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diff --git a/12138-h/12138-h.htm b/12138-h/12138-h.htm new file mode 100644 index 0000000..1a3ae30 --- /dev/null +++ b/12138-h/12138-h.htm @@ -0,0 +1,3146 @@ +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> +<html> +<head> +<meta name="generator" content= +"HTML Tidy for Windows (vers 1st February 2004), see www.w3.org"> +<meta http-equiv="Content-Type" content= +"text/html; charset=UTF-8"> +<title>The Project Gutenberg eBook of The History of University +Education in Maryland, by Bernard C. Steiner, A.M. (Yale).</title> + +<style type="text/css"> +/*<![CDATA[ XML blockout */ +<!-- + P { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + H1,H2,H3,H4,H5,H6 { + text-align: center; /* all headings centered */ + } + HR { width: 33%; + margin-top: 1em; + margin-bottom: 1em; + } + BODY{margin-left: 10%; + margin-right: 10%; + } + .linenum {position: absolute; top: auto; left: 4%;} /* poetry number */ + .note {margin-left: 2em; margin-right: 2em; margin-bottom: 1em;} /* footnote */ + .blkquot {margin-left: 4em; margin-right: 4em;} /* block indent */ + .pagenum {position: absolute; left: 92%; font-size: smaller;} /* page numbers */ + .sidenote {width: 20%; margin-bottom: 1em; margin-top: 1em; padding-left: 1em; font-size: smaller; float: right; clear: right;} + + .poem {margin-left:10%; margin-right:10%; text-align: left;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem p {margin: 0; padding-left: 3em; text-indent: -3em;} + .poem p.i2 {margin-left: 2em;} + .poem p.i4 {margin-left: 4em;} + .poem p.i6 {margin-left: 6em;} + .poem .caesura {vertical-align: -200%;} + // --> + /* XML end ]]>*/ +</style> +</head> +<body> +<div>*** START OF THE PROJECT GUTENBERG EBOOK 12138 ***</div> + +<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—<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 +£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, &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 £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 £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—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.</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:—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 £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; £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>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 £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—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."</p> +<p>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.</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,—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—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—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—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.</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—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,—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—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—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:—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,—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—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—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>.—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,—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 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.</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 LÉONCE 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—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—the latest and best of the +laboratories—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,—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—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 coöptation, 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,—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,—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—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.</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—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.</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—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 <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,—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—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,—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—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.</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 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.</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—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.</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 £45 per course of three months.</p> +</div> + +<div>*** END OF THE PROJECT GUTENBERG EBOOK 12138 ***</div> +</body> +</html> |