Page:A History of the University of Chicago by Thomas Wakefield Goodspeed.djvu/425

 SOME IMPORTANT DEPARTMENTS 371 These statements were entirely true. It seemed impossible that the attendance oi graduate students could continue to increase indefinitely. But again, as in the opening year, the developments of the last five years of the first quarter-century surpassed all expectation. In 1914-15 the total number of students in the two schools had increased to nineteen hundred and seventy-one. In that of Arts and Literature the enrolment was twelve hundred and twenty-seven and in the Ogden School of Science seven hundred and forty-four. The number of men in the two Schools was twelve hundred and nine and that of women seven hundred and sixty- two. The attendance for the last year of the quarter-century, 1915-16, was more than twenty-three hundred. In other words, in twenty- four years the attendance increased eleven-fold. This statement does not include some hundreds of graduate students in the pro- fessional schools of Divinity and Law. During the last eight or ten years of our period these numbered annually five hundred or more, making the number of graduate students in 1915-16 in all departments at least three thousand. The fact that the Summer Quarter attendance was about twice as large as that of other quarters was due to the flocking to the University of in- structors of other institutions to employ their annual vacation in advanced studies. To the advantages of instruction under the Chicago professors was added the attraction of eminent teachers from other universities of this country and of Europe. It was at the same time true that the advantages for graduate work became so widely recognized that every year found an increasing number of instructors from other institutions spending the other quarters also at Chicago for the purpose of pursuing advanced work during a leave of absence of six months or a year. Instruction was offered in the Graduate Schools in nearly a thousand courses of advanced study. Many of these were research courses. The Schools did not lose sight of the original purpose of President Harper in emphasizing the University idea in the Educational Plan. As Dean Small writes: The key to his whole conception of the University was investigation, research, discovery of something new, whether of fact, of method, or of valua- tion. His ideal was that the University should not merely duplicate what other