special student in chemistry spends his practice hours in the chemical laboratory, and those who elect electricity as a specialty devote a large part of the practice time after the Freshman year to work in the physical laboratory and to recitations and lectures relating to that brauch of physics.

Freshman class.-Drawing, 6; mathematics, 7; elementary mechan ics, 2; practice, 20; physics and chemistry, 2; private study, 18; total, 55 hours.

Sophomore class.-Drawing, 8; mathematics, 6; language, 4; chemistry and mineralogy, 5; practice, 10; private study, 22; total, 55 hours.

Junior class.-Drawing, 6; mathematics, 4; language, 4; physics, 5; practice, 10; private study, 26; total, 55 hours.

Senior class.-Applied mechanics, 4; language and ethics, 5; physics, 1; physical laboratory, 6; chemical technology, 1; machine-design and mechanical laboratory, 6; practice, 8; private study, 20; total, 51 hours.

BUILDINGS AND GROUNDS.

The institute occupies a well-graded campus of 10 acres, lying on Locust street, between Twelfth and Thirteenth streets, in the city of Terre Haute, Indiana.

Three buildings have been erected, the Academic building, the workshop, and the chemical laboratory. These are all of brick and of liberal dimensions. Their character will be understood by an examination of the cuts and plans accompanying this article.

Several rooms in the basement of the Academic building are fitted up for gymnasium and bath-rooms. The gymnasium is well furnished with some of the best modern appliances for physical culture.

TUITION FEES, ETC.

In accordance with the terms of the bequest of Mr. Rose no charge for tuition is made to bona fide residents of Vigo County, Ind. All others pay $75 per year; and an annual fee of $25 for use of the laboratories, and to cover the cost of chemicals, ordinary breakage, etc., is required of all, regardless of place of residence.

CONDITIONS OF ADMISSION.

Candidates for admission to the Freshman class must be at least 16 years old, and must pass examinations in the following branches: English grammar, history of the United States, geography, arithmetic, and algebra to quadratic equations.

Students may be admitted to advanced standing when properly qualified, and graduates of certain manual-training schools are admitted to the Sophomore class.

The number of students admitted to the Freshman class is limited to fifty. The class is divided into sections and the object of the limitation is to insure that the classes will not be larger than is compatible with the best possible use of the facilities of the institute.

ALUMNI AND STUDENTS.

The first class was graduated in 1885 and contained 3 members. The classes of 1886 and 1887 contained 16 and 8 members, respectively, so that up to the present time the total number of alumni is 27. All are engaged in remunerative occupations, as civil engineers, draftsmen, mechanical engineers in the employ of large manufacturing establishments, electric-light companies, or in other employment closely related to the technical training which they secured at the institute.

During the present year, 1887-'88, 106 students have been enrolled in the four classes of the institute, the Freshman class having reached the limit given above.

CHAPTER X.

THE DENOMINATIONAL INSTITUTIONS.

"After God had carried us safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God's worship, and settled the civil government, one of the next things we longed for and looked after was to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches after our present ministry shall be in the dust."

These words are recorded in the story of the Pilgrim Fathers. They recall for us the well-known fact in the early history of American education that an anxiety for a pure and enlightened ministry led to the founding of the first American colleges. To promote learning in order to propagate the gospel was the chief purpose of John Harvard and his co-laborers in Plymouth and Massachusetts. "Christo et ecclesia" was

the motto over this first New England college. The act of Connecticut chartering Yale College recites "the desire of several well-disposed persons, their sincere regard to and zeal for the upholding and propagating the Chistian protestant religion by a succession of learned and orthodox men; that youth, through the blessing of God, might be fitted for public employment in church and civil state, and that all due encouragement might be given to such pious resolutions, and that so necessary and religious an undertaking might be forwarded."

The establishment of the denominational schools in Indiana reveals a similar fact in the record of higher education. "Christo et ecclesia!" In the foundation of these early colleges in the new State, "Christ and the church" have been the chief stone of the corner, coeval with the establishment of their earliest homes. As soon as civilization was settled in the new country the Christian pioneers who had come to the State began the establishment of schools to provide for the higher Christian education of their young men and women. These men believed with Froebel, "that all education not founded in religion was vain." They believed with Francis Lieber, not only that "Christianity considered as a branch of knowledge constituted an indispensable element in a liberal education, but that Christianity taken solely as an historical fact is incomparably the mightiest fact in the annals of human society; that it has tinctured and penetrated all systems of knowledge, all institutions, both civil and exclusively social, the laws, languages, and literature of the civilized nations, their ethics, rights, tastes, and wants." This influence and this religion they conceived it the chief end of education to maintain.

The proof of such influence in the habits, minds, wants, and lives of the early citizens of Indiana is seen in the struggle they endured to secure and perpetuate the denominational Christian college. It is to the record of these institutions of learning that we now invite attention.

DE PAUW UNIVERSITY.

"A history of England in the eighteenth century," says Lord Mahon, "would be strangely incomplete were it to leave untouched that religious revolution which, despised in its commencement, but powerful in its effects, is known by the name of Methodism. With less immediate importance than wars, or political changes, it endures long after not only the result but the memory of these has passed away, and thousands who never heard of Fontenay or Walpole continue to follow the precepts and venerate the memory of John Wesley."

One of the most zealous and devoted followers of Wesley was Francis Asbury. Born in 1745, soon coming within the influence of the great dissenter and reformer, he became thoroughly imbued with Wesley's evangelical spirit. Called to preach while yet a boy, his soul burning within him with a desire to carry the gospel of salvation to those who had it not, he volunteered in 1771 to leave his native land for missionary work in America. From that time he has been known to the world as the great apostle of American Methodism. As Methodist bishop of America, Asbury's visitations carried him over 6,000 miles of territory, through forests and rivers and swamps and prairies. By a life of danger, suffering and toil, at the sacrifice of all worldly ease and pleasure, he established the "Society of Wesley" in America. Methodism and Christian civilization in the new world owe to Francis Asbury a memorable debt of gratitude. He gave again to "Christ and the Church" all that God had given him.

A follower of Wesley and Asbury was Matthew Simpson, the most illustrious name in the second century of American Methodism. Under the influence of the same spirit which had guided Wesley and Asbury, Simpson spent his life in the same cause. He found the foundations of his church well established, in an era which demanded a higher and more enduring intellectual life. To him, a natural leader among the million adherents of his faith, nothing seemed of more importance, for the perpetuity and greater influence of that faith, than the Christian education of young men and women. To this problem he gave the earliest and best years of his life. In the prime of his young manhood Matthew Simpson, afterwards for many years the senior Bishop of the Methodist Episcopal Church in America, became the first President of Indiana Asbury College. Through him, and the men for whom he stood, Wesley and Asbury have touched the educational life of Indiana in a powerful and permanent way.

On September 16, 1840, at the installation of President Simpson at Greencastle, Governor Wallace, of Indiana, spoke of the pioneer Metho