JOHNS HOPKINS UNIVERSITY STUDIES

IN

HISTORICAL AND POLITICAL SCIENCE

HERBERT B. ADAMS, Editor

 History is past Politics and Politics present History--_Freeman_

NINTH SERIES

III-IV

The History of University Education in Maryland

By BERNARD C. STEINER, A. M. (Yale)

_Fellow in History_

The Johns Hopkins University (1876-1891)

By DANIEL C. GILMAN, LL. D. 

_President of the University_

_With Supplementary Notes on University Extension and the University ofthe Future, by R. G. Moulton, A. M. , Cambridge, England_

BALTIMORE

THE JOHNS HOPKINS PRESS

MARCH-APRIL, 1891

CONTENTS. 

 THE HISTORY OF UNIVERSITY EDUCATION IN MARYLAND: Colonial Attempts to found a College The First University of Maryland The Second University of Maryland Cokesbury College Asbury College Other Extinct Colleges Mount Hope College The College of St. James Newton University Roman Catholic Colleges St. Mary's Seminary Mount St. Mary's College St. Charles's College Loyola College Rock Hill College Western Maryland College Female Education The Baltimore Female College Woman's College of Baltimore Conclusion

 THE JOHNS HOPKINS UNIVERSITY (1876-1891): Foundation Preliminary Organization Inaugural Assembly Address of President Eliot Inaugural Address of the First President The Faculty Distinction between Collegiate and University Courses Students, Courses of Studies, and Degrees Publications, Seminaries, Societies Buildings, Libraries, and Collections Statistics Trustees

 UNIVERSITY EXTENSION AND THE UNIVERSITY OF THE FUTURE

THE HISTORY OF UNIVERSITY EDUCATION IN MARYLAND. 

BY BERNARD C. STEINER. 

COLONIAL ATTEMPTS TO FOUND A COLLEGE. 

The State of Maryland has been almost extravagantly liberal in bestowingcharters on colleges and professional schools. Over forty such chartershave been given by the legislature and, in many cases, the result hasproved that the gift of a charter was not warranted by the stability ofthe institution, to which was thus granted the power of conferringdegrees. In many other cases, however, the institutions have grown andflourished, and have had an honorable history. 

Collegiate education in Maryland did not begin until after theRevolution. In the colonial period there was no demand for it sufficientto warrant the establishment of a seat of higher learning. For thisstate of things there were several causes. The majority of the earlysettlers were planters and frontiersmen, having little need for anextended education and desiring it still less. Of the wealthier classes, some were like the fox-hunting English gentry, caring for little elsethan sport; and others, who did desire the advantages of a culturehigher than that obtainable from a village schoolmaster or a privatetutor, found it elsewhere. They went over to William and Mary's Collegein Virginia, across the ocean to England, or, in case of some Catholicslike Charles Carroll, to the institutions on the continent of Europe. 

But, though no college was established in colonial times, there was nolack of plans and attempts for one. In 1671, while as yet Harvard wasthe only American college, there was read and passed in the Upper Houseof the Assembly "An Act for the founding and Erecting of a School orCollege within this Province for the Education of Youth in Learning andVirtue. " The Lower House amended and passed the bill; but the plan seemsnever to have progressed further. According to the bill the LordProprietor was "to Set out his Declaration of what Privileges andImmunities shall be Enjoyed by the Schollars;" and "the Tutors or SchoolMasters" were to be of "the reformed Church of England" or, if two innumber, to be "the one for the Catholick and other for the Protestants'Children. "[1]

A second collegiate plan was brought before the legislature in 1732;but, having passed the Upper House, was seemingly not acted on by theLower. This proposed college was intended to be placed at Annapolis andwas to offer instruction in "theology, law, medicine, and the higherbranches of a collegiate education. " The governor of the colony was tobe its chancellor and provision was made for a faculty of five, underwhom students were to be instructed in everything from their alphabetupwards. [2]

A third unsuccessful attempt to secure the founding of a college wasmade in 1761, [3] and a fourth in 1763, when contrary to the earliercourse of events, the rock, on which the project was shipwrecked, wasfound in the Upper House. The college was to be placed at Annapolis, tooccupy Governor Bladen's mansion, and to have a faculty of sevenmasters, who were to be provided with five servants. The expense was tobe defrayed from the colonial treasury, in case a tax to be levied onbachelors should prove insufficient for the purpose. [4]

The failure of these projects did not dampen the zeal of the advocatesof higher education. In 1773 we find William Eddis, Surveyor of Customsat Annapolis, writing that the Legislature of the Province haddetermined to fit up Governor Bladen's mansion and "to endow and form acollege for the education of youth in every liberal and useful branch ofscience, " which college, "conducted under excellent regulations, willshortly preclude the necessity of crossing the Atlantic for thecompletion of a classical and polite education. "[5] The gathering stormof war, however, drew men's attention away from this project. 

THE FIRST UNIVERSITY OF MARYLAND. 

The Rev. Dr. William Smith, [6] head of what is now the University ofPennsylvania, being out of employment on account of the revocation ofthat college's charter, was called as pastor in Chestertown on theEastern Shore in 1780. To add to his income, he conceived the idea "ofopening a school for instruction in higher branches of education. " As anucleus for his school, he took an old academy, the Kent County school, and, beginning the work of teaching, was so successful, that in 1782 theLegislature, on his application, granted the school a charter asMaryland's first college. To it the name of _Washington_ was given, "inhonorable and perpetual memory of His Excellency, General GeorgeWashington. " Dr. Smith was so earnest and zealous in the presentation ofthe claims of the college, that in five years he had raised $14, 000 fromthe people of the Eastern Shore. All seemed propitious for the college. In 1783 the first class graduated and the first degrees ever granted inMaryland were conferred, at the same time the corner-stone of thecollege building was laid, and in 1784 General Washington himselfvisited the college. 

Dr. Smith prepared a three years' curriculum for the institution, equalto that of any college of the day and similar to the one used at theUniversity of Pennsylvania. But the Western Shore could not endure thatthe educational success of its rival section of the State should so faroutstrip its own. In the early days of the State, the sections werenearly equal in importance and the prevailing dualism of the politicalsystem invaded the field of education. 

In 1784, two years after the founding of Washington College, _St. John'sCollege_ was chartered. [7] It was to be placed at Annapolis, and in itwas merged the old county Academy, "King William's School, " founded someeighty years before. By the same act, the two colleges were united inthe _University of Maryland_. This University was modeled on the Englishtype: the governor was to be its chancellor, and the governing body wasto be the "Convocation of the University of Maryland. " The convocationwas to be composed of seven members of the Board of Visitors andGovernors and two of the faculty of each college; it was to establishordinances for the government of the colleges, to cause a uniformity inthe "manners and literature, " to receive appeals from the students, andto confer "the higher degrees and honors of the University. " Itsmeetings were to be annual, and to be held alternately at each collegeon its commencement day. 

The provisions of the act were never carried out; two fruitless attemptswere made to hold sessions of Convocation in 1790 and 1791, and thennothing was even attempted. So thoroughly was the project forgotten, that the Legislature of 1805, in withdrawing the State appropriationsfrom the two colleges, did not even mention the University, and in 1812, though the old charter had never been repealed, there was no hesitationin bestowing the name of University of Maryland on a secondinstitution. [8]

The two colleges which constituted this first University are stillexisting and doing good work. The elder, Washington College, lost Dr. Smith in 1788 by his return to Philadelphia and re-accession to his oldposition there. He was succeeded by Rev. Colin Ferguson, a native ofKent county, and educated at Edinburgh University. Under him the collegecontinued to flourish, until the withdrawal of the State's appropriationin 1805. The constitutionality of this withdrawal is questionable, asthe original grant was to be paid annually "forever;" but the Staterefused to permit itself to be sued by the college and, some yearslater, on increasing its appropriation to the college, the legislaturerequired a release of all claims on the State under the original act. 

By the act of 1805, the activity of the college was paralyzed and itsusefulness much impaired. It had not yet become strong enough to standalone and, when the helping hand of the State was taken away, it wasalmost obliged to close its doors to students. Since that time the Statehas renewed its grants to the college and has greatly aided it inperforming its functions; but from the disastrous effects of the act of1805, the institution has never fully recovered. 

Indeed, from 1805 to 1816, nothing but a grammar school seems to havebeen maintained in the college building. In the latter year, however, the college was re-opened, since the legislature had granted it alottery of $30, 000. A year later Rev. Dr. Francis Waters became"Principal, " and under his able leadership the college bid fair toregain its old position; but in 1827 a second great misfortune overtookit. On January 11, 1827, the college building was discovered to be onfire, and, in spite of the most zealous efforts, was entirely consumed. After this misfortune the college proper seems to have been suspended asecond time, and only a grammar school maintained with one instructor. The classes were conducted in a building intended originally for arectory, until that was destroyed by fire in 1839, when the school wasagain moved. 

Richard W. Ringgold, the principal of the school from 1832 to 1854, seems to have been a man of ability, and under him the number ofstudents so much increased that in 1843 it was resolved to rebuild thecollege on the old site and to revive the college course. As a result, the present main building was erected, the corner-stone laid withimposing ceremonies on May 4, 1844, and the college was reopened in itsown edifice on January 1, 1845. In 1849, a class of four was graduated, and in 1854, two additional buildings were erected; one for thePrincipal's residence and the other for dormitories and recitationrooms. 

The college continued prosperous during the second administration ofRev. Dr. Waters from 1854 to 1860; but in the presidency of hissuccessor, Rev. Andrew J. Sutton, came the Civil War, depriving thecollege of its Southern constituency and distracting men's minds fromlearning. After the Rebellion, an unfortunate selection of teachers andlaxness of discipline caused the college to lose still more ground, andWm. J. Rivers, Principal from 1873 to 1887, had much to do to build itup again. He was a faithful and diligent teacher, and under him themoral tone of the college was improved and the course of instructionenlarged. The present head, C. W. Reid, Ph. D. , is still further advancingthe cause of the institution and a new career of prosperity seemsopening before Maryland's oldest college and the only one on the EasternShore of the Chesapeake Bay. 

St. John's College, like its sister institution, founded on anon-denominational basis, started out under even fairer auspices. [9] Itwas granted, by the State, Governor Bladen's mansion and four acres ofland surrounding it, was made heir to the funds of King William'sSchool, and secured £9, 000 from private beneficence in the first twoyears of its history. The Bladen mansion, now known as McDowell Hall, was repaired and enlarged and, on August 11, 1789, Bishop Carroll waselected president of the Board of Visitors and Governors and Dr. JohnMcDowell accepted the Professorship of Mathematics. After unsuccessfulattempts to obtain a principal from England, Dr. McDowell was chosen tothat position in the following year and continued in office, until theState withdrew its aid to the college in 1805. He was a man of greatlearning and was very successful at St. John's and later at theUniversity of Pennsylvania as provost. Under him, St. John's flourishedgreatly and many men of a national reputation were enrolled among itsstudents, from the time the first class graduated in 1793. 

The same disaster fell on St. John's, as on Washington College. TheLegislature withdrew the annual grant given by the State. The same doubtas to the constitutionality of this withdrawal existed here, and theState confirmed its position in the same way, by increasing itsappropriation in 1832, [10] on condition of the college's accepting it infull satisfaction of all claims against the State under the originalcharter. Of late years Maryland has been quite generous to St. John's, but it has never quite recovered the station and prestige it lost by thetaking away of the State's grant in 1805. 

In the first despair over the Act of the Legislature, the Visitors andGovernors voted to discontinue the college, but their courage soonreturned and the Rev. Bethel Judd, elected principal in 1807, was ableto graduate a class in 1810. After his withdrawal in 1812, matters werein a disturbed state for some years and no classes were graduated until1822, when Rev. Henry L. Davis, the father of Maryland's famous orator, Henry Winter Davis, was principal. After that year there were nograduates until 1827, when Rev. William Rafferty was head of thecollege. The struggle for existence was a hard one and the wonder isthat the college succeeded as well as it did. 

With 1831, however, began a third and more successful period in thehistory of St. John's. In that year the Rev. Hector Humphreys, then onlythirty-four years of age, was chosen president. He was a native ofConnecticut and a graduate of Yale College in 1818, and was called toSt. John's from the professorship of Ancient Languages at Washington(Trinity) College in his native State. The effect of his energy anddevotion was soon recognized, and, largely through his efforts, waspassed the compromise of 1832. The curriculum was enlarged, theinstruction made more thorough, and classes were yearly graduated, withbut six exceptions, until his death in 1857. His energy was very great, his learning wide and accurate. In 1834, after travelling about theState in the interests of the college, he succeeded in raising about$11, 000, which were used in the erection of a second building for thecollege, which most appropriately has since been called by his name. During his administration, the professors' houses were also built, aswas Pinkney Hall, a third building for the use of the college. Dr. Humphreys also secured cabinets and philosophical apparatus for thecollege and gave instruction in Political Economy, Latin and Greek, Chemistry, Geology, Natural Philosophy, Astronomy, Composition, Elocution, Evidences of Christianity, Moral and Intellectual Philosophy, Rhetoric, and Logic. Verily, an encyclopaedic man of vast industry! Onlyfour years after Dr. Humphreys' death the War of the Rebellion brokeout, and St. John's, unlike the temple of Janus, closed its doors at therumors of war. The buildings were used as an hospital, and not until1866 was the college again reopened with the well-known educator, HenryBarnard, at its head. In less than a year he resigned to become thefirst United States Commissioner of Education, and neither he nor hissuccessor, Dr. James C. Welling, who was principal until 1870, was ableto graduate a class. Since the beginning of the administration of thenext principal, James M. Garnett, LL. D. , the succession of classes hasbeen unbroken and the college has steadily advanced in reputation andusefulness. Dr. Garnett made the English department especially excellentand, after ten years faithful service, resigned in 1880. The Rev. J. D. Leavitt, his successor, made a departure from the old classic curriculumand organized a department of Mechanical Engineering. After he resignedProf. W. H. Hopkins acted as principal for a time and introduced militarydiscipline, having secured the detail of an officer from the UnitedStates Army as instructor in Military Tactics. 

St. John's celebrated its centennial in 1889, and has begun its secondcentury with excellent prospects. The four years' administration of itspresent principal, Thomas Fell, LL. D. , has been a most successful one, and St. John's is fulfilling the purpose of its founders "to train upand perpetuate a succession of able and honest men, for discharging thevarious offices and duties of life, both civil and religious, withusefulness and reputation. "

THE SECOND UNIVERSITY OF MARYLAND. 

Most universities have developed from a college; the University ofMaryland differs from them, for it originated in a medical school. [11]

In 1802 Dr. John B. Davidge of Baltimore began a private class inMedicine and was so successful in it, that, in 1807, he associated withhimself Drs. James Cocke and John Shaw and these three obtained from theLegislature a charter for the school, under the name of "the College ofMedicine of Maryland. "[12] There was made a close connection between theCollege of Medicine and the State "Medical and Chirurgical Faculty, "and its board of medical examiners were made _ex-officio_ members of theBoard of Trustees of the College. The Legislature also granted thecollege a lottery of $40, 000. [13]

Lectures, which had been carried on at the professors' houses, werebegun in 1808, at a building on the corner of Fayette (Chatham) streetand McClellan's alley, and the first class, consisting of five, receivedits degrees in 1810. As the school grew and nourished, the ideas of itsfounders become more extensive and, in 1812, a long act was passed, [14]authorizing "the college for the promotion of medical knowledge" "toconstitute, appoint, and annex to itself the other three colleges orfaculties, viz. : The Faculty of Divinity, the Faculty of Law, and theFaculty of the Arts and Sciences; and that the four faculties orcolleges thus united, shall be and they are hereby constituted anuniversity, by the name and under the title of the University ofMaryland. " The connection with the Medical and Chirurgical Faculty wassevered and the members of the four faculties, under the name of theRegents of the University of Maryland, were to have full powers over theUniversity and be permitted to hold property not exceeding $100, 000 inyearly value. 

Each faculty was allowed to appoint its own professors and lecturers, tochoose a dean, and to exercise such powers as the regents shalldelegate. The Faculty of Physic was to be composed of the professors inthe Medical College; that of Theology, of the professor of Theology andany "six ordained ministers of any religious society or denomination;"that of Law, of the professor of Law, "together with six qualifiedmembers of the bar;" that of the Arts and Sciences, of the professors inthat department, "together with three of the principals of any threeacademies or Colleges of the State. " Such a strangely formed and looselyunited body could not succeed, as a more homogeneous and closelycompacted one would have done. 

