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+The Project Gutenberg EBook of The History Of University Education In
+Maryland, by Bernard Christian Steiner
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The History Of University Education In Maryland
+
+Author: Bernard Christian Steiner
+
+Release Date: April 25, 2004 [EBook #12138]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK UNIVERSITY EDUCATION IN MARYLAND ***
+
+
+
+
+Produced by Juliet Sutherland and the Online Distributed Proofreading
+Team.
+
+
+
+
+
+
+
+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 of
+the 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 bestowing
+charters on colleges and professional schools. Over forty such charters
+have been given by the legislature and, in many cases, the result has
+proved that the gift of a charter was not warranted by the stability of
+the institution, to which was thus granted the power of conferring
+degrees. In many other cases, however, the institutions have grown and
+flourished, and have had an honorable history.
+
+Collegiate education in Maryland did not begin until after the
+Revolution. In the colonial period there was no demand for it sufficient
+to warrant the establishment of a seat of higher learning. For this
+state of things there were several causes. The majority of the early
+settlers were planters and frontiersmen, having little need for an
+extended education and desiring it still less. Of the wealthier classes,
+some were like the fox-hunting English gentry, caring for little else
+than sport; and others, who did desire the advantages of a culture
+higher than that obtainable from a village schoolmaster or a private
+tutor, found it elsewhere. They went over to William and Mary's College
+in Virginia, across the ocean to England, or, in case of some Catholics
+like Charles Carroll, to the institutions on the continent of Europe.
+
+But, though no college was established in colonial times, there was no
+lack of plans and attempts for one. In 1671, while as yet Harvard was
+the only American college, there was read and passed in the Upper House
+of the Assembly "An Act for the founding and Erecting of a School or
+College within this Province for the Education of Youth in Learning and
+Virtue." The Lower House amended and passed the bill; but the plan seems
+never to have progressed further. According to the bill the Lord
+Proprietor was "to Set out his Declaration of what Privileges and
+Immunities shall be Enjoyed by the Schollars;" and "the Tutors or School
+Masters" were to be of "the reformed Church of England" or, if two in
+number, 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 the
+Lower. This proposed college was intended to be placed at Annapolis and
+was to offer instruction in "theology, law, medicine, and the higher
+branches of a collegiate education." The governor of the colony was to
+be its chancellor and provision was made for a faculty of five, under
+whom students were to be instructed in everything from their alphabet
+upwards.[2]
+
+A third unsuccessful attempt to secure the founding of a college was
+made in 1761,[3] and a fourth in 1763, when contrary to the earlier
+course of events, the rock, on which the project was shipwrecked, was
+found in the Upper House. The college was to be placed at Annapolis, to
+occupy Governor Bladen's mansion, and to have a faculty of seven
+masters, who were to be provided with five servants. The expense was to
+be defrayed from the colonial treasury, in case a tax to be levied on
+bachelors should prove insufficient for the purpose.[4]
+
+The failure of these projects did not dampen the zeal of the advocates
+of higher education. In 1773 we find William Eddis, Surveyor of Customs
+at Annapolis, writing that the Legislature of the Province had
+determined to fit up Governor Bladen's mansion and "to endow and form a
+college for the education of youth in every liberal and useful branch of
+science," which college, "conducted under excellent regulations, will
+shortly preclude the necessity of crossing the Atlantic for the
+completion of a classical and polite education."[5] The gathering storm
+of 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 of
+Pennsylvania, being out of employment on account of the revocation of
+that college's charter, was called as pastor in Chestertown on the
+Eastern Shore in 1780. To add to his income, he conceived the idea "of
+opening a school for instruction in higher branches of education." As a
+nucleus for his school, he took an old academy, the Kent County school,
+and, beginning the work of teaching, was so successful, that in 1782 the
+Legislature, on his application, granted the school a charter as
+Maryland's first college. To it the name of _Washington_ was given, "in
+honorable and perpetual memory of His Excellency, General George
+Washington." Dr. Smith was so earnest and zealous in the presentation of
+the claims of the college, that in five years he had raised $14,000 from
+the people of the Eastern Shore. All seemed propitious for the college.
+In 1783 the first class graduated and the first degrees ever granted in
+Maryland were conferred, at the same time the corner-stone of the
+college building was laid, and in 1784 General Washington himself
+visited the college.
+
+Dr. Smith prepared a three years' curriculum for the institution, equal
+to that of any college of the day and similar to the one used at the
+University of Pennsylvania. But the Western Shore could not endure that
+the educational success of its rival section of the State should so far
+outstrip its own. In the early days of the State, the sections were
+nearly equal in importance and the prevailing dualism of the political
+system invaded the field of education.
+
+In 1784, two years after the founding of Washington College, _St. John's
+College_ was chartered.[7] It was to be placed at Annapolis, and in it
+was merged the old county Academy, "King William's School," founded some
+eighty years before. By the same act, the two colleges were united in
+the _University of Maryland_. This University was modeled on the English
+type: the governor was to be its chancellor, and the governing body was
+to be the "Convocation of the University of Maryland." The convocation
+was to be composed of seven members of the Board of Visitors and
+Governors and two of the faculty of each college; it was to establish
+ordinances for the government of the colleges, to cause a uniformity in
+the "manners and literature," to receive appeals from the students, and
+to confer "the higher degrees and honors of the University." Its
+meetings were to be annual, and to be held alternately at each college
+on its commencement day.
+
+The provisions of the act were never carried out; two fruitless attempts
+were made to hold sessions of Convocation in 1790 and 1791, and then
+nothing was even attempted. So thoroughly was the project forgotten,
+that the Legislature of 1805, in withdrawing the State appropriations
+from the two colleges, did not even mention the University, and in 1812,
+though the old charter had never been repealed, there was no hesitation
+in bestowing the name of University of Maryland on a second
+institution.[8]
+
+The two colleges which constituted this first University are still
+existing and doing good work. The elder, Washington College, lost Dr.
+Smith in 1788 by his return to Philadelphia and re-accession to his old
+position there. He was succeeded by Rev. Colin Ferguson, a native of
+Kent county, and educated at Edinburgh University. Under him the college
+continued to flourish, until the withdrawal of the State's appropriation
+in 1805. The constitutionality of this withdrawal is questionable, as
+the original grant was to be paid annually "forever;" but the State
+refused to permit itself to be sued by the college and, some years
+later, on increasing its appropriation to the college, the legislature
+required 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 its
+usefulness much impaired. It had not yet become strong enough to stand
+alone and, when the helping hand of the State was taken away, it was
+almost obliged to close its doors to students. Since that time the State
+has renewed its grants to the college and has greatly aided it in
+performing its functions; but from the disastrous effects of the act of
+1805, the institution has never fully recovered.
+
+Indeed, from 1805 to 1816, nothing but a grammar school seems to have
+been maintained in the college building. In the latter year, however,
+the college was re-opened, since the legislature had granted it a
+lottery of $30,000. A year later Rev. Dr. Francis Waters became
+"Principal," and under his able leadership the college bid fair to
+regain its old position; but in 1827 a second great misfortune overtook
+it. On January 11, 1827, the college building was discovered to be on
+fire, and, in spite of the most zealous efforts, was entirely consumed.
+After this misfortune the college proper seems to have been suspended a
+second time, and only a grammar school maintained with one instructor.
+The classes were conducted in a building intended originally for a
+rectory, until that was destroyed by fire in 1839, when the school was
+again 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 of
+students so much increased that in 1843 it was resolved to rebuild the
+college on the old site and to revive the college course. As a result,
+the present main building was erected, the corner-stone laid with
+imposing ceremonies on May 4, 1844, and the college was reopened in its
+own edifice on January 1, 1845. In 1849, a class of four was graduated,
+and in 1854, two additional buildings were erected; one for the
+Principal's residence and the other for dormitories and recitation
+rooms.
+
+The college continued prosperous during the second administration of
+Rev. Dr. Waters from 1854 to 1860; but in the presidency of his
+successor, Rev. Andrew J. Sutton, came the Civil War, depriving the
+college of its Southern constituency and distracting men's minds from
+learning. After the Rebellion, an unfortunate selection of teachers and
+laxness of discipline caused the college to lose still more ground, and
+Wm. J. Rivers, Principal from 1873 to 1887, had much to do to build it
+up again. He was a faithful and diligent teacher, and under him the
+moral tone of the college was improved and the course of instruction
+enlarged. The present head, C.W. Reid, Ph.D., is still further advancing
+the cause of the institution and a new career of prosperity seems
+opening before Maryland's oldest college and the only one on the Eastern
+Shore of the Chesapeake Bay.
+
+St. John's College, like its sister institution, founded on a
+non-denominational basis, started out under even fairer auspices.[9] It
+was granted, by the State, Governor Bladen's mansion and four acres of
+land surrounding it, was made heir to the funds of King William's
+School, and secured £9,000 from private beneficence in the first two
+years of its history. The Bladen mansion, now known as McDowell Hall,
+was repaired and enlarged and, on August 11, 1789, Bishop Carroll was
+elected president of the Board of Visitors and Governors and Dr. John
+McDowell accepted the Professorship of Mathematics. After unsuccessful
+attempts to obtain a principal from England, Dr. McDowell was chosen to
+that position in the following year and continued in office, until the
+State withdrew its aid to the college in 1805. He was a man of great
+learning and was very successful at St. John's and later at the
+University of Pennsylvania as provost. Under him, St. John's flourished
+greatly and many men of a national reputation were enrolled among its
+students, from the time the first class graduated in 1793.
+
+The same disaster fell on St. John's, as on Washington College. The
+Legislature withdrew the annual grant given by the State. The same doubt
+as to the constitutionality of this withdrawal existed here, and the
+State confirmed its position in the same way, by increasing its
+appropriation in 1832,[10] on condition of the college's accepting it in
+full satisfaction of all claims against the State under the original
+charter. 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 the
+taking away of the State's grant in 1805.
+
+In the first despair over the Act of the Legislature, the Visitors and
+Governors voted to discontinue the college, but their courage soon
+returned and the Rev. Bethel Judd, elected principal in 1807, was able
+to graduate a class in 1810. After his withdrawal in 1812, matters were
+in a disturbed state for some years and no classes were graduated until
+1822, when Rev. Henry L. Davis, the father of Maryland's famous orator,
+Henry Winter Davis, was principal. After that year there were no
+graduates until 1827, when Rev. William Rafferty was head of the
+college. The struggle for existence was a hard one and the wonder is
+that the college succeeded as well as it did.
+
+With 1831, however, began a third and more successful period in the
+history of St. John's. In that year the Rev. Hector Humphreys, then only
+thirty-four years of age, was chosen president. He was a native of
+Connecticut and a graduate of Yale College in 1818, and was called to
+St. John's from the professorship of Ancient Languages at Washington
+(Trinity) College in his native State. The effect of his energy and
+devotion was soon recognized, and, largely through his efforts, was
+passed the compromise of 1832. The curriculum was enlarged, the
+instruction made more thorough, and classes were yearly graduated, with
+but six exceptions, until his death in 1857. His energy was very great,
+his learning wide and accurate. In 1834, after travelling about the
+State in the interests of the college, he succeeded in raising about
+$11,000, which were used in the erection of a second building for the
+college, which most appropriately has since been called by his name.
+During his administration, the professors' houses were also built, as
+was Pinkney Hall, a third building for the use of the college. Dr.
+Humphreys also secured cabinets and philosophical apparatus for the
+college 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! Only
+four years after Dr. Humphreys' death the War of the Rebellion broke
+out, and St. John's, unlike the temple of Janus, closed its doors at the
+rumors of war. The buildings were used as an hospital, and not until
+1866 was the college again reopened with the well-known educator, Henry
+Barnard, at its head. In less than a year he resigned to become the
+first United States Commissioner of Education, and neither he nor his
+successor, Dr. James C. Welling, who was principal until 1870, was able
+to graduate a class. Since the beginning of the administration of the
+next principal, James M. Garnett, LL. D., the succession of classes has
+been unbroken and the college has steadily advanced in reputation and
+usefulness. Dr. Garnett made the English department especially excellent
+and, after ten years faithful service, resigned in 1880. The Rev. J.D.
+Leavitt, his successor, made a departure from the old classic curriculum
+and organized a department of Mechanical Engineering. After he resigned
+Prof. W.H. Hopkins acted as principal for a time and introduced military
+discipline, having secured the detail of an officer from the United
+States Army as instructor in Military Tactics.
+
+St. John's celebrated its centennial in 1889, and has begun its second
+century with excellent prospects. The four years' administration of its
+present principal, Thomas Fell, LL. D., has been a most successful one,
+and St. John's is fulfilling the purpose of its founders "to train up
+and perpetuate a succession of able and honest men, for discharging the
+various offices and duties of life, both civil and religious, with
+usefulness and reputation."
+
+
+THE SECOND UNIVERSITY OF MARYLAND.
+
+Most universities have developed from a college; the University of
+Maryland differs from them, for it originated in a medical school.[11]
+
+In 1802 Dr. John B. Davidge of Baltimore began a private class in
+Medicine and was so successful in it, that, in 1807, he associated with
+himself Drs. James Cocke and John Shaw and these three obtained from the
+Legislature a charter for the school, under the name of "the College of
+Medicine of Maryland."[12] There was made a close connection between the
+College of Medicine and the State "Medical and Chirurgical Faculty,"
+and its board of medical examiners were made _ex-officio_ members of the
+Board of Trustees of the College. The Legislature also granted the
+college a lottery of $40,000.[13]
+
+Lectures, which had been carried on at the professors' houses, were
+begun in 1808, at a building on the corner of Fayette (Chatham) street
+and McClellan's alley, and the first class, consisting of five, received
+its degrees in 1810. As the school grew and nourished, the ideas of its
+founders become more extensive and, in 1812, a long act was passed,[14]
+authorizing "the college for the promotion of medical knowledge" "to
+constitute, appoint, and annex to itself the other three colleges or
+faculties, viz.: The Faculty of Divinity, the Faculty of Law, and the
+Faculty of the Arts and Sciences; and that the four faculties or
+colleges thus united, shall be and they are hereby constituted an
+university, by the name and under the title of the University of
+Maryland." The connection with the Medical and Chirurgical Faculty was
+severed and the members of the four faculties, under the name of the
+Regents of the University of Maryland, were to have full powers over the
+University and be permitted to hold property not exceeding $100,000 in
+yearly value.
+
+Each faculty was allowed to appoint its own professors and lecturers, to
+choose a dean, and to exercise such powers as the regents shall
+delegate. The Faculty of Physic was to be composed of the professors in
+the Medical College; that of Theology, of the professor of Theology and
+any "six ordained ministers of any religious society or denomination;"
+that of Law, of the professor of Law, "together with six qualified
+members of the bar;" that of the Arts and Sciences, of the professors in
+that department, "together with three of the principals of any three
+academies or Colleges of the State." Such a strangely formed and loosely
+united body could not succeed, as a more homogeneous and closely
+compacted one would have done.
+
+The university was founded "on the most liberal plan, for the benefit
+of students of every country and every religious denomination, who shall
+be freely admitted to equal privileges and advantages of education, and
+to all the honors of the university, according to their merit, without
+requiring or enforcing any religious or civil test, urging their
+attendance 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 the
+authority vested in it by said charter and with the advice and
+recommendations of learned men of the several professions of Divinity,
+Law, and the Arts and Sciences, proceeded to annex to itself the other
+three faculties." On April 22, 1813, the Hon. Robert Smith, formerly
+United States Secretary of State, was chosen the first provost, and the
+organization of the regents was completed.[16] A lottery of $30,000 was
+granted the University in 1814, and another of $100,000 in 1817.[17]
+From the proceeds of these lotteries and other sources was built the
+building of the medical department on the corner of Lombard and Greene
+streets. It was modelled on the Pantheon at Rome, and, when built, is
+said to have been without an equal in America. The medical school grew
+extremely fast; a loan of $30,000 from the State in 1822[18] enabled it
+to build a practice hall and purchase a fine collection for its museum,
+and the University hospital across the street was opened in 1823. In
+1824 the number of students in attendance on lectures amounted to 320.
+The other faculties took no active steps for some time and, not until
+1819, did the regents urge them to proceed to deliver lectures as soon
+as possible and to lay before the regents annually a report as to their
+progress and condition. In 1823, possibly on account of this vote.
+Prof. David Hoffman began the instruction in the Faculty of Law, his
+school being known as the "Maryland Law Institute." He published part of
+his lecture notes in a book called _Legal Outlines_ and continued
+lecturing about ten years. After his withdrawal, the law school was
+given up; but the organization of the faculty was still maintained.
+
+The Faculty of Theology reported in 1852 "no active organization of the
+faculty has ever been attempted and, in view of the character of the
+department contemplated by the charter, none seems desirable." Its only
+activity was a course or two of lectures on the Evidences of
+Christianity, delivered before the medical students about 1823 by the
+Rev. William E. Wyatt, Professor of Theology. A nominal organization of
+the faculty was kept up, however, until 1878.
+
+The prosperity of the medical department was destroyed by the effort of
+some of its professors, discontented with being prohibited from having
+private classes, to have the Legislature do away with the regents and
+replace them with a board of trustees, in whom should vest the property.
+As early as November 12, 1824, the Regents feared trouble and obtained
+from William Wirt, John Purviance and Daniel Webster, a legal opinion
+that their position was inexpugnable. With this conclusion the
+Legislature did not agree, and on March 6, 1862, an act was passed
+abolishing the Regents and appointing a Board of twenty-one Trustees in
+their place.[19]
+
+The Trustees, by decree of the courts, obtained control of the property
+and forced the professors to accept them as the legal authority. So
+matters went on for twelve years, until in 1837, the trustees appointed
+a professor personally objectionable to some of the others, who resigned
+their positions under the Trustees and opened a separate medical school
+in the Indian Queen Hotel at the corner of Baltimore and Hanover
+Streets. Few out-of-town students attended either school, for the
+quarrel frightened them away, and the Baltimore students largely
+attended the Regents' school. Feeling ran high at one time, the Regents
+took possession of the University buildings by force, and bloodshed was
+feared.
+
+The Board of Regents reorganized with Ashton Alexander, M.D., as
+Provost, and employed distinguished counsel to plead the case for them
+in the courts. The Legislature authorized the Court of Appeals to try
+the suit, and Maryland's Dartmouth College Case was decided in June,
+1838, entirely in favor of the Regents. The court held that the act of
+1825 was void, since it was "a judicial act, a sentence that condemned
+without a hearing. The Legislature has no right, without the assent of a
+Corporation, to alter its charter, or take from it any of its franchises
+or property." The Trustees would not yield at once and, in March, 1839,
+presented a petition to the Legislature, praying it not to pass an act
+requiring them to give up the property to the Regents. The memorial was
+referred to a joint committee, which reported a bill restoring the
+property to the Regents. The bill was enacted and the Regents have since
+ruled. During the supremacy of the Trustees, the Faculty of the Arts and
+Sciences was organized. They contemplated activity in 1821, and issued a
+circular, which drew down on them the wrath of Professor Hoffman,
+inasmuch as they "contemplated 'academic' instruction" not intended by
+the charter. The founders, he said, intended that instruction should be
+conveyed by lectures and that no other form of instruction should be
+allowed. The discussion which followed seems to show that he had the
+idea of having work carried on, like that done by graduate students
+to-day.
+
+But nothing was done, apparently, until Baltimore College was annexed in
+1830. That institution was chartered on January 7, 1804,[20] and was the
+development of an academy kept by James Priestley, the first president,
+on Paul's Lane (St. Paul Street). "It was hoped that it would, together
+with the other valuable seminaries of education in the same city and in
+the State, become adequate to the wants and wishes of our citizens," and
+from the proceeds of a lottery, the grant of which was an easy way for a
+State to be benevolent, a plain but convenient building was erected on
+Mulberry street.[21]
+
+It is very doubtful if it ever graduated any students, and we learn in
+1830 that "the celebrity and, in some cases, the superior existing
+advantages of other institutions have prevented the accomplishment of
+this object." Still a school had been kept up continuously, and from
+time to time, we catch glimpses of its lectures, &c. In January, 1830, a
+joint petition of the Trustees of the University of Maryland and of
+Baltimore College to the Legislature "proposed the charter of Baltimore
+College shall be surrendered to the State, on the condition that the
+property belonging to the college shall be invested in the trustees of
+the University of Maryland." The petition was granted,[22] and in 1832,
+we learn that "the Baltimore College *** has now been merged in the
+University of Maryland and constitutes the chair of Ancient
+Languages."[23]
+
+On October 1, 1830, the Trustees issued a prospectus, from which we
+learn that it was intended "to maintain an institution on the most
+enlarged scale of usefulness and responsibility," and that there was a
+"necessity for the proposed organization of a department in the
+University of Maryland, exclusively collegiate in its system, requiring
+an advanced state of classical and scientific attainments for admission
+to its lectures, calculated to conduct its pupils through the highest
+branches of a liberal education and to afford them advantages similar to
+what may be obtained in the distant Universities of this country and
+Europe." A course of study equal to that of any college of the country
+was announced, and a brilliant Faculty appointed; but the time was not
+yet come for a great college in Baltimore and the institution
+languished away. In 1843, the Commissioners of Public Schools petitioned
+to have it transferred to the city as a High School, and in 1852, it had
+only one teacher and 36 scholars, a mere boys' school.
+
+In 1854 it was reorganized as the "School of Letters under the Faculty
+of Arts and Sciences," with Rev. E.A. Dalrymple, formerly of the
+Episcopal Theological Seminary at Alexandria, as its head. On paper the
+course was fairly complete, and the Faculty an able one, and there were
+graduates in 1859, '60, '61, and '63. The course was to be a three
+years' one; for "the studies of Freshman year will be pursued in the
+preparatory department, where experience has shown they may be attended
+with greater advantage." Gradually students fell off, it became a mere
+boys' school, and finally Dr. Dalrymple was all that was left of the
+"School of Letters" and the "Faculty of the Arts and Sciences," and at
+his death, both formally became extinct.
+
+With the restoration of the property to the Regents, the classes in the
+medical school increased to a size somewhat like that attained in years
+previous to 1825, although, owing to the opening of new schools, they
+never quite equalled it. During the war of the Rebellion, the school
+suffered from the loss of southern patronage; but at its close, students
+came back and the school took on fresh life. It has always been in the
+front rank; first of all American medical schools it recognized
+Gynecology as a separate branch of instruction, and it was second in
+making practical Anatomy a compulsory study. With the session of 1891 it
+will require a three years' graded course of all candidates for degrees.
+
+In 1850 the Hon. John P. Kennedy, statesman and author, was chosen
+provost, and on his death in 1870, the Hon. S. Teackle Wallis was made
+his successor and he now fills the office with honor.
+
+The Faculty of Law revived the Law School in the beginning of 1870, with
+a class of 25. An efficient faculty has caused a steady increase,
+until, in 1890, there were 101 students in the three years' course. The
+instruction is given by lectures, examinations, and moot-courts. In
+1884, the Law Department moved from its former quarters in the old
+Baltimore College building on Mulberry Street, to a new building erected
+for it on the University property on Lombard Street, next to the
+building of the Medical Department.
+
+In 1882, the University of Maryland obtained from the Legislature
+authority to open a Dental Department.[24] In 1837, the first Dental
+Lectures in America had been delivered before the Medical Students of
+the University, and it was quite fitting that there should be a dental
+school connected with it. The first class numbered 60, the last 132, and
+in eight years there have been 250 graduates. This fact and the further
+one that twice has it been found necessary to make large additions to
+the buildings of the department on Green Street, adjoining those of the
+Medical 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 thorough
+and careful training, which it has gained in its history of eighty
+years.
+
+
+COKESBURY COLLEGE.
+
+In Maryland was the first Methodist Church in America, and it was
+natural that here too should be the first Methodist College in the
+world. There was no permanent organization of this denomination in the
+United States, until John Wesley, on the petition of the American
+churches, consecrated Rev. Thomas Coke, Superintendent for the United
+States, in 1784. Dr. Coke sailed directly from England, and arrived in
+New York on November 3, 1784. He thence traveled southward and, on the
+15th of the same month, met Francis Asbury at Dover, Delaware. At this
+first meeting, Coke suggested the founding of an institution for higher
+education, to be under the patronage of the Methodist Church.[25] This
+was 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 had
+contemplated only a school, on the plan of Wesley's at Knightwood,
+England, and for that purpose, a subscription had been opened in North
+Carolina in 1781.[26]
+
+Coke's suggestion, to have a college, was favorably received and, at the
+famous Christmas Conference at Baltimore in 1784, the Church was
+formally organized, with Coke and Asbury as Bishops, and the first
+Methodist College was founded. Thus the denomination which has increased
+to be the largest in the United States, recognized the paramount
+importance of education at its very foundation.[27] To the new
+institution, the name of Cokesbury was given, in honor of the two
+Bishops, from whose names the title was compounded. For this College,
+collections were yearly taken, amounting in 1786 to £800 and implying
+great self-denial by the struggling churches ill-supplied with
+wealth.[28]
+
+As early as January 3, 1785, only two weeks after the College was
+decided on, its managers were able to report that £1,057 had been
+subscribed, a sum that put the enterprise on a firm footing. The site
+was 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 in
+Maryland, and hence, it had the best claim for the College, and the
+beauty of the situation of Abingdon charmed Coke so much that he
+determined upon placing the College there. It was also a place easy of
+access, being on the direct stage line from Baltimore to Philadelphia
+and near the Chesapeake Bay. Bishop Coke, the most zealous advocate of
+the College, contracted for the building materials; but was prevented
+from being present at the laying of the corner-stone. Bishop Asbury,
+however, was present and preached a sermon on Psalms 78, verses 4 to
+8.[29] In this sermon, "he dwelt on the importance of a thoroughly
+religious education, and looked forward to the effects, which would
+result to the generality, to come from the streams which should spring
+from this opening fountain of sanctified learning." The building was
+built of brick, one hundred feet in length and forty in width, faced
+east 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 in
+architecture "fully equal, if not superior, to anything of the kind in
+the country." Dormitory accommodations were provided in the building;
+but it was intended that "as many of the students as possible, shall be
+lodged 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 only
+outdoor exercises permitted. The students were prohibited "from
+indulging in anything which the world calls play. Let this rule be
+observed with the strictest nicety; for those who play when they are
+young, will play when they are old."
+
+In 1785 the Bishops issued a "Plan for Erecting a College intended to
+advance Religion in America." It is quite long and many of its
+provisions are very quaint. From it we learn that Cokesbury is intended
+"to receive for education and board the sons of the elders and preachers
+of the Methodist Episcopal Church, poor orphans, and the sons of the
+subscribers and other friends. It will be expected that all our friends,
+who send their children to the college, will, if they be able, pay a
+moderate sum for their education and board; the others will be taught
+and boarded and, if our finances allow it, clothed gratis. The
+institution is also intended for the benefit of our young men, who are
+called to preach, that they may receive a measure of that improvement,
+which is highly expedient as a preparation for public service." Teachers
+of ancient languages and of English will be provided, and no necessary
+branch of literature shall be omitted. "Above all, especial care shall
+be taken that due attention be paid to the religion and morals of the
+children, and to the exclusion of all such as continue of an
+ungovernable temper." "The expense of such an undertaking will be very
+large, and the best means we could think of, at our late conference, to
+accomplish our design, was to desire the assistance of all those in
+every place who wish well to the cause of God. The students will be
+instructed in English, Latin, Greek, logic, rhetoric, history,
+geography, natural philosophy, and astronomy. To these languages and
+sciences shall be added, when the finances of our college will admit of
+it, the Hebrew, French, and German languages. But our first object shall
+be, to answer the designs of _Christian_ education, by forming the minds
+of the youth, through divine aid, to wisdom and holiness by instilling
+into their minds the principles of true religion--speculative,
+experimental, and practical--and training them in the ancient way, that
+they may be rational, spiritual Christians. We have consented to receive
+children of seven years of age, as we wish to have the opportunity of
+teaching 'the young idea how to shoot' and gradually forming their
+minds, through the divine blessing, almost from their infancy, to
+holiness and heavenly wisdom, as well as human learning. We shall
+rigidly insist on their rising early in the morning (five a.m.), and we
+are convinced by constant observation and experience, that it is of vast
+importance, both to body and mind.
+
+"We prohibit play in the strongest terms, and in this we have the two
+greatest writers on the subject that, perhaps, any age has produced (Mr.
+Locke and Mr. Rousseau) of our sentiments; for, though the latter was
+essentially mistaken in his religious system, yet his wisdom in other
+respects and extensive genius are indisputably acknowledged. The
+employments, therefore, which we have chosen for the recreation of the
+students are such as are of greatest public utility:--agriculture and
+architecture.
+
+"In conformity to this sentiment, one of the completest poetic pieces of
+antiquity (the Georgics of Virgil) is written on the subject of
+husbandry; by the perusal of which and submission to the above
+regulations, the students may delightfully unite the theory and practice
+together."
+
+There is something extremely ludicrous in the idea of making the average
+student delight in spending his leisure hours in farming, by means of a
+study of the Georgics in the original. But we can hardly laugh at these
+men, they were too much in earnest. To return to the circular, "The four
+guineas a year for tuition, we are persuaded cannot be lowered, if we
+give the students that finished education, which we are determined they
+shall have. And, though our principal object is to instruct them in the
+doctrines, spirit, and practice of Christianity, yet we trust that our
+college will, in due time, send forth men that will be a blessing to
+their country in every laudable office and employment of life, thereby
+uniting the two greatest ornaments of human beings which are too often
+separated: _deep learning_ and _genuine piety_."
+
+As soon as the building was under roof, a preparatory school was opened
+and the Trustees applied to John Wesley for a President. He suggested a
+Rev. 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 text
+on the second day, "O man of God, there is death in the pot,"[32] was
+looked on by the superstitious, in time to come, as a presage of
+disaster. The faculty was filled up and all seemed to bid fair for
+prosperity; but Mr. Heath remained in charge of the College less than a
+year, resigning because of certain charges of insufficiency, which seem
+rather trival. Another professor left to go into business and Asbury's
+soul was tried by these "heavy tidings."
+
+The good Bishop was indefatigable in his care of Cokesbury. His visits
+were frequent, and while there, he was very active, examining the
+pupils, preaching, and arranging the affairs, both temporal and
+spiritual. Abingdon became a centre of Methodism, families moved there
+to enjoy the educational advantages, and the Conference regularly
+visited the College, coming over from Baltimore for that purpose.
+
+Dr. Jacob Hall, of Abingdon, was the second President, and had under him
+a faculty of three professors and a chaplain. The school prospered and
+had public exhibitions of its students' proficiency from time to time.
+It is doubtful if sufficient care was exercised in the expenditure of
+money and, in December, 1790, the Trustees felt obliged to contract a
+loan of £1000. The charitable contributions fell off, and Asbury was
+forced to go from house to house in Baltimore, "through the snow and
+cold, begging money for the support of the poor orphans at
+Cokesbury."[33] The instruction was good, and Asbury could write to
+Coke, then in England, that "one promising young man has gone forth into
+the ministry, another is ready, and several have been under awakenings.
+None so healthy and orderly as our children, and some promise great
+talents for learning."[34] Still, "all was not well there," and on
+October 2, 1793, he "found matters in a poor state at college; £500 in
+debt, and our employes £700 in arrears." A year later, matters were
+desperate and the good Bishop wrote that "we now make a sudden and dead
+pause--we mean to incorporate and breathe and take some better plan. If
+we can not have a Christian school (_i.e._ a school under Christian
+discipline and pious teachers), we will have none."[35] The project of
+incorporation was not favored by some, who feared that the College would
+not be thereby so directly under the control of the Conference, but was
+carried through, and the charter bears date, December 26, 1794.[36] By
+it, the institution was allowed to have an income not exceeding £3,000.
+
+How a charter was to avoid increased indebtedness does not appear and
+the College's debt had so increased, that the Conference in 1795 decided
+to suspend the Collegiate Department and have only an English Free
+School kept in the buildings.[37]
+
+Misfortunes never come singly: an unsuccessful attempt to burn the
+buildings had been made in the fall of 1788, and now, on December 4,
+1795, a completely successful one was made, and the building and its
+contents were consumed. Rewards to discover the incendiary were offered
+in vain, and Asbury writes:[38] "We have a second and confirmed report
+that Cokesbury College is consumed to ashes--a sacrifice of £10,000 in
+about ten years. If any man should give me £10,000 to do and suffer
+again what I have done for that house, I would not do it. The Lord
+called not Mr. Whitefield, nor the Methodists to build colleges. I
+wished only for schools; Dr. Coke wanted a college. I feel distressed at
+the loss of the library."
+
+Asbury despaired, but Coke did not and, going to work, he raised £1,020
+from his friends. After the determination was made to move the College
+to Baltimore, the Church there gave £700, and a house to house
+solicitation brought in £600 more. A building originally erected for
+balls and assemblies was purchased and fitted up. It stood next the old
+Light Street Methodist Church and a co-educational school was opened
+therein on May 2, 1796. The high course planned for girls is especially
+noticeable at this early period. The school opened with promises of
+success, and within a month there were nearly 200 scholars.
+
+Fatality pursued the enterprise, however, and a year to a day from the
+burning 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 the
+people of Baltimore, and he will keep them poor to make them pure;" but
+even Coke gave up hope at this new disaster, and it was twenty years
+before a second Methodist College was attempted.
+
+ASBURY COLLEGE.
+
+This was the second Methodist College in the world, and was organized in
+1816, the year of Bishop Asbury's death. After a year or two of
+successful work, a charter was applied for and it was granted to the
+College February 10, 1818.[40] The President, Samuel K. Jennings, M.D.,
+a Methodist local preacher, was a rather remarkable man. Coming from New
+Jersey, graduating at Rutgers, and settling in the practice of the
+medical profession in Virginia, he was converted by the preaching of
+Asbury, and was persuaded by him some years later, to move to Baltimore
+and take the leadership of the new enterprise.[41] He was said to be, at
+one time, the only Methodist preacher with a collegiate education and
+was well adapted to the task, from his administrative ability and wide
+learning. Around him, he gathered an undenominational faculty of four
+professors and began the life of the institution in a large brick
+building on the corner of Park Avenue and Franklin Street. In March,
+1818, the _Methodist Magazine_ tells us that there were one hundred and
+seventy students, and that "The Asbury College has probably exceeded in
+its progress, considering the short time it has been established, any
+literary institution in the country."[42] In that spring, a class was
+graduated, and yet only a few months later Dr. Bangs wrote that the
+College "continued for a short time and then, greatly to the
+disappointment and mortification of its friends, went down as suddenly
+as it had come up, and Asbury College lives only in the recollection of
+those who rejoiced over its rise and mourned over its fall."
+
+This statement is not absolutely correct; it is probable that there was
+some catastrophe, and possibly Dr. Jennings then began to break away
+from the Methodist Episcopal Church, which he left entirely, when the
+Methodist Protestant Church was formed in 1828. Still some sort of an
+organization was kept up under the old name; for does not good Hezekiah
+Niles, of Register fame, tell us of examinations and exhibitions he
+witnessed in the early spring of 1819,[43] at which time prodigies of
+learning and cramming were exhibited, and do we not find in 1824, a
+pamphlet published by Dr. Jennings, entitled "Remarks on the Subject of
+Education, to which are added the general rules of the school under the
+appellation of Asbury College." Apparently the College had passed
+entirely out of the control of the church, and having lowered its grade,
+was now little more than Dr. Jennings' private school. The school was
+then situated on the corner of Charles and Baltimore Streets and, in
+1833, when we catch the last glimpse of it, another removal had taken it
+to the corner of South and Fayette Streets. It was then merely a boys'
+day school and doubtless soon perished. So the second Methodist College
+failed as the first had done and another was added to the many abortive
+attempts 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 North
+Avenue, and was charted as a college in 1833.[44] The building was
+constructed by the Baltimore branch of the United States Bank in 1800,
+during an epidemic of yellow fever in the city. People feared to come
+into town to transact business and so a suburban banking house was
+built. This building was bought by the Rev. Frederick Hall in 1828 and
+in it a school was begun, which was later expanded into the College. The
+institution lasted some ten years and is worthy of note from the fact
+that among the teachers were two young Yale graduates, who afterwards
+obtained considerable renown: Professor Elias Loomis and Rev. S.W.S.
+Dutton.
+
+_The College of St. James_ was situated in Washington County and
+was originally intended by its founder, Bishop Whittingham, as a
+preparatory school. It was opened in October, 1842, with Rev. J.B.
+Kerfoot,[45] afterwards Bishop of Pittsburg, as Principal, and had such
+speedy and encouraging success, that it was chartered as a college in
+1843, 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 of
+Southern students, a large portion of the entire number. In 1864,
+however, General Early, of the Confederate Army, invaded Maryland and
+took Dr. Kerfoot and Professor Coit prisoners, and the College thus
+forcibly discontinued, was never again reorganized.
+
+_Newton University_ was chartered by the Legislature[46] on March
+8, 1845 and was situated on Lexington Street, between North and Calvert.
+It was originally intended to combine the Baltimore preparatory schools
+and to furnish boys, graduating from them, the means of completing their
+education without leaving the city. There was an enormous list of
+Trustees and the unwieldy character of the board, coupled with the
+irregular habits of the President, made the failure of the enterprise
+inevitable. Still it offered in its catalogues a good course of study
+and gave exhibitions, at which polyglot orations were delivered. The
+late Prof. Perley R. Lovejoy was the life of the institution and, after
+several classes had graduated, the University finally ceased to be, when
+Mr. Lovejoy accepted a position as Professor in the Baltimore City
+College.
+
+
+ROMAN CATHOLIC COLLEGES.
+
+Maryland has been the cradle of the Roman Catholic Church in America, as
+well as of the Methodist and the Presbyterian. The centenary of the
+consecration of John Carroll, as the first Roman Catholic bishop in the
+United States, occurred little more than a year ago. A few months after
+Bishop Carroll's consecration, he received from the Superior of the
+Order of St. Sulpice an offer to found a seminary in Baltimore for the
+education of priests. This offer was accepted and, on July 10, 1791,
+four Sulpician priests arrived in Baltimore. They soon bought a house
+known as "One Mile Tavern" with four acres of land and there they opened
+_St. Mary's Seminary_, on the first Sunday in October, 1791. The
+Seminary still occupies the same site, at the corner of Paca and St.
+Mary's Streets. The number of the candidates for the priesthood, who
+entered the Seminary, was disappointing from its smallness and, in order
+to 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, and
+proved so successful, as to demand a separate building. Accordingly, the
+corner-stone of St. Mary's College was laid on April 10, 1800. At Bishop
+Carroll's request, no American boys were admitted for a time and only
+Spaniards and French were received. In 1803, however, the College was
+opened to all day scholars or boarders, without reference to birth or
+religion. This step roused some opposition and many communications upon
+the subject appeared in the newspapers, which were afterwards collected
+in pamphlet form.
+
+The students soon became numerous and the institution grew to such an
+extent that, in January, 1805, it was chartered as St. Mary's
+University. On August 13, 1806, the first class was graduated; in that
+year there were 106 students. New buildings were erected and a superb
+botanical garden was laid out. The chapel, built soon after the
+incorporation, was said to be the most beautiful in the United States.
+
+The Rev. William Du Bourg, the President, was a man of great ability and
+the reputation of the College rapidly spread. Many prominent men, Roman
+Catholics and Protestants, were graduated from St. Mary's; but the
+Sulpicians felt that their vocation was to educate young men exclusively
+for the priesthood, and not for secular life, and they finally closed
+St. Mary's College in 1852, in order to devote all their energies to the
+Theological Seminary, which has continued its prosperous career to this
+present day.[47]
+
+A second Roman Catholic College was formed by the Sulpicians in 1807 at
+Emmittsburg, Frederick County. It was begun by Rev. John Dubois and was
+soon chartered as _Mount Saint Mary's College_. The exercises were
+first held in a log house with a handful of pupils, who increased to 80
+within five years. With the growth of the institution came the demand
+for larger accommodations. Better buildings were erected and a large
+stone edifice was undertaken in 1823. When nearly ready for occupancy,
+it was destroyed by fire; but Father Dubois did not despair and, aided
+by the people of the vicinity, at once began a new building. In 1826 he
+was appointed Bishop of New York, and in the same year, the connection
+of the College with the Sulpician order was terminated. Although
+originally intended chiefly as a place for the education of clerics, Mt.
+St. Mary's has ever kept in view the preparation of students for a
+secular life, and many of its graduates have been distinguished in
+State, as well as in Church. In 1838, Rev. John McCaffrey, D.D., became
+president, and under his able control, the College prospered until
+1871. During this period, the jubilee of the institution was celebrated
+with great ceremony in 1858. The Civil War injured the College greatly
+and the declaration of peace found it burdened with a heavy load of
+debt. For twenty years the struggle went on and it was doubtful all the
+time, whether the College could survive. Finally Dr. William Bryne, at
+his leaving the presidency in 1884, was able to report that the
+institution was placed on a firm financial basis as to the future, and
+that the debt had been reduced to $65,000. The present President, Rev.
+Edward P. Allen, has still further diminished the debt by more than half
+and the attendance has been largely increased through his efficient
+administration.
+
+A third Roman Catholic College is _St. Charles's_, situated in
+Howard County, near Ellicott City. It is situated on land given by
+Charles Carroll of Carroll ton, and was chartered on February 3,
+1830,[48] its name being taken from that of its founder and of the great
+Archbishop of Milan.[49] The institution was placed under the control of
+the Society of St. Sulpice and was established "exclusively for the
+education of pious young men of the Catholic persuasion for the ministry
+of the Gospel." The corner-stone was laid by the venerable Charles
+Carroll, on July 11, 1831; but, for want of funds to carry on the work
+successfully, the institution was not opened until the fall of 1848. The
+first President, Rev. O.L. Jenkins, began the institution with four
+pupils, and at his death in 1869, the number had grown to 140. Since the
+closing of St. Mary's College in 1852, St. Charles's has been used by
+the Sulpicians as preparatory to St. Mary's Seminary.
+
+To supply the want of a college, to which Baltimore boys of Roman
+Catholic families could go without leaving home, _Loyola College_
+was opened in September, 1852. It is under the control of the Jesuits
+and has confined itself to receiving day scholars.
+
+The fifth and last Roman Catholic College, _Rock Hill_, was
+chartered in 1865.[50] It is situated near Ellicott City, as is St.
+Charles's, and is under the supervision of the Brothers of the Christian
+Schools. It prepares youth for the various duties and occupations of
+life with great thoroughness, and has ever been noted especially for the
+attention paid to the development of the body as well as the mind of its
+pupils.
+
+
+WESTEEN MARYLAND COLLEGE.
+
+In 1865, Mr. Fayette R. Buell began an academy for boys and girls at
+Westminster, Carroll County,[51] and, in the spring of 1866, he proposed
+to the Conference of the Methodist Protestant Church, of which he was a
+member, that the school should be chartered as a college and taken under
+the 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 of
+the teachers in Mr. Buell's school, induced two of his friends to lend
+the enterprise $10,000, and the corner-stone of the College building was
+laid on September 6, 1886. The College opened a year later with
+seventy-three pupils. In February, 1868, Mr. Buell found himself so much
+in debt, that he appealed to the Conference to take the property off his
+hands. This was done, and a Board of Trustees appointed by the
+Conference was incorporated by the legislature on March 30, 1868.
+
+The next fall, the institution reopened with Rev. J.T. Ward as
+President, in which office he continued for seventeen years. These were
+years of trouble and severe work to make the College a success. There
+was no endowment, and only by the most strenuous efforts was the College
+saved on several occasions from being overwhelmed with debt. Still, in
+spite of all disadvantages, good work was done and valuable experience
+was gained. The College has been a co-educational one from the first,
+and connected with it was a department of Biblical Literature, for such
+as intended to become clergymen, until a separate Theological School was
+opened in 1882. During Dr. Ward's administration, new buildings were
+erected and, at his resignation in 1886, he left the institution ready
+to be made still more efficient by his successor. Rev. Thomas H. Lewis
+succeeded as President and, while he has caused the work and equipment
+of the College to be further enlarged, he has also been successful in
+paying off the last dollar of the debt that had hung over it so long as
+an 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 education
+of women. Founded in 1849, it long had a prosperous existence; but
+finally was obliged to close its doors in June, 1890, on account of the
+withdrawal of the grant formerly given by the State.
+
+Besides this institution there was no successful attempt in Maryland to
+found a college for female education, until the _Woman's College of
+Baltimore_ was chartered in 1884.[52] It was founded by the
+Methodist Episcopal Church, in honor of the centenary of its organized
+existence in this country, and is "denominational but not sectarian."
+For it beautiful buildings, adjoining the First Methodist Church, have
+been erected on St. Paul Street. Much of the money for its endowment was
+given by the present President, the Rev. J.F. Goucher, D.D., and,
+largely through his influence, was it able to open its doors to students
+on September 13, 1888. It has determined, very sensibly, to grant no
+degrees, save to those thoroughly fitted to receive them, and so has had
+no graduates up to the present. Its growth under the care of W.H.
+Hopkins, Ph.D., its first President, was great in numbers and endowment
+and the prospects are now fair for this Baltimore Woman's College taking
+high rank among similar institutions.
+
+
+CONCLUSION.
+
+To a superficial observer from a distance, it sometimes seems as if
+University education in Maryland began with the foundation of the Johns
+Hopkins University, a sketch of which follows from the pen of its
+honored President. Our study into the history of education in the State,
+however, has shown us that Maryland, instead of being one of the latest
+of the United States to conceive the University idea, was, in fact, one
+of the very earliest, and that her institutions have a history of which
+they need not be ashamed; though their work has not been so widely known
+as 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 Francis
+Asbury, of John Dubois, and of many others, have been far from lost.
+Wherein they failed, they gained valuable experience for their
+successors, and wherein they succeeded, they helped to instil "into the
+minds and hearts of the citizens, the principles of science and good
+morals."
+
+
+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 been
+diminished 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 the
+Johns Hopkins University, as in that year its doors were opened for the
+reception of students. On the twenty-second of February the plans of the
+University were publicly made known, and consequently "Washington's
+Birthday" has since been observed as an anniversary or commemoration
+day. But in reality the Trustees were organized nine years before. The
+founder, Johns Hopkins, as he saw the end of life approaching (although
+he continued in active business for several years afterwards),
+determined to bestow a large part of his fortune upon two institutions
+which he proposed to establish, a University and a Hospital. These
+establishments were to be managed by separate Boards of Trustees,
+citizens of Baltimore, whom he selected for their integrity, wisdom, and
+public spirit. In order that the two Boards might be closely allied, the
+founder was careful that a majority of the Trustees of one corporation
+should also be a majority of the Trustees of the other corporation, and
+in a letter which he left as the final expression of his wishes, he
+declared it to be his "constant wish and purpose that the Hospital
+should ultimately form a part of the Medical School of the University."
+The Hospital was opened for the reception of patients in May, 1889; and
+a volume which was prepared in the following year by Dr. J.S. Billings,
+gives a full description of the buildings, with other papers
+illustrative of the history and purposes of that great charity. But as
+the Medical School, which is to form the bond of union between the two
+establishments has not yet been organized, the following statements will
+only refer to those opportunities which are here provided for the study
+of science and literature, in the faculty commonly known as the faculty
+of philosophy and the liberal arts.
+
+Before speaking of his gifts, a few words should be devoted to the
+memory of Johns Hopkins. This large-minded man, whose name is now
+renowned in the annals of American philanthropy, acquired his fortune by
+slow and sagacious methods. He was born in Anne Arundel county,
+Maryland, not far from the city of Annapolis, of a family which for
+several generations had adhered to the views of the Society of Friends.
+His ancestors were among the earliest settlers of the colony. While
+still a boy, Johns Hopkins came to Baltimore without any capital but
+good health, the good habits in which he had been brought up, and
+unusual capacity for a life of industrious enterprise. He began on the
+lowest round of the ladder of fortune, and by his economy, fidelity,
+sagacity, and perseverance he rose to independence and influence. He was
+called to many positions of financial responsibility, among the most
+important being that of President of the Merchants' National Bank, and
+that of a Director in the Baltimore and Ohio Railroad Company. He was a
+man of positive opinions in political affairs, yet he never entered
+political life; and although he contributed to the support of
+educational and benevolent societies he was not active in their
+management. In the latter part of his life, he dwelt during the winter
+in a large mansion, still standing on the north side of Saratoga street,
+west of North Charles street, and during the summer on an estate called
+Clifton, in Baltimore County. In both these places he exercised
+hospitality without ostentation. He bought a large library and many oil
+paintings which are now preserved in a memorial room at the Hospital.
