEADER.

Rev. Jas. F. Zwemer, D. D., Rev. E. J. Blekkink, Rev. G. H. Dubbink, D. D., Rev. Wm. Moerdyk, D. D.,

1I Editorial Committee.

THE COLLEGE

FACULTY.

GERRIT J. KOLLEN, LL. D., President, In charge of Political Economy. HENRY BOERS, A. M., Secretary, Professor of History. JOHN H. KLEINHEKSEL, A. M.. Vice President, Professor of Mathematics. JAMES G. SUTPHEN, A. M., Litt. D., R odman ,Professor of the Latin Language and literature. JOHN B. NYKERK, A. M., Professor of the English Language and Literature and Elocution. (On leave of absence, 1906-07, Oxford, England.) DOUWE B. YNTEMA, A. M., Professor of Chemistry and Physics. EDWARD D. DIMNENT, A. M., VooEHEES, Professor of the Greek Language and Literature.

SAMUEL O. MAST, PH. D., (Harv.), Professor of Biological Science. JOHN M. VAN DER MEULBN, A. M., R o b e r t S c h e l l , Professor of Biblical Instruction and Philosophy.

JOHN W. BEARDSLEE, JR., A. M., Professor of Ethics and Evidences of Christianity.

ALBERT RAAP, Professor of the Dutch Language and Literature. ALMON T. GODFREY, A. M., M. D.. Instructor In Chemistry and Physics.

MISS CARRIE KRELL, A. B., Instructor in English. HENRY R. BRUSH. A. B., Professor of German and Romance Languages. ' JOHN E. KUIZENGA, A. M., Professor of Pedagogy. (In charge of English, 1906-’07.)

MRS. C. VAN RAALTE GILMORE, Lady Principal. S T A N D I N G C O M M I T T E E S O F T H E FACULTY. Courses of Study.

Profs. Klelnheksel, Yntema, Nykerk, Sutphen. .

Contests and Prizes.

Profs. Nykerk, Dimnent, Kuizenga. Library.

Profs. Sutphen, Boers, Brush, Raap, Kuizenga. Catalog.

Profs. Dimnent, Boers, Beardslee. Commencement.

Profs. Boers, Sutphen, Dimnent. Advertising.

•

Profs. Nykerk, Yntema, Klelnheksel, Brush', Krell, Maat.

ADMISSION Admission into the Freshman class may be obtained in any one of the following ways: 1. By presenting a certificate of full graduation from the Preparatory School of Hope College, or from other institutions of like character and grade; 2. By presenting a diploma from any high school accredited by the State Universities of the Eastern and Central States; 3. By examination upon the studies prerequisite to the course desired. Advanced Standing.— Students may enter an advanced class either at the beginning of the college year or at other times provided they sustain a satisfactory examina tion both on the preparatory studies and on those already passed over by the class which they propose to enter. If students are received on condition, they may in certain cases be permitted to recite with the class,' but all condi tions must be removed before regular admission, and n® classification will be allowed until all conditions are re moved.

DEGREES The Bachelor of Arts degree is granted upon the com pletion of thirty-six units of work or “credits.” One “credit” is granted for one hour of daily class work for each school day of any one given term. To complete the required thirty-six credits in four years three courses must be pursued during each of the three terms of the four years. Four courses may be pursued during a term, but no more are permitted and the choice of four courses is subject to the approval of the Faculty. Certain courses, varying in number in the Classical, Philosophical, M o d ern Language and Biological groups, are required and must be pursued as scheduled. No degree will be granted for less than one year’s resident work, which must be (except in the case of regular students who may be ill or otherwise incapaci tated for Senior year work) the year immediately pre ceding the granting of the degree. All credits for ad vanced standing will be reckoned upon the basis ex plained in the preceding paragraph. For convenience in reference the “courses” or “credits” required in the four different groups are given on pages 64,65,66 and 67.

THE DEPARTMENT AND COURSES All the courses scheduled below are given during both 1906-KJ07 and 1907-1908 except as indicated by specify ing the years in heavy-faced type. ENG L I S H .

All courses except i and 2 are given by Mr. Nykerk. 1. Rhetoric — (Required in Modern Language Courses)— This course aims to acquaint the student with general principles respecting the art of composition, and to direct his attention to the chief requisites of pure style. Exactness of expression, and idiomatic English are em phasized. Criticism is supplemented by composition. Text-book, Newcomer’s Elemlents' 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.— Mi.ss Krell. 3. American Literature— This course is elective, ex cept for Literary students, but must be preceded by Courses i and 2. Pancoast’s History of American Literamre; a Study of Contemporaneous Fiction. Ten weeks, four hours per week.— Mr. Kuizenga, 1906-1907. 4. Rhetoric— (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 College Manual of Rhetoric. Fourteen weeks, daily.— Mr. Kuiz enga, 1906-1907. 5. 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 Fiiglisli Literature, to the eighteenth century; Masterpieces of Poetry and Prose. Twelve weeks, daily. — Mr. Kuizenga, 1906-1907.

6. Sir Gawayne and the Green Knight (1907-1908). Ten weeks, daily.

7. Beowult (1908-1909.) 8. Browning (1906-1907)— This is a required course in all sections, and must be preceded by Courses i, 2 and 3. Ten weeks, daily.— Mr. Kuizenga, 1906-1907. 9. 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.— Mr. Kuizenga, 1906-1907. 10. 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.— Mr. Kuizenga, 1906-1907.

•In the literarj'^ 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 Dr. 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; Quintilian, 6 weeks.

GREEK. All courses except 2 are given by Mr. Dimnent. I. Historical Prose Writers— Xenophon; Hellenica, Books I and 2 in preparation; Books 3 and 4 at sight in class. Thucydides: selections; Herodotus: selections

from the Histo^3^ Composition, selected passages of con nected English prose from historical 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. Fourteen weeks, daily. 2. The Greek Orators— Lysias: Against Diogeiton; Against the Grain Dealers; For Mantitheus; Against Eratosthenes; On 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, dail}".— Mr. Beardslee, 1906-1907. 3. Homer— Iliad, Books i to 4 inclusive; Odyssey, Books 5, 6, 9 and 10. Notes and essays on the life and times of Hon;er, his place and influence and the origin, nature and development of Epic Poetry. Twelve weeks, daily. 4. Lyric and Melic Poets— Selections. Notes on the history and development of Greek Poetry. Ten weeks, daily. 5. The Greek Drama— Sophocles, Antigone and Electra, 1906-07; Euripides, Iphigenia in Tauris, Aeschy lus, Seven Against Thebes, 1907-08; a thorough study of two plays is made by the class and others are read by the professsor in charge. Fourteen weeks, daily. 6. Studies in Greek Philosophy— Apology and Crito; Phaedo of Plato. Notes on the History of Greek Phil osophy. Twelve weeks, daily. 7. Demosthenes— The Philippics 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 study of the Greek language in the College. Classical students may be assigned original translations for presentation before the class. Lawton’s History of Greek Literature will be used as a text-book. Ten weeks, daily. 9. The Greek N e w Testament— The Gospels. This course is elective and is open to all students of the Col lege. No time limit is prescribed, but the course is pur sued in such a v/ay that a three years’ course will com plete the reading of the N e w Testament. The aim of this and the next two courses is to offer to students who intend to pursue divinity studies and any others who desire to read the Bible in its original form an opportu nity to prepare themselves by a rapid but careful reading of the text, for later exegetic studies. N o exegesis is attempted in any of these courses as this is considered a graduate study. Not offered in 1906-1907. 10. N e w Testament, continued— Acts and Pauline Epistles. Identical with Course 9. During 1906-1907 the class meets Mondays and Fridays at 7130 a. m. 11. N e w Testament, concluded.— The General Epis tles and Revelation. Wednesdays and Thursdays at 7130 a. m. Not offered in 1907-1908. 12. The Septuagint— A twelve weeks’ course, two

hours a week, is offered in the Greek of the Septuagint during 1906-1907. 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 Haulf’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 1, 2 and 3 are not given in 1906-7.) 4. The Modern Novel— Readings from Auerbach, Freytag, V'on 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, jrarts 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.

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 weeks, daily. 4. The Drama of the 17th Century— Corneille, Moliere, Racine. The reading in class, and as individually assigned, of the principal plays of these authors. Lec tures on the drama and period. P'ourteen 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, Plugo, Lamartine. Lectures, outside reading and reports. P'orirteen weeks, daily. ' 8. The 18th 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. ITALIAN. Courses in Italian and Spanish will be to a certain extent conditional on the number desiring the course, and on certain other considerations. All courses are given by Mr. Brush. . 1. 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 Purgatorio and Paradiso. Twelve weeks, daily. SPANISH. All courses are given by Mr. Brush. I. Beginning Course— Edgren’s.Grammar. Matzke’s Reader. Valde’s Jose Valera’s Pepita Jimenez. .2. The Golden Age— Cervantes’ Selections from Don Quixote. Calderon’s La Vida es Sueno.

DUTCH. An opportunity is given to the students of the Junior and .Senior classes to study the Dutch Language and Literature. The growing interest in this study shows that they are convinced how important and remunerative it is in itself. It enables them to become acquainted with the glorious history of the land of their fathers, and to enjoy the best literature, written in their mother tongue. It is especially valuable for those who intend to work among the Dutch people in the East or in the West, as the language is spoken in many homes and used in the meetings qf many of our Reformed Churches, and will continue in use for years to come. The following courses are offered, and are all given by Mr. Raap. ^ 1. Terwey’s Korte Nederlandsche Spraakkunst; Oefeningen;Boswijk en Walstra, Het Levende Woord I; Bogaerts en Koenen, Practische Taalstudie I; J. P. de Keyser, Bloemkrans; Opstellen. Fourteen weeks, daily. 2. Continuation of Course i. Twelve weeks, daily. 3. Continuation of Course 2. Ten weeks,, daily. 4. Terwey’s Nederlandsche Spraakkunst; Boswijk en Walstra, Het Levende Woord (continued); J. P. .de Keyser, Een Bloemkrans (continued); R. K. Kuiper’s Geschiedenis der Nederlandsche Letterkunde; Bogaerts en Koenen, Practische Taalstudie I (continued) :Klassieken. Opstellen. Fourteen weeks, daily. 5. Continued. Twelve weeks, daily. 6. Continued. Ten weeks, daily. •

H I STORY. All courses are given by Mr. Boers. 1. English History— Text: Walker’s Essentials in English History. Ten Aveeks, daily. 2. Europe in the Middle Ages— Text: Thatcher and Schwill’s. Fourteen weeks, daily. 3. (a) History of M o d e m Europe— Text: Schwill’s. Six weeks, daily. (b) History of the 19th Century— Text: Judson’s. Six weeks, daily. ' Individual research work assigned each student in each of the above courses. POLITICAL E C O N O M Y . A twelve weeks’ course of daily work is offered. The text-book used in 1906-1907 is Seager’s Introduction to Economics. Papers are required each week from all the members of the class upon all the different subjects in cluded in the science of economics and two papers in volving individual research work are assigned each stu dent during the term. (1906-1907, 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.

