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Attendance. The registration shows only a slight increase over that of former years, the total number of students in attendance being 1,934, as compared with 1,905 for the previous year. Considerably fewer freshmen were enrolled as a result of raising the entrance requirements.

In detail the registration was as follows:

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The number of students who were admitted to do special work, i. e. courses varying in some way from those prescribed by the faculty for a degree, was noticeably small, viz. 45. The faculty is of the opinion that in the present crowded condition of the University its first duty is to those who are pursuing regular courses of study for a definite and approved purpose. Moreover, experience shows that the average applicant for special work in most cases seeks the privilege from motives which cannot be educationally approved.

The enrollment shows students from every county in the State but one, from thirty-six states, and eleven foreign countries.

Some criticism has been advanced concerning the admission of non-residents of Indiana to the privileges of the University. Investigation shows that in all cases such criticism has arisen from a misunderstanding of the facts.

It is not believed that any person would seriously advocate that only residents of Indiana should be admitted to Purdue University. The acquisition as well as the benefits of learning know no political boundaries or restrictions. Students cross to and fro over all state boundaries in quest of education. Probably more Indiana men and women go out of the State for this purpose than come into it from other states, for reasons which cannot be controlled by legislation. A policy of restriction in this particular would be as absurd as it would be if applied to commerce or transportation.

Presumably what is desired by such critics is that non-resident students should be received on terms which equitably adjust the

burden of costs as compared with those of resident students. This the authorities of Purdue University have sought for many years to accomplish by charging to non-residents a fee in excess of that paid by residents, sufficient in amount to equalize the burden of support of the institution.

It is to be borne in mind that Purdue was founded by a gift from the Federal Government to the State of Indiana of lands amounting in value to $340,000; also that the Federal Government has since made large permanent appropriations toward the maintenance of the institution, now amounting to $60,000 annually, of which $35,000 is for departments of instruction, and that on this account the support of the University and the cost of the privileges enjoyed by non-resident students are met to the extent of but litle more than one-half from the funds produced by taxation in Indiana.

This income from outside sources, together with the extra fees paid by non-resident students, more than equalizes the cost of their instruction. It thus appears that the adjustment of the matter already made by the trustees and in force for a number of years completely meets the criticism made.

It must also be borne in mind that the very conditions which bring non-resident students to Purdue, viz.-the prestige, the popu larity, and the widespread confidence in its training-react most favorably to the advantage of students from Indiana, who enjoy better facilities for instruction as well as better prospects for employment and for the pursuit of their calling on this account.

The following table shows the growth of the institution in attendance from year to year since its organization, up to June 30. 1909:

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Changes in the Corps of Instructors.-Professor C. A. Waldo, head of the Department of Mathematics, and a member of the faculty since 1895, resigned early in the year to accept a similar appointment at Washington University in St. Louis. Professor Waldo was an efficient member of the faculty, whose energy and activity in behalf of the advancement of the University and its students was untiring, and his resignation was accepted with regret.

Professor A. M. Kenyon, Registrar and Professor of Mathematics, was appointed as head of the department to succeed Professor Waldo. Professor Kenyon's training and his knowledge of the department, as well as of student affairs, acquired during his long connection with the faculty beginning in 1898, fully justified. the promotion.

Mr. E. II. Davis, Instructor in Economics and History since

1903, was appointed Registrar in place of Professor Kenyon, a position for which his aptitude for detail and organization eminently fit him.

The above changes all went into effect in November.

Miss Ivy Harner, Professor of Household Economics, resigned at the completion of the year 1907-1908, after three years' service. To the vacancy thus produced, Mrs. Henrietta W. Calvin, for a number of years head of the department of domestic science in Kansas Agricultural College, was appointed.

Professor Benjamin Martin Hoak, Ph. G., Assistant Professor of Materia Medica in the School of Pharmacy, died on May 26, 1909, under peculiarly distressing circumstances. While assisting other members of the faculty in conducting the events of the State High School Athletic Meet held on Stuart Field, Saturday, May 23, he was accidentally struck by a hammer thrown by a contestant, from which injury peritonitis resulted, causing his death. No blame for the accident attached to any one. Professor Hoak had been continuously a member of the teaching staff of the School of Pharmacy since 1892, and was also a graduate of that school. By his quiet, unassuming but forceful character, he won to an unusual degree the esteem of his students and associates, his untimely end cast a gloom over the entire community, and constituted an inconsolable loss to his immediate friends.

Lectures Before the Corps of Instruction.-The quality of college teaching is often said to be inferior from a pedagogical standpoint. It is true that many college instructors have had little training as teachers. Too often men are selected for college faculties because of their knowledge of a subject, rather than because of ability to impart this knowledge to others. Such men have a high value in a faculty, but the needs of the students for competent teachers must also be kept in sight. The first duty of members of the corps. of instruction of the University is to do effective teaching.

The increase in numbers of the teaching force of the institution results in a diminishing solidarity and unity of effort as a body. The groups of instructors engaged in any given department find little time or opportunity to become acquainted with those of other departments or to discuss topics of common interest to all members of the University. This loss of sympathetic understanding of the many serious problems of university teaching; the lack of uniformity in dealing with routine matters; the failure to grasp the significance of problems affecting the whole institution becomes a seri

ous factor in lessening the efficiency of the teaching force, which it has been sought in many ways to overcome.

Particularly has it been thought important to keep before so large a body of instructors the high ideals of the teaching profession; the value of correct methods; the importance of right relations and attitudes towards students; and many other of the more abstract phases of college instruction.

In pursuance of this plan, a series of lectures by older members of the faculty were presented before the corps of instruction during the year, as follows:

President Stone, "The Ideals of the Teaching Profession."

Professor Moran, "Student Activities."

Dean Benjamin, "Graduate Study and Research."

Professor Hatt, "The Regulation of Examinations."

Professor Roberts, "The Teaching Process."

Dean Coulter, "Discipline."

Professor Kenyon, "The Cooperation of Instructors in Administrative Work."

Professor McRae, "The Responsibility of the Teacher."

The success of these lectures warrants a continuation of effort along similar lines.

Care of New Students.-Certain provisions for the better supervision of new students and of their introduction into the new responsibilities and duties to themselves and the University, inaugurated in recent years, have demonstrated their great value. These have been continued and extended in the light of previous experience. The University Y. M. C. A. has cooperated in this plan by organizing a bureau to assist new students in finding suitable lodgings and boarding places. A series of lectures to new students on health and efficiency were given early in the year, as follows: "The Opportunity and the Man," President Stone.

"The Change from High School to College," Professor Roberts. "Contagious Diseases and Student Responsibility," Professor

Burrage.

"Diet as Related to Health and Disease," Dr. Terry.

A student advisor from the instructional corps was assigned to each new student upon registration, and in the large majority of cases was found to be of positive assistance to the new members of the University.

Every influence which can be brought to bear upon the new student to help him meet the responsibility of student life; to resist

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