The university was founded "on the most liberal plan, for the benefitof students of every country and every religious denomination, who shallbe freely admitted to equal privileges and advantages of education, andto all the honors of the university, according to their merit, withoutrequiring or enforcing any religious or civil test, urging theirattendance upon any particular plan of religious worship or service. "With these broad powers and provisions, [15] "the Faculty of Phisick, late of the College of Medicine of Maryland, *** convened and, by theauthority vested in it by said charter and with the advice andrecommendations of learned men of the several professions of Divinity, Law, and the Arts and Sciences, proceeded to annex to itself the otherthree faculties. " On April 22, 1813, the Hon. Robert Smith, formerlyUnited States Secretary of State, was chosen the first provost, and theorganization of the regents was completed. [16] A lottery of $30, 000 wasgranted the University in 1814, and another of $100, 000 in 1817. [17]From the proceeds of these lotteries and other sources was built thebuilding of the medical department on the corner of Lombard and Greenestreets. It was modelled on the Pantheon at Rome, and, when built, issaid to have been without an equal in America. The medical school grewextremely fast; a loan of $30, 000 from the State in 1822[18] enabled itto build a practice hall and purchase a fine collection for its museum, and the University hospital across the street was opened in 1823. In1824 the number of students in attendance on lectures amounted to 320. The other faculties took no active steps for some time and, not until1819, did the regents urge them to proceed to deliver lectures as soonas possible and to lay before the regents annually a report as to theirprogress and condition. In 1823, possibly on account of this vote. Prof. David Hoffman began the instruction in the Faculty of Law, hisschool being known as the "Maryland Law Institute. " He published part ofhis lecture notes in a book called _Legal Outlines_ and continuedlecturing about ten years. After his withdrawal, the law school wasgiven up; but the organization of the faculty was still maintained. 

The Faculty of Theology reported in 1852 "no active organization of thefaculty has ever been attempted and, in view of the character of thedepartment contemplated by the charter, none seems desirable. " Its onlyactivity was a course or two of lectures on the Evidences ofChristianity, delivered before the medical students about 1823 by theRev. William E. Wyatt, Professor of Theology. A nominal organization ofthe faculty was kept up, however, until 1878. 

The prosperity of the medical department was destroyed by the effort ofsome of its professors, discontented with being prohibited from havingprivate classes, to have the Legislature do away with the regents andreplace them with a board of trustees, in whom should vest the property. As early as November 12, 1824, the Regents feared trouble and obtainedfrom William Wirt, John Purviance and Daniel Webster, a legal opinionthat their position was inexpugnable. With this conclusion theLegislature did not agree, and on March 6, 1862, an act was passedabolishing the Regents and appointing a Board of twenty-one Trustees intheir place. [19]

The Trustees, by decree of the courts, obtained control of the propertyand forced the professors to accept them as the legal authority. Somatters went on for twelve years, until in 1837, the trustees appointeda professor personally objectionable to some of the others, who resignedtheir positions under the Trustees and opened a separate medical schoolin the Indian Queen Hotel at the corner of Baltimore and HanoverStreets. Few out-of-town students attended either school, for thequarrel frightened them away, and the Baltimore students largelyattended the Regents' school. Feeling ran high at one time, the Regentstook possession of the University buildings by force, and bloodshed wasfeared. 

The Board of Regents reorganized with Ashton Alexander, M. D. , asProvost, and employed distinguished counsel to plead the case for themin the courts. The Legislature authorized the Court of Appeals to trythe suit, and Maryland's Dartmouth College Case was decided in June, 1838, entirely in favor of the Regents. The court held that the act of1825 was void, since it was "a judicial act, a sentence that condemnedwithout a hearing. The Legislature has no right, without the assent of aCorporation, to alter its charter, or take from it any of its franchisesor property. " The Trustees would not yield at once and, in March, 1839, presented a petition to the Legislature, praying it not to pass an actrequiring them to give up the property to the Regents. The memorial wasreferred to a joint committee, which reported a bill restoring theproperty to the Regents. The bill was enacted and the Regents have sinceruled. During the supremacy of the Trustees, the Faculty of the Arts andSciences was organized. They contemplated activity in 1821, and issued acircular, which drew down on them the wrath of Professor Hoffman, inasmuch as they "contemplated 'academic' instruction" not intended bythe charter. The founders, he said, intended that instruction should beconveyed by lectures and that no other form of instruction should beallowed. The discussion which followed seems to show that he had theidea of having work carried on, like that done by graduate studentsto-day. 

But nothing was done, apparently, until Baltimore College was annexed in1830. That institution was chartered on January 7, 1804, [20] and was thedevelopment of an academy kept by James Priestley, the first president, on Paul's Lane (St. Paul Street). "It was hoped that it would, togetherwith the other valuable seminaries of education in the same city and inthe State, become adequate to the wants and wishes of our citizens, " andfrom the proceeds of a lottery, the grant of which was an easy way for aState to be benevolent, a plain but convenient building was erected onMulberry street. [21]

It is very doubtful if it ever graduated any students, and we learn in1830 that "the celebrity and, in some cases, the superior existingadvantages of other institutions have prevented the accomplishment ofthis object. " Still a school had been kept up continuously, and fromtime to time, we catch glimpses of its lectures, &c. In January, 1830, ajoint petition of the Trustees of the University of Maryland and ofBaltimore College to the Legislature "proposed the charter of BaltimoreCollege shall be surrendered to the State, on the condition that theproperty belonging to the college shall be invested in the trustees ofthe University of Maryland. " The petition was granted, [22] and in 1832, we learn that "the Baltimore College *** has now been merged in theUniversity of Maryland and constitutes the chair of AncientLanguages. "[23]

On October 1, 1830, the Trustees issued a prospectus, from which welearn that it was intended "to maintain an institution on the mostenlarged scale of usefulness and responsibility, " and that there was a"necessity for the proposed organization of a department in theUniversity of Maryland, exclusively collegiate in its system, requiringan advanced state of classical and scientific attainments for admissionto its lectures, calculated to conduct its pupils through the highestbranches of a liberal education and to afford them advantages similar towhat may be obtained in the distant Universities of this country andEurope. " A course of study equal to that of any college of the countrywas announced, and a brilliant Faculty appointed; but the time was notyet come for a great college in Baltimore and the institutionlanguished away. In 1843, the Commissioners of Public Schools petitionedto have it transferred to the city as a High School, and in 1852, it hadonly one teacher and 36 scholars, a mere boys' school. 

In 1854 it was reorganized as the "School of Letters under the Facultyof Arts and Sciences, " with Rev. E. A. Dalrymple, formerly of theEpiscopal Theological Seminary at Alexandria, as its head. On paper thecourse was fairly complete, and the Faculty an able one, and there weregraduates in 1859, '60, '61, and '63. The course was to be a threeyears' one; for "the studies of Freshman year will be pursued in thepreparatory department, where experience has shown they may be attendedwith greater advantage. " Gradually students fell off, it became a mereboys' school, and finally Dr. Dalrymple was all that was left of the"School of Letters" and the "Faculty of the Arts and Sciences, " and athis death, both formally became extinct. 

With the restoration of the property to the Regents, the classes in themedical school increased to a size somewhat like that attained in yearsprevious to 1825, although, owing to the opening of new schools, theynever quite equalled it. During the war of the Rebellion, the schoolsuffered from the loss of southern patronage; but at its close, studentscame back and the school took on fresh life. It has always been in thefront rank; first of all American medical schools it recognizedGynecology as a separate branch of instruction, and it was second inmaking practical Anatomy a compulsory study. With the session of 1891 itwill require a three years' graded course of all candidates for degrees. 

In 1850 the Hon. John P. Kennedy, statesman and author, was chosenprovost, and on his death in 1870, the Hon. S. Teackle Wallis was madehis successor and he now fills the office with honor. 

The Faculty of Law revived the Law School in the beginning of 1870, witha class of 25. An efficient faculty has caused a steady increase, until, in 1890, there were 101 students in the three years' course. Theinstruction is given by lectures, examinations, and moot-courts. In1884, the Law Department moved from its former quarters in the oldBaltimore College building on Mulberry Street, to a new building erectedfor it on the University property on Lombard Street, next to thebuilding of the Medical Department. 

In 1882, the University of Maryland obtained from the Legislatureauthority to open a Dental Department. [24] In 1837, the first DentalLectures in America had been delivered before the Medical Students ofthe University, and it was quite fitting that there should be a dentalschool connected with it. The first class numbered 60, the last 132, andin eight years there have been 250 graduates. This fact and the furtherone that twice has it been found necessary to make large additions tothe buildings of the department on Green Street, adjoining those of theMedical School, will show how rapid has been its growth. 

The University has, at present, flourishing departments of Medicine, Law, and Dentistry, and worthily maintains the reputation of thoroughand careful training, which it has gained in its history of eightyyears. 

COKESBURY COLLEGE. 

In Maryland was the first Methodist Church in America, and it wasnatural that here too should be the first Methodist College in theworld. There was no permanent organization of this denomination in theUnited States, until John Wesley, on the petition of the Americanchurches, consecrated Rev. Thomas Coke, Superintendent for the UnitedStates, in 1784. Dr. Coke sailed directly from England, and arrived inNew York on November 3, 1784. He thence traveled southward and, on the15th of the same month, met Francis Asbury at Dover, Delaware. At thisfirst meeting, Coke suggested the founding of an institution for highereducation, to be under the patronage of the Methodist Church. [25] Thiswas not a new idea to Asbury; for, four years previous to this meeting, John Dickins had made the same suggestion to him. The earlier idea hadcontemplated only a school, on the plan of Wesley's at Knightwood, England, and for that purpose, a subscription had been opened in NorthCarolina in 1781. [26]

Coke's suggestion, to have a college, was favorably received and, at thefamous Christmas Conference at Baltimore in 1784, the Church wasformally organized, with Coke and Asbury as Bishops, and the firstMethodist College was founded. Thus the denomination which has increasedto be the largest in the United States, recognized the paramountimportance of education at its very foundation. [27] To the newinstitution, the name of Cokesbury was given, in honor of the twoBishops, from whose names the title was compounded. For this College, collections were yearly taken, amounting in 1786 to £800 and implyinggreat self-denial by the struggling churches ill-supplied withwealth. [28]

As early as January 3, 1785, only two weeks after the College wasdecided on, its managers were able to report that £1, 057 had beensubscribed, a sum that put the enterprise on a firm footing. The sitewas next to be chosen, and Abingdon in Harford County was pitched upon. Of the 15, 000 Methodists in the Union in 1784, over one-third were inMaryland, and hence, it had the best claim for the College, and thebeauty of the situation of Abingdon charmed Coke so much that hedetermined upon placing the College there. It was also a place easy ofaccess, being on the direct stage line from Baltimore to Philadelphiaand near the Chesapeake Bay. Bishop Coke, the most zealous advocate ofthe College, contracted for the building materials; but was preventedfrom being present at the laying of the corner-stone. Bishop Asbury, however, was present and preached a sermon on Psalms 78, verses 4 to8. [29] In this sermon, "he dwelt on the importance of a thoroughlyreligious education, and looked forward to the effects, which wouldresult to the generality, to come from the streams which should springfrom this opening fountain of sanctified learning. " The building wasbuilt of brick, one hundred feet in length and forty in width, facedeast and west, and stood on "the summit and centre of six acres of land, with an equal proportion of ground on each side. " It was said to be inarchitecture "fully equal, if not superior, to anything of the kind inthe country. " Dormitory accommodations were provided in the building;but it was intended that "as many of the students as possible, shall belodged and boarded in the town of Abingdon among our pious friends, "[30]Gardening, working in wood in a building called the "Taberna Lignaria, "bathing under supervision of a master, walking, and riding were the onlyoutdoor exercises permitted. The students were prohibited "fromindulging in anything which the world calls play. Let this rule beobserved with the strictest nicety; for those who play when they areyoung, will play when they are old. "

In 1785 the Bishops issued a "Plan for Erecting a College intended toadvance Religion in America. " It is quite long and many of itsprovisions are very quaint. From it we learn that Cokesbury is intended"to receive for education and board the sons of the elders and preachersof the Methodist Episcopal Church, poor orphans, and the sons of thesubscribers and other friends. It will be expected that all our friends, who send their children to the college, will, if they be able, pay amoderate sum for their education and board; the others will be taughtand boarded and, if our finances allow it, clothed gratis. Theinstitution is also intended for the benefit of our young men, who arecalled to preach, that they may receive a measure of that improvement, which is highly expedient as a preparation for public service. " Teachersof ancient languages and of English will be provided, and no necessarybranch of literature shall be omitted. "Above all, especial care shallbe taken that due attention be paid to the religion and morals of thechildren, and to the exclusion of all such as continue of anungovernable temper. " "The expense of such an undertaking will be verylarge, and the best means we could think of, at our late conference, toaccomplish our design, was to desire the assistance of all those inevery place who wish well to the cause of God. The students will beinstructed in English, Latin, Greek, logic, rhetoric, history, geography, natural philosophy, and astronomy. To these languages andsciences shall be added, when the finances of our college will admit ofit, the Hebrew, French, and German languages. But our first object shallbe, to answer the designs of _Christian_ education, by forming the mindsof the youth, through divine aid, to wisdom and holiness by instillinginto their minds the principles of true religion--speculative, experimental, and practical--and training them in the ancient way, thatthey may be rational, spiritual Christians. We have consented to receivechildren of seven years of age, as we wish to have the opportunity ofteaching 'the young idea how to shoot' and gradually forming theirminds, through the divine blessing, almost from their infancy, toholiness and heavenly wisdom, as well as human learning. We shallrigidly insist on their rising early in the morning (five a. M. ), and weare convinced by constant observation and experience, that it is of vastimportance, both to body and mind. 

"We prohibit play in the strongest terms, and in this we have the twogreatest writers on the subject that, perhaps, any age has produced (Mr. Locke and Mr. Rousseau) of our sentiments; for, though the latter wasessentially mistaken in his religious system, yet his wisdom in otherrespects and extensive genius are indisputably acknowledged. Theemployments, therefore, which we have chosen for the recreation of thestudents are such as are of greatest public utility:--agriculture andarchitecture. 

"In conformity to this sentiment, one of the completest poetic pieces ofantiquity (the Georgics of Virgil) is written on the subject ofhusbandry; by the perusal of which and submission to the aboveregulations, the students may delightfully unite the theory and practicetogether. "

There is something extremely ludicrous in the idea of making the averagestudent delight in spending his leisure hours in farming, by means of astudy of the Georgics in the original. But we can hardly laugh at thesemen, they were too much in earnest. To return to the circular, "The fourguineas a year for tuition, we are persuaded cannot be lowered, if wegive the students that finished education, which we are determined theyshall have. And, though our principal object is to instruct them in thedoctrines, spirit, and practice of Christianity, yet we trust that ourcollege will, in due time, send forth men that will be a blessing totheir country in every laudable office and employment of life, therebyuniting the two greatest ornaments of human beings which are too oftenseparated: _deep learning_ and _genuine piety_. "

As soon as the building was under roof, a preparatory school was openedand the Trustees applied to John Wesley for a President. He suggested aRev. Mr. Heath, and this suggestion was accepted on December 23, 1786. [31] His inauguration occurred a year later and was a grand affair. Asbury presided on each of the three days of the ceremony, and his texton the second day, "O man of God, there is death in the pot, "[32] waslooked on by the superstitious, in time to come, as a presage ofdisaster. The faculty was filled up and all seemed to bid fair forprosperity; but Mr. Heath remained in charge of the College less than ayear, resigning because of certain charges of insufficiency, which seemrather trival. Another professor left to go into business and Asbury'ssoul was tried by these "heavy tidings. "

The good Bishop was indefatigable in his care of Cokesbury. His visitswere frequent, and while there, he was very active, examining thepupils, preaching, and arranging the affairs, both temporal andspiritual. Abingdon became a centre of Methodism, families moved thereto enjoy the educational advantages, and the Conference regularlyvisited the College, coming over from Baltimore for that purpose. 