1. Trigonometry— Plane finished; with exercises. Fourteen weeks, daily. 2. Trigonometry — Spherical with applications. Twelve weeks, daily. 3. Surveying— With plats and field work. Tea 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 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; Labora tory. Twelve weeks. 3. Carhart’s University Physics, concluded; Labora tory. Ten weeks. CHEMISTRY. All the course's in general and organic Chemistry re quire daily class work. The equipment of the laboratory is ample, so that good work can be done in all the courses outlined.

1. Inorganic Chemistry— Hessler and Smith’s Essen tials of Chemistry. Ten weeks.— Mr. Yntema. Laboratory, four hours each week.— Dr. Godfrey. 2. Inorganic Chemistry— Hessler and Smith’s Essen tials 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. 4. Organic Chemistry— Remsen. Twelve weeks.— Mr. Yntema. Laboratory, six hours each week.— Dr. Godfrey. 5. Organic Chemistry— Remsen. Ten weeks.— Mr. Yntema. Laboratory, six hours each w'eek.— 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.

BIOLOGICAL 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, literature, 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. 1 en hours laboratory work and two hours of lectures and quizzes per week in all courses. No text. Reading assigned in the department library. All courses are given by Dr. Mast. 1. Botany— Morphology and Physiology of Phaner ogams. Ten weeks, daily. 2. Biology— Invertebrates. A thorough study of the structure and life history of a few typical species of the following groupsProtozoa, Porifera, Coelenterata, and Vermes. Fourteen weeks, daily. 3. Botany — Algae, Fungi, Liverworts, Mosses, Ferns. Twelve weeks, daily. 4. Zoology— A brief study of the life history and interrelation of Echinoderms, Arthropods and Molluscs. 5- Zoology Emibryology, Anatomy, and Physiology of the Frog. Ten weeks. ■ (Course 5-is given only under certain conditions. For special information consult the professor in charge of Biology.)' 6. Zoology— Vertebrate Embryology.

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 any of the courses as indicated in the outline of work. All four ternis 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. 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.— Mr. Vander Meulen. 2. Psychology— Concluded. Six weeks is given to psychological experiments. Texts: Witmers and San ford’s. This is followed by six weeks in abnormal psy-

chology given by lectures. Twelve weeks, daily.— Mr. Vander Meulen. 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.— Mr. Vander Meulen. 4. History of Education— ^Texts : Williams’History of Education and Munroe’s Educational Ideal. This course involves a careful survey of Greek 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.— Mr. Kuizenga. 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.— Mr. Vander Meulen. .6. Pedagogy — Text: MacMurry’s General 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 pro cesses will be required of the student. Any of the text books named are subject to change. ETHICS. I. A comparison of Intuitionism, Hedonism and Idealism, based on Muirhead’s Elements of Ethics and reading of the sources. A n essay on some topic in prac tical Ethics and a review of some one of the historical sys tems of Ethics are required, together with written reports on required reading. Fourteen weeks, four hours a week. — Mr. Beardslee. 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.

E V I D E N C E S O F CHRISTIANITY. I. Mullins’ W h y Is Christianity True? with required readings and an essay. 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 W o rd of God, and to lay it upon the hearts of students as their rule of faith arid 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 Mr. Vander Meulen. I. The Gospels. Robinson’s Harmony. Freshman ^^^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 ©n 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 la.st 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 miethods of breathing, delivery and expression, to cultivate and per-

feet 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. (During Mr. Nykerk’s leave of absence, 1906-07, the regular courses are given by Mr. Dimnent. The special classes are omitted.) 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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CARNEGIE GYMNASIUM

R O L L O F STUDENTS. Seniors. Brusse, M a e . . . . . . . . . . . . . . . . . . . . . . . . . . .

D e Jong, C. Martha. . . . . . . . . . . . . . . . . . . . . Zeeland, Mich. D e Young, Benjamin. . . . . . . . . . . . . . . . . . . . . . Hankamp, George. . . . . . . . . . . . . . . . . . . . . . . Rapids, m c h . Hlnkamp, Paul Eugene. . . . . . . . . . . . . . . . . Milwaukee, Wls. Jonker, Philip. . . . . . . . . . . . . . . . . . . . . . . Ferrysburg^ Mich Kleinheksel, Paul. . . . . . . . . . . . . . . . . . . . . . . •• Mollema, H e n r y . . . . . . . . . . . . . . . . . . . . . Harrison. So. Dak. Mulder, Arnold. . . . . . . . . . . . . . . . . . . . . . . . Muller. Cornelius. . . . . . . . . . . . . . . . . . . . . . . . Roggen, John A . . . . . . . . . . . . . . . . . . . . . . . . V V B.oosenraad, Arthur. . . . . . . . . . . . . . . . . . . . . m' Slzoo, Joseph Richard, Jr. . . . . . . . . . . . ' u Slagh. . . . . . . . . . . . . . . . . N e w Hoi a

..... V a n Peursem, GerrR Dick......... ••••••••••' gg^Ve^dam, Mich. V a n Zanten, John ..... 7eeland Mich Veneklasen, James Theodore. . . . . . . . . . . . . . . . . . . Zeeland,Mien. Juniors.

..w nio-tir, . . . . . . . Hamilton, Mich. J l Kr;k^r James J o s l a s . ' ...... Grand Rapids. Mich. Duven. William. . . . . . . . . . . . . . . . . . . . . •••' Grotemat, Elizabeth Lorraine. . . . . . . . . . Grand Rapld^ Mich. Gunn, Fred Melvin. . . . . . . . . . . . . . . . . . . . . •••• Haverkamp, Anthony. . . . . . . . . . . . .... Kollen, Estelle Marie. . . . . . . . . . . . . . . . . . . . . uo\\?inA Mlsner, Arthur J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Plasman, John. . . . . . . . . . . . . . . . . . . . . . . .

Renkes, Abel.................................... Fulton, 111. Renskers, H e r m a n ........................ Cedar Grove, Wls. Schaefer, Adolph Daniel..................... Parkersburg, la. V an der Schaaf, John J.......................... Maurice, la. Va n Raalte, Anthony............................... Holland Walvoord, William........................... Oostburg, Wls. Wynla, Frank...............................Platte, So. Dak. Sophomores. Barnaby, Olive Luclle.............................. Holland Blekklnk, Victor William...................... ..... Holland De Pree, Alyda M a y ................................Zeeland Dykstra, John Albert.................... Grand Rapids, Mich. Gouwens, Teunls E ..........................So. Holland, 111. Heusiukveld, Henry John.......................... Pulton, 111. Hoffman, Milton John........................ Overlsel, Mich. Laman, Arend Teunls...................... Muskegon, Mich. Melnders, Hans John............................ Belmond, la. Nauta, Joseph.................................. ..Holland Pleune, Peter Henry..................... Grand Rapids, Mich. Roost, Henry George.................... Traverse City, Mich. Schut, Henry ...................................... Alton, la. Stegeman, Hilda Cornelia....... ................... Holland Stegeman, Manley John............................. Holland Va n Houten, Abraham John............... Grand Rapids, Mich. Van Strien, David....................... Grand Rapids. Mich. Van Valkenberg, Genevieve........................ Fennville,Mich. Va n Westenburg, Isaac.................. Grand Rapids, Mich. Vermeer, Gerrit Evert...................... Sioux Center, [a. Vos, A n d r e w ................................. Paterson, N. J. Wichers, W y n a n d ...................................Zeeland,Mich. ,Wolterlnk, John...................................Hamilton,Mich. Freshmen. Anker, Harry Peter.......................... So. Holland, 111. Atwood, W m . Henry................................ Holland Boot, Gertrude...................................... Holland

Boter, Dirk ............................ Grand Rapids, Mich. Brink, John.................................... De Jong, Gerrit DI .......................... •-Zeeland Mich De Jongh, Gertrude................................. De Vries, Bernard.................................. Douma, Isaac.................................... ••• ° Dykema, James.................................Chicago 111 Evers, Cornelius................................... .Hoi an Heemstra, Jacob................................ Boyden, a. Hospers. Frank John........................ Orange Glty, la. Huibregtse, E d w a r d ......................... Oostburg, Wls. Hunderman. Edward ..................................... ^ Hyma, Andrew Martin................................. n w n LeFevre. A nna Margaret...................... Ashland. Ohio Meengs. R a y m o n d Dirk................... Cedar Grove, Wis. Paine, Clifford.............................. Fennville, Mich. Pasma, Henry ............................. Plkaart, Jennie Eloria............................... ^ Rottschaefer, Hen r y ................................ Schuelke, A n n ..................................... H o “ d Stanton, Iva Clara.................................. 2 ° “ ...................

Ten Pas, w l l t o Benjamin.......... ........Cedar Grove Wis.

T.P.=«,A,.e,... .................. Veenker, August............................Clara City, M m n . Veneklasen, Jennie Henrietta..................HoUand VruwtaL M T A n d r e w . \ \ \ \ \ \ \ ^ ....Grand Rapids, Mich. — tionrv ......... Kalamazoo, Mich. Warnshuis, John Hen r y ................ ...... ... i, ..... Fennville, Mich. Weston, Mildred Sarah.................. , u ...Saueatuck. Mich. White, Frances Dale......... ..............oauea , .. , T-,._ ............. Zeeland, Mich. Wichers, John ...................... Winter, Lillian E. V a n der Hart.....................Holland Wykkel. Leo John......................... Kalamazoo, Mc h . Wynveen, Benjamin John.................. Cedar Grove, Wis.

Specials. Beach, Myrtle K ....................................Holland Gullck, Martha Ella......................... Mason City, 111. De Krulf, Henry ................... ...Holland Schenck, Ferdinand Schurman, Jr....... N e w Brunswick, N. J. Wllterdlnk, Minnie................................. Holland

THE PREPARATORY SCHOOL ADMISSION. Pupils holding a so-called “Eighth Grade Diploma” will be admitted to the “D ” class without examination; while applicants who do not have such certificate, will be subject to a strict examination in the common school branches, Arithmetic, English Grammar and Composi tion, United States History, Geography (not including Physical), Reading and Orthography. The examination will be graded according to the requiren^ents of the afore said diploma. ' In order to enter any advanced class, it will be neces sary for the applicant to pass an examination in the studies previously pursued by the class. If the appli cant be received on condition, these conditions must be' removed before regular admission. Applicants for admisssion will not find it convenient to enter a class if they have not studied all the branches which the class has pursued. For instance, if one has met all the conditions for entering the Freshmaii class with the exception of Greek, he will find it very difficult to make up the deficiency. It would have been better for the applicant to have come two years earlier and entered the “B ” class where Greek is begun. Three parallel courses. Classical, Latin and NormalScientific, are offered in the Preparatory School, any one

of which the student may select under the supervision of the Faculty. In addition to these three an individual course of study will be arranged for by the Faculty for any who desire other work than that scheduled in the regular courses. In general in its four years’ work in any of the above, three courses the Preparatory School aims at the full preparation of its students for entrance into the Freshman class of any college or university. In particular the Normal-Scientific Course is planned especially for those young people who wish to fit them selves for teaching either in the country districts or in the grades of village or city schools. Thorough instruction and late reviews are given in all subjects required for first grade certificates as well as in the purely professional lines— elementary psychology, pedagogy, school law, and general school management. It is the aimi of the Faculty to make this course strong, practical and helpful— equiv alent to corresponding courses offered in our best Normal Colleges. The different lines of work receive the same careful attention as in the College, being under the immediate care of the College Faculty. In general educational value, it is believed that these three courses of study are worthy of full recommenda tion, whether for entrance into the College or for a pro fessional training or for a business life. GRADUATION. Upon the completion of forty-eight units of work or ‘credits” a certificate of graduation is awarded. All of

these “credits” are given for required courses which must be pursued as scheduled in the different groups. A “credit” or “unit” is one hour’s daily class work per week during any ot the three terms of the school year. T w o hours of laboratory work are reckoned as the equivalent of one hour of class work. N o certificate will be awarded for less than one year’s resident work immediately prior to the granting of the certificate or diploma.

