This present year it numbers among its students graduates of a hundred different colleges and higher institutions of learning.
For admission to the school a candidate must give satisfactory evidence of scholarship.
Once admitted, he is not necessarily a candidate for a degree; this depends upon other considerations.
The degrees for which he may become a candidate are those of Bachelor of Arts, Master of Arts, Doctor of Philosophy, and Doctor
For admission to the Divinity School a candidate ‘must furnish testimonials of character and scholarship,’ and to be a candidate for the degree of Bachelor of Divinity he ‘must have received the degree of Bachelor of Arts
, representing a course of study approved by the Faculty.’
If he has not this degree, he must satisfy the Faculty that his ‘education has been equal to that of graduates of the best New England
In this, as in the other schools, men are admitted to advanced standing, and they may also enter the school as special students.
To obtain the degree of Bachelor of Divinity a student must be properly qualified, and must have been ‘connected with the school for not less than one year, and have passed satisfactorily examinations’ on a prescribed amount of work.
In addition to conferences and general exercises, such as preaching and the conducting of morning and evening prayers, the school requires that a student shall pursue a certain number of courses of study chosen from among the following subjects,—Old Testament, New Testament, Church History, Comparative Religion, Ethics, Sociology, Theology, and Homiletics and Pastoral Care.
Instruction in Elocution is also given.
The instruction in the school is nonsectarian; the eleven officers and teachers on its staff, representing various denominations, unite in encouraging an unfettered search for truth.
In 1882 a generous benefactor gave to the university for its Law School a new hall, which, it was calculated, would accommodate the growth of the school for half a century.
In a single decade the school has outgrown this building; in 1896 the students number four hundred and sixty-five.
This rapid growth and the great prosperity of the present are in large measure due to the method of instruction pursued in the school, the so-called ‘Case System,’ in which students, instead of committing to memory textbooks, study actual cases, and from