+Nevertheless, his pursuits were wholly mercantile, and his time and
+strength were chiefly devoted to the business in which he was
+engaged,--first as a wholesale grocer, and afterwards as a capitalist
+interested in many and diverse financial undertakings. More than once,
+in time of commercial panic, he lent his credit to the support of
+individuals and firms with a liberality which entitled him to general
+gratitude. He died in Baltimore, December 24, 1873, at the age of
+seventy-nine years. He had never married. After providing for his near
+relations, he gave the principal part of his estate to the two
+institutions which bear his name, the Johns Hopkins University and the
+Johns Hopkins Hospital. Each of them received property estimated in
+round numbers at three and a half million dollars. The gift to the
+University included his estate of Clifton (three hundred and thirty
+acres of land), fifteen thousand shares of the common stock of the
+Baltimore and Ohio Railroad, and other securities which were valued at
+seven hundred and fifty thousand dollars.
+
+Many persons have expressed surprise that Mr. Hopkins should have made
+so large an investment in one corporation. But the stock of the
+Baltimore and Ohio Railroad was free from taxation, for many years it
+paid a dividend of ten per cent. per annum, and the managers, of whom he
+was one, confidently anticipated that a large stock dividend would be
+declared at an early day. Mr. Hopkins not only gave to the University
+all the common stock that he held in this corporation; he also advised
+that the Trustees should not dispose of it, nor of the stock accruing
+thereon by way of increment or dividend. In view of the vibrations to
+which this stock was subjected during the fifteen years subsequent to
+the death of Mr. Hopkins, it should not be forgotten that it was his
+will that linked the fortune of the great educational institution, which
+he founded, to the fortune of another corporation, in which he had the
+highest confidence. Fortunately, the crisis into which this union led,
+has been successfully passed. The friends of the University generously
+subscribed for its support an "emergency fund" of more than $100,000.
+Other large gifts were made and others still are known to be in the
+future. The Trustees, moreover, have changed four-fifths of their
+holdings of the common stock of the railroad company above mentioned,
+into its preferred stock, from which a permanent income of six per
+centum will be derived. The finances of the University are now on a
+solid basis, although additional gifts will be required for the
+construction of buildings and for the enlargement of the course of
+study, and still more before a medical department can be instituted.
+
+
+PRELIMINARY ORGANIZATION.
+
+The Johns Hopkins University was incorporated under the laws of the
+State 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 they
+entered with a definite purpose on the work for which they were
+associated. 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 were
+favored with innumerable suggestions and recommendations from those who
+knew much about education, and from those who knew little; and they
+invited several scholars of distinction to give them their counsel.
+Three presidents of colleges gave them great assistance, answering in
+the frankest manner all the searching questions which were put to them
+by a sagacious committee. Grateful acknowledgments will always be due to
+these three gentlemen: Charles W. Eliot, LL. D., President of Harvard
+University, 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 to
+Europe and conferred with many leaders of university education in Great
+Britain and on the continent. At the same time he visited many of the
+most important seats of learning. During the following winter the plans
+of the University were formulated and were made public in the Inaugural
+Address 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; the
+Mayor of the City, Hon. Ferdinand C. Latrobe; the Presidents and
+representative Professors of a large number of Universities and
+Colleges; the Trustees and other officers of the scientific, literary
+and educational institutions of Baltimore; the State and City officers
+of public instruction and other invited guests, together with the
+Trustees of Johns Hopkins, occupied the platform. The house was filled
+with 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, directed
+by Professor Asger Hamerik, performed several pieces of classical music.
+
+A prayer was then offered up by Rev. Alfred M. Randolph, D D., of
+Emmanuel Church, now Assistant Bishop of Virginia, after which the
+Chairman of the Executive Committee, Mr. Reverdy Johnson, Jr., said:
+
+"Our gathering to-day is one of no ordinary interest. From all sections
+of our State, from varied sections of our land, we have met at the
+opening of another avenue to social progress and national renown. After
+two years of pressing responsibility and anxious care the Trustees of
+the Johns Hopkins University present the first detailed account of their
+trust. Of the difficulties attending the discharge of their duty; of the
+nice balancing of judgment; of the careful investigation and continued
+labor called for in the organization of the University, this is not the
+place to speak; but for the Board of Trustees, I may be allowed to claim
+the credit of entire devotion to the work, and a sincere desire to make
+of the University all that the public could expect from the generous
+foundation. Happily, our action is unfettered, and where mistakes occur,
+as occur they must, the will and power are at hand to correct them. We
+may say that the University's birth takes place today, and I do not
+think it mere sentiment, should we dwell with interest upon its
+concurrence with the centennial year of our national birth, and the
+birthday of him who led the nation from the throes of battle to maturity
+and peace. But it is not my province to detain you from the exercises
+which are to follow. I am happy to state that we have among us to-day
+one who represents the highest type of American education, and one who,
+from the beginning, has sympathized with, counselled and aided us. I
+know you anticipate me, as I announce the distinguished name, from the
+most distinguished seat of learning in our land--President Eliot, of
+Harvard University."
+
+
+ADDRESS OF PRESIDENT ELIOT.
+
+President Eliot next delivered a Congratulatory Address in which he
+said:
+
+"The oldest University of the country cordially greets the youngest, and
+welcomes a worthy ally--an ally strong in material resources and in high
+purpose.
+
+"I congratulate you, gentlemen, Trustees of the Johns Hopkins
+University, upon the noble work which is before you. A great property,
+an important part of the fruit of a long life devoted with energy and
+sagacity to the accumulation of riches, has been placed in your hands,
+upon conditions as magnanimous as they are wise, to be used for the
+public benefit in providing for coming generations the precious means of
+liberal culture. Your Board has great powers. It must hold and manage
+the property of the University, make all appointments, fix all salaries,
+and, while leaving both legislative and administrative details to the
+several faculties which it will create, it must also prescribe the
+general laws of the University. Your cares and labor will grow heavy as
+time goes on; but in accordance with an admirable usage, fortunately
+established in this country, you will serve without other compensation
+than the public consideration which will justly attach to your office,
+and the happy sense of being useful. The actuating spirit of your Board
+will be a spirit of scrupulous fidelity to every trust reposed in you,
+and of untiring zeal in promoting the welfare of the University and the
+advancement of learning. Judged by its disinterestedness, its
+beneficence and its permanence, your function is as pure and high as any
+that the world knows, or in all time has known. May the work which you
+do in the discharge of your sacred trust be regarded with sympathetic
+and expectant forbearance by the present generation, and with admiration
+and gratitude by posterity.
+
+"The University which is to take its rise in the splendid benefaction of
+Johns Hopkins must be unsectarian. None other could as appropriately be
+established in the city named for the Catholic founder of a colony to
+which all Christian sects were welcomed, or in the State in which
+religious toleration was expressly declared in the name of the
+Government for the first time in the history of the Christian world.
+There is a too common opinion that a college or university which is not
+denominational must therefore be irreligious; but the absence of
+sectarian control should not be confounded with lack of piety. A
+university whose officers and students are divided among many sects
+need no more be irreverent and irreligious than the community which in
+respect to diversity of creeds it resembles. It would be a fearful
+portent if thorough study of nature and of man in all his attributes and
+works, such as befits a university, led scholars to impiety. But it does
+not; on the contrary, such study fills men with humility and awe, by
+bringing them on every hand face to face with inscrutable mystery and
+infinite power. The whole work of a university is uplifting, refining
+and 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 sect
+which includes the whole of the educated portion of the nation. This
+University will not demand of its officers and students the creed, or
+press upon them the doctrine of any particular religious organization;
+but none the less--I should better say, all the more--it can exert
+through high-minded teachers a strong moral and religious influence. It
+can implant in the young breasts of its students exalted sentiments and
+a 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 few
+generations she will be the seat of a rich and powerful university. To
+her citizens its grounds and buildings will in time become objects of
+interest and pride. The libraries and other collections of a university
+are storehouses of the knowledge already acquired by mankind, from which
+further invention and improvement proceed. They are great possessions
+for any intelligent community. The tone of society will be sensibly
+affected by the presence of a considerable number of highly educated
+men, whose quiet and simple lives are devoted to philosophy and
+teaching, to the exclusion of the common objects of human pursuit. The
+University will hold high the standards of public duty and public
+spirit, 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 this
+assembly with his presence, upon the establishment within her borders of
+an independent institution of the highest education. The elementary
+school is not more necessary to the existence of a free State than the
+University. The public school system depends upon the institutions of
+higher education, and could not be maintained in real efficiency without
+them. The function of colleges, universities, and professional schools
+is largely a public function; their work is done primarily, indeed, upon
+individuals, but ultimately for the public good. They help powerfully to
+form and mould aright the public character; and that public character is
+the foundation of everything which is precious in the State, including
+even its material prosperity. In training men thoroughly for the learned
+professions of law and medicine, this University will be of great
+service to Maryland and the neighboring States. During the past forty
+years the rules which governed admission to these honorable and
+confidential professions have been carelessly relaxed in most of the
+States of the Union, and we are now suffering great losses and injuries,
+both material and moral, in consequence of thus thoughtlessly abandoning
+the safer ways of our fathers. It is for the strong universities of the
+country to provide adequate means of training young men well for the
+learned professions, and to set a high standard for professional
+degrees.
+
+"President Gilman, this distinguished assembly has come together to give
+you God-speed. I welcome you to arduous duties and grave
+responsibilities. In the natural course of life you will not see any
+large part of the real fruits of your labors; for to build a university
+needs not years only, but generations; but though 'deeds unfinished will
+weigh on the doer,' and anxieties will sometimes oppress you, great
+privileges are nevertheless attached to your office. It is a precious
+privilege that in your ordinary work you will have to do only with men
+of refinement and honor; it is a glad and animating sight to see
+successive ranks of young men pressing year by year into the battle of
+life, full of hope and courage, and each year better armed and equipped
+for the strife; it is a privilege to serve society and the country by
+increasing the means of culture; but, above all, you will have the great
+happiness of devoting yourself for life to a noble public work without
+reserve, or stint, or thought of self, looking for no advancement,
+'hoping for nothing again,' Knowing well by experience the nature of the
+charge which you this day publicly assume, familiar with its cares and
+labors, its hopes and fears, its trials and its triumphs, I give you joy
+of the work to which you are called, and welcome you to a service which
+will task your every power.
+
+"The true greatness of States lies not in territory, revenue,
+population, commerce, crops or manufactures, but in immaterial or
+spiritual tilings; in the purity, fortitude and uprightness of their
+people, in the poetry, literature, science and art which they give birth
+to, in the moral worth of their history and life. With nations, as with
+individuals, none but moral supremacy is immutable and forever
+beneficent. Universities, wisely directed, store up the intellectual
+capital of the race, and become fountains of spiritual and moral power.
+Therefore our whole country may well rejoice with you, that you are
+auspiciously founding here a worthy seat of learning and piety. Here may
+young feet, shunning the sordid paths of low desire and worldly
+ambition, walk humbly in the steps of the illustrious dead--the poets,
+artists, philosophers and statesmen of the past; here may fresh minds
+explore new fields and increase the sum of knowledge; here from time to
+time may great men be trained up to be leaders of the people; here may
+the irradiating light of genius sometimes flash out to rejoice mankind;
+above all, here may many generations of manly youth learn
+righteousness."
+
+
+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 a
+reminder that the endowment, large as it appears, is not large when
+compared with the acquisitions of many other institutions, called
+attention to some of the special distinctions of this gift. Among them
+were named: the freedom from conditions; the absence of political or
+ecclesiastical control; the connection with an endowed hospital; the
+geographical advantages of Baltimore; and the timeliness of the
+foundation. Five agencies for the promotion of superior instruction were
+next briefly discussed, universities, learned academies, colleges,
+technical schools, and museums. The object of these paragraphs was to
+suggest the distinctive Idea of the University, and to show that while
+forms and methods vary in different countries, the freedom for
+investigation, the obligation to teach, and the careful bestowal of
+academic honors are always understood to be among the university
+functions. Wherever a strong university is established, learned
+societies, colleges, technical schools, and museums are clustered. It is
+the sun and they are the planets.
+
+Twelve points were then enumerated on which there is a consensus so
+general that further discussion seemed needless.
+
+1. All sciences are worthy of promotion; or in other words, it is
+useless to dispute whether literature or science should receive most
+attention, or whether there is any essential difference between the old
+and the new education.
+
+2. Religion has nothing to fear from science, and science need not be
+afraid of religion. Religion claims to interpret the word of God, and
+science to reveal the laws of God. The interpreters may blunder, but
+truths are immutable, eternal, and never in conflict.
+
+3. Remote utility is quite as worthy to be thought of as immediate
+advantage. Those ventures are not always most sagacious that expect a
+return on the morrow. It sometimes pays to send our argosies across the
+seas,--to make investments with an eye to slow but sure returns. So it
+is always in the promotion of science.
+
+4. As it is impossible for any university to encourage with equal
+freedom all branches of learning, a selection must be made by
+enlightened governors, and that selection must depend on the
+requirements and deficiencies of a given people, in a given period.
+There is no absolute standard of preference. What is more important at
+one time or in one place may be less needed elsewhere and otherwise.
+
+5. Individual students cannot pursue all branches of learning, and must
+be allowed to select, under the guidance of those who are appointed to
+counsel them. Nor can able professors be governed by routine. Teachers
+and pupils must be allowed great freedom in their method of work.
+Recitations, lectures, examinations, laboratories, libraries, field
+exercises, travel, are all legitimate means of culture.
+
+6. The best scholars will almost invariably be those who make special
+attainments on the foundation of a broad and liberal culture.
+
+7. The best teachers are usually those who are free, competent, and
+willing to make original researches in the library and the laboratory.
+
+8. The best investigators are usually those who have also the
+responsibilities of instruction, gaining thus the incitement of
+colleagues, the encouragement of pupils, the observation of the public.
+
+9. Universities should bestow their honors with a sparing hand; their
+benefits most freely.
+
+10. A university cannot be created in a day; it is a slow growth. The
+University of Berlin has been quoted as a proof of the contrary. That
+was indeed a quick success, but in an old, compact country, crowded with
+learned men eager to assemble at the Prussian court. It was a change of
+base 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, or
+cunning sophists, or pretentious practitioners. Its purport is not so
+much to impart knowledge to the pupils, as to whet the appetite, exhibit
+methods, develop powers, strengthen judgment, and invigorate the
+intellectual and moral forces. It should prepare for the service of
+society a class of students who will be wise, thoughtful, progressive
+guides in whatever department of work or thought they may be engaged.
+
+12. Universities easily fall into ruts. Almost every epoch requires a
+fresh start.
+
+If these twelve points are conceded, our task is simplified, though it
+is still difficult. It is to apply these principles to Baltimore in
+1876. We are trying to do this with no controversy as to the relative
+importance of letters and science, the conflicts of religion and
+science, or the relation of abstractions and utilities; our simple aim
+is to make scholars, strong, bright, useful and true.
+
+Proceeding to speak of the Johns Hopkins University, the speaker then
+announced that at first the Faculty of Philosophy would alone be
+organized, where instruction would be given in language, mathematics,
+ethics, history and science. The Medical Faculty would not long be
+delayed. That of Jurisprudence would come in time. That of Theology is
+not 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 is
+scarcely a preeminent man of science or letters, at home or abroad, who
+has not received a popular nomination for the vacant professorships.
+Some of these candidates we shall certainly secure, and their names will
+be 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 deeply
+rooted. It is especially hard to do so in our soil and climate. Though
+a migratory people, our college professors are fixtures. Such local
+college attachments are not known in Germany; and the promotions which
+are frequent in Germany are less thought of here. When we think of
+calling foreign teachers, we encounter other difficulties. Many are
+reluctant to cross the sea; and others are, by reason of their lack of
+acquaintance with our language and ways, unavailable. Besides we may as
+well admit that London, Paris, Leipsic, Berlin, and Vienna afford
+facilities for literary and scientific growth and influence, far beyond
+what our country affords. Hence, it is probable that among our own
+countrymen, our faculty will be chiefly found.
+
+I wrote, not long ago, to an eminent physicist, presenting this problem
+in social mechanics, for which I asked his solution, "We cannot have a
+great university without great professors; we cannot get great
+professors till we have a great university: help us from the dilemma."
+Let me tell his answer: "Your difficulty," he says, "applies only to old
+men who are great; these you can rarely move; but the young men of
+genius, talent, learning and promise, you can draw. They should be your
+strength."
+
+The young Americans of talent and promise--there is our strength, and a
+noble 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 how
+many indicated in youth preeminent ability. Isaac Casaubon, whose name
+in the sixteenth century shed lustre on the learned circles of Geneva,
+Montpellier, Paris, London and Oxford, began as professor of Greek, at
+the age of twenty-two; and Heinsius, his Leyden contemporary, at
+eighteen. It was at the age of twenty-eight, that Linnaeus first
+published his _Systema Naturae_. Cuvier was appointed a professor in
+Paris at twenty-six, and, a few months later, a member of the
+Institute. James Kent, the great commentator on American law, began his
+lectures in Columbia College at the age of thirty-one. Henry was not far
+from thirty years of age when he made his world-renowned researches in
+electro-magnetism; and Dana's great work on mineralogy was first
+published before he was twenty-five years old, and about four years
+after he graduated at New Haven. Look at the Harvard lists:--Everett was
+appointed Professor of Greek at twenty-one; Benjamin Peirce, of
+Mathematics at twenty-four; and Agassiz was not yet forty when he came
+to this country. For fifty years Yale College rested on three men
+selected in their youth by Dr. Dwight, and almost simultaneously set at
+work; Day was twenty-eight, Silliman, twenty-three, and Kingsley,
+twenty-seven, when they began their professorial lives. The University
+of Virginia, early in its history, attracted foreign teachers, who were
+all young men.
+
+We shall hope to secure a strong staff of young men, appointing them
+because they have twenty years before them; selecting them on evidence
+of their ability; increasing constantly their emoluments, and promoting
+them because of their merit to successive posts, as scholars, fellows,
+assistants, adjuncts, professors and university professors. This plan
+will give us an opportunity to introduce some of the features of the
+English fellowship and the German system of privat-docents; or in other
+words, to furnish positions where young men desirous of a university
+career may have a chance to begin, sure at least of a support while
+waiting for promotion.
+
+Our plans begin but do not end here. As men of distinction, who have won
+the highest rank in their callings, are known to be free, we shall
+invite them to come among us.
+
+If we would maintain a university, great freedom must be allowed both to
+teachers and scholars. This involves freedom of methods to be employed
+by the instructors on the one hand, and on the other, freedom of courses
+to be selected by the students.
+
+But this freedom is based on laws,--two of which cannot be too
+distinctly or too often enunciated. A law which should govern the
+admission of pupils is this, that before they win this privilege they
+must have been matured by the long, preparatory discipline of superior
+teachers, and by the systematic, laborious, and persistent pursuit of
+fundamental knowledge; and a second law, which should govern the work of
+professors, is this, that with unselfish devotion to the discovery and
+advancement of truth and righteousness, they renounce all other
+preferment, so that, like the greatest of all teachers, they may promote
+the good of mankind.
+
+I see no advantage in our attempting to maintain the traditional
+four-year class-system of the American colleges. It has never existed in
+the University of Virginia; it is modified, though not nominally given
+up at Harvard; it is not an important characteristic of Michigan and
+Cornell; it is not known in the English, French or German universities.
+It is a collegiate rather than a university method. If parents or
+students desire us to mark out prescribed courses, either classical or
+scientific, lasting four years, it will be easy to do so. But I
+apprehend that many students will come to us excellent in some branches
+of 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 give
+to such candidates on examination, credit for their attainments, and
+assign them in each study the place for which they are fitted. A
+proficient in Plato may be a tyro in Euclid. Moreover, I would make
+attainments rather than time the condition of promotion; and I would
+encourage 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 individuals
+rather than of classes.
+
+The sphere of a university is sometimes restricted by its walls or is
+limited to those who are enrolled on its lists. There are three
+particulars in which we shall aim at extramural influence: first, as an
+examining body, ready to examine and confer degrees or other academic
+honors on those who are trained elsewhere; next, as a teaching body, by
+opening to educated persons (whether enrolled as students or not) such
+lectures as they may wish to attend, under certain restrictions--on the
+plan of the lectures in the high seminaries of Paris; and, finally, as
+in some degree at least a publishing body, by encouraging professors and
+lecturers 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 useful
+knowledge; the special provision of such departments as are elsewhere
+neglected in the country; a generous affiliation with all other
+institutions, avoiding interferences, and engaging in no rivalry; the
+encouragement of research; the promotion of young men; and the
+advancement of individual scholars, who by their excellence will advance
+the sciences they pursue, and the society where they dwell.
+
+No words could indicate our aim more fitly than those by which John
+Henry Newman expresses his "Idea of the University," in a page glowing
+with 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; good
+laboratories, 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, our
+plans will be adjusted to its new requirements.
+
+What will be our methods?
+
+Liberal advanced instruction for those who want it; distinctive honors
+for those who win them; appointed courses for those who need them;
+special courses for those who can take no other; a combination of
+lectures, recitations, laboratory practice, field work and private
+instruction; the largest discretion allowed to the Faculty consistent
+with the purposes in view; and, finally, an appeal to the community to
+increase our means, to strengthen our hands, to supplement our
+deficiencies, and especially to surround our scholars with those social,
+domestic and religious influences which a corporation can at best
+imperfectly provide, but which may be abundantly enjoyed in the homes,
+the churches and the private associations of an enlightened Christian
+city.
+
+_Citizens of Baltimore and Maryland_.--This great undertaking does not
+rest upon the Trustees alone; the whole community has a share in it.
+However strong our purposes, they will be modified, inevitably, by the
+opinions of enlightened men; so let parents and teachers incite the
+youth of this commonwealth to high aspirations; let wise and judicious
+counsellors continue their helpful suggestions, sure of being heard with
+grateful consideration; let skilful writers, avoiding captionsness on
+the one hand and compliment on the other, uphold or refute or amend the
+tenets here announced; let the guardians of the press diffuse widely a
+knowledge of the benefits which are here provided; let men of means
+largely increase the usefulness of this work by their timely gifts.
+
+At the moment there is nothing which seems to me so important, in this
+region, and indeed in the entire land, as the promotion of good
+secondary schools, preparatory to the universities. There are old
+foundations in Maryland which require to be made strong, and there is
+room for newer enterprises, of various forms. Every large town should
+have an efficient academy or high school; and men of wealth can do no
+greater service to the public than by liberally encouraging, in their
+various places of abode, the advanced instruction of the young. None can
+estimate too highly the good which came to England from the endowment of
+Lawrence Sheriff at Rugby, and of Queen Elizabeth's school at
+Westminster, or the value to New England of the Phillips foundations in
+Exeter and And over.
+
+Every contribution made by others to this new University will enable the
+Trustees to administer with greater liberality their present funds.
+Special foundations may be affiliated with our trust, for the
+encouragement of particular branches of knowledge, for the reward of
+merit, for the construction of buildings; and each gift, like the new
+recruits of an army, will be more efficient because of the place it
+takes in an organized and efficient company. It is a great satisfaction
+in this world of changes and pecuniary loss to remember what safe
+investments 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 Lord
+Baltimore, comes here, returns to England and draws up a charter which
+becomes memorable in the annals of civil and religious liberty, for
+which, "he deserves to be ranked," (as Bancroft says), "among the most
+wise and benevolent lawgivers of all ages;" among the liberals of 1776
+none was bolder than Charles Carroll of Carrollton; John Eager Howard,
+the hero of Cowpens, is almost equally worthy of gratitude for the
+liberality 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 to
+endow an Athenaeum, and begins that outpouring of munificence which
+gives him a noble rank among modern philanthropists; Moses Sheppard
+bequeaths more than half a million for the relief of mental disease;
+Rinehart, the teamster boy, attains distinction as a sculptor, and
+bequeaths his hard-won acquisitions for the encouragement of art in the
+city of his residence; and a Baltimorean still living, provides for the
+foundation of an astronomical observatory in Yale College; while Johns
+Hopkins lays a foundation for learning and charity, which we celebrate
+to-day.
+
+The closing sentences of the discourse were addressed to the young men
+of Baltimore and to the Trustees.
+
+
+THE FACULTY.
+
+One of the earliest duties which devolved upon the President and
+Trustees, after deciding upon the general scope of the University, was
+to select a staff of teachers by whose assistance and counsel the
+details of the plan should be worked out. It would hardly be right in
+this place to recall the distinctive merits of the able and learned
+scholars who have formed the academic staff during the first fourteen
+years, but perhaps the writer may be allowed to pay in passing a tribute
+of gratitude and respect to those who entered the service of the
+University at its beginning. To their suggestions, their enthusiasm,
+their learning, and above all their freedom from selfish aims and from
+petty jealousies, must be attributed in a great degree the early
+distinction of this institution. They came from widely distant places;
+they had been trained by widely different methods; they had widely
+different intellectual aptitudes; but their diversities were unified by
+their devotion to the university in which they were enlisted, and by
+their desire to promote its excellence. This spirit has continued till
+the present time, and has descended to those who have from time to time
+joined the ranks, so that it may be emphatically said that the union of
+the Faculty has been the key to its influence.
+
+The first requisite of success in any institution is a staff of eminent
+teachers, each of whom gives freely the best of which he is capable. The
+best varies with the individual; one may be an admirable lecturer or
+teacher; 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 his
+learning, another by his genius; but every member of a faculty should be
+distinguished by some uncommon attainments and by some special
+aptitudes, while the faculty as a whole should be united and
+cooperative. Each professor, according to his subject and his talents,
+should have his own best mode of working, adjusted to and controlled by
+the exigencies of the institution with which he is associated.
+
+The original professors, who were present when instructions began in
+October, 1876, were these: as the head and guide of the mathematical
+studies, Professor Sylvester, of Cambridge, Woolwich and London, one of
+the foremost of European mathematicians; as the leader of classical
+studies, Professor Gildersleeve, then of the University of Virginia; as
+director of the Chemical Laboratory and of instruction in chemistry,
+Professor Remsen, then of Williams College; to organize the work in
+Biology (a department then scarcely known in American institutions, but
+here regarded as of great importance with reference to the future school
+of medicine), Professor Martin, then of Cambridge (Eng.), a pupil of
+Professor Michael Foster and of Professor Huxley; as chief in the
+department of Physics, Professor Rowland, then holding a subordinate
+position in the Rensselaer Polytechnic Institute, whose ability in this
+department had been shown by the contributions he had made to scientific
+journals; and as collegiate professor, or guide to the undergraduate
+students, Professor Charles D. Morris, once an Oxford fellow, and then
+of the University of the City of New York.
+
+The names of the professors in the Faculty of Philosophy, from 1876 to
+1890, 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,--and
+their 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 physicians
+and surgeons of that foundation were appointed professors of the
+University, 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 to
+consider especially the devotion of the candidate to some particular
+line of study and the certainty of his eminence in that specialty; the
+power to pursue independent and original investigation, and to inspire
+the young with enthusiasm for study and research; the willingness to
+coöperate in building up a new institution; and the freedom from
+tendencies toward ecclesiastical or sectional controversies. They
+announced that they would not be governed by denominational or
+geographical considerations in the appointment of any teacher; but would
+endeavor to select the best person whose services they could secure in
+the 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 which
+he might be enrolled.
+
+It is obvious that in addition to the qualifications above mentioned,
+regard has always been paid to those personal characteristics which
+cannot be rigorously defined, but which cannot be overlooked if the
+ethical as well as the intellectual character of a professorial station
+is considered, and if the social relations of a teacher to his
+colleagues, his pupils, and their friends, are to be harmoniously
+maintained. The professor in a university teaches as much by his example
+as by his precepts.
+
+Besides the resident professors, it has been the policy of the
+University to enlist from time to time the services of distinguished
+scholars as lecturers on those subjects to which their studies have been
+particularly directed. During the first few years the number of such
+lecturers was larger, and the duration of their visits was longer than
+it has been recently. When the faculty was small, the need of the
+occasional lecturer was more apparent for obvious reasons, than it has
+been in later days. Still the University continues to invite the
+cooperation of non-resident professors, and the proximity of Baltimore
+to Washington makes it particularly easy to engage learned gentlemen
+from the capital to give occasional lectures upon their favorite
+studies. Recently a lectureship of Poetry has been founded by Mr. and
+Mrs. 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 are
+known either as poets, or as critics, or as historians of poetry. The
+first lecturer on this foundation will be Mr. E.C. Stedman, of New York,
+the second, Professor Jebb, of Cambridge (Eng.). Another lectureship has
+been instituted by Mr. Eugene Levering with the object of promoting the
+purposes of the Young Men's Christian Association. The first lecturer on
+this foundation was Rev. Dr. Broadus, of Louisville, Ky.
+
+A few of those who held the position of lecturers made Baltimore their
+home for such prolonged periods that they could not properly be called
+non-resident. The following list contains the principal appointments. It
+might be much enlarged by naming those persons who have lectured at the
+request of one department of the University and not of the Trustees, and
+by 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 young
+men of promise looking forward to preferment in this institution or
+elsewhere.
+
+
+DISTINCTION BETWEEN COLLEGIATE AND UNIVERSITY COURSES.
+
+From the opening of the University until now a sharp distinction has
+been made between the methods of university instruction and those of
+collegiate instruction. In the third annual report, September 1, 1878,
+the views which had been announced at the opening of the University are
+expanded and are illustrated by the action of the Trustees and the
+Faculty during the first two years.
+
+The terms university and college have been so frequently interchanged in
+this country that their significance is liable to be confounded; and it
+may be worth while, once more at least, to call attention to the
+distinction which is recognized among us. By the college is understood a
+place for the orderly training of youth in those elements of learning
+which should underlie all liberal and professional culture. The ordinary
+conclusion of a college course is the Bachelor's degree. Usually, but
+not necessarily, the college provides for the ecclesiastical and
+religious as well as the intellectual training of its scholars. Its
+scheme admits but little choice. Frequent daily drill in languages,
+mathematics, and science, with compulsory attendance and frequent formal
+examinations, is the discipline to which each student is submitted. This
+work is simple, methodical, and comparatively inexpensive. It is
+understood and appreciated in every part of this country.
+
+In the university more advanced and special instruction is given to
+those who have already received a college training or its equivalent,
+and who now desire to concentrate their attention upon special
+departments of learning and research. Libraries, laboratories, and
+apparatus require to be liberally provided and maintained. The holders
+of professorial chairs must be expected and encouraged to advance by
+positive researches the sciences to which they are devoted; and
+arrangements must be made in some way to publish and bring before the
+criticism of the world the results of such investigations. Primarily,
+instruction is the duty of the professor in a university as it is in a
+college; but university students should be so mature and so well trained
+as to exact from their teachers the most advanced instruction, and even
+to quicken and inspire by their appreciative responses the new
+investigations which their professors undertake. Such work is costly and
+complex; it varies with time, place, and teacher; it is always somewhat
+remote from popular sympathy, and liable to be depreciated by the
+ignorant and thoughtless. But it is by the influence of universities,
+with their comprehensive libraries, their costly instruments, their
+stimulating associations and helpful criticisms, and especially their
+great professors, indifferent to popular applause, superior to
+authoritative dicta, devoted to the discovery and revelation of truth,
+that knowledge has been promoted, and society released from the fetters
+of superstition and the trammels of ignorance, ever since the revival of
+letters.
+
+In further exposition of these views, from men of different pursuits,
+reference should be made to an article on Classics and Colleges, by
+Professor Gildersleeve _(Princeton Review_, July, 1878), lately
+reprinted in the author's "Essays and Studies," (Baltimore, 1890); to an
+address by Professor Sylvester before the University on "Mathematical
+Studies and University Life," (February 22, 1877); to an address by
+Professor Martin on the study of Biology _(Popular Science Monthly,_
+January, 1877); to some remarks on the study of Chemistry by Professor
+Remsen _(Popular Science Monthly,_ April, 1877); and to an address
+entitled "A Plea for Pure Science" (Salem, 1883), by Professor Rowland,
+as a Vice-President of the American Association for the Advancement of
+Science. Although of a much later date, reference should also be made to
+an address by Professor Adams (February 22, 1889) on the work of the
+Johns Hopkins University, printed in the _Johns Hopkins University
+Circulars_, No. 71. An address by Dr. James Carey Thomas, one of the
+Trustees, at the tenth anniversary, in 1886, may also be consulted
+_(Ibid._ No. 50). Reference may also be made to the fifteen annual
+reports of the University and to the articles below named, by the
+writer of this sketch. The Group System of College Courses in the Johns
+Hopkins University _(Andover Review,_ June, 1886); The Benefits which
+Society derives from Universities: Annual Address on Commemoration Day,
+1885 _(Johns Hopkins University Circulars_, No. 37); article on
+Universities in Lalor's _Cyclopaedia of Political Science_; an address
+before 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 included
+those who have already taken an academic degree, and who have here
+engaged in advanced studies; those who have entered as candidates for
+the Bachelors' degree; and those who have pursued special courses
+without reference to degrees. The whole number of persons enrolled in
+these three classes during the first fourteen years (1876-1890) is
+fifteen hundred and seventy-one. Seven hundred and three persons have
+pursued undergraduate courses and nine hundred and two have followed
+graduate studies. Many of those who entered as undergraduates have
+continued as graduates, and have proceeded to the degree of Doctor of
+Philosophy. These students have come from nearly every State in the
+Union, and not a few of them have come from foreign lands. Many of those
+who received degrees before coming here were graduates of the principal
+institutions of this country. The degree of Doctor of Philosophy has
+been awarded after three years or more of graduate studies to one
+hundred and eighty-four persons, and that of Bachelor of Arts to two
+hundred and fifty at the end of their collegiate course.
+
+Two degrees, and two only, have been opened to the students of this
+University. Believing that the manifold forms in which the baccalaurate
+degree is conferred are confusing the public, and that they tend to
+lessen the respect for academic titles, the authorities of the Johns
+Hopkins University determined to bestow upon all those who complete
+their collegiate courses the title of Bachelor of Arts. This degree is
+intended to indicate that its possessor has received a liberal
+education, or in other words that he has completed a prolonged and
+systematic course of studies in which languages, mathematics, sciences,
+history, and philosophy have been included. The amount of time devoted
+to each of these various subjects varies according to individual needs
+and preference, but all the combinations are supposed to be equally
+difficult and honorable. Seven such combinations or groups of studies
+have been definitely arranged, and "the group system," thus introduced,
+combines many of the advantages of the elective system, with many of the
+advantages of a fixed curriculum. The undergraduate has his choice among
+many different lines of study, but having made this determination he is
+expected to follow the sequence prescribed for him by his teachers. He
+may follow the old classical course; or he may give decided preference
+to mathematics and physics; or he may select a group of studies,
+antecedent to the studies of a medical school; or he may pursue a
+scientific course in which chemistry predominates; or he may lay a
+foundation for the profession of law by the study of history and
+political science; or he may give to modern languages the preference
+accorded in the first group to the ancient classics. In making his
+selection, and indeed in prosecuting the career of an undergraduate, he
+has the counsel of some member of the faculty who is called his adviser.
+While each course has its predominant studies, each comprises in
+addition the study of French and German, and at least one branch of
+science, usually chemistry or physics, with laboratory exercises.
+
+The degree of Doctor of Philosophy is offered to those who continue
+their studies in a university for three years or more after having
+attained the baccalaureate degree. Their attention must be given to
+studies which are included in the faculty of philosophy and the liberal
+arts, and not to the professional faculties of Law, Medicine, and
+Theology. Students who have graduated in other institutions of repute
+may offer themselves as candidates for this degree. In addition to the
+requirements above mentioned, the student must show his proficiency in
+one principal subject and in two that are secondary, and must submit
+himself to rigid examinations, first written and then oral. He must also
+present a thesis which must gain the approval of the special committee
+to which it may be referred, and must subsequently be printed. All these
+requisitions are enforced by a faculty which is known as the Board of
+University Studies.
+
+As an encouragement to the systematic prosecution of university studies,
+the degree of Doctor of Philosophy in this University is offered under
+the following conditions.
+
+A Board of University Studies is constituted for the purpose of guiding
+the work of those who may become candidates for this degree. The time of
+study is a period of at least three years of distinctive university work
+in the philosophical Faculty. It is desirable that the student accepted
+as a candidate should reside here continuously until his final
+examinations are passed, and he is required to spend the last year
+before he is graduated in definite courses of study at this University.
+Before he can be accepted as a candidate, he must satisfy the examiners
+that he has received a good collegiate education, that he has a reading
+knowledge of French and German, and that he has a good command of
+literary expression. He must also name his principal subject of study
+and the two subordinate subjects.
+
+The Board reserves the right to say in each case whether the antecedent
+training has been satisfactory, and, if any of the years of advanced
+work have been passed by the candidate away from this University,
+whether they may be regarded as spent in university studies under
+suitable guidance and favorable conditions. Such studies must have been
+pursued without serious distractions and under qualified teachers.
+
+Private study, or study pursued at a distance from libraries and
+laboratories and other facilities, will not be considered as equivalent
+to university study.
+
+In the conditions which are stated below, it will appear that there are
+several tests of the proficiency of the candidate, in addition to the
+constant observation of his instructors. A carefully prepared thesis
+must be presented by the candidate on a subject approved by his chief
+adviser, and this thesis must receive the approbation of the Board.
+There are private examinations of the candidate, both in his chief
+subject and in the subordinate subjects. If these tests are successfully
+passed, there is a final oral examination in the presence of the Board.
+
+As an indication of the possible combinations which may be made by those
+who are studying for the degree of Doctor of Philosophy, the following
+schedule is presented:
+
+Physics, Mathematics, and Chemistry; Animal Physiology, Animal
+Morphology, and Chemistry; Chemistry, Mineralogy, and Geology;
+Mathematics, Astronomy, and Physics; Sanskrit, Greek, and Latin;
+History, Political Economy, and International Law; Greek, Sanskrit, and
+Latin; French, Italian and Spanish, and German; Latin, Sanskrit, and
+Roman Law; Latin, Sanskrit, and German; Assyriology, Ethiopic and
+Arabic, and Greek; Political Economy, History, and Administration;
+English, German, and Old Norse; Inorganic Geology and Petrography,
+Mineralogy, and Chemistry; Geology and Mineralogy, Chemistry, and
+Physics; Romance Languages, German, and English; Latin, Greek, and
+Sanskrit; German, English, and Sanskrit.
+
+While students are encouraged to proceed to academic degrees, the
+authorities 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 year
+or two, and who might wish to prosecute their studies in a particular
+direction without any reference to academic honors. Such students have
+always been welcome, especially those who have been mature enough to
+know their own requirements and to follow their chosen courses, without
+the incentive of examinations and diplomas.
+
+
+PUBLICATIONS, SEMINARIES, SOCIETIES.
+
+The Johns Hopkins University has encouraged publication. In addition to
+the annual Register or Catalogue, the report of the President is
+annually published, and from time to time during the year "Circulars"
+are printed, in which the progress of investigations, the proceedings of
+societies, reports of lectures, and the appearance of books and essays
+are recorded. Encouragement is also given by the Trustees to the
+publication of literary and scientific periodicals and occasionally of
+learned 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, and
+W.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 and
+scientific associations which have more or less of an official
+character. In the seminary, the professor engages with a small company
+of advanced students, in some line of investigation--the results of
+which, if found important, are often published. The relations of the
+head of a seminary to those whom he admits to this advanced work, are
+very close. The younger men have an opportunity of seeing the methods by
+which older men work. The sources of knowledge, the so-called
+authorities, are constantly examined. The drift of modern discussions is
+followed. Investigations, sometimes of a very special character, are
+carefully prosecuted. All this is done upon a plan, and with the
+incessant supervision of the director, upon whose learning, enthusiasm,
+and suggestiveness, the success of the seminary depends. Each such
+seminary among us has its own collection of books.
+
+The associations or societies serve a different purpose. They bring
+together larger companies of professors and graduate students, who hear
+and discuss such papers as the members may present. These papers are not
+connected by one thread like those which come before the seminaries.
+They are usually of more general interest, and they often present the
+results of long continued thought and investigation.
+
+
+BUILDINGS, LIBRARIES, AND COLLECTIONS.
+
+The site selected when the University was opened in the heart of
+Baltimore, near the corner of Howard and Monument streets, has proved so
+convenient, that from time to time additional property in that
+neighborhood has been secured and the buildings thus purchased have
+either been modified so as to meet the academic needs, or have given
+place to new and commodious edifices.
+
+The principal buildings now in use are these:
+
+(1). A central administration building, in which are the class-rooms for
+classical and oriental studies.
+
+(2). A library building, in which are also rooms devoted especially to
+history and political science.
+
+(3). A chemical laboratory well equipped for the service of more than a
+hundred workers.
+
+(4). A biological laboratory, with excellent arrangements for
+physiological and morphological investigations.
+
+(5). A physical laboratory--the latest and best of the
+laboratories--with excellent accommodations for physical research and
+instruction.
+
+(6). A gymnasium for bodily exercise.
+
+(7). Two dwelling houses, appropriated to the collections in mineralogy
+and geology until a suitable museum and laboratory can be constructed.
+
+(8). Levering Hall, constructed for the uses of the Young Men's
+Christian Association, and containing a large hall which may be used for
+general purpeses.
+
+(9). Smaller buildings used for the smaller classes.
+
+(10). An official residence of the President, which came to the
+University as a part of the bequest of the late John W. McCoy, Esq.
+
+The library of the university numbers nearly 45,000 well selected
+volumes,--including "the McCoy library" not yet incorporated with the
+other books, and numbering 8,000 volumes. Not far from 1,000 periodicals
+are received, from every part of the civilized world. Quite near to the
+university is the Library of the Peabody Institute, a large,
+well-chosen, well-arranged, and well-catalogued collection. It numbers
+more than one hundred thousand volumes.
+
+The university has extensive collections of minerals and fossils, a
+select zoological and botanical museum, a valuable collection of ancient
+coins, a remarkable collection of Egyptian antiquities (formed by Col.
+Mendes I. Cohen, of Baltimore), a bureau of maps and charts, a number of
+noteworthy autographs and literary manuscripts of modern date, and a
+large amount of the latest and best scientific apparatus--astronomical,
+physical, chemical, biological, photographical, and petrographical.
+
+
+STATISTICS.
+
+_Summary of Attendance_, 1876-90.
+
+                         Total
+                        Enrolled
+Years.      Teachers.   Students.  Graduates.  Matriculates.  Special.
+1876-77        29          89          54            12          23
+1877-78        34         104          58            24          22
+1878-79        25         123          63            25          35
+1879-80        33         159          79            32          48
+1880-81        39         176         102            37          37
+1881-82        43         175          99            45          31
+1882-83        41         204         125            49          30
+1883-84        49         249         159            53          37
+1884-85        52         290         174            69          47
+1885-86        49         314         184            96          34
+1886-87        51         378         228           108          42
+1887-88        57         420         231           127          62
+1888-89        55         394         216           129          49
+1889-90        58         404         229           130          45
+1890-91        64         427         231           142          54
+
+_Summary of Attendance_, 1876-90 (continued).
+
+             Degrees Conferred.
+Years.          A.B.     Ph.D.
+1876-77          --       --
+1877-78          --        4
+1878-79           3        6
+1879-80          16        5
+1880-81          12        9
+1881-82          15        9
+1882-83          10        6
+1883-84          23       15
+1884-85           9       13
+1885-86          31       17
+1886-87          24       20
+1887-88          34       27
+1888-89          36       20
+1889-90          37       33
+1890-91          --       --
+
+
+TRUSTEES.
+
+It should never be forgotten in considering the history of such a
+foundation that the ultimate responsibility for its organization and
+government rests upon the Board of Trustees. If they are enlightened and
+high-minded men, devoted to the advancement of education, their
+influence will be felt in every department of instruction. The Johns
+Hopkins University has been exceptionally favored in this respect. Mr.
+Hopkins chose the original body with the same sagacity that he showed in
+all his career as a business man; and as, one by one, vacancies have
+occurred, men of the same type have been selected, by coöptation, for
+these important positions. The names of the Trustees from the beginning
+are 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 in
+Historical and Political Science, 1891, No. 1.
+
+
+
+
+UNIVERSITY EXTENSION AND THE UNIVERSITY OF THE FUTURE.
+
+
+THE SUBSTANCE OF ADDRESSES DELIVERED BEFORE THE JOHNS HOPKINS AND OTHER
+UNIVERSITY AUDIENCES.
+
+BY RICHARD G. MOULTON, A.M.,
+
+_Of Cambridge University, England_.
+
+
+I am requested to furnish information with reference to the University
+Extension Movement in England. It will be desirable that side by side
+with the facts I should put the ideas of the movement, for, in matters
+like these, the ideas are the inspiration of the work; the ideas,
+moreover, are the same for all, whereas the detailed methods must vary
+with different localities. The idea of the movement is its soul; the
+practical working is no more than the body. But body and soul alike are
+subject to growth, and so it has been in the present case. The English
+University Extension Movement was in no sense a carefully planned
+scheme, put forward as a feat of institutional symmetry; it was the
+product of a simple purpose pursued through many years, amid varying
+external conditions, in which each modification was suggested by
+circumstances and tested by experience. And with the complexity of our
+operations our animating ideas have been striking deeper and growing
+bolder. Speaking then up to date, I would define the root idea of
+'University Extension' in the following simple formula: University
+Education for the Whole Nation organized on a basis of Itinerant
+Teachers.
+
+But every clause in this defining formula will need explanation and
+defence.
+
+The term 'University' Extension has no doubt grown up from the
+circumstance that the movement in England was started and directed by
+the universities, which have controlled its operations by precisely the
+same machinery by which they manage every other department of university
+business. I do not know that this is an essential feature of the
+movement. The London branch presents an example of a flourishing
+organization directed by a committee formed for the purpose, though this
+committee at present acts in concert with three universities. I can
+conceive the new type of education managed apart from any university
+superintendence; only I should look upon such severance as a far more
+serious evil for the universities than for the popular movement.
+
+But I use the term 'university education' for the further purpose of
+defining the type of instruction offered. It is thus distinguished from
+school education, being moulded to meet the wants of adults. It is
+distinguished from the technical training necessary for the higher
+handicrafts or for the learned professions. It is no doubt to the busy
+classes that the movement addresses itself, but we make no secret of the
+fact that our education will not help them in their business, except
+that, the mind not being built in water-tight compartments, it is
+impossible to stimulate one set of faculties without the stimulus
+reacting upon all the rest. The education that is properly associated
+with universities is not to be regarded as leading up to anything
+beyond, but is an end in itself, and applies to life as a whole. And the
+foundation for university extension is a change, subtle but clear, that
+may be seen to be coming over the attitude of the public mind to higher
+education, varying in intensity in different localities, but capable of
+being encouraged where it is least perceptible,--a change by which
+education is ceasing to be regarded as a thing proper to particular
+classes of society or particular periods of life, and is coming to be
+recognized as one of the permanent interests of life, side by side with
+such universal interests as religion and politics. For persons of
+leisure and means such growing demand can be met by increased activity
+of the universities. University Extension is to be the university of the
+busy.
+
+My definition puts the hope of extending university education in this
+sense to the whole nation without exception. I am aware that to some
+minds such indiscriminate extension will seem like an educational
+communism, on a par with benevolent schemes for redistributing the
+wealth of society so as to give everybody a comfortable income all
+round. But it surely ought not to be necessary to explain that in
+proposing a universal system of education we are not meaning that what
+each individual draws from the system will be the same in all cases. In
+this as in every other public benefit that which each person draws from
+it must depend upon that which he brings to it. University Extension may
+be conceived as a stream flowing from the high ground of universities
+through the length and breadth of the country; from this stream each
+individual helps himself according to his means and his needs; one takes
+but a cupful, another uses a bucket, a third claims to have a cistern to
+himself: every one suits his own capacity, while our duty is to see that
+the stream is pure and that it is kept running.
+
+The truth is that the wide-reaching purpose of University Extension will
+seem visionary or practicable according to the conception formed of
+education, as to what in education is essential and what accidental. If
+I am asked whether I think of shop-assistants, porters, factory-hands,
+miners, dock or agricultural laborers, women with families and constant
+home duties, as classes of people who can be turned into economists,
+physicists, literary critics, art connoisseurs,--I admit that I have no
+such idea. But I do believe, or rather, from my experience in England I
+know, that all such classes can be _interested_ in economic, scientific,
+literary and artistic questions. And I say boldly that to interest in
+intellectual pursuits is the essential of education, in comparison with
+which all other educational purposes must be called secondary. I do not
+consider that a child has been taught to read unless he has been made to
+like reading; I find it difficult to think of a man as having received a
+classical education if the man, however scholarly, leaves college with
+no interest in classical literature such as will lead him to go on
+reading for himself. In education the interest is the life. If a system
+of instruction gives discipline, method, and even originating power,
+without rousing a lasting love for the subject studied, the whole
+process is but a mental galvanism, generating a delusive activity that
+ceases when the connection between instructor and pupil is broken off.