FACULTY G E R R I T J. K O L L E N , LL. D., President. PROP. H E N R Y B O E R S , A. M.| History and Civics. PROP. J O H N H. K L E I N H E K S E L , A. M., Vice President, Mathematics. PROF. J A M E S G. S U T P H E N , A. M „ Htt. D., Secretary, Latin. PROP. J O H N B. N Y K E R K , A. M., English. (On leave of absence, 1906-07, Oxford, England.) PROP. D O U W E B. Y N T E M A , A. M., Physics and Chemistry. PROF. E D W A R D D. D I M N E N T , A. M „ Greek. PROP. A. RAAP, Dutch. PROP. S A M U E L O. M A S T . PH. D., (Harv.), Biological Science. J O H N W. B E A R D S L E E , JR., A. M., Instructor in Latin and Greek. PROF. J O H N M. V A N D E R M E U L E N , A. M., Psychology and Bible. A L M O N T. G O D F R E Y , A. M., M. D., Instructor in Chemistry and Physics.

HOPE COLLEGE M I S S C A R R I E K R B L L , A. B..

Instructor in English. P R O F . H E N R Y R. B R U S H , A. B.,

French and German. J O H N B. K U I Z E N G A , A. M.,

Professor of Pedagogy. M R S . C. V A N R A A L T E G I L M O R E ,

Lady Principal. Librarians— Prof. A. Raap, Arend T. Laman- ’09. Accompanist— Estelle M. Kollen, 08. Chorister— Jas. T. Veneklasen, ’07.

Janitor— Bernard Bloemendal.

THE DEPARTMENTS AND COURSES All courses for 1907-08 are identical w i t h those for 1906-07 , except as indicated b y specifying the years in h e a v y type.

E NGLISH. 1. Grammar— All the sections are required to take a thorough review of Formal Gramiriar, both for its practical use m the Fnglish Department, as well as for the value such a drill affords as a preparation for the study of foreign languages. Text-book: Longman’s Grammai to Participles. Fourteen weeks, daily.— Miss 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 1, 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 daily.— 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 10. Fourteen weeks, daily.— Mr. Nykerk. 6. Literature— Coleridge’s Ancient Manner, 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 on Addison; Sir Roger ‘le Coverley Papers from the Spectator; Irving’s Life of Goldsmith, Scott’s Lady of the Lake. Fourteen weeks, daily.— Miss ^ 8 Literature— Selections from Tennyson’s Idylls of the King; George Eliot’s Silas Marner; Macaulays Johnson. Twelve weeks, daily.— Miss Krell. 9 Composition and Rhetoric-In the Preparatory School, more stress is laid on the ‘^instructive than o^ the negative or critical side of the study of Rhetoric. Much paragraph work and theme-wnting is required, and the manuscript is carefully reviewed by mstru ' tors The course is for all the sections. Text-book. Kavana and Beatty’s Composition and Rhetoric, Parts and II. Ten weeks, daily.— Mr. Nykerk. 10. Composition and Rhetoric-This course is a con tinuation of Course 9, and must be

III IV, V

and

of the text-book are s t u d m d .

dition to this a n analytical s t u d y of B u r k e ’s Conciliation

is m a d e . F o u r t e e n w e e k s , daily.— Mr. N y k e r k 11. Literature-Painter’s Elementa^ Guide to Li erary Criticism; Shakespeare’s Julius Caesar and MacbetZ Twelve weeks, four hours per week.-Mr. N y kerk.

weeks, daily.— Mr. Nykerk. 1 he courses in English Masterpieces, required in all the sections, and including 6, 7, 8, ii and 12, conform to the recommendations of the “English Conference of the East^ern 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 work, students are required to read Halleck s History of English Literature, or its equivalent.

HI S T O R Y . 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. In the Preparatory School all the courses outlined

below are required of 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 Greek 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 His tory, revised edition. This work runs for six weeks dur ing the first term, and is completed in the second term. Four recitations a w'eek. 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 recitacions 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 : Myers’. Ten weeks, daily. ■ 7. American History— Text: Adams' and Trent’s History of the United States, begun. Fourteen weeks, except Wednesdays. ' 8. (a) Amierican History— Text: Adams and Trent’s completed. Four weeks, except Wednesdays. ‘ (b) Civics— Text: Forman’s Advanced Civics, begun. Eight weeks, except Wednesdays. 9. Civics— Text: Forman’s Advanced Civics, com pleted. 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 Roniae” and carefully drilled ia 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. 1. Introduction. Fourteen weeks, daily.— Mr. Sutphen. 2. (a) Introduction, cont. Six weeks, (b) Viri Romae, six weeks, daily.— Mr. Sutphen. • ' 3. Viri Romae, cont. Ten weeks, daily.— Mr. Sut phen. ■ ■

4. (a) Viri Romae, cont. Tv/elve weeks, daily, (b) Nepos. Two weeks, daily.— Mr. Beardslee. 15. 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, I-IV. 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. weeks.— Mr. Beardslee.

Fourteen

11. Vergil, two and one-half books. Twelve weeks. — Mr. Beardslee. 12. Vergil, one book; Ovid. Ten weeks.— Mr. Beardslee. GREEK. 1. 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 of study, word lists and inflections. Easy conversational work is 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 i. 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 2, 3 and 4. 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 tnat the mind of the young student need not be troubled with the forms and constructions of the epic before a thorough mastery of the Attic has been attained. It is believed that time 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— Symposium. 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. I. 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 v/herever 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’ Grammar to Part II.) 3. The previous Grammar and Exercise W o r k Continued— Easy texts are used to replace the reader. Memorizing of some well known poems. Five hours a v.reek, 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. For two years this class has been divided into two sections, one for beginners and one for those more advanced. It is open to all students of the Prepar

atory School. The sections meet at hours most conven ient to those who take up the work. Three hours a week for each section. 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 di ploma.— 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. I. 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. Raap. 3. Algebra— Equations, fractions, problems. Ten weeks, daily.— Mr. Raap. 4. Algebra— Fractional equations and problems, elimination, evolution, exponents, radicals. Fourteen weeks, four hours a week.— Mr. Kleinheksel. 5. Algebra— Quadratics, proportion, series, binomial theorem. Twelve weeks, four hours a week.— Mr. Klein heksel. 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. Raap. B I O L O G I C A L SCIENCE. All courses are given by Dr. Mast. Physical Geography— i. Fourteen weeks, five recita tions per week, and occasional field excursions. Davis’ 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— Morphology and Phys iology of Flowering Plants completed, a brief study of a few typical flowerless plants, and a very little systematic work. Ten weeks, daily. PEDAGOGY. All courses except 5 are given by Mr. Kuizenga. 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 N e w School Management. Under the general topic is included a brief treatment of supervision, grading and school hygiene. Twelve 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 teacners’ examinations. It covers all the requisite subjects not included in the Eng lish 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 Chemiistry. Fourteen weeks, five hours a week.— Mr. Yntema. Laboratory— Dr. Godfrey. 2. Hessler and Smith’s Essentials of Chemistry, con cluded. Twelve weeks, five hours a week.— Mr. Yntema. Laboratory— Dr. 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. Godfrey. 2. Carhart and Chute’s High School Physics. Twelve weeks.— Mr. Yntema.

Laboratory, two hours each week.— Dr. Godfrey. 3. Carhart and Chute’s High School Physics, com pleted. Ten weeks.— Mr. Yntema. •Laboratory, two hours each week.— Dr. Godfrey. .

BIBLR

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 W ord of God, and to lay it upon the hearts of students as their rule of faith and practice. All courses are conducted by Rev. Vander Meulen. 1. The Pentateuch. “D ” year. 2. The O. T. Historical Books. “C ” year. 3. The Wisdom Books and Psalms. "B” year. 4. The Prophets. “A ” year.

. ■

R O L L O F STUDENTS. ■>

“A ” Class.

Brusse, Irene Catharine...................... Holland Brusse, Rose Harriet.. ..... Holland De Jong, Flossie Johanna............... Zeeland De Jonge, Jeanette........................ Vrlesland De .Young, George Eneas.................. Chicago, 111. Den Herder, Marlenus J..................Grand Rapids Dykstra, John Dewey... ... ............ Morrison, 111.

COLLEGE GROVE

LABORATORY OF BIOLOGY

Fortuine, Eva Hermione...................... FllmoreCenter Garvellnk, Frank Leon...................... .Holland Hekhuls, Bert............................ Overlsel Moerdyk, Caroline Mae.......................Zeeland Mulder, James Bernard.......................Zeeland Nlessink, John Daniel..................... Kalamazoo Nyland, Edward Robert............ Holland Oggel, Melvin Verne........................Holland Scholten, George Benjamin................. Hudsonvllle Stegeman, Henry Van Eyck................... Holland Van De Erve, Henrietta............... Holland Vandenberg, Ethel Della..................... Holland Van Drezer, Mae Julia....................... Holland Van Raalte, Albertus Christian................. Holland Verburg, James A ..... :..............,..... Holland Visscher, William Wallace.................... Holland Westrate, William.......................... Holland Weurdlng, Frances C........................Holland Weurding, James.......................... Holland â&#x20AC;&#x153;Bâ&#x20AC;? Claso. Boss, Anna................... '........... Zeeland De Groot, George......................... Vrlesland De Jonge, John.......................... Vrlesland De Krulf, Paul Henry....................... Zeeland De Vries, Clarence......................... Holland Everse, Jeannette Florence................. Hudsonvllle Garfield, Florence Lucretla................. Hudsonvllle Heines, John Cornelius........................GrandRapids Heuslnkveld, Arthur Helenus........ ........ Fulton, 111. Kleinheksel, Anna Vera.............. Holland Ijokker, Mary Christine...................... Holland Luidens, Anthony....................... :....Holland Moes, Henry W ........................... Zeeland Naberhuls, Bert............................Holland Oltmans, Harvey Frederick................... Holland Partridge, Lea Zoe........................ Hamilton