Dr. Jacob Hall, of Abingdon, was the second President, and had under hima faculty of three professors and a chaplain. The school prospered andhad public exhibitions of its students' proficiency from time to time. It is doubtful if sufficient care was exercised in the expenditure ofmoney and, in December, 1790, the Trustees felt obliged to contract aloan of £1000. The charitable contributions fell off, and Asbury wasforced to go from house to house in Baltimore, "through the snow andcold, begging money for the support of the poor orphans atCokesbury. "[33] The instruction was good, and Asbury could write toCoke, then in England, that "one promising young man has gone forth intothe ministry, another is ready, and several have been under awakenings. None so healthy and orderly as our children, and some promise greattalents for learning. "[34] Still, "all was not well there, " and onOctober 2, 1793, he "found matters in a poor state at college; £500 indebt, and our employes £700 in arrears. " A year later, matters weredesperate and the good Bishop wrote that "we now make a sudden and deadpause--we mean to incorporate and breathe and take some better plan. Ifwe can not have a Christian school (_i. E. _ a school under Christiandiscipline and pious teachers), we will have none. "[35] The project ofincorporation was not favored by some, who feared that the College wouldnot be thereby so directly under the control of the Conference, but wascarried through, and the charter bears date, December 26, 1794. [36] Byit, the institution was allowed to have an income not exceeding £3, 000. 

How a charter was to avoid increased indebtedness does not appear andthe College's debt had so increased, that the Conference in 1795 decidedto suspend the Collegiate Department and have only an English FreeSchool kept in the buildings. [37]

Misfortunes never come singly: an unsuccessful attempt to burn thebuildings had been made in the fall of 1788, and now, on December 4, 1795, a completely successful one was made, and the building and itscontents were consumed. Rewards to discover the incendiary were offeredin vain, and Asbury writes:[38] "We have a second and confirmed reportthat Cokesbury College is consumed to ashes--a sacrifice of £10, 000 inabout ten years. If any man should give me £10, 000 to do and sufferagain what I have done for that house, I would not do it. The Lordcalled not Mr. Whitefield, nor the Methodists to build colleges. Iwished only for schools; Dr. Coke wanted a college. I feel distressed atthe loss of the library. "

Asbury despaired, but Coke did not and, going to work, he raised £1, 020from his friends. After the determination was made to move the Collegeto Baltimore, the Church there gave £700, and a house to housesolicitation brought in £600 more. A building originally erected forballs and assemblies was purchased and fitted up. It stood next the oldLight Street Methodist Church and a co-educational school was openedtherein on May 2, 1796. The high course planned for girls is especiallynoticeable at this early period. The school opened with promises ofsuccess, and within a month there were nearly 200 scholars. 

Fatality pursued the enterprise, however, and a year to a day from theburning of the first building, this second one was reduced to ashes, with the adjoining church and several houses. 

Asbury writes rather philosophically:[39] "I conclude God loveth thepeople of Baltimore, and he will keep them poor to make them pure;" buteven Coke gave up hope at this new disaster, and it was twenty yearsbefore a second Methodist College was attempted. 

ASBURY COLLEGE. 

This was the second Methodist College in the world, and was organized in1816, the year of Bishop Asbury's death. After a year or two ofsuccessful work, a charter was applied for and it was granted to theCollege February 10, 1818. [40] The President, Samuel K. Jennings, M. D. , a Methodist local preacher, was a rather remarkable man. Coming from NewJersey, graduating at Rutgers, and settling in the practice of themedical profession in Virginia, he was converted by the preaching ofAsbury, and was persuaded by him some years later, to move to Baltimoreand take the leadership of the new enterprise. [41] He was said to be, atone time, the only Methodist preacher with a collegiate education andwas well adapted to the task, from his administrative ability and widelearning. Around him, he gathered an undenominational faculty of fourprofessors and began the life of the institution in a large brickbuilding on the corner of Park Avenue and Franklin Street. In March, 1818, the _Methodist Magazine_ tells us that there were one hundred andseventy students, and that "The Asbury College has probably exceeded inits progress, considering the short time it has been established, anyliterary institution in the country. "[42] In that spring, a class wasgraduated, and yet only a few months later Dr. Bangs wrote that theCollege "continued for a short time and then, greatly to thedisappointment and mortification of its friends, went down as suddenlyas it had come up, and Asbury College lives only in the recollection ofthose who rejoiced over its rise and mourned over its fall. "

This statement is not absolutely correct; it is probable that there wassome catastrophe, and possibly Dr. Jennings then began to break awayfrom the Methodist Episcopal Church, which he left entirely, when theMethodist Protestant Church was formed in 1828. Still some sort of anorganization was kept up under the old name; for does not good HezekiahNiles, of Register fame, tell us of examinations and exhibitions hewitnessed in the early spring of 1819, [43] at which time prodigies oflearning and cramming were exhibited, and do we not find in 1824, apamphlet published by Dr. Jennings, entitled "Remarks on the Subject ofEducation, to which are added the general rules of the school under theappellation of Asbury College. " Apparently the College had passedentirely out of the control of the church, and having lowered its grade, was now little more than Dr. Jennings' private school. The school wasthen situated on the corner of Charles and Baltimore Streets and, in1833, when we catch the last glimpse of it, another removal had taken itto the corner of South and Fayette Streets. It was then merely a boys'day school and doubtless soon perished. So the second Methodist Collegefailed as the first had done and another was added to the many abortiveattempts to found a college in Maryland. 

OTHER EXTINCT COLLEGES. 

Three other attempts to found colleges demand a passing notice. 

_Mount Hope College_ stood at the corner of Eutaw Place and NorthAvenue, and was charted as a college in 1833. [44] The building wasconstructed by the Baltimore branch of the United States Bank in 1800, during an epidemic of yellow fever in the city. People feared to comeinto town to transact business and so a suburban banking house wasbuilt. This building was bought by the Rev. Frederick Hall in 1828 andin it a school was begun, which was later expanded into the College. Theinstitution lasted some ten years and is worthy of note from the factthat among the teachers were two young Yale graduates, who afterwardsobtained considerable renown: Professor Elias Loomis and Rev. S. W. S. Dutton. 

_The College of St. James_ was situated in Washington County andwas originally intended by its founder, Bishop Whittingham, as apreparatory school. It was opened in October, 1842, with Rev. J. B. Kerfoot, [45] afterwards Bishop of Pittsburg, as Principal, and had suchspeedy and encouraging success, that it was chartered as a college in1843, under the control of the Protestant Episcopal Church. 

The College prospered greatly under Bishop Kerfoot's able management, and was kept up during the War of the Rebellion in spite of the loss ofSouthern students, a large portion of the entire number. In 1864, however, General Early, of the Confederate Army, invaded Maryland andtook Dr. Kerfoot and Professor Coit prisoners, and the College thusforcibly discontinued, was never again reorganized. 

_Newton University_ was chartered by the Legislature[46] on March8, 1845 and was situated on Lexington Street, between North and Calvert. It was originally intended to combine the Baltimore preparatory schoolsand to furnish boys, graduating from them, the means of completing theireducation without leaving the city. There was an enormous list ofTrustees and the unwieldy character of the board, coupled with theirregular habits of the President, made the failure of the enterpriseinevitable. Still it offered in its catalogues a good course of studyand gave exhibitions, at which polyglot orations were delivered. Thelate Prof. Perley R. Lovejoy was the life of the institution and, afterseveral classes had graduated, the University finally ceased to be, whenMr. Lovejoy accepted a position as Professor in the Baltimore CityCollege. 

ROMAN CATHOLIC COLLEGES. 

Maryland has been the cradle of the Roman Catholic Church in America, aswell as of the Methodist and the Presbyterian. The centenary of theconsecration of John Carroll, as the first Roman Catholic bishop in theUnited States, occurred little more than a year ago. A few months afterBishop Carroll's consecration, he received from the Superior of theOrder of St. Sulpice an offer to found a seminary in Baltimore for theeducation of priests. This offer was accepted and, on July 10, 1791, four Sulpician priests arrived in Baltimore. They soon bought a houseknown as "One Mile Tavern" with four acres of land and there they opened_St. Mary's Seminary_, on the first Sunday in October, 1791. TheSeminary still occupies the same site, at the corner of Paca and St. Mary's Streets. The number of the candidates for the priesthood, whoentered the Seminary, was disappointing from its smallness and, in orderto procure clerics, an Academy was opened in the rooms of the Seminary, on August 20, 1799. This was presided over by Rev. Wm. Du Bourg, andproved so successful, as to demand a separate building. Accordingly, thecorner-stone of St. Mary's College was laid on April 10, 1800. At BishopCarroll's request, no American boys were admitted for a time and onlySpaniards and French were received. In 1803, however, the College wasopened to all day scholars or boarders, without reference to birth orreligion. This step roused some opposition and many communications uponthe subject appeared in the newspapers, which were afterwards collectedin pamphlet form. 

The students soon became numerous and the institution grew to such anextent that, in January, 1805, it was chartered as St. Mary'sUniversity. On August 13, 1806, the first class was graduated; in thatyear there were 106 students. New buildings were erected and a superbbotanical garden was laid out. The chapel, built soon after theincorporation, was said to be the most beautiful in the United States. 

The Rev. William Du Bourg, the President, was a man of great ability andthe reputation of the College rapidly spread. Many prominent men, RomanCatholics and Protestants, were graduated from St. Mary's; but theSulpicians felt that their vocation was to educate young men exclusivelyfor the priesthood, and not for secular life, and they finally closedSt. Mary's College in 1852, in order to devote all their energies to theTheological Seminary, which has continued its prosperous career to thispresent day. [47]

A second Roman Catholic College was formed by the Sulpicians in 1807 atEmmittsburg, Frederick County. It was begun by Rev. John Dubois and wassoon chartered as _Mount Saint Mary's College_. The exercises werefirst held in a log house with a handful of pupils, who increased to 80within five years. With the growth of the institution came the demandfor larger accommodations. Better buildings were erected and a largestone edifice was undertaken in 1823. When nearly ready for occupancy, it was destroyed by fire; but Father Dubois did not despair and, aidedby the people of the vicinity, at once began a new building. In 1826 hewas appointed Bishop of New York, and in the same year, the connectionof the College with the Sulpician order was terminated. Althoughoriginally intended chiefly as a place for the education of clerics, Mt. St. Mary's has ever kept in view the preparation of students for asecular life, and many of its graduates have been distinguished inState, as well as in Church. In 1838, Rev. John McCaffrey, D. D. , becamepresident, and under his able control, the College prospered until1871. During this period, the jubilee of the institution was celebratedwith great ceremony in 1858. The Civil War injured the College greatlyand the declaration of peace found it burdened with a heavy load ofdebt. For twenty years the struggle went on and it was doubtful all thetime, whether the College could survive. Finally Dr. William Bryne, athis leaving the presidency in 1884, was able to report that theinstitution was placed on a firm financial basis as to the future, andthat the debt had been reduced to $65, 000. The present President, Rev. Edward P. Allen, has still further diminished the debt by more than halfand the attendance has been largely increased through his efficientadministration. 

A third Roman Catholic College is _St. Charles's_, situated inHoward County, near Ellicott City. It is situated on land given byCharles Carroll of Carroll ton, and was chartered on February 3, 1830, [48] its name being taken from that of its founder and of the greatArchbishop of Milan. [49] The institution was placed under the control ofthe Society of St. Sulpice and was established "exclusively for theeducation of pious young men of the Catholic persuasion for the ministryof the Gospel. " The corner-stone was laid by the venerable CharlesCarroll, on July 11, 1831; but, for want of funds to carry on the worksuccessfully, the institution was not opened until the fall of 1848. Thefirst President, Rev. O. L. Jenkins, began the institution with fourpupils, and at his death in 1869, the number had grown to 140. Since theclosing of St. Mary's College in 1852, St. Charles's has been used bythe Sulpicians as preparatory to St. Mary's Seminary. 

To supply the want of a college, to which Baltimore boys of RomanCatholic families could go without leaving home, _Loyola College_was opened in September, 1852. It is under the control of the Jesuitsand has confined itself to receiving day scholars. 

The fifth and last Roman Catholic College, _Rock Hill_, waschartered in 1865. [50] It is situated near Ellicott City, as is St. Charles's, and is under the supervision of the Brothers of the ChristianSchools. It prepares youth for the various duties and occupations oflife with great thoroughness, and has ever been noted especially for theattention paid to the development of the body as well as the mind of itspupils. 

WESTEEN MARYLAND COLLEGE. 

In 1865, Mr. Fayette R. Buell began an academy for boys and girls atWestminster, Carroll County, [51] and, in the spring of 1866, he proposedto the Conference of the Methodist Protestant Church, of which he was amember, that the school should be chartered as a college and taken underthe Church's patronage. This proposition was not acceded to, but Mr. Buell went on with his plan. Confidence in the Rev. J. T. Ward, one ofthe teachers in Mr. Buell's school, induced two of his friends to lendthe enterprise $10, 000, and the corner-stone of the College building waslaid on September 6, 1886. The College opened a year later withseventy-three pupils. In February, 1868, Mr. Buell found himself so muchin debt, that he appealed to the Conference to take the property off hishands. This was done, and a Board of Trustees appointed by theConference was incorporated by the legislature on March 30, 1868. 

The next fall, the institution reopened with Rev. J. T. Ward asPresident, in which office he continued for seventeen years. These wereyears of trouble and severe work to make the College a success. Therewas no endowment, and only by the most strenuous efforts was the Collegesaved on several occasions from being overwhelmed with debt. Still, inspite of all disadvantages, good work was done and valuable experiencewas gained. The College has been a co-educational one from the first, and connected with it was a department of Biblical Literature, for suchas intended to become clergymen, until a separate Theological School wasopened in 1882. During Dr. Ward's administration, new buildings wereerected and, at his resignation in 1886, he left the institution readyto be made still more efficient by his successor. Rev. Thomas H. Lewissucceeded as President and, while he has caused the work and equipmentof the College to be further enlarged, he has also been successful inpaying off the last dollar of the debt that had hung over it so long asan incubus. 

FEMALE EDUCATION. 

_The Baltimore Female College_, so long presided over by Dr. N. C. Brooks, was the pioneer institution in Maryland for the higher educationof women. Founded in 1849, it long had a prosperous existence; butfinally was obliged to close its doors in June, 1890, on account of thewithdrawal of the grant formerly given by the State. 

Besides this institution there was no successful attempt in Maryland tofound a college for female education, until the _Woman's College ofBaltimore_ was chartered in 1884. [52] It was founded by theMethodist Episcopal Church, in honor of the centenary of its organizedexistence in this country, and is "denominational but not sectarian. "For it beautiful buildings, adjoining the First Methodist Church, havebeen erected on St. Paul Street. Much of the money for its endowment wasgiven by the present President, the Rev. J. F. Goucher, D. D. , and, largely through his influence, was it able to open its doors to studentson September 13, 1888. It has determined, very sensibly, to grant nodegrees, save to those thoroughly fitted to receive them, and so has hadno graduates up to the present. Its growth under the care of W. H. Hopkins, Ph. D. , its first President, was great in numbers and endowmentand the prospects are now fair for this Baltimore Woman's College takinghigh rank among similar institutions. 

CONCLUSION. 

To a superficial observer from a distance, it sometimes seems as ifUniversity education in Maryland began with the foundation of the JohnsHopkins University, a sketch of which follows from the pen of itshonored President. Our study into the history of education in the State, however, has shown us that Maryland, instead of being one of the latestof the United States to conceive the University idea, was, in fact, oneof the very earliest, and that her institutions have a history of whichthey need not be ashamed; though their work has not been so widely knownas some others and though the bright promise of morning, in many cases, has not been followed by the full development of noontide. 