+But if a teacher makes it his first business to stir up an interest in
+the matter of study, the education becomes self-continuing when teacher
+and pupil have parted, and the subject becomes its own educator. If then
+it be conceded that the essence of education is to interest, does it
+not seem a soberly practical purpose that we should open up to the whole
+nation without exception an interest in intellectual pursuits?
+
+I take my stand on the broad moral ground that every human being, from
+the highest to the lowest, has two sides to his life--his work and his
+leisure. To be without work in life is selfishness and sloth. But if a
+man or woman is so entangled in routine duties as never to command
+leisure, we have a right to say to such persons that they are leading an
+immoral life. Such an individual has no claim to the title of a working
+man, he is a slave. It may be cruel circumstances that have thus
+absorbed him in business, but that does not alter the fact: slavery was
+a misfortune rather than a fault to those who suffered it, but in any
+case to be content with slavery is a crime. Once get society to
+recognize the duty of leisure, and there is immediately a scope for such
+institutions as University Extension that exist for the purpose of
+giving intellectual interests for such leisure time. The movement is
+thus one of the greatest movements for the 'raising of the masses.' With
+a large section of the people there is, at the present moment, no
+conception of 'rising' in life, except that of rising out of one social
+rank into another. This last is of course a perfectly legitimate
+ambition, but it is outside the present discussion: University Extension
+knows nothing of social distinctions. It has to do with a far more
+important mode of 'rising' in life,--that of rising in the rank to which
+a man happens to belong at the moment, whether it be the rank in which
+he started or any other. There is a saying that all men are equal after
+dinner: and it is true that, while in the material wealth we seek in our
+working hours equality is a chimera, yet in the intellectual pursuits
+that belong to leisure there is no bar to the equality of all, except
+the difference of individual capacity and desire. Macaulay tells of the
+Dutch farmers who worked in the fields all day, and at night read the
+Georgics in the original. Scotch and American universities are largely
+attended by students who have had to engage in menial duties all the
+summer in order to gain funds for their high education during the
+winter. And every University Extension lecturer, highly trained
+specialist as he is, will testify how his work has continually brought
+him into contact with persons of the humblest social condition whom a
+moment's conversation has made him recognize as his intellectual equals.
+No one has any difficulty in understanding that in religious intercourse
+and experience all classes stand upon an equality; and I have spoken of
+the foundation for the University Extension movement as being the
+growing recognition of education as a permanent human interest akin to
+religion. The experience of a few years has sufficiently demonstrated
+the possibility of arousing such interest: to make it universal is no
+more than a practical question of time, money and methods.
+
+But no doubt when we come to _modus operandi_ the main difficulty of the
+movement is the diversity of the classes it seeks to approach--diversity
+in individual capacity, in leisure, means, and previous training.
+Opposite policies have been urged upon us. Some have said: Whatever you
+do, you must never lower the standard; let the Extension movement
+present outside the universities precisely the same education as the
+universities themselves are giving, however long you may have to wait
+for its acceptance. On the other hand, it has been urged: You must go
+first where you are most needed; be content with a makeshift education
+until the people are ready for something better. The movement has
+accepted neither of these policies, but has made a distinction between
+two elements of university training--method and curriculum. So far as
+method is concerned we have considered that we are bound to be not less
+thorough, but more thorough, if possible, than the universities
+themselves, in proportion as our clients work under peculiar
+difficulties. But in the matter of curriculum we have felt it our first
+duty to be elastic, and to offer little or much as may in each case be
+desired. Accordingly, we have elaborated an educational unit--the three
+months' course of instruction in a single subject: this unit course we
+have used all the resources we could command for making as thorough in
+method as possible; where more than this is desired, we arrange that
+more in a combination or series of such unit courses. The instruction
+can thus be taken by retail or wholesale: but in all cases it, must be
+administered 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 is
+conveyed by the technical terms lecture, syllabus, exercises, class. The
+lectures are addressed to audiences as miscellaneous as the congregation
+of a church, or the people in a street car; and it is the duty of the
+teacher to attract such miscellaneous audiences, as well as to hold and
+instruct them. Those who do nothing more than simply attend the lectures
+will at least have gained the education of continuous interest; it is
+something to have one's attention kept upon the same subject for three
+months together. But it may be assumed that in every such audience there
+will be a nucleus of students, by which term we simply mean persons
+willing to do some work between one lecture and another. The lectures
+are delivered no oftener than once a week; for the idea is not that the
+lectures convey the actual instruction--great part of which is better
+obtained from books, but the office of the lecture is to throw into
+prominence the salient points of the study, and rouse the hearers to
+read, for themselves. The course of instruction is laid down in the
+syllabus--a document of perhaps thirty or forty pages, sold for a
+trifling sum; by referring for details to the pages of books this
+pamphlet can be made to serve as a text-book for the whole course,
+making the teacher independent in his order of exposition of any other
+text-book. The syllabus assists the general audience in following the
+lectures without the distraction of taking notes; and guides the reading
+and thinking of the students during the week. The syllabus contains a
+set of 'exercises' on each lecture. These exercises, unlike examination
+questions or 'quizzes,' are not tests of memory, but are intended to
+train the student to work for himself; they are thus to be done under
+the freest conditions--at home, with full leisure, and all possible
+access to books, notes or help from other persons. The written answers
+are sent to the lecturer for marginal comment, and returned by him at
+the 'class.' This class is a second meeting for students and others, at
+which no formal lecture is given, but there is free talk on points
+suggested to the teacher by the exercises he has received: the usual
+experience is that it is more interesting than the lecture. This weekly
+routine of lecture, syllabus-reading, exercise and class goes on for a
+period of twelve weeks. There is then an 'examination' in the work of
+the course held for students who desire to take it. Certificates are
+given by the university, but it is an important arrangement that these
+certificates are awarded _jointly_ on the result of the weekly exercises
+and the final examination.
+
+The subjects treated have been determined by the demand. Literature
+stands at the head in popularity, history with economy is but little
+behind. All the physical sciences have been freely asked for. Art
+constitutes a department of work; but it is art-appreciation, not
+art-production; the movement has no function to train artists, but to
+make audiences and visitors to art-galleries more intelligent. It will
+be observed that the great study known as 'Classics' is not mentioned in
+this list. But it is an instructive fact that a considerable number of
+the courses in literature have been on subjects of Greek and Latin
+literature treated in English, and some of these have been at once the
+most successful in numbers and the most technical in treatment. I am not
+without hope that our English University Extension may react upon our
+English universities, and correct the vicious conception of classical
+studies which gives to the great mass of university men a more or less
+scholarly hold upon ancient languages without any interest whatever in
+ancient literatures.
+
+This university extension method claims to be an advance on existing
+systems partly because under no circumstances does it ever give lectures
+unaccompanied by a regular plan of reading and exercises for students.
+These exercises moreover are designed, not for mental drill, but for
+stimulus to original work. The association of students with a general
+audience is a gain to both parties. Many persons follow regularly the
+instruction 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 follows
+from the miscellaneous character of the students who contribute
+exercises. High university graduates, experts in special pursuits,
+deeply cultured individuals who have never before had any field in which
+to exhibit the fruits of their culture, as well as persons whose
+spelling and writing would pass muster nowhere else, or casual visitors
+from the world of business, or young men and women fresh from school, or
+even children writing in round text,--all these classes may be
+represented in a single week's work; and the papers sent in will vary in
+elaborateness from a scrawl on a post-card to a magazine article or
+treatise. I have received an exercise of such a character that the
+student considerately furnished me with an index; I remember one longer
+still, but as this hailed from a lunatic asylum I will quote it only for
+illustrating the diversity of the spheres reached by the movement. Study
+participated in by such diverse classes cannot but have an all-roundness
+which is to teachers and students one of the main attractions of the
+movement.
+
+But we shall be expected to judge our system by results: and, so far as
+the unit courses are concerned, we have every reason to be satisfied.
+Very few persons fail in our final examinations, and yet examiners
+report that the standard in university extension is substantially the
+same as that in the universities--our pass students being on a par with
+pass men in the universities, our students of 'distinction' reaching the
+standard of honors schools. Personally I attach high importance to
+results which can never be expressed in statistics. We are in a position
+to assert that a successful course perceptibly influences the _tone_ of
+a locality for the period it lasts: librarians volunteer reports of an
+entirely changed demand for books, and we have even assurances that the
+character of conversation at 'five o'clock teas' has undergone marked
+alteration. I may be permitted an anecdote illustrating the impression
+made upon the universities themselves. I once heard a brilliant
+university lecturer, who had had occasional experience of extension
+teaching, describe a course of investigation which had interested him.
+With an eye to business I asked him if he would not give it in an
+extension course. He became grave. "Well, no," he replied, "I have not
+thought it out sufficiently for that;" and when he saw my look of
+surprise he added, "You know, anything goes down in college; but when I
+have to face your mature classes I must know my ground well." I believe
+the impression thus suggested is not uncommon amongst experts who really
+know the movement.
+
+Our results are much less satisfactory when we turn to the other side of
+our system, and enquire as to curriculum. It must be admitted that the
+larger part of our local centres can only take unit courses; there may
+be often a considerable interval between one course and another; or
+where courses are taken regularly the necessity of meeting popular
+interest involves a distracting variety of subjects; while an
+appreciable portion of our energies have to be taken up with preliminary
+half-courses, rather intended to illustrate the working of the movement
+than as possessing any high educational value. The most important
+advance from the unit course is the Affiliation system of Cambridge
+university. By this a town that becomes regularly affiliated, has
+arranged for it a series of unit courses, put together upon proper
+sequence of educational topics, and covering some three or four years:
+students satisfying the lecturers and examiners in this extended course
+are recognized as 'Students affiliated' (S.A.), and can at any time
+enter the university with the status of second year's men,--the local
+work being accepted in place of one year's residence and study. Apart
+from this, the steps in our educational ladder other than the first are
+still in the stage of prophecy. But it is universally recognized that
+this drawback is a matter solely of funds: once let the movement command
+endowment and the localities will certainly demand the wider curriculum
+that the universities are only too anxious to supply.
+
+The third point in our definition was that the movement was to be
+organized on a basis of itinerant teachers. This differentiates
+University Extension from local colleges, from correspondence teaching,
+and from the systems of which Chautauqua is the type. The chief function
+of a university is to teach, and University Extension must stand or fall
+with its teachers. It may or may not be desirable on other grounds to
+multiply universities; but there is no necessity for it on grounds of
+popular education, the itinerancy being a sufficient means of bringing
+any university into touch with the people as a whole. And the adoption
+of such a system seems to be a natural step in the evolution of
+universities. In the middle ages the whole body of those who sought a
+liberal education were to be found crowded into the limits of university
+towns, where alone were teachers to listen to and manuscripts to copy:
+the population of such university centres then numbered hundreds where
+to-day it numbers tens. The first university extension was the
+invention of printing, which sent the books itinerating through the
+country, and reduced to a fraction the actual attendance at the
+university, while it vastly increased the circle of the educated. The
+time has now come to send teachers to follow the books: the ideas of the
+university being circulated through the country as a whole, while
+residence at a university is reserved as the apex only of the university
+system.
+
+An itinerancy implies central and local management, and travelling
+lecturers who connect the two. The central management is a university,
+or its equivalent; this is responsible for the educational side of the
+movement, and negotiates for the supply of its courses of instruction at
+a fixed price per course.[53] The local management may be in the hands
+of a committee formed for the purpose, or of some local
+institution--such as a scientific or literary club or institute--which
+may care to connect itself with the universities. On the local
+management devolves the raising funds for the university fee, and for
+local expenses, as well as the duty of putting the advantages of the
+course offered before the local community. The widest diversity of
+practice prevails in reference to modes of raising funds. A considerable
+part of the cost will be met by the tickets of those attending the
+lectures, the prices of which I have known to vary from a shilling to a
+guinea for the unit course, while admission to single lectures has
+varied from a penny to half a crown. But all experience goes to show
+that only a part of this cost can be met in this way; individual courses
+may bring in a handsome profit, but taking account over various terms
+and various districts, we find that not more than two-thirds of the
+total cost will be covered by ticket money. And even this is estimated
+on the assumption that no more than the unit course is aimed at: while
+even for this the choice of subjects, and the chance of continuity of
+subject from term to term are seriously limited by the consideration of
+meeting cost as far as possible from fees. University Extension is a
+system of higher education, and higher education has no market value,
+but needs the help of endowment. But the present age is no way behind
+past ages in the number of generous citizens it exhibits as ready to
+help good causes. The millionaire who will take up University Extension
+will leave a greater mark on the history of his country than even the
+pious founder of university scholarships and chairs. And even if
+individuals fail us, we have the common purse of the public or the
+nation to fall back upon.
+
+The itinerant lecturers, not less than the university and the local
+management, have responsibility for the progress of the cause. An
+extension lecturer must be something more than a good teacher, something
+more even than an attractive lecturer: he must be imbued with the ideas
+of the movement, and ever on the watch for opportunities of putting them
+forward. It is only the lecturer who can maintain in audiences the
+feeling that they are not simply receiving entertainment or instruction
+which they have paid for, but that they are taking part in a public
+work, and are responsible for giving their locality a worthy place in a
+national scheme of university education. The lecturer again must mediate
+between the local and the central management, always ready to assist
+local committees with suggestions from the experience of other places,
+and equally attentive to bringing the special wants of different centres
+before the university authorities. The movement is essentially a
+teaching movement, and it is to the body of teachers I look for the
+discovery of the further steps in the development of popular education.
+For such a purpose lecturers and directors alike must be imbued with the
+missionary spirit. For University Extension is a missionary university,
+not content with supplying culture, but seeking to stimulate the demand
+for it. This is just the point in which education in the past has shown
+badly in comparison with religion or politics. When a man is touched
+with religious ideas he seeks to make converts, when he has views on
+political questions he agitates to make his views prevail: culture on
+the other hand has been only too often cherished as a badge of
+exclusiveness, instead of the very consciousness of superior education
+being felt as a responsibility which could only be satisfied by efforts
+to educate others. To infuse a missionary spirit into culture is not the
+least purpose of University Extension.
+
+I cannot resist the temptation to carry forward this thought from the
+present into the future. In University Extension so described may we
+not see a germ for the University of the Future? I have made the
+foundation of our movement the growing conception of education as a
+permanent interest of adult life side by side with religion and
+politics. The change is at best only beginning; it tasks the imagination
+to conceive all it will imply when it is complete. To me it appears that
+this expanding view of education is the third of the three great waves
+of change the succession of which has made up our modern history. There
+was a time when religion itself was identified with a particular class,
+the clergy alone thinking out what the rest of the nation simply
+accepted; then came the series of revolutions popularly summed up as the
+Reformation, by which the whole adult nation claimed to think for itself
+in matters of religion, and the special profession of the clergy became
+no more than a single element in the religious life of the nation.
+Again, there has been in the past a distinct governing class, to which
+the rest of society submitted; until a series of political revolutions
+lifted the whole adult population into self-government, using the
+services of political experts, but making public progress the interest
+of all. Before the more quiet changes of the present age the conception
+of an isolated learned class is giving way before the ideal of a
+national culture, in which universities will still be centres for
+educational experts, while University Extension offers liberal education
+to all, until educationally the whole adult population will be just as
+much within the university as politically the adult population is within
+the constitution. It would appear then that the university of such a
+future would be by no means a repetition of existing types, such as
+Oxford or Cambridge, Harvard or Johns Hopkins. These institutions would
+exist and be more flourishing than ever, but they would all be merged in
+a wider 'University of England,' or 'University of America'; and, just
+as the state means the whole nation acting in its political capacity
+through municipal or national institutions, so the university would mean
+the whole adult nation acting in its educational capacity through
+whatever institutions might be found desirable. Such a university would
+never be chartered; no building could ever house it; no royal personage
+or president of the United States would ever be asked to inaugurate it;
+the very attempt to found it would imply misconception of its essential
+character. It would be no more than a floating aggregation of voluntary
+associations; like the companies of which a nation's commerce is made up
+such associations would not be organized, but would simply tend to
+coöperate because of their common object. Each association would have
+its local and its central side, formed for the purpose of mediating
+between the wants of a locality and the educational supply offered by
+universities or similar central institutions. No doubt such a scheme is
+widely different from the ideal education of European countries, so
+highly organized from above that the minister of education can look at
+his watch and know at any moment all that is being done throughout the
+country. On the contrary the genius of the Anglo-Saxon race leans
+towards self-help; it has been the mission of the race in the past to
+develop self-government in religion and politics, it remains to crown
+this work with the application of the voluntary system to liberal
+education.
+
+In indulging this piece of speculation I have had a practical purpose
+before me. If what I have described be a reasonable forecast for the
+University of the Future, does it not follow that University Extension,
+as the germ of it, presents a field for the very highest academic
+ambition? To my mind it appears that existing types of university have
+reached a point where further development in the same direction would
+mean decline. In English universities the ideal is 'scholarship.'
+Scholarship is a good thing, and we produce it. But the system which
+turns out a few good scholars every year passes over the heads of the
+great mass of university students without having awakened them to any
+intellectual life; the universities are scholarship-factories producing
+good articles but with a terrible waste of raw material. The other main
+type of university enthrones 'research' as its summum bonum. Possibly
+research is as good a purpose as a man can set before him, but it is not
+the sole aim in life. And when one contemplates the band of recruits
+added each year to the army of investigators, and the choice of ever
+minuter fields--not to say lanes and alleys--of research, one is led to
+doubt whether research is not one of the disintegrating forces of
+society, and whether ever increasing specialisation must not mean a
+perpetual narrowing of human sympathies in the intellectual leaders of
+mankind. Both types of university appear to me to present the phenomena
+of a country suffering from the effects of overproduction, where the
+energies of workers had been concentrated upon adding to the sum of
+wealth, and all too little attention had been given to the distribution
+of that wealth through the different ranks of the community. Just at
+this point the University Extension movement appears to recall academic
+energy from production to distribution; suggesting that devotion to
+physics, economics, art, can be just as truly shown by raising new
+classes of the people to an interest in physical and economic and
+aesthetic pursuits, as by adding to the discoveries of science, or
+increasing the mass of art products. To the young graduate, conscious
+that he has fairly mastered the teaching of the past, and that he has
+within him powers to make advances, I would suggest the question
+whether, even for the highest powers, there is any worthier field than
+to work through University Extension towards the University of the
+Future.
+
+FOOTNOTES:
+
+[Footnote 53: The Cambridge fee is £45 per course of three months.]
+
+
+
+
+
+
+
+
+End of the Project Gutenberg EBook of The History Of University Education In
+Maryland, by Bernard Christian Steiner
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+<title>The Project Gutenberg eBook of The History of University
+Education in Maryland, by Bernard C. Steiner, A.M. (Yale).</title>
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+The Project Gutenberg EBook of The History Of University Education In
+Maryland, by Bernard Christian Steiner
+
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+almost no restrictions whatsoever.  You may copy it, give it away or
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+Title: The History Of University Education In Maryland
+
+Author: Bernard Christian Steiner
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+Release Date: April 25, 2004 [EBook #12138]
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+*** START OF THIS PROJECT GUTENBERG EBOOK UNIVERSITY EDUCATION IN MARYLAND ***
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+Produced by Juliet Sutherland and the Online Distributed Proofreading
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+
+<h2>JOHNS HOPKINS UNIVERSITY STUDIES</h2>
+<h4>IN</h4>
+<h3>HISTORICAL AND POLITICAL SCIENCE</h3>
+<h2>HERBERT B. ADAMS, Editor</h2>
+<br>
+<br>
+<div class="poem">
+<div class="stanza">
+<p>History is past Politics and Politics present
+History&mdash;<i>Freeman</i></p>
+</div>
+</div>
+<br>
+<br>
+<br>
+<p style="text-align: center;">NINTH SERIES</p>
+<p style="text-align: center;">III-IV</p>
+<h1>The History of University Education in Maryland</h1>
+<h2>By BERNARD C. STEINER, A.M. (Yale)</h2>
+<p style="text-align: center;"><i>Fellow in History</i></p>
+<p style="text-align: center;">The Johns Hopkins University
+(1876-1891)</p>
+<p style="text-align: center;">By DANIEL C. GILMAN, LL.D.</p>
+<p style="text-align: center;"><i>President of the
+University</i></p>
+<p style="text-align: center;"><i>With Supplementary Notes on
+University Extension and the University of the Future, by R.G.
+Moulton, A.M., Cambridge, England</i></p>
+<p style="text-align: center;">BALTIMORE</p>
+<p style="text-align: center;">THE JOHNS HOPKINS PRESS</p>
+<p style="text-align: center;">MARCH-APRIL, 1891</p>
+<br>
+<p>CONTENTS.</p>
+<span style="margin-left: 1em;"><a href=
+"#THE_HISTORY_OF_UNIVERSITY_EDUCATION_IN_MARYLAND">THE HISTORY OF
+UNIVERSITY EDUCATION IN MARYLAND:</a></span><br>
+<span style="margin-left: 2em;">Colonial Attempts to found a
+College</span><br>
+<span style="margin-left: 2em;">The First University of
+Maryland</span><br>
+<span style="margin-left: 2em;">The Second University of
+Maryland</span><br>
+<span style="margin-left: 2em;">Cokesbury College</span><br>
+<span style="margin-left: 2em;">Asbury College</span><br>
+<span style="margin-left: 2em;">Other Extinct Colleges</span><br>
+<span style="margin-left: 3em;">Mount Hope College</span><br>
+<span style="margin-left: 3em;">The College of St. James</span><br>
+<span style="margin-left: 3em;">Newton University</span><br>
+<span style="margin-left: 2em;">Roman Catholic Colleges</span><br>
+<span style="margin-left: 3em;">St. Mary's Seminary</span><br>
+<span style="margin-left: 3em;">Mount St. Mary's College</span><br>
+<span style="margin-left: 3em;">St. Charles's College</span><br>
+<span style="margin-left: 3em;">Loyola College</span><br>
+<span style="margin-left: 3em;">Rock Hill College</span><br>
+<span style="margin-left: 2em;">Western Maryland College</span><br>
+<span style="margin-left: 2em;">Female Education</span><br>
+<span style="margin-left: 3em;">The Baltimore Female
+College</span><br>
+<span style="margin-left: 3em;">Woman's College of
+Baltimore</span><br>
+<span style="margin-left: 2em;">Conclusion</span><br>
+<br>
+<span style="margin-left: 1em;"><a href=
+"#THE_JOHNS_HOPKINS_UNIVERSITY">THE JOHNS HOPKINS UNIVERSITY
+(1876-1891):</a></span><br>
+<span style="margin-left: 2em;">Foundation</span><br>
+<span style="margin-left: 2em;">Preliminary Organization</span><br>
+<span style="margin-left: 2em;">Inaugural Assembly</span><br>
+<span style="margin-left: 2em;">Address of President
+Eliot</span><br>
+<span style="margin-left: 2em;">Inaugural Address of the First
+President</span><br>
+<span style="margin-left: 2em;">The Faculty</span><br>
+<span style="margin-left: 2em;">Distinction between Collegiate and
+University Courses</span><br>
+<span style="margin-left: 2em;">Students, Courses of Studies, and
+Degrees</span><br>
+<span style="margin-left: 2em;">Publications, Seminaries,
+Societies</span><br>
+<span style="margin-left: 2em;">Buildings, Libraries, and
+Collections</span><br>
+<span style="margin-left: 2em;">Statistics</span><br>
+<span style="margin-left: 2em;">Trustees</span><br>
+<br>
+<span style="margin-left: 1em;"><a href=
+"#UNIVERSITY_EXTENSION_AND_THE_UNIVERSITY_OF_THE_FUTURE">UNIVERSITY
+EXTENSION AND THE UNIVERSITY OF THE FUTURE.</a></span><br>
+<hr style="width: 65%;">
+<a name="THE_HISTORY_OF_UNIVERSITY_EDUCATION_IN_MARYLAND"></a>
+<h2>THE HISTORY OF UNIVERSITY EDUCATION IN MARYLAND.</h2>
+<p>BY BERNARD C. STEINER.</p>
+<br>
+<p>COLONIAL ATTEMPTS TO FOUND A COLLEGE.</p>
+<p>The State of Maryland has been almost extravagantly liberal in
+bestowing charters on colleges and professional schools. Over forty
+such charters have been given by the legislature and, in many
+cases, the result has proved that the gift of a charter was not
+warranted by the stability of the institution, to which was thus
+granted the power of conferring degrees. In many other cases,
+however, the institutions have grown and flourished, and have had
+an honorable history.</p>
+<p>Collegiate education in Maryland did not begin until after the
+Revolution. In the colonial period there was no demand for it
+sufficient to warrant the establishment of a seat of higher
+learning. For this state of things there were several causes. The
+majority of the early settlers were planters and frontiersmen,
+having little need for an extended education and desiring it still
+less. Of the wealthier classes, some were like the fox-hunting
+English gentry, caring for little else than sport; and others, who
+did desire the advantages of a culture higher than that obtainable
+from a village schoolmaster or a private tutor, found it elsewhere.
+They went over to William and Mary's College in Virginia, across
+the ocean to England, or, in case of some Catholics like Charles
+Carroll, to the institutions on the continent of Europe.</p>
+<p>But, though no college was established in colonial times, there
+was no lack of plans and attempts for one. In 1671, while as yet
+Harvard was the only American college, there was read and passed in
+the Upper House of the Assembly "An Act for the founding and
+Erecting of a School or College within this Province for the
+Education of Youth in Learning and Virtue." The Lower House amended
+and passed the bill; but the plan seems never to have progressed
+further. According to the bill the Lord Proprietor was "to Set out
+his Declaration of what Privileges and Immunities shall be Enjoyed
+by the Schollars;" and "the Tutors or School Masters" were to be of
+"the reformed Church of England" or, if two in number, to be "the
+one for the Catholick and other for the Protestants'
+Children."<a name="FNanchor_1_1"></a><a href=
+"#Footnote_1_1"><sup>[1]</sup></a></p>
+<p>A second collegiate plan was brought before the legislature in
+1732; but, having passed the Upper House, was seemingly not acted
+on by the Lower. This proposed college was intended to be placed at
+Annapolis and was to offer instruction in "theology, law, medicine,
+and the higher branches of a collegiate education." The governor of
+the colony was to be its chancellor and provision was made for a
+faculty of five, under whom students were to be instructed in
+everything from their alphabet upwards.<a name=
+"FNanchor_2_2"></a><a href="#Footnote_2_2"><sup>[2]</sup></a></p>
+<p>A third unsuccessful attempt to secure the founding of a college
+was made in 1761,<a name="FNanchor_3_3"></a><a href=
+"#Footnote_3_3"><sup>[3]</sup></a> and a fourth in 1763, when
+contrary to the earlier course of events, the rock, on which the
+project was shipwrecked, was found in the Upper House. The college
+was to be placed at Annapolis, to occupy Governor Bladen's mansion,
+and to have a faculty of seven masters, who were to be provided
+with five servants. The expense was to be defrayed from the
+colonial treasury, in case a tax to be levied on bachelors should
+prove insufficient for the purpose.<a name=
+"FNanchor_4_4"></a><a href="#Footnote_4_4"><sup>[4]</sup></a></p>
+<p>The failure of these projects did not dampen the zeal of the
+advocates of higher education. In 1773 we find William Eddis,
+Surveyor of Customs at Annapolis, writing that the Legislature of
+the Province had determined to fit up Governor Bladen's mansion and
+"to endow and form a college for the education of youth in every
+liberal and useful branch of science," which college, "conducted
+under excellent regulations, will shortly preclude the necessity of
+crossing the Atlantic for the completion of a classical and polite
+education."<a name="FNanchor_5_5"></a><a href=
+"#Footnote_5_5"><sup>[5]</sup></a> The gathering storm of war,
+however, drew men's attention away from this project.</p>
+<br>
+<p>THE FIRST UNIVERSITY OF MARYLAND.</p>
+<p>The Rev. Dr. William Smith,<a name="FNanchor_6_6"></a><a href=
+"#Footnote_6_6"><sup>[6]</sup></a> head of what is now the
+University of Pennsylvania, being out of employment on account of
+the revocation of that college's charter, was called as pastor in
+Chestertown on the Eastern Shore in 1780. To add to his income, he
+conceived the idea "of opening a school for instruction in higher
+branches of education." As a nucleus for his school, he took an old
+academy, the Kent County school, and, beginning the work of
+teaching, was so successful, that in 1782 the Legislature, on his
+application, granted the school a charter as Maryland's first
+college. To it the name of <i>Washington</i> was given, "in
+honorable and perpetual memory of His Excellency, General George
+Washington." Dr. Smith was so earnest and zealous in the
+presentation of the claims of the college, that in five years he
+had raised $14,000 from the people of the Eastern Shore. All seemed
+propitious for the college. In 1783 the first class graduated and
+the first degrees ever granted in Maryland were conferred, at the
+same time the corner-stone of the college building was laid, and in
+1784 General Washington himself visited the college.</p>
+<p>Dr. Smith prepared a three years' curriculum for the
+institution, equal to that of any college of the day and similar to
+the one used at the University of Pennsylvania. But the Western
+Shore could not endure that the educational success of its rival
+section of the State should so far outstrip its own. In the early
+days of the State, the sections were nearly equal in importance and
+the prevailing dualism of the political system invaded the field of
+education.</p>
+<p>In 1784, two years after the founding of Washington College,
+<i>St. John's College</i> was chartered.<a name=
+"FNanchor_7_7"></a><a href="#Footnote_7_7"><sup>[7]</sup></a> It
+was to be placed at Annapolis, and in it was merged the old county
+Academy, "King William's School," founded some eighty years before.
+By the same act, the two colleges were united in the <i>University
+of Maryland</i>. This University was modeled on the English type:
+the governor was to be its chancellor, and the governing body was
+to be the "Convocation of the University of Maryland." The
+convocation was to be composed of seven members of the Board of
+Visitors and Governors and two of the faculty of each college; it
+was to establish ordinances for the government of the colleges, to
+cause a uniformity in the "manners and literature," to receive
+appeals from the students, and to confer "the higher degrees and
+honors of the University." Its meetings were to be annual, and to
+be held alternately at each college on its commencement day.</p>
+<p>The provisions of the act were never carried out; two fruitless
+attempts were made to hold sessions of Convocation in 1790 and
+1791, and then nothing was even attempted. So thoroughly was the
+project forgotten, that the Legislature of 1805, in withdrawing the
+State appropriations from the two colleges, did not even mention
+the University, and in 1812, though the old charter had never been
+repealed, there was no hesitation in bestowing the name of
+University of Maryland on a second institution.<a name=
+"FNanchor_8_8"></a><a href="#Footnote_8_8"><sup>[8]</sup></a></p>
+<p>The two colleges which constituted this first University are
+still existing and doing good work. The elder, Washington College,
+lost Dr. Smith in 1788 by his return to Philadelphia and
+re-accession to his old position there. He was succeeded by Rev.
+Colin Ferguson, a native of Kent county, and educated at Edinburgh
+University. Under him the college continued to flourish, until the
+withdrawal of the State's appropriation in 1805. The
+constitutionality of this withdrawal is questionable, as the
+original grant was to be paid annually "forever;" but the State
+refused to permit itself to be sued by the college and, some years
+later, on increasing its appropriation to the college, the
+legislature required a release of all claims on the State under the
+original act.</p>
+<p>By the act of 1805, the activity of the college was paralyzed
+and its usefulness much impaired. It had not yet become strong
+enough to stand alone and, when the helping hand of the State was
+taken away, it was almost obliged to close its doors to students.
+Since that time the State has renewed its grants to the college and
+has greatly aided it in performing its functions; but from the
+disastrous effects of the act of 1805, the institution has never
+fully recovered.</p>
+<p>Indeed, from 1805 to 1816, nothing but a grammar school seems to
+have been maintained in the college building. In the latter year,
+however, the college was re-opened, since the legislature had
+granted it a lottery of $30,000. A year later Rev. Dr. Francis
+Waters became "Principal," and under his able leadership the
+college bid fair to regain its old position; but in 1827 a second
+great misfortune overtook it. On January 11, 1827, the college
+building was discovered to be on fire, and, in spite of the most
+zealous efforts, was entirely consumed. After this misfortune the
+college proper seems to have been suspended a second time, and only
+a grammar school maintained with one instructor. The classes were
+conducted in a building intended originally for a rectory, until
+that was destroyed by fire in 1839, when the school was again
+moved.</p>
+<p>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
+of students so much increased that in 1843 it was resolved to
+rebuild the college on the old site and to revive the college
+course. As a result, the present main building was erected, the
+corner-stone laid with imposing ceremonies on May 4, 1844, and the
+college was reopened in its own edifice on January 1, 1845. In
+1849, a class of four was graduated, and in 1854, two additional
+buildings were erected; one for the Principal's residence and the
+other for dormitories and recitation rooms.</p>
+<p>The college continued prosperous during the second
+administration of Rev. Dr. Waters from 1854 to 1860; but in the
+presidency of his successor, Rev. Andrew J. Sutton, came the Civil
+War, depriving the college of its Southern constituency and
+distracting men's minds from learning. After the Rebellion, an
+unfortunate selection of teachers and laxness of discipline caused
+the college to lose still more ground, and Wm. J. Rivers, Principal
+from 1873 to 1887, had much to do to build it up again. He was a
+faithful and diligent teacher, and under him the moral tone of the
+college was improved and the course of instruction enlarged. The
+present head, C.W. Reid, Ph.D., is still further advancing the
+cause of the institution and a new career of prosperity seems
+opening before Maryland's oldest college and the only one on the
+Eastern Shore of the Chesapeake Bay.</p>
+<p>St. John's College, like its sister institution, founded on a
+non-denominational basis, started out under even fairer
+auspices.<a name="FNanchor_9_9"></a><a href=
+"#Footnote_9_9"><sup>[9]</sup></a> It was granted, by the State,
+Governor Bladen's mansion and four acres of land surrounding it,
+was made heir to the funds of King William's School, and secured
+&pound;9,000 from private beneficence in the first two years of its
+history. The Bladen mansion, now known as McDowell Hall, was
+repaired and enlarged and, on August 11, 1789, Bishop Carroll was
+elected president of the Board of Visitors and Governors and Dr.
+John McDowell accepted the Professorship of Mathematics. After
+unsuccessful attempts to obtain a principal from England, Dr.
+McDowell was chosen to that position in the following year and
+continued in office, until the State withdrew its aid to the
+college in 1805. He was a man of great learning and was very
+successful at St. John's and later at the University of
+Pennsylvania as provost. Under him, St. John's flourished greatly
+and many men of a national reputation were enrolled among its
+students, from the time the first class graduated in 1793.</p>
+<p>The same disaster fell on St. John's, as on Washington College.
+The Legislature withdrew the annual grant given by the State. The
+same doubt as to the constitutionality of this withdrawal existed
+here, and the State confirmed its position in the same way, by
+increasing its appropriation in 1832,<a name=
+"FNanchor_10_10"></a><a href="#Footnote_10_10"><sup>[10]</sup></a>
+on condition of the college's accepting it in full satisfaction of
+all claims against the State under the original charter. 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 the
+taking away of the State's grant in 1805.</p>
+<p>In the first despair over the Act of the Legislature, the
+Visitors and Governors voted to discontinue the college, but their
+courage soon returned and the Rev. Bethel Judd, elected principal
+in 1807, was able to graduate a class in 1810. After his withdrawal
+in 1812, matters were in a disturbed state for some years and no
+classes were graduated until 1822, when Rev. Henry L. Davis, the
+father of Maryland's famous orator, Henry Winter Davis, was
+principal. After that year there were no graduates until 1827, when
+Rev. William Rafferty was head of the college. The struggle for
+existence was a hard one and the wonder is that the college
+succeeded as well as it did.</p>
+<p>With 1831, however, began a third and more successful period in
+the history of St. John's. In that year the Rev. Hector Humphreys,
+then only thirty-four years of age, was chosen president. He was a
+native of Connecticut and a graduate of Yale College in 1818, and
+was called to St. John's from the professorship of Ancient
+Languages at Washington (Trinity) College in his native State. The
+effect of his energy and devotion was soon recognized, and, largely
+through his efforts, was passed the compromise of 1832. The
+curriculum was enlarged, the instruction made more thorough, and
+classes were yearly graduated, with but six exceptions, until his
+death in 1857. His energy was very great, his learning wide and
+accurate. In 1834, after travelling about the State in the
+interests of the college, he succeeded in raising about $11,000,
+which were used in the erection of a second building for the
+college, which most appropriately has since been called by his
+name. During his administration, the professors' houses were also
+built, as was Pinkney Hall, a third building for the use of the
+college. Dr. Humphreys also secured cabinets and philosophical
+apparatus for the college 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! Only four years after Dr.
+Humphreys' death the War of the Rebellion broke out, and St.
+John's, unlike the temple of Janus, closed its doors at the rumors
+of war. The buildings were used as an hospital, and not until 1866
+was the college again reopened with the well-known educator, Henry
+Barnard, at its head. In less than a year he resigned to become the
+first United States Commissioner of Education, and neither he nor
+his successor, Dr. James C. Welling, who was principal until 1870,
+was able to graduate a class. Since the beginning of the
+administration of the next principal, James M. Garnett, LL. D., the
+succession of classes has been unbroken and the college has
+steadily advanced in reputation and usefulness. Dr. Garnett made
+the English department especially excellent and, after ten years
+faithful service, resigned in 1880. The Rev. J.D. Leavitt, his
+successor, made a departure from the old classic curriculum and
+organized a department of Mechanical Engineering. After he resigned
+Prof. W.H. Hopkins acted as principal for a time and introduced
+military discipline, having secured the detail of an officer from
+the United States Army as instructor in Military Tactics.</p>
+<p>St. John's celebrated its centennial in 1889, and has begun its
+second century with excellent prospects. The four years'
+administration of its present principal, Thomas Fell, LL. D., has
+been a most successful one, and St. John's is fulfilling the
+purpose of its founders "to train up and perpetuate a succession of
+able and honest men, for discharging the various offices and duties
+of life, both civil and religious, with usefulness and
+reputation."</p>
+<br>
+<p>THE SECOND UNIVERSITY OF MARYLAND.</p>
+<p>Most universities have developed from a college; the University
+of Maryland differs from them, for it originated in a medical
+school.<a name="FNanchor_11_11"></a><a href=
+"#Footnote_11_11"><sup>[11]</sup></a></p>
+<p>In 1802 Dr. John B. Davidge of Baltimore began a private class
+in Medicine and was so successful in it, that, in 1807, he
+associated with himself Drs. James Cocke and John Shaw and these
+three obtained from the Legislature a charter for the school, under
+the name of "the College of Medicine of Maryland."<a name=
+"FNanchor_12_12"></a><a href="#Footnote_12_12"><sup>[12]</sup></a>
+There was made a close connection between the College of Medicine
+and the State "Medical and Chirurgical Faculty," and its board of
+medical examiners were made <i>ex-officio</i> members of the Board
+of Trustees of the College. The Legislature also granted the
+college a lottery of $40,000.<a name="FNanchor_13_13"></a><a href=
+"#Footnote_13_13"><sup>[13]</sup></a></p>
+<p>Lectures, which had been carried on at the professors' houses,
+were begun in 1808, at a building on the corner of Fayette
+(Chatham) street and McClellan's alley, and the first class,
+consisting of five, received its degrees in 1810. As the school
+grew and nourished, the ideas of its founders become more extensive
+and, in 1812, a long act was passed,<a name=
+"FNanchor_14_14"></a><a href="#Footnote_14_14"><sup>[14]</sup></a>
+authorizing "the college for the promotion of medical knowledge"
+"to constitute, appoint, and annex to itself the other three
+colleges or faculties, viz.: The Faculty of Divinity, the Faculty
+of Law, and the Faculty of the Arts and Sciences; and that the four
+faculties or colleges thus united, shall be and they are hereby
+constituted an university, by the name and under the title of the
+University of Maryland." The connection with the Medical and
+Chirurgical Faculty was severed and the members of the four
+faculties, under the name of the Regents of the University of
+Maryland, were to have full powers over the University and be
+permitted to hold property not exceeding $100,000 in yearly
+value.</p>
+<p>Each faculty was allowed to appoint its own professors and
+lecturers, to choose a dean, and to exercise such powers as the
+regents shall delegate. The Faculty of Physic was to be composed of
+the professors in the Medical College; that of Theology, of the
+professor of Theology and any "six ordained ministers of any
+religious society or denomination;" that of Law, of the professor
+of Law, "together with six qualified members of the bar;" that of
+the Arts and Sciences, of the professors in that department,
+"together with three of the principals of any three academies or
+Colleges of the State." Such a strangely formed and loosely united
+body could not succeed, as a more homogeneous and closely compacted
+one would have done.</p>
+<p>The university was founded "on the most liberal plan, for the
+benefit of students of every country and every religious
+denomination, who shall be freely admitted to equal privileges and
+advantages of education, and to all the honors of the university,
+according to their merit, without requiring or enforcing any
+religious or civil test, urging their attendance upon any
+particular plan of religious worship or service." With these broad
+powers and provisions,<a name="FNanchor_15_15"></a><a href=
+"#Footnote_15_15"><sup>[15]</sup></a> "the Faculty of Phisick, late
+of the College of Medicine of Maryland, *** convened and, by the
+authority vested in it by said charter and with the advice and
+recommendations of learned men of the several professions of
+Divinity, Law, and the Arts and Sciences, proceeded to annex to
+itself the other three faculties." On April 22, 1813, the Hon.
+Robert Smith, formerly United States Secretary of State, was chosen
+the first provost, and the organization of the regents was
+completed.<a name="FNanchor_16_16"></a><a href=
+"#Footnote_16_16"><sup>[16]</sup></a> A lottery of $30,000 was
+granted the University in 1814, and another of $100,000 in
+1817.<a name="FNanchor_17_17"></a><a href=
+"#Footnote_17_17"><sup>[17]</sup></a> From the proceeds of these
+lotteries and other sources was built the building of the medical
+department on the corner of Lombard and Greene streets. It was
+modelled on the Pantheon at Rome, and, when built, is said to have
+been without an equal in America. The medical school grew extremely
+fast; a loan of $30,000 from the State in 1822<a name=
+"FNanchor_18_18"></a><a href="#Footnote_18_18"><sup>[18]</sup></a>
+enabled it to build a practice hall and purchase a fine collection
+for its museum, and the University hospital across the street was
+opened in 1823. In 1824 the number of students in attendance on
+lectures amounted to 320. The other faculties took no active steps
+for some time and, not until 1819, did the regents urge them to
+proceed to deliver lectures as soon as possible and to lay before
+the regents annually a report as to their progress and condition.
+In 1823, possibly on account of this vote. Prof. David Hoffman
+began the instruction in the Faculty of Law, his school being known
+as the "Maryland Law Institute." He published part of his lecture
+notes in a book called <i>Legal Outlines</i> and continued
+lecturing about ten years. After his withdrawal, the law school was
+given up; but the organization of the faculty was still
+maintained.</p>
+<p>The Faculty of Theology reported in 1852 "no active organization
+of the faculty has ever been attempted and, in view of the
+character of the department contemplated by the charter, none seems
+desirable." Its only activity was a course or two of lectures on
+the Evidences of Christianity, delivered before the medical
+students about 1823 by the Rev. William E. Wyatt, Professor of
+Theology. A nominal organization of the faculty was kept up,
+however, until 1878.</p>
+<p>The prosperity of the medical department was destroyed by the
+effort of some of its professors, discontented with being
+prohibited from having private classes, to have the Legislature do
+away with the regents and replace them with a board of trustees, in
+whom should vest the property. As early as November 12, 1824, the
+Regents feared trouble and obtained from William Wirt, John
+Purviance and Daniel Webster, a legal opinion that their position
+was inexpugnable. With this conclusion the Legislature did not
+agree, and on March 6, 1862, an act was passed abolishing the
+Regents and appointing a Board of twenty-one Trustees in their
+place.<a name="FNanchor_19_19"></a><a href=
+"#Footnote_19_19"><sup>[19]</sup></a></p>
+<p>The Trustees, by decree of the courts, obtained control of the
+property and forced the professors to accept them as the legal
+authority. So matters went on for twelve years, until in 1837, the
+trustees appointed a professor personally objectionable to some of
+the others, who resigned their positions under the Trustees and
+opened a separate medical school in the Indian Queen Hotel at the
+corner of Baltimore and Hanover Streets. Few out-of-town students
+attended either school, for the quarrel frightened them away, and
+the Baltimore students largely attended the Regents' school.
+Feeling ran high at one time, the Regents took possession of the
+University buildings by force, and bloodshed was feared.</p>
+<p>The Board of Regents reorganized with Ashton Alexander, M.D., as
+Provost, and employed distinguished counsel to plead the case for
+them in the courts. The Legislature authorized the Court of Appeals
+to try the suit, and Maryland's Dartmouth College Case was decided
+in June, 1838, entirely in favor of the Regents. The court held
+that the act of 1825 was void, since it was "a judicial act, a
+sentence that condemned without a hearing. The Legislature has no
+right, without the assent of a Corporation, to alter its charter,
+or take from it any of its franchises or property." The Trustees
+would not yield at once and, in March, 1839, presented a petition
+to the Legislature, praying it not to pass an act requiring them to
+give up the property to the Regents. The memorial was referred to a
+joint committee, which reported a bill restoring the property to
+the Regents. The bill was enacted and the Regents have since ruled.
+During the supremacy of the Trustees, the Faculty of the Arts and
+Sciences was organized. They contemplated activity in 1821, and
+issued a circular, which drew down on them the wrath of Professor
+Hoffman, inasmuch as they "contemplated 'academic' instruction" not
+intended by the charter. The founders, he said, intended that
+instruction should be conveyed by lectures and that no other form
+of instruction should be allowed. The discussion which followed
+seems to show that he had the idea of having work carried on, like
+that done by graduate students to-day.</p>
+<p>But nothing was done, apparently, until Baltimore College was
+annexed in 1830. That institution was chartered on January 7,
+1804,<a name="FNanchor_20_20"></a><a href=
+"#Footnote_20_20"><sup>[20]</sup></a> and was the development of an
+academy kept by James Priestley, the first president, on Paul's
+Lane (St. Paul Street). "It was hoped that it would, together with
+the other valuable seminaries of education in the same city and in
+the State, become adequate to the wants and wishes of our
+citizens," and from the proceeds of a lottery, the grant of which
+was an easy way for a State to be benevolent, a plain but
+convenient building was erected on Mulberry street.<a name=
+"FNanchor_21_21"></a><a href=
+"#Footnote_21_21"><sup>[21]</sup></a></p>
+<p>It is very doubtful if it ever graduated any students, and we
+learn in 1830 that "the celebrity and, in some cases, the superior
+existing advantages of other institutions have prevented the
+accomplishment of this object." Still a school had been kept up
+continuously, and from time to time, we catch glimpses of its
+lectures, &amp;c. In January, 1830, a joint petition of the
+Trustees of the University of Maryland and of Baltimore College to
+the Legislature "proposed the charter of Baltimore College shall be
+surrendered to the State, on the condition that the property
+belonging to the college shall be invested in the trustees of the
+University of Maryland." The petition was granted,<a name=
+"FNanchor_22_22"></a><a href="#Footnote_22_22"><sup>[22]</sup></a>
+and in 1832, we learn that "the Baltimore College *** has now been
+merged in the University of Maryland and constitutes the chair of
+Ancient Languages."<a name="FNanchor_23_23"></a><a href=
+"#Footnote_23_23"><sup>[23]</sup></a></p>
+<p>On October 1, 1830, the Trustees issued a prospectus, from which
+we learn that it was intended "to maintain an institution on the
+most enlarged scale of usefulness and responsibility," and that
+there was a "necessity for the proposed organization of a
+department in the University of Maryland, exclusively collegiate in
+its system, requiring an advanced state of classical and scientific
+attainments for admission to its lectures, calculated to conduct
+its pupils through the highest branches of a liberal education and
+to afford them advantages similar to what may be obtained in the
+distant Universities of this country and Europe." A course of study
+equal to that of any college of the country was announced, and a
+brilliant Faculty appointed; but the time was not yet come for a
+great college in Baltimore and the institution languished away. In
+1843, the Commissioners of Public Schools petitioned to have it
+transferred to the city as a High School, and in 1852, it had only
+one teacher and 36 scholars, a mere boys' school.</p>
+<p>In 1854 it was reorganized as the "School of Letters under the
+Faculty of Arts and Sciences," with Rev. E.A. Dalrymple, formerly
+of the Episcopal Theological Seminary at Alexandria, as its head.