Plasman, Henrietta................. •...... Holland Roelofs, Bert D ........................... Zeeland. Roon, Peter Jacob........................Hudsonvllle Stegeman, Gebhard......................... Holland Van Vallcenberg. Herbert James............... Fennville Van Zoeren, Grace................ ,.....Grand Rapids Walsh, Margaret Ingraham................... Holland Weerslng, Fred............................Holland Yntema, Hessel Edward.................. Holland Zandstra, Fred ............... ......... Chicago, 111. “C” Class. Barnaby, Zora Izzetta....................... Holland Beld, Minnie............................. Zeeland Boeve, Edward............................ Holland Brower, John J...........................Hamilton Dame, Clarence........................ Chicago, 111. De Motts, Gerrlt...................... Brandon, Wls. De Young, Cornelius...................Des Moines, la. Gunn, Ralph Roger...................... '....Holland Heneveld, George G ................ Holland Hyma, John H ........................... Holland Immlnk, Jennie............................Holland Kleinheksel, Frank De Moen.................. Holland Koolker, Fanny..................... Holland Kremers, Harry C....................... Hudsonvllle Leenhouts, William......................... Holland Muller, Margaret...................... Danforth, 111. Niewold, Lewis.... .................. .Holland Ossewaarde, Delia Magdalena.................. Zeeland Pas, Jeannette E ...........................Holland Pyl, Henry John........................... Zeeland Rlgaud, Pierre Adolph..... .'__ Curacao, Dutch West Indies Schulllng, George...................... Grand Rapids Stegeman, Herman James.................... Holland Stegenga, Wletse.......................... Holland Tollman, Harry D ......................... Hamilton

Van Bronkhorst, Aleck................... Hudsonvllle Van Den Berg, Richard John...............Grand Rapids Van der Hulle. Anthony.................Macatawa Park Van Der Veu, John M ...................... New Era Van Drezer, Maude Isabel.................... Holland Van Dyk, Jacob Frederic..................... Holland Van Kolken, Bertha.........................Holland Van Slngel, Menno........................ Robinson Van Zoeren, Herman.................... Grand Rapids Veneklasen, Deborah........................ Zeeland Veneklasen, Nellie Alyda E ................... Zeeland Verburg, Martin........................... Holland Vermeulen, Cora.............. Zeeland Visscher, Agnes ........................... Holland Voorhorst, Clara Amanda..................... Holland Vruwink, John........................ Grand Rapids Weed, Tracy Elmer.................. Fennville Wlersema, Bessie Rachel.................. Chicago, 111. Wolfert, Jennie............................ Holland â&#x20AC;&#x153;D â&#x20AC;? Class.

Altbuls, Jacob Jonathan......... ,............ Holland Bloemendal, George William.......... Holland Blom, Cornelius William........... Holland Brusse, Orrie Stuart.........................Holland Cappon, Ida Elizabeth....................... Holland Clark, Ebba Lenore.........................Holland Cotts, Garret...........................Hudsonvllle De Haan, Fanny...........................Holland De Koker, Edward Arle................. De Motte, Ind. Denny, Lora Irene..... Holland Diekema, Willis Alcott...................... Holland Elferdink, Calla Margiierite................... Holland Garvellnk, Charles Irving..................... Holland Heines, Julia .......................... Graafschap Holleman, Clara Jane.................... Chicago, 111. Hunderman, Henry......................... Drenthe

Kloote, John....................... GrandRapids Knoolhuizen, Grace.........................Holland' Konlng, Alice............... Holland Kroodsma, Robert..........................Zeeland Kuizenga, Abel Marcus.................... .Holland .Holland Lokker, Clarence Albert.................. Lokker, William........................... Holland Mulder, Leon Leonard....................... Holland GrandRapids Muste, Cornelius Bartel.............. Oltmans, Cornelia Jeannette................... Holland Oltmans, Prances Evelyn..................... Holland Plasman, Fanny........................... Holland Rlksen, Hattie Marianne............. Holland Rusticus, Jacob...................... Paterson, N. J. Scholten, Adrian Herman.................. Hudsonvllle Schwitters, Henry Mammen................... Holland Scott, Charles Stelle........................ Holland Smallegan, Alice Elizabeth................. Hudsonvllle Tardiff, Raymond Francois....................Holland Ter Keurst, Henry Daniel................... Hamilton Tillema, John...... ................... Thomson, 111. Van Dyke, Edward Theodore.................. Holland Van Raalte, Dick B. K ....................... Holland Van Zoeren, Fanny Alyda..................... Zeeland Veldhuls, Charles Daniel..................... Overlsel Veltman, Margaret.................. ;..... New Era Vlsser, Arthur..................... Clara City, Minn. Weed, Hazel Georgia....................... Fennville Wenzel, Orrln John......................... LeRoy Specials.

Avery, Elmer Ellsworth...................... Holland Bemis, Bata Murray..................... Carson City Coburn, Clara Matilda............;....... Hudsonvllle De Krulf, Edith Mary...................... Levering De Krulf, George Eldridge........... Holland De Vries, George R .........................Zeeland

's-‘ A-':

„

Diekema', Marie Alcott.......... Holland Holland Haan. Will Blaine.................. Kollen, Katherine Ruth...................... Overlsel Kulte, Sadie............................. Holland Lahuis, Chester James.......................Zeeland Smith, Frank............................Saugatuck Struik, Peter Cornelius......... ......... Grand Rapids Holland Van der Woude, Berend......... Van Zoeren, Gerrlt John......... Zeeland Veneklasen, Benjamin Henry............... •-- Zeeland Williams, Louise Annls...................... Holland isee, Isma Hope.................. Hudsonvllle Woodmansee, Loyd...................... Hudsonvllle

REQUIREMENTS FOR A. B. DEGREE. F o r the A. B. Classical D i p l o m a thirty-six (36) credits are required as follows;

Required Studies: L a t i n ...................

G r e e k .................... 4 Mathematics Chem i s t r y

..........

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

H i s t o r y ................

English

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

P s y c h o l o g y .............

1 Political E c o n o m y ...... 1 Evidences ............. 1 E t h i c s ................ 1 B o t a n y .................. 1 Logic

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

Re q u i r e d credits......

Electives; History............. Dutch ............. History of Ed........ Ed. Psychology...... Pedagogy .......... Sch. Economy ....... American Literature .... English Literature.... Greek ........... German ...... French............ Biology and Botany... Philosophy......... Astronomy......... Greek Literature.....

6 1 1 1 1 1 1 4 3 3 2 2

1 1

Total Electives.... 30

Req u i r e d course, twenty-four (24) credits. Electives, twelve (12) credits. T h e s e twelve

electives m u s t b e taken f r o m the Junior

a n d Senior studies appearing in the five (5) schedules leading to the A. B. degree.

In this course t w o m o d e r n languages

can not be elected in either Junior or Senior year at the s a m e time, unless one b e taken as a fourth study. In addition, in all the classes, one weekly recitation, both in Bible a n d Elocution, is required. in the second term. F r e s h m a n year.

G y m n astics is required

F o r the

Philosophical D i p l o m a

thirty-six (36)

credits are required, as follows:

Electives:

Required Studies: Latin

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

Mathematics En glish

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

Chemistry

....... . â&#x20AC;˘ â&#x20AC;˘ 5

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

H i s t o r y .................

D u t c h ..................

Hist. E d .................

Ed. P s y c h . .............

P e d a g o g y ..............

History

.........

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

E t h i c s ..........

Lo g i c

Political E c o n o m y

Evidences

German

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

.. 3

Botany

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

English Literature .....

.........

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

German

Physics

P s y c h o l o g y ......

French

1 1 1 1 1 1 1 2

Sch. E c o n . ............... 1 A m e r i c a n Literature ....

Hist. Phil...............

A s t r o n o m y .............

Biology a n d B o t a n y .....

G r e e k Literature.......

R e q u i r e d Credits....... 27 Electives The

nine elective credits m u s t

............... 27 selected

f r o m the

Junior a n d Senior studies offered in a n y of the five (5) schedules leading to the A. B. degree.

Two

m o d e r n languages

can

not b e elected in either Junior or Senior year at the s a m e time, unless one b e taken as a fourth study. In addition, in all the classes, one weekly recitation both in Bible a n d Elocution is required. in the second term. F r e s h m a n year.

Gy m n a s t i c s is required

Ia all thirty-six credits are required as follows: MODERN LANGUAGE-ENGLISH.

MODERN LANGUAGE-MATHEMATICS.

Required Studies:

Required Studies: G e r m a n ................ 12

E n g l i s h ................

6 8

C h e m i s t r y .............

F r e n c h ................

History

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

1 L o g i c ................... 1 P s y c h o l o g y ..............

Req u i r e d credits....... 32

G e r m a n ................. 12 6 F r e n c h ........... M a t h e m a t i c s ........... 5 Physics .................. 3 P s y c h o l o g y ............ '. 1 History.................. 1 L o g i c .................... 1 Biology .................. 1 E n g l i s h ................. 2 Required credits.......32

In addition over twenty electives are offered; but n o n e of t h e m are allowed as substitutes for the required courses. T h e four (4) electives necessary to complete the required thirty-six (36) credits m u s t be taken f r o m the Junior a n d Senior studies in a n y of the five schedules lead足 ing to a diploma. In all the classes, one weekly recitation both in Bible a n d Elocution is required. G y m n astics is required in the second term, F r e s h m a n year. In the case of students applying for the F r e s h m a n class w h o have finished one year of Chemistry a n d t w o years of G e r m a n , n o credit shall be allowed and such w o r k shall not b e given credit on the requirements for a diploma. Such students desiring the M o d e r n L a n g u a g e - E n g l i s h course shall b e required to take t w o (2) terms of A d v a n c e d Chemistry a n d on e year of F r e s h m a n Mathematics a n d one year of College Physics. S u c h as w a n t the M o d e r n Language-Mathematics, a n d have ha d the C hemistry a n d G e r m a n , shall select three f r o m the studies offered in the schedule of each successive term. T h a t is to say: F o r Diploma: N i n e (9) courses or nine (9) credits m u s t have bee n finished in residence, from the F r e s h m a n schedules. N i n e (9) from the S o p h o m o r e schedules. Eighteen (18) f r o m the Junior a n d Senior schedules.

F o r the A. B. degree, Biological Course thirty six (36) credits are required subject to the following conditions a n d statements: F o r the whole of the F r e s h m a n a n d S o p h o m o r e years, a n y on e of the other four courses m a y h e selected, except that, in the third term S o p h o m o r e year. Bota n y shall h e s u b stituted for a n y on e of the required studies in that t e r m . W i t h this exception, a n y course so selected m u s t b e c o m pleted without c h a n g e for the full t w o years T h e remaining credits re Required Courses: quired, seven in n u m b e r , F r e s h m a n and' S o p h o m a y be, selected f r o m the m o r e years,.,.,....;,,,. .18 following: ’ F r o m Junior a n d Senior G e r m a n ................ 6 Schedules, B o t a n y , F r e n c h ................. 3 Biology a n d Zoology ... 5 P h y s i c s ................. 3 E n g l i s h ......... ....... 1 H i s t o r y ................. 2 P s y c h o l o g y ............. 1 E n g l i s h ................ 2 Logic .................. 1 P e d a g o g i c a l ............ 4 Ethics................... 1 Political E c o n o m y ....... Evidences ............. R e q u i r e d credits......

1 1 29

A n d a n y other electives offered in the Junior a n d Senior years.

