Page:A History of the University of Chicago by Thomas Wakefield Goodspeed.djvu/448

 394 A HISTORY OF THE UNIVERSITY OF CHICAGO of the calendar, the second term showed a greatly increased attendance. At the September, 1903, Convocation Dr. Judson, Acting President in the absence of Dr. Harper abroad, said: In 1900 under the old system, the registration for the second term was seven hundred and twelve. For the second term of 1903 the registration has been fourteen hundred and ninety. The authorities gave constant study to methods of increasing the value of the quarter to its students. The number of instructors was increased. The number of courses of study offered multi- plied from two hundred in 1894 to more than seven hundred in 1915. Public lectures were given, covering many departments of study, and became a regular part of the work of the quarter. These sometimes numbered two hundred and were open without charge to all students. In the light of this review it will be seen that the Summer Quarter "experiment" achieved a remarkable success. With the four-quarter system, of which it was the heart, it was the greatest inspiration of President Harper's educational plan. It differ- entiated the University of Chicago from all other universities. Did it render the traditional system of university and college organ- ization antiquated ? Its shining success raises that question which the future will decide. It certainly demonstrated during the first quarter-century of the University's life that it possessed all those great advantages which President Harper attributed to it. These advantages have been set forth in his own words in the chapter on "The Educational Plan." They might well be quoted again, but attention is called to only one utterance, which taken by itself alone, not only vindicates but glorifies the Summer Quarter. This related to the opportunity it gave to ministers, professors in uni- versities, colleges, and normal schools, teachers in high schools, academies, and elementary schools, to continue their studies in a university during one of its regular sessions when all its activities were in operation and courses of instruction were offered which met the needs of the most advanced students. The service of the Sum- mer Quarter to this great class was inestimable. It enlarged mental horizons, it quickened intellectual pulses, it refreshed and enriched minds, it reformed methods of teaching, it kindled ambition for