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A GREATER GETTYSBURG By 1942 several changes had occurred in the system of majors and minors introduced twenty years earlier. Spanish first appeared as a major field in the 1928 catalogue; education was last listed in 1939; and the faculty approved Bible as a major field in 1941. In 1932, following faculty and board approval, the catalogue began listing the major and minor fields in three groups (roughly language and literature, the social sciences, and the physical sciences), requiring that each student choose what was called a related minor from the group in which the major was placed and another, so-called unrelated, minor in one of the other two groups. The faculty had difficulty deciding how much work should be required in a major and minor field of study, whether beginning courses should be included in the count, and whether a limit should continue to be placed on the amount of work a student was permitted to take in the major field. By 1942 it had taken the following positions: a major field required at least twenty-four hours of work; a minor required at least twelve hours (in languages, in addition to elementary courses); and there was no stated limit on the number of courses a student could take in the major field.201 Between 1922 and 1945 the most widely chosen major fields (in descending order) were economics and business administration, chemistry, English, history, and biology. In the 1930s these five accounted for about two-thirds of the student choices. When Samuel G. Hefelbower became president in the fall of 1904 there were eighty-two courses in the Gettysburg curriculum, forty- seven of which were required for a bachelor of arts degree. Close to two-thirds of the courses offered were in Greek, Latin, mathematics and astronomy, philosophy, and English. These were the backbone of the curriculum of 1868 and, with the exception of English, of that of 1832. In 1904 there was one course in physics, one in French, and two each in economics, history, and political science. Aware of the 201In October 1933 the faculty appointed Professors Sanders, Kramer, Cline, Zinn, and Saby to "formulate the objectives and purposes of Gettysburg College." If their colleagues were expecting from this group profound statements or proposals for some bold new ventures, they must have been dumfounded by the report which was submitted four months later: "The committee appointed to formulate Gettysburg College's philosophy of education has had several meetings in which the proposition submitted to it has been discussed from every angle the committee could think of, and the committee has not found any way to express this better or more accurately for the present than is done by the curriculum together with the regulations provided for conducting it." Having received this report, the faculty discharged the committee, after which perhaps everyone breathed a sigh of relief. 54