The patient labors of William Smith, of Hector Humphreys, of FrancisAsbury, of John Dubois, and of many others, have been far from lost. Wherein they failed, they gained valuable experience for theirsuccessors, and wherein they succeeded, they helped to instil "into theminds and hearts of the citizens, the principles of science and goodmorals. "

FOOTNOTES:

[Footnote 1: _Md. Archives_; Assembly Proceedings, 1666-1676, pp. 262-264. ]

[Footnote 2: Scharf, _Hist. Of Md. _, II, p. 510. ]

[Footnote 3: Sharpe, _Correspondence_, Vol. II, pp. 523-5 and 545. ]

[Footnote 4: Scharf, _Hist, of Md_. , II, p. 511. ]

[Footnote 5: Eddis, _Letters from Maryland_, 1769-1776. ]

[Footnote 6: MS. Sketch of Prof. Rowland Watts. ]

[Footnote 7: Act of 1784, ch. 37. ]

[Footnote 8: Act of 1805, ch. 85. The appropriation had already beendiminished by Act of 1798, ch. 107. ]

[Footnote 9: _Centennial of St. John's. _ Address of P. R. Voorhees, Esq. ]

[Footnote 10: Resolutions of 1832, No. 41. ]

[Footnote 11: MS. Sketch of Dr. E. F. Cordell. ]

[Footnote 12: Act of 1807, ch. 53. ]

[Footnote 13: Act of 1807, ch. 111. ]

[Footnote 14: Act of 1812, ch. 159. ]

[Footnote 15: _Records of Univ. Of Md_. , Vol. A. ]

[Footnote 16: In 1815 he was succeeded by the Rt. Rev. James Kemp, D. D. ]

[Footnote 17: Acts of 1813, ch. 125; 1814, ch. 78. ]

[Footnote 18: Act of 1821, ch. 88. ]

[Footnote 19: Act of 1825, ch. 190. ]

[Footnote 20: Act of 1803, ch. 74. ]

[Footnote 21: Scharf, _Chron. Of Baltimore_, p. 294. ]

[Footnote 22: Act of 1830, ch. 50. ]

[Footnote 23: Lucas, _Picture of Baltimore_, p. 170. ]

[Footnote 24: Act of 1882, ch. 88. ]

[Footnote 25: Stevens' _History of Methodism_, II, 253. ]

[Footnote 26: Some account of Cokesbury. MSS. Of Rev. Wm. Hamilton. ]

[Footnote 27: _Early Schools of Methodism_, p. 21. ]

[Footnote 28: MSS. Of Rev. I. P. Cook. ]

[Footnote 29: Strickland's _Asbury_, p. 163. ]

[Footnote 30: Methodist Discipline, 1789, p. 40. ]

[Footnote 31: _Asbury's Journal_, Vol. I, p. 523. ]

[Footnote 32: II Kings, 4: 40. ]

[Footnote 33: _Journal_, December 5, 1791. ]

[Footnote 34: _Early Schools of Methodism_, p. 31. ]

[Footnote 35: _Journal_, November 21, 1794. ]

[Footnote 36: Act of 1794, ch. 21. ]

[Footnote 37: Rev. Mr. Hamilton's MSS. ]

[Footnote 38: _Journal_, January 5, 1796. ]

[Footnote 39: _Journal_, 1796. ]

[Footnote 40: Act of 1817, ch. 144. ]

[Footnote 41: Sprague, _Annals of American Pulpit_, VII, 279. ]

[Footnote 42: _History of the M. E. Church_, Vol. III. ]

[Footnote 43: _Niles' Register_, February 20, 1819. ]

[Footnote 44: Act of 1832, ch. 199. ]

[Footnote 45: _Life of Bishop Kerfoot_, by Rev. Hall Harrison. ]

[Footnote 46: Act of 1844, ch. 272. ]

[Footnote 47: MSS. Of Fr. G. E. Viger. ]

[Footnote 48: Act of 1830, ch. 50. ]

[Footnote 49: MSS. Of Rev. G. E. Viger. ]

[Footnote 50: Act of 1865, ch. 10. ]

[Footnote 51: Lewis, _Outline of Western Maryland College_. ]

[Footnote 52: MSS. Of Pres. W. H. Hopkins. ]

THE JOHNS HOPKINS UNIVERSITY

(1876-1891). 

BY DANIEL C. GILMAN. 

FOUNDATION. 

The year 1876 is commonly taken as the date of the foundation of theJohns Hopkins University, as in that year its doors were opened for thereception of students. On the twenty-second of February the plans of theUniversity were publicly made known, and consequently "Washington'sBirthday" has since been observed as an anniversary or commemorationday. But in reality the Trustees were organized nine years before. Thefounder, Johns Hopkins, as he saw the end of life approaching (althoughhe continued in active business for several years afterwards), determined to bestow a large part of his fortune upon two institutionswhich he proposed to establish, a University and a Hospital. Theseestablishments were to be managed by separate Boards of Trustees, citizens of Baltimore, whom he selected for their integrity, wisdom, andpublic spirit. In order that the two Boards might be closely allied, thefounder was careful that a majority of the Trustees of one corporationshould also be a majority of the Trustees of the other corporation, andin a letter which he left as the final expression of his wishes, hedeclared it to be his "constant wish and purpose that the Hospitalshould ultimately form a part of the Medical School of the University. "The Hospital was opened for the reception of patients in May, 1889; anda volume which was prepared in the following year by Dr. J. S. Billings, gives a full description of the buildings, with other papersillustrative of the history and purposes of that great charity. But asthe Medical School, which is to form the bond of union between the twoestablishments has not yet been organized, the following statements willonly refer to those opportunities which are here provided for the studyof science and literature, in the faculty commonly known as the facultyof philosophy and the liberal arts. 

Before speaking of his gifts, a few words should be devoted to thememory of Johns Hopkins. This large-minded man, whose name is nowrenowned in the annals of American philanthropy, acquired his fortune byslow and sagacious methods. He was born in Anne Arundel county, Maryland, not far from the city of Annapolis, of a family which forseveral generations had adhered to the views of the Society of Friends. His ancestors were among the earliest settlers of the colony. Whilestill a boy, Johns Hopkins came to Baltimore without any capital butgood health, the good habits in which he had been brought up, andunusual capacity for a life of industrious enterprise. He began on thelowest round of the ladder of fortune, and by his economy, fidelity, sagacity, and perseverance he rose to independence and influence. He wascalled to many positions of financial responsibility, among the mostimportant being that of President of the Merchants' National Bank, andthat of a Director in the Baltimore and Ohio Railroad Company. He was aman of positive opinions in political affairs, yet he never enteredpolitical life; and although he contributed to the support ofeducational and benevolent societies he was not active in theirmanagement. In the latter part of his life, he dwelt during the winterin a large mansion, still standing on the north side of Saratoga street, west of North Charles street, and during the summer on an estate calledClifton, in Baltimore County. In both these places he exercisedhospitality without ostentation. He bought a large library and many oilpaintings which are now preserved in a memorial room at the Hospital. Nevertheless, his pursuits were wholly mercantile, and his time andstrength were chiefly devoted to the business in which he wasengaged, --first as a wholesale grocer, and afterwards as a capitalistinterested in many and diverse financial undertakings. More than once, in time of commercial panic, he lent his credit to the support ofindividuals and firms with a liberality which entitled him to generalgratitude. He died in Baltimore, December 24, 1873, at the age ofseventy-nine years. He had never married. After providing for his nearrelations, he gave the principal part of his estate to the twoinstitutions which bear his name, the Johns Hopkins University and theJohns Hopkins Hospital. Each of them received property estimated inround numbers at three and a half million dollars. The gift to theUniversity included his estate of Clifton (three hundred and thirtyacres of land), fifteen thousand shares of the common stock of theBaltimore and Ohio Railroad, and other securities which were valued atseven hundred and fifty thousand dollars. 

Many persons have expressed surprise that Mr. Hopkins should have madeso large an investment in one corporation. But the stock of theBaltimore and Ohio Railroad was free from taxation, for many years itpaid a dividend of ten per cent. Per annum, and the managers, of whom hewas one, confidently anticipated that a large stock dividend would bedeclared at an early day. Mr. Hopkins not only gave to the Universityall the common stock that he held in this corporation; he also advisedthat the Trustees should not dispose of it, nor of the stock accruingthereon by way of increment or dividend. In view of the vibrations towhich this stock was subjected during the fifteen years subsequent tothe death of Mr. Hopkins, it should not be forgotten that it was hiswill that linked the fortune of the great educational institution, whichhe founded, to the fortune of another corporation, in which he had thehighest confidence. Fortunately, the crisis into which this union led, has been successfully passed. The friends of the University generouslysubscribed for its support an "emergency fund" of more than $100, 000. Other large gifts were made and others still are known to be in thefuture. The Trustees, moreover, have changed four-fifths of theirholdings of the common stock of the railroad company above mentioned, into its preferred stock, from which a permanent income of six percentum will be derived. The finances of the University are now on asolid basis, although additional gifts will be required for theconstruction of buildings and for the enlargement of the course ofstudy, and still more before a medical department can be instituted. 

PRELIMINARY ORGANIZATION. 

The Johns Hopkins University was incorporated under the laws of theState of Maryland, August 24, 1867. Three years later, June 13, 1870, the Trustees met and elected a President and a Secretary of the Board. They did not meet again until after the death of Mr. Hopkins, when theyentered with a definite purpose on the work for which they wereassociated. They collected a small but excellent library of books, illustrating the history of the universities of this and of other lands;they visited in a body Cambridge, New Haven, Ithaca, Ann Arbor, Philadelphia, Charlottesville, and other seats of learning; they werefavored with innumerable suggestions and recommendations from those whoknew much about education, and from those who knew little; and theyinvited several scholars of distinction to give them their counsel. Three presidents of colleges gave them great assistance, answering inthe frankest manner all the searching questions which were put to themby a sagacious committee. Grateful acknowledgments will always be due tothese three gentlemen: Charles W. Eliot, LL. D. , President of HarvardUniversity, Andrew D. White, LL. D. , President of Cornell University, and James B. Angell, LL. D. , President of the University of Michigan. 

INAUGURAL ASSEMBLY. 

The election of a President of the University took place in December, 1874. He entered upon the duties of his station in the following spring, and in the summer of 1875, at the request of the Trustees, he went toEurope and conferred with many leaders of university education in GreatBritain and on the continent. At the same time he visited many of themost important seats of learning. During the following winter the plansof the University were formulated and were made public in the InauguralAddress of the President, which was delivered on the 22nd of February, 1876, before a large audience assembled in the Academy of Music. 

On this occasion, the Governor of the State, Hon. John Lee Carroll; theMayor of the City, Hon. Ferdinand C. Latrobe; the Presidents andrepresentative Professors of a large number of Universities andColleges; the Trustees and other officers of the scientific, literaryand educational institutions of Baltimore; the State and City officersof public instruction and other invited guests, together with theTrustees of Johns Hopkins, occupied the platform. The house was filledwith an attentive audience. 

At eleven o'clock, the chair was taken by the President of the Trustees, Mr. Galloway Cheston. The orchestra of the Peabody Institute, directedby Professor Asger Hamerik, performed several pieces of classical music. 

A prayer was then offered up by Rev. Alfred M. Randolph, D D. , ofEmmanuel Church, now Assistant Bishop of Virginia, after which theChairman of the Executive Committee, Mr. Reverdy Johnson, Jr. , said:

"Our gathering to-day is one of no ordinary interest. From all sectionsof our State, from varied sections of our land, we have met at theopening of another avenue to social progress and national renown. Aftertwo years of pressing responsibility and anxious care the Trustees ofthe Johns Hopkins University present the first detailed account of theirtrust. Of the difficulties attending the discharge of their duty; of thenice balancing of judgment; of the careful investigation and continuedlabor called for in the organization of the University, this is not theplace to speak; but for the Board of Trustees, I may be allowed to claimthe credit of entire devotion to the work, and a sincere desire to makeof the University all that the public could expect from the generousfoundation. Happily, our action is unfettered, and where mistakes occur, as occur they must, the will and power are at hand to correct them. Wemay say that the University's birth takes place today, and I do notthink it mere sentiment, should we dwell with interest upon itsconcurrence with the centennial year of our national birth, and thebirthday of him who led the nation from the throes of battle to maturityand peace. But it is not my province to detain you from the exerciseswhich are to follow. I am happy to state that we have among us to-dayone who represents the highest type of American education, and one who, from the beginning, has sympathized with, counselled and aided us. Iknow you anticipate me, as I announce the distinguished name, from themost distinguished seat of learning in our land--President Eliot, ofHarvard University. "

ADDRESS OF PRESIDENT ELIOT. 

President Eliot next delivered a Congratulatory Address in which hesaid:

"The oldest University of the country cordially greets the youngest, andwelcomes a worthy ally--an ally strong in material resources and in highpurpose. 

"I congratulate you, gentlemen, Trustees of the Johns HopkinsUniversity, upon the noble work which is before you. A great property, an important part of the fruit of a long life devoted with energy andsagacity to the accumulation of riches, has been placed in your hands, upon conditions as magnanimous as they are wise, to be used for thepublic benefit in providing for coming generations the precious means ofliberal culture. Your Board has great powers. It must hold and managethe property of the University, make all appointments, fix all salaries, and, while leaving both legislative and administrative details to theseveral faculties which it will create, it must also prescribe thegeneral laws of the University. Your cares and labor will grow heavy astime goes on; but in accordance with an admirable usage, fortunatelyestablished in this country, you will serve without other compensationthan the public consideration which will justly attach to your office, and the happy sense of being useful. The actuating spirit of your Boardwill be a spirit of scrupulous fidelity to every trust reposed in you, and of untiring zeal in promoting the welfare of the University and theadvancement of learning. Judged by its disinterestedness, itsbeneficence and its permanence, your function is as pure and high as anythat the world knows, or in all time has known. May the work which youdo in the discharge of your sacred trust be regarded with sympatheticand expectant forbearance by the present generation, and with admirationand gratitude by posterity. 

"The University which is to take its rise in the splendid benefaction ofJohns Hopkins must be unsectarian. None other could as appropriately beestablished in the city named for the Catholic founder of a colony towhich all Christian sects were welcomed, or in the State in whichreligious toleration was expressly declared in the name of theGovernment for the first time in the history of the Christian world. There is a too common opinion that a college or university which is notdenominational must therefore be irreligious; but the absence ofsectarian control should not be confounded with lack of piety. Auniversity whose officers and students are divided among many sectsneed no more be irreverent and irreligious than the community which inrespect to diversity of creeds it resembles. It would be a fearfulportent if thorough study of nature and of man in all his attributes andworks, such as befits a university, led scholars to impiety. But it doesnot; on the contrary, such study fills men with humility and awe, bybringing them on every hand face to face with inscrutable mystery andinfinite power. The whole work of a university is uplifting, refiningand spiritualizing: it embraces

 whatsoever touches life With upward impulse; be He nowhere else, God is in all that liberates and lifts; In all that humbles, sweetens and consoles. 

"A university cannot be built upon a sect, unless, indeed, it be a sectwhich includes the whole of the educated portion of the nation. ThisUniversity will not demand of its officers and students the creed, orpress upon them the doctrine of any particular religious organization;but none the less--I should better say, all the more--it can exertthrough high-minded teachers a strong moral and religious influence. Itcan implant in the young breasts of its students exalted sentiments anda worthy ambition; it can infuse into their hearts the sense of honor, of duty, and of responsibility. 

"I congratulate the city of Baltimore, Mr. Mayor, that in a fewgenerations she will be the seat of a rich and powerful university. Toher citizens its grounds and buildings will in time become objects ofinterest and pride. The libraries and other collections of a universityare storehouses of the knowledge already acquired by mankind, from whichfurther invention and improvement proceed. They are great possessionsfor any intelligent community. The tone of society will be sensiblyaffected by the presence of a considerable number of highly educatedmen, whose quiet and simple lives are devoted to philosophy andteaching, to the exclusion of the common objects of human pursuit. TheUniversity will hold high the standards of public duty and publicspirit, and will enlarge that cultivated class which is distinguished, not by wealth merely, but by refinement and spirituality. 

"I felicitate the State of Maryland, whose Chief Magistrate honors thisassembly with his presence, upon the establishment within her borders ofan independent institution of the highest education. The elementaryschool is not more necessary to the existence of a free State than theUniversity. The public school system depends upon the institutions ofhigher education, and could not be maintained in real efficiency withoutthem. The function of colleges, universities, and professional schoolsis largely a public function; their work is done primarily, indeed, uponindividuals, but ultimately for the public good. They help powerfully toform and mould aright the public character; and that public character isthe foundation of everything which is precious in the State, includingeven its material prosperity. In training men thoroughly for the learnedprofessions of law and medicine, this University will be of greatservice to Maryland and the neighboring States. During the past fortyyears the rules which governed admission to these honorable andconfidential professions have been carelessly relaxed in most of theStates of the Union, and we are now suffering great losses and injuries, both material and moral, in consequence of thus thoughtlessly abandoningthe safer ways of our fathers. It is for the strong universities of thecountry to provide adequate means of training young men well for thelearned professions, and to set a high standard for professionaldegrees. 

"President Gilman, this distinguished assembly has come together to giveyou God-speed. I welcome you to arduous duties and graveresponsibilities. In the natural course of life you will not see anylarge part of the real fruits of your labors; for to build a universityneeds not years only, but generations; but though 'deeds unfinished willweigh on the doer, ' and anxieties will sometimes oppress you, greatprivileges are nevertheless attached to your office. It is a preciousprivilege that in your ordinary work you will have to do only with menof refinement and honor; it is a glad and animating sight to seesuccessive ranks of young men pressing year by year into the battle oflife, full of hope and courage, and each year better armed and equippedfor the strife; it is a privilege to serve society and the country byincreasing the means of culture; but, above all, you will have the greathappiness of devoting yourself for life to a noble public work withoutreserve, or stint, or thought of self, looking for no advancement, 'hoping for nothing again, ' Knowing well by experience the nature of thecharge which you this day publicly assume, familiar with its cares andlabors, its hopes and fears, its trials and its triumphs, I give you joyof the work to which you are called, and welcome you to a service whichwill task your every power. 