+On paper the course was fairly complete, and the Faculty an able
+one, and there were graduates in 1859, '60, '61, and '63. The
+course was to be a three years' one; for "the studies of Freshman
+year will be pursued in the preparatory department, where
+experience has shown they may be attended with greater advantage."
+Gradually students fell off, it became a mere boys' school, and
+finally Dr. Dalrymple was all that was left of the "School of
+Letters" and the "Faculty of the Arts and Sciences," and at his
+death, both formally became extinct.</p>
+<p>With the restoration of the property to the Regents, the classes
+in the medical school increased to a size somewhat like that
+attained in years previous to 1825, although, owing to the opening
+of new schools, they never quite equalled it. During the war of the
+Rebellion, the school suffered from the loss of southern patronage;
+but at its close, students came back and the school took on fresh
+life. It has always been in the front rank; first of all American
+medical schools it recognized Gynecology as a separate branch of
+instruction, and it was second in making practical Anatomy a
+compulsory study. With the session of 1891 it will require a three
+years' graded course of all candidates for degrees.</p>
+<p>In 1850 the Hon. John P. Kennedy, statesman and author, was
+chosen provost, and on his death in 1870, the Hon. S. Teackle
+Wallis was made his successor and he now fills the office with
+honor.</p>
+<p>The Faculty of Law revived the Law School in the beginning of
+1870, with a class of 25. An efficient faculty has caused a steady
+increase, until, in 1890, there were 101 students in the three
+years' course. The instruction is given by lectures, examinations,
+and moot-courts. In 1884, the Law Department moved from its former
+quarters in the old Baltimore College building on Mulberry Street,
+to a new building erected for it on the University property on
+Lombard Street, next to the building of the Medical Department.</p>
+<p>In 1882, the University of Maryland obtained from the
+Legislature authority to open a Dental Department.<a name=
+"FNanchor_24_24"></a><a href="#Footnote_24_24"><sup>[24]</sup></a>
+In 1837, the first Dental Lectures in America had been delivered
+before the Medical Students of the University, and it was quite
+fitting that there should be a dental school connected with it. The
+first class numbered 60, the last 132, and in eight years there
+have been 250 graduates. This fact and the further one that twice
+has it been found necessary to make large additions to the
+buildings of the department on Green Street, adjoining those of the
+Medical School, will show how rapid has been its growth.</p>
+<p>The University has, at present, flourishing departments of
+Medicine, Law, and Dentistry, and worthily maintains the reputation
+of thorough and careful training, which it has gained in its
+history of eighty years.</p>
+<br>
+<p>COKESBURY COLLEGE.</p>
+<p>In Maryland was the first Methodist Church in America, and it
+was natural that here too should be the first Methodist College in
+the world. There was no permanent organization of this denomination
+in the United States, until John Wesley, on the petition of the
+American churches, consecrated Rev. Thomas Coke, Superintendent for
+the United States, in 1784. Dr. Coke sailed directly from England,
+and arrived in New York on November 3, 1784. He thence traveled
+southward and, on the 15th of the same month, met Francis Asbury at
+Dover, Delaware. At this first meeting, Coke suggested the founding
+of an institution for higher education, to be under the patronage
+of the Methodist Church.<a name="FNanchor_25_25"></a><a href=
+"#Footnote_25_25"><sup>[25]</sup></a> This was 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 had contemplated
+only a school, on the plan of Wesley's at Knightwood, England, and
+for that purpose, a subscription had been opened in North Carolina
+in 1781.<a name="FNanchor_26_26"></a><a href=
+"#Footnote_26_26"><sup>[26]</sup></a></p>
+<p>Coke's suggestion, to have a college, was favorably received
+and, at the famous Christmas Conference at Baltimore in 1784, the
+Church was formally organized, with Coke and Asbury as Bishops, and
+the first Methodist College was founded. Thus the denomination
+which has increased to be the largest in the United States,
+recognized the paramount importance of education at its very
+foundation.<a name="FNanchor_27_27"></a><a href=
+"#Footnote_27_27"><sup>[27]</sup></a> To the new institution, the
+name of Cokesbury was given, in honor of the two Bishops, from
+whose names the title was compounded. For this College, collections
+were yearly taken, amounting in 1786 to &pound;800 and implying
+great self-denial by the struggling churches ill-supplied with
+wealth.<a name="FNanchor_28_28"></a><a href=
+"#Footnote_28_28"><sup>[28]</sup></a></p>
+<p>As early as January 3, 1785, only two weeks after the College
+was decided on, its managers were able to report that &pound;1,057
+had been subscribed, a sum that put the enterprise on a firm
+footing. The site was 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 in Maryland, and hence, it had the best
+claim for the College, and the beauty of the situation of Abingdon
+charmed Coke so much that he determined upon placing the College
+there. It was also a place easy of access, being on the direct
+stage line from Baltimore to Philadelphia and near the Chesapeake
+Bay. Bishop Coke, the most zealous advocate of the College,
+contracted for the building materials; but was prevented from being
+present at the laying of the corner-stone. Bishop Asbury, however,
+was present and preached a sermon on Psalms 78, verses 4 to
+8.<a name="FNanchor_29_29"></a><a href=
+"#Footnote_29_29"><sup>[29]</sup></a> In this sermon, "he dwelt on
+the importance of a thoroughly religious education, and looked
+forward to the effects, which would result to the generality, to
+come from the streams which should spring from this opening
+fountain of sanctified learning." The building was built of brick,
+one hundred feet in length and forty in width, faced east 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 in
+architecture "fully equal, if not superior, to anything of the kind
+in the country." Dormitory accommodations were provided in the
+building; but it was intended that "as many of the students as
+possible, shall be lodged and boarded in the town of Abingdon among
+our pious friends,"<a name="FNanchor_30_30"></a><a href=
+"#Footnote_30_30"><sup>[30]</sup></a> Gardening, working in wood in
+a building called the "Taberna Lignaria," bathing under supervision
+of a master, walking, and riding were the only outdoor exercises
+permitted. The students were prohibited "from indulging in anything
+which the world calls play. Let this rule be observed with the
+strictest nicety; for those who play when they are young, will play
+when they are old."</p>
+<p>In 1785 the Bishops issued a "Plan for Erecting a College
+intended to advance Religion in America." It is quite long and many
+of its provisions are very quaint. From it we learn that Cokesbury
+is intended "to receive for education and board the sons of the
+elders and preachers of the Methodist Episcopal Church, poor
+orphans, and the sons of the subscribers and other friends. It will
+be expected that all our friends, who send their children to the
+college, will, if they be able, pay a moderate sum for their
+education and board; the others will be taught and boarded and, if
+our finances allow it, clothed gratis. The institution is also
+intended for the benefit of our young men, who are called to
+preach, that they may receive a measure of that improvement, which
+is highly expedient as a preparation for public service." Teachers
+of ancient languages and of English will be provided, and no
+necessary branch of literature shall be omitted. "Above all,
+especial care shall be taken that due attention be paid to the
+religion and morals of the children, and to the exclusion of all
+such as continue of an ungovernable temper." "The expense of such
+an undertaking will be very large, and the best means we could
+think of, at our late conference, to accomplish our design, was to
+desire the assistance of all those in every place who wish well to
+the cause of God. The students will be instructed in English,
+Latin, Greek, logic, rhetoric, history, geography, natural
+philosophy, and astronomy. To these languages and sciences shall be
+added, when the finances of our college will admit of it, the
+Hebrew, French, and German languages. But our first object shall
+be, to answer the designs of <i>Christian</i> education, by forming
+the minds of the youth, through divine aid, to wisdom and holiness
+by instilling into their minds the principles of true
+religion&mdash;speculative, experimental, and practical&mdash;and
+training them in the ancient way, that they may be rational,
+spiritual Christians. We have consented to receive children of
+seven years of age, as we wish to have the opportunity of teaching
+'the young idea how to shoot' and gradually forming their minds,
+through the divine blessing, almost from their infancy, to holiness
+and heavenly wisdom, as well as human learning. We shall rigidly
+insist on their rising early in the morning (five a.m.), and we are
+convinced by constant observation and experience, that it is of
+vast importance, both to body and mind.</p>
+<p>"We prohibit play in the strongest terms, and in this we have
+the two greatest writers on the subject that, perhaps, any age has
+produced (Mr. Locke and Mr. Rousseau) of our sentiments; for,
+though the latter was essentially mistaken in his religious system,
+yet his wisdom in other respects and extensive genius are
+indisputably acknowledged. The employments, therefore, which we
+have chosen for the recreation of the students are such as are of
+greatest public utility:&mdash;agriculture and architecture.</p>
+<p>"In conformity to this sentiment, one of the completest poetic
+pieces of antiquity (the Georgics of Virgil) is written on the
+subject of husbandry; by the perusal of which and submission to the
+above regulations, the students may delightfully unite the theory
+and practice together."</p>
+<p>There is something extremely ludicrous in the idea of making the
+average student delight in spending his leisure hours in farming,
+by means of a study of the Georgics in the original. But we can
+hardly laugh at these men, they were too much in earnest. To return
+to the circular, "The four guineas a year for tuition, we are
+persuaded cannot be lowered, if we give the students that finished
+education, which we are determined they shall have. And, though our
+principal object is to instruct them in the doctrines, spirit, and
+practice of Christianity, yet we trust that our college will, in
+due time, send forth men that will be a blessing to their country
+in every laudable office and employment of life, thereby uniting
+the two greatest ornaments of human beings which are too often
+separated: <i>deep learning</i> and <i>genuine piety</i>."</p>
+<p>As soon as the building was under roof, a preparatory school was
+opened and the Trustees applied to John Wesley for a President. He
+suggested a Rev. Mr. Heath, and this suggestion was accepted on
+December 23, 1786.<a name="FNanchor_31_31"></a><a href=
+"#Footnote_31_31"><sup>[31]</sup></a> His inauguration occurred a
+year later and was a grand affair. Asbury presided on each of the
+three days of the ceremony, and his text on the second day, "O man
+of God, there is death in the pot,"<a name=
+"FNanchor_32_32"></a><a href="#Footnote_32_32"><sup>[32]</sup></a>
+was looked on by the superstitious, in time to come, as a presage
+of disaster. The faculty was filled up and all seemed to bid fair
+for prosperity; but Mr. Heath remained in charge of the College
+less than a year, resigning because of certain charges of
+insufficiency, which seem rather trival. Another professor left to
+go into business and Asbury's soul was tried by these "heavy
+tidings."</p>
+<p>The good Bishop was indefatigable in his care of Cokesbury. His
+visits were frequent, and while there, he was very active,
+examining the pupils, preaching, and arranging the affairs, both
+temporal and spiritual. Abingdon became a centre of Methodism,
+families moved there to enjoy the educational advantages, and the
+Conference regularly visited the College, coming over from
+Baltimore for that purpose.</p>
+<p>Dr. Jacob Hall, of Abingdon, was the second President, and had
+under him a faculty of three professors and a chaplain. The school
+prospered and had public exhibitions of its students' proficiency
+from time to time. It is doubtful if sufficient care was exercised
+in the expenditure of money and, in December, 1790, the Trustees
+felt obliged to contract a loan of &pound;1000. The charitable
+contributions fell off, and Asbury was forced to go from house to
+house in Baltimore, "through the snow and cold, begging money for
+the support of the poor orphans at Cokesbury."<a name=
+"FNanchor_33_33"></a><a href="#Footnote_33_33"><sup>[33]</sup></a>
+The instruction was good, and Asbury could write to Coke, then in
+England, that "one promising young man has gone forth into the
+ministry, another is ready, and several have been under awakenings.
+None so healthy and orderly as our children, and some promise great
+talents for learning."<a name="FNanchor_34_34"></a><a href=
+"#Footnote_34_34"><sup>[34]</sup></a> Still, "all was not well
+there," and on October 2, 1793, he "found matters in a poor state
+at college; &pound;500 in debt, and our employes &pound;700 in
+arrears." A year later, matters were desperate and the good Bishop
+wrote that "we now make a sudden and dead pause&mdash;we mean to
+incorporate and breathe and take some better plan. If we can not
+have a Christian school (<i>i.e.</i> a school under Christian
+discipline and pious teachers), we will have none."<a name=
+"FNanchor_35_35"></a><a href="#Footnote_35_35"><sup>[35]</sup></a>
+The project of incorporation was not favored by some, who feared
+that the College would not be thereby so directly under the control
+of the Conference, but was carried through, and the charter bears
+date, December 26, 1794.<a name="FNanchor_36_36"></a><a href=
+"#Footnote_36_36"><sup>[36]</sup></a> By it, the institution was
+allowed to have an income not exceeding &pound;3,000.</p>
+<p>How a charter was to avoid increased indebtedness does not
+appear and the College's debt had so increased, that the Conference
+in 1795 decided to suspend the Collegiate Department and have only
+an English Free School kept in the buildings.<a name=
+"FNanchor_37_37"></a><a href=
+"#Footnote_37_37"><sup>[37]</sup></a></p>
+<p>Misfortunes never come singly: an unsuccessful attempt to burn
+the buildings had been made in the fall of 1788, and now, on
+December 4, 1795, a completely successful one was made, and the
+building and its contents were consumed. Rewards to discover the
+incendiary were offered in vain, and Asbury writes:<a name=
+"FNanchor_38_38"></a><a href="#Footnote_38_38"><sup>[38]</sup></a>
+"We have a second and confirmed report that Cokesbury College is
+consumed to ashes&mdash;a sacrifice of &pound;10,000 in about ten
+years. If any man should give me &pound;10,000 to do and suffer
+again what I have done for that house, I would not do it. The Lord
+called not Mr. Whitefield, nor the Methodists to build colleges. I
+wished only for schools; Dr. Coke wanted a college. I feel
+distressed at the loss of the library."</p>
+<p>Asbury despaired, but Coke did not and, going to work, he raised
+&pound;1,020 from his friends. After the determination was made to
+move the College to Baltimore, the Church there gave &pound;700,
+and a house to house solicitation brought in &pound;600 more. A
+building originally erected for balls and assemblies was purchased
+and fitted up. It stood next the old Light Street Methodist Church
+and a co-educational school was opened therein on May 2, 1796. The
+high course planned for girls is especially noticeable at this
+early period. The school opened with promises of success, and
+within a month there were nearly 200 scholars.</p>
+<p>Fatality pursued the enterprise, however, and a year to a day
+from the burning of the first building, this second one was reduced
+to ashes, with the adjoining church and several houses.</p>
+<p>Asbury writes rather philosophically:<a name=
+"FNanchor_39_39"></a><a href="#Footnote_39_39"><sup>[39]</sup></a>
+"I conclude God loveth the people of Baltimore, and he will keep
+them poor to make them pure;" but even Coke gave up hope at this
+new disaster, and it was twenty years before a second Methodist
+College was attempted.</p>
+<p>ASBURY COLLEGE.</p>
+<p>This was the second Methodist College in the world, and was
+organized in 1816, the year of Bishop Asbury's death. After a year
+or two of successful work, a charter was applied for and it was
+granted to the College February 10, 1818.<a name=
+"FNanchor_40_40"></a><a href="#Footnote_40_40"><sup>[40]</sup></a>
+The President, Samuel K. Jennings, M.D., a Methodist local
+preacher, was a rather remarkable man. Coming from New Jersey,
+graduating at Rutgers, and settling in the practice of the medical
+profession in Virginia, he was converted by the preaching of
+Asbury, and was persuaded by him some years later, to move to
+Baltimore and take the leadership of the new enterprise.<a name=
+"FNanchor_41_41"></a><a href="#Footnote_41_41"><sup>[41]</sup></a>
+He was said to be, at one time, the only Methodist preacher with a
+collegiate education and was well adapted to the task, from his
+administrative ability and wide learning. Around him, he gathered
+an undenominational faculty of four professors and began the life
+of the institution in a large brick building on the corner of Park
+Avenue and Franklin Street. In March, 1818, the <i>Methodist
+Magazine</i> tells us that there were one hundred and seventy
+students, and that "The Asbury College has probably exceeded in its
+progress, considering the short time it has been established, any
+literary institution in the country."<a name=
+"FNanchor_42_42"></a><a href="#Footnote_42_42"><sup>[42]</sup></a>
+In that spring, a class was graduated, and yet only a few months
+later Dr. Bangs wrote that the College "continued for a short time
+and then, greatly to the disappointment and mortification of its
+friends, went down as suddenly as it had come up, and Asbury
+College lives only in the recollection of those who rejoiced over
+its rise and mourned over its fall."</p>
+<p>This statement is not absolutely correct; it is probable that
+there was some catastrophe, and possibly Dr. Jennings then began to
+break away from the Methodist Episcopal Church, which he left
+entirely, when the Methodist Protestant Church was formed in 1828.
+Still some sort of an organization was kept up under the old name;
+for does not good Hezekiah Niles, of Register fame, tell us of
+examinations and exhibitions he witnessed in the early spring of
+1819,<a name="FNanchor_43_43"></a><a href=
+"#Footnote_43_43"><sup>[43]</sup></a> at which time prodigies of
+learning and cramming were exhibited, and do we not find in 1824, a
+pamphlet published by Dr. Jennings, entitled "Remarks on the
+Subject of Education, to which are added the general rules of the
+school under the appellation of Asbury College." Apparently the
+College had passed entirely out of the control of the church, and
+having lowered its grade, was now little more than Dr. Jennings'
+private school. The school was then situated on the corner of
+Charles and Baltimore Streets and, in 1833, when we catch the last
+glimpse of it, another removal had taken it to the corner of South
+and Fayette Streets. It was then merely a boys' day school and
+doubtless soon perished. So the second Methodist College failed as
+the first had done and another was added to the many abortive
+attempts to found a college in Maryland.</p>
+<br>
+<p>OTHER EXTINCT COLLEGES.</p>
+<p>Three other attempts to found colleges demand a passing
+notice.</p>
+<p><i>Mount Hope College</i> stood at the corner of Eutaw Place and
+North Avenue, and was charted as a college in 1833.<a name=
+"FNanchor_44_44"></a><a href="#Footnote_44_44"><sup>[44]</sup></a>
+The building was constructed by the Baltimore branch of the United
+States Bank in 1800, during an epidemic of yellow fever in the
+city. People feared to come into town to transact business and so a
+suburban banking house was built. This building was bought by the
+Rev. Frederick Hall in 1828 and in it a school was begun, which was
+later expanded into the College. The institution lasted some ten
+years and is worthy of note from the fact that among the teachers
+were two young Yale graduates, who afterwards obtained considerable
+renown: Professor Elias Loomis and Rev. S.W.S. Dutton.</p>
+<p><b><i>The College of St. James</i></b> was situated in
+Washington County and was originally intended by its founder,
+Bishop Whittingham, as a preparatory school. It was opened in
+October, 1842, with Rev. J.B. Kerfoot,<a name=
+"FNanchor_45_45"></a><a href="#Footnote_45_45"><sup>[45]</sup></a>
+afterwards Bishop of Pittsburg, as Principal, and had such speedy
+and encouraging success, that it was chartered as a college in
+1843, under the control of the Protestant Episcopal Church.</p>
+<p>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 of Southern students, a large portion of the
+entire number. In 1864, however, General Early, of the Confederate
+Army, invaded Maryland and took Dr. Kerfoot and Professor Coit
+prisoners, and the College thus forcibly discontinued, was never
+again reorganized.</p>
+<p><b><i>Newton University</i></b> was chartered by the
+Legislature<a name="FNanchor_46_46"></a><a href=
+"#Footnote_46_46"><sup>[46]</sup></a> on March 8, 1845 and was
+situated on Lexington Street, between North and Calvert. It was
+originally intended to combine the Baltimore preparatory schools
+and to furnish boys, graduating from them, the means of completing
+their education without leaving the city. There was an enormous
+list of Trustees and the unwieldy character of the board, coupled
+with the irregular habits of the President, made the failure of the
+enterprise inevitable. Still it offered in its catalogues a good
+course of study and gave exhibitions, at which polyglot orations
+were delivered. The late Prof. Perley R. Lovejoy was the life of
+the institution and, after several classes had graduated, the
+University finally ceased to be, when Mr. Lovejoy accepted a
+position as Professor in the Baltimore City College.</p>
+<br>
+<p>ROMAN CATHOLIC COLLEGES.</p>
+<p>Maryland has been the cradle of the Roman Catholic Church in
+America, as well as of the Methodist and the Presbyterian. The
+centenary of the consecration of John Carroll, as the first Roman
+Catholic bishop in the United States, occurred little more than a
+year ago. A few months after Bishop Carroll's consecration, he
+received from the Superior of the Order of St. Sulpice an offer to
+found a seminary in Baltimore for the education of priests. This
+offer was accepted and, on July 10, 1791, four Sulpician priests
+arrived in Baltimore. They soon bought a house known as "One Mile
+Tavern" with four acres of land and there they opened <b><i>St.
+Mary's Seminary</i></b>, on the first Sunday in October, 1791. The
+Seminary still occupies the same site, at the corner of Paca and
+St. Mary's Streets. The number of the candidates for the
+priesthood, who entered the Seminary, was disappointing from its
+smallness and, in order to 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, and proved so successful, as to demand a
+separate building. Accordingly, the corner-stone of St. Mary's
+College was laid on April 10, 1800. At Bishop Carroll's request, no
+American boys were admitted for a time and only Spaniards and
+French were received. In 1803, however, the College was opened to
+all day scholars or boarders, without reference to birth or
+religion. This step roused some opposition and many communications
+upon the subject appeared in the newspapers, which were afterwards
+collected in pamphlet form.</p>
+<p>The students soon became numerous and the institution grew to
+such an extent that, in January, 1805, it was chartered as St.
+Mary's University. On August 13, 1806, the first class was
+graduated; in that year there were 106 students. New buildings were
+erected and a superb botanical garden was laid out. The chapel,
+built soon after the incorporation, was said to be the most
+beautiful in the United States.</p>
+<p>The Rev. William Du Bourg, the President, was a man of great
+ability and the reputation of the College rapidly spread. Many
+prominent men, Roman Catholics and Protestants, were graduated from
+St. Mary's; but the Sulpicians felt that their vocation was to
+educate young men exclusively for the priesthood, and not for
+secular life, and they finally closed St. Mary's College in 1852,
+in order to devote all their energies to the Theological Seminary,
+which has continued its prosperous career to this present
+day.<a name="FNanchor_47_47"></a><a href=
+"#Footnote_47_47"><sup>[47]</sup></a></p>
+<p>A second Roman Catholic College was formed by the Sulpicians in
+1807 at Emmittsburg, Frederick County. It was begun by Rev. John
+Dubois and was soon chartered as <b><i>Mount Saint Mary's
+College</i></b>. The exercises were first held in a log house with
+a handful of pupils, who increased to 80 within five years. With
+the growth of the institution came the demand for larger
+accommodations. Better buildings were erected and a large stone
+edifice was undertaken in 1823. When nearly ready for occupancy, it
+was destroyed by fire; but Father Dubois did not despair and, aided
+by the people of the vicinity, at once began a new building. In
+1826 he was appointed Bishop of New York, and in the same year, the
+connection of the College with the Sulpician order was terminated.
+Although originally intended chiefly as a place for the education
+of clerics, Mt. St. Mary's has ever kept in view the preparation of
+students for a secular life, and many of its graduates have been
+distinguished in State, as well as in Church. In 1838, Rev. John
+McCaffrey, D.D., became president, and under his able control, the
+College prospered until 1871. During this period, the jubilee of
+the institution was celebrated with great ceremony in 1858. The
+Civil War injured the College greatly and the declaration of peace
+found it burdened with a heavy load of debt. For twenty years the
+struggle went on and it was doubtful all the time, whether the
+College could survive. Finally Dr. William Bryne, at his leaving
+the presidency in 1884, was able to report that the institution was
+placed on a firm financial basis as to the future, and that the
+debt had been reduced to $65,000. The present President, Rev.
+Edward P. Allen, has still further diminished the debt by more than
+half and the attendance has been largely increased through his
+efficient administration.</p>
+<p>A third Roman Catholic College is <b><i>St. Charles's</i></b>,
+situated in Howard County, near Ellicott City. It is situated on
+land given by Charles Carroll of Carroll ton, and was chartered on
+February 3, 1830,<a name="FNanchor_48_48"></a><a href=
+"#Footnote_48_48"><sup>[48]</sup></a> its name being taken from
+that of its founder and of the great Archbishop of Milan.<a name=
+"FNanchor_49_49"></a><a href="#Footnote_49_49"><sup>[49]</sup></a>
+The institution was placed under the control of the Society of St.
+Sulpice and was established "exclusively for the education of pious
+young men of the Catholic persuasion for the ministry of the
+Gospel." The corner-stone was laid by the venerable Charles
+Carroll, on July 11, 1831; but, for want of funds to carry on the
+work successfully, the institution was not opened until the fall of
+1848. The first President, Rev. O.L. Jenkins, began the institution
+with four pupils, and at his death in 1869, the number had grown to
+140. Since the closing of St. Mary's College in 1852, St. Charles's
+has been used by the Sulpicians as preparatory to St. Mary's
+Seminary.</p>
+<p>To supply the want of a college, to which Baltimore boys of
+Roman Catholic families could go without leaving home, <b><i>Loyola
+College</i></b> was opened in September, 1852. It is under the
+control of the Jesuits and has confined itself to receiving day
+scholars.</p>
+<p>The fifth and last Roman Catholic College, <b><i>Rock
+Hill</i></b>, was chartered in 1865.<a name=
+"FNanchor_50_50"></a><a href="#Footnote_50_50"><sup>[50]</sup></a>
+It is situated near Ellicott City, as is St. Charles's, and is
+under the supervision of the Brothers of the Christian Schools. It
+prepares youth for the various duties and occupations of life with
+great thoroughness, and has ever been noted especially for the
+attention paid to the development of the body as well as the mind
+of its pupils.</p>
+<br>
+<p>WESTEEN MARYLAND COLLEGE.</p>
+<p>In 1865, Mr. Fayette R. Buell began an academy for boys and
+girls at Westminster, Carroll County,<a name=
+"FNanchor_51_51"></a><a href="#Footnote_51_51"><sup>[51]</sup></a>
+and, in the spring of 1866, he proposed to the Conference of the
+Methodist Protestant Church, of which he was a member, that the
+school should be chartered as a college and taken under the
+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
+of the teachers in Mr. Buell's school, induced two of his friends
+to lend the enterprise $10,000, and the corner-stone of the College
+building was laid on September 6, 1886. The College opened a year
+later with seventy-three pupils. In February, 1868, Mr. Buell found
+himself so much in debt, that he appealed to the Conference to take
+the property off his hands. This was done, and a Board of Trustees
+appointed by the Conference was incorporated by the legislature on
+March 30, 1868.</p>
+<p>The next fall, the institution reopened with Rev. J.T. Ward as
+President, in which office he continued for seventeen years. These
+were years of trouble and severe work to make the College a
+success. There was no endowment, and only by the most strenuous
+efforts was the College saved on several occasions from being
+overwhelmed with debt. Still, in spite of all disadvantages, good
+work was done and valuable experience was gained. The College has
+been a co-educational one from the first, and connected with it was
+a department of Biblical Literature, for such as intended to become
+clergymen, until a separate Theological School was opened in 1882.
+During Dr. Ward's administration, new buildings were erected and,
+at his resignation in 1886, he left the institution ready to be
+made still more efficient by his successor. Rev. Thomas H. Lewis
+succeeded as President and, while he has caused the work and
+equipment of the College to be further enlarged, he has also been
+successful in paying off the last dollar of the debt that had hung
+over it so long as an incubus.</p>
+<br>
+<p>FEMALE EDUCATION.</p>
+<p><b><i>The Baltimore Female College</i></b>, so long presided
+over by Dr. N.C. Brooks, was the pioneer institution in Maryland
+for the higher education of women. Founded in 1849, it long had a
+prosperous existence; but finally was obliged to close its doors in
+June, 1890, on account of the withdrawal of the grant formerly
+given by the State.</p>
+<p>Besides this institution there was no successful attempt in
+Maryland to found a college for female education, until the
+<b><i>Woman's College of Baltimore</i></b> was chartered in
+1884.<a name="FNanchor_52_52"></a><a href=
+"#Footnote_52_52"><sup>[52]</sup></a> It was founded by the
+Methodist Episcopal Church, in honor of the centenary of its
+organized existence in this country, and is "denominational but not
+sectarian." For it beautiful buildings, adjoining the First
+Methodist Church, have been erected on St. Paul Street. Much of the
+money for its endowment was given by the present President, the
+Rev. J.F. Goucher, D.D., and, largely through his influence, was it
+able to open its doors to students on September 13, 1888. It has
+determined, very sensibly, to grant no degrees, save to those
+thoroughly fitted to receive them, and so has had no graduates up
+to the present. Its growth under the care of W.H. Hopkins, Ph.D.,
+its first President, was great in numbers and endowment and the
+prospects are now fair for this Baltimore Woman's College taking
+high rank among similar institutions.</p>
+<br>
+<p>CONCLUSION.</p>
+<p>To a superficial observer from a distance, it sometimes seems as
+if University education in Maryland began with the foundation of
+the Johns Hopkins University, a sketch of which follows from the
+pen of its honored President. Our study into the history of
+education in the State, however, has shown us that Maryland,
+instead of being one of the latest of the United States to conceive
+the University idea, was, in fact, one of the very earliest, and
+that her institutions have a history of which they need not be
+ashamed; though their work has not been so widely known as some
+others and though the bright promise of morning, in many cases, has
+not been followed by the full development of noontide.</p>
+<p>The patient labors of William Smith, of Hector Humphreys, of
+Francis Asbury, of John Dubois, and of many others, have been far
+from lost. Wherein they failed, they gained valuable experience for
+their successors, and wherein they succeeded, they helped to instil
+"into the minds and hearts of the citizens, the principles of
+science and good morals."</p>
+<br>
+<p>FOOTNOTES:</p>
+<a name="Footnote_1_1"></a><a href="#FNanchor_1_1">[1]</a>
+<div class="note">
+<p><i>Md. Archives</i>; Assembly Proceedings, 1666-1676, pp.
+262-264.</p>
+</div>
+<a name="Footnote_2_2"></a><a href="#FNanchor_2_2">[2]</a>
+<div class="note">
+<p>Scharf, <i>Hist. of Md.</i>, II, p. 510.</p>
+</div>
+<a name="Footnote_3_3"></a><a href="#FNanchor_3_3">[3]</a>
+<div class="note">
+<p>Sharpe, <i>Correspondence</i>, Vol. II, pp. 523-5 and 545.</p>
+</div>
+<a name="Footnote_4_4"></a><a href="#FNanchor_4_4">[4]</a>
+<div class="note">
+<p>Scharf, <i>Hist, of Md</i>., II, p.511.</p>
+</div>
+<a name="Footnote_5_5"></a><a href="#FNanchor_5_5">[5]</a>
+<div class="note">
+<p>Eddis, <i>Letters from Maryland</i>, 1769-1776.</p>
+</div>
+<a name="Footnote_6_6"></a><a href="#FNanchor_6_6">[6]</a>
+<div class="note">
+<p>MS. sketch of Prof. Rowland Watts.</p>
+</div>
+<a name="Footnote_7_7"></a><a href="#FNanchor_7_7">[7]</a>
+<div class="note">
+<p>Act of 1784, ch. 37.</p>
+</div>
+<a name="Footnote_8_8"></a><a href="#FNanchor_8_8">[8]</a>
+<div class="note">
+<p>Act of 1805, ch. 85. The appropriation had already been
+diminished by Act of 1798, ch. 107.</p>
+</div>
+<a name="Footnote_9_9"></a><a href="#FNanchor_9_9">[9]</a>
+<div class="note">
+<p><i>Centennial of St. John's.</i> Address of P.R. Voorhees,
+Esq.</p>
+</div>
+<a name="Footnote_10_10"></a><a href="#FNanchor_10_10">[10]</a>
+<div class="note">
+<p>Resolutions of 1832, No. 41.</p>
+</div>
+<a name="Footnote_11_11"></a><a href="#FNanchor_11_11">[11]</a>
+<div class="note">
+<p>MS. Sketch of Dr. E.F. Cordell.</p>
+</div>
+<a name="Footnote_12_12"></a><a href="#FNanchor_12_12">[12]</a>
+<div class="note">
+<p>Act of 1807, ch. 53.</p>
+</div>
+<a name="Footnote_13_13"></a><a href="#FNanchor_13_13">[13]</a>
+<div class="note">
+<p>Act of 1807, ch. 111.</p>
+</div>
+<a name="Footnote_14_14"></a><a href="#FNanchor_14_14">[14]</a>
+<div class="note">
+<p>Act of 1812, ch. 159.</p>
+</div>
+<a name="Footnote_15_15"></a><a href="#FNanchor_15_15">[15]</a>
+<div class="note">
+<p><i>Records of Univ. of Md</i>., Vol. A.</p>
+</div>
+<a name="Footnote_16_16"></a><a href="#FNanchor_16_16">[16]</a>
+<div class="note">
+<p>In 1815 he was succeeded by the Rt. Rev. James Kemp, D.D.</p>
+</div>
+<a name="Footnote_17_17"></a><a href="#FNanchor_17_17">[17]</a>
+<div class="note">
+<p>Acts of 1813, ch. 125; 1814, ch. 78.</p>
+</div>
+<a name="Footnote_18_18"></a><a href="#FNanchor_18_18">[18]</a>
+<div class="note">
+<p>Act of 1821, ch. 88.</p>
+</div>
+<a name="Footnote_19_19"></a><a href="#FNanchor_19_19">[19]</a>
+<div class="note">
+<p>Act of 1825, ch. 190.</p>
+</div>
+<a name="Footnote_20_20"></a><a href="#FNanchor_20_20">[20]</a>
+<div class="note">
+<p>Act of 1803, ch. 74.</p>
+</div>
+<a name="Footnote_21_21"></a><a href="#FNanchor_21_21">[21]</a>
+<div class="note">
+<p>Scharf, <i>Chron. of Baltimore</i>, p. 294.</p>
+</div>
+<a name="Footnote_22_22"></a><a href="#FNanchor_22_22">[22]</a>
+<div class="note">
+<p>Act of 1830, ch. 50.</p>
+</div>
+<a name="Footnote_23_23"></a><a href="#FNanchor_23_23">[23]</a>
+<div class="note">
+<p>Lucas, <i>Picture of Baltimore</i>, p. 170.</p>
+</div>
+<a name="Footnote_24_24"></a><a href="#FNanchor_24_24">[24]</a>
+<div class="note">
+<p>Act of 1882, ch. 88.</p>
+</div>
+<a name="Footnote_25_25"></a><a href="#FNanchor_25_25">[25]</a>
+<div class="note">
+<p>Stevens' <i>History of Methodism</i>, II, 253.</p>
+</div>
+<a name="Footnote_26_26"></a><a href="#FNanchor_26_26">[26]</a>
+<div class="note">
+<p>Some account of Cokesbury. MSS. of Rev. Wm. Hamilton.</p>
+</div>
+<a name="Footnote_27_27"></a><a href="#FNanchor_27_27">[27]</a>
+<div class="note">
+<p><i>Early Schools of Methodism</i>, p. 21.</p>
+</div>
+<a name="Footnote_28_28"></a><a href="#FNanchor_28_28">[28]</a>
+<div class="note">
+<p>MSS. of Rev. I.P. Cook.</p>
+</div>
+<a name="Footnote_29_29"></a><a href="#FNanchor_29_29">[29]</a>
+<div class="note">
+<p>Strickland's <i>Asbury</i>, p. 163.</p>
+</div>
+<a name="Footnote_30_30"></a><a href="#FNanchor_30_30">[30]</a>
+<div class="note">
+<p>Methodist Discipline, 1789, p. 40.</p>
+</div>
+<a name="Footnote_31_31"></a><a href="#FNanchor_31_31">[31]</a>
+<div class="note">
+<p><i>Asbury's Journal</i>, Vol. I, p. 523.</p>
+</div>
+<a name="Footnote_32_32"></a><a href="#FNanchor_32_32">[32]</a>
+<div class="note">
+<p>II Kings, 4: 40.</p>
+</div>
+<a name="Footnote_33_33"></a><a href="#FNanchor_33_33">[33]</a>
+<div class="note">
+<p><i>Journal</i>, December 5, 1791.</p>
+</div>
+<a name="Footnote_34_34"></a><a href="#FNanchor_34_34">[34]</a>
+<div class="note">
+<p><i>Early Schools of Methodism</i>, p. 31.</p>
+</div>
+<a name="Footnote_35_35"></a><a href="#FNanchor_35_35">[35]</a>
+<div class="note">
+<p><i>Journal</i>, November 21, 1794.</p>
+</div>
+<a name="Footnote_36_36"></a><a href="#FNanchor_36_36">[36]</a>
+<div class="note">
+<p>Act of 1794, ch. 21.</p>
+</div>
+<a name="Footnote_37_37"></a><a href="#FNanchor_37_37">[37]</a>
+<div class="note">
+<p>Rev. Mr. Hamilton's MSS.</p>
+</div>
+<a name="Footnote_38_38"></a><a href="#FNanchor_38_38">[38]</a>
+<div class="note">
+<p><i>Journal</i>, January 5, 1796.</p>
+</div>
+<a name="Footnote_39_39"></a><a href="#FNanchor_39_39">[39]</a>
+<div class="note">
+<p><i>Journal</i>, 1796.</p>
+</div>
+<a name="Footnote_40_40"></a><a href="#FNanchor_40_40">[40]</a>
+<div class="note">
+<p>Act of 1817, ch. 144.</p>
+</div>
+<a name="Footnote_41_41"></a><a href="#FNanchor_41_41">[41]</a>
+<div class="note">
+<p>Sprague, <i>Annals of American Pulpit</i>, VII, 279.</p>
+</div>
+<a name="Footnote_42_42"></a><a href="#FNanchor_42_42">[42]</a>
+<div class="note">
+<p><i>History of the M.E. Church</i>, Vol. III.</p>
+</div>
+<a name="Footnote_43_43"></a><a href="#FNanchor_43_43">[43]</a>
+<div class="note">
+<p><i>Niles' Register</i>, February 20, 1819.</p>
+</div>
+<a name="Footnote_44_44"></a><a href="#FNanchor_44_44">[44]</a>
+<div class="note">
+<p>Act of 1832, ch. 199.</p>
+</div>
+<a name="Footnote_45_45"></a><a href="#FNanchor_45_45">[45]</a>
+<div class="note">
+<p><i>Life of Bishop Kerfoot</i>, by Rev. Hall Harrison.</p>
+</div>
+<a name="Footnote_46_46"></a><a href="#FNanchor_46_46">[46]</a>
+<div class="note">
+<p>Act of 1844, ch. 272.</p>
+</div>
+<a name="Footnote_47_47"></a><a href="#FNanchor_47_47">[47]</a>
+<div class="note">
+<p>MSS. of Fr. G.E. Viger.</p>
+</div>
+<a name="Footnote_48_48"></a><a href="#FNanchor_48_48">[48]</a>
+<div class="note">
+<p>Act of 1830, ch. 50.</p>
+</div>
+<a name="Footnote_49_49"></a><a href="#FNanchor_49_49">[49]</a>
+<div class="note">
+<p>MSS. of Rev. G.E. Viger.</p>
+</div>
+<a name="Footnote_50_50"></a><a href="#FNanchor_50_50">[50]</a>
+<div class="note">
+<p>Act of 1865, ch. 10.</p>
+</div>
+<a name="Footnote_51_51"></a><a href="#FNanchor_51_51">[51]</a>
+<div class="note">
+<p>Lewis, <i>Outline of Western Maryland College</i>.</p>
+</div>
+<a name="Footnote_52_52"></a><a href="#FNanchor_52_52">[52]</a>
+<div class="note">
+<p>MSS. of Pres. W.H. Hopkins.</p>
+</div>
+<hr style="width: 65%;">
+<a name="THE_JOHNS_HOPKINS_UNIVERSITY"></a>
+<h2>THE JOHNS HOPKINS UNIVERSITY</h2>
+<p>(1876-1891).</p>
+<p>BY DANIEL C. GILMAN.</p>
+<br>
+<p>FOUNDATION.</p>
+<p>The year 1876 is commonly taken as the date of the foundation of
+the Johns Hopkins University, as in that year its doors were opened
+for the reception of students. On the twenty-second of February the
+plans of the University were publicly made known, and consequently
+"Washington's Birthday" has since been observed as an anniversary
+or commemoration day. But in reality the Trustees were organized
+nine years before. The founder, Johns Hopkins, as he saw the end of
+life approaching (although he continued in active business for
+several years afterwards), determined to bestow a large part of his
+fortune upon two institutions which he proposed to establish, a
+University and a Hospital. These establishments were to be managed
+by separate Boards of Trustees, citizens of Baltimore, whom he
+selected for their integrity, wisdom, and public spirit. In order
+that the two Boards might be closely allied, the founder was
+careful that a majority of the Trustees of one corporation should
+also be a majority of the Trustees of the other corporation, and in
+a letter which he left as the final expression of his wishes, he
+declared it to be his "constant wish and purpose that the Hospital
+should ultimately form a part of the Medical School of the
+University." The Hospital was opened for the reception of patients
+in May, 1889; and a volume which was prepared in the following year
+by Dr. J.S. Billings, gives a full description of the buildings,
+with other papers illustrative of the history and purposes of that
+great charity. But as the Medical School, which is to form the bond
+of union between the two establishments has not yet been organized,
+the following statements will only refer to those opportunities
+which are here provided for the study of science and literature, in
+the faculty commonly known as the faculty of philosophy and the
+liberal arts.</p>
+<p>Before speaking of his gifts, a few words should be devoted to
+the memory of Johns Hopkins. This large-minded man, whose name is
+now renowned in the annals of American philanthropy, acquired his
+fortune by slow and sagacious methods. He was born in Anne Arundel
+county, Maryland, not far from the city of Annapolis, of a family
+which for several generations had adhered to the views of the
+Society of Friends. His ancestors were among the earliest settlers
+of the colony. While still a boy, Johns Hopkins came to Baltimore
+without any capital but good health, the good habits in which he
+had been brought up, and unusual capacity for a life of industrious
+enterprise. He began on the lowest round of the ladder of fortune,
+and by his economy, fidelity, sagacity, and perseverance he rose to
+independence and influence. He was called to many positions of
+financial responsibility, among the most important being that of
+President of the Merchants' National Bank, and that of a Director
+in the Baltimore and Ohio Railroad Company. He was a man of
+positive opinions in political affairs, yet he never entered
+political life; and although he contributed to the support of
+educational and benevolent societies he was not active in their
+management. In the latter part of his life, he dwelt during the
+winter in a large mansion, still standing on the north side of
+Saratoga street, west of North Charles street, and during the
+summer on an estate called Clifton, in Baltimore County. In both
+these places he exercised hospitality without ostentation. He
+bought a large library and many oil paintings which are now
+preserved in a memorial room at the Hospital. Nevertheless, his
+pursuits were wholly mercantile, and his time and strength were
+chiefly devoted to the business in which he was
+engaged,&mdash;first as a wholesale grocer, and afterwards as a
+capitalist interested in many and diverse financial undertakings.
+More than once, in time of commercial panic, he lent his credit to
+the support of individuals and firms with a liberality which
+entitled him to general gratitude. He died in Baltimore, December
+24, 1873, at the age of seventy-nine years. He had never married.
+After providing for his near relations, he gave the principal part
+of his estate to the two institutions which bear his name, the
+Johns Hopkins University and the Johns Hopkins Hospital. Each of
+them received property estimated in round numbers at three and a
+half million dollars. The gift to the University included his
+estate of Clifton (three hundred and thirty acres of land), fifteen
+thousand shares of the common stock of the Baltimore and Ohio
+Railroad, and other securities which were valued at seven hundred
+and fifty thousand dollars.</p>
+<p>Many persons have expressed surprise that Mr. Hopkins should
+have made so large an investment in one corporation. But the stock
+of the Baltimore and Ohio Railroad was free from taxation, for many
+years it paid a dividend of ten per cent. per annum, and the
+managers, of whom he was one, confidently anticipated that a large
+stock dividend would be declared at an early day. Mr. Hopkins not
+only gave to the University all the common stock that he held in
+this corporation; he also advised that the Trustees should not
+dispose of it, nor of the stock accruing thereon by way of
+increment or dividend. In view of the vibrations to which this
+stock was subjected during the fifteen years subsequent to the
+death of Mr. Hopkins, it should not be forgotten that it was his
+will that linked the fortune of the great educational institution,
+which he founded, to the fortune of another corporation, in which
+he had the highest confidence. Fortunately, the crisis into which
+this union led, has been successfully passed. The friends of the
+University generously subscribed for its support an "emergency
+fund" of more than $100,000. Other large gifts were made and others
+still are known to be in the future. The Trustees, moreover, have
+changed four-fifths of their holdings of the common stock of the
+railroad company above mentioned, into its preferred stock, from
+which a permanent income of six per centum will be derived. The
+finances of the University are now on a solid basis, although
+additional gifts will be required for the construction of buildings
+and for the enlargement of the course of study, and still more
+before a medical department can be instituted.</p>
+<br>
+<p>PRELIMINARY ORGANIZATION.</p>
+<p>The Johns Hopkins University was incorporated under the laws of
+the State 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 they entered with a definite purpose on the work for
+which they were associated. 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 were favored with innumerable suggestions
+and recommendations from those who knew much about education, and
+from those who knew little; and they invited several scholars of
+distinction to give them their counsel. Three presidents of
+colleges gave them great assistance, answering in the frankest
+manner all the searching questions which were put to them by a
+sagacious committee. Grateful acknowledgments will always be due to
+these three gentlemen: Charles W. Eliot, LL. D., President of
+Harvard University, Andrew D. White, LL. D., President of Cornell
+University, and James B. Angell, LL. D., President of the
+University of Michigan.</p>
+<br>
+<p>INAUGURAL ASSEMBLY.</p>
+<p>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 to Europe and conferred with many leaders of
+university education in Great Britain and on the continent. At the
+same time he visited many of the most important seats of learning.