B u t tw o m o d e r n languages cannot b e elected at the s a m e time in the Junior a n d Senior years unless one is taken as a fourth study. T h a t is to say, in the Classical, Philosophical a n d Biological courses Junior a n d Senior years, t w o m o d e r n languages pursued at the s a m e time shall count as minors a n d entitle to only on e credit. In'addition, in all the classes, one weekly recitation both in Bible a n d Elocution is required. G y m n astics is required in the second term, F r e s h m a n year. O n admission to H o p e College n o H i g h School w o r k of a n y nature will be accepted for a d v anced standing in the College. I n case a student has taken H i g h School w o r k w h i c h covers required courses in College, s uch students will be required to take elective courses d e e m e d b y the Faculty an equivalent for the required courses w h i c h have been covered previously. , i • j A detailed schedule of daily recitations m a y be obtained f r o m Prof. H e n r y Boers, A. M.

SCHOOL OF MUSIC The courses in Music 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 individual work suggested on other pages, there is opportunity afforded for ensemble work, includÂ ing classes in harmony, composition, history, theory and sight singing. 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, 1906-1907, in Mr. Nykerkâ&#x20AC;&#x2122;s absence, the work of the Union is under the direction of Mr. Pease, For cost of tuition and other expenses, application should be made to Prof. John B. Nykerk, Holland, Mich.

PRESIDENT'S RESIDENCE

ADMINISTRATION C H A M B E R

FACULTY

STUDIOS.

MR. HENRY C. POST Plano, Harmony and Composition ■ MISS KATHERINE CONDON Violin and Viola MR. CLARENCE E. PEASE Voice MR. JOHN B. NYKERK Director of the Choral Union MISS AMY YATES Plano MISS DOROTHY RAIGUEL Accompanist ' ..........VAN RAALTE MEMORIAL HALL

PIANO. Mr. Henry C. Post, after several, years’ study with J. de Zielinski, continued his studies in pianoforte and com position with a number of the most famous musicians 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, b}*^ association and affiliation 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 in structors 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, tq 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 material 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). Beitini, 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 includes the easier sonatas by dementi, Mozart and Haydn, and a large number of modern comipositions by the great com posers. Ma7iy of the more pleasing compositions may also be used to promote progress in this grade, such as those by.

Eohm, Bachmann, Lange, Spindler, Mendelssohn, Schu mann and contemporary writers. Third Year— Technical studies of greater difficulty; velocity, octave work, and such training as will promote handling of the works of the great masters. Studies used: Bach, Inventions (3 voice). Bach, Selections from the Suites. Czerny, School of Velocity. Czerny, Opus 821, Short Exercises. 'Czerny, Opus 40, Daily Studies. Heller, Opus 46 to 45. Loeschhorn, Opus 66 to Opus 67. Schytte, Romantic Studies. Low, Octave Studies. Grade 3 begins to include the easier sonatas of Beethoven, as well as many other classical compositions: Mendelssohn, Schubert, Schumann, Chopin and other elassical composers. There is also a great wealth of at tractive and instructive music from the mjodern German and French schools of composition— Lack, Godard, Chaminade, Heller, Greig, Scharwenka, Moszkowskj^ and others. Fourth, or Last Year— This grade is not intended by any means as a finishing of piano study but as complet ing a certain prescribed course of study. Students in this grade will have reached a degree of proficiency, enabling them to play much of the wellknown piano compositions of the great composers. 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. Tau,sic. 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 general 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 Concertmaster Halir in Berlin, Germany. Not only has Miss Conlon demonstrated her pre-emr inence as a concert soloist upon the violin, but she has had much experience and extraordiriary 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 Geb’ auer, Hollaender, Hauser, Borowski, etc. Second Y e a r — 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 V O I C E 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, Victor 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 instructors 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.

R O L L O F STUDENTS.

Bemis, Bata ....... ... ..Violin .... Benjamin, Bernice ... ... Violin .... Bonner, Blanche ..... Boot, Gertrude...... ...... Holland „ 1Voice Brouwer, Jennie ..... 1Piano ... ....... Holland Brouwer, Herman..... ... Violin .... Browning, Grace ..... ...... Holland Brusse, Orrie ....... ....Violin ... .......Holland Clark, Ebba ....... ....... Holland Clements, Hazel ..... Damson, George ..... (Voice De Jongh, Gertrude __ j Piano ....

..Voice ....... Zeeland, Mich. jVoice De Krulf, Edith IPiano ........... Holland De Krulf, Henri ......... Voice ............Holland De Kruif, Paul ......... Piano .......Zeeland, Mich. De Pree, Alyda M ......... Voice ....... Zeeland, Mich. De Vries, Bernard J ....... Violin ........... Holland Diekema, Marie ..........Piano ............ Holland Diekema, Willis ..........Piano ............ Holland

De Jong, Martha

Dok, G e o r g e ... . . . . . . . . . Piano . . . . . . . . . . . . Holland

.Voice .........Chicago, 111. .Piano ...... Ironton, Mich. , T.,,, (Piano City, 111. Gulick, Martha Ella...... j Hadden, Mayo .......... Piano ............ Holland Heusinkveld, Arthur J..... Piano ..........Fulton, I . Karsten, Jennie ..........Piano .......... Kleinheksel, Vera A ......’. Piano ........... Holland Voice ............Holland Kleyn, red G ......... Piano ........... Holland Keppel, Helene .......... Piano ........... Holland Lane, Elsie................ Voice ........... Holland Larkin, Ida ............... Piano ........... Holland Mills, Mrs. Harry ......... Voice ........... Holland Schuelke, A n n ............. Voice ........... Holland Pikaart, Jennie ........... Piano ........... Holland Shepard, E s t h e r ........... Piano ........... Holland Shepard, Mildred.......... Piano ..... Saugatuck, Mich. Spencer, ±jenore .......... Piano ........... Holland St. Clair, Eva ............ Piano ........... Holland St. Clair, Lola ............ Piano ........... Holland Stephan, Edward ........ .Violin ........... Holland Stephan, William ......... Voice ... Holland Taylor, Iiorence .......... Turnbull, Maude .......... ,Voice ...... Douglas, Mich. Voice ...•.... Zeeland,'Mich. Veneklasen, James Theodore Voice ...... Zeeland, Mich. VeneKlasen, Jennie........

Dykema, James Gibhs, Jessie ...

Visscher, Anna.... .....Piano ..... Wade, Adelaide .... ..... Holland Walsh, Margaret .... Wise, Leah ....... Witvliet, Anna..... Yates, Avis W ...... .... Violin .....

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THE MUSEUM

ACKERMAN HOYT OBSERVATORY

S U M M A R Y O F STUDENTS. T HE COLLEGE— Seniors............................ Juniors ............................. Sophomores............. . .......... Freshmen........................ .40 Specials............................ ^ — 103 T HE PREPARATORY SCHOOL— 26

■

................................... 26 P . .............. .. 44

S:::::::::::::.......... ; Specials...................

T H E S CHOOL OF MUSIC— Piano .... 29 Voice .............................. 20 Violin.............................. Total............... Deductions for double counting...........

307

Total enrollment......

279

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 navigation 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 ten in number. ■

V A N V L E C K H A L L is mainly devoted to dormitory .purposes. ■ G R A V E S L I B R A R Y and W I N A N T S C H A P E L , in which are also found the Administration Chambers, a Reading Room, a Y. M. C. A. hall, and four lecture rooms, affords suitable and improved accommodations for these purposes. V A N R A A L T E M E M O R I A L H A L L was dedicated and occupied September i6, 1903. In it are located the Chemical, Physical and Biological laboratories, lecture rooms devoted to Physics and Chemistry, Creek, Biology, Ethics, Modern Languages, Elocution, Biblical Instruc tion, English and Mathematics. A large Assembly Room is located on the third floor in which at present the School of Music is housed. The Museum is also located on the third floor. M A R 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 hold er, 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 con crete pier; and the floor of the observatory, which is in-

■dependent of the pier, rests on a brick wall eleven feet high and is enclosed by a substantial iron railing. Her bert A. Thompson of Johnstown, Pa., is the maker of the telescope. E L I Z A B E T H R. V O O R H E E S D O R M I T O R Y — In October, 1905, one hundred thousand dollars was given by Mr. and Mrs. Ralph Voorhees on the annuity plari, 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. The build ing is rapidly nearing completion and is expected to be ready for occupancy in September, 1907. The large in crease in numbers the last few years has made larger dormitories a necessity and the women students are in this way provided for. About fifty rooms will be fitted as studies and a half dozen others will be used for the temporary housing of the School of Music. A dining hall and parlors are located on the first floor. Model but simple apartments for girls away from their own homes is the object sought and, every convenience compatible with residence life will be aimed at. Rooms are provided for a dean of women and her assistants so that there may be constant care and supervision. Full plans will be announced later in the College publications. T H E CARNECIE GY M N A S I U M — The, Carnegie Cymnasium, the funds for the erection of which were given by Mr. Andrew Carnegie in 1905,

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81 was completed and dedicated in June, 1906. The build ing 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 has a seating capacity of 1,200 at the least, and in the course of a few years will be pro vided with a pipe organ for concert and public work. Different numbers of the Lecture Course are to be given ■in the Hall during the year and the official public exer cises of the College will be held regularly in it. The gymnastic equipment has been installed and is now in use. All the apparatus necessary to the latest and most approved physical exercise has been provided. The ventilation and heating systems' are fully adapted to the double purpose for which the building is designed and in the basement shower baths are provided in sepa rate sections of the building for the use of both men and women students. A large room has been provided m the basement for hammer and shot work, indoor baseball and other outside work which winter weather will not permit out of doors. A full schedule of hours for work has been Iarranged, and physical instruction and medical supervision provided. SCHOOL YEAR— The scholastic year of forty weeks begins on the third Wednesday in September and ends with the general C o m mencement on the third Wednesday in June. . The winter and spring vacations are fixed by the Fac ulty. (See Calendar.) ’

ADVANTAGES OFFERED— Besides the advantages of location, easy communica tion and inexpensive living, it is believed Hope College may justly call attention to equally important advantages of a very different nature. The classes are not so large as to preclude that per sonal acquaintance, contact and influence of each micmber 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 College is not a local institution. Its students 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 careful division of the work the same experi enced instructors teach in both the Preparatory School and the College, thus giving the students in the lower classes advantages not often enjoyed in preparatory 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 regpilar liberal course of training as com plete as can be found in most of our western colleges. EXAMINATIONS— In both departmlents 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 17, 1907, at 9 o’clock A. M. • RELIGIOUS SERVICES A N D W O R K — The exercises of each day begin with prayer in Winants 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. Ihe students also support a weekly prayer meeting, from which the institution continues to reap much spirit ual 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 i deep inter est in Christian Missions. Mission Classes meet once every week to study the history and rriethods of missions and missionary biographies relating more particularly to the mission fields of our own Church. L I B R A R Y , R E A D I N G R O O M , 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 ofValuable 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 journais on politics, religion, science and literature. These may be consulted on any day when the College is in ses sion, hut 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. 'Ihe Ulfilas Club is doing excellent work in fostering the study of the Dutch language. The M. S. and the S. S. Societies have been organized.by the young ladies'for the purpose of enjoying free discussion and obtaining experience in conducting public meetings. W e have no Creek 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 two religious week lies are published, De Hope and The Leader. The first was established in 1866 and is under the direction of the Council through its Editorial Committee; It has a cir culation of some 3,000 copies. The second appeared with its initial number September, igo6. Both are devoted to furthering the cause of the Reformed Church in Amer ica and non-sectarian Christian education. A monthly, called The Anchor, is conducted by the students with gratifying success. It has reached its eighteenth 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 Junior class in English Literature, and the other for the Senior class in Dutch Literature. A Foreign Mission Prize of twenty-five dollars is of fered by Mrs. Samuel 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. English Grammar— 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 m e m bers of the “C ” class. These were established by Mr. Henry Bosch, of Chicago, 111; At the Commencement of 1906 these prizes were awarded by the Committees as follows: George BirkholT, Jr., English Prize— “The Medieval Romance in English Literature,” Paul E. Hinkamp, ’07, Milwaukee, Wis. Geo. Birkhoff, Jr., Dutch Prize— “Vondel’.- Gijsbrecht van Amstel,” Richard d’ Zeeuw, ’06, Sioux Center, Iowa. ' Mrs. Samuel Sloan Foreign Missionary Prize— “Christian Missions A m o n g the Jewish Peoples in the Eighteenth and Nineteenth Centuries,” Dirk Dykstra, 06, Monroe, So. Dak. Henry Bosch English Prizes— Examination, first. Lea Zoe Partridge; second, Hessel Yntema. The subjects for the next two years are;

1906—

1907.