"The true greatness of States lies not in territory, revenue, population, commerce, crops or manufactures, but in immaterial orspiritual tilings; in the purity, fortitude and uprightness of theirpeople, in the poetry, literature, science and art which they give birthto, in the moral worth of their history and life. With nations, as withindividuals, none but moral supremacy is immutable and foreverbeneficent. Universities, wisely directed, store up the intellectualcapital of the race, and become fountains of spiritual and moral power. Therefore our whole country may well rejoice with you, that you areauspiciously founding here a worthy seat of learning and piety. Here mayyoung feet, shunning the sordid paths of low desire and worldlyambition, walk humbly in the steps of the illustrious dead--the poets, artists, philosophers and statesmen of the past; here may fresh mindsexplore new fields and increase the sum of knowledge; here from time totime may great men be trained up to be leaders of the people; here maythe irradiating light of genius sometimes flash out to rejoice mankind;above all, here may many generations of manly youth learnrighteousness. "

INAUGURAL ADDRESS OF THE FIRST PRESIDENT. 

In his inaugural address, the President of the Johns Hopkins University, after a grateful reference to the founder and his generosity, and areminder that the endowment, large as it appears, is not large whencompared with the acquisitions of many other institutions, calledattention to some of the special distinctions of this gift. Among themwere named: the freedom from conditions; the absence of political orecclesiastical control; the connection with an endowed hospital; thegeographical advantages of Baltimore; and the timeliness of thefoundation. Five agencies for the promotion of superior instruction werenext briefly discussed, universities, learned academies, colleges, technical schools, and museums. The object of these paragraphs was tosuggest the distinctive Idea of the University, and to show that whileforms and methods vary in different countries, the freedom forinvestigation, the obligation to teach, and the careful bestowal ofacademic honors are always understood to be among the universityfunctions. Wherever a strong university is established, learnedsocieties, colleges, technical schools, and museums are clustered. It isthe sun and they are the planets. 

Twelve points were then enumerated on which there is a consensus sogeneral that further discussion seemed needless. 

1. All sciences are worthy of promotion; or in other words, it isuseless to dispute whether literature or science should receive mostattention, or whether there is any essential difference between the oldand the new education. 

2. Religion has nothing to fear from science, and science need not beafraid of religion. Religion claims to interpret the word of God, andscience to reveal the laws of God. The interpreters may blunder, buttruths are immutable, eternal, and never in conflict. 

3. Remote utility is quite as worthy to be thought of as immediateadvantage. Those ventures are not always most sagacious that expect areturn on the morrow. It sometimes pays to send our argosies across theseas, --to make investments with an eye to slow but sure returns. So itis always in the promotion of science. 

4. As it is impossible for any university to encourage with equalfreedom all branches of learning, a selection must be made byenlightened governors, and that selection must depend on therequirements and deficiencies of a given people, in a given period. There is no absolute standard of preference. What is more important atone time or in one place may be less needed elsewhere and otherwise. 

5. Individual students cannot pursue all branches of learning, and mustbe allowed to select, under the guidance of those who are appointed tocounsel them. Nor can able professors be governed by routine. Teachersand pupils must be allowed great freedom in their method of work. Recitations, lectures, examinations, laboratories, libraries, fieldexercises, travel, are all legitimate means of culture. 

6. The best scholars will almost invariably be those who make specialattainments on the foundation of a broad and liberal culture. 

7. The best teachers are usually those who are free, competent, andwilling to make original researches in the library and the laboratory. 

8. The best investigators are usually those who have also theresponsibilities of instruction, gaining thus the incitement ofcolleagues, the encouragement of pupils, the observation of the public. 

9. Universities should bestow their honors with a sparing hand; theirbenefits most freely. 

10. A university cannot be created in a day; it is a slow growth. TheUniversity of Berlin has been quoted as a proof of the contrary. Thatwas indeed a quick success, but in an old, compact country, crowded withlearned men eager to assemble at the Prussian court. It was a change ofbase rather than a sudden development. 

11. The object of the university is to develop character--to make men. It misses its aim if it produces learned pedants, or simple artisans, orcunning sophists, or pretentious practitioners. Its purport is not somuch to impart knowledge to the pupils, as to whet the appetite, exhibitmethods, develop powers, strengthen judgment, and invigorate theintellectual and moral forces. It should prepare for the service ofsociety a class of students who will be wise, thoughtful, progressiveguides in whatever department of work or thought they may be engaged. 

12. Universities easily fall into ruts. Almost every epoch requires afresh start. 

If these twelve points are conceded, our task is simplified, though itis still difficult. It is to apply these principles to Baltimore in1876. We are trying to do this with no controversy as to the relativeimportance of letters and science, the conflicts of religion andscience, or the relation of abstractions and utilities; our simple aimis to make scholars, strong, bright, useful and true. 

Proceeding to speak of the Johns Hopkins University, the speaker thenannounced that at first the Faculty of Philosophy would alone beorganized, where instruction would be given in language, mathematics, ethics, history and science. The Medical Faculty would not long bedelayed. That of Jurisprudence would come in time. That of Theology isnot now proposed. 

The next paragraphs of the address will be given without abbreviation. 

Who shall our teachers be?

This question the public has answered for us; for I believe there isscarcely a preeminent man of science or letters, at home or abroad, whohas not received a popular nomination for the vacant professorships. Some of these candidates we shall certainly secure, and their names willbe one by one made known. But I must tell you, in domestic confidence, that it is not an easy task to transplant a tree which is deeplyrooted. It is especially hard to do so in our soil and climate. Thougha migratory people, our college professors are fixtures. Such localcollege attachments are not known in Germany; and the promotions whichare frequent in Germany are less thought of here. When we think ofcalling foreign teachers, we encounter other difficulties. Many arereluctant to cross the sea; and others are, by reason of their lack ofacquaintance with our language and ways, unavailable. Besides we may aswell admit that London, Paris, Leipsic, Berlin, and Vienna affordfacilities for literary and scientific growth and influence, far beyondwhat our country affords. Hence, it is probable that among our owncountrymen, our faculty will be chiefly found. 

I wrote, not long ago, to an eminent physicist, presenting this problemin social mechanics, for which I asked his solution, "We cannot have agreat university without great professors; we cannot get greatprofessors till we have a great university: help us from the dilemma. "Let me tell his answer: "Your difficulty, " he says, "applies only to oldmen who are great; these you can rarely move; but the young men ofgenius, talent, learning and promise, you can draw. They should be yourstrength. "

The young Americans of talent and promise--there is our strength, and anoble company they are! We do not ask from what college, or what state, or what church they come; but what do they know, and what can they do, and what do they want to find out. 

In the biographies of eminent scholars, it is curious to observe howmany indicated in youth preeminent ability. Isaac Casaubon, whose namein the sixteenth century shed lustre on the learned circles of Geneva, Montpellier, Paris, London and Oxford, began as professor of Greek, atthe age of twenty-two; and Heinsius, his Leyden contemporary, ateighteen. It was at the age of twenty-eight, that Linnaeus firstpublished his _Systema Naturae_. Cuvier was appointed a professor inParis at twenty-six, and, a few months later, a member of theInstitute. James Kent, the great commentator on American law, began hislectures in Columbia College at the age of thirty-one. Henry was not farfrom thirty years of age when he made his world-renowned researches inelectro-magnetism; and Dana's great work on mineralogy was firstpublished before he was twenty-five years old, and about four yearsafter he graduated at New Haven. Look at the Harvard lists:--Everett wasappointed Professor of Greek at twenty-one; Benjamin Peirce, ofMathematics at twenty-four; and Agassiz was not yet forty when he cameto this country. For fifty years Yale College rested on three menselected in their youth by Dr. Dwight, and almost simultaneously set atwork; Day was twenty-eight, Silliman, twenty-three, and Kingsley, twenty-seven, when they began their professorial lives. The Universityof Virginia, early in its history, attracted foreign teachers, who wereall young men. 

We shall hope to secure a strong staff of young men, appointing thembecause they have twenty years before them; selecting them on evidenceof their ability; increasing constantly their emoluments, and promotingthem because of their merit to successive posts, as scholars, fellows, assistants, adjuncts, professors and university professors. This planwill give us an opportunity to introduce some of the features of theEnglish fellowship and the German system of privat-docents; or in otherwords, to furnish positions where young men desirous of a universitycareer may have a chance to begin, sure at least of a support whilewaiting for promotion. 

Our plans begin but do not end here. As men of distinction, who have wonthe highest rank in their callings, are known to be free, we shallinvite them to come among us. 

If we would maintain a university, great freedom must be allowed both toteachers and scholars. This involves freedom of methods to be employedby the instructors on the one hand, and on the other, freedom of coursesto be selected by the students. 

But this freedom is based on laws, --two of which cannot be toodistinctly or too often enunciated. A law which should govern theadmission of pupils is this, that before they win this privilege theymust have been matured by the long, preparatory discipline of superiorteachers, and by the systematic, laborious, and persistent pursuit offundamental knowledge; and a second law, which should govern the work ofprofessors, is this, that with unselfish devotion to the discovery andadvancement of truth and righteousness, they renounce all otherpreferment, so that, like the greatest of all teachers, they may promotethe good of mankind. 

I see no advantage in our attempting to maintain the traditionalfour-year class-system of the American colleges. It has never existed inthe University of Virginia; it is modified, though not nominally givenup at Harvard; it is not an important characteristic of Michigan andCornell; it is not known in the English, French or German universities. It is a collegiate rather than a university method. If parents orstudents desire us to mark out prescribed courses, either classical orscientific, lasting four years, it will be easy to do so. But Iapprehend that many students will come to us excellent in some branchesof a liberal education and deficient in others--good perhaps in Greek, Latin and mathematics; deficient in chemistry, physics, zoology, history, political economy, and other progressive sciences. I would giveto such candidates on examination, credit for their attainments, andassign them in each study the place for which they are fitted. Aproficient in Plato may be a tyro in Euclid. Moreover, I would makeattainments rather than time the condition of promotion; and I wouldencourage every scholar to go forward rapidly or go forward slowly, according to the fleetness of his foot and his freedom from impediment. In other words, I would have our University seek the good of individualsrather than of classes. 

The sphere of a university is sometimes restricted by its walls or islimited to those who are enrolled on its lists. There are threeparticulars in which we shall aim at extramural influence: first, as anexamining body, ready to examine and confer degrees or other academichonors on those who are trained elsewhere; next, as a teaching body, byopening to educated persons (whether enrolled as students or not) suchlectures as they may wish to attend, under certain restrictions--on theplan of the lectures in the high seminaries of Paris; and, finally, asin some degree at least a publishing body, by encouraging professors andlecturers to give to the world in print the results of their researches. 

What are we aiming at?

An enduring foundation; a slow development; first local, then regional, then national influence; the most liberal promotion of all usefulknowledge; the special provision of such departments as are elsewhereneglected in the country; a generous affiliation with all otherinstitutions, avoiding interferences, and engaging in no rivalry; theencouragement of research; the promotion of young men; and theadvancement of individual scholars, who by their excellence will advancethe sciences they pursue, and the society where they dwell. 

No words could indicate our aim more fitly than those by which JohnHenry Newman expresses his "Idea of the University, " in a page glowingwith enthusiasm, to which I delight to revert. 

What will be our agencies?

A large staff of teachers; abundance of instruments, apparatus, diagrams, books, and other means of research and instruction; goodlaboratories, with all the requisite facilities; accessory influences, coming both from Baltimore and Washington; funds so unrestricted, charter so free, schemes so elastic, that as the world goes forward, ourplans will be adjusted to its new requirements. 

What will be our methods?

Liberal advanced instruction for those who want it; distinctive honorsfor those who win them; appointed courses for those who need them;special courses for those who can take no other; a combination oflectures, recitations, laboratory practice, field work and privateinstruction; the largest discretion allowed to the Faculty consistentwith the purposes in view; and, finally, an appeal to the community toincrease our means, to strengthen our hands, to supplement ourdeficiencies, and especially to surround our scholars with those social, domestic and religious influences which a corporation can at bestimperfectly provide, but which may be abundantly enjoyed in the homes, the churches and the private associations of an enlightened Christiancity. 

_Citizens of Baltimore and Maryland_. --This great undertaking does notrest upon the Trustees alone; the whole community has a share in it. However strong our purposes, they will be modified, inevitably, by theopinions of enlightened men; so let parents and teachers incite theyouth of this commonwealth to high aspirations; let wise and judiciouscounsellors continue their helpful suggestions, sure of being heard withgrateful consideration; let skilful writers, avoiding captionsness onthe one hand and compliment on the other, uphold or refute or amend thetenets here announced; let the guardians of the press diffuse widely aknowledge of the benefits which are here provided; let men of meanslargely increase the usefulness of this work by their timely gifts. 

At the moment there is nothing which seems to me so important, in thisregion, and indeed in the entire land, as the promotion of goodsecondary schools, preparatory to the universities. There are oldfoundations in Maryland which require to be made strong, and there isroom for newer enterprises, of various forms. Every large town shouldhave an efficient academy or high school; and men of wealth can do nogreater service to the public than by liberally encouraging, in theirvarious places of abode, the advanced instruction of the young. None canestimate too highly the good which came to England from the endowment ofLawrence Sheriff at Rugby, and of Queen Elizabeth's school atWestminster, or the value to New England of the Phillips foundations inExeter and And over. 

Every contribution made by others to this new University will enable theTrustees to administer with greater liberality their present funds. Special foundations may be affiliated with our trust, for theencouragement of particular branches of knowledge, for the reward ofmerit, for the construction of buildings; and each gift, like the newrecruits of an army, will be more efficient because of the place ittakes in an organized and efficient company. It is a great satisfactionin this world of changes and pecuniary loss to remember what safeinvestments have been made at Harvard and Yale, and other old colleges, where dollar for dollar is still shown for every gift. 

The atmosphere of Maryland seems favorable to such deeds of piety, hospitality and "good-will to men. " George Calvert, the first LordBaltimore, comes here, returns to England and draws up a charter whichbecomes memorable in the annals of civil and religious liberty, forwhich, "he deserves to be ranked, " (as Bancroft says), "among the mostwise and benevolent lawgivers of all ages;" among the liberals of 1776none was bolder than Charles Carroll of Carrollton; John Eager Howard, the hero of Cowpens, is almost equally worthy of gratitude for theliberality of his public gifts; John McDonogh, of Baltimore birth, bestows his fortune upon two cities for the instruction of their youth;George Peabody, resident here in early life, comes back in old age toendow an Athenaeum, and begins that outpouring of munificence whichgives him a noble rank among modern philanthropists; Moses Sheppardbequeaths more than half a million for the relief of mental disease;Rinehart, the teamster boy, attains distinction as a sculptor, andbequeaths his hard-won acquisitions for the encouragement of art in thecity of his residence; and a Baltimorean still living, provides for thefoundation of an astronomical observatory in Yale College; while JohnsHopkins lays a foundation for learning and charity, which we celebrateto-day. 

The closing sentences of the discourse were addressed to the young menof Baltimore and to the Trustees. 

THE FACULTY. 

One of the earliest duties which devolved upon the President andTrustees, after deciding upon the general scope of the University, wasto select a staff of teachers by whose assistance and counsel thedetails of the plan should be worked out. It would hardly be right inthis place to recall the distinctive merits of the able and learnedscholars who have formed the academic staff during the first fourteenyears, but perhaps the writer may be allowed to pay in passing a tributeof gratitude and respect to those who entered the service of theUniversity at its beginning. To their suggestions, their enthusiasm, their learning, and above all their freedom from selfish aims and frompetty jealousies, must be attributed in a great degree the earlydistinction of this institution. They came from widely distant places;they had been trained by widely different methods; they had widelydifferent intellectual aptitudes; but their diversities were unified bytheir devotion to the university in which they were enlisted, and bytheir desire to promote its excellence. This spirit has continued tillthe present time, and has descended to those who have from time to timejoined the ranks, so that it may be emphatically said that the union ofthe Faculty has been the key to its influence. 