+During the following winter the plans of the University were
+formulated and were made public in the Inaugural Address of the
+President, which was delivered on the 22nd of February, 1876,
+before a large audience assembled in the Academy of Music.</p>
+<p>On this occasion, the Governor of the State, Hon. John Lee
+Carroll; the Mayor of the City, Hon. Ferdinand C. Latrobe; the
+Presidents and representative Professors of a large number of
+Universities and Colleges; the Trustees and other officers of the
+scientific, literary and educational institutions of Baltimore; the
+State and City officers of public instruction and other invited
+guests, together with the Trustees of Johns Hopkins, occupied the
+platform. The house was filled with an attentive audience.</p>
+<p>At eleven o'clock, the chair was taken by the President of the
+Trustees, Mr. Galloway Cheston. The orchestra of the Peabody
+Institute, directed by Professor Asger Hamerik, performed several
+pieces of classical music.</p>
+<p>A prayer was then offered up by Rev. Alfred M. Randolph, D D.,
+of Emmanuel Church, now Assistant Bishop of Virginia, after which
+the Chairman of the Executive Committee, Mr. Reverdy Johnson, Jr.,
+said:</p>
+<p>"Our gathering to-day is one of no ordinary interest. From all
+sections of our State, from varied sections of our land, we have
+met at the opening of another avenue to social progress and
+national renown. After two years of pressing responsibility and
+anxious care the Trustees of the Johns Hopkins University present
+the first detailed account of their trust. Of the difficulties
+attending the discharge of their duty; of the nice balancing of
+judgment; of the careful investigation and continued labor called
+for in the organization of the University, this is not the place to
+speak; but for the Board of Trustees, I may be allowed to claim the
+credit of entire devotion to the work, and a sincere desire to make
+of the University all that the public could expect from the
+generous foundation. Happily, our action is unfettered, and where
+mistakes occur, as occur they must, the will and power are at hand
+to correct them. We may say that the University's birth takes place
+today, and I do not think it mere sentiment, should we dwell with
+interest upon its concurrence with the centennial year of our
+national birth, and the birthday of him who led the nation from the
+throes of battle to maturity and peace. But it is not my province
+to detain you from the exercises which are to follow. I am happy to
+state that we have among us to-day one who represents the highest
+type of American education, and one who, from the beginning, has
+sympathized with, counselled and aided us. I know you anticipate
+me, as I announce the distinguished name, from the most
+distinguished seat of learning in our land&mdash;President Eliot,
+of Harvard University."</p>
+<br>
+<p>ADDRESS OF PRESIDENT ELIOT.</p>
+<p>President Eliot next delivered a Congratulatory Address in which
+he said:</p>
+<p>"The oldest University of the country cordially greets the
+youngest, and welcomes a worthy ally&mdash;an ally strong in
+material resources and in high purpose.</p>
+<p>"I congratulate you, gentlemen, Trustees of the Johns Hopkins
+University, upon the noble work which is before you. A great
+property, an important part of the fruit of a long life devoted
+with energy and sagacity to the accumulation of riches, has been
+placed in your hands, upon conditions as magnanimous as they are
+wise, to be used for the public benefit in providing for coming
+generations the precious means of liberal culture. Your Board has
+great powers. It must hold and manage the property of the
+University, make all appointments, fix all salaries, and, while
+leaving both legislative and administrative details to the several
+faculties which it will create, it must also prescribe the general
+laws of the University. Your cares and labor will grow heavy as
+time goes on; but in accordance with an admirable usage,
+fortunately established in this country, you will serve without
+other compensation than the public consideration which will justly
+attach to your office, and the happy sense of being useful. The
+actuating spirit of your Board will be a spirit of scrupulous
+fidelity to every trust reposed in you, and of untiring zeal in
+promoting the welfare of the University and the advancement of
+learning. Judged by its disinterestedness, its beneficence and its
+permanence, your function is as pure and high as any that the world
+knows, or in all time has known. May the work which you do in the
+discharge of your sacred trust be regarded with sympathetic and
+expectant forbearance by the present generation, and with
+admiration and gratitude by posterity.</p>
+<p>"The University which is to take its rise in the splendid
+benefaction of Johns Hopkins must be unsectarian. None other could
+as appropriately be established in the city named for the Catholic
+founder of a colony to which all Christian sects were welcomed, or
+in the State in which religious toleration was expressly declared
+in the name of the Government for the first time in the history of
+the Christian world. There is a too common opinion that a college
+or university which is not denominational must therefore be
+irreligious; but the absence of sectarian control should not be
+confounded with lack of piety. A university whose officers and
+students are divided among many sects need no more be irreverent
+and irreligious than the community which in respect to diversity of
+creeds it resembles. It would be a fearful portent if thorough
+study of nature and of man in all his attributes and works, such as
+befits a university, led scholars to impiety. But it does not; on
+the contrary, such study fills men with humility and awe, by
+bringing them on every hand face to face with inscrutable mystery
+and infinite power. The whole work of a university is uplifting,
+refining and spiritualizing: it embraces</p>
+<div class="poem">
+<div class="stanza">
+<p class="i6">whatsoever touches life</p>
+<p>With upward impulse; be He nowhere else,</p>
+<p>God is in all that liberates and lifts;</p>
+<p>In all that humbles, sweetens and consoles.</p>
+</div>
+</div>
+<p>"A university cannot be built upon a sect, unless, indeed, it be
+a sect which includes the whole of the educated portion of the
+nation. This University will not demand of its officers and
+students the creed, or press upon them the doctrine of any
+particular religious organization; but none the less&mdash;I should
+better say, all the more&mdash;it can exert through high-minded
+teachers a strong moral and religious influence. It can implant in
+the young breasts of its students exalted sentiments and a worthy
+ambition; it can infuse into their hearts the sense of honor, of
+duty, and of responsibility.</p>
+<p>"I congratulate the city of Baltimore, Mr. Mayor, that in a few
+generations she will be the seat of a rich and powerful university.
+To her citizens its grounds and buildings will in time become
+objects of interest and pride. The libraries and other collections
+of a university are storehouses of the knowledge already acquired
+by mankind, from which further invention and improvement proceed.
+They are great possessions for any intelligent community. The tone
+of society will be sensibly affected by the presence of a
+considerable number of highly educated men, whose quiet and simple
+lives are devoted to philosophy and teaching, to the exclusion of
+the common objects of human pursuit. The University will hold high
+the standards of public duty and public spirit, and will enlarge
+that cultivated class which is distinguished, not by wealth merely,
+but by refinement and spirituality.</p>
+<p>"I felicitate the State of Maryland, whose Chief Magistrate
+honors this assembly with his presence, upon the establishment
+within her borders of an independent institution of the highest
+education. The elementary school is not more necessary to the
+existence of a free State than the University. The public school
+system depends upon the institutions of higher education, and could
+not be maintained in real efficiency without them. The function of
+colleges, universities, and professional schools is largely a
+public function; their work is done primarily, indeed, upon
+individuals, but ultimately for the public good. They help
+powerfully to form and mould aright the public character; and that
+public character is the foundation of everything which is precious
+in the State, including even its material prosperity. In training
+men thoroughly for the learned professions of law and medicine,
+this University will be of great service to Maryland and the
+neighboring States. During the past forty years the rules which
+governed admission to these honorable and confidential professions
+have been carelessly relaxed in most of the States of the Union,
+and we are now suffering great losses and injuries, both material
+and moral, in consequence of thus thoughtlessly abandoning the
+safer ways of our fathers. It is for the strong universities of the
+country to provide adequate means of training young men well for
+the learned professions, and to set a high standard for
+professional degrees.</p>
+<p>"President Gilman, this distinguished assembly has come together
+to give you God-speed. I welcome you to arduous duties and grave
+responsibilities. In the natural course of life you will not see
+any large part of the real fruits of your labors; for to build a
+university needs not years only, but generations; but though 'deeds
+unfinished will weigh on the doer,' and anxieties will sometimes
+oppress you, great privileges are nevertheless attached to your
+office. It is a precious privilege that in your ordinary work you
+will have to do only with men of refinement and honor; it is a glad
+and animating sight to see successive ranks of young men pressing
+year by year into the battle of life, full of hope and courage, and
+each year better armed and equipped for the strife; it is a
+privilege to serve society and the country by increasing the means
+of culture; but, above all, you will have the great happiness of
+devoting yourself for life to a noble public work without reserve,
+or stint, or thought of self, looking for no advancement, 'hoping
+for nothing again,' Knowing well by experience the nature of the
+charge which you this day publicly assume, familiar with its cares
+and labors, its hopes and fears, its trials and its triumphs, I
+give you joy of the work to which you are called, and welcome you
+to a service which will task your every power.</p>
+<p>"The true greatness of States lies not in territory, revenue,
+population, commerce, crops or manufactures, but in immaterial or
+spiritual tilings; in the purity, fortitude and uprightness of
+their people, in the poetry, literature, science and art which they
+give birth to, in the moral worth of their history and life. With
+nations, as with individuals, none but moral supremacy is immutable
+and forever beneficent. Universities, wisely directed, store up the
+intellectual capital of the race, and become fountains of spiritual
+and moral power. Therefore our whole country may well rejoice with
+you, that you are auspiciously founding here a worthy seat of
+learning and piety. Here may young feet, shunning the sordid paths
+of low desire and worldly ambition, walk humbly in the steps of the
+illustrious dead&mdash;the poets, artists, philosophers and
+statesmen of the past; here may fresh minds explore new fields and
+increase the sum of knowledge; here from time to time may great men
+be trained up to be leaders of the people; here may the irradiating
+light of genius sometimes flash out to rejoice mankind; above all,
+here may many generations of manly youth learn righteousness."</p>
+<br>
+<p>INAUGURAL ADDRESS OF THE FIRST PRESIDENT.</p>
+<p>In his inaugural address, the President of the Johns Hopkins
+University, after a grateful reference to the founder and his
+generosity, and a reminder that the endowment, large as it appears,
+is not large when compared with the acquisitions of many other
+institutions, called attention to some of the special distinctions
+of this gift. Among them were named: the freedom from conditions;
+the absence of political or ecclesiastical control; the connection
+with an endowed hospital; the geographical advantages of Baltimore;
+and the timeliness of the foundation. Five agencies for the
+promotion of superior instruction were next briefly discussed,
+universities, learned academies, colleges, technical schools, and
+museums. The object of these paragraphs was to suggest the
+distinctive Idea of the University, and to show that while forms
+and methods vary in different countries, the freedom for
+investigation, the obligation to teach, and the careful bestowal of
+academic honors are always understood to be among the university
+functions. Wherever a strong university is established, learned
+societies, colleges, technical schools, and museums are clustered.
+It is the sun and they are the planets.</p>
+<p>Twelve points were then enumerated on which there is a consensus
+so general that further discussion seemed needless.</p>
+<p>1. All sciences are worthy of promotion; or in other words, it
+is useless to dispute whether literature or science should receive
+most attention, or whether there is any essential difference
+between the old and the new education.</p>
+<p>2. Religion has nothing to fear from science, and science need
+not be afraid of religion. Religion claims to interpret the word of
+God, and science to reveal the laws of God. The interpreters may
+blunder, but truths are immutable, eternal, and never in
+conflict.</p>
+<p>3. Remote utility is quite as worthy to be thought of as
+immediate advantage. Those ventures are not always most sagacious
+that expect a return on the morrow. It sometimes pays to send our
+argosies across the seas,&mdash;to make investments with an eye to
+slow but sure returns. So it is always in the promotion of
+science.</p>
+<p>4. As it is impossible for any university to encourage with
+equal freedom all branches of learning, a selection must be made by
+enlightened governors, and that selection must depend on the
+requirements and deficiencies of a given people, in a given period.
+There is no absolute standard of preference. What is more important
+at one time or in one place may be less needed elsewhere and
+otherwise.</p>
+<p>5. Individual students cannot pursue all branches of learning,
+and must be allowed to select, under the guidance of those who are
+appointed to counsel them. Nor can able professors be governed by
+routine. Teachers and pupils must be allowed great freedom in their
+method of work. Recitations, lectures, examinations, laboratories,
+libraries, field exercises, travel, are all legitimate means of
+culture.</p>
+<p>6. The best scholars will almost invariably be those who make
+special attainments on the foundation of a broad and liberal
+culture.</p>
+<p>7. The best teachers are usually those who are free, competent,
+and willing to make original researches in the library and the
+laboratory.</p>
+<p>8. The best investigators are usually those who have also the
+responsibilities of instruction, gaining thus the incitement of
+colleagues, the encouragement of pupils, the observation of the
+public.</p>
+<p>9. Universities should bestow their honors with a sparing hand;
+their benefits most freely.</p>
+<p>10. A university cannot be created in a day; it is a slow
+growth. The University of Berlin has been quoted as a proof of the
+contrary. That was indeed a quick success, but in an old, compact
+country, crowded with learned men eager to assemble at the Prussian
+court. It was a change of base rather than a sudden
+development.</p>
+<p>11. The object of the university is to develop
+character&mdash;to make men. It misses its aim if it produces
+learned pedants, or simple artisans, or cunning sophists, or
+pretentious practitioners. Its purport is not so much to impart
+knowledge to the pupils, as to whet the appetite, exhibit methods,
+develop powers, strengthen judgment, and invigorate the
+intellectual and moral forces. It should prepare for the service of
+society a class of students who will be wise, thoughtful,
+progressive guides in whatever department of work or thought they
+may be engaged.</p>
+<p>12. Universities easily fall into ruts. Almost every epoch
+requires a fresh start.</p>
+<p>If these twelve points are conceded, our task is simplified,
+though it is still difficult. It is to apply these principles to
+Baltimore in 1876. We are trying to do this with no controversy as
+to the relative importance of letters and science, the conflicts of
+religion and science, or the relation of abstractions and
+utilities; our simple aim is to make scholars, strong, bright,
+useful and true.</p>
+<p>Proceeding to speak of the Johns Hopkins University, the speaker
+then announced that at first the Faculty of Philosophy would alone
+be organized, where instruction would be given in language,
+mathematics, ethics, history and science. The Medical Faculty would
+not long be delayed. That of Jurisprudence would come in time. That
+of Theology is not now proposed.</p>
+<p>The next paragraphs of the address will be given without
+abbreviation.</p>
+<p>Who shall our teachers be?</p>
+<p>This question the public has answered for us; for I believe
+there is scarcely a preeminent man of science or letters, at home
+or abroad, who has not received a popular nomination for the vacant
+professorships. Some of these candidates we shall certainly secure,
+and their names will be 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 deeply rooted. It is especially hard to do so in our
+soil and climate. Though a migratory people, our college professors
+are fixtures. Such local college attachments are not known in
+Germany; and the promotions which are frequent in Germany are less
+thought of here. When we think of calling foreign teachers, we
+encounter other difficulties. Many are reluctant to cross the sea;
+and others are, by reason of their lack of acquaintance with our
+language and ways, unavailable. Besides we may as well admit that
+London, Paris, Leipsic, Berlin, and Vienna afford facilities for
+literary and scientific growth and influence, far beyond what our
+country affords. Hence, it is probable that among our own
+countrymen, our faculty will be chiefly found.</p>
+<p>I wrote, not long ago, to an eminent physicist, presenting this
+problem in social mechanics, for which I asked his solution, "We
+cannot have a great university without great professors; we cannot
+get great professors till we have a great university: help us from
+the dilemma." Let me tell his answer: "Your difficulty," he says,
+"applies only to old men who are great; these you can rarely move;
+but the young men of genius, talent, learning and promise, you can
+draw. They should be your strength."</p>
+<p>The young Americans of talent and promise&mdash;there is our
+strength, and a noble 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.</p>
+<p>In the biographies of eminent scholars, it is curious to observe
+how many indicated in youth preeminent ability. Isaac Casaubon,
+whose name in the sixteenth century shed lustre on the learned
+circles of Geneva, Montpellier, Paris, London and Oxford, began as
+professor of Greek, at the age of twenty-two; and Heinsius, his
+Leyden contemporary, at eighteen. It was at the age of
+twenty-eight, that Linnaeus first published his <i>Systema
+Naturae</i>. Cuvier was appointed a professor in Paris at
+twenty-six, and, a few months later, a member of the Institute.
+James Kent, the great commentator on American law, began his
+lectures in Columbia College at the age of thirty-one. Henry was
+not far from thirty years of age when he made his world-renowned
+researches in electro-magnetism; and Dana's great work on
+mineralogy was first published before he was twenty-five years old,
+and about four years after he graduated at New Haven. Look at the
+Harvard lists:&mdash;Everett was appointed Professor of Greek at
+twenty-one; Benjamin Peirce, of Mathematics at twenty-four; and
+Agassiz was not yet forty when he came to this country. For fifty
+years Yale College rested on three men selected in their youth by
+Dr. Dwight, and almost simultaneously set at work; Day was
+twenty-eight, Silliman, twenty-three, and Kingsley, twenty-seven,
+when they began their professorial lives. The University of
+Virginia, early in its history, attracted foreign teachers, who
+were all young men.</p>
+<p>We shall hope to secure a strong staff of young men, appointing
+them because they have twenty years before them; selecting them on
+evidence of their ability; increasing constantly their emoluments,
+and promoting them because of their merit to successive posts, as
+scholars, fellows, assistants, adjuncts, professors and university
+professors. This plan will give us an opportunity to introduce some
+of the features of the English fellowship and the German system of
+privat-docents; or in other words, to furnish positions where young
+men desirous of a university career may have a chance to begin,
+sure at least of a support while waiting for promotion.</p>
+<p>Our plans begin but do not end here. As men of distinction, who
+have won the highest rank in their callings, are known to be free,
+we shall invite them to come among us.</p>
+<p>If we would maintain a university, great freedom must be allowed
+both to teachers and scholars. This involves freedom of methods to
+be employed by the instructors on the one hand, and on the other,
+freedom of courses to be selected by the students.</p>
+<p>But this freedom is based on laws,&mdash;two of which cannot be
+too distinctly or too often enunciated. A law which should govern
+the admission of pupils is this, that before they win this
+privilege they must have been matured by the long, preparatory
+discipline of superior teachers, and by the systematic, laborious,
+and persistent pursuit of fundamental knowledge; and a second law,
+which should govern the work of professors, is this, that with
+unselfish devotion to the discovery and advancement of truth and
+righteousness, they renounce all other preferment, so that, like
+the greatest of all teachers, they may promote the good of
+mankind.</p>
+<p>I see no advantage in our attempting to maintain the traditional
+four-year class-system of the American colleges. It has never
+existed in the University of Virginia; it is modified, though not
+nominally given up at Harvard; it is not an important
+characteristic of Michigan and Cornell; it is not known in the
+English, French or German universities. It is a collegiate rather
+than a university method. If parents or students desire us to mark
+out prescribed courses, either classical or scientific, lasting
+four years, it will be easy to do so. But I apprehend that many
+students will come to us excellent in some branches of a liberal
+education and deficient in others&mdash;good perhaps in Greek,
+Latin and mathematics; deficient in chemistry, physics, zoology,
+history, political economy, and other progressive sciences. I would
+give to such candidates on examination, credit for their
+attainments, and assign them in each study the place for which they
+are fitted. A proficient in Plato may be a tyro in Euclid.
+Moreover, I would make attainments rather than time the condition
+of promotion; and I would encourage 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 individuals rather than of
+classes.</p>
+<p>The sphere of a university is sometimes restricted by its walls
+or is limited to those who are enrolled on its lists. There are
+three particulars in which we shall aim at extramural influence:
+first, as an examining body, ready to examine and confer degrees or
+other academic honors on those who are trained elsewhere; next, as
+a teaching body, by opening to educated persons (whether enrolled
+as students or not) such lectures as they may wish to attend, under
+certain restrictions&mdash;on the plan of the lectures in the high
+seminaries of Paris; and, finally, as in some degree at least a
+publishing body, by encouraging professors and lecturers to give to
+the world in print the results of their researches.</p>
+<p>What are we aiming at?</p>
+<p>An enduring foundation; a slow development; first local, then
+regional, then national influence; the most liberal promotion of
+all useful knowledge; the special provision of such departments as
+are elsewhere neglected in the country; a generous affiliation with
+all other institutions, avoiding interferences, and engaging in no
+rivalry; the encouragement of research; the promotion of young men;
+and the advancement of individual scholars, who by their excellence
+will advance the sciences they pursue, and the society where they
+dwell.</p>
+<p>No words could indicate our aim more fitly than those by which
+John Henry Newman expresses his "Idea of the University," in a page
+glowing with enthusiasm, to which I delight to revert.</p>
+<p>What will be our agencies?</p>
+<p>A large staff of teachers; abundance of instruments, apparatus,
+diagrams, books, and other means of research and instruction; good
+laboratories, 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, our plans will be adjusted to its new
+requirements.</p>
+<p>What will be our methods?</p>
+<p>Liberal advanced instruction for those who want it; distinctive
+honors for those who win them; appointed courses for those who need
+them; special courses for those who can take no other; a
+combination of lectures, recitations, laboratory practice, field
+work and private instruction; the largest discretion allowed to the
+Faculty consistent with the purposes in view; and, finally, an
+appeal to the community to increase our means, to strengthen our
+hands, to supplement our deficiencies, and especially to surround
+our scholars with those social, domestic and religious influences
+which a corporation can at best imperfectly provide, but which may
+be abundantly enjoyed in the homes, the churches and the private
+associations of an enlightened Christian city.</p>
+<p><i>Citizens of Baltimore and Maryland</i>.&mdash;This great
+undertaking does not rest upon the Trustees alone; the whole
+community has a share in it. However strong our purposes, they will
+be modified, inevitably, by the opinions of enlightened men; so let
+parents and teachers incite the youth of this commonwealth to high
+aspirations; let wise and judicious counsellors continue their
+helpful suggestions, sure of being heard with grateful
+consideration; let skilful writers, avoiding captionsness on the
+one hand and compliment on the other, uphold or refute or amend the
+tenets here announced; let the guardians of the press diffuse
+widely a knowledge of the benefits which are here provided; let men
+of means largely increase the usefulness of this work by their
+timely gifts.</p>
+<p>At the moment there is nothing which seems to me so important,
+in this region, and indeed in the entire land, as the promotion of
+good secondary schools, preparatory to the universities. There are
+old foundations in Maryland which require to be made strong, and
+there is room for newer enterprises, of various forms. Every large
+town should have an efficient academy or high school; and men of
+wealth can do no greater service to the public than by liberally
+encouraging, in their various places of abode, the advanced
+instruction of the young. None can estimate too highly the good
+which came to England from the endowment of Lawrence Sheriff at
+Rugby, and of Queen Elizabeth's school at Westminster, or the value
+to New England of the Phillips foundations in Exeter and And
+over.</p>
+<p>Every contribution made by others to this new University will
+enable the Trustees to administer with greater liberality their
+present funds. Special foundations may be affiliated with our
+trust, for the encouragement of particular branches of knowledge,
+for the reward of merit, for the construction of buildings; and
+each gift, like the new recruits of an army, will be more efficient
+because of the place it takes in an organized and efficient
+company. It is a great satisfaction in this world of changes and
+pecuniary loss to remember what safe investments have been made at
+Harvard and Yale, and other old colleges, where dollar for dollar
+is still shown for every gift.</p>
+<p>The atmosphere of Maryland seems favorable to such deeds of
+piety, hospitality and "good-will to men." George Calvert, the
+first Lord Baltimore, comes here, returns to England and draws up a
+charter which becomes memorable in the annals of civil and
+religious liberty, for which, "he deserves to be ranked," (as
+Bancroft says), "among the most wise and benevolent lawgivers of
+all ages;" among the liberals of 1776 none was bolder than Charles
+Carroll of Carrollton; John Eager Howard, the hero of Cowpens, is
+almost equally worthy of gratitude for the liberality 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 to endow an
+Athenaeum, and begins that outpouring of munificence which gives
+him a noble rank among modern philanthropists; Moses Sheppard
+bequeaths more than half a million for the relief of mental
+disease; Rinehart, the teamster boy, attains distinction as a
+sculptor, and bequeaths his hard-won acquisitions for the
+encouragement of art in the city of his residence; and a
+Baltimorean still living, provides for the foundation of an
+astronomical observatory in Yale College; while Johns Hopkins lays
+a foundation for learning and charity, which we celebrate
+to-day.</p>
+<p>The closing sentences of the discourse were addressed to the
+young men of Baltimore and to the Trustees.</p>
+<br>
+<p>THE FACULTY.</p>
+<p>One of the earliest duties which devolved upon the President and
+Trustees, after deciding upon the general scope of the University,
+was to select a staff of teachers by whose assistance and counsel
+the details of the plan should be worked out. It would hardly be
+right in this place to recall the distinctive merits of the able
+and learned scholars who have formed the academic staff during the
+first fourteen years, but perhaps the writer may be allowed to pay
+in passing a tribute of gratitude and respect to those who entered
+the service of the University at its beginning. To their
+suggestions, their enthusiasm, their learning, and above all their
+freedom from selfish aims and from petty jealousies, must be
+attributed in a great degree the early distinction of this
+institution. They came from widely distant places; they had been
+trained by widely different methods; they had widely different
+intellectual aptitudes; but their diversities were unified by their
+devotion to the university in which they were enlisted, and by
+their desire to promote its excellence. This spirit has continued
+till the present time, and has descended to those who have from
+time to time joined the ranks, so that it may be emphatically said
+that the union of the Faculty has been the key to its
+influence.</p>
+<p>The first requisite of success in any institution is a staff of
+eminent teachers, each of whom gives freely the best of which he is
+capable. The best varies with the individual; one may be an
+admirable lecturer or teacher; 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 his learning, another by his genius;
+but every member of a faculty should be distinguished by some
+uncommon attainments and by some special aptitudes, while the
+faculty as a whole should be united and cooperative. Each
+professor, according to his subject and his talents, should have
+his own best mode of working, adjusted to and controlled by the
+exigencies of the institution with which he is associated.</p>
+<p>The original professors, who were present when instructions
+began in October, 1876, were these: as the head and guide of the
+mathematical studies, Professor Sylvester, of Cambridge, Woolwich
+and London, one of the foremost of European mathematicians; as the
+leader of classical studies, Professor Gildersleeve, then of the
+University of Virginia; as director of the Chemical Laboratory and
+of instruction in chemistry, Professor Remsen, then of Williams
+College; to organize the work in Biology (a department then
+scarcely known in American institutions, but here regarded as of
+great importance with reference to the future school of medicine),
+Professor Martin, then of Cambridge (Eng.), a pupil of Professor
+Michael Foster and of Professor Huxley; as chief in the department
+of Physics, Professor Rowland, then holding a subordinate position
+in the Rensselaer Polytechnic Institute, whose ability in this
+department had been shown by the contributions he had made to
+scientific journals; and as collegiate professor, or guide to the
+undergraduate students, Professor Charles D. Morris, once an Oxford
+fellow, and then of the University of the City of New York.</p>
+<p>The names of the professors in the Faculty of Philosophy, from
+1876 to 1890, are as follows, arranged in the order of their
+appointment:</p>
+<pre>
+1876      BASIL L. GILDERSLEEVE, LL. D   <i>Greek</i>.
+1876      J.J. SYLVESTER, LL. D          <i>Mathematics</i>.
+1876      IRA KEMSEN, Ph. D              <i>Chemistry</i>.
+1876      HENRY A. ROWLAND, Ph. D        <i>Physics</i>.
+1876      H. NEWELL MARTIN, Sc. D        <i>Biology</i>.
+1876      CHARLES D. MORRIS, A. M        <i>Classics, (Collegiate).</i>
+1883      PAUL HAUPT, Ph. D              <i>Semitic Languages</i>.
+1884      G. STANLEY HALL, LL. D         <i>Psychology.</i>
+1884      WILLIAM H. WELCH, M. D         <i>Pathology</i>.
+1884      SIMON NEWCOMB, LL. D           <i>Mathematics and Astronomy</i>.
+1886      JOHN H. WRIGHT, A.M            <i>Classical Philology</i>.
+1889      EDWARD H. GRIFFIN, LL.D        <i>History of Philosophy</i>.
+1891      HERBERT B. ADAMS, Ph.D         <i>Amer. and Inst. History</i>.
+1891      WILLIAM K. BROOKS, Ph.D        <i>Animal Morphology</i>.
+</pre>
+<p>The persons below named have been appointed associate
+professors,&mdash;and their names are arranged in the order of
+their appointment:</p>
+<pre>
+1883      HERBERT B. ADAMS, Ph.D         <i>History</i>.
+1883      MAURICE BLOOMFIELD, Ph.D       <i>Sanskrit and Comp. Philology</i>.
+1883      WILLIAM K. BROOKS, Ph.D        <i>Animal Morphology</i>.
+1883      THOMAS CRAIG, Ph.D             <i>Mathematics</i>.
+1883      CHARLES S. HASTINGS, Ph.D      <i>Physics</i>.
+1883      HARMON N. MORSE, Ph.D          <i>Chemistry.</i>
+1883      WILLIAM E. STORY, Ph.D         <i>Mathematics.</i>
+1883      MINTON WARREN, Ph.D            <i>Latin.</i>
+1884      A. MARSHALL ELLIOT, Ph.D       <i>Romance Languages</i>.
+1884      J. RENDEL HARRIS, A.M          <i>New Testament Greek</i>.
+1885      GEORGE H. EMMOTT, A.M          <i>Logic</i>.
+1885      C. RENE GREGORY, Ph.D          <i>New Testament Greek</i>.
+1885      GEORGE H. WILLIAMS, Ph.D       <i>Inorganic Geology</i>.
+1885      HENRY WOOD, Ph.D               <i>German</i>.
+1887      RICHARD T. ELY, Ph.D           <i>Political Economy</i>.
+1888      WILLIAM T. COUNCILMAN, M.D     <i>Anatomy</i>.
+1888      WILLIAM H. HOWELL, Ph.D        <i>Animal Physiology</i>.
+1888      ARTHUR L. KIMBALL, Ph.D        <i>Physics</i>.
+1888      EDWARD H. SPIEKER, Ph.D        <i>Greek and Latin</i>.
+1889      Louis DUNCAN, Ph.D             <i>Electricity</i>.
+1889      FABIAN FRANKLIN, Ph.D          <i>Mathematics</i>.
+</pre>
+<p>At the opening of the Johns Hopkins Hospital, the principal
+physicians and surgeons of that foundation were appointed
+professors of the University, namely, arranged in the order of
+their appointment:</p>
+<pre>
+1889      WILLIAM OSLER, M.D             <i>Medicine.</i>
+1889      HENRY M. HURD, M.D             <i>Psychiatry</i>.
+1889      HOWARD A. KELLY, M.D           <i>Gynecology</i>.
+1889      WILLIAM S. HALSTED, M.D        <i>Surgery</i>.
+</pre>
+<p>In selecting a staff of teachers, the Trustees have endeavored
+to consider especially the devotion of the candidate to some
+particular line of study and the certainty of his eminence in that
+specialty; the power to pursue independent and original
+investigation, and to inspire the young with enthusiasm for study
+and research; the willingness to co&ouml;perate in building up a
+new institution; and the freedom from tendencies toward
+ecclesiastical or sectional controversies. They announced that they
+would not be governed by denominational or geographical
+considerations in the appointment of any teacher; but would
+endeavor to select the best person whose services they could secure
+in the position to be filled,&mdash;irrespective of the place where
+he was born, or the college in which he was trained, or the
+religious body with which he might be enrolled.</p>
+<p>It is obvious that in addition to the qualifications above
+mentioned, regard has always been paid to those personal
+characteristics which cannot be rigorously defined, but which
+cannot be overlooked if the ethical as well as the intellectual
+character of a professorial station is considered, and if the
+social relations of a teacher to his colleagues, his pupils, and
+their friends, are to be harmoniously maintained. The professor in
+a university teaches as much by his example as by his precepts.</p>
+<p>Besides the resident professors, it has been the policy of the
+University to enlist from time to time the services of
+distinguished scholars as lecturers on those subjects to which
+their studies have been particularly directed. During the first few
+years the number of such lecturers was larger, and the duration of
+their visits was longer than it has been recently. When the faculty
+was small, the need of the occasional lecturer was more apparent
+for obvious reasons, than it has been in later days. Still the
+University continues to invite the cooperation of non-resident
+professors, and the proximity of Baltimore to Washington makes it
+particularly easy to engage learned gentlemen from the capital to
+give occasional lectures upon their favorite studies. Recently a
+lectureship of Poetry has been founded by Mr. and Mrs. 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 are
+known either as poets, or as critics, or as historians of poetry.
+The first lecturer on this foundation will be Mr. E.C. Stedman, of
+New York, the second, Professor Jebb, of Cambridge (Eng.). Another
+lectureship has been instituted by Mr. Eugene Levering with the
+object of promoting the purposes of the Young Men's Christian
+Association. The first lecturer on this foundation was Rev. Dr.
+Broadus, of Louisville, Ky.</p>
+<p>A few of those who held the position of lecturers made Baltimore
+their home for such prolonged periods that they could not properly
+be called non-resident. The following list contains the principal
+appointments. It might be much enlarged by naming those persons who
+have lectured at the request of one department of the University
+and not of the Trustees, and by naming some who gave but single
+lectures.</p>
+<pre>
+1876      SIMON NEWCOMB                  <i>Astronomy</i>.
+1876      L&Eacute;ONCE RABILLON                <i>French</i>.
+1877      JOHN S. BILLINGS               <i>Medical History, etc</i>.
+1877      FRANCIS J. CHILD               <i>English Literature</i>,
+1877      THOMAS M. COOLEY               <i>Law.</i>
+1877      JULIUS E. HILGARD              <i>Geodetic Surveys</i>.
+1877      JAMES RUSSELL LOWELL           <i>Romance Literature</i>.
+1877      JOHN W. MALLET                 <i>Technological Chemistry</i>.
+1877      FRANCIS A. WALKER              <i>Political Economy</i>.
+1877      WILLIAM D. WHITNEY             <i>Comparative Philology</i>.
+1878      WILLIAM F. ALLEN               <i>History</i>.
+1878      WILLIAM JAMES                  <i>Psychology</i>.
+1878      GEORGE S. MORRIS               <i>History of Philosophy</i>.
+1879      J. LEWIS DIMAN                 <i>History.</i>
+1879      H. VON HOLST                   <i>History</i>.
+1879      WILLIAM G. FARLOW              <i>Botany</i>.
+1879      J. WILLARD GIBBS               <i>Theoretical Mechanics</i>.
+1879      SIDNEY LANIER                  <i>English Literature</i>.
+1879      CHARLES S. PEIRCE              <i>Logic</i>.
+1880      JOHN TROWBRIDGE                <i>Physics</i>.
+1881      A. GRAHAM BELL                 <i>Phonology</i>.
+1881      S.P. LANGLEY                   <i>Physics</i>.
+1881      JOHN McCRADY                   <i>Biology</i>.
+1881      JAMES BRYCE                    <i>Political Science</i>.
+1881      EDWARD A. FREEMAN              <i>History</i>.
+1881      JOHN J. KNOX                   <i>Banking</i>.
+1882      ARTHUR CAYLEY                  <i>Mathematics</i>.
+1882      WILLIAM W. GOODWIN             <i>Plato</i>.
+1882      G. STANLEY HALL                <i>Psychology</i>.
+1882      RICHARD M. VENABLE             <i>Constitutional Law</i>.
+1882      JAMES A. HARRISON              <i>Anglo-Saxon</i>.
+1882      J. RENDEL HARRIS               <i>New Testament Greek</i>.
+1883      GEORGE W. CABLE                <i>English Literature</i>.
+1883      WILLIAM W. STORY               <i>Michel Angela</i>.
+1883      HIRAM CORSON                   <i>English Literature</i>.
+1883      F. SEYMOUR HADEN               <i>Etchers and Etching</i>.
+1883      JOHN S. BILLINGS               <i>Municipal Hygiene</i>.
+1883      JAMES BRYCE                    <i>Roman Law</i>.
+1883      H. VON HOLST                   <i>Political Science</i>.
+1884      WILLIAM TRELEASE               <i>Botany</i>.
+1884      J. THACHER CLARKE              <i>Explorations in Assos</i>.
+1884      JOSIAH ROYCE                   <i>Philosophy</i>.
+1884      WILLIAM J. STILLMAN            <i>Archaeology</i>.
+1884      CHARLES WALDSTEIN              <i>Archaeology</i>.
+1884      SIR WILLIAM THOMSON            <i>Molecular Dynamics</i>.
+1885      A. MELVILLE BELL               <i>Phonetics, etc</i>.
+1885      EDMUND GOSSE                   <i>English Literature</i>.
+1885      EUGENE SCHUYLER                <i>U.S. Diplomacy</i>.
+1885      JUSTIN WINSOR                  <i>Shakespeare</i>.
+1885      FREDERICK WEDMORE              <i>Modern Art</i>.
+1886      ISAAC H. HALL                  <i>New Testament</i>.
+1886      WILLIAM HAYES WARD             <i>Assyria</i>.
+1886      WILLIAM LIBBEY, JR             <i>Alaska</i>.
+1886      ALFRED R. WALLACE              <i>Island Life</i>.
+1886      MANDELL CREIGHTON              <i>Rise of European Universities</i>.
+1887      ARTHUR L. FROTHINGHAM, JR      <i>Babylonian and Assyrian Art</i>.
+1887      RODOLFO LANCIANI               <i>Roman Archaeology</i>.
+1888      ANDREW D. WHITE                <i>The French Revolution</i>.
+1890      JOHN A. BROADUS                <i>Origin of Christianity</i>.
+</pre>
+<p>The number of associates, readers, and assistants has been very
+large, most such appointments having been made for brief periods
+among young men of promise looking forward to preferment in this
+institution or elsewhere.</p>
+<br>
+<p>DISTINCTION BETWEEN COLLEGIATE AND UNIVERSITY COURSES.</p>
+<p>From the opening of the University until now a sharp distinction
+has been made between the methods of university instruction and
+those of collegiate instruction. In the third annual report,
+September 1, 1878, the views which had been announced at the
+opening of the University are expanded and are illustrated by the
+action of the Trustees and the Faculty during the first two
+years.</p>
+<p>The terms university and college have been so frequently
+interchanged in this country that their significance is liable to
+be confounded; and it may be worth while, once more at least, to
+call attention to the distinction which is recognized among us. By
+the college is understood a place for the orderly training of youth
+in those elements of learning which should underlie all liberal and
+professional culture. The ordinary conclusion of a college course
+is the Bachelor's degree. Usually, but not necessarily, the college
+provides for the ecclesiastical and religious as well as the
+intellectual training of its scholars. Its scheme admits but little
+choice. Frequent daily drill in languages, mathematics, and
+science, with compulsory attendance and frequent formal
+examinations, is the discipline to which each student is submitted.
+This work is simple, methodical, and comparatively inexpensive. It
+is understood and appreciated in every part of this country.</p>
+<p>In the university more advanced and special instruction is given
+to those who have already received a college training or its
+equivalent, and who now desire to concentrate their attention upon
+special departments of learning and research. Libraries,
+laboratories, and apparatus require to be liberally provided and
+maintained. The holders of professorial chairs must be expected and
+encouraged to advance by positive researches the sciences to which
+they are devoted; and arrangements must be made in some way to
+publish and bring before the criticism of the world the results of
+such investigations. Primarily, instruction is the duty of the
+professor in a university as it is in a college; but university
+students should be so mature and so well trained as to exact from
+their teachers the most advanced instruction, and even to quicken
+and inspire by their appreciative responses the new investigations
+which their professors undertake. Such work is costly and complex;
+it varies with time, place, and teacher; it is always somewhat
+remote from popular sympathy, and liable to be depreciated by the
+ignorant and thoughtless. But it is by the influence of
+universities, with their comprehensive libraries, their costly
+instruments, their stimulating associations and helpful criticisms,
+and especially their great professors, indifferent to popular
+applause, superior to authoritative dicta, devoted to the discovery
+and revelation of truth, that knowledge has been promoted, and
+society released from the fetters of superstition and the trammels
+of ignorance, ever since the revival of letters.</p>
+<p>In further exposition of these views, from men of different
+pursuits, reference should be made to an article on Classics and
+Colleges, by Professor Gildersleeve <i>(Princeton Review</i>, July,
+1878), lately reprinted in the author's "Essays and Studies,"
+(Baltimore, 1890); to an address by Professor Sylvester before the
+University on "Mathematical Studies and University Life," (February
+22, 1877); to an address by Professor Martin on the study of
+Biology <i>(Popular Science Monthly,</i> January, 1877); to some
+remarks on the study of Chemistry by Professor Remsen <i>(Popular
+Science Monthly,</i> April, 1877); and to an address entitled "A
+Plea for Pure Science" (Salem, 1883), by Professor Rowland, as a
+Vice-President of the American Association for the Advancement of
+Science. Although of a much later date, reference should also be
+made to an address by Professor Adams (February 22, 1889) on the
+work of the Johns Hopkins University, printed in the <i>Johns
+Hopkins University Circulars</i>, No. 71. An address by Dr. James
+Carey Thomas, one of the Trustees, at the tenth anniversary, in
+1886, may also be consulted <i>(Ibid.</i> No. 50). Reference may
+also be made to the fifteen annual reports of the University and to
+the articles below named, by the writer of this sketch. The Group
+System of College Courses in the Johns Hopkins University
+<i>(Andover Review,</i> June, 1886); The Benefits which Society
+derives from Universities: Annual Address on Commemoration Day,
+1885 <i>(Johns Hopkins University Circulars</i>, No. 37); article
+on Universities in Lalor's <i>Cyclopaedia of Political Science</i>;
+an address before the Phi Beta Kappa Society of Harvard University,
+July 1, 1886; an address at the opening of Bryn Mawr College,
+1885.</p>
+<br>
+<p>STUDENTS, COURSES OF STUDIES, AND DEGREES.</p>
+<p>In accordance with the plans thus formulated, the students have
+included those who have already taken an academic degree, and who
+have here engaged in advanced studies; those who have entered as
+candidates for the Bachelors' degree; and those who have pursued
+special courses without reference to degrees. The whole number of
+persons enrolled in these three classes during the first fourteen
+years (1876-1890) is fifteen hundred and seventy-one. Seven hundred
+and three persons have pursued undergraduate courses and nine
+hundred and two have followed graduate studies. Many of those who
+entered as undergraduates have continued as graduates, and have
+proceeded to the degree of Doctor of Philosophy. These students
+have come from nearly every State in the Union, and not a few of
+them have come from foreign lands. Many of those who received
+degrees before coming here were graduates of the principal
+institutions of this country. The degree of Doctor of Philosophy
+has been awarded after three years or more of graduate studies to
+one hundred and eighty-four persons, and that of Bachelor of Arts
+to two hundred and fifty at the end of their collegiate course.</p>
+<p>Two degrees, and two only, have been opened to the students of
+this University. Believing that the manifold forms in which the
+baccalaurate degree is conferred are confusing the public, and that
+they tend to lessen the respect for academic titles, the
+authorities of the Johns Hopkins University determined to bestow
+upon all those who complete their collegiate courses the title of
+Bachelor of Arts. This degree is intended to indicate that its
+possessor has received a liberal education, or in other words that
+he has completed a prolonged and systematic course of studies in
+which languages, mathematics, sciences, history, and philosophy
+have been included. The amount of time devoted to each of these
+various subjects varies according to individual needs and
+preference, but all the combinations are supposed to be equally
+difficult and honorable. Seven such combinations or groups of
+studies have been definitely arranged, and "the group system," thus
+introduced, combines many of the advantages of the elective system,
+with many of the advantages of a fixed curriculum. The
+undergraduate has his choice among many different lines of study,
+but having made this determination he is expected to follow the
+sequence prescribed for him by his teachers. He may follow the old
+classical course; or he may give decided preference to mathematics
+and physics; or he may select a group of studies, antecedent to the
+studies of a medical school; or he may pursue a scientific course
+in which chemistry predominates; or he may lay a foundation for the
+profession of law by the study of history and political science; or
+he may give to modern languages the preference accorded in the
+first group to the ancient classics. In making his selection, and
+indeed in prosecuting the career of an undergraduate, he has the
+counsel of some member of the faculty who is called his adviser.
+While each course has its predominant studies, each comprises in
+addition the study of French and German, and at least one branch of
+science, usually chemistry or physics, with laboratory
+exercises.</p>
+<p>The degree of Doctor of Philosophy is offered to those who
+continue their studies in a university for three years or more
+after having attained the baccalaureate degree. Their attention
+must be given to studies which are included in the faculty of
+philosophy and the liberal arts, and not to the professional
+faculties of Law, Medicine, and Theology. Students who have
+graduated in other institutions of repute may offer themselves as
+candidates for this degree. In addition to the requirements above
+mentioned, the student must show his proficiency in one principal
+subject and in two that are secondary, and must submit himself to
+rigid examinations, first written and then oral. He must also
+present a thesis which must gain the approval of the special
+committee to which it may be referred, and must subsequently be
+printed. All these requisitions are enforced by a faculty which is
+known as the Board of University Studies.</p>
+<p>As an encouragement to the systematic prosecution of university
+studies, the degree of Doctor of Philosophy in this University is
+offered under the following conditions.</p>
+<p>A Board of University Studies is constituted for the purpose of
+guiding the work of those who may become candidates for this
+degree. The time of study is a period of at least three years of
+distinctive university work in the philosophical Faculty. It is
+desirable that the student accepted as a candidate should reside
+here continuously until his final examinations are passed, and he
+is required to spend the last year before he is graduated in
+definite courses of study at this University. Before he can be
+accepted as a candidate, he must satisfy the examiners that he has
+received a good collegiate education, that he has a reading
+knowledge of French and German, and that he has a good command of
+literary expression. He must also name his principal subject of
+study and the two subordinate subjects.</p>
+<p>The Board reserves the right to say in each case whether the
+antecedent training has been satisfactory, and, if any of the years
+of advanced work have been passed by the candidate away from this
+University, whether they may be regarded as spent in university
+studies under suitable guidance and favorable conditions. Such
+studies must have been pursued without serious distractions and
+under qualified teachers.</p>
+<p>Private study, or study pursued at a distance from libraries and
+laboratories and other facilities, will not be considered as
+equivalent to university study.</p>
+<p>In the conditions which are stated below, it will appear that
+there are several tests of the proficiency of the candidate, in
+addition to the constant observation of his instructors. A
+carefully prepared thesis must be presented by the candidate on a
+subject approved by his chief adviser, and this thesis must receive
+the approbation of the Board. There are private examinations of the
+candidate, both in his chief subject and in the subordinate
+subjects. If these tests are successfully passed, there is a final
+oral examination in the presence of the Board.</p>
+<p>As an indication of the possible combinations which may be made
+by those who are studying for the degree of Doctor of Philosophy,
+the following schedule is presented:</p>
+<p>Physics, Mathematics, and Chemistry; Animal Physiology, Animal
+Morphology, and Chemistry; Chemistry, Mineralogy, and Geology;
+Mathematics, Astronomy, and Physics; Sanskrit, Greek, and Latin;
+History, Political Economy, and International Law; Greek, Sanskrit,
+and Latin; French, Italian and Spanish, and German; Latin,
+Sanskrit, and Roman Law; Latin, Sanskrit, and German; Assyriology,
+Ethiopic and Arabic, and Greek; Political Economy, History, and
+Administration; English, German, and Old Norse; Inorganic Geology
+and Petrography, Mineralogy, and Chemistry; Geology and Mineralogy,
+Chemistry, and Physics; Romance Languages, German, and English;
+Latin, Greek, and Sanskrit; German, English, and Sanskrit.</p>
+<p>While students are encouraged to proceed to academic degrees,
+the authorities 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 year or two, and who might wish to prosecute their
+studies in a particular direction without any reference to academic
+honors. Such students have always been welcome, especially those
+who have been mature enough to know their own requirements and to
+follow their chosen courses, without the incentive of examinations
+and diplomas.</p>
+<br>
+<p>PUBLICATIONS, SEMINARIES, SOCIETIES.</p>
+<p>The Johns Hopkins University has encouraged publication. In
+addition to the annual Register or Catalogue, the report of the
+President is annually published, and from time to time during the
+year "Circulars" are printed, in which the progress of
+investigations, the proceedings of societies, reports of lectures,
+and the appearance of books and essays are recorded. Encouragement
+is also given by the Trustees to the publication of literary and
+scientific periodicals and occasionally of learned essays and
+books. The journals regularly issued are:</p>
+<p>I. <i>American Journal of Mathematics</i>. S. Newcomb, Editor,
+and T. Craig, Associate Editor. Quarterly. 4to. Volume XIII in
+progress.</p>
+<p>II. <i>American Chemical Journal</i>. I. Remsen, Editor. 8 nos.
+yearly. 8vo. Volume XIII in progress.</p>
+<p>III. <i>American Journal of Philology</i>. B.L. Gildersleeve,
+Editor. Quarterly, 8vo. Volume XI in progress.</p>
+<p>IV. <i>Studies from the Biological Laboratory</i>. II. N.
+Martin, Editor, and W.K. Brooks, Associate Editor. 8vo. Volume V in
+progress.</p>
+<p>V. <i>Studies in Historical and Political Science</i>, II. B.
+Adams, Editor. Monthly. 8vo. Vol. IX in progress.</p>
+<p>VI. <i>Contributions to Assyriology, etc</i>. Fr. Delitzsch and
+Paul Haupt, Editors. Vol. II in progress.</p>
+<p>VII. <i>Johns Hopkins University Circulars</i>. 85 numbers
+issued.</p>
+<p>Another form of intellectual activity is shown in the seminaries
+and scientific associations which have more or less of an official
+character. In the seminary, the professor engages with a small
+company of advanced students, in some line of
+investigation&mdash;the results of which, if found important, are
+often published. The relations of the head of a seminary to those
+whom he admits to this advanced work, are very close. The younger
+men have an opportunity of seeing the methods by which older men
+work. The sources of knowledge, the so-called authorities, are
+constantly examined. The drift of modern discussions is followed.