Geo. Birkhoff, Jr., English Prize— “John Keats.” Geo. Birkhoff, Jr., Dutch Prize— “Het Huis Lauernesse” van Mevrouw Bosboom, Toussaint. , Mrs. Samuel 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. Dr. J. Ackerman Coles Oratory Prize— The first Tri ennial Contest on this foundation will take place M a y 30, 1907, in Carnegie Gymnasium. The oration must be of a patriotic nature, but the choice of subject is left to the contestants. The prize is a bronze bust of George W a s h ington, after Houdon. The A. A. Raven Prize in Oratory— The first Annual Contest upon this foundation will be held during C o m mencement week in June, 1907. 1907—

1908.

Geo. Birkhoff, Jr., English Prize— “The Development of the Pastoral in English Literature.” Geo. Birkhoff, Jr., Dutch Prize— “Jacob Kats, als Volksdichter.” Mrs. Samuel Sloan Foreign Missionary Prize— “Ion Keith Falconer.” 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 eight dollars per term in the College, six dollars per term in the Preparatory School. The graduation fee is five dollars in the College and two and one-half dollars in the Preparatory School. N o 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 themiselves, 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 i-etlucing their expenses within marvelously narrow limits. ..ue is an estimate of the necessary expenditure, ex 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).. 35-00 Books $10, Washing $10, Light $4... 24.00 Fuel $16, Fees $24............... 40.00 Total .............

$179.00

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. A number of our students earn enough money to pay their own way through college. ■ 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, enter prising city— one of the mbst prosperous and beautiful in Michigan. With its broad and shady streets, its water works, ajnd its electric illumination, Plolland 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 enable students, living along these lines to come in for the day, and thus m a terially reduce expenses. DISCIPLINE—

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.' ' ‘'

O ’NEILL L A B O R A T O R Y O F PHYSICS

L A B O R A T O R Y O F CHEMISTRY

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 js bad and injurious to others, the right is exercised of requiring the withdrawal of'such student. The students are required to be present, prom]ptly, 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 same 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 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. The first contest held upon the Coles Foundation takes place during 1906-07. 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 tor 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 the 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 useftil to the College. Those making specific bequests may vary the above form by inserting the special object desired. ,

A L U M N I ASSOCIATION.

President....................... Gelmer Kuiper, ’89 Vice-President............. Rev. E. W. Stapelkamp, ’83 Secretary....................... J. G Van Hess, ’81 Treasurer......... ........ Hon. Arend Visscher, ’72

DEGREES CONFERRED IN 1906 H O N O R A R Y DEGREES. Doctor of Lawr,. REV. D O N A E D S A G E M A C K A Y , D. D.

Doctor of Divinity. REV. x V L B E R T U S PIETERS. REV. J O H N G. G E R H A R D .

D E G R E E S IN C O U R S E . Bachelor of Arts.

Bush, Benjamin Jay.................. Grandville,Mich. De Jong, Nettie Rosa................... Zeeland, Mich Douma, John .......................... Dykema, Anno Charles................... Chicago, 111. Dykstra, Dirk..................... Monroe, So. Dak. Freeland. Allan M .................Grand Rapids, Mich. Hoekje, John Clarence.................Fremont, Mich. Kolyn, Andrew Judson............. Grand Rapids, Mich. Rottschaefer, Bernard.................... •• Stegenga, Andrew................. New Holland, Visscher, Raymond........................ Holland d’Zeeuw, Richard.................... Sioux Centre, la. Master of Arts.

Baarman, Cornelius K., ’03................Zeeland,Mich. Boeve, Lucas, ’03................... Prairie View, Kas. Grooters, Peter, ’03...................... Boyden, la. Karreman, 'Anthony, ’03.... ................. Holland Stuart, Gerhardus X, ’03................ Orange City, la. Vander Mel, Cornelius, ’03.......... Grand Rapids, Mich. Vander Naald, Henry, ’03................. Newkirk, la. Welmers, Thomas E., ’03............ Grand Rapids, Mich. Zandstra, Sidney, ’03..................... Chicago, 111.

CHRONOLOGICAL M E M O R A N D A Beginning

the

Netherland

Immigration

into

Michigan,

I o wa, etc..................................................... 1847 Village of H o l l a n d laid ou t ..................................... 1 8 4 8 F i v e acres d o n a t e d

R e v . A.

C. V a n

Raalte,

D. D., as a

site for a n A c a d e m y ....................................... 1850 “P i o n e e r S c h o o l ” o p ened, M r . W . T. Taylor, Principal.. Oct., 1851 P l a c e d u n d e r the care of the G e n e r a l S y n o d ...........June, 1 8 5 3 M r . W . T. T a y l o r r e s i g n e d ................... ............ Oct., 1853 R e v . F. B. Beidler, Principal R e v . J o h n V a n Vleck,

............................... .. 1 8 5 4

Principal

.............................. 1 8 5 5

T h e S chool n a m e d the H o l l a n d A c a d e m y .................... 1855 V a n V l e c k H a l l erected o n “ T h e F i v e A c r e s ” ............... 1 8 5 6 T h e A c a d e m y m o r e fully o r g a n i z e d ............. ......... 1857-1858 R e v . J o h n V a n V l e c k resigned ................................. 1859 Rev.

Philip Phelps,

Jr., Principal

........................... 1 8 5 9

C a m p u s enlarged to 16 acres .................................. 1859 “ O g g e l H o u s e ” erected as a

residence

...................... 1860

G y m n a s i u m built, largely b y s t u d e n t s ..........................1862 A

F r e s h m a n Class f o r m e d , 10 in n u m b e r

“ B o a r d of S u p e r i n t e n d e n t s ” a p p o i n t e d b y G e n e r a l S y n o d . .1863

College p r o p o s e d a n d a p p r o v e d b y the S y n o d s

O v e r $40,000 contributed Hope

College b e g u n

1865;

endowment

incorporated

F a c u l t y of six a p p o i n t e d a n d organized; D. D., President First c o m m e n c e m e n t ; A

.................... 1862

...........1864

...........

... 1865

............. M a y , 1 8 6 6 R e v . P. Phelps, Jr.,

............................. .......July, 1 8 6 6 eight b e c a m e A. B .....................1866

w e e k l y n e w s p a p e r , “ D e H o p e , ” established

............... 1 8 6 6

Theological instruction b e g u n , w i t h a class of seven. .Sept., 1866 Rev.

Crlspell, D.

Profs. Phelps, Oggel, “ Lectors”

D., elected Professor of T h e o l o g y ; Bec k ,

and

Scott

being

elected

........................................ ..... .... 1867

The

Theological Its “ W e s t e r n

Death

D e p a r t m e n t adopted Theological

Seminary”

General

of R e v . P e t e r J. Oggel, Pro f e s s o r a n d

Hope

Synod

.................... 1869 Ed i t o r of D e

.............................................. Dec. 13, 1869

First Theological Class of s e v e n g r a d u a t e d

.................1869

First F o r m a l Constitution of the College a d o p t e d ...........1871 C.

D o e s b u r g , A. M., elected P r o f e s s o r .......... '............ 1872

B r i c k printing office for D e H o p e e r e c t e d .................... 1876 D e a t h of R e v . A. C. V a n Raalte, D. D ................ N o v . 7, 1876 S u s p e n s i o n of th e Theological D e p a r t m e n t

.......... June, 1877

R e o r g a n i z a t i o n of the College; Dr. P h e l p s resigned . .June, 1878 Rev.

Mandevllle,

Financial A g e n t ;

D.,

Provisional

President

and

Prof. C. Scott, V i c e - P r e s i d e n t ........ 1 8 7 8

W m . A. Shields, A. M., a n d G. J. Kdllen, A. M., elected P r o fessors .......................................................1878 Professor C h arles Scott, D. D., Provisional P r e s i d e n t ...... 1880 Theological Instruction restored; c o m pleted; R e v . N. M . of T h e o l o g y

a Professorship of $30,000

Steffens, D. D., elected Professor

.................................................1884

Rev s . P. M o e r d y k e a n d H e n r y E. D o s k e r elected Lectors .... 1884 H.

Boers, A. M.;

J. H .

Kleinheksel, A. M.;

J. G.

Su t phen,

A. M.; a n d Rev. J o h n J. A n d e r s o n , A. M , elected P r o f e s sors Election

......................................................... 1885 of Prof.

P resident

C h arles

Scott,

D. D., as

Constitutional

................................................... 1885

Pre s i d e nt Scott I n a u g u r a t e d

....................................1886

S y n o d ’s H o u s e for the President erected

.................... 1886

First n u m b e r of T h e A n c h o r issued .................... M a y , 1887 M r s . C. V a n R a a l t e Gilmore, elected L a d y P r i n c i p a l ........ 1 8 8 7 R e v . J. .W.