The first requisite of success in any institution is a staff of eminentteachers, each of whom gives freely the best of which he is capable. Thebest varies with the individual; one may be an admirable lecturer orteacher; another a profound thinker; a third a keen investigator;another a skilful experimenter; the next, a man of great acquisitions;one may excel by his industry, another by his enthusiasm, another by hislearning, another by his genius; but every member of a faculty should bedistinguished by some uncommon attainments and by some specialaptitudes, while the faculty as a whole should be united andcooperative. Each professor, according to his subject and his talents, should have his own best mode of working, adjusted to and controlled bythe exigencies of the institution with which he is associated. 

The original professors, who were present when instructions began inOctober, 1876, were these: as the head and guide of the mathematicalstudies, Professor Sylvester, of Cambridge, Woolwich and London, one ofthe foremost of European mathematicians; as the leader of classicalstudies, Professor Gildersleeve, then of the University of Virginia; asdirector of the Chemical Laboratory and of instruction in chemistry, Professor Remsen, then of Williams College; to organize the work inBiology (a department then scarcely known in American institutions, buthere regarded as of great importance with reference to the future schoolof medicine), Professor Martin, then of Cambridge (Eng. ), a pupil ofProfessor Michael Foster and of Professor Huxley; as chief in thedepartment of Physics, Professor Rowland, then holding a subordinateposition in the Rensselaer Polytechnic Institute, whose ability in thisdepartment had been shown by the contributions he had made to scientificjournals; and as collegiate professor, or guide to the undergraduatestudents, Professor Charles D. Morris, once an Oxford fellow, and thenof the University of the City of New York. 

The names of the professors in the Faculty of Philosophy, from 1876 to1890, are as follows, arranged in the order of their appointment:

1876 BASIL L. GILDERSLEEVE, LL. D _Greek_. 1876 J. J. SYLVESTER, LL. D _Mathematics_. 1876 IRA KEMSEN, Ph. D _Chemistry_. 1876 HENRY A. ROWLAND, Ph. D _Physics_. 1876 H. NEWELL MARTIN, Sc. D _Biology_. 1876 CHARLES D. MORRIS, A. M _Classics, (Collegiate). _1883 PAUL HAUPT, Ph. D _Semitic Languages_. 1884 G. STANLEY HALL, LL. D _Psychology. _1884 WILLIAM H. WELCH, M. D _Pathology_. 1884 SIMON NEWCOMB, LL. D _Mathematics and Astronomy_. 1886 JOHN H. WRIGHT, A. M _Classical Philology_. 1889 EDWARD H. GRIFFIN, LL. D _History of Philosophy_. 1891 HERBERT B. ADAMS, Ph. D _Amer. And Inst. History_. 1891 WILLIAM K. BROOKS, Ph. D _Animal Morphology_. 

The persons below named have been appointed associate professors, --andtheir names are arranged in the order of their appointment:

1883 HERBERT B. ADAMS, Ph. D _History_. 1883 MAURICE BLOOMFIELD, Ph. D _Sanskrit and Comp. Philology_. 1883 WILLIAM K. BROOKS, Ph. D _Animal Morphology_. 1883 THOMAS CRAIG, Ph. D _Mathematics_. 1883 CHARLES S. HASTINGS, Ph. D _Physics_. 1883 HARMON N. MORSE, Ph. D _Chemistry. _1883 WILLIAM E. STORY, Ph. D _Mathematics. _1883 MINTON WARREN, Ph. D _Latin. _1884 A. MARSHALL ELLIOT, Ph. D _Romance Languages_. 1884 J. RENDEL HARRIS, A. M _New Testament Greek_. 1885 GEORGE H. EMMOTT, A. M _Logic_. 1885 C. RENE GREGORY, Ph. D _New Testament Greek_. 1885 GEORGE H. WILLIAMS, Ph. D _Inorganic Geology_. 1885 HENRY WOOD, Ph. D _German_. 1887 RICHARD T. ELY, Ph. D _Political Economy_. 1888 WILLIAM T. COUNCILMAN, M. D _Anatomy_. 1888 WILLIAM H. HOWELL, Ph. D _Animal Physiology_. 1888 ARTHUR L. KIMBALL, Ph. D _Physics_. 1888 EDWARD H. SPIEKER, Ph. D _Greek and Latin_. 1889 Louis DUNCAN, Ph. D _Electricity_. 1889 FABIAN FRANKLIN, Ph. D _Mathematics_. 

At the opening of the Johns Hopkins Hospital, the principal physiciansand surgeons of that foundation were appointed professors of theUniversity, namely, arranged in the order of their appointment:

1889 WILLIAM OSLER, M. D _Medicine. _1889 HENRY M. HURD, M. D _Psychiatry_. 1889 HOWARD A. KELLY, M. D _Gynecology_. 1889 WILLIAM S. HALSTED, M. D _Surgery_. 

In selecting a staff of teachers, the Trustees have endeavored toconsider especially the devotion of the candidate to some particularline of study and the certainty of his eminence in that specialty; thepower to pursue independent and original investigation, and to inspirethe young with enthusiasm for study and research; the willingness tocoöperate in building up a new institution; and the freedom fromtendencies toward ecclesiastical or sectional controversies. Theyannounced that they would not be governed by denominational orgeographical considerations in the appointment of any teacher; but wouldendeavor to select the best person whose services they could secure inthe position to be filled, --irrespective of the place where he was born, or the college in which he was trained, or the religious body with whichhe might be enrolled. 

It is obvious that in addition to the qualifications above mentioned, regard has always been paid to those personal characteristics whichcannot be rigorously defined, but which cannot be overlooked if theethical as well as the intellectual character of a professorial stationis considered, and if the social relations of a teacher to hiscolleagues, his pupils, and their friends, are to be harmoniouslymaintained. The professor in a university teaches as much by his exampleas by his precepts. 

Besides the resident professors, it has been the policy of theUniversity to enlist from time to time the services of distinguishedscholars as lecturers on those subjects to which their studies have beenparticularly directed. During the first few years the number of suchlecturers was larger, and the duration of their visits was longer thanit has been recently. When the faculty was small, the need of theoccasional lecturer was more apparent for obvious reasons, than it hasbeen in later days. Still the University continues to invite thecooperation of non-resident professors, and the proximity of Baltimoreto Washington makes it particularly easy to engage learned gentlemenfrom the capital to give occasional lectures upon their favoritestudies. Recently a lectureship of Poetry has been founded by Mr. AndMrs. Turnbull of Baltimore, in memory of a son who is no longer living, and an annual course may be expected from writers of distinction who areknown either as poets, or as critics, or as historians of poetry. Thefirst lecturer on this foundation will be Mr. E. C. Stedman, of New York, the second, Professor Jebb, of Cambridge (Eng. ). Another lectureship hasbeen instituted by Mr. Eugene Levering with the object of promoting thepurposes of the Young Men's Christian Association. The first lecturer onthis foundation was Rev. Dr. Broadus, of Louisville, Ky. 

A few of those who held the position of lecturers made Baltimore theirhome for such prolonged periods that they could not properly be callednon-resident. The following list contains the principal appointments. Itmight be much enlarged by naming those persons who have lectured at therequest of one department of the University and not of the Trustees, andby naming some who gave but single lectures. 

1876 SIMON NEWCOMB _Astronomy_. 1876 LÉONCE RABILLON _French_. 1877 JOHN S. BILLINGS _Medical History, etc_. 1877 FRANCIS J. CHILD _English Literature_, 1877 THOMAS M. COOLEY _Law. _1877 JULIUS E. HILGARD _Geodetic Surveys_. 1877 JAMES RUSSELL LOWELL _Romance Literature_. 1877 JOHN W. MALLET _Technological Chemistry_. 1877 FRANCIS A. WALKER _Political Economy_. 1877 WILLIAM D. WHITNEY _Comparative Philology_. 1878 WILLIAM F. ALLEN _History_. 1878 WILLIAM JAMES _Psychology_. 1878 GEORGE S. MORRIS _History of Philosophy_. 1879 J. LEWIS DIMAN _History. _1879 H. VON HOLST _History_. 1879 WILLIAM G. FARLOW _Botany_. 1879 J. WILLARD GIBBS _Theoretical Mechanics_. 1879 SIDNEY LANIER _English Literature_. 1879 CHARLES S. PEIRCE _Logic_. 1880 JOHN TROWBRIDGE _Physics_. 1881 A. GRAHAM BELL _Phonology_. 1881 S. P. LANGLEY _Physics_. 1881 JOHN McCRADY _Biology_. 1881 JAMES BRYCE _Political Science_. 1881 EDWARD A. FREEMAN _History_. 1881 JOHN J. KNOX _Banking_. 1882 ARTHUR CAYLEY _Mathematics_. 1882 WILLIAM W. GOODWIN _Plato_. 1882 G. STANLEY HALL _Psychology_. 1882 RICHARD M. VENABLE _Constitutional Law_. 1882 JAMES A. HARRISON _Anglo-Saxon_. 1882 J. RENDEL HARRIS _New Testament Greek_. 1883 GEORGE W. CABLE _English Literature_. 1883 WILLIAM W. STORY _Michel Angela_. 1883 HIRAM CORSON _English Literature_. 1883 F. SEYMOUR HADEN _Etchers and Etching_. 1883 JOHN S. BILLINGS _Municipal Hygiene_. 1883 JAMES BRYCE _Roman Law_. 1883 H. VON HOLST _Political Science_. 1884 WILLIAM TRELEASE _Botany_. 1884 J. THACHER CLARKE _Explorations in Assos_. 1884 JOSIAH ROYCE _Philosophy_. 1884 WILLIAM J. STILLMAN _Archaeology_. 1884 CHARLES WALDSTEIN _Archaeology_. 1884 SIR WILLIAM THOMSON _Molecular Dynamics_. 1885 A. MELVILLE BELL _Phonetics, etc_. 1885 EDMUND GOSSE _English Literature_. 1885 EUGENE SCHUYLER _U. S. Diplomacy_. 1885 JUSTIN WINSOR _Shakespeare_. 1885 FREDERICK WEDMORE _Modern Art_. 1886 ISAAC H. HALL _New Testament_. 1886 WILLIAM HAYES WARD _Assyria_. 1886 WILLIAM LIBBEY, JR _Alaska_. 1886 ALFRED R. WALLACE _Island Life_. 1886 MANDELL CREIGHTON _Rise of European Universities_. 1887 ARTHUR L. FROTHINGHAM, JR _Babylonian and Assyrian Art_. 1887 RODOLFO LANCIANI _Roman Archaeology_. 1888 ANDREW D. WHITE _The French Revolution_. 1890 JOHN A. BROADUS _Origin of Christianity_. 

The number of associates, readers, and assistants has been very large, most such appointments having been made for brief periods among youngmen of promise looking forward to preferment in this institution orelsewhere. 

DISTINCTION BETWEEN COLLEGIATE AND UNIVERSITY COURSES. 

From the opening of the University until now a sharp distinction hasbeen made between the methods of university instruction and those ofcollegiate instruction. In the third annual report, September 1, 1878, the views which had been announced at the opening of the University areexpanded and are illustrated by the action of the Trustees and theFaculty during the first two years. 

The terms university and college have been so frequently interchanged inthis country that their significance is liable to be confounded; and itmay be worth while, once more at least, to call attention to thedistinction which is recognized among us. By the college is understood aplace for the orderly training of youth in those elements of learningwhich should underlie all liberal and professional culture. The ordinaryconclusion of a college course is the Bachelor's degree. Usually, butnot necessarily, the college provides for the ecclesiastical andreligious as well as the intellectual training of its scholars. Itsscheme admits but little choice. Frequent daily drill in languages, mathematics, and science, with compulsory attendance and frequent formalexaminations, is the discipline to which each student is submitted. Thiswork is simple, methodical, and comparatively inexpensive. It isunderstood and appreciated in every part of this country. 

In the university more advanced and special instruction is given tothose who have already received a college training or its equivalent, and who now desire to concentrate their attention upon specialdepartments of learning and research. Libraries, laboratories, andapparatus require to be liberally provided and maintained. The holdersof professorial chairs must be expected and encouraged to advance bypositive researches the sciences to which they are devoted; andarrangements must be made in some way to publish and bring before thecriticism of the world the results of such investigations. Primarily, instruction is the duty of the professor in a university as it is in acollege; but university students should be so mature and so well trainedas to exact from their teachers the most advanced instruction, and evento quicken and inspire by their appreciative responses the newinvestigations which their professors undertake. Such work is costly andcomplex; it varies with time, place, and teacher; it is always somewhatremote from popular sympathy, and liable to be depreciated by theignorant and thoughtless. But it is by the influence of universities, with their comprehensive libraries, their costly instruments, theirstimulating associations and helpful criticisms, and especially theirgreat professors, indifferent to popular applause, superior toauthoritative dicta, devoted to the discovery and revelation of truth, that knowledge has been promoted, and society released from the fettersof superstition and the trammels of ignorance, ever since the revival ofletters. 

In further exposition of these views, from men of different pursuits, reference should be made to an article on Classics and Colleges, byProfessor Gildersleeve _(Princeton Review_, July, 1878), latelyreprinted in the author's "Essays and Studies, " (Baltimore, 1890); to anaddress by Professor Sylvester before the University on "MathematicalStudies and University Life, " (February 22, 1877); to an address byProfessor Martin on the study of Biology _(Popular Science Monthly, _January, 1877); to some remarks on the study of Chemistry by ProfessorRemsen _(Popular Science Monthly, _ April, 1877); and to an addressentitled "A Plea for Pure Science" (Salem, 1883), by Professor Rowland, as a Vice-President of the American Association for the Advancement ofScience. Although of a much later date, reference should also be made toan address by Professor Adams (February 22, 1889) on the work of theJohns Hopkins University, printed in the _Johns Hopkins UniversityCirculars_, No. 71. An address by Dr. James Carey Thomas, one of theTrustees, at the tenth anniversary, in 1886, may also be consulted_(Ibid. _ No. 50). Reference may also be made to the fifteen annualreports of the University and to the articles below named, by thewriter of this sketch. The Group System of College Courses in the JohnsHopkins University _(Andover Review, _ June, 1886); The Benefits whichSociety derives from Universities: Annual Address on Commemoration Day, 1885 _(Johns Hopkins University Circulars_, No. 37); article onUniversities in Lalor's _Cyclopaedia of Political Science_; an addressbefore the Phi Beta Kappa Society of Harvard University, July 1, 1886;an address at the opening of Bryn Mawr College, 1885. 

STUDENTS, COURSES OF STUDIES, AND DEGREES. 

In accordance with the plans thus formulated, the students have includedthose who have already taken an academic degree, and who have hereengaged in advanced studies; those who have entered as candidates forthe Bachelors' degree; and those who have pursued special courseswithout reference to degrees. The whole number of persons enrolled inthese three classes during the first fourteen years (1876-1890) isfifteen hundred and seventy-one. Seven hundred and three persons havepursued undergraduate courses and nine hundred and two have followedgraduate studies. Many of those who entered as undergraduates havecontinued as graduates, and have proceeded to the degree of Doctor ofPhilosophy. These students have come from nearly every State in theUnion, and not a few of them have come from foreign lands. Many of thosewho received degrees before coming here were graduates of the principalinstitutions of this country. The degree of Doctor of Philosophy hasbeen awarded after three years or more of graduate studies to onehundred and eighty-four persons, and that of Bachelor of Arts to twohundred and fifty at the end of their collegiate course. 

Two degrees, and two only, have been opened to the students of thisUniversity. Believing that the manifold forms in which the baccalauratedegree is conferred are confusing the public, and that they tend tolessen the respect for academic titles, the authorities of the JohnsHopkins University determined to bestow upon all those who completetheir collegiate courses the title of Bachelor of Arts. This degree isintended to indicate that its possessor has received a liberaleducation, or in other words that he has completed a prolonged andsystematic course of studies in which languages, mathematics, sciences, history, and philosophy have been included. The amount of time devotedto each of these various subjects varies according to individual needsand preference, but all the combinations are supposed to be equallydifficult and honorable. Seven such combinations or groups of studieshave been definitely arranged, and "the group system, " thus introduced, combines many of the advantages of the elective system, with many of theadvantages of a fixed curriculum. The undergraduate has his choice amongmany different lines of study, but having made this determination he isexpected to follow the sequence prescribed for him by his teachers. Hemay follow the old classical course; or he may give decided preferenceto mathematics and physics; or he may select a group of studies, antecedent to the studies of a medical school; or he may pursue ascientific course in which chemistry predominates; or he may lay afoundation for the profession of law by the study of history andpolitical science; or he may give to modern languages the preferenceaccorded in the first group to the ancient classics. In making hisselection, and indeed in prosecuting the career of an undergraduate, hehas the counsel of some member of the faculty who is called his adviser. While each course has its predominant studies, each comprises inaddition the study of French and German, and at least one branch ofscience, usually chemistry or physics, with laboratory exercises. 