+Investigations, sometimes of a very special character, are
+carefully prosecuted. All this is done upon a plan, and with the
+incessant supervision of the director, upon whose learning,
+enthusiasm, and suggestiveness, the success of the seminary
+depends. Each such seminary among us has its own collection of
+books.</p>
+<p>The associations or societies serve a different purpose. They
+bring together larger companies of professors and graduate
+students, who hear and discuss such papers as the members may
+present. These papers are not connected by one thread like those
+which come before the seminaries. They are usually of more general
+interest, and they often present the results of long continued
+thought and investigation.</p>
+<br>
+<p>BUILDINGS, LIBRARIES, AND COLLECTIONS.</p>
+<p>The site selected when the University was opened in the heart of
+Baltimore, near the corner of Howard and Monument streets, has
+proved so convenient, that from time to time additional property in
+that neighborhood has been secured and the buildings thus purchased
+have either been modified so as to meet the academic needs, or have
+given place to new and commodious edifices.</p>
+<p>The principal buildings now in use are these:</p>
+<p>(1). A central administration building, in which are the
+class-rooms for classical and oriental studies.</p>
+<p>(2). A library building, in which are also rooms devoted
+especially to history and political science.</p>
+<p>(3). A chemical laboratory well equipped for the service of more
+than a hundred workers.</p>
+<p>(4). A biological laboratory, with excellent arrangements for
+physiological and morphological investigations.</p>
+<p>(5). A physical laboratory&mdash;the latest and best of the
+laboratories&mdash;with excellent accommodations for physical
+research and instruction.</p>
+<p>(6). A gymnasium for bodily exercise.</p>
+<p>(7). Two dwelling houses, appropriated to the collections in
+mineralogy and geology until a suitable museum and laboratory can
+be constructed.</p>
+<p>(8). Levering Hall, constructed for the uses of the Young Men's
+Christian Association, and containing a large hall which may be
+used for general purpeses.</p>
+<p>(9). Smaller buildings used for the smaller classes.</p>
+<p>(10). An official residence of the President, which came to the
+University as a part of the bequest of the late John W. McCoy,
+Esq.</p>
+<p>The library of the university numbers nearly 45,000 well
+selected volumes,&mdash;including "the McCoy library" not yet
+incorporated with the other books, and numbering 8,000 volumes. Not
+far from 1,000 periodicals are received, from every part of the
+civilized world. Quite near to the university is the Library of the
+Peabody Institute, a large, well-chosen, well-arranged, and
+well-catalogued collection. It numbers more than one hundred
+thousand volumes.</p>
+<p>The university has extensive collections of minerals and
+fossils, a select zoological and botanical museum, a valuable
+collection of ancient coins, a remarkable collection of Egyptian
+antiquities (formed by Col. Mendes I. Cohen, of Baltimore), a
+bureau of maps and charts, a number of noteworthy autographs and
+literary manuscripts of modern date, and a large amount of the
+latest and best scientific apparatus&mdash;astronomical, physical,
+chemical, biological, photographical, and petrographical.</p>
+<br>
+<p>STATISTICS.</p>
+<i>Summary of Attendance</i>, 1876-90.<br>
+<br>
+<pre>
+                                     Total
+                                    Enrolled
+Years.      Teachers.   Students.  Graduates.  Matriculates.  Special.
+1876-77        29          89          54            12          23
+1877-78        34         104          58            24          22
+1878-79        25         123          63            25          35
+1879-80        33         159          79            32          48
+1880-81        39         176         102            37          37
+1881-82        43         175          99            45          31
+1882-83        41         204         125            49          30
+1883-84        49         249         159            53          37
+1884-85        52         290         174            69          47
+1885-86        49         314         184            96          34
+1886-87        51         378         228           108          42
+1887-88        57         420         231           127          62
+1888-89        55         394         216           129          49
+1889-90        58         404         229           130          45
+1890-91        64         427         231           142          54
+<br>
+<i>Summary of Attendance</i>, 1876-90 (continued).<br>
+<br>
+                Degrees Conferred.
+Years.          A.B.     Ph.D.
+1876-77          --       --
+1877-78          --        4
+1878-79           3        6
+1879-80          16        5
+1880-81          12        9
+1881-82          15        9
+1882-83          10        6
+1883-84          23       15
+1884-85           9       13
+1885-86          31       17
+1886-87          24       20
+1887-88          34       27
+1888-89          36       20
+1889-90          37       33
+1890-91          --       --
+</pre>
+<br>
+<p>TRUSTEES.</p>
+<p>It should never be forgotten in considering the history of such
+a foundation that the ultimate responsibility for its organization
+and government rests upon the Board of Trustees. If they are
+enlightened and high-minded men, devoted to the advancement of
+education, their influence will be felt in every department of
+instruction. The Johns Hopkins University has been exceptionally
+favored in this respect. Mr. Hopkins chose the original body with
+the same sagacity that he showed in all his career as a business
+man; and as, one by one, vacancies have occurred, men of the same
+type have been selected, by co&ouml;ptation, for these important
+positions. The names of the Trustees from the beginning are as
+follows:</p>
+<span style="margin-left: 0em;">*1867      GEORGE WILLIAM
+BROWN.</span><br>
+<span style="margin-left: 0em;">*1867      GALLOWAY
+CHESTON.</span><br>
+<span style="margin-left: 0.5em;">1867      GEORGE W.
+DOBBIN.</span><br>
+<span style="margin-left: 0em;">*1867      JOHN
+FONERDEN.</span><br>
+<span style="margin-left: 0em;">*1867      OHN W.
+GARRETT.</span><br>
+<span style="margin-left: 0.5em;">1867      CHARLES J.M.
+GWINN.</span><br>
+<span style="margin-left: 0.5em;">1867      LEWIS N.
+HOPKINS.</span><br>
+<span style="margin-left: 0em;">*1867      WILLIAM
+HOPKINS.</span><br>
+<span style="margin-left: 0.5em;">1867      REVERDY JOHNSON,
+JR.</span><br>
+<span style="margin-left: 0.5em;">1867      FRANCIS T.
+KING.</span><br>
+<span style="margin-left: 0em;">*1867      THOMAS M.
+SMITH.</span><br>
+<span style="margin-left: 0.5em;">1867      FRANCIS
+WHITE.</span><br>
+<span style="margin-left: 0.5em;">1870      JAMES CAREY
+THOMAS.</span><br>
+<span style="margin-left: 0.5em;">1878      C. MORTON
+STEWART.</span><br>
+<span style="margin-left: 0.5em;">1881      JOSEPH P.
+ELLIOTT.</span><br>
+<span style="margin-left: 0.5em;">1881      J. HALL
+PLEASANTS.</span><br>
+<span style="margin-left: 0.5em;">1881      ALAN P.
+SMITH.</span><br>
+<span style="margin-left: 0.5em;">1886      ROBERT
+GARRETT.</span><br>
+<span style="margin-left: 0.5em;">1891      JAMES L.
+McLANE.</span><br>
+<br>
+* Deceased.<br>
+<hr style="width: 65%;">
+<p><b>Notes supplementary to the Johns Hopkins University Studies
+in Historical and Political Science, 1891, No. 1.</b></p>
+<a name=
+"UNIVERSITY_EXTENSION_AND_THE_UNIVERSITY_OF_THE_FUTURE"></a>
+<h2>UNIVERSITY EXTENSION AND THE UNIVERSITY OF THE FUTURE.</h2>
+<br>
+<p>THE SUBSTANCE OF ADDRESSES DELIVERED BEFORE THE JOHNS HOPKINS
+AND OTHER UNIVERSITY AUDIENCES.</p>
+<p>BY RICHARD G. MOULTON, A.M.,</p>
+<p><i>Of Cambridge University, England</i>.</p>
+<br>
+<p>I am requested to furnish information with reference to the
+University Extension Movement in England. It will be desirable that
+side by side with the facts I should put the ideas of the movement,
+for, in matters like these, the ideas are the inspiration of the
+work; the ideas, moreover, are the same for all, whereas the
+detailed methods must vary with different localities. The idea of
+the movement is its soul; the practical working is no more than the
+body. But body and soul alike are subject to growth, and so it has
+been in the present case. The English University Extension Movement
+was in no sense a carefully planned scheme, put forward as a feat
+of institutional symmetry; it was the product of a simple purpose
+pursued through many years, amid varying external conditions, in
+which each modification was suggested by circumstances and tested
+by experience. And with the complexity of our operations our
+animating ideas have been striking deeper and growing bolder.
+Speaking then up to date, I would define the root idea of
+'University Extension' in the following simple formula: University
+Education for the Whole Nation organized on a basis of Itinerant
+Teachers.</p>
+<p>But every clause in this defining formula will need explanation
+and defence.</p>
+<p>The term 'University' Extension has no doubt grown up from the
+circumstance that the movement in England was started and directed
+by the universities, which have controlled its operations by
+precisely the same machinery by which they manage every other
+department of university business. I do not know that this is an
+essential feature of the movement. The London branch presents an
+example of a flourishing organization directed by a committee
+formed for the purpose, though this committee at present acts in
+concert with three universities. I can conceive the new type of
+education managed apart from any university superintendence; only I
+should look upon such severance as a far more serious evil for the
+universities than for the popular movement.</p>
+<p>But I use the term 'university education' for the further
+purpose of defining the type of instruction offered. It is thus
+distinguished from school education, being moulded to meet the
+wants of adults. It is distinguished from the technical training
+necessary for the higher handicrafts or for the learned
+professions. It is no doubt to the busy classes that the movement
+addresses itself, but we make no secret of the fact that our
+education will not help them in their business, except that, the
+mind not being built in water-tight compartments, it is impossible
+to stimulate one set of faculties without the stimulus reacting
+upon all the rest. The education that is properly associated with
+universities is not to be regarded as leading up to anything
+beyond, but is an end in itself, and applies to life as a whole.
+And the foundation for university extension is a change, subtle but
+clear, that may be seen to be coming over the attitude of the
+public mind to higher education, varying in intensity in different
+localities, but capable of being encouraged where it is least
+perceptible,&mdash;a change by which education is ceasing to be
+regarded as a thing proper to particular classes of society or
+particular periods of life, and is coming to be recognized as one
+of the permanent interests of life, side by side with such
+universal interests as religion and politics. For persons of
+leisure and means such growing demand can be met by increased
+activity of the universities. University Extension is to be the
+university of the busy.</p>
+<p>My definition puts the hope of extending university education in
+this sense to the whole nation without exception. I am aware that
+to some minds such indiscriminate extension will seem like an
+educational communism, on a par with benevolent schemes for
+redistributing the wealth of society so as to give everybody a
+comfortable income all round. But it surely ought not to be
+necessary to explain that in proposing a universal system of
+education we are not meaning that what each individual draws from
+the system will be the same in all cases. In this as in every other
+public benefit that which each person draws from it must depend
+upon that which he brings to it. University Extension may be
+conceived as a stream flowing from the high ground of universities
+through the length and breadth of the country; from this stream
+each individual helps himself according to his means and his needs;
+one takes but a cupful, another uses a bucket, a third claims to
+have a cistern to himself: every one suits his own capacity, while
+our duty is to see that the stream is pure and that it is kept
+running.</p>
+<p>The truth is that the wide-reaching purpose of University
+Extension will seem visionary or practicable according to the
+conception formed of education, as to what in education is
+essential and what accidental. If I am asked whether I think of
+shop-assistants, porters, factory-hands, miners, dock or
+agricultural laborers, women with families and constant home
+duties, as classes of people who can be turned into economists,
+physicists, literary critics, art connoisseurs,&mdash;I admit that
+I have no such idea. But I do believe, or rather, from my
+experience in England I know, that all such classes can be
+<i>interested</i> in economic, scientific, literary and artistic
+questions. And I say boldly that to interest in intellectual
+pursuits is the essential of education, in comparison with which
+all other educational purposes must be called secondary. I do not
+consider that a child has been taught to read unless he has been
+made to like reading; I find it difficult to think of a man as
+having received a classical education if the man, however
+scholarly, leaves college with no interest in classical literature
+such as will lead him to go on reading for himself. In education
+the interest is the life. If a system of instruction gives
+discipline, method, and even originating power, without rousing a
+lasting love for the subject studied, the whole process is but a
+mental galvanism, generating a delusive activity that ceases when
+the connection between instructor and pupil is broken off. But if a
+teacher makes it his first business to stir up an interest in the
+matter of study, the education becomes self-continuing when teacher
+and pupil have parted, and the subject becomes its own educator. If
+then it be conceded that the essence of education is to interest,
+does it not seem a soberly practical purpose that we should open up
+to the whole nation without exception an interest in intellectual
+pursuits?</p>
+<p>I take my stand on the broad moral ground that every human
+being, from the highest to the lowest, has two sides to his
+life&mdash;his work and his leisure. To be without work in life is
+selfishness and sloth. But if a man or woman is so entangled in
+routine duties as never to command leisure, we have a right to say
+to such persons that they are leading an immoral life. Such an
+individual has no claim to the title of a working man, he is a
+slave. It may be cruel circumstances that have thus absorbed him in
+business, but that does not alter the fact: slavery was a
+misfortune rather than a fault to those who suffered it, but in any
+case to be content with slavery is a crime. Once get society to
+recognize the duty of leisure, and there is immediately a scope for
+such institutions as University Extension that exist for the
+purpose of giving intellectual interests for such leisure time. The
+movement is thus one of the greatest movements for the 'raising of
+the masses.' With a large section of the people there is, at the
+present moment, no conception of 'rising' in life, except that of
+rising out of one social rank into another. This last is of course
+a perfectly legitimate ambition, but it is outside the present
+discussion: University Extension knows nothing of social
+distinctions. It has to do with a far more important mode of
+'rising' in life,&mdash;that of rising in the rank to which a man
+happens to belong at the moment, whether it be the rank in which he
+started or any other. There is a saying that all men are equal
+after dinner: and it is true that, while in the material wealth we
+seek in our working hours equality is a chimera, yet in the
+intellectual pursuits that belong to leisure there is no bar to the
+equality of all, except the difference of individual capacity and
+desire. Macaulay tells of the Dutch farmers who worked in the
+fields all day, and at night read the Georgics in the original.
+Scotch and American universities are largely attended by students
+who have had to engage in menial duties all the summer in order to
+gain funds for their high education during the winter. And every
+University Extension lecturer, highly trained specialist as he is,
+will testify how his work has continually brought him into contact
+with persons of the humblest social condition whom a moment's
+conversation has made him recognize as his intellectual equals. No
+one has any difficulty in understanding that in religious
+intercourse and experience all classes stand upon an equality; and
+I have spoken of the foundation for the University Extension
+movement as being the growing recognition of education as a
+permanent human interest akin to religion. The experience of a few
+years has sufficiently demonstrated the possibility of arousing
+such interest: to make it universal is no more than a practical
+question of time, money and methods.</p>
+<p>But no doubt when we come to <i>modus operandi</i> the main
+difficulty of the movement is the diversity of the classes it seeks
+to approach&mdash;diversity in individual capacity, in leisure,
+means, and previous training. Opposite policies have been urged
+upon us. Some have said: Whatever you do, you must never lower the
+standard; let the Extension movement present outside the
+universities precisely the same education as the universities
+themselves are giving, however long you may have to wait for its
+acceptance. On the other hand, it has been urged: You must go first
+where you are most needed; be content with a makeshift education
+until the people are ready for something better. The movement has
+accepted neither of these policies, but has made a distinction
+between two elements of university training&mdash;method and
+curriculum. So far as method is concerned we have considered that
+we are bound to be not less thorough, but more thorough, if
+possible, than the universities themselves, in proportion as our
+clients work under peculiar difficulties. But in the matter of
+curriculum we have felt it our first duty to be elastic, and to
+offer little or much as may in each case be desired. Accordingly,
+we have elaborated an educational unit&mdash;the three months'
+course of instruction in a single subject: this unit course we have
+used all the resources we could command for making as thorough in
+method as possible; where more than this is desired, we arrange
+that more in a combination or series of such unit courses. The
+instruction can thus be taken by retail or wholesale: but in all
+cases it, must be administered on the same rigorous method.</p>
+<p>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 is conveyed by the technical terms lecture, syllabus,
+exercises, class. The lectures are addressed to audiences as
+miscellaneous as the congregation of a church, or the people in a
+street car; and it is the duty of the teacher to attract such
+miscellaneous audiences, as well as to hold and instruct them.
+Those who do nothing more than simply attend the lectures will at
+least have gained the education of continuous interest; it is
+something to have one's attention kept upon the same subject for
+three months together. But it may be assumed that in every such
+audience there will be a nucleus of students, by which term we
+simply mean persons willing to do some work between one lecture and
+another. The lectures are delivered no oftener than once a week;
+for the idea is not that the lectures convey the actual
+instruction&mdash;great part of which is better obtained from
+books, but the office of the lecture is to throw into prominence
+the salient points of the study, and rouse the hearers to read, for
+themselves. The course of instruction is laid down in the
+syllabus&mdash;a document of perhaps thirty or forty pages, sold
+for a trifling sum; by referring for details to the pages of books
+this pamphlet can be made to serve as a text-book for the whole
+course, making the teacher independent in his order of exposition
+of any other text-book. The syllabus assists the general audience
+in following the lectures without the distraction of taking notes;
+and guides the reading and thinking of the students during the
+week. The syllabus contains a set of 'exercises' on each lecture.
+These exercises, unlike examination questions or 'quizzes,' are not
+tests of memory, but are intended to train the student to work for
+himself; they are thus to be done under the freest
+conditions&mdash;at home, with full leisure, and all possible
+access to books, notes or help from other persons. The written
+answers are sent to the lecturer for marginal comment, and returned
+by him at the 'class.' This class is a second meeting for students
+and others, at which no formal lecture is given, but there is free
+talk on points suggested to the teacher by the exercises he has
+received: the usual experience is that it is more interesting than
+the lecture. This weekly routine of lecture, syllabus-reading,
+exercise and class goes on for a period of twelve weeks. There is
+then an 'examination' in the work of the course held for students
+who desire to take it. Certificates are given by the university,
+but it is an important arrangement that these certificates are
+awarded <i>jointly</i> on the result of the weekly exercises and
+the final examination.</p>
+<p>The subjects treated have been determined by the demand.
+Literature stands at the head in popularity, history with economy
+is but little behind. All the physical sciences have been freely
+asked for. Art constitutes a department of work; but it is
+art-appreciation, not art-production; the movement has no function
+to train artists, but to make audiences and visitors to
+art-galleries more intelligent. It will be observed that the great
+study known as 'Classics' is not mentioned in this list. But it is
+an instructive fact that a considerable number of the courses in
+literature have been on subjects of Greek and Latin literature
+treated in English, and some of these have been at once the most
+successful in numbers and the most technical in treatment. I am not
+without hope that our English University Extension may react upon
+our English universities, and correct the vicious conception of
+classical studies which gives to the great mass of university men a
+more or less scholarly hold upon ancient languages without any
+interest whatever in ancient literatures.</p>
+<p>This university extension method claims to be an advance on
+existing systems partly because under no circumstances does it ever
+give lectures unaccompanied by a regular plan of reading and
+exercises for students. These exercises moreover are designed, not
+for mental drill, but for stimulus to original work. The
+association of students with a general audience is a gain to both
+parties. Many persons follow regularly the instruction 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 follows from the
+miscellaneous character of the students who contribute exercises.
+High university graduates, experts in special pursuits, deeply
+cultured individuals who have never before had any field in which
+to exhibit the fruits of their culture, as well as persons whose
+spelling and writing would pass muster nowhere else, or casual
+visitors from the world of business, or young men and women fresh
+from school, or even children writing in round text,&mdash;all
+these classes may be represented in a single week's work; and the
+papers sent in will vary in elaborateness from a scrawl on a
+post-card to a magazine article or treatise. I have received an
+exercise of such a character that the student considerately
+furnished me with an index; I remember one longer still, but as
+this hailed from a lunatic asylum I will quote it only for
+illustrating the diversity of the spheres reached by the movement.
+Study participated in by such diverse classes cannot but have an
+all-roundness which is to teachers and students one of the main
+attractions of the movement.</p>
+<p>But we shall be expected to judge our system by results: and, so
+far as the unit courses are concerned, we have every reason to be
+satisfied. Very few persons fail in our final examinations, and yet
+examiners report that the standard in university extension is
+substantially the same as that in the universities&mdash;our pass
+students being on a par with pass men in the universities, our
+students of 'distinction' reaching the standard of honors schools.
+Personally I attach high importance to results which can never be
+expressed in statistics. We are in a position to assert that a
+successful course perceptibly influences the <i>tone</i> of a
+locality for the period it lasts: librarians volunteer reports of
+an entirely changed demand for books, and we have even assurances
+that the character of conversation at 'five o'clock teas' has
+undergone marked alteration. I may be permitted an anecdote
+illustrating the impression made upon the universities themselves.
+I once heard a brilliant university lecturer, who had had
+occasional experience of extension teaching, describe a course of
+investigation which had interested him. With an eye to business I
+asked him if he would not give it in an extension course. He became
+grave. "Well, no," he replied, "I have not thought it out
+sufficiently for that;" and when he saw my look of surprise he
+added, "You know, anything goes down in college; but when I have to
+face your mature classes I must know my ground well." I believe the
+impression thus suggested is not uncommon amongst experts who
+really know the movement.</p>
+<p>Our results are much less satisfactory when we turn to the other
+side of our system, and enquire as to curriculum. It must be
+admitted that the larger part of our local centres can only take
+unit courses; there may be often a considerable interval between
+one course and another; or where courses are taken regularly the
+necessity of meeting popular interest involves a distracting
+variety of subjects; while an appreciable portion of our energies
+have to be taken up with preliminary half-courses, rather intended
+to illustrate the working of the movement than as possessing any
+high educational value. The most important advance from the unit
+course is the Affiliation system of Cambridge university. By this a
+town that becomes regularly affiliated, has arranged for it a
+series of unit courses, put together upon proper sequence of
+educational topics, and covering some three or four years: students
+satisfying the lecturers and examiners in this extended course are
+recognized as 'Students affiliated' (S.A.), and can at any time
+enter the university with the status of second year's
+men,&mdash;the local work being accepted in place of one year's
+residence and study. Apart from this, the steps in our educational
+ladder other than the first are still in the stage of prophecy. But
+it is universally recognized that this drawback is a matter solely
+of funds: once let the movement command endowment and the
+localities will certainly demand the wider curriculum that the
+universities are only too anxious to supply.</p>
+<p>The third point in our definition was that the movement was to
+be organized on a basis of itinerant teachers. This differentiates
+University Extension from local colleges, from correspondence
+teaching, and from the systems of which Chautauqua is the type. The
+chief function of a university is to teach, and University
+Extension must stand or fall with its teachers. It may or may not
+be desirable on other grounds to multiply universities; but there
+is no necessity for it on grounds of popular education, the
+itinerancy being a sufficient means of bringing any university into
+touch with the people as a whole. And the adoption of such a system
+seems to be a natural step in the evolution of universities. In the
+middle ages the whole body of those who sought a liberal education
+were to be found crowded into the limits of university towns, where
+alone were teachers to listen to and manuscripts to copy: the
+population of such university centres then numbered hundreds where
+to-day it numbers tens. The first university extension was the
+invention of printing, which sent the books itinerating through the
+country, and reduced to a fraction the actual attendance at the
+university, while it vastly increased the circle of the educated.
+The time has now come to send teachers to follow the books: the
+ideas of the university being circulated through the country as a
+whole, while residence at a university is reserved as the apex only
+of the university system.</p>
+<p>An itinerancy implies central and local management, and
+travelling lecturers who connect the two. The central management is
+a university, or its equivalent; this is responsible for the
+educational side of the movement, and negotiates for the supply of
+its courses of instruction at a fixed price per course.<a name=
+"FNanchor_53_53"></a><a href="#Footnote_53_53"><sup>[53]</sup></a>
+The local management may be in the hands of a committee formed for
+the purpose, or of some local institution&mdash;such as a
+scientific or literary club or institute&mdash;which may care to
+connect itself with the universities. On the local management
+devolves the raising funds for the university fee, and for local
+expenses, as well as the duty of putting the advantages of the
+course offered before the local community. The widest diversity of
+practice prevails in reference to modes of raising funds. A
+considerable part of the cost will be met by the tickets of those
+attending the lectures, the prices of which I have known to vary
+from a shilling to a guinea for the unit course, while admission to
+single lectures has varied from a penny to half a crown. But all
+experience goes to show that only a part of this cost can be met in
+this way; individual courses may bring in a handsome profit, but
+taking account over various terms and various districts, we find
+that not more than two-thirds of the total cost will be covered by
+ticket money. And even this is estimated on the assumption that no
+more than the unit course is aimed at: while even for this the
+choice of subjects, and the chance of continuity of subject from
+term to term are seriously limited by the consideration of meeting
+cost as far as possible from fees. University Extension is a system
+of higher education, and higher education has no market value, but
+needs the help of endowment. But the present age is no way behind
+past ages in the number of generous citizens it exhibits as ready
+to help good causes. The millionaire who will take up University
+Extension will leave a greater mark on the history of his country
+than even the pious founder of university scholarships and chairs.
+And even if individuals fail us, we have the common purse of the
+public or the nation to fall back upon.</p>
+<p>The itinerant lecturers, not less than the university and the
+local management, have responsibility for the progress of the
+cause. An extension lecturer must be something more than a good
+teacher, something more even than an attractive lecturer: he must
+be imbued with the ideas of the movement, and ever on the watch for
+opportunities of putting them forward. It is only the lecturer who
+can maintain in audiences the feeling that they are not simply
+receiving entertainment or instruction which they have paid for,
+but that they are taking part in a public work, and are responsible
+for giving their locality a worthy place in a national scheme of
+university education. The lecturer again must mediate between the
+local and the central management, always ready to assist local
+committees with suggestions from the experience of other places,
+and equally attentive to bringing the special wants of different
+centres before the university authorities. The movement is
+essentially a teaching movement, and it is to the body of teachers
+I look for the discovery of the further steps in the development of
+popular education. For such a purpose lecturers and directors alike
+must be imbued with the missionary spirit. For University Extension
+is a missionary university, not content with supplying culture, but
+seeking to stimulate the demand for it. This is just the point in
+which education in the past has shown badly in comparison with
+religion or politics. When a man is touched with religious ideas he
+seeks to make converts, when he has views on political questions he
+agitates to make his views prevail: culture on the other hand has
+been only too often cherished as a badge of exclusiveness, instead
+of the very consciousness of superior education being felt as a
+responsibility which could only be satisfied by efforts to educate
+others. To infuse a missionary spirit into culture is not the least
+purpose of University Extension.</p>
+<p>I cannot resist the temptation to carry forward this thought
+from the present into the future. In University Extension so
+described may we not see a germ for the University of the Future? I
+have made the foundation of our movement the growing conception of
+education as a permanent interest of adult life side by side with
+religion and politics. The change is at best only beginning; it
+tasks the imagination to conceive all it will imply when it is
+complete. To me it appears that this expanding view of education is
+the third of the three great waves of change the succession of
+which has made up our modern history. There was a time when
+religion itself was identified with a particular class, the clergy
+alone thinking out what the rest of the nation simply accepted;
+then came the series of revolutions popularly summed up as the
+Reformation, by which the whole adult nation claimed to think for
+itself in matters of religion, and the special profession of the
+clergy became no more than a single element in the religious life
+of the nation. Again, there has been in the past a distinct
+governing class, to which the rest of society submitted; until a
+series of political revolutions lifted the whole adult population
+into self-government, using the services of political experts, but
+making public progress the interest of all. Before the more quiet
+changes of the present age the conception of an isolated learned
+class is giving way before the ideal of a national culture, in
+which universities will still be centres for educational experts,
+while University Extension offers liberal education to all, until
+educationally the whole adult population will be just as much
+within the university as politically the adult population is within
+the constitution. It would appear then that the university of such
+a future would be by no means a repetition of existing types, such
+as Oxford or Cambridge, Harvard or Johns Hopkins. These
+institutions would exist and be more flourishing than ever, but
+they would all be merged in a wider 'University of England,' or
+'University of America'; and, just as the state means the whole
+nation acting in its political capacity through municipal or
+national institutions, so the university would mean the whole adult
+nation acting in its educational capacity through whatever
+institutions might be found desirable. Such a university would
+never be chartered; no building could ever house it; no royal
+personage or president of the United States would ever be asked to
+inaugurate it; the very attempt to found it would imply
+misconception of its essential character. It would be no more than
+a floating aggregation of voluntary associations; like the
+companies of which a nation's commerce is made up such associations
+would not be organized, but would simply tend to co&ouml;perate
+because of their common object. Each association would have its
+local and its central side, formed for the purpose of mediating
+between the wants of a locality and the educational supply offered
+by universities or similar central institutions. No doubt such a
+scheme is widely different from the ideal education of European
+countries, so highly organized from above that the minister of
+education can look at his watch and know at any moment all that is
+being done throughout the country. On the contrary the genius of
+the Anglo-Saxon race leans towards self-help; it has been the
+mission of the race in the past to develop self-government in
+religion and politics, it remains to crown this work with the
+application of the voluntary system to liberal education.</p>
+<p>In indulging this piece of speculation I have had a practical
+purpose before me. If what I have described be a reasonable
+forecast for the University of the Future, does it not follow that
+University Extension, as the germ of it, presents a field for the
+very highest academic ambition? To my mind it appears that existing
+types of university have reached a point where further development
+in the same direction would mean decline. In English universities
+the ideal is 'scholarship.' Scholarship is a good thing, and we
+produce it. But the system which turns out a few good scholars
+every year passes over the heads of the great mass of university
+students without having awakened them to any intellectual life; the
+universities are scholarship-factories producing good articles but
+with a terrible waste of raw material. The other main type of
+university enthrones 'research' as its summum bonum. Possibly
+research is as good a purpose as a man can set before him, but it
+is not the sole aim in life. And when one contemplates the band of
+recruits added each year to the army of investigators, and the
+choice of ever minuter fields&mdash;not to say lanes and
+alleys&mdash;of research, one is led to doubt whether research is
+not one of the disintegrating forces of society, and whether ever
+increasing specialisation must not mean a perpetual narrowing of
+human sympathies in the intellectual leaders of mankind. Both types
+of university appear to me to present the phenomena of a country
+suffering from the effects of overproduction, where the energies of
+workers had been concentrated upon adding to the sum of wealth, and
+all too little attention had been given to the distribution of that
+wealth through the different ranks of the community. Just at this
+point the University Extension movement appears to recall academic
+energy from production to distribution; suggesting that devotion to
+physics, economics, art, can be just as truly shown by raising new
+classes of the people to an interest in physical and economic and
+aesthetic pursuits, as by adding to the discoveries of science, or
+increasing the mass of art products. To the young graduate,
+conscious that he has fairly mastered the teaching of the past, and
+that he has within him powers to make advances, I would suggest the
+question whether, even for the highest powers, there is any
+worthier field than to work through University Extension towards
+the University of the Future.</p>
+<p>FOOTNOTES:</p>
+<a name="Footnote_53_53"></a><a href="#FNanchor_53_53">[53]</a>
+<div class="note">
+<p>The Cambridge fee is &pound;45 per course of three months.</p>
+</div>
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of The History Of University Education In
+Maryland, by Bernard Christian Steiner
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diff --git a/old/12138.txt b/old/12138.txt
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+The Project Gutenberg EBook of The History Of University Education In
+Maryland, by Bernard Christian Steiner
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The History Of University Education In Maryland
+
+Author: Bernard Christian Steiner
+
+Release Date: April 25, 2004 [EBook #12138]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK UNIVERSITY EDUCATION IN MARYLAND ***
+
+
+
+
+Produced by Juliet Sutherland and the Online Distributed Proofreading
+Team.
+
+
+
+
+
+
+
+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 of
+the 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 bestowing
+charters on colleges and professional schools. Over forty such charters
+have been given by the legislature and, in many cases, the result has
+proved that the gift of a charter was not warranted by the stability of
+the institution, to which was thus granted the power of conferring
+degrees. In many other cases, however, the institutions have grown and
+flourished, and have had an honorable history.
+
+Collegiate education in Maryland did not begin until after the
+Revolution. In the colonial period there was no demand for it sufficient
+to warrant the establishment of a seat of higher learning. For this
+state of things there were several causes. The majority of the early
+settlers were planters and frontiersmen, having little need for an
+extended education and desiring it still less. Of the wealthier classes,
+some were like the fox-hunting English gentry, caring for little else
+than sport; and others, who did desire the advantages of a culture
+higher than that obtainable from a village schoolmaster or a private
+tutor, found it elsewhere. They went over to William and Mary's College
+in Virginia, across the ocean to England, or, in case of some Catholics
+like Charles Carroll, to the institutions on the continent of Europe.
+
+But, though no college was established in colonial times, there was no
+lack of plans and attempts for one. In 1671, while as yet Harvard was
+the only American college, there was read and passed in the Upper House
+of the Assembly "An Act for the founding and Erecting of a School or
+College within this Province for the Education of Youth in Learning and
+Virtue." The Lower House amended and passed the bill; but the plan seems
+never to have progressed further. According to the bill the Lord
+Proprietor was "to Set out his Declaration of what Privileges and
+Immunities shall be Enjoyed by the Schollars;" and "the Tutors or School
+Masters" were to be of "the reformed Church of England" or, if two in
+number, 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 the
+Lower. This proposed college was intended to be placed at Annapolis and
+was to offer instruction in "theology, law, medicine, and the higher
+branches of a collegiate education." The governor of the colony was to
+be its chancellor and provision was made for a faculty of five, under
+whom students were to be instructed in everything from their alphabet
+upwards.[2]
+
+A third unsuccessful attempt to secure the founding of a college was
+made in 1761,[3] and a fourth in 1763, when contrary to the earlier
+course of events, the rock, on which the project was shipwrecked, was
+found in the Upper House. The college was to be placed at Annapolis, to
+occupy Governor Bladen's mansion, and to have a faculty of seven
+masters, who were to be provided with five servants. The expense was to
+be defrayed from the colonial treasury, in case a tax to be levied on
+bachelors should prove insufficient for the purpose.[4]
+
+The failure of these projects did not dampen the zeal of the advocates
+of higher education. In 1773 we find William Eddis, Surveyor of Customs
+at Annapolis, writing that the Legislature of the Province had
+determined to fit up Governor Bladen's mansion and "to endow and form a
+college for the education of youth in every liberal and useful branch of
+science," which college, "conducted under excellent regulations, will
+shortly preclude the necessity of crossing the Atlantic for the
+completion of a classical and polite education."[5] The gathering storm
+of 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 of
+Pennsylvania, being out of employment on account of the revocation of
+that college's charter, was called as pastor in Chestertown on the
+Eastern Shore in 1780. To add to his income, he conceived the idea "of
+opening a school for instruction in higher branches of education." As a
+nucleus for his school, he took an old academy, the Kent County school,
+and, beginning the work of teaching, was so successful, that in 1782 the
+Legislature, on his application, granted the school a charter as
+Maryland's first college. To it the name of _Washington_ was given, "in
+honorable and perpetual memory of His Excellency, General George
+Washington." Dr. Smith was so earnest and zealous in the presentation of
+the claims of the college, that in five years he had raised $14,000 from
+the people of the Eastern Shore. All seemed propitious for the college.
+In 1783 the first class graduated and the first degrees ever granted in
+Maryland were conferred, at the same time the corner-stone of the
+college building was laid, and in 1784 General Washington himself
+visited the college.
+
+Dr. Smith prepared a three years' curriculum for the institution, equal
+to that of any college of the day and similar to the one used at the
+University of Pennsylvania. But the Western Shore could not endure that
+the educational success of its rival section of the State should so far
+outstrip its own. In the early days of the State, the sections were
+nearly equal in importance and the prevailing dualism of the political
+system invaded the field of education.
+
+In 1784, two years after the founding of Washington College, _St. John's
+College_ was chartered.[7] It was to be placed at Annapolis, and in it
+was merged the old county Academy, "King William's School," founded some
+eighty years before. By the same act, the two colleges were united in
+the _University of Maryland_. This University was modeled on the English
+type: the governor was to be its chancellor, and the governing body was
+to be the "Convocation of the University of Maryland." The convocation
+was to be composed of seven members of the Board of Visitors and
+Governors and two of the faculty of each college; it was to establish
+ordinances for the government of the colleges, to cause a uniformity in
+the "manners and literature," to receive appeals from the students, and
+to confer "the higher degrees and honors of the University." Its
+meetings were to be annual, and to be held alternately at each college
+on its commencement day.
+
+The provisions of the act were never carried out; two fruitless attempts
+were made to hold sessions of Convocation in 1790 and 1791, and then
+nothing was even attempted. So thoroughly was the project forgotten,
+that the Legislature of 1805, in withdrawing the State appropriations
+from the two colleges, did not even mention the University, and in 1812,
+though the old charter had never been repealed, there was no hesitation
+in bestowing the name of University of Maryland on a second
+institution.[8]
+
+The two colleges which constituted this first University are still
+existing and doing good work. The elder, Washington College, lost Dr.
+Smith in 1788 by his return to Philadelphia and re-accession to his old
+position there. He was succeeded by Rev. Colin Ferguson, a native of
+Kent county, and educated at Edinburgh University. Under him the college
+continued to flourish, until the withdrawal of the State's appropriation
+in 1805. The constitutionality of this withdrawal is questionable, as
+the original grant was to be paid annually "forever;" but the State
+refused to permit itself to be sued by the college and, some years
+later, on increasing its appropriation to the college, the legislature
+required 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 its
+usefulness much impaired. It had not yet become strong enough to stand
+alone and, when the helping hand of the State was taken away, it was
+almost obliged to close its doors to students. Since that time the State
+has renewed its grants to the college and has greatly aided it in
+performing its functions; but from the disastrous effects of the act of
+1805, the institution has never fully recovered.
+
+Indeed, from 1805 to 1816, nothing but a grammar school seems to have
+been maintained in the college building. In the latter year, however,
+the college was re-opened, since the legislature had granted it a
+lottery of $30,000. A year later Rev. Dr. Francis Waters became
+"Principal," and under his able leadership the college bid fair to
+regain its old position; but in 1827 a second great misfortune overtook
+it. On January 11, 1827, the college building was discovered to be on
+fire, and, in spite of the most zealous efforts, was entirely consumed.
+After this misfortune the college proper seems to have been suspended a
+second time, and only a grammar school maintained with one instructor.
+The classes were conducted in a building intended originally for a
+rectory, until that was destroyed by fire in 1839, when the school was
+again 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 of
+students so much increased that in 1843 it was resolved to rebuild the
+college on the old site and to revive the college course. As a result,
+the present main building was erected, the corner-stone laid with
+imposing ceremonies on May 4, 1844, and the college was reopened in its
+own edifice on January 1, 1845. In 1849, a class of four was graduated,
+and in 1854, two additional buildings were erected; one for the
+Principal's residence and the other for dormitories and recitation
+rooms.
+
+The college continued prosperous during the second administration of
+Rev. Dr. Waters from 1854 to 1860; but in the presidency of his
+successor, Rev. Andrew J. Sutton, came the Civil War, depriving the
+college of its Southern constituency and distracting men's minds from
+learning. After the Rebellion, an unfortunate selection of teachers and
+laxness of discipline caused the college to lose still more ground, and
+Wm. J. Rivers, Principal from 1873 to 1887, had much to do to build it
+up again. He was a faithful and diligent teacher, and under him the
+moral tone of the college was improved and the course of instruction
+enlarged. The present head, C.W. Reid, Ph.D., is still further advancing
+the cause of the institution and a new career of prosperity seems
+opening before Maryland's oldest college and the only one on the Eastern
+Shore of the Chesapeake Bay.
+
+St. John's College, like its sister institution, founded on a
+non-denominational basis, started out under even fairer auspices.[9] It
+was granted, by the State, Governor Bladen's mansion and four acres of
+land surrounding it, was made heir to the funds of King William's
+School, and secured L9,000 from private beneficence in the first two
+years of its history. The Bladen mansion, now known as McDowell Hall,
+was repaired and enlarged and, on August 11, 1789, Bishop Carroll was
+elected president of the Board of Visitors and Governors and Dr. John
+McDowell accepted the Professorship of Mathematics. After unsuccessful
+attempts to obtain a principal from England, Dr. McDowell was chosen to
+that position in the following year and continued in office, until the
+State withdrew its aid to the college in 1805. He was a man of great
+learning and was very successful at St. John's and later at the
+University of Pennsylvania as provost. Under him, St. John's flourished
+greatly and many men of a national reputation were enrolled among its
+students, from the time the first class graduated in 1793.
+
+The same disaster fell on St. John's, as on Washington College. The
+Legislature withdrew the annual grant given by the State. The same doubt
+as to the constitutionality of this withdrawal existed here, and the
+State confirmed its position in the same way, by increasing its
+appropriation in 1832,[10] on condition of the college's accepting it in
+full satisfaction of all claims against the State under the original
+charter. 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 the
+taking away of the State's grant in 1805.
+
+In the first despair over the Act of the Legislature, the Visitors and
+Governors voted to discontinue the college, but their courage soon
+returned and the Rev. Bethel Judd, elected principal in 1807, was able
+to graduate a class in 1810. After his withdrawal in 1812, matters were
+in a disturbed state for some years and no classes were graduated until
+1822, when Rev. Henry L. Davis, the father of Maryland's famous orator,
+Henry Winter Davis, was principal. After that year there were no
+graduates until 1827, when Rev. William Rafferty was head of the
+college. The struggle for existence was a hard one and the wonder is
+that the college succeeded as well as it did.
+
+With 1831, however, began a third and more successful period in the
+history of St. John's. In that year the Rev. Hector Humphreys, then only
+thirty-four years of age, was chosen president. He was a native of
+Connecticut and a graduate of Yale College in 1818, and was called to
+St. John's from the professorship of Ancient Languages at Washington
+(Trinity) College in his native State. The effect of his energy and
+devotion was soon recognized, and, largely through his efforts, was
+passed the compromise of 1832. The curriculum was enlarged, the
+instruction made more thorough, and classes were yearly graduated, with
+but six exceptions, until his death in 1857. His energy was very great,
+his learning wide and accurate. In 1834, after travelling about the
+State in the interests of the college, he succeeded in raising about
+$11,000, which were used in the erection of a second building for the
+college, which most appropriately has since been called by his name.
+During his administration, the professors' houses were also built, as
+was Pinkney Hall, a third building for the use of the college. Dr.
+Humphreys also secured cabinets and philosophical apparatus for the
+college 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! Only
+four years after Dr. Humphreys' death the War of the Rebellion broke
+out, and St. John's, unlike the temple of Janus, closed its doors at the
+rumors of war. The buildings were used as an hospital, and not until
+1866 was the college again reopened with the well-known educator, Henry
+Barnard, at its head. In less than a year he resigned to become the
+first United States Commissioner of Education, and neither he nor his
+successor, Dr. James C. Welling, who was principal until 1870, was able
+to graduate a class. Since the beginning of the administration of the
+next principal, James M. Garnett, LL. D., the succession of classes has
+been unbroken and the college has steadily advanced in reputation and
+usefulness. Dr. Garnett made the English department especially excellent
+and, after ten years faithful service, resigned in 1880. The Rev. J.D.
+Leavitt, his successor, made a departure from the old classic curriculum
+and organized a department of Mechanical Engineering. After he resigned
+Prof. W.H. Hopkins acted as principal for a time and introduced military
+discipline, having secured the detail of an officer from the United
+States Army as instructor in Military Tactics.
+
+St. John's celebrated its centennial in 1889, and has begun its second
+century with excellent prospects. The four years' administration of its
+present principal, Thomas Fell, LL. D., has been a most successful one,
+and St. John's is fulfilling the purpose of its founders "to train up
+and perpetuate a succession of able and honest men, for discharging the
+various offices and duties of life, both civil and religious, with
+usefulness and reputation."
+
+
+THE SECOND UNIVERSITY OF MARYLAND.
+
+Most universities have developed from a college; the University of
+Maryland differs from them, for it originated in a medical school.[11]
+
+In 1802 Dr. John B. Davidge of Baltimore began a private class in
+Medicine and was so successful in it, that, in 1807, he associated with
+himself Drs. James Cocke and John Shaw and these three obtained from the
+Legislature a charter for the school, under the name of "the College of
+Medicine of Maryland."[12] There was made a close connection between the
+College of Medicine and the State "Medical and Chirurgical Faculty,"
+and its board of medical examiners were made _ex-officio_ members of the
+Board of Trustees of the College. The Legislature also granted the
+college a lottery of $40,000.[13]
+
+Lectures, which had been carried on at the professors' houses, were
+begun in 1808, at a building on the corner of Fayette (Chatham) street
+and McClellan's alley, and the first class, consisting of five, received
+its degrees in 1810. As the school grew and nourished, the ideas of its
+founders become more extensive and, in 1812, a long act was passed,[14]
+authorizing "the college for the promotion of medical knowledge" "to
+constitute, appoint, and annex to itself the other three colleges or
+faculties, viz.: The Faculty of Divinity, the Faculty of Law, and the
+Faculty of the Arts and Sciences; and that the four faculties or
+colleges thus united, shall be and they are hereby constituted an
+university, by the name and under the title of the University of
+Maryland." The connection with the Medical and Chirurgical Faculty was
+severed and the members of the four faculties, under the name of the
+Regents of the University of Maryland, were to have full powers over the
+University and be permitted to hold property not exceeding $100,000 in
+yearly value.
+
+Each faculty was allowed to appoint its own professors and lecturers, to
+choose a dean, and to exercise such powers as the regents shall
+delegate. The Faculty of Physic was to be composed of the professors in
+the Medical College; that of Theology, of the professor of Theology and
+any "six ordained ministers of any religious society or denomination;"
+that of Law, of the professor of Law, "together with six qualified
+members of the bar;" that of the Arts and Sciences, of the professors in
+that department, "together with three of the principals of any three
+academies or Colleges of the State." Such a strangely formed and loosely
+united body could not succeed, as a more homogeneous and closely
+compacted one would have done.
+
+The university was founded "on the most liberal plan, for the benefit
+of students of every country and every religious denomination, who shall
+be freely admitted to equal privileges and advantages of education, and
+to all the honors of the university, according to their merit, without
+requiring or enforcing any religious or civil test, urging their
+attendance 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 the
+authority vested in it by said charter and with the advice and
+recommendations of learned men of the several professions of Divinity,
+Law, and the Arts and Sciences, proceeded to annex to itself the other
+three faculties." On April 22, 1813, the Hon. Robert Smith, formerly
+United States Secretary of State, was chosen the first provost, and the
+organization of the regents was completed.[16] A lottery of $30,000 was
+granted the University in 1814, and another of $100,000 in 1817.[17]
+From the proceeds of these lotteries and other sources was built the
+building of the medical department on the corner of Lombard and Greene
+streets. It was modelled on the Pantheon at Rome, and, when built, is
+said to have been without an equal in America. The medical school grew
+extremely fast; a loan of $30,000 from the State in 1822[18] enabled it
+to build a practice hall and purchase a fine collection for its museum,
+and the University hospital across the street was opened in 1823. In
+1824 the number of students in attendance on lectures amounted to 320.
+The other faculties took no active steps for some time and, not until
+1819, did the regents urge them to proceed to deliver lectures as soon
+as possible and to lay before the regents annually a report as to their
+progress and condition. In 1823, possibly on account of this vote.
+Prof. David Hoffman began the instruction in the Faculty of Law, his
+school being known as the "Maryland Law Institute." He published part of
+his lecture notes in a book called _Legal Outlines_ and continued
+lecturing about ten years. After his withdrawal, the law school was
+given up; but the organization of the faculty was still maintained.
+
+The Faculty of Theology reported in 1852 "no active organization of the
+faculty has ever been attempted and, in view of the character of the
+department contemplated by the charter, none seems desirable." Its only
+activity was a course or two of lectures on the Evidences of
+Christianity, delivered before the medical students about 1823 by the
+Rev. William E. Wyatt, Professor of Theology. A nominal organization of
+the faculty was kept up, however, until 1878.
+
+The prosperity of the medical department was destroyed by the effort of
+some of its professors, discontented with being prohibited from having
+private classes, to have the Legislature do away with the regents and
+replace them with a board of trustees, in whom should vest the property.
+As early as November 12, 1824, the Regents feared trouble and obtained
+from William Wirt, John Purviance and Daniel Webster, a legal opinion
+that their position was inexpugnable. With this conclusion the
+Legislature did not agree, and on March 6, 1862, an act was passed
+abolishing the Regents and appointing a Board of twenty-one Trustees in
+their place.[19]
+
+The Trustees, by decree of the courts, obtained control of the property
+and forced the professors to accept them as the legal authority. So
+matters went on for twelve years, until in 1837, the trustees appointed
+a professor personally objectionable to some of the others, who resigned
+their positions under the Trustees and opened a separate medical school
+in the Indian Queen Hotel at the corner of Baltimore and Hanover
+Streets. Few out-of-town students attended either school, for the
+quarrel frightened them away, and the Baltimore students largely
+attended the Regents' school. Feeling ran high at one time, the Regents
+took possession of the University buildings by force, and bloodshed was
+feared.
+
+The Board of Regents reorganized with Ashton Alexander, M.D., as
+Provost, and employed distinguished counsel to plead the case for them
+in the courts. The Legislature authorized the Court of Appeals to try
+the suit, and Maryland's Dartmouth College Case was decided in June,
+1838, entirely in favor of the Regents. The court held that the act of
+1825 was void, since it was "a judicial act, a sentence that condemned
+without a hearing. The Legislature has no right, without the assent of a
+Corporation, to alter its charter, or take from it any of its franchises
+or property." The Trustees would not yield at once and, in March, 1839,
+presented a petition to the Legislature, praying it not to pass an act
+requiring them to give up the property to the Regents. The memorial was
+referred to a joint committee, which reported a bill restoring the
+property to the Regents. The bill was enacted and the Regents have since
+ruled. During the supremacy of the Trustees, the Faculty of the Arts and
+Sciences was organized. They contemplated activity in 1821, and issued a
+circular, which drew down on them the wrath of Professor Hoffman,
+inasmuch as they "contemplated 'academic' instruction" not intended by
+the charter. The founders, he said, intended that instruction should be
+conveyed by lectures and that no other form of instruction should be
+allowed. The discussion which followed seems to show that he had the
+idea of having work carried on, like that done by graduate students
+to-day.