Beardslee,

D.,

elected

Professor

of Biblical

L a n g u a g e s a n d E x e g e s i s in the Theological S e m i n a r y .... 1 8 8 S R e v . J a m e s F. Z w e m e r

a p p o i n t e d Financial A g e n t

.........1 8 8 »

R e v . J. H . Gillespie, A. M., elected P r o f e s s o r ................ 1 8 8 8 Q u a r t e r Centen n i a l Celebration

.................... J u n e 26, 1 8 9 9

G r a v e s L i b r a r y a n d W l n a n t s C h a p e l b e g u n ; cornerstone laid .....................................................Oct. 12, 1 8 9 2 P r esident Scott, resigned

...................................... 1893

Prof. G. J. Kollen, A. M., elected P r e s i d e n t ........ J u n e 29, 1893 Y n t e m a , A. M,, elected Professor

...................... 1 8 9 3

D e a t h of Professor C h arles Scott, D. D ............... Oct. 31, 1893 G r a v e s L i b r a r y a n d W l n a n t s C h a p e l d e d i c a t e d ____J u n e 26, 1894 President K o l l e n i n a u g u r a t e d

............... ; ..... J u n e 27, 1894

E. D o sker, D. D., elected P r ofessor of Historical T h e o l o g y In th e S e m i n a r y ............................... 1895 J. B. N y k e r k , A. M., elected Professor

...................... 1 8 9 5

R e v . J. T. B e r gen, A. M., elected P r o f e s s o r ..................1895 R e v . E. W i n t e r , D. D., elected P r o fessor of T h e o l o g y In t h e S e m i n a r y , in the place of R e v . N. M . Steffens, D. D., resigned ..................................................... . D e a t h of H o n . N . F. Graves, L L . D ................... July 21, 1 8 9 6 D e a t h of R e v . Philip Phelps, Jr., D. D „ L L . D ....... Sept. 4, 1896 H e n r y V e g h t e , A.- M., elected Professor ...................... 1897 E n d o w m e n t F u n d Increased b y $100,000 Prof. J. H . Gillespie, D. D., resigned

..................... 1897

........................ 1 8 9 8

E. D. D l m n e n t , A. M., elected Professor

.................... 1 8 9 8

A . J. L a d d , A. M., elected P r o f e s s o r ........................... 1898 R e v . Peter Siegers, elected Professor ......................... 1899 S a m u e l O. Mast, B. S., elected Instructor In N a t u r a l Scie n c e s .1899 R e v . P e t e r Siegers, resigned

............................ ..... 1900

S a m u e l O. Mast, elected Professor

........................... 1901

J o h n G. W i n t e r , A. B., a p p o i n t e d Instructor In L a t i n a n d <Jreek ...... ................................................ . Prof. A. J. L a d d , A. M., resigned

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

Prof. E. L. N o r t o n , Ph. D., elected Professor of P s y c h o l o g y and Pedagogy

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

R e v . H . B. D o s k e r , D. D., r e s i g n e d ............................. 1993 R e v . N i c ho l a s M . Steffens, D. D., elected Professor of Hi s t o r ical T h e o l o g y In the S e m i n a r y ........................... 1 9 0 3 R e v . J o h n M . V a n d e r M e u l e n , elected Professor of P s y c h o l o g y a n d P e d a g o g y ................................ ......... 1903 A. R a a p , elected Professor In D u t c h R e v . G. H . D u b b i n k , D. D.,

........ ............... 1903

elected Professor of T h e o l o g y in

the S e m i n a r y to succeed R e v . Dr. m. W i n t e r , resigned,. .1904 Prof. H e n r y V e ghte, resigned

................... ..............1904

M i s s C arrie Krell, A. B., a p p o i n t e d Instructor In E n g l i s h ----1905 J. W . Beardslee, Jr., A. M., elected Professor of Ethics a n d E v i d e n c e s of C h r i s t i a n i t y ..... ............................ 1 9 0 5 Henry

R. Brush,

guages

B., elected Professor

of M o d e m

Lan

...................................................... 1005

Prof. C. D o e s b u r g , A. M., died ................................ 1 9 0 6 R e v . J. T a l l m a d g e B e r g e n , D. D., r e s i g n e d ... ............... 1906 Rev.

John

Kulzenga,

appointed

Instructor In

Pedagogy

a n d E n g l i s h ................................................. 1906 Carnegie G y m n a s i u m , Mr.

dedicated

a n d Mrs. R a l p h V o o r h e e s

.............................. 1906 donated

$100,000 for L a d l e s ’

D o r m i t o r y a n d E n d o w m e n t , M r . A n d r e w C a r n e g i e $30,000 for

Gymnasium

............................................ 199®

The Western Theological Seminaiy Through the courtesy of the Council and President of Hope College a reprint of the Year Book of the Western Theological Seminary is included with the College Year Book. There is no connection, charter, organic, financial or otherwise, betweeen Hope College and the Western Theological Seminary. Both are separate institutions under the care of the Reformed Church in America. Each takes pleasure in extending the other all possible courtesy and consideration and the advantages offered by the Col足 lege are open to Seminary students. N o work done in either institution, however, is accepted by the other for a degree or certificate in lieu of its own prescribed curric足 ulum. General Synod organized the Seminary at Holland to enable young men to pursue their whole ministerial training in the heart of the western church ifthey wished it (see page 15 Seminary Year Book.) Hope College was founded to serve all the interests of the Reformed Church both cast and west, and she seeks to do this in every pos足 sible way.

CATALOGUE OF THE

WESTERN THEOLOGICAL SEMINARY OF THE

I^EFORMED CHURCH IN AMERICA

IQOe-lQOT

HOLLAND, MICHIGAN

CALENDAR.

toot

Ja n . 8.— Work Resumed. Ja n . 15.— Winter Examinations. Ja n . 31.— Prayer for Colleges. M a y 2-3 .— Written Examinations. M a y 7-8 .— Meeting of Board of Superintendents. M a y 7-8 .— Oral Examinations. M ay 8.— C o m m e n c e m e n t Exercises in Evening

Vacation.

S e p t . 19.— Entrance Examinations.

Sept . 20.— Recitations Begin. Nov.

28.— Thanksgiving Recess.

D ec .

20 .— Beginning of Christmas Recess.

100$. Ja n .

7.— Work Resumed. iii.

BOARD OF SUPERINTENDENTS. Officio. Jo h n W. B e ardslee .D. D.. Pres, of the Faculty. G errit j . K o l le n ,LL. D., Pres, of Hope College. From the Synod of N e w York.

1908. R e v . E d w a r d B. C o e ,D.D., LL. D., N. Y. City From the Synod of Albany.

1909.

R e v .P hilip H. C ole , D. D. Syracuse, N. Y. .From the Synod of N e w Brunswick.

1907. R ev .P.T.Po c k m a n .D.B., N. Brunswick,N.J. Fr o m the Synod of Chicago.

1907. 1908. 1908. 1909. 1909. 1910.

R e v .Jas .F. Z w e m e r ,D.D., Holland, Mich. R e v .Jacob P. D e Jo n g , Zeeland, Mich. E lder Jo h n F. N ichols,. Chicago, 111. R e v . P eter M o e r d y k e ,D. D„ Chicago, 111. E lder B. D osker , Grand Rapids, Mich. E lder J. A. W ilterdink , Holland, Mich. ^

From the Classes. NAME.

Dakota, Illinois, . Holland, Pleasant Prairie, Iowa, Michigan, Wisconsin. Pella, Grand River,

TERM EXPIRES.

R ev . H e n r y Str aks , “ G eorge N iemeyer, " E v e rt J. B l e k k i n k , “ Jo h n G. T he il k e n , “ D irk J. D e B ey , “ N icholas B o e r , “ H e n r y H ospers , Jr .,

■

. . . . . . .

1907 1907 1908 1908 1900 1909 1909

“

Henry J. P l E T E N P O L ,

1910.

“

M atthew K olvn,

1911

Officers of the Board,

R e v . M a t t h e w K olyn R e v . P eter M o e r d y k e , D. D„

President. Stated Clerk.

FACULTY. R E V . J O H N W . B E A R D S L E E , D. D., President of the Faculty and Professor of Biblical Languages and Literature. 26 EAST T W E L F T H 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 E L E V E N T H 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 M A P L E STREET.

SPECIAL LECTURERS. REV.

SAMUEL

M. Z W E M E R , D. D., F. R. G. S. Missions.

R E V . J A M E S I. G O O D , D. D., Reformed Church History. COMMITTEE ON RECEPTION OF STUDENTS A N D EXAMINATIONS.

R e v .Jacob P. D e Jo n g . R e v . Ja m e s F. Z w e m e r . R e v .E v e rt J. B l e k k i n k , R e v .N icholas B o e r . R e v .M a t t h e w K o l y n , P res .G.J. K o l le n ,ll .d . T h e F aculty.

STUDENTS. Senior Class. Jacob G. B r o u w e r ....... .... ATeru Holland. Hope College, 1904.

M atthias J. D u v e n .......... Maurice, Iowa. Hope College, 1904.

W illis G. H o e k j e ............. Fremont. Hope College' 1904,

Ja m e s J. H o l l e b r a n d s .......... PeUa, I o w a . Central University, Iowa, 1904.

Jo h n B. St e k e t e e ................ Holland. Hope College, 1898.

Jo h n V a n Z o m e r e n ............... Fremont. Hope College, 1904.

A lbert W u b b e n a ............. S h a nnon, 111. Hope College, 1904.

Dlffiddfe Class. G errit B o s c h ........... Siousc Center, Iowa. Hope College, 1905.

P hilip G. M e e n g s .............

Holland.

Moody Bible Institute.

G errit J. P e n n i n g s ...... O r a n g e Citjr, Iowa, Hope College, 1905.

â&#x20AC;&#x2122;

M artin C. R u i s a a r d ...............Holland. Hope College, 1905.

C ornelius V a n d b r S c h o o r .... G r a n d Rapids. Hope College, 1905.

(junior Class. A rie M u y s k e n s ............... Alton, I o w a Iowa College,igo6.

ZwTER R o e t m a n ...........O r a n g e CU f , Iowa. Hope College, 1905.

B e r n a r d R o t t s c h a e f e r ............ Holland. Hope College, 1906.

W illiam R o t t s c h a e f e r ............. Holland. Hope College, 1905.

A n d r e w St e g e n g a ............ N e w Holland. Hope College. 1906.

M e i nh a r d D. V a n d e r M e e r ..... K a l a m a z o o .

Summary. Seniors ........... 7. Midd l e s ........... 5 . Juniors ........... 6 . Total ......

18.

D E P A R T M E N T OF INSTRUCTION.

Sxegetica[ ^Reokgy.

PROFEsSSOR BBAR S D S L ^ B . Old Testament.

In the Junior Year special emphasis is placed on Hebrew Grammar, a thorough knowledge of Etymology and Syntax being considered neces足 sary to any profitable Exegetical study. Selec足 tions from the Penteteuch 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 Messianic, the effort being to promote familiarity with the different styles of He b r e w so as to secure a proper basis for Exege足 sis. Biblical Introduction and Criticism are con足 tinued throughout the course.

N e w Testament.

The Junior Class is occupied with the Life of Christ, and with questions connected with the Gospels. The Middle and Senior Classses have exegetiviii.

cal work in Acts and Epistles. A special study is m a d e of Paul’s Missionary methods. R o m a n s and Hebrews are critically treated and other epistles used to illustrate the fundamental questions of doctrine, ethics and church government. In a course on Biblical Introduction the various topics relating to textual and higher criticism are pre sented. .

^istcricaC ‘^ReoCogtj. PROFESSOR

STEFFENS.

In the Junior Year the professor of Historical Theology has to treat several branches, which, strictly speaking do not belong to his special field- The circumstance that three m e n have to divide a m o n g themselves the whole field, makes it necessary that the burden of the professor of Exegesis be lightened. Through the whole year Propaedeutics is taught, in order to give the students a birdseye view of the whole field they have to traverse. In teaching the philosophical foundation, of Theol ogy special care is given to this interesting and necessary study. During the fall term Biblical Antiquities is taken up. Special care is taken in order that the students m a y have a clear insight into the cus toms, institutions, the social, civil and religious life of the Israelites and, as far as is found neces sary, the surrounding nations.