The degree of Doctor of Philosophy is offered to those who continuetheir studies in a university for three years or more after havingattained the baccalaureate degree. Their attention must be given tostudies which are included in the faculty of philosophy and the liberalarts, and not to the professional faculties of Law, Medicine, andTheology. Students who have graduated in other institutions of reputemay offer themselves as candidates for this degree. In addition to therequirements above mentioned, the student must show his proficiency inone principal subject and in two that are secondary, and must submithimself to rigid examinations, first written and then oral. He must alsopresent a thesis which must gain the approval of the special committeeto which it may be referred, and must subsequently be printed. All theserequisitions are enforced by a faculty which is known as the Board ofUniversity Studies. 

As an encouragement to the systematic prosecution of university studies, the degree of Doctor of Philosophy in this University is offered underthe following conditions. 

A Board of University Studies is constituted for the purpose of guidingthe work of those who may become candidates for this degree. The time ofstudy is a period of at least three years of distinctive university workin the philosophical Faculty. It is desirable that the student acceptedas a candidate should reside here continuously until his finalexaminations are passed, and he is required to spend the last yearbefore he is graduated in definite courses of study at this University. Before he can be accepted as a candidate, he must satisfy the examinersthat he has received a good collegiate education, that he has a readingknowledge of French and German, and that he has a good command ofliterary expression. He must also name his principal subject of studyand the two subordinate subjects. 

The Board reserves the right to say in each case whether the antecedenttraining has been satisfactory, and, if any of the years of advancedwork have been passed by the candidate away from this University, whether they may be regarded as spent in university studies undersuitable guidance and favorable conditions. Such studies must have beenpursued without serious distractions and under qualified teachers. 

Private study, or study pursued at a distance from libraries andlaboratories and other facilities, will not be considered as equivalentto university study. 

In the conditions which are stated below, it will appear that there areseveral tests of the proficiency of the candidate, in addition to theconstant observation of his instructors. A carefully prepared thesismust be presented by the candidate on a subject approved by his chiefadviser, and this thesis must receive the approbation of the Board. There are private examinations of the candidate, both in his chiefsubject and in the subordinate subjects. If these tests are successfullypassed, there is a final oral examination in the presence of the Board. 

As an indication of the possible combinations which may be made by thosewho are studying for the degree of Doctor of Philosophy, the followingschedule is presented:

Physics, Mathematics, and Chemistry; Animal Physiology, AnimalMorphology, and Chemistry; Chemistry, Mineralogy, and Geology;Mathematics, Astronomy, and Physics; Sanskrit, Greek, and Latin;History, Political Economy, and International Law; Greek, Sanskrit, andLatin; French, Italian and Spanish, and German; Latin, Sanskrit, andRoman Law; Latin, Sanskrit, and German; Assyriology, Ethiopic andArabic, and Greek; Political Economy, History, and Administration;English, German, and Old Norse; Inorganic Geology and Petrography, Mineralogy, and Chemistry; Geology and Mineralogy, Chemistry, andPhysics; Romance Languages, German, and English; Latin, Greek, andSanskrit; German, English, and Sanskrit. 

While students are encouraged to proceed to academic degrees, theauthorities have always borne in mind the needs of those who could not, for one reason or another, remain in the university for more than a yearor two, and who might wish to prosecute their studies in a particulardirection without any reference to academic honors. Such students havealways been welcome, especially those who have been mature enough toknow their own requirements and to follow their chosen courses, withoutthe incentive of examinations and diplomas. 

PUBLICATIONS, SEMINARIES, SOCIETIES. 

The Johns Hopkins University has encouraged publication. In addition tothe annual Register or Catalogue, the report of the President isannually published, and from time to time during the year "Circulars"are printed, in which the progress of investigations, the proceedings ofsocieties, reports of lectures, and the appearance of books and essaysare recorded. Encouragement is also given by the Trustees to thepublication of literary and scientific periodicals and occasionally oflearned essays and books. The journals regularly issued are:

I. _American Journal of Mathematics_. S. Newcomb, Editor, and T. Craig, Associate Editor. Quarterly. 4to. Volume XIII in progress. 

II. _American Chemical Journal_. I. Remsen, Editor. 8 nos. Yearly. 8vo. Volume XIII in progress. 

III. _American Journal of Philology_. B. L. Gildersleeve, Editor. Quarterly, 8vo. Volume XI in progress. 

IV. _Studies from the Biological Laboratory_. II. N. Martin, Editor, andW. K. Brooks, Associate Editor. 8vo. Volume V in progress. 

V. _Studies in Historical and Political Science_, II. B. Adams, Editor. Monthly. 8vo. Vol. IX in progress. 

VI. _Contributions to Assyriology, etc_. Fr. Delitzsch and Paul Haupt, Editors. Vol. II in progress. 

VII. _Johns Hopkins University Circulars_. 85 numbers issued. 

Another form of intellectual activity is shown in the seminaries andscientific associations which have more or less of an officialcharacter. In the seminary, the professor engages with a small companyof advanced students, in some line of investigation--the results ofwhich, if found important, are often published. The relations of thehead of a seminary to those whom he admits to this advanced work, arevery close. The younger men have an opportunity of seeing the methods bywhich older men work. The sources of knowledge, the so-calledauthorities, are constantly examined. The drift of modern discussions isfollowed. Investigations, sometimes of a very special character, arecarefully prosecuted. All this is done upon a plan, and with theincessant supervision of the director, upon whose learning, enthusiasm, and suggestiveness, the success of the seminary depends. Each suchseminary among us has its own collection of books. 

The associations or societies serve a different purpose. They bringtogether larger companies of professors and graduate students, who hearand discuss such papers as the members may present. These papers are notconnected by one thread like those which come before the seminaries. They are usually of more general interest, and they often present theresults of long continued thought and investigation. 

BUILDINGS, LIBRARIES, AND COLLECTIONS. 

The site selected when the University was opened in the heart ofBaltimore, near the corner of Howard and Monument streets, has proved soconvenient, that from time to time additional property in thatneighborhood has been secured and the buildings thus purchased haveeither been modified so as to meet the academic needs, or have givenplace to new and commodious edifices. 

The principal buildings now in use are these:

(1). A central administration building, in which are the class-rooms forclassical and oriental studies. 

(2). A library building, in which are also rooms devoted especially tohistory and political science. 

(3). A chemical laboratory well equipped for the service of more than ahundred workers. 

(4). A biological laboratory, with excellent arrangements forphysiological and morphological investigations. 

(5). A physical laboratory--the latest and best of thelaboratories--with excellent accommodations for physical research andinstruction. 

(6). A gymnasium for bodily exercise. 

(7). Two dwelling houses, appropriated to the collections in mineralogyand geology until a suitable museum and laboratory can be constructed. 

(8). Levering Hall, constructed for the uses of the Young Men'sChristian Association, and containing a large hall which may be used forgeneral purpeses. 

(9). Smaller buildings used for the smaller classes. 

(10). An official residence of the President, which came to theUniversity as a part of the bequest of the late John W. McCoy, Esq. 

The library of the university numbers nearly 45, 000 well selectedvolumes, --including "the McCoy library" not yet incorporated with theother books, and numbering 8, 000 volumes. Not far from 1, 000 periodicalsare received, from every part of the civilized world. Quite near to theuniversity is the Library of the Peabody Institute, a large, well-chosen, well-arranged, and well-catalogued collection. It numbersmore than one hundred thousand volumes. 

The university has extensive collections of minerals and fossils, aselect zoological and botanical museum, a valuable collection of ancientcoins, a remarkable collection of Egyptian antiquities (formed by Col. Mendes I. Cohen, of Baltimore), a bureau of maps and charts, a number ofnoteworthy autographs and literary manuscripts of modern date, and alarge amount of the latest and best scientific apparatus--astronomical, physical, chemical, biological, photographical, and petrographical. 

STATISTICS. 

_Summary of Attendance_, 1876-90. 

 Total EnrolledYears. Teachers. Students. Graduates. Matriculates. Special. 1876-77 29 89 54 12 231877-78 34 104 58 24 221878-79 25 123 63 25 351879-80 33 159 79 32 481880-81 39 176 102 37 371881-82 43 175 99 45 311882-83 41 204 125 49 301883-84 49 249 159 53 371884-85 52 290 174 69 471885-86 49 314 184 96 341886-87 51 378 228 108 421887-88 57 420 231 127 621888-89 55 394 216 129 491889-90 58 404 229 130 451890-91 64 427 231 142 54

_Summary of Attendance_, 1876-90 (continued). 

 Degrees Conferred. Years. A. B. Ph. D. 1876-77 -- --1877-78 -- 41878-79 3 61879-80 16 51880-81 12 91881-82 15 91882-83 10 61883-84 23 151884-85 9 131885-86 31 171886-87 24 201887-88 34 271888-89 36 201889-90 37 331890-91 -- --

TRUSTEES. 

It should never be forgotten in considering the history of such afoundation that the ultimate responsibility for its organization andgovernment rests upon the Board of Trustees. If they are enlightened andhigh-minded men, devoted to the advancement of education, theirinfluence will be felt in every department of instruction. The JohnsHopkins University has been exceptionally favored in this respect. Mr. Hopkins chose the original body with the same sagacity that he showed inall his career as a business man; and as, one by one, vacancies haveoccurred, men of the same type have been selected, by coöptation, forthese important positions. The names of the Trustees from the beginningare as follows:

*1867 GEORGE WILLIAM BROWN. *1867 GALLOWAY CHESTON. 1867 GEORGE W. DOBBIN. *1867 JOHN FONERDEN. *1867 JOHN W. GARRETT. 1867 CHARLES J. M. GWINN. 1867 LEWIS N. HOPKINS. *1867 WILLIAM HOPKINS. 1867 REVERDY JOHNSON, JR. 1867 FRANCIS T. KING. *1867 THOMAS M. SMITH. 1867 FRANCIS WHITE. 1870 JAMES CAREY THOMAS. 1878 C. MORTON STEWART. 1881 JOSEPH P. ELLIOTT. 1881 J. HALL PLEASANTS. 1881 ALAN P. SMITH. 1886 ROBERT GARRETT. 1891 JAMES L. McLANE. 

* Deceased. 

Notes supplementary to the Johns Hopkins University Studies inHistorical and Political Science, 1891, No. 1. 

UNIVERSITY EXTENSION AND THE UNIVERSITY OF THE FUTURE. 

THE SUBSTANCE OF ADDRESSES DELIVERED BEFORE THE JOHNS HOPKINS AND OTHERUNIVERSITY AUDIENCES. 

BY RICHARD G. MOULTON, A. M. , _Of Cambridge University, England_. 

I am requested to furnish information with reference to the UniversityExtension Movement in England. It will be desirable that side by sidewith the facts I should put the ideas of the movement, for, in matterslike these, the ideas are the inspiration of the work; the ideas, moreover, are the same for all, whereas the detailed methods must varywith different localities. The idea of the movement is its soul; thepractical working is no more than the body. But body and soul alike aresubject to growth, and so it has been in the present case. The EnglishUniversity Extension Movement was in no sense a carefully plannedscheme, put forward as a feat of institutional symmetry; it was theproduct of a simple purpose pursued through many years, amid varyingexternal conditions, in which each modification was suggested bycircumstances and tested by experience. And with the complexity of ouroperations our animating ideas have been striking deeper and growingbolder. Speaking then up to date, I would define the root idea of'University Extension' in the following simple formula: UniversityEducation for the Whole Nation organized on a basis of ItinerantTeachers. 

But every clause in this defining formula will need explanation anddefence. 

The term 'University' Extension has no doubt grown up from thecircumstance that the movement in England was started and directed bythe universities, which have controlled its operations by precisely thesame machinery by which they manage every other department of universitybusiness. I do not know that this is an essential feature of themovement. The London branch presents an example of a flourishingorganization directed by a committee formed for the purpose, though thiscommittee at present acts in concert with three universities. I canconceive the new type of education managed apart from any universitysuperintendence; only I should look upon such severance as a far moreserious evil for the universities than for the popular movement. 

But I use the term 'university education' for the further purpose ofdefining the type of instruction offered. It is thus distinguished fromschool education, being moulded to meet the wants of adults. It isdistinguished from the technical training necessary for the higherhandicrafts or for the learned professions. It is no doubt to the busyclasses that the movement addresses itself, but we make no secret of thefact that our education will not help them in their business, exceptthat, the mind not being built in water-tight compartments, it isimpossible to stimulate one set of faculties without the stimulusreacting upon all the rest. The education that is properly associatedwith universities is not to be regarded as leading up to anythingbeyond, but is an end in itself, and applies to life as a whole. And thefoundation for university extension is a change, subtle but clear, thatmay be seen to be coming over the attitude of the public mind to highereducation, varying in intensity in different localities, but capable ofbeing encouraged where it is least perceptible, --a change by whicheducation is ceasing to be regarded as a thing proper to particularclasses of society or particular periods of life, and is coming to berecognized as one of the permanent interests of life, side by side withsuch universal interests as religion and politics. For persons ofleisure and means such growing demand can be met by increased activityof the universities. University Extension is to be the university of thebusy. 

My definition puts the hope of extending university education in thissense to the whole nation without exception. I am aware that to someminds such indiscriminate extension will seem like an educationalcommunism, on a par with benevolent schemes for redistributing thewealth of society so as to give everybody a comfortable income allround. But it surely ought not to be necessary to explain that inproposing a universal system of education we are not meaning that whateach individual draws from the system will be the same in all cases. Inthis as in every other public benefit that which each person draws fromit must depend upon that which he brings to it. University Extension maybe conceived as a stream flowing from the high ground of universitiesthrough the length and breadth of the country; from this stream eachindividual helps himself according to his means and his needs; one takesbut a cupful, another uses a bucket, a third claims to have a cistern tohimself: every one suits his own capacity, while our duty is to see thatthe stream is pure and that it is kept running. 

The truth is that the wide-reaching purpose of University Extension willseem visionary or practicable according to the conception formed ofeducation, as to what in education is essential and what accidental. IfI am asked whether I think of shop-assistants, porters, factory-hands, miners, dock or agricultural laborers, women with families and constanthome duties, as classes of people who can be turned into economists, physicists, literary critics, art connoisseurs, --I admit that I have nosuch idea. But I do believe, or rather, from my experience in England Iknow, that all such classes can be _interested_ in economic, scientific, literary and artistic questions. And I say boldly that to interest inintellectual pursuits is the essential of education, in comparison withwhich all other educational purposes must be called secondary. I do notconsider that a child has been taught to read unless he has been made tolike reading; I find it difficult to think of a man as having received aclassical education if the man, however scholarly, leaves college withno interest in classical literature such as will lead him to go onreading for himself. In education the interest is the life. If a systemof instruction gives discipline, method, and even originating power, without rousing a lasting love for the subject studied, the wholeprocess is but a mental galvanism, generating a delusive activity thatceases when the connection between instructor and pupil is broken off. But if a teacher makes it his first business to stir up an interest inthe matter of study, the education becomes self-continuing when teacherand pupil have parted, and the subject becomes its own educator. If thenit be conceded that the essence of education is to interest, does itnot seem a soberly practical purpose that we should open up to the wholenation without exception an interest in intellectual pursuits?

I take my stand on the broad moral ground that every human being, fromthe highest to the lowest, has two sides to his life--his work and hisleisure. To be without work in life is selfishness and sloth. But if aman or woman is so entangled in routine duties as never to commandleisure, we have a right to say to such persons that they are leading animmoral life. Such an individual has no claim to the title of a workingman, he is a slave. It may be cruel circumstances that have thusabsorbed him in business, but that does not alter the fact: slavery wasa misfortune rather than a fault to those who suffered it, but in anycase to be content with slavery is a crime. Once get society torecognize the duty of leisure, and there is immediately a scope for suchinstitutions as University Extension that exist for the purpose ofgiving intellectual interests for such leisure time. The movement isthus one of the greatest movements for the 'raising of the masses. ' Witha large section of the people there is, at the present moment, noconception of 'rising' in life, except that of rising out of one socialrank into another. This last is of course a perfectly legitimateambition, but it is outside the present discussion: University Extensionknows nothing of social distinctions. It has to do with a far moreimportant mode of 'rising' in life, --that of rising in the rank to whicha man happens to belong at the moment, whether it be the rank in whichhe started or any other. There is a saying that all men are equal afterdinner: and it is true that, while in the material wealth we seek in ourworking hours equality is a chimera, yet in the intellectual pursuitsthat belong to leisure there is no bar to the equality of all, exceptthe difference of individual capacity and desire. Macaulay tells of theDutch farmers who worked in the fields all day, and at night read theGeorgics in the original. Scotch and American universities are largelyattended by students who have had to engage in menial duties all thesummer in order to gain funds for their high education during thewinter. And every University Extension lecturer, highly trainedspecialist as he is, will testify how his work has continually broughthim into contact with persons of the humblest social condition whom amoment's conversation has made him recognize as his intellectual equals. No one has any difficulty in understanding that in religious intercourseand experience all classes stand upon an equality; and I have spoken ofthe foundation for the University Extension movement as being thegrowing recognition of education as a permanent human interest akin toreligion. The experience of a few years has sufficiently demonstratedthe possibility of arousing such interest: to make it universal is nomore than a practical question of time, money and methods. 