+
+But nothing was done, apparently, until Baltimore College was annexed in
+1830. That institution was chartered on January 7, 1804,[20] and was the
+development of an academy kept by James Priestley, the first president,
+on Paul's Lane (St. Paul Street). "It was hoped that it would, together
+with the other valuable seminaries of education in the same city and in
+the State, become adequate to the wants and wishes of our citizens," and
+from the proceeds of a lottery, the grant of which was an easy way for a
+State to be benevolent, a plain but convenient building was erected on
+Mulberry street.[21]
+
+It is very doubtful if it ever graduated any students, and we learn in
+1830 that "the celebrity and, in some cases, the superior existing
+advantages of other institutions have prevented the accomplishment of
+this object." Still a school had been kept up continuously, and from
+time to time, we catch glimpses of its lectures, &c. In January, 1830, a
+joint petition of the Trustees of the University of Maryland and of
+Baltimore College to the Legislature "proposed the charter of Baltimore
+College shall be surrendered to the State, on the condition that the
+property belonging to the college shall be invested in the trustees of
+the University of Maryland." The petition was granted,[22] and in 1832,
+we learn that "the Baltimore College *** has now been merged in the
+University of Maryland and constitutes the chair of Ancient
+Languages."[23]
+
+On October 1, 1830, the Trustees issued a prospectus, from which we
+learn that it was intended "to maintain an institution on the most
+enlarged scale of usefulness and responsibility," and that there was a
+"necessity for the proposed organization of a department in the
+University of Maryland, exclusively collegiate in its system, requiring
+an advanced state of classical and scientific attainments for admission
+to its lectures, calculated to conduct its pupils through the highest
+branches of a liberal education and to afford them advantages similar to
+what may be obtained in the distant Universities of this country and
+Europe." A course of study equal to that of any college of the country
+was announced, and a brilliant Faculty appointed; but the time was not
+yet come for a great college in Baltimore and the institution
+languished away. In 1843, the Commissioners of Public Schools petitioned
+to have it transferred to the city as a High School, and in 1852, it had
+only one teacher and 36 scholars, a mere boys' school.
+
+In 1854 it was reorganized as the "School of Letters under the Faculty
+of Arts and Sciences," with Rev. E.A. Dalrymple, formerly of the
+Episcopal Theological Seminary at Alexandria, as its head. On paper the
+course was fairly complete, and the Faculty an able one, and there were
+graduates in 1859, '60, '61, and '63. The course was to be a three
+years' one; for "the studies of Freshman year will be pursued in the
+preparatory department, where experience has shown they may be attended
+with greater advantage." Gradually students fell off, it became a mere
+boys' school, and finally Dr. Dalrymple was all that was left of the
+"School of Letters" and the "Faculty of the Arts and Sciences," and at
+his death, both formally became extinct.
+
+With the restoration of the property to the Regents, the classes in the
+medical school increased to a size somewhat like that attained in years
+previous to 1825, although, owing to the opening of new schools, they
+never quite equalled it. During the war of the Rebellion, the school
+suffered from the loss of southern patronage; but at its close, students
+came back and the school took on fresh life. It has always been in the
+front rank; first of all American medical schools it recognized
+Gynecology as a separate branch of instruction, and it was second in
+making practical Anatomy a compulsory study. With the session of 1891 it
+will require a three years' graded course of all candidates for degrees.
+
+In 1850 the Hon. John P. Kennedy, statesman and author, was chosen
+provost, and on his death in 1870, the Hon. S. Teackle Wallis was made
+his successor and he now fills the office with honor.
+
+The Faculty of Law revived the Law School in the beginning of 1870, with
+a class of 25. An efficient faculty has caused a steady increase,
+until, in 1890, there were 101 students in the three years' course. The
+instruction is given by lectures, examinations, and moot-courts. In
+1884, the Law Department moved from its former quarters in the old
+Baltimore College building on Mulberry Street, to a new building erected
+for it on the University property on Lombard Street, next to the
+building of the Medical Department.
+
+In 1882, the University of Maryland obtained from the Legislature
+authority to open a Dental Department.[24] In 1837, the first Dental
+Lectures in America had been delivered before the Medical Students of
+the University, and it was quite fitting that there should be a dental
+school connected with it. The first class numbered 60, the last 132, and
+in eight years there have been 250 graduates. This fact and the further
+one that twice has it been found necessary to make large additions to
+the buildings of the department on Green Street, adjoining those of the
+Medical 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 thorough
+and careful training, which it has gained in its history of eighty
+years.
+
+
+COKESBURY COLLEGE.
+
+In Maryland was the first Methodist Church in America, and it was
+natural that here too should be the first Methodist College in the
+world. There was no permanent organization of this denomination in the
+United States, until John Wesley, on the petition of the American
+churches, consecrated Rev. Thomas Coke, Superintendent for the United
+States, in 1784. Dr. Coke sailed directly from England, and arrived in
+New York on November 3, 1784. He thence traveled southward and, on the
+15th of the same month, met Francis Asbury at Dover, Delaware. At this
+first meeting, Coke suggested the founding of an institution for higher
+education, to be under the patronage of the Methodist Church.[25] This
+was 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 had
+contemplated only a school, on the plan of Wesley's at Knightwood,
+England, and for that purpose, a subscription had been opened in North
+Carolina in 1781.[26]
+
+Coke's suggestion, to have a college, was favorably received and, at the
+famous Christmas Conference at Baltimore in 1784, the Church was
+formally organized, with Coke and Asbury as Bishops, and the first
+Methodist College was founded. Thus the denomination which has increased
+to be the largest in the United States, recognized the paramount
+importance of education at its very foundation.[27] To the new
+institution, the name of Cokesbury was given, in honor of the two
+Bishops, from whose names the title was compounded. For this College,
+collections were yearly taken, amounting in 1786 to L800 and implying
+great self-denial by the struggling churches ill-supplied with
+wealth.[28]
+
+As early as January 3, 1785, only two weeks after the College was
+decided on, its managers were able to report that L1,057 had been
+subscribed, a sum that put the enterprise on a firm footing. The site
+was 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 in
+Maryland, and hence, it had the best claim for the College, and the
+beauty of the situation of Abingdon charmed Coke so much that he
+determined upon placing the College there. It was also a place easy of
+access, being on the direct stage line from Baltimore to Philadelphia
+and near the Chesapeake Bay. Bishop Coke, the most zealous advocate of
+the College, contracted for the building materials; but was prevented
+from being present at the laying of the corner-stone. Bishop Asbury,
+however, was present and preached a sermon on Psalms 78, verses 4 to
+8.[29] In this sermon, "he dwelt on the importance of a thoroughly
+religious education, and looked forward to the effects, which would
+result to the generality, to come from the streams which should spring
+from this opening fountain of sanctified learning." The building was
+built of brick, one hundred feet in length and forty in width, faced
+east 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 in
+architecture "fully equal, if not superior, to anything of the kind in
+the country." Dormitory accommodations were provided in the building;
+but it was intended that "as many of the students as possible, shall be
+lodged 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 only
+outdoor exercises permitted. The students were prohibited "from
+indulging in anything which the world calls play. Let this rule be
+observed with the strictest nicety; for those who play when they are
+young, will play when they are old."
+
+In 1785 the Bishops issued a "Plan for Erecting a College intended to
+advance Religion in America." It is quite long and many of its
+provisions are very quaint. From it we learn that Cokesbury is intended
+"to receive for education and board the sons of the elders and preachers
+of the Methodist Episcopal Church, poor orphans, and the sons of the
+subscribers and other friends. It will be expected that all our friends,
+who send their children to the college, will, if they be able, pay a
+moderate sum for their education and board; the others will be taught
+and boarded and, if our finances allow it, clothed gratis. The
+institution is also intended for the benefit of our young men, who are
+called to preach, that they may receive a measure of that improvement,
+which is highly expedient as a preparation for public service." Teachers
+of ancient languages and of English will be provided, and no necessary
+branch of literature shall be omitted. "Above all, especial care shall
+be taken that due attention be paid to the religion and morals of the
+children, and to the exclusion of all such as continue of an
+ungovernable temper." "The expense of such an undertaking will be very
+large, and the best means we could think of, at our late conference, to
+accomplish our design, was to desire the assistance of all those in
+every place who wish well to the cause of God. The students will be
+instructed in English, Latin, Greek, logic, rhetoric, history,
+geography, natural philosophy, and astronomy. To these languages and
+sciences shall be added, when the finances of our college will admit of
+it, the Hebrew, French, and German languages. But our first object shall
+be, to answer the designs of _Christian_ education, by forming the minds
+of the youth, through divine aid, to wisdom and holiness by instilling
+into their minds the principles of true religion--speculative,
+experimental, and practical--and training them in the ancient way, that
+they may be rational, spiritual Christians. We have consented to receive
+children of seven years of age, as we wish to have the opportunity of
+teaching 'the young idea how to shoot' and gradually forming their
+minds, through the divine blessing, almost from their infancy, to
+holiness and heavenly wisdom, as well as human learning. We shall
+rigidly insist on their rising early in the morning (five a.m.), and we
+are convinced by constant observation and experience, that it is of vast
+importance, both to body and mind.
+
+"We prohibit play in the strongest terms, and in this we have the two
+greatest writers on the subject that, perhaps, any age has produced (Mr.
+Locke and Mr. Rousseau) of our sentiments; for, though the latter was
+essentially mistaken in his religious system, yet his wisdom in other
+respects and extensive genius are indisputably acknowledged. The
+employments, therefore, which we have chosen for the recreation of the
+students are such as are of greatest public utility:--agriculture and
+architecture.
+
+"In conformity to this sentiment, one of the completest poetic pieces of
+antiquity (the Georgics of Virgil) is written on the subject of
+husbandry; by the perusal of which and submission to the above
+regulations, the students may delightfully unite the theory and practice
+together."
+
+There is something extremely ludicrous in the idea of making the average
+student delight in spending his leisure hours in farming, by means of a
+study of the Georgics in the original. But we can hardly laugh at these
+men, they were too much in earnest. To return to the circular, "The four
+guineas a year for tuition, we are persuaded cannot be lowered, if we
+give the students that finished education, which we are determined they
+shall have. And, though our principal object is to instruct them in the
+doctrines, spirit, and practice of Christianity, yet we trust that our
+college will, in due time, send forth men that will be a blessing to
+their country in every laudable office and employment of life, thereby
+uniting the two greatest ornaments of human beings which are too often
+separated: _deep learning_ and _genuine piety_."
+
+As soon as the building was under roof, a preparatory school was opened
+and the Trustees applied to John Wesley for a President. He suggested a
+Rev. 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 text
+on the second day, "O man of God, there is death in the pot,"[32] was
+looked on by the superstitious, in time to come, as a presage of
+disaster. The faculty was filled up and all seemed to bid fair for
+prosperity; but Mr. Heath remained in charge of the College less than a
+year, resigning because of certain charges of insufficiency, which seem
+rather trival. Another professor left to go into business and Asbury's
+soul was tried by these "heavy tidings."
+
+The good Bishop was indefatigable in his care of Cokesbury. His visits
+were frequent, and while there, he was very active, examining the
+pupils, preaching, and arranging the affairs, both temporal and
+spiritual. Abingdon became a centre of Methodism, families moved there
+to enjoy the educational advantages, and the Conference regularly
+visited the College, coming over from Baltimore for that purpose.
+
+Dr. Jacob Hall, of Abingdon, was the second President, and had under him
+a faculty of three professors and a chaplain. The school prospered and
+had public exhibitions of its students' proficiency from time to time.
+It is doubtful if sufficient care was exercised in the expenditure of
+money and, in December, 1790, the Trustees felt obliged to contract a
+loan of L1000. The charitable contributions fell off, and Asbury was
+forced to go from house to house in Baltimore, "through the snow and
+cold, begging money for the support of the poor orphans at
+Cokesbury."[33] The instruction was good, and Asbury could write to
+Coke, then in England, that "one promising young man has gone forth into
+the ministry, another is ready, and several have been under awakenings.
+None so healthy and orderly as our children, and some promise great
+talents for learning."[34] Still, "all was not well there," and on
+October 2, 1793, he "found matters in a poor state at college; L500 in
+debt, and our employes L700 in arrears." A year later, matters were
+desperate and the good Bishop wrote that "we now make a sudden and dead
+pause--we mean to incorporate and breathe and take some better plan. If
+we can not have a Christian school (_i.e._ a school under Christian
+discipline and pious teachers), we will have none."[35] The project of
+incorporation was not favored by some, who feared that the College would
+not be thereby so directly under the control of the Conference, but was
+carried through, and the charter bears date, December 26, 1794.[36] By
+it, the institution was allowed to have an income not exceeding L3,000.
+
+How a charter was to avoid increased indebtedness does not appear and
+the College's debt had so increased, that the Conference in 1795 decided
+to suspend the Collegiate Department and have only an English Free
+School kept in the buildings.[37]
+
+Misfortunes never come singly: an unsuccessful attempt to burn the
+buildings had been made in the fall of 1788, and now, on December 4,
+1795, a completely successful one was made, and the building and its
+contents were consumed. Rewards to discover the incendiary were offered
+in vain, and Asbury writes:[38] "We have a second and confirmed report
+that Cokesbury College is consumed to ashes--a sacrifice of L10,000 in
+about ten years. If any man should give me L10,000 to do and suffer
+again what I have done for that house, I would not do it. The Lord
+called not Mr. Whitefield, nor the Methodists to build colleges. I
+wished only for schools; Dr. Coke wanted a college. I feel distressed at
+the loss of the library."
+
+Asbury despaired, but Coke did not and, going to work, he raised L1,020
+from his friends. After the determination was made to move the College
+to Baltimore, the Church there gave L700, and a house to house
+solicitation brought in L600 more. A building originally erected for
+balls and assemblies was purchased and fitted up. It stood next the old
+Light Street Methodist Church and a co-educational school was opened
+therein on May 2, 1796. The high course planned for girls is especially
+noticeable at this early period. The school opened with promises of
+success, and within a month there were nearly 200 scholars.
+
+Fatality pursued the enterprise, however, and a year to a day from the
+burning 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 the
+people of Baltimore, and he will keep them poor to make them pure;" but
+even Coke gave up hope at this new disaster, and it was twenty years
+before a second Methodist College was attempted.
+
+ASBURY COLLEGE.
+
+This was the second Methodist College in the world, and was organized in
+1816, the year of Bishop Asbury's death. After a year or two of
+successful work, a charter was applied for and it was granted to the
+College February 10, 1818.[40] The President, Samuel K. Jennings, M.D.,
+a Methodist local preacher, was a rather remarkable man. Coming from New
+Jersey, graduating at Rutgers, and settling in the practice of the
+medical profession in Virginia, he was converted by the preaching of
+Asbury, and was persuaded by him some years later, to move to Baltimore
+and take the leadership of the new enterprise.[41] He was said to be, at
+one time, the only Methodist preacher with a collegiate education and
+was well adapted to the task, from his administrative ability and wide
+learning. Around him, he gathered an undenominational faculty of four
+professors and began the life of the institution in a large brick
+building on the corner of Park Avenue and Franklin Street. In March,
+1818, the _Methodist Magazine_ tells us that there were one hundred and
+seventy students, and that "The Asbury College has probably exceeded in
+its progress, considering the short time it has been established, any
+literary institution in the country."[42] In that spring, a class was
+graduated, and yet only a few months later Dr. Bangs wrote that the
+College "continued for a short time and then, greatly to the
+disappointment and mortification of its friends, went down as suddenly
+as it had come up, and Asbury College lives only in the recollection of
+those who rejoiced over its rise and mourned over its fall."
+
+This statement is not absolutely correct; it is probable that there was
+some catastrophe, and possibly Dr. Jennings then began to break away
+from the Methodist Episcopal Church, which he left entirely, when the
+Methodist Protestant Church was formed in 1828. Still some sort of an
+organization was kept up under the old name; for does not good Hezekiah
+Niles, of Register fame, tell us of examinations and exhibitions he
+witnessed in the early spring of 1819,[43] at which time prodigies of
+learning and cramming were exhibited, and do we not find in 1824, a
+pamphlet published by Dr. Jennings, entitled "Remarks on the Subject of
+Education, to which are added the general rules of the school under the
+appellation of Asbury College." Apparently the College had passed
+entirely out of the control of the church, and having lowered its grade,
+was now little more than Dr. Jennings' private school. The school was
+then situated on the corner of Charles and Baltimore Streets and, in
+1833, when we catch the last glimpse of it, another removal had taken it
+to the corner of South and Fayette Streets. It was then merely a boys'
+day school and doubtless soon perished. So the second Methodist College
+failed as the first had done and another was added to the many abortive
+attempts 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 North
+Avenue, and was charted as a college in 1833.[44] The building was
+constructed by the Baltimore branch of the United States Bank in 1800,
+during an epidemic of yellow fever in the city. People feared to come
+into town to transact business and so a suburban banking house was
+built. This building was bought by the Rev. Frederick Hall in 1828 and
+in it a school was begun, which was later expanded into the College. The
+institution lasted some ten years and is worthy of note from the fact
+that among the teachers were two young Yale graduates, who afterwards
+obtained considerable renown: Professor Elias Loomis and Rev. S.W.S.
+Dutton.
+
+_The College of St. James_ was situated in Washington County and
+was originally intended by its founder, Bishop Whittingham, as a
+preparatory school. It was opened in October, 1842, with Rev. J.B.
+Kerfoot,[45] afterwards Bishop of Pittsburg, as Principal, and had such
+speedy and encouraging success, that it was chartered as a college in
+1843, 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 of
+Southern students, a large portion of the entire number. In 1864,
+however, General Early, of the Confederate Army, invaded Maryland and
+took Dr. Kerfoot and Professor Coit prisoners, and the College thus
+forcibly discontinued, was never again reorganized.
+
+_Newton University_ was chartered by the Legislature[46] on March
+8, 1845 and was situated on Lexington Street, between North and Calvert.
+It was originally intended to combine the Baltimore preparatory schools
+and to furnish boys, graduating from them, the means of completing their
+education without leaving the city. There was an enormous list of
+Trustees and the unwieldy character of the board, coupled with the
+irregular habits of the President, made the failure of the enterprise
+inevitable. Still it offered in its catalogues a good course of study
+and gave exhibitions, at which polyglot orations were delivered. The
+late Prof. Perley R. Lovejoy was the life of the institution and, after
+several classes had graduated, the University finally ceased to be, when
+Mr. Lovejoy accepted a position as Professor in the Baltimore City
+College.
+
+
+ROMAN CATHOLIC COLLEGES.
+
+Maryland has been the cradle of the Roman Catholic Church in America, as
+well as of the Methodist and the Presbyterian. The centenary of the
+consecration of John Carroll, as the first Roman Catholic bishop in the
+United States, occurred little more than a year ago. A few months after
+Bishop Carroll's consecration, he received from the Superior of the
+Order of St. Sulpice an offer to found a seminary in Baltimore for the
+education of priests. This offer was accepted and, on July 10, 1791,
+four Sulpician priests arrived in Baltimore. They soon bought a house
+known as "One Mile Tavern" with four acres of land and there they opened
+_St. Mary's Seminary_, on the first Sunday in October, 1791. The
+Seminary still occupies the same site, at the corner of Paca and St.
+Mary's Streets. The number of the candidates for the priesthood, who
+entered the Seminary, was disappointing from its smallness and, in order
+to 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, and
+proved so successful, as to demand a separate building. Accordingly, the
+corner-stone of St. Mary's College was laid on April 10, 1800. At Bishop
+Carroll's request, no American boys were admitted for a time and only
+Spaniards and French were received. In 1803, however, the College was
+opened to all day scholars or boarders, without reference to birth or
+religion. This step roused some opposition and many communications upon
+the subject appeared in the newspapers, which were afterwards collected
+in pamphlet form.
+
+The students soon became numerous and the institution grew to such an
+extent that, in January, 1805, it was chartered as St. Mary's
+University. On August 13, 1806, the first class was graduated; in that
+year there were 106 students. New buildings were erected and a superb
+botanical garden was laid out. The chapel, built soon after the
+incorporation, was said to be the most beautiful in the United States.
+
+The Rev. William Du Bourg, the President, was a man of great ability and
+the reputation of the College rapidly spread. Many prominent men, Roman
+Catholics and Protestants, were graduated from St. Mary's; but the
+Sulpicians felt that their vocation was to educate young men exclusively
+for the priesthood, and not for secular life, and they finally closed
+St. Mary's College in 1852, in order to devote all their energies to the
+Theological Seminary, which has continued its prosperous career to this
+present day.[47]
+
+A second Roman Catholic College was formed by the Sulpicians in 1807 at
+Emmittsburg, Frederick County. It was begun by Rev. John Dubois and was
+soon chartered as _Mount Saint Mary's College_. The exercises were
+first held in a log house with a handful of pupils, who increased to 80
+within five years. With the growth of the institution came the demand
+for larger accommodations. Better buildings were erected and a large
+stone edifice was undertaken in 1823. When nearly ready for occupancy,
+it was destroyed by fire; but Father Dubois did not despair and, aided
+by the people of the vicinity, at once began a new building. In 1826 he
+was appointed Bishop of New York, and in the same year, the connection
+of the College with the Sulpician order was terminated. Although
+originally intended chiefly as a place for the education of clerics, Mt.
+St. Mary's has ever kept in view the preparation of students for a
+secular life, and many of its graduates have been distinguished in
+State, as well as in Church. In 1838, Rev. John McCaffrey, D.D., became
+president, and under his able control, the College prospered until
+1871. During this period, the jubilee of the institution was celebrated
+with great ceremony in 1858. The Civil War injured the College greatly
+and the declaration of peace found it burdened with a heavy load of
+debt. For twenty years the struggle went on and it was doubtful all the
+time, whether the College could survive. Finally Dr. William Bryne, at
+his leaving the presidency in 1884, was able to report that the
+institution was placed on a firm financial basis as to the future, and
+that the debt had been reduced to $65,000. The present President, Rev.
+Edward P. Allen, has still further diminished the debt by more than half
+and the attendance has been largely increased through his efficient
+administration.
+
+A third Roman Catholic College is _St. Charles's_, situated in
+Howard County, near Ellicott City. It is situated on land given by
+Charles Carroll of Carroll ton, and was chartered on February 3,
+1830,[48] its name being taken from that of its founder and of the great
+Archbishop of Milan.[49] The institution was placed under the control of
+the Society of St. Sulpice and was established "exclusively for the
+education of pious young men of the Catholic persuasion for the ministry
+of the Gospel." The corner-stone was laid by the venerable Charles
+Carroll, on July 11, 1831; but, for want of funds to carry on the work
+successfully, the institution was not opened until the fall of 1848. The
+first President, Rev. O.L. Jenkins, began the institution with four
+pupils, and at his death in 1869, the number had grown to 140. Since the
+closing of St. Mary's College in 1852, St. Charles's has been used by
+the Sulpicians as preparatory to St. Mary's Seminary.
+
+To supply the want of a college, to which Baltimore boys of Roman
+Catholic families could go without leaving home, _Loyola College_
+was opened in September, 1852. It is under the control of the Jesuits
+and has confined itself to receiving day scholars.
+
+The fifth and last Roman Catholic College, _Rock Hill_, was
+chartered in 1865.[50] It is situated near Ellicott City, as is St.
+Charles's, and is under the supervision of the Brothers of the Christian
+Schools. It prepares youth for the various duties and occupations of
+life with great thoroughness, and has ever been noted especially for the
+attention paid to the development of the body as well as the mind of its
+pupils.
+
+
+WESTEEN MARYLAND COLLEGE.
+
+In 1865, Mr. Fayette R. Buell began an academy for boys and girls at
+Westminster, Carroll County,[51] and, in the spring of 1866, he proposed
+to the Conference of the Methodist Protestant Church, of which he was a
+member, that the school should be chartered as a college and taken under
+the 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 of
+the teachers in Mr. Buell's school, induced two of his friends to lend
+the enterprise $10,000, and the corner-stone of the College building was
+laid on September 6, 1886. The College opened a year later with
+seventy-three pupils. In February, 1868, Mr. Buell found himself so much
+in debt, that he appealed to the Conference to take the property off his
+hands. This was done, and a Board of Trustees appointed by the
+Conference was incorporated by the legislature on March 30, 1868.
+
+The next fall, the institution reopened with Rev. J.T. Ward as
+President, in which office he continued for seventeen years. These were
+years of trouble and severe work to make the College a success. There
+was no endowment, and only by the most strenuous efforts was the College
+saved on several occasions from being overwhelmed with debt. Still, in
+spite of all disadvantages, good work was done and valuable experience
+was gained. The College has been a co-educational one from the first,
+and connected with it was a department of Biblical Literature, for such
+as intended to become clergymen, until a separate Theological School was
+opened in 1882. During Dr. Ward's administration, new buildings were
+erected and, at his resignation in 1886, he left the institution ready
+to be made still more efficient by his successor. Rev. Thomas H. Lewis
+succeeded as President and, while he has caused the work and equipment
+of the College to be further enlarged, he has also been successful in
+paying off the last dollar of the debt that had hung over it so long as
+an 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 education
+of women. Founded in 1849, it long had a prosperous existence; but
+finally was obliged to close its doors in June, 1890, on account of the
+withdrawal of the grant formerly given by the State.
+
+Besides this institution there was no successful attempt in Maryland to
+found a college for female education, until the _Woman's College of
+Baltimore_ was chartered in 1884.[52] It was founded by the
+Methodist Episcopal Church, in honor of the centenary of its organized
+existence in this country, and is "denominational but not sectarian."
+For it beautiful buildings, adjoining the First Methodist Church, have
+been erected on St. Paul Street. Much of the money for its endowment was
+given by the present President, the Rev. J.F. Goucher, D.D., and,
+largely through his influence, was it able to open its doors to students
+on September 13, 1888. It has determined, very sensibly, to grant no
+degrees, save to those thoroughly fitted to receive them, and so has had
+no graduates up to the present. Its growth under the care of W.H.
+Hopkins, Ph.D., its first President, was great in numbers and endowment
+and the prospects are now fair for this Baltimore Woman's College taking
+high rank among similar institutions.
+
+
+CONCLUSION.
+
+To a superficial observer from a distance, it sometimes seems as if
+University education in Maryland began with the foundation of the Johns
+Hopkins University, a sketch of which follows from the pen of its
+honored President. Our study into the history of education in the State,
+however, has shown us that Maryland, instead of being one of the latest
+of the United States to conceive the University idea, was, in fact, one
+of the very earliest, and that her institutions have a history of which
+they need not be ashamed; though their work has not been so widely known
+as 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 Francis
+Asbury, of John Dubois, and of many others, have been far from lost.
+Wherein they failed, they gained valuable experience for their
+successors, and wherein they succeeded, they helped to instil "into the
+minds and hearts of the citizens, the principles of science and good
+morals."
+
+
+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 been
+diminished 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 the
+Johns Hopkins University, as in that year its doors were opened for the
+reception of students. On the twenty-second of February the plans of the
+University were publicly made known, and consequently "Washington's
+Birthday" has since been observed as an anniversary or commemoration
+day. But in reality the Trustees were organized nine years before. The
+founder, Johns Hopkins, as he saw the end of life approaching (although
+he continued in active business for several years afterwards),
+determined to bestow a large part of his fortune upon two institutions
+which he proposed to establish, a University and a Hospital. These
+establishments were to be managed by separate Boards of Trustees,
+citizens of Baltimore, whom he selected for their integrity, wisdom, and
+public spirit. In order that the two Boards might be closely allied, the
+founder was careful that a majority of the Trustees of one corporation
+should also be a majority of the Trustees of the other corporation, and
+in a letter which he left as the final expression of his wishes, he
+declared it to be his "constant wish and purpose that the Hospital
+should ultimately form a part of the Medical School of the University."
+The Hospital was opened for the reception of patients in May, 1889; and
+a volume which was prepared in the following year by Dr. J.S. Billings,
+gives a full description of the buildings, with other papers
+illustrative of the history and purposes of that great charity. But as
+the Medical School, which is to form the bond of union between the two
+establishments has not yet been organized, the following statements will
+only refer to those opportunities which are here provided for the study
+of science and literature, in the faculty commonly known as the faculty
+of philosophy and the liberal arts.
+
+Before speaking of his gifts, a few words should be devoted to the
+memory of Johns Hopkins. This large-minded man, whose name is now
+renowned in the annals of American philanthropy, acquired his fortune by
+slow and sagacious methods. He was born in Anne Arundel county,
+Maryland, not far from the city of Annapolis, of a family which for
+several generations had adhered to the views of the Society of Friends.
+His ancestors were among the earliest settlers of the colony. While
+still a boy, Johns Hopkins came to Baltimore without any capital but
+good health, the good habits in which he had been brought up, and
+unusual capacity for a life of industrious enterprise. He began on the
+lowest round of the ladder of fortune, and by his economy, fidelity,
+sagacity, and perseverance he rose to independence and influence. He was
+called to many positions of financial responsibility, among the most
+important being that of President of the Merchants' National Bank, and
+that of a Director in the Baltimore and Ohio Railroad Company. He was a
+man of positive opinions in political affairs, yet he never entered
+political life; and although he contributed to the support of
+educational and benevolent societies he was not active in their
+management. In the latter part of his life, he dwelt during the winter
+in a large mansion, still standing on the north side of Saratoga street,
+west of North Charles street, and during the summer on an estate called
+Clifton, in Baltimore County. In both these places he exercised
+hospitality without ostentation. He bought a large library and many oil
+paintings which are now preserved in a memorial room at the Hospital.
+Nevertheless, his pursuits were wholly mercantile, and his time and
+strength were chiefly devoted to the business in which he was
+engaged,--first as a wholesale grocer, and afterwards as a capitalist
+interested in many and diverse financial undertakings. More than once,
+in time of commercial panic, he lent his credit to the support of
+individuals and firms with a liberality which entitled him to general
+gratitude. He died in Baltimore, December 24, 1873, at the age of
+seventy-nine years. He had never married. After providing for his near
+relations, he gave the principal part of his estate to the two
+institutions which bear his name, the Johns Hopkins University and the
+Johns Hopkins Hospital. Each of them received property estimated in
+round numbers at three and a half million dollars. The gift to the
+University included his estate of Clifton (three hundred and thirty
+acres of land), fifteen thousand shares of the common stock of the
+Baltimore and Ohio Railroad, and other securities which were valued at
+seven hundred and fifty thousand dollars.
+
+Many persons have expressed surprise that Mr. Hopkins should have made
+so large an investment in one corporation. But the stock of the
+Baltimore and Ohio Railroad was free from taxation, for many years it
+paid a dividend of ten per cent. per annum, and the managers, of whom he
+was one, confidently anticipated that a large stock dividend would be
+declared at an early day. Mr. Hopkins not only gave to the University
+all the common stock that he held in this corporation; he also advised
+that the Trustees should not dispose of it, nor of the stock accruing
+thereon by way of increment or dividend. In view of the vibrations to
+which this stock was subjected during the fifteen years subsequent to
+the death of Mr. Hopkins, it should not be forgotten that it was his
+will that linked the fortune of the great educational institution, which
+he founded, to the fortune of another corporation, in which he had the
+highest confidence. Fortunately, the crisis into which this union led,
+has been successfully passed. The friends of the University generously
+subscribed for its support an "emergency fund" of more than $100,000.
+Other large gifts were made and others still are known to be in the
+future. The Trustees, moreover, have changed four-fifths of their
+holdings of the common stock of the railroad company above mentioned,
+into its preferred stock, from which a permanent income of six per
+centum will be derived. The finances of the University are now on a
+solid basis, although additional gifts will be required for the
+construction of buildings and for the enlargement of the course of
+study, and still more before a medical department can be instituted.
+
+
+PRELIMINARY ORGANIZATION.
+
+The Johns Hopkins University was incorporated under the laws of the
+State 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 they
+entered with a definite purpose on the work for which they were
+associated. 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 were
+favored with innumerable suggestions and recommendations from those who
+knew much about education, and from those who knew little; and they
+invited several scholars of distinction to give them their counsel.
+Three presidents of colleges gave them great assistance, answering in
+the frankest manner all the searching questions which were put to them
+by a sagacious committee. Grateful acknowledgments will always be due to
+these three gentlemen: Charles W. Eliot, LL. D., President of Harvard
+University, 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 to
+Europe and conferred with many leaders of university education in Great
+Britain and on the continent. At the same time he visited many of the
+most important seats of learning. During the following winter the plans
+of the University were formulated and were made public in the Inaugural
+Address 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; the
+Mayor of the City, Hon. Ferdinand C. Latrobe; the Presidents and
+representative Professors of a large number of Universities and
+Colleges; the Trustees and other officers of the scientific, literary
+and educational institutions of Baltimore; the State and City officers
+of public instruction and other invited guests, together with the
+Trustees of Johns Hopkins, occupied the platform. The house was filled
+with 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, directed
+by Professor Asger Hamerik, performed several pieces of classical music.
+
+A prayer was then offered up by Rev. Alfred M. Randolph, D D., of
+Emmanuel Church, now Assistant Bishop of Virginia, after which the
+Chairman of the Executive Committee, Mr. Reverdy Johnson, Jr., said:
+
+"Our gathering to-day is one of no ordinary interest. From all sections
+of our State, from varied sections of our land, we have met at the
+opening of another avenue to social progress and national renown. After
+two years of pressing responsibility and anxious care the Trustees of
+the Johns Hopkins University present the first detailed account of their
+trust. Of the difficulties attending the discharge of their duty; of the
+nice balancing of judgment; of the careful investigation and continued
+labor called for in the organization of the University, this is not the
+place to speak; but for the Board of Trustees, I may be allowed to claim
+the credit of entire devotion to the work, and a sincere desire to make
+of the University all that the public could expect from the generous
+foundation. Happily, our action is unfettered, and where mistakes occur,
+as occur they must, the will and power are at hand to correct them. We
+may say that the University's birth takes place today, and I do not
+think it mere sentiment, should we dwell with interest upon its
+concurrence with the centennial year of our national birth, and the
+birthday of him who led the nation from the throes of battle to maturity
+and peace. But it is not my province to detain you from the exercises
+which are to follow. I am happy to state that we have among us to-day
+one who represents the highest type of American education, and one who,
+from the beginning, has sympathized with, counselled and aided us. I
+know you anticipate me, as I announce the distinguished name, from the
+most distinguished seat of learning in our land--President Eliot, of
+Harvard University."
+
+
+ADDRESS OF PRESIDENT ELIOT.
+
+President Eliot next delivered a Congratulatory Address in which he
+said:
+
+"The oldest University of the country cordially greets the youngest, and
+welcomes a worthy ally--an ally strong in material resources and in high
+purpose.
+
+"I congratulate you, gentlemen, Trustees of the Johns Hopkins
+University, upon the noble work which is before you. A great property,
+an important part of the fruit of a long life devoted with energy and
+sagacity to the accumulation of riches, has been placed in your hands,
+upon conditions as magnanimous as they are wise, to be used for the
+public benefit in providing for coming generations the precious means of
+liberal culture. Your Board has great powers. It must hold and manage
+the property of the University, make all appointments, fix all salaries,
+and, while leaving both legislative and administrative details to the
+several faculties which it will create, it must also prescribe the
+general laws of the University. Your cares and labor will grow heavy as
+time goes on; but in accordance with an admirable usage, fortunately
+established in this country, you will serve without other compensation
+than the public consideration which will justly attach to your office,
+and the happy sense of being useful. The actuating spirit of your Board
+will be a spirit of scrupulous fidelity to every trust reposed in you,
+and of untiring zeal in promoting the welfare of the University and the
+advancement of learning. Judged by its disinterestedness, its
+beneficence and its permanence, your function is as pure and high as any
+that the world knows, or in all time has known. May the work which you
+do in the discharge of your sacred trust be regarded with sympathetic
+and expectant forbearance by the present generation, and with admiration
+and gratitude by posterity.
+
+"The University which is to take its rise in the splendid benefaction of
+Johns Hopkins must be unsectarian. None other could as appropriately be
+established in the city named for the Catholic founder of a colony to
+which all Christian sects were welcomed, or in the State in which
+religious toleration was expressly declared in the name of the
+Government for the first time in the history of the Christian world.
+There is a too common opinion that a college or university which is not
+denominational must therefore be irreligious; but the absence of
+sectarian control should not be confounded with lack of piety. A
+university whose officers and students are divided among many sects
+need no more be irreverent and irreligious than the community which in
+respect to diversity of creeds it resembles. It would be a fearful
+portent if thorough study of nature and of man in all his attributes and
+works, such as befits a university, led scholars to impiety. But it does
+not; on the contrary, such study fills men with humility and awe, by
+bringing them on every hand face to face with inscrutable mystery and
+infinite power. The whole work of a university is uplifting, refining
+and 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 sect
+which includes the whole of the educated portion of the nation. This
+University will not demand of its officers and students the creed, or
+press upon them the doctrine of any particular religious organization;
+but none the less--I should better say, all the more--it can exert
+through high-minded teachers a strong moral and religious influence. It
+can implant in the young breasts of its students exalted sentiments and
+a 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 few
+generations she will be the seat of a rich and powerful university. To
+her citizens its grounds and buildings will in time become objects of
+interest and pride. The libraries and other collections of a university
+are storehouses of the knowledge already acquired by mankind, from which
+further invention and improvement proceed. They are great possessions
+for any intelligent community. The tone of society will be sensibly
+affected by the presence of a considerable number of highly educated
+men, whose quiet and simple lives are devoted to philosophy and
+teaching, to the exclusion of the common objects of human pursuit. The
+University will hold high the standards of public duty and public
+spirit, 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 this
+assembly with his presence, upon the establishment within her borders of
+an independent institution of the highest education. The elementary
+school is not more necessary to the existence of a free State than the
+University. The public school system depends upon the institutions of
+higher education, and could not be maintained in real efficiency without
+them. The function of colleges, universities, and professional schools
+is largely a public function; their work is done primarily, indeed, upon
+individuals, but ultimately for the public good. They help powerfully to
+form and mould aright the public character; and that public character is
+the foundation of everything which is precious in the State, including
+even its material prosperity. In training men thoroughly for the learned
+professions of law and medicine, this University will be of great
+service to Maryland and the neighboring States. During the past forty
+years the rules which governed admission to these honorable and
+confidential professions have been carelessly relaxed in most of the
+States of the Union, and we are now suffering great losses and injuries,
+both material and moral, in consequence of thus thoughtlessly abandoning
+the safer ways of our fathers. It is for the strong universities of the
+country to provide adequate means of training young men well for the
+learned professions, and to set a high standard for professional
+degrees.
+
+"President Gilman, this distinguished assembly has come together to give
+you God-speed. I welcome you to arduous duties and grave
+responsibilities. In the natural course of life you will not see any
+large part of the real fruits of your labors; for to build a university
+needs not years only, but generations; but though 'deeds unfinished will
+weigh on the doer,' and anxieties will sometimes oppress you, great
+privileges are nevertheless attached to your office. It is a precious
+privilege that in your ordinary work you will have to do only with men
+of refinement and honor; it is a glad and animating sight to see
+successive ranks of young men pressing year by year into the battle of
+life, full of hope and courage, and each year better armed and equipped
+for the strife; it is a privilege to serve society and the country by
+increasing the means of culture; but, above all, you will have the great
+happiness of devoting yourself for life to a noble public work without
+reserve, or stint, or thought of self, looking for no advancement,
+'hoping for nothing again,' Knowing well by experience the nature of the
+charge which you this day publicly assume, familiar with its cares and
+labors, its hopes and fears, its trials and its triumphs, I give you joy
+of the work to which you are called, and welcome you to a service which
+will task your every power.
+
+"The true greatness of States lies not in territory, revenue,
+population, commerce, crops or manufactures, but in immaterial or
+spiritual tilings; in the purity, fortitude and uprightness of their
+people, in the poetry, literature, science and art which they give birth
+to, in the moral worth of their history and life. With nations, as with
+individuals, none but moral supremacy is immutable and forever
+beneficent. Universities, wisely directed, store up the intellectual
+capital of the race, and become fountains of spiritual and moral power.
+Therefore our whole country may well rejoice with you, that you are
+auspiciously founding here a worthy seat of learning and piety. Here may
+young feet, shunning the sordid paths of low desire and worldly
+ambition, walk humbly in the steps of the illustrious dead--the poets,
+artists, philosophers and statesmen of the past; here may fresh minds
+explore new fields and increase the sum of knowledge; here from time to
+time may great men be trained up to be leaders of the people; here may
+the irradiating light of genius sometimes flash out to rejoice mankind;
+above all, here may many generations of manly youth learn
+righteousness."
+
+
+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 a
+reminder that the endowment, large as it appears, is not large when
+compared with the acquisitions of many other institutions, called
+attention to some of the special distinctions of this gift. Among them
+were named: the freedom from conditions; the absence of political or
+ecclesiastical control; the connection with an endowed hospital; the
+geographical advantages of Baltimore; and the timeliness of the
+foundation. Five agencies for the promotion of superior instruction were
+next briefly discussed, universities, learned academies, colleges,
+technical schools, and museums. The object of these paragraphs was to
+suggest the distinctive Idea of the University, and to show that while
+forms and methods vary in different countries, the freedom for
+investigation, the obligation to teach, and the careful bestowal of
+academic honors are always understood to be among the university
+functions. Wherever a strong university is established, learned
+societies, colleges, technical schools, and museums are clustered. It is
+the sun and they are the planets.
+
+Twelve points were then enumerated on which there is a consensus so
+general that further discussion seemed needless.
+
+1. All sciences are worthy of promotion; or in other words, it is
+useless to dispute whether literature or science should receive most
+attention, or whether there is any essential difference between the old
+and the new education.
+
+2. Religion has nothing to fear from science, and science need not be
+afraid of religion. Religion claims to interpret the word of God, and
+science to reveal the laws of God. The interpreters may blunder, but
+truths are immutable, eternal, and never in conflict.
+
+3. Remote utility is quite as worthy to be thought of as immediate
+advantage. Those ventures are not always most sagacious that expect a
+return on the morrow. It sometimes pays to send our argosies across the
+seas,--to make investments with an eye to slow but sure returns. So it
+is always in the promotion of science.
+
+4. As it is impossible for any university to encourage with equal
+freedom all branches of learning, a selection must be made by
+enlightened governors, and that selection must depend on the
+requirements and deficiencies of a given people, in a given period.
+There is no absolute standard of preference. What is more important at
+one time or in one place may be less needed elsewhere and otherwise.
+
+5. Individual students cannot pursue all branches of learning, and must
+be allowed to select, under the guidance of those who are appointed to
+counsel them. Nor can able professors be governed by routine. Teachers
+and pupils must be allowed great freedom in their method of work.
+Recitations, lectures, examinations, laboratories, libraries, field
+exercises, travel, are all legitimate means of culture.
+
+6. The best scholars will almost invariably be those who make special
+attainments on the foundation of a broad and liberal culture.
+
+7. The best teachers are usually those who are free, competent, and
+willing to make original researches in the library and the laboratory.
+
+8. The best investigators are usually those who have also the
+responsibilities of instruction, gaining thus the incitement of
+colleagues, the encouragement of pupils, the observation of the public.
+
+9. Universities should bestow their honors with a sparing hand; their
+benefits most freely.
+
+10. A university cannot be created in a day; it is a slow growth. The
+University of Berlin has been quoted as a proof of the contrary. That
+was indeed a quick success, but in an old, compact country, crowded with
+learned men eager to assemble at the Prussian court. It was a change of
+base 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, or
+cunning sophists, or pretentious practitioners. Its purport is not so
+much to impart knowledge to the pupils, as to whet the appetite, exhibit
+methods, develop powers, strengthen judgment, and invigorate the
+intellectual and moral forces. It should prepare for the service of
+society a class of students who will be wise, thoughtful, progressive
+guides in whatever department of work or thought they may be engaged.
+
+12. Universities easily fall into ruts. Almost every epoch requires a
+fresh start.
+
+If these twelve points are conceded, our task is simplified, though it
+is still difficult. It is to apply these principles to Baltimore in
+1876. We are trying to do this with no controversy as to the relative
+importance of letters and science, the conflicts of religion and
+science, or the relation of abstractions and utilities; our simple aim
+is to make scholars, strong, bright, useful and true.
+
+Proceeding to speak of the Johns Hopkins University, the speaker then
+announced that at first the Faculty of Philosophy would alone be
+organized, where instruction would be given in language, mathematics,
+ethics, history and science. The Medical Faculty would not long be
+delayed. That of Jurisprudence would come in time. That of Theology is
+not 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 is
+scarcely a preeminent man of science or letters, at home or abroad, who
+has not received a popular nomination for the vacant professorships.
+Some of these candidates we shall certainly secure, and their names will
+be 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 deeply
+rooted. It is especially hard to do so in our soil and climate. Though
+a migratory people, our college professors are fixtures. Such local
+college attachments are not known in Germany; and the promotions which
+are frequent in Germany are less thought of here. When we think of
+calling foreign teachers, we encounter other difficulties. Many are
+reluctant to cross the sea; and others are, by reason of their lack of
+acquaintance with our language and ways, unavailable. Besides we may as
+well admit that London, Paris, Leipsic, Berlin, and Vienna afford
+facilities for literary and scientific growth and influence, far beyond
+what our country affords. Hence, it is probable that among our own
+countrymen, our faculty will be chiefly found.
+
+I wrote, not long ago, to an eminent physicist, presenting this problem
+in social mechanics, for which I asked his solution, "We cannot have a
+great university without great professors; we cannot get great
+professors till we have a great university: help us from the dilemma."
+Let me tell his answer: "Your difficulty," he says, "applies only to old
+men who are great; these you can rarely move; but the young men of
+genius, talent, learning and promise, you can draw. They should be your
+strength."
+
+The young Americans of talent and promise--there is our strength, and a
+noble 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 how
+many indicated in youth preeminent ability. Isaac Casaubon, whose name
+in the sixteenth century shed lustre on the learned circles of Geneva,
+Montpellier, Paris, London and Oxford, began as professor of Greek, at
+the age of twenty-two; and Heinsius, his Leyden contemporary, at
+eighteen. It was at the age of twenty-eight, that Linnaeus first
+published his _Systema Naturae_. Cuvier was appointed a professor in
+Paris at twenty-six, and, a few months later, a member of the
+Institute. James Kent, the great commentator on American law, began his
+lectures in Columbia College at the age of thirty-one. Henry was not far
+from thirty years of age when he made his world-renowned researches in
+electro-magnetism; and Dana's great work on mineralogy was first
+published before he was twenty-five years old, and about four years
+after he graduated at New Haven. Look at the Harvard lists:--Everett was
+appointed Professor of Greek at twenty-one; Benjamin Peirce, of
+Mathematics at twenty-four; and Agassiz was not yet forty when he came
+to this country. For fifty years Yale College rested on three men
+selected in their youth by Dr. Dwight, and almost simultaneously set at
+work; Day was twenty-eight, Silliman, twenty-three, and Kingsley,
+twenty-seven, when they began their professorial lives. The University
+of Virginia, early in its history, attracted foreign teachers, who were
+all young men.
+
+We shall hope to secure a strong staff of young men, appointing them
+because they have twenty years before them; selecting them on evidence
+of their ability; increasing constantly their emoluments, and promoting
+them because of their merit to successive posts, as scholars, fellows,
+assistants, adjuncts, professors and university professors. This plan
+will give us an opportunity to introduce some of the features of the
+English fellowship and the German system of privat-docents; or in other
+words, to furnish positions where young men desirous of a university
+career may have a chance to begin, sure at least of a support while
+waiting for promotion.
+
+Our plans begin but do not end here. As men of distinction, who have won
+the highest rank in their callings, are known to be free, we shall
+invite them to come among us.
+
+If we would maintain a university, great freedom must be allowed both to
+teachers and scholars. This involves freedom of methods to be employed
+by the instructors on the one hand, and on the other, freedom of courses
+to be selected by the students.
+
+But this freedom is based on laws,--two of which cannot be too
+distinctly or too often enunciated. A law which should govern the
+admission of pupils is this, that before they win this privilege they
+must have been matured by the long, preparatory discipline of superior
+teachers, and by the systematic, laborious, and persistent pursuit of
+fundamental knowledge; and a second law, which should govern the work of
+professors, is this, that with unselfish devotion to the discovery and
+advancement of truth and righteousness, they renounce all other
+preferment, so that, like the greatest of all teachers, they may promote
+the good of mankind.