In the winter term Hermenentics is taken up in order that the science and art of interpretation m a y enable the students to enter intelligently into the exegesis and exposition of the Holy Scriptures. Sacred Historj^ which also belongs to Exege tical Theology, is studied through the whole year Special attention is given to the character of Sacred History as 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 unsatisfactory of the sciences, is taken up, while geography and other branches of study, of a similar kind, are rel egated 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 revelation. The auxiliary branches of Egyptology and Assyriology as far as they bear upon the subject of Sacred History are not lost sight of. . The study of Church History begins in the Middle Year. Distinction is m ade between the planting of Christianity and the History of the Church. The sacred character of the former part is emphasized, in order to comprehend the devel opment of the Church and Church life from its weak beginnings. The surroundings of the Church, the condition of the Gentile and the Jew ish world, the aggresive and the defensive work of the Church, and the condition of all the differ ent topics, which generally are studed, form the

work done during this term. It brings the stu dents up to the period of the Reformation. The studies of the Senior Year contemplate the history of the Church in modern times on the basis of the Reformation principles. Reformation, Deformation, Restoration, Modern Development are the chief topics. Special attention is given to the history of the Reformed Church in A m e r ica and general American conditions of Church life. Text Books are used in all the branches stud ied, supplemented by discussions in the class room.

Systematic ^Reofogy. PROFESSOR

DUBBINK.

Throughout the entire course the student is referred to H o d g e ’s Theology and other standard works. A brief outline is being prepared by the .professor in charge, specially adapted to the needs of the students w h o are expected 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 special introduction to Dogmatics. The first year’s course embraces the study of the history of systematic theology, its auxiliary sci ences, the principal non-Christian religions, in spiration, symbolics, etc. In the Middle Year, instruction is given in

Theology Proper, Anthropology and Soterology. Modern theories of evolution, sin, the person of Christ, etc., receive due attention. In the Senior year, the way, means and con summation of salvation, i.e., Soteriology is the subject for advance 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 devoted to this department. In Ethics the Middles and Seniors recite to gether. 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 Homile tics, 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 to gether, study Church Government, Pastoral The ology (including catechetics), take an additional course in Homiletics, and preach before the stu dents and one of the professors.

G E N E R A L INFORMATION. The Year.— The Seminary opens on the third•Thursday in Sepetember, at ten o’clock a. m., when the Committee meets for the reception of Students, and closes on the second Wednesday in May, with the Annual Commencement, at which addresses are made by two students and a member of the Board of Superintend ents 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 regular 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 oftheconstitution in regard tostudents pre paring for the ministry inthe Reformed Church are as follows:

"Every person contemplating the work of the ministery,before he commences hiscourse of Theological studies, shall furnish satisfactory evidence of hisbeing a member in full commun ion and good standing of the Reformed Church, his piety, ability and literary attainments; and thereupon shall be ad mitted intoone of the Theological .Schools; and during the prosecutionof his studies there,shall be subject to the rules and regulations thereof; and when he shall have completed the prescribed course, and term of Theological studies, he shall be admitted to an examination according to the regula tions of the School as established by the General Synod; and iffound qualified, shall receive a Professorial Certificate to that effect, which shall entitle him to an examination for licensure before the classistowhich he belongs.”— Constitu tion, Art. II,Sec. 2. Examinations.— At the close ofthe year a written examina tion of allthe classes, and allthe branches of study, isheld before a Committee of the Board of Superintendents, on Thursday and Friday before Commencement at nine o’clock a.m., and this is

foirowed by an oral exammatfon before the full B'oarcT on the Tuesday and Wednesday of Commencement week. Speciat examinations are held in midwinter as the work requires. Beneficiary Aid.— Instruction isentirely 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 theCollege studies preparatory to entering it. Rooms are pro vided in Van Vleck Hall, and board can be obtained inthe city or at the students’clubs at from-$1.75 to$2.50 per week. Mission Work.— A study of Missions isincluded in the regu larwork ofthe Seminary. The students and faculty together sup port two native workers in India. A weekly prayer meeting does much tostimulate a deep interest in missions. Mr, Peter Semelinkhas establisheda scholarshipof$2,000,the income of which is tobe paid toa student in the Seminary, preference tobe given toone looking forward to Foreign Missionary Work. The Adeipbic Society.— A gatheringof Professors and Stu dents isheld every Tuesday evening at the home of one of the Professors: Itstands forsocial,intellectual and social develop ment. Devotional exercises occupy the firsthalfhour,essays and general discussion follow, after which a brief time is spent ire socialenjoyment. This meeting constitutes one of the most, at tractive features of our Seminary life.

sff.

HISTORICAL. T h e intention of the Reformed Church to es tablish Educational Institutions which would pro vide for her young people in the rapidly-growing West, found expression in Hope College which was incorporated in the year 1866. Seven m e m bers of the graduating class petitioned the G e n eral S3’'nod for permission to continue their theo logical studies at the College. Synod granted the request and arranged for the professors of the Col lege to give the necessary' instruction. In 1867 the Rev. Cornelius 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 divided its Board of Superintendents of the Seminary at N e w Brunswick, which was composed of one dele gate for each Classis throughout the Church, into an Eastern and Western Section, the Western to have charge of Theology at H o p e College. In 1869, the class had completed the course and Synod formally organized the “Western The ological Seminary,” and elected Drs. V a n Raalte and Phelps as additional professors, neither of w h o m entered upon the position 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 suspension of Theology in 1877, Synod at the same time emphatically assuring the IVestern 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 Didactic and Polemic Theology, with the Revs. Peter Mberdyke and Henry E. Dosker as temporary Lectors. In 1885 a further advance was made and the complete inde pendence of the Seminary established by the appointment of a Board of Superintendents a Fac ulty under direct supervision of the Synod, and a course of study similar 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 L a n g uages and Exegesis, and the Rev: Dr. John W. Beardslee chosen to fill the position. The work continuing to expand, notwithstand ing the adverse influences attending it, in 1904 the Rev. Dr. Henry E. Dosker was chosen as Pro fessor of Ecclesiastical History. As yet the Seminary having no home, occupi ed very unsuitable rooms in a building on the Col lege Campus, originally built as a residence for Professor 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 lecture rooms, a Chapel and room for Library. This at once settled all questions as to the future of the Seminary, and gave a n e w impetus to its progress. This building is situated in the center of a large lot on the south side of twelfth street direct ly opposite the College Campus, and facing the n e w G y m n a s i u m and V a n Raalte Memorial Hall, a site beautiful in itself and historically interesting be cause on it stood the “Orphan House,” erected in the beginning of the colony as a h o m e for children whose parents died soon after reaching the settle ment. The maintenance and support of this proper ty has been provided for by the income of a dona tion of three thousand dollars from the samegeiierous doner. This gift is held in trust, for the afore said purpose, by the Council of H ope College at Holland, Mich. In 1895 the Rev. Dr. Steffens resigned, and the Rev. Mr. Egbert Winter, D. D., was elected as his successor. H e resigned in 1904, and the Rev. Gerrit H. Dubbink succeeded him. In 1903,Prof. Dosker resigned and the General Synod elected the Rev. Dr. Steffens to take his place. T h e total number of graduates from the West ern Theological Seminary is one hundred and thirty-four.

^ R e JsiSrart], The foundation for a suitable Library was laid w h e n the Rev. Anson D u Bois, D. D., gave $100.00 and sent a collection of books. Later, the family of the Rev. Dr. Talbot 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 General Synod of 1904,which met in Grand Rapids, a most welcome gift in money was made by its members, which enabled us to purchase m a n y needed vol足 umes and add a little to our B o o k 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 Zeeland has also made generous additions to our fund. Very m a n y others whose gifts have been thoroughly appreciated have contributed until n o w a collection of about 10,000 volumes is secur足 ed. Not yet hav'ing any Library endowment, the kind remembrance of our friends is heartily apappreciated. A card catalogue, renders the books easy of access. For general literature the stu足 dents have free access to the Graves Library of H o p e College.

Resources. This Seminary desires to see its teaching force supported from the income of a limited en足

dowment, and this income supplemented by the perennial contributions of churches and friends. Hence w e n a m e as our resources, our E n d o w m e n t and the Seminary Salary Fund. W e are trying to secure, by the aid of the G e n eral Synod’s Agent, the completion of a $100,000 Endowment, viz, ENDOWMENT.

$3o,cxio forthe Chairof Didactic and Polemic Theology. $30,000 forthe Chair of BiblicalLanguages and Literature. $30,000 forthe Chair of HistoricalTheology. $ 10,000 for Incidentals.

Of this amount, $85,000 has been secured, and, with the exception of $500,all of this endowment was gathered from churches in the West, in dona tions ranging from $1.00 to $1,500,and by the edu cational plan of a house to house canvas. The remaining $15,000 is n o w being solicitied 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 re-establishing of Theological In struction at Holland, in 1884,a.11 the monies need ed for the salaries of the Lectors, temporarily e m ployed, and for the payment in full of the salaries of the unendowed or partially endowed Chairs, have 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 F und w e expect to pay the salary of the fourth Professor w h e n the Synod shall

have filled the Chair of Practical Theology, which it recently established in the Seminary. As proof that this Salary Fund is a loving link between the Seminary and the Churches, grows apace, and justifies the wisdom of thus in足 vesting a part of our E n d o w m e n t in the affections of our constituency, it m a y be stated that this F u n d 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 sup足 plement the annual income of the Endowment, n o w aggregates the grand total s u m of $23,000.

T H R E E OF O U R IMMEDIATE NEEDS. A Dormitorjr for our Students, Residences for our Professors, A $5 , 0 0 0 Librarjr E n d o w m e n t .

^ o r m of Request. I give unto the General Synod of the Reformed Church in America............................ Dollars, for the maintenance and supportof the Theological Seminary of said Church, located at Holland, Mich., and they are toinvest the principal and apply theinterestto 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 Seminary of said Church, locatedat Holland, Mich., to be named......

T A B L E O F CONTENTS. •>A ^

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A D M I S S I O N — C o l l e g e ......... ......................... 'Preparatory School..................... Ad v a n t a g e s O f f e r e d ............................. .........

Alumni Association.......................... Calendar ....................................... ......... qj . ^ Ch r o n o l o g y • ■ • ............................................ College F o u n d a t i o n ................... ................... Contributions.............................................. n Council .................................................. C O U R S E S — T h e College .....• • •• ...................... T h e Preparatory School.................... T h e School of M u s i c .........................

DEGREES— Conferred in 1906 ................. 95 R e q uirements f o r ........................... . D i p l o m a s .................................... ’ gg Discipline................................................. E x a m i n a t i o n s .............. .............. ................

E xpenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iV'44'69 Faculties........................................... ’ ’ «n Girls Residence .......................................... „„ G r o u n d s a n d I’ .uildings ................................... G y m n a s i u m .............................................. .

Library .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Location ............. Miscellaneous Information...........

no g^

Aluseum . . . . . . . . . . . . . . . . . . . . . . . .

Observatory— A c k e r m a n

H o y t ...........................

Prizes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Religious Services ...........................qV 'ru '74 Roll of Students.................................. .. 00 , School

Y e a r ............................................... gg

Societies . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W e s t e r n Theological S e m i n a r y ..........................