But no doubt when we come to _modus operandi_ the main difficulty of themovement is the diversity of the classes it seeks to approach--diversityin individual capacity, in leisure, means, and previous training. Opposite policies have been urged upon us. Some have said: Whatever youdo, you must never lower the standard; let the Extension movementpresent outside the universities precisely the same education as theuniversities themselves are giving, however long you may have to waitfor its acceptance. On the other hand, it has been urged: You must gofirst where you are most needed; be content with a makeshift educationuntil the people are ready for something better. The movement hasaccepted neither of these policies, but has made a distinction betweentwo elements of university training--method and curriculum. So far asmethod is concerned we have considered that we are bound to be not lessthorough, but more thorough, if possible, than the universitiesthemselves, in proportion as our clients work under peculiardifficulties. But in the matter of curriculum we have felt it our firstduty to be elastic, and to offer little or much as may in each case bedesired. Accordingly, we have elaborated an educational unit--the threemonths' course of instruction in a single subject: this unit course wehave used all the resources we could command for making as thorough inmethod as possible; where more than this is desired, we arrange thatmore in a combination or series of such unit courses. The instructioncan thus be taken by retail or wholesale: but in all cases it, must beadministered on the same rigorous method. 

The key to the whole system is thus the unit course of three months'instruction in a single subject. The method of such a course isconveyed by the technical terms lecture, syllabus, exercises, class. Thelectures are addressed to audiences as miscellaneous as the congregationof a church, or the people in a street car; and it is the duty of theteacher to attract such miscellaneous audiences, as well as to hold andinstruct them. Those who do nothing more than simply attend the lectureswill at least have gained the education of continuous interest; it issomething to have one's attention kept upon the same subject for threemonths together. But it may be assumed that in every such audience therewill be a nucleus of students, by which term we simply mean personswilling to do some work between one lecture and another. The lecturesare delivered no oftener than once a week; for the idea is not that thelectures convey the actual instruction--great part of which is betterobtained from books, but the office of the lecture is to throw intoprominence the salient points of the study, and rouse the hearers toread, for themselves. The course of instruction is laid down in thesyllabus--a document of perhaps thirty or forty pages, sold for atrifling sum; by referring for details to the pages of books thispamphlet can be made to serve as a text-book for the whole course, making the teacher independent in his order of exposition of any othertext-book. The syllabus assists the general audience in following thelectures without the distraction of taking notes; and guides the readingand thinking of the students during the week. The syllabus contains aset of 'exercises' on each lecture. These exercises, unlike examinationquestions or 'quizzes, ' are not tests of memory, but are intended totrain the student to work for himself; they are thus to be done underthe freest conditions--at home, with full leisure, and all possibleaccess to books, notes or help from other persons. The written answersare sent to the lecturer for marginal comment, and returned by him atthe 'class. ' This class is a second meeting for students and others, atwhich no formal lecture is given, but there is free talk on pointssuggested to the teacher by the exercises he has received: the usualexperience is that it is more interesting than the lecture. This weeklyroutine of lecture, syllabus-reading, exercise and class goes on for aperiod of twelve weeks. There is then an 'examination' in the work ofthe course held for students who desire to take it. Certificates aregiven by the university, but it is an important arrangement that thesecertificates are awarded _jointly_ on the result of the weekly exercisesand the final examination. 

The subjects treated have been determined by the demand. Literaturestands at the head in popularity, history with economy is but littlebehind. All the physical sciences have been freely asked for. Artconstitutes a department of work; but it is art-appreciation, notart-production; the movement has no function to train artists, but tomake audiences and visitors to art-galleries more intelligent. It willbe observed that the great study known as 'Classics' is not mentioned inthis list. But it is an instructive fact that a considerable number ofthe courses in literature have been on subjects of Greek and Latinliterature treated in English, and some of these have been at once themost successful in numbers and the most technical in treatment. I am notwithout hope that our English University Extension may react upon ourEnglish universities, and correct the vicious conception of classicalstudies which gives to the great mass of university men a more or lessscholarly hold upon ancient languages without any interest whatever inancient literatures. 

This university extension method claims to be an advance on existingsystems partly because under no circumstances does it ever give lecturesunaccompanied by a regular plan of reading and exercises for students. These exercises moreover are designed, not for mental drill, but forstimulus to original work. The association of students with a generalaudience is a gain to both parties. Many persons follow regularly theinstruction of the class who have not participated in the exercises. Moreover, the students, by their connection with the popular audience, are saved from the academic bias which is the besetting sin of teachers:more human interest is drawn into the study. The same effect followsfrom the miscellaneous character of the students who contributeexercises. High university graduates, experts in special pursuits, deeply cultured individuals who have never before had any field in whichto exhibit the fruits of their culture, as well as persons whosespelling and writing would pass muster nowhere else, or casual visitorsfrom the world of business, or young men and women fresh from school, oreven children writing in round text, --all these classes may berepresented in a single week's work; and the papers sent in will vary inelaborateness from a scrawl on a post-card to a magazine article ortreatise. I have received an exercise of such a character that thestudent considerately furnished me with an index; I remember one longerstill, but as this hailed from a lunatic asylum I will quote it only forillustrating the diversity of the spheres reached by the movement. Studyparticipated in by such diverse classes cannot but have an all-roundnesswhich is to teachers and students one of the main attractions of themovement. 

But we shall be expected to judge our system by results: and, so far asthe unit courses are concerned, we have every reason to be satisfied. Very few persons fail in our final examinations, and yet examinersreport that the standard in university extension is substantially thesame as that in the universities--our pass students being on a par withpass men in the universities, our students of 'distinction' reaching thestandard of honors schools. Personally I attach high importance toresults which can never be expressed in statistics. We are in a positionto assert that a successful course perceptibly influences the _tone_ ofa locality for the period it lasts: librarians volunteer reports of anentirely changed demand for books, and we have even assurances that thecharacter of conversation at 'five o'clock teas' has undergone markedalteration. I may be permitted an anecdote illustrating the impressionmade upon the universities themselves. I once heard a brilliantuniversity lecturer, who had had occasional experience of extensionteaching, describe a course of investigation which had interested him. With an eye to business I asked him if he would not give it in anextension course. He became grave. "Well, no, " he replied, "I have notthought it out sufficiently for that;" and when he saw my look ofsurprise he added, "You know, anything goes down in college; but when Ihave to face your mature classes I must know my ground well. " I believethe impression thus suggested is not uncommon amongst experts who reallyknow the movement. 

Our results are much less satisfactory when we turn to the other side ofour system, and enquire as to curriculum. It must be admitted that thelarger part of our local centres can only take unit courses; there maybe often a considerable interval between one course and another; orwhere courses are taken regularly the necessity of meeting popularinterest involves a distracting variety of subjects; while anappreciable portion of our energies have to be taken up with preliminaryhalf-courses, rather intended to illustrate the working of the movementthan as possessing any high educational value. The most importantadvance from the unit course is the Affiliation system of Cambridgeuniversity. By this a town that becomes regularly affiliated, hasarranged for it a series of unit courses, put together upon propersequence of educational topics, and covering some three or four years:students satisfying the lecturers and examiners in this extended courseare recognized as 'Students affiliated' (S. A. ), and can at any timeenter the university with the status of second year's men, --the localwork being accepted in place of one year's residence and study. Apartfrom this, the steps in our educational ladder other than the first arestill in the stage of prophecy. But it is universally recognized thatthis drawback is a matter solely of funds: once let the movement commandendowment and the localities will certainly demand the wider curriculumthat the universities are only too anxious to supply. 

The third point in our definition was that the movement was to beorganized on a basis of itinerant teachers. This differentiatesUniversity Extension from local colleges, from correspondence teaching, and from the systems of which Chautauqua is the type. The chief functionof a university is to teach, and University Extension must stand or fallwith its teachers. It may or may not be desirable on other grounds tomultiply universities; but there is no necessity for it on grounds ofpopular education, the itinerancy being a sufficient means of bringingany university into touch with the people as a whole. And the adoptionof such a system seems to be a natural step in the evolution ofuniversities. In the middle ages the whole body of those who sought aliberal education were to be found crowded into the limits of universitytowns, where alone were teachers to listen to and manuscripts to copy:the population of such university centres then numbered hundreds whereto-day it numbers tens. The first university extension was theinvention of printing, which sent the books itinerating through thecountry, and reduced to a fraction the actual attendance at theuniversity, while it vastly increased the circle of the educated. Thetime has now come to send teachers to follow the books: the ideas of theuniversity being circulated through the country as a whole, whileresidence at a university is reserved as the apex only of the universitysystem. 

An itinerancy implies central and local management, and travellinglecturers who connect the two. The central management is a university, or its equivalent; this is responsible for the educational side of themovement, and negotiates for the supply of its courses of instruction ata fixed price per course. [53] The local management may be in the handsof a committee formed for the purpose, or of some localinstitution--such as a scientific or literary club or institute--whichmay care to connect itself with the universities. On the localmanagement devolves the raising funds for the university fee, and forlocal expenses, as well as the duty of putting the advantages of thecourse offered before the local community. The widest diversity ofpractice prevails in reference to modes of raising funds. A considerablepart of the cost will be met by the tickets of those attending thelectures, the prices of which I have known to vary from a shilling to aguinea for the unit course, while admission to single lectures hasvaried from a penny to half a crown. But all experience goes to showthat only a part of this cost can be met in this way; individual coursesmay bring in a handsome profit, but taking account over various termsand various districts, we find that not more than two-thirds of thetotal cost will be covered by ticket money. And even this is estimatedon the assumption that no more than the unit course is aimed at: whileeven for this the choice of subjects, and the chance of continuity ofsubject from term to term are seriously limited by the consideration ofmeeting cost as far as possible from fees. University Extension is asystem of higher education, and higher education has no market value, but needs the help of endowment. But the present age is no way behindpast ages in the number of generous citizens it exhibits as ready tohelp good causes. The millionaire who will take up University Extensionwill leave a greater mark on the history of his country than even thepious founder of university scholarships and chairs. And even ifindividuals fail us, we have the common purse of the public or thenation to fall back upon. 

The itinerant lecturers, not less than the university and the localmanagement, have responsibility for the progress of the cause. Anextension lecturer must be something more than a good teacher, somethingmore even than an attractive lecturer: he must be imbued with the ideasof the movement, and ever on the watch for opportunities of putting themforward. It is only the lecturer who can maintain in audiences thefeeling that they are not simply receiving entertainment or instructionwhich they have paid for, but that they are taking part in a publicwork, and are responsible for giving their locality a worthy place in anational scheme of university education. The lecturer again must mediatebetween the local and the central management, always ready to assistlocal committees with suggestions from the experience of other places, and equally attentive to bringing the special wants of different centresbefore the university authorities. The movement is essentially ateaching movement, and it is to the body of teachers I look for thediscovery of the further steps in the development of popular education. For such a purpose lecturers and directors alike must be imbued with themissionary spirit. For University Extension is a missionary university, not content with supplying culture, but seeking to stimulate the demandfor it. This is just the point in which education in the past has shownbadly in comparison with religion or politics. When a man is touchedwith religious ideas he seeks to make converts, when he has views onpolitical questions he agitates to make his views prevail: culture onthe other hand has been only too often cherished as a badge ofexclusiveness, instead of the very consciousness of superior educationbeing felt as a responsibility which could only be satisfied by effortsto educate others. To infuse a missionary spirit into culture is not theleast purpose of University Extension. 

I cannot resist the temptation to carry forward this thought from thepresent into the future. In University Extension so described may wenot see a germ for the University of the Future? I have made thefoundation of our movement the growing conception of education as apermanent interest of adult life side by side with religion andpolitics. The change is at best only beginning; it tasks the imaginationto conceive all it will imply when it is complete. To me it appears thatthis expanding view of education is the third of the three great wavesof change the succession of which has made up our modern history. Therewas a time when religion itself was identified with a particular class, the clergy alone thinking out what the rest of the nation simplyaccepted; then came the series of revolutions popularly summed up as theReformation, by which the whole adult nation claimed to think for itselfin matters of religion, and the special profession of the clergy becameno more than a single element in the religious life of the nation. Again, there has been in the past a distinct governing class, to whichthe rest of society submitted; until a series of political revolutionslifted the whole adult population into self-government, using theservices of political experts, but making public progress the interestof all. Before the more quiet changes of the present age the conceptionof an isolated learned class is giving way before the ideal of anational culture, in which universities will still be centres foreducational experts, while University Extension offers liberal educationto all, until educationally the whole adult population will be just asmuch within the university as politically the adult population is withinthe constitution. It would appear then that the university of such afuture would be by no means a repetition of existing types, such asOxford or Cambridge, Harvard or Johns Hopkins. These institutions wouldexist and be more flourishing than ever, but they would all be merged ina wider 'University of England, ' or 'University of America'; and, justas the state means the whole nation acting in its political capacitythrough municipal or national institutions, so the university would meanthe whole adult nation acting in its educational capacity throughwhatever institutions might be found desirable. Such a university wouldnever be chartered; no building could ever house it; no royal personageor president of the United States would ever be asked to inaugurate it;the very attempt to found it would imply misconception of its essentialcharacter. It would be no more than a floating aggregation of voluntaryassociations; like the companies of which a nation's commerce is made upsuch associations would not be organized, but would simply tend tocoöperate because of their common object. Each association would haveits local and its central side, formed for the purpose of mediatingbetween the wants of a locality and the educational supply offered byuniversities or similar central institutions. No doubt such a scheme iswidely different from the ideal education of European countries, sohighly organized from above that the minister of education can look athis watch and know at any moment all that is being done throughout thecountry. On the contrary the genius of the Anglo-Saxon race leanstowards self-help; it has been the mission of the race in the past todevelop self-government in religion and politics, it remains to crownthis work with the application of the voluntary system to liberaleducation. 

In indulging this piece of speculation I have had a practical purposebefore me. If what I have described be a reasonable forecast for theUniversity of the Future, does it not follow that University Extension, as the germ of it, presents a field for the very highest academicambition? To my mind it appears that existing types of university havereached a point where further development in the same direction wouldmean decline. In English universities the ideal is 'scholarship. 'Scholarship is a good thing, and we produce it. But the system whichturns out a few good scholars every year passes over the heads of thegreat mass of university students without having awakened them to anyintellectual life; the universities are scholarship-factories producinggood articles but with a terrible waste of raw material. The other maintype of university enthrones 'research' as its summum bonum. Possiblyresearch is as good a purpose as a man can set before him, but it is notthe sole aim in life. And when one contemplates the band of recruitsadded each year to the army of investigators, and the choice of everminuter fields--not to say lanes and alleys--of research, one is led todoubt whether research is not one of the disintegrating forces ofsociety, and whether ever increasing specialisation must not mean aperpetual narrowing of human sympathies in the intellectual leaders ofmankind. Both types of university appear to me to present the phenomenaof a country suffering from the effects of overproduction, where theenergies of workers had been concentrated upon adding to the sum ofwealth, and all too little attention had been given to the distributionof that wealth through the different ranks of the community. Just atthis point the University Extension movement appears to recall academicenergy from production to distribution; suggesting that devotion tophysics, economics, art, can be just as truly shown by raising newclasses of the people to an interest in physical and economic andaesthetic pursuits, as by adding to the discoveries of science, orincreasing the mass of art products. To the young graduate, consciousthat he has fairly mastered the teaching of the past, and that he haswithin him powers to make advances, I would suggest the questionwhether, even for the highest powers, there is any worthier field thanto work through University Extension towards the University of theFuture. 

FOOTNOTES:

[Footnote 53: The Cambridge fee is £45 per course of three months. ]