+
+I see no advantage in our attempting to maintain the traditional
+four-year class-system of the American colleges. It has never existed in
+the University of Virginia; it is modified, though not nominally given
+up at Harvard; it is not an important characteristic of Michigan and
+Cornell; it is not known in the English, French or German universities.
+It is a collegiate rather than a university method. If parents or
+students desire us to mark out prescribed courses, either classical or
+scientific, lasting four years, it will be easy to do so. But I
+apprehend that many students will come to us excellent in some branches
+of 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 give
+to such candidates on examination, credit for their attainments, and
+assign them in each study the place for which they are fitted. A
+proficient in Plato may be a tyro in Euclid. Moreover, I would make
+attainments rather than time the condition of promotion; and I would
+encourage 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 individuals
+rather than of classes.
+
+The sphere of a university is sometimes restricted by its walls or is
+limited to those who are enrolled on its lists. There are three
+particulars in which we shall aim at extramural influence: first, as an
+examining body, ready to examine and confer degrees or other academic
+honors on those who are trained elsewhere; next, as a teaching body, by
+opening to educated persons (whether enrolled as students or not) such
+lectures as they may wish to attend, under certain restrictions--on the
+plan of the lectures in the high seminaries of Paris; and, finally, as
+in some degree at least a publishing body, by encouraging professors and
+lecturers 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 useful
+knowledge; the special provision of such departments as are elsewhere
+neglected in the country; a generous affiliation with all other
+institutions, avoiding interferences, and engaging in no rivalry; the
+encouragement of research; the promotion of young men; and the
+advancement of individual scholars, who by their excellence will advance
+the sciences they pursue, and the society where they dwell.
+
+No words could indicate our aim more fitly than those by which John
+Henry Newman expresses his "Idea of the University," in a page glowing
+with 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; good
+laboratories, 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, our
+plans will be adjusted to its new requirements.
+
+What will be our methods?
+
+Liberal advanced instruction for those who want it; distinctive honors
+for those who win them; appointed courses for those who need them;
+special courses for those who can take no other; a combination of
+lectures, recitations, laboratory practice, field work and private
+instruction; the largest discretion allowed to the Faculty consistent
+with the purposes in view; and, finally, an appeal to the community to
+increase our means, to strengthen our hands, to supplement our
+deficiencies, and especially to surround our scholars with those social,
+domestic and religious influences which a corporation can at best
+imperfectly provide, but which may be abundantly enjoyed in the homes,
+the churches and the private associations of an enlightened Christian
+city.
+
+_Citizens of Baltimore and Maryland_.--This great undertaking does not
+rest upon the Trustees alone; the whole community has a share in it.
+However strong our purposes, they will be modified, inevitably, by the
+opinions of enlightened men; so let parents and teachers incite the
+youth of this commonwealth to high aspirations; let wise and judicious
+counsellors continue their helpful suggestions, sure of being heard with
+grateful consideration; let skilful writers, avoiding captionsness on
+the one hand and compliment on the other, uphold or refute or amend the
+tenets here announced; let the guardians of the press diffuse widely a
+knowledge of the benefits which are here provided; let men of means
+largely increase the usefulness of this work by their timely gifts.
+
+At the moment there is nothing which seems to me so important, in this
+region, and indeed in the entire land, as the promotion of good
+secondary schools, preparatory to the universities. There are old
+foundations in Maryland which require to be made strong, and there is
+room for newer enterprises, of various forms. Every large town should
+have an efficient academy or high school; and men of wealth can do no
+greater service to the public than by liberally encouraging, in their
+various places of abode, the advanced instruction of the young. None can
+estimate too highly the good which came to England from the endowment of
+Lawrence Sheriff at Rugby, and of Queen Elizabeth's school at
+Westminster, or the value to New England of the Phillips foundations in
+Exeter and And over.
+
+Every contribution made by others to this new University will enable the
+Trustees to administer with greater liberality their present funds.
+Special foundations may be affiliated with our trust, for the
+encouragement of particular branches of knowledge, for the reward of
+merit, for the construction of buildings; and each gift, like the new
+recruits of an army, will be more efficient because of the place it
+takes in an organized and efficient company. It is a great satisfaction
+in this world of changes and pecuniary loss to remember what safe
+investments 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 Lord
+Baltimore, comes here, returns to England and draws up a charter which
+becomes memorable in the annals of civil and religious liberty, for
+which, "he deserves to be ranked," (as Bancroft says), "among the most
+wise and benevolent lawgivers of all ages;" among the liberals of 1776
+none was bolder than Charles Carroll of Carrollton; John Eager Howard,
+the hero of Cowpens, is almost equally worthy of gratitude for the
+liberality 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 to
+endow an Athenaeum, and begins that outpouring of munificence which
+gives him a noble rank among modern philanthropists; Moses Sheppard
+bequeaths more than half a million for the relief of mental disease;
+Rinehart, the teamster boy, attains distinction as a sculptor, and
+bequeaths his hard-won acquisitions for the encouragement of art in the
+city of his residence; and a Baltimorean still living, provides for the
+foundation of an astronomical observatory in Yale College; while Johns
+Hopkins lays a foundation for learning and charity, which we celebrate
+to-day.
+
+The closing sentences of the discourse were addressed to the young men
+of Baltimore and to the Trustees.
+
+
+THE FACULTY.
+
+One of the earliest duties which devolved upon the President and
+Trustees, after deciding upon the general scope of the University, was
+to select a staff of teachers by whose assistance and counsel the
+details of the plan should be worked out. It would hardly be right in
+this place to recall the distinctive merits of the able and learned
+scholars who have formed the academic staff during the first fourteen
+years, but perhaps the writer may be allowed to pay in passing a tribute
+of gratitude and respect to those who entered the service of the
+University at its beginning. To their suggestions, their enthusiasm,
+their learning, and above all their freedom from selfish aims and from
+petty jealousies, must be attributed in a great degree the early
+distinction of this institution. They came from widely distant places;
+they had been trained by widely different methods; they had widely
+different intellectual aptitudes; but their diversities were unified by
+their devotion to the university in which they were enlisted, and by
+their desire to promote its excellence. This spirit has continued till
+the present time, and has descended to those who have from time to time
+joined the ranks, so that it may be emphatically said that the union of
+the Faculty has been the key to its influence.
+
+The first requisite of success in any institution is a staff of eminent
+teachers, each of whom gives freely the best of which he is capable. The
+best varies with the individual; one may be an admirable lecturer or
+teacher; 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 his
+learning, another by his genius; but every member of a faculty should be
+distinguished by some uncommon attainments and by some special
+aptitudes, while the faculty as a whole should be united and
+cooperative. Each professor, according to his subject and his talents,
+should have his own best mode of working, adjusted to and controlled by
+the exigencies of the institution with which he is associated.
+
+The original professors, who were present when instructions began in
+October, 1876, were these: as the head and guide of the mathematical
+studies, Professor Sylvester, of Cambridge, Woolwich and London, one of
+the foremost of European mathematicians; as the leader of classical
+studies, Professor Gildersleeve, then of the University of Virginia; as
+director of the Chemical Laboratory and of instruction in chemistry,
+Professor Remsen, then of Williams College; to organize the work in
+Biology (a department then scarcely known in American institutions, but
+here regarded as of great importance with reference to the future school
+of medicine), Professor Martin, then of Cambridge (Eng.), a pupil of
+Professor Michael Foster and of Professor Huxley; as chief in the
+department of Physics, Professor Rowland, then holding a subordinate
+position in the Rensselaer Polytechnic Institute, whose ability in this
+department had been shown by the contributions he had made to scientific
+journals; and as collegiate professor, or guide to the undergraduate
+students, Professor Charles D. Morris, once an Oxford fellow, and then
+of the University of the City of New York.
+
+The names of the professors in the Faculty of Philosophy, from 1876 to
+1890, 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,--and
+their 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 physicians
+and surgeons of that foundation were appointed professors of the
+University, 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 to
+consider especially the devotion of the candidate to some particular
+line of study and the certainty of his eminence in that specialty; the
+power to pursue independent and original investigation, and to inspire
+the young with enthusiasm for study and research; the willingness to
+cooeperate in building up a new institution; and the freedom from
+tendencies toward ecclesiastical or sectional controversies. They
+announced that they would not be governed by denominational or
+geographical considerations in the appointment of any teacher; but would
+endeavor to select the best person whose services they could secure in
+the 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 which
+he might be enrolled.
+
+It is obvious that in addition to the qualifications above mentioned,
+regard has always been paid to those personal characteristics which
+cannot be rigorously defined, but which cannot be overlooked if the
+ethical as well as the intellectual character of a professorial station
+is considered, and if the social relations of a teacher to his
+colleagues, his pupils, and their friends, are to be harmoniously
+maintained. The professor in a university teaches as much by his example
+as by his precepts.
+
+Besides the resident professors, it has been the policy of the
+University to enlist from time to time the services of distinguished
+scholars as lecturers on those subjects to which their studies have been
+particularly directed. During the first few years the number of such
+lecturers was larger, and the duration of their visits was longer than
+it has been recently. When the faculty was small, the need of the
+occasional lecturer was more apparent for obvious reasons, than it has
+been in later days. Still the University continues to invite the
+cooperation of non-resident professors, and the proximity of Baltimore
+to Washington makes it particularly easy to engage learned gentlemen
+from the capital to give occasional lectures upon their favorite
+studies. Recently a lectureship of Poetry has been founded by Mr. and
+Mrs. 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 are
+known either as poets, or as critics, or as historians of poetry. The
+first lecturer on this foundation will be Mr. E.C. Stedman, of New York,
+the second, Professor Jebb, of Cambridge (Eng.). Another lectureship has
+been instituted by Mr. Eugene Levering with the object of promoting the
+purposes of the Young Men's Christian Association. The first lecturer on
+this foundation was Rev. Dr. Broadus, of Louisville, Ky.
+
+A few of those who held the position of lecturers made Baltimore their
+home for such prolonged periods that they could not properly be called
+non-resident. The following list contains the principal appointments. It
+might be much enlarged by naming those persons who have lectured at the
+request of one department of the University and not of the Trustees, and
+by naming some who gave but single lectures.
+
+1876      SIMON NEWCOMB                  _Astronomy_.
+1876      LEONCE 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 young
+men of promise looking forward to preferment in this institution or
+elsewhere.
+
+
+DISTINCTION BETWEEN COLLEGIATE AND UNIVERSITY COURSES.
+
+From the opening of the University until now a sharp distinction has
+been made between the methods of university instruction and those of
+collegiate instruction. In the third annual report, September 1, 1878,
+the views which had been announced at the opening of the University are
+expanded and are illustrated by the action of the Trustees and the
+Faculty during the first two years.
+
+The terms university and college have been so frequently interchanged in
+this country that their significance is liable to be confounded; and it
+may be worth while, once more at least, to call attention to the
+distinction which is recognized among us. By the college is understood a
+place for the orderly training of youth in those elements of learning
+which should underlie all liberal and professional culture. The ordinary
+conclusion of a college course is the Bachelor's degree. Usually, but
+not necessarily, the college provides for the ecclesiastical and
+religious as well as the intellectual training of its scholars. Its
+scheme admits but little choice. Frequent daily drill in languages,
+mathematics, and science, with compulsory attendance and frequent formal
+examinations, is the discipline to which each student is submitted. This
+work is simple, methodical, and comparatively inexpensive. It is
+understood and appreciated in every part of this country.
+
+In the university more advanced and special instruction is given to
+those who have already received a college training or its equivalent,
+and who now desire to concentrate their attention upon special
+departments of learning and research. Libraries, laboratories, and
+apparatus require to be liberally provided and maintained. The holders
+of professorial chairs must be expected and encouraged to advance by
+positive researches the sciences to which they are devoted; and
+arrangements must be made in some way to publish and bring before the
+criticism of the world the results of such investigations. Primarily,
+instruction is the duty of the professor in a university as it is in a
+college; but university students should be so mature and so well trained
+as to exact from their teachers the most advanced instruction, and even
+to quicken and inspire by their appreciative responses the new
+investigations which their professors undertake. Such work is costly and
+complex; it varies with time, place, and teacher; it is always somewhat
+remote from popular sympathy, and liable to be depreciated by the
+ignorant and thoughtless. But it is by the influence of universities,
+with their comprehensive libraries, their costly instruments, their
+stimulating associations and helpful criticisms, and especially their
+great professors, indifferent to popular applause, superior to
+authoritative dicta, devoted to the discovery and revelation of truth,
+that knowledge has been promoted, and society released from the fetters
+of superstition and the trammels of ignorance, ever since the revival of
+letters.
+
+In further exposition of these views, from men of different pursuits,
+reference should be made to an article on Classics and Colleges, by
+Professor Gildersleeve _(Princeton Review_, July, 1878), lately
+reprinted in the author's "Essays and Studies," (Baltimore, 1890); to an
+address by Professor Sylvester before the University on "Mathematical
+Studies and University Life," (February 22, 1877); to an address by
+Professor Martin on the study of Biology _(Popular Science Monthly,_
+January, 1877); to some remarks on the study of Chemistry by Professor
+Remsen _(Popular Science Monthly,_ April, 1877); and to an address
+entitled "A Plea for Pure Science" (Salem, 1883), by Professor Rowland,
+as a Vice-President of the American Association for the Advancement of
+Science. Although of a much later date, reference should also be made to
+an address by Professor Adams (February 22, 1889) on the work of the
+Johns Hopkins University, printed in the _Johns Hopkins University
+Circulars_, No. 71. An address by Dr. James Carey Thomas, one of the
+Trustees, at the tenth anniversary, in 1886, may also be consulted
+_(Ibid._ No. 50). Reference may also be made to the fifteen annual
+reports of the University and to the articles below named, by the
+writer of this sketch. The Group System of College Courses in the Johns
+Hopkins University _(Andover Review,_ June, 1886); The Benefits which
+Society derives from Universities: Annual Address on Commemoration Day,
+1885 _(Johns Hopkins University Circulars_, No. 37); article on
+Universities in Lalor's _Cyclopaedia of Political Science_; an address
+before 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 included
+those who have already taken an academic degree, and who have here
+engaged in advanced studies; those who have entered as candidates for
+the Bachelors' degree; and those who have pursued special courses
+without reference to degrees. The whole number of persons enrolled in
+these three classes during the first fourteen years (1876-1890) is
+fifteen hundred and seventy-one. Seven hundred and three persons have
+pursued undergraduate courses and nine hundred and two have followed
+graduate studies. Many of those who entered as undergraduates have
+continued as graduates, and have proceeded to the degree of Doctor of
+Philosophy. These students have come from nearly every State in the
+Union, and not a few of them have come from foreign lands. Many of those
+who received degrees before coming here were graduates of the principal
+institutions of this country. The degree of Doctor of Philosophy has
+been awarded after three years or more of graduate studies to one
+hundred and eighty-four persons, and that of Bachelor of Arts to two
+hundred and fifty at the end of their collegiate course.
+
+Two degrees, and two only, have been opened to the students of this
+University. Believing that the manifold forms in which the baccalaurate
+degree is conferred are confusing the public, and that they tend to
+lessen the respect for academic titles, the authorities of the Johns
+Hopkins University determined to bestow upon all those who complete
+their collegiate courses the title of Bachelor of Arts. This degree is
+intended to indicate that its possessor has received a liberal
+education, or in other words that he has completed a prolonged and
+systematic course of studies in which languages, mathematics, sciences,
+history, and philosophy have been included. The amount of time devoted
+to each of these various subjects varies according to individual needs
+and preference, but all the combinations are supposed to be equally
+difficult and honorable. Seven such combinations or groups of studies
+have been definitely arranged, and "the group system," thus introduced,
+combines many of the advantages of the elective system, with many of the
+advantages of a fixed curriculum. The undergraduate has his choice among
+many different lines of study, but having made this determination he is
+expected to follow the sequence prescribed for him by his teachers. He
+may follow the old classical course; or he may give decided preference
+to mathematics and physics; or he may select a group of studies,
+antecedent to the studies of a medical school; or he may pursue a
+scientific course in which chemistry predominates; or he may lay a
+foundation for the profession of law by the study of history and
+political science; or he may give to modern languages the preference
+accorded in the first group to the ancient classics. In making his
+selection, and indeed in prosecuting the career of an undergraduate, he
+has the counsel of some member of the faculty who is called his adviser.
+While each course has its predominant studies, each comprises in
+addition the study of French and German, and at least one branch of
+science, usually chemistry or physics, with laboratory exercises.
+
+The degree of Doctor of Philosophy is offered to those who continue
+their studies in a university for three years or more after having
+attained the baccalaureate degree. Their attention must be given to
+studies which are included in the faculty of philosophy and the liberal
+arts, and not to the professional faculties of Law, Medicine, and
+Theology. Students who have graduated in other institutions of repute
+may offer themselves as candidates for this degree. In addition to the
+requirements above mentioned, the student must show his proficiency in
+one principal subject and in two that are secondary, and must submit
+himself to rigid examinations, first written and then oral. He must also
+present a thesis which must gain the approval of the special committee
+to which it may be referred, and must subsequently be printed. All these
+requisitions are enforced by a faculty which is known as the Board of
+University Studies.
+
+As an encouragement to the systematic prosecution of university studies,
+the degree of Doctor of Philosophy in this University is offered under
+the following conditions.
+
+A Board of University Studies is constituted for the purpose of guiding
+the work of those who may become candidates for this degree. The time of
+study is a period of at least three years of distinctive university work
+in the philosophical Faculty. It is desirable that the student accepted
+as a candidate should reside here continuously until his final
+examinations are passed, and he is required to spend the last year
+before he is graduated in definite courses of study at this University.
+Before he can be accepted as a candidate, he must satisfy the examiners
+that he has received a good collegiate education, that he has a reading
+knowledge of French and German, and that he has a good command of
+literary expression. He must also name his principal subject of study
+and the two subordinate subjects.
+
+The Board reserves the right to say in each case whether the antecedent
+training has been satisfactory, and, if any of the years of advanced
+work have been passed by the candidate away from this University,
+whether they may be regarded as spent in university studies under
+suitable guidance and favorable conditions. Such studies must have been
+pursued without serious distractions and under qualified teachers.
+
+Private study, or study pursued at a distance from libraries and
+laboratories and other facilities, will not be considered as equivalent
+to university study.
+
+In the conditions which are stated below, it will appear that there are
+several tests of the proficiency of the candidate, in addition to the
+constant observation of his instructors. A carefully prepared thesis
+must be presented by the candidate on a subject approved by his chief
+adviser, and this thesis must receive the approbation of the Board.
+There are private examinations of the candidate, both in his chief
+subject and in the subordinate subjects. If these tests are successfully
+passed, there is a final oral examination in the presence of the Board.
+
+As an indication of the possible combinations which may be made by those
+who are studying for the degree of Doctor of Philosophy, the following
+schedule is presented:
+
+Physics, Mathematics, and Chemistry; Animal Physiology, Animal
+Morphology, and Chemistry; Chemistry, Mineralogy, and Geology;
+Mathematics, Astronomy, and Physics; Sanskrit, Greek, and Latin;
+History, Political Economy, and International Law; Greek, Sanskrit, and
+Latin; French, Italian and Spanish, and German; Latin, Sanskrit, and
+Roman Law; Latin, Sanskrit, and German; Assyriology, Ethiopic and
+Arabic, and Greek; Political Economy, History, and Administration;
+English, German, and Old Norse; Inorganic Geology and Petrography,
+Mineralogy, and Chemistry; Geology and Mineralogy, Chemistry, and
+Physics; Romance Languages, German, and English; Latin, Greek, and
+Sanskrit; German, English, and Sanskrit.
+
+While students are encouraged to proceed to academic degrees, the
+authorities 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 year
+or two, and who might wish to prosecute their studies in a particular
+direction without any reference to academic honors. Such students have
+always been welcome, especially those who have been mature enough to
+know their own requirements and to follow their chosen courses, without
+the incentive of examinations and diplomas.
+
+
+PUBLICATIONS, SEMINARIES, SOCIETIES.
+
+The Johns Hopkins University has encouraged publication. In addition to
+the annual Register or Catalogue, the report of the President is
+annually published, and from time to time during the year "Circulars"
+are printed, in which the progress of investigations, the proceedings of
+societies, reports of lectures, and the appearance of books and essays
+are recorded. Encouragement is also given by the Trustees to the
+publication of literary and scientific periodicals and occasionally of
+learned 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, and
+W.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 and
+scientific associations which have more or less of an official
+character. In the seminary, the professor engages with a small company
+of advanced students, in some line of investigation--the results of
+which, if found important, are often published. The relations of the
+head of a seminary to those whom he admits to this advanced work, are
+very close. The younger men have an opportunity of seeing the methods by
+which older men work. The sources of knowledge, the so-called
+authorities, are constantly examined. The drift of modern discussions is
+followed. Investigations, sometimes of a very special character, are
+carefully prosecuted. All this is done upon a plan, and with the
+incessant supervision of the director, upon whose learning, enthusiasm,
+and suggestiveness, the success of the seminary depends. Each such
+seminary among us has its own collection of books.
+
+The associations or societies serve a different purpose. They bring
+together larger companies of professors and graduate students, who hear
+and discuss such papers as the members may present. These papers are not
+connected by one thread like those which come before the seminaries.
+They are usually of more general interest, and they often present the
+results of long continued thought and investigation.
+
+
+BUILDINGS, LIBRARIES, AND COLLECTIONS.
+
+The site selected when the University was opened in the heart of
+Baltimore, near the corner of Howard and Monument streets, has proved so
+convenient, that from time to time additional property in that
+neighborhood has been secured and the buildings thus purchased have
+either been modified so as to meet the academic needs, or have given
+place to new and commodious edifices.
+
+The principal buildings now in use are these:
+
+(1). A central administration building, in which are the class-rooms for
+classical and oriental studies.
+
+(2). A library building, in which are also rooms devoted especially to
+history and political science.
+
+(3). A chemical laboratory well equipped for the service of more than a
+hundred workers.
+
+(4). A biological laboratory, with excellent arrangements for
+physiological and morphological investigations.
+
+(5). A physical laboratory--the latest and best of the
+laboratories--with excellent accommodations for physical research and
+instruction.
+
+(6). A gymnasium for bodily exercise.
+
+(7). Two dwelling houses, appropriated to the collections in mineralogy
+and geology until a suitable museum and laboratory can be constructed.
+
+(8). Levering Hall, constructed for the uses of the Young Men's
+Christian Association, and containing a large hall which may be used for
+general purpeses.
+
+(9). Smaller buildings used for the smaller classes.
+
+(10). An official residence of the President, which came to the
+University as a part of the bequest of the late John W. McCoy, Esq.
+
+The library of the university numbers nearly 45,000 well selected
+volumes,--including "the McCoy library" not yet incorporated with the
+other books, and numbering 8,000 volumes. Not far from 1,000 periodicals
+are received, from every part of the civilized world. Quite near to the
+university is the Library of the Peabody Institute, a large,
+well-chosen, well-arranged, and well-catalogued collection. It numbers
+more than one hundred thousand volumes.
+
+The university has extensive collections of minerals and fossils, a
+select zoological and botanical museum, a valuable collection of ancient
+coins, a remarkable collection of Egyptian antiquities (formed by Col.
+Mendes I. Cohen, of Baltimore), a bureau of maps and charts, a number of
+noteworthy autographs and literary manuscripts of modern date, and a
+large amount of the latest and best scientific apparatus--astronomical,
+physical, chemical, biological, photographical, and petrographical.
+
+
+STATISTICS.
+
+_Summary of Attendance_, 1876-90.
+
+                         Total
+                        Enrolled
+Years.      Teachers.   Students.  Graduates.  Matriculates.  Special.
+1876-77        29          89          54            12          23
+1877-78        34         104          58            24          22
+1878-79        25         123          63            25          35
+1879-80        33         159          79            32          48
+1880-81        39         176         102            37          37
+1881-82        43         175          99            45          31
+1882-83        41         204         125            49          30
+1883-84        49         249         159            53          37
+1884-85        52         290         174            69          47
+1885-86        49         314         184            96          34
+1886-87        51         378         228           108          42
+1887-88        57         420         231           127          62
+1888-89        55         394         216           129          49
+1889-90        58         404         229           130          45
+1890-91        64         427         231           142          54
+
+_Summary of Attendance_, 1876-90 (continued).
+
+             Degrees Conferred.
+Years.          A.B.     Ph.D.
+1876-77          --       --
+1877-78          --        4
+1878-79           3        6
+1879-80          16        5
+1880-81          12        9
+1881-82          15        9
+1882-83          10        6
+1883-84          23       15
+1884-85           9       13
+1885-86          31       17
+1886-87          24       20
+1887-88          34       27
+1888-89          36       20
+1889-90          37       33
+1890-91          --       --
+
+
+TRUSTEES.
+
+It should never be forgotten in considering the history of such a
+foundation that the ultimate responsibility for its organization and
+government rests upon the Board of Trustees. If they are enlightened and
+high-minded men, devoted to the advancement of education, their
+influence will be felt in every department of instruction. The Johns
+Hopkins University has been exceptionally favored in this respect. Mr.
+Hopkins chose the original body with the same sagacity that he showed in
+all his career as a business man; and as, one by one, vacancies have
+occurred, men of the same type have been selected, by cooeptation, for
+these important positions. The names of the Trustees from the beginning
+are 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 in
+Historical and Political Science, 1891, No. 1.
+
+
+
+
+UNIVERSITY EXTENSION AND THE UNIVERSITY OF THE FUTURE.
+
+
+THE SUBSTANCE OF ADDRESSES DELIVERED BEFORE THE JOHNS HOPKINS AND OTHER
+UNIVERSITY AUDIENCES.
+
+BY RICHARD G. MOULTON, A.M.,
+
+_Of Cambridge University, England_.
+
+
+I am requested to furnish information with reference to the University
+Extension Movement in England. It will be desirable that side by side
+with the facts I should put the ideas of the movement, for, in matters
+like these, the ideas are the inspiration of the work; the ideas,
+moreover, are the same for all, whereas the detailed methods must vary
+with different localities. The idea of the movement is its soul; the
+practical working is no more than the body. But body and soul alike are
+subject to growth, and so it has been in the present case. The English
+University Extension Movement was in no sense a carefully planned
+scheme, put forward as a feat of institutional symmetry; it was the
+product of a simple purpose pursued through many years, amid varying
+external conditions, in which each modification was suggested by
+circumstances and tested by experience. And with the complexity of our
+operations our animating ideas have been striking deeper and growing
+bolder. Speaking then up to date, I would define the root idea of
+'University Extension' in the following simple formula: University
+Education for the Whole Nation organized on a basis of Itinerant
+Teachers.
+
+But every clause in this defining formula will need explanation and
+defence.
+
+The term 'University' Extension has no doubt grown up from the
+circumstance that the movement in England was started and directed by
+the universities, which have controlled its operations by precisely the
+same machinery by which they manage every other department of university
+business. I do not know that this is an essential feature of the
+movement. The London branch presents an example of a flourishing
+organization directed by a committee formed for the purpose, though this
+committee at present acts in concert with three universities. I can
+conceive the new type of education managed apart from any university
+superintendence; only I should look upon such severance as a far more
+serious evil for the universities than for the popular movement.
+
+But I use the term 'university education' for the further purpose of
+defining the type of instruction offered. It is thus distinguished from
+school education, being moulded to meet the wants of adults. It is
+distinguished from the technical training necessary for the higher
+handicrafts or for the learned professions. It is no doubt to the busy
+classes that the movement addresses itself, but we make no secret of the
+fact that our education will not help them in their business, except
+that, the mind not being built in water-tight compartments, it is
+impossible to stimulate one set of faculties without the stimulus
+reacting upon all the rest. The education that is properly associated
+with universities is not to be regarded as leading up to anything
+beyond, but is an end in itself, and applies to life as a whole. And the
+foundation for university extension is a change, subtle but clear, that
+may be seen to be coming over the attitude of the public mind to higher
+education, varying in intensity in different localities, but capable of
+being encouraged where it is least perceptible,--a change by which
+education is ceasing to be regarded as a thing proper to particular
+classes of society or particular periods of life, and is coming to be
+recognized as one of the permanent interests of life, side by side with
+such universal interests as religion and politics. For persons of
+leisure and means such growing demand can be met by increased activity
+of the universities. University Extension is to be the university of the
+busy.
+
+My definition puts the hope of extending university education in this
+sense to the whole nation without exception. I am aware that to some
+minds such indiscriminate extension will seem like an educational
+communism, on a par with benevolent schemes for redistributing the
+wealth of society so as to give everybody a comfortable income all
+round. But it surely ought not to be necessary to explain that in
+proposing a universal system of education we are not meaning that what
+each individual draws from the system will be the same in all cases. In
+this as in every other public benefit that which each person draws from
+it must depend upon that which he brings to it. University Extension may
+be conceived as a stream flowing from the high ground of universities
+through the length and breadth of the country; from this stream each
+individual helps himself according to his means and his needs; one takes
+but a cupful, another uses a bucket, a third claims to have a cistern to
+himself: every one suits his own capacity, while our duty is to see that
+the stream is pure and that it is kept running.
+
+The truth is that the wide-reaching purpose of University Extension will
+seem visionary or practicable according to the conception formed of
+education, as to what in education is essential and what accidental. If
+I am asked whether I think of shop-assistants, porters, factory-hands,
+miners, dock or agricultural laborers, women with families and constant
+home duties, as classes of people who can be turned into economists,
+physicists, literary critics, art connoisseurs,--I admit that I have no
+such idea. But I do believe, or rather, from my experience in England I
+know, that all such classes can be _interested_ in economic, scientific,
+literary and artistic questions. And I say boldly that to interest in
+intellectual pursuits is the essential of education, in comparison with
+which all other educational purposes must be called secondary. I do not
+consider that a child has been taught to read unless he has been made to
+like reading; I find it difficult to think of a man as having received a
+classical education if the man, however scholarly, leaves college with
+no interest in classical literature such as will lead him to go on
+reading for himself. In education the interest is the life. If a system
+of instruction gives discipline, method, and even originating power,
+without rousing a lasting love for the subject studied, the whole
+process is but a mental galvanism, generating a delusive activity that
+ceases when the connection between instructor and pupil is broken off.
+But if a teacher makes it his first business to stir up an interest in
+the matter of study, the education becomes self-continuing when teacher
+and pupil have parted, and the subject becomes its own educator. If then
+it be conceded that the essence of education is to interest, does it
+not seem a soberly practical purpose that we should open up to the whole
+nation without exception an interest in intellectual pursuits?
+
+I take my stand on the broad moral ground that every human being, from
+the highest to the lowest, has two sides to his life--his work and his
+leisure. To be without work in life is selfishness and sloth. But if a
+man or woman is so entangled in routine duties as never to command
+leisure, we have a right to say to such persons that they are leading an
+immoral life. Such an individual has no claim to the title of a working
+man, he is a slave. It may be cruel circumstances that have thus
+absorbed him in business, but that does not alter the fact: slavery was
+a misfortune rather than a fault to those who suffered it, but in any
+case to be content with slavery is a crime. Once get society to
+recognize the duty of leisure, and there is immediately a scope for such
+institutions as University Extension that exist for the purpose of
+giving intellectual interests for such leisure time. The movement is
+thus one of the greatest movements for the 'raising of the masses.' With
+a large section of the people there is, at the present moment, no
+conception of 'rising' in life, except that of rising out of one social
+rank into another. This last is of course a perfectly legitimate
+ambition, but it is outside the present discussion: University Extension
+knows nothing of social distinctions. It has to do with a far more
+important mode of 'rising' in life,--that of rising in the rank to which
+a man happens to belong at the moment, whether it be the rank in which
+he started or any other. There is a saying that all men are equal after
+dinner: and it is true that, while in the material wealth we seek in our
+working hours equality is a chimera, yet in the intellectual pursuits
+that belong to leisure there is no bar to the equality of all, except
+the difference of individual capacity and desire. Macaulay tells of the
+Dutch farmers who worked in the fields all day, and at night read the
+Georgics in the original. Scotch and American universities are largely
+attended by students who have had to engage in menial duties all the
+summer in order to gain funds for their high education during the
+winter. And every University Extension lecturer, highly trained
+specialist as he is, will testify how his work has continually brought
+him into contact with persons of the humblest social condition whom a
+moment's conversation has made him recognize as his intellectual equals.
+No one has any difficulty in understanding that in religious intercourse
+and experience all classes stand upon an equality; and I have spoken of
+the foundation for the University Extension movement as being the
+growing recognition of education as a permanent human interest akin to
+religion. The experience of a few years has sufficiently demonstrated
+the possibility of arousing such interest: to make it universal is no
+more than a practical question of time, money and methods.
+
+But no doubt when we come to _modus operandi_ the main difficulty of the
+movement is the diversity of the classes it seeks to approach--diversity
+in individual capacity, in leisure, means, and previous training.
+Opposite policies have been urged upon us. Some have said: Whatever you
+do, you must never lower the standard; let the Extension movement
+present outside the universities precisely the same education as the
+universities themselves are giving, however long you may have to wait
+for its acceptance. On the other hand, it has been urged: You must go
+first where you are most needed; be content with a makeshift education
+until the people are ready for something better. The movement has
+accepted neither of these policies, but has made a distinction between
+two elements of university training--method and curriculum. So far as
+method is concerned we have considered that we are bound to be not less
+thorough, but more thorough, if possible, than the universities
+themselves, in proportion as our clients work under peculiar
+difficulties. But in the matter of curriculum we have felt it our first
+duty to be elastic, and to offer little or much as may in each case be
+desired. Accordingly, we have elaborated an educational unit--the three
+months' course of instruction in a single subject: this unit course we
+have used all the resources we could command for making as thorough in
+method as possible; where more than this is desired, we arrange that
+more in a combination or series of such unit courses. The instruction
+can thus be taken by retail or wholesale: but in all cases it, must be
+administered 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 is
+conveyed by the technical terms lecture, syllabus, exercises, class. The
+lectures are addressed to audiences as miscellaneous as the congregation
+of a church, or the people in a street car; and it is the duty of the
+teacher to attract such miscellaneous audiences, as well as to hold and
+instruct them. Those who do nothing more than simply attend the lectures
+will at least have gained the education of continuous interest; it is
+something to have one's attention kept upon the same subject for three
+months together. But it may be assumed that in every such audience there
+will be a nucleus of students, by which term we simply mean persons
+willing to do some work between one lecture and another. The lectures
+are delivered no oftener than once a week; for the idea is not that the
+lectures convey the actual instruction--great part of which is better
+obtained from books, but the office of the lecture is to throw into
+prominence the salient points of the study, and rouse the hearers to
+read, for themselves. The course of instruction is laid down in the
+syllabus--a document of perhaps thirty or forty pages, sold for a
+trifling sum; by referring for details to the pages of books this
+pamphlet can be made to serve as a text-book for the whole course,
+making the teacher independent in his order of exposition of any other
+text-book. The syllabus assists the general audience in following the
+lectures without the distraction of taking notes; and guides the reading
+and thinking of the students during the week. The syllabus contains a
+set of 'exercises' on each lecture. These exercises, unlike examination
+questions or 'quizzes,' are not tests of memory, but are intended to
+train the student to work for himself; they are thus to be done under
+the freest conditions--at home, with full leisure, and all possible
+access to books, notes or help from other persons. The written answers
+are sent to the lecturer for marginal comment, and returned by him at
+the 'class.' This class is a second meeting for students and others, at
+which no formal lecture is given, but there is free talk on points
+suggested to the teacher by the exercises he has received: the usual
+experience is that it is more interesting than the lecture. This weekly
+routine of lecture, syllabus-reading, exercise and class goes on for a
+period of twelve weeks. There is then an 'examination' in the work of
+the course held for students who desire to take it. Certificates are
+given by the university, but it is an important arrangement that these
+certificates are awarded _jointly_ on the result of the weekly exercises
+and the final examination.
+
+The subjects treated have been determined by the demand. Literature
+stands at the head in popularity, history with economy is but little
+behind. All the physical sciences have been freely asked for. Art
+constitutes a department of work; but it is art-appreciation, not
+art-production; the movement has no function to train artists, but to
+make audiences and visitors to art-galleries more intelligent. It will
+be observed that the great study known as 'Classics' is not mentioned in
+this list. But it is an instructive fact that a considerable number of
+the courses in literature have been on subjects of Greek and Latin
+literature treated in English, and some of these have been at once the
+most successful in numbers and the most technical in treatment. I am not
+without hope that our English University Extension may react upon our
+English universities, and correct the vicious conception of classical
+studies which gives to the great mass of university men a more or less
+scholarly hold upon ancient languages without any interest whatever in
+ancient literatures.
+
+This university extension method claims to be an advance on existing
+systems partly because under no circumstances does it ever give lectures
+unaccompanied by a regular plan of reading and exercises for students.
+These exercises moreover are designed, not for mental drill, but for
+stimulus to original work. The association of students with a general
+audience is a gain to both parties. Many persons follow regularly the
+instruction 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 follows
+from the miscellaneous character of the students who contribute
+exercises. High university graduates, experts in special pursuits,
+deeply cultured individuals who have never before had any field in which
+to exhibit the fruits of their culture, as well as persons whose
+spelling and writing would pass muster nowhere else, or casual visitors
+from the world of business, or young men and women fresh from school, or
+even children writing in round text,--all these classes may be
+represented in a single week's work; and the papers sent in will vary in
+elaborateness from a scrawl on a post-card to a magazine article or
+treatise. I have received an exercise of such a character that the
+student considerately furnished me with an index; I remember one longer
+still, but as this hailed from a lunatic asylum I will quote it only for
+illustrating the diversity of the spheres reached by the movement. Study
+participated in by such diverse classes cannot but have an all-roundness
+which is to teachers and students one of the main attractions of the
+movement.
+
+But we shall be expected to judge our system by results: and, so far as
+the unit courses are concerned, we have every reason to be satisfied.
+Very few persons fail in our final examinations, and yet examiners
+report that the standard in university extension is substantially the
+same as that in the universities--our pass students being on a par with
+pass men in the universities, our students of 'distinction' reaching the
+standard of honors schools. Personally I attach high importance to
+results which can never be expressed in statistics. We are in a position
+to assert that a successful course perceptibly influences the _tone_ of
+a locality for the period it lasts: librarians volunteer reports of an
+entirely changed demand for books, and we have even assurances that the
+character of conversation at 'five o'clock teas' has undergone marked
+alteration. I may be permitted an anecdote illustrating the impression
+made upon the universities themselves. I once heard a brilliant
+university lecturer, who had had occasional experience of extension
+teaching, describe a course of investigation which had interested him.
+With an eye to business I asked him if he would not give it in an
+extension course. He became grave. "Well, no," he replied, "I have not
+thought it out sufficiently for that;" and when he saw my look of
+surprise he added, "You know, anything goes down in college; but when I
+have to face your mature classes I must know my ground well." I believe
+the impression thus suggested is not uncommon amongst experts who really
+know the movement.
+
+Our results are much less satisfactory when we turn to the other side of
+our system, and enquire as to curriculum. It must be admitted that the
+larger part of our local centres can only take unit courses; there may
+be often a considerable interval between one course and another; or
+where courses are taken regularly the necessity of meeting popular
+interest involves a distracting variety of subjects; while an
+appreciable portion of our energies have to be taken up with preliminary
+half-courses, rather intended to illustrate the working of the movement
+than as possessing any high educational value. The most important
+advance from the unit course is the Affiliation system of Cambridge
+university. By this a town that becomes regularly affiliated, has
+arranged for it a series of unit courses, put together upon proper
+sequence of educational topics, and covering some three or four years:
+students satisfying the lecturers and examiners in this extended course
+are recognized as 'Students affiliated' (S.A.), and can at any time
+enter the university with the status of second year's men,--the local
+work being accepted in place of one year's residence and study. Apart
+from this, the steps in our educational ladder other than the first are
+still in the stage of prophecy. But it is universally recognized that
+this drawback is a matter solely of funds: once let the movement command
+endowment and the localities will certainly demand the wider curriculum
+that the universities are only too anxious to supply.
+
+The third point in our definition was that the movement was to be
+organized on a basis of itinerant teachers. This differentiates
+University Extension from local colleges, from correspondence teaching,
+and from the systems of which Chautauqua is the type. The chief function
+of a university is to teach, and University Extension must stand or fall
+with its teachers. It may or may not be desirable on other grounds to
+multiply universities; but there is no necessity for it on grounds of
+popular education, the itinerancy being a sufficient means of bringing
+any university into touch with the people as a whole. And the adoption
+of such a system seems to be a natural step in the evolution of
+universities. In the middle ages the whole body of those who sought a
+liberal education were to be found crowded into the limits of university
+towns, where alone were teachers to listen to and manuscripts to copy:
+the population of such university centres then numbered hundreds where
+to-day it numbers tens. The first university extension was the
+invention of printing, which sent the books itinerating through the
+country, and reduced to a fraction the actual attendance at the
+university, while it vastly increased the circle of the educated. The
+time has now come to send teachers to follow the books: the ideas of the
+university being circulated through the country as a whole, while
+residence at a university is reserved as the apex only of the university
+system.
+
+An itinerancy implies central and local management, and travelling
+lecturers who connect the two. The central management is a university,
+or its equivalent; this is responsible for the educational side of the
+movement, and negotiates for the supply of its courses of instruction at
+a fixed price per course.[53] The local management may be in the hands
+of a committee formed for the purpose, or of some local
+institution--such as a scientific or literary club or institute--which
+may care to connect itself with the universities. On the local
+management devolves the raising funds for the university fee, and for
+local expenses, as well as the duty of putting the advantages of the
+course offered before the local community. The widest diversity of
+practice prevails in reference to modes of raising funds. A considerable
+part of the cost will be met by the tickets of those attending the
+lectures, the prices of which I have known to vary from a shilling to a
+guinea for the unit course, while admission to single lectures has
+varied from a penny to half a crown. But all experience goes to show
+that only a part of this cost can be met in this way; individual courses
+may bring in a handsome profit, but taking account over various terms
+and various districts, we find that not more than two-thirds of the
+total cost will be covered by ticket money. And even this is estimated
+on the assumption that no more than the unit course is aimed at: while
+even for this the choice of subjects, and the chance of continuity of
+subject from term to term are seriously limited by the consideration of
+meeting cost as far as possible from fees. University Extension is a
+system of higher education, and higher education has no market value,
+but needs the help of endowment. But the present age is no way behind
+past ages in the number of generous citizens it exhibits as ready to
+help good causes. The millionaire who will take up University Extension
+will leave a greater mark on the history of his country than even the
+pious founder of university scholarships and chairs. And even if
+individuals fail us, we have the common purse of the public or the
+nation to fall back upon.
+
+The itinerant lecturers, not less than the university and the local
+management, have responsibility for the progress of the cause. An
+extension lecturer must be something more than a good teacher, something
+more even than an attractive lecturer: he must be imbued with the ideas
+of the movement, and ever on the watch for opportunities of putting them
+forward. It is only the lecturer who can maintain in audiences the
+feeling that they are not simply receiving entertainment or instruction
+which they have paid for, but that they are taking part in a public
+work, and are responsible for giving their locality a worthy place in a
+national scheme of university education. The lecturer again must mediate
+between the local and the central management, always ready to assist
+local committees with suggestions from the experience of other places,
+and equally attentive to bringing the special wants of different centres
+before the university authorities. The movement is essentially a
+teaching movement, and it is to the body of teachers I look for the
+discovery of the further steps in the development of popular education.
+For such a purpose lecturers and directors alike must be imbued with the
+missionary spirit. For University Extension is a missionary university,
+not content with supplying culture, but seeking to stimulate the demand
+for it. This is just the point in which education in the past has shown
+badly in comparison with religion or politics. When a man is touched
+with religious ideas he seeks to make converts, when he has views on
+political questions he agitates to make his views prevail: culture on
+the other hand has been only too often cherished as a badge of
+exclusiveness, instead of the very consciousness of superior education
+being felt as a responsibility which could only be satisfied by efforts
+to educate others. To infuse a missionary spirit into culture is not the
+least purpose of University Extension.
+
+I cannot resist the temptation to carry forward this thought from the
+present into the future. In University Extension so described may we
+not see a germ for the University of the Future? I have made the
+foundation of our movement the growing conception of education as a
+permanent interest of adult life side by side with religion and
+politics. The change is at best only beginning; it tasks the imagination
+to conceive all it will imply when it is complete. To me it appears that
+this expanding view of education is the third of the three great waves
+of change the succession of which has made up our modern history. There
+was a time when religion itself was identified with a particular class,
+the clergy alone thinking out what the rest of the nation simply
+accepted; then came the series of revolutions popularly summed up as the
+Reformation, by which the whole adult nation claimed to think for itself
+in matters of religion, and the special profession of the clergy became
+no more than a single element in the religious life of the nation.
+Again, there has been in the past a distinct governing class, to which
+the rest of society submitted; until a series of political revolutions
+lifted the whole adult population into self-government, using the
+services of political experts, but making public progress the interest
+of all. Before the more quiet changes of the present age the conception
+of an isolated learned class is giving way before the ideal of a
+national culture, in which universities will still be centres for
+educational experts, while University Extension offers liberal education
+to all, until educationally the whole adult population will be just as
+much within the university as politically the adult population is within
+the constitution. It would appear then that the university of such a
+future would be by no means a repetition of existing types, such as
+Oxford or Cambridge, Harvard or Johns Hopkins. These institutions would
+exist and be more flourishing than ever, but they would all be merged in
+a wider 'University of England,' or 'University of America'; and, just
+as the state means the whole nation acting in its political capacity
+through municipal or national institutions, so the university would mean
+the whole adult nation acting in its educational capacity through
+whatever institutions might be found desirable. Such a university would
+never be chartered; no building could ever house it; no royal personage
+or president of the United States would ever be asked to inaugurate it;
+the very attempt to found it would imply misconception of its essential
+character. It would be no more than a floating aggregation of voluntary
+associations; like the companies of which a nation's commerce is made up
+such associations would not be organized, but would simply tend to
+cooeperate because of their common object. Each association would have
+its local and its central side, formed for the purpose of mediating
+between the wants of a locality and the educational supply offered by
+universities or similar central institutions. No doubt such a scheme is
+widely different from the ideal education of European countries, so
+highly organized from above that the minister of education can look at
+his watch and know at any moment all that is being done throughout the
+country. On the contrary the genius of the Anglo-Saxon race leans
+towards self-help; it has been the mission of the race in the past to
+develop self-government in religion and politics, it remains to crown
+this work with the application of the voluntary system to liberal
+education.
+
+In indulging this piece of speculation I have had a practical purpose
+before me. If what I have described be a reasonable forecast for the
+University of the Future, does it not follow that University Extension,
+as the germ of it, presents a field for the very highest academic
+ambition? To my mind it appears that existing types of university have
+reached a point where further development in the same direction would
+mean decline. In English universities the ideal is 'scholarship.'
+Scholarship is a good thing, and we produce it. But the system which
+turns out a few good scholars every year passes over the heads of the
+great mass of university students without having awakened them to any
+intellectual life; the universities are scholarship-factories producing
+good articles but with a terrible waste of raw material. The other main
+type of university enthrones 'research' as its summum bonum. Possibly
+research is as good a purpose as a man can set before him, but it is not
+the sole aim in life. And when one contemplates the band of recruits
+added each year to the army of investigators, and the choice of ever
+minuter fields--not to say lanes and alleys--of research, one is led to
+doubt whether research is not one of the disintegrating forces of
+society, and whether ever increasing specialisation must not mean a
+perpetual narrowing of human sympathies in the intellectual leaders of
+mankind. Both types of university appear to me to present the phenomena
+of a country suffering from the effects of overproduction, where the
+energies of workers had been concentrated upon adding to the sum of
+wealth, and all too little attention had been given to the distribution
+of that wealth through the different ranks of the community. Just at
+this point the University Extension movement appears to recall academic
+energy from production to distribution; suggesting that devotion to
+physics, economics, art, can be just as truly shown by raising new
+classes of the people to an interest in physical and economic and
+aesthetic pursuits, as by adding to the discoveries of science, or
+increasing the mass of art products. To the young graduate, conscious
+that he has fairly mastered the teaching of the past, and that he has
+within him powers to make advances, I would suggest the question
+whether, even for the highest powers, there is any worthier field than
+to work through University Extension towards the University of the
+Future.
+
+FOOTNOTES:
+
+[Footnote 53: The Cambridge fee is L45 per course of three months.]
+
+
+
+
+
+
+
+
+End of the Project Gutenberg EBook of The History Of University Education In
+Maryland, by Bernard Christian Steiner
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