whatsoever touches lifeWith upward impulse; be He nowhere else,God is in all that liberates and lifts;In all that humbles, sweetens and consoles.
whatsoever touches lifeWith upward impulse; be He nowhere else,God is in all that liberates and lifts;In all that humbles, sweetens and consoles.
whatsoever touches life
With upward impulse; be He nowhere else,
God is in all that liberates and lifts;
In all that humbles, sweetens and consoles.
"A university cannot be built upon a sect, unless, indeed, it be a sect which includes the whole of the educated portion of the nation. This University will not demand of its officers and students the creed, or press upon them the doctrine of any particular religious organization; but none the less—I should better say, all the more—it can exert through high-minded teachers a strong moral and religious influence. It can implant in the young breasts of its students exalted sentiments and a worthy ambition; it can infuse into their hearts the sense of honor, of duty, and of responsibility.
"I congratulate the city of Baltimore, Mr. Mayor, that in a few generations she will be the seat of a rich and powerful university. To her citizens its grounds and buildings will in time become objects of interest and pride. The libraries and other collections of a university are storehouses of the knowledge already acquired by mankind, from which further invention and improvement proceed. They are great possessions for any intelligent community. The tone of society will be sensibly affected by the presence of a considerable number of highly educated men, whose quiet and simple lives are devoted to philosophy and teaching, to the exclusion of the common objects of human pursuit. The University will hold high the standards of public duty and public spirit, and will enlarge that cultivated class which is distinguished, not by wealth merely, but by refinement and spirituality.
"I felicitate the State of Maryland, whose Chief Magistrate honors this assembly with his presence, upon the establishment within her borders of an independent institution of the highest education. The elementary school is not more necessary to the existence of a free State than the University. The public school system depends upon the institutions of higher education, and could not be maintained in real efficiency without them. The function of colleges, universities, and professional schools is largely a public function; their work is done primarily, indeed, upon individuals, but ultimately for the public good. They help powerfully to form and mould aright the public character; and that public character is the foundation of everything which is precious in the State, including even its material prosperity. In training men thoroughly for the learned professions of law and medicine, this University will be of great service to Maryland and the neighboring States. During the past forty years the rules which governed admission to these honorable and confidential professions have been carelessly relaxed in most of the States of the Union, and we are now suffering great losses and injuries, both material and moral, in consequence of thus thoughtlessly abandoning the safer ways of our fathers. It is for the strong universities of the country to provide adequate means of training young men well for the learned professions, and to set a high standard for professional degrees.
"President Gilman, this distinguished assembly has come together to give you God-speed. I welcome you to arduous duties and grave responsibilities. In the natural course of life you will not see any large part of the real fruits of your labors; for to build a university needs not years only, but generations; but though 'deeds unfinished will weigh on the doer,' and anxieties will sometimes oppress you, great privileges are nevertheless attached to your office. It is a precious privilege that in your ordinary work you will have to do only with men of refinement and honor; it is a glad and animating sight to see successive ranks of young men pressing year by year into the battle of life, full of hope and courage, and each year better armed and equipped for the strife; it is a privilege to serve society and the country by increasing the means of culture; but, above all, you will have the great happiness of devoting yourself for life to a noble public work without reserve, or stint, or thought of self, looking for no advancement, 'hoping for nothing again,' Knowing well by experience the nature of the charge which you this day publicly assume, familiar with its cares and labors, its hopes and fears, its trials and its triumphs, I give you joy of the work to which you are called, and welcome you to a service which will task your every power.
"The true greatness of States lies not in territory, revenue, population, commerce, crops or manufactures, but in immaterial or spiritual tilings; in the purity, fortitude and uprightness of their people, in the poetry, literature, science and art which they give birth to, in the moral worth of their history and life. With nations, as with individuals, none but moral supremacy is immutable and forever beneficent. Universities, wisely directed, store up the intellectual capital of the race, and become fountains of spiritual and moral power. Therefore our whole country may well rejoice with you, that you are auspiciously founding here a worthy seat of learning and piety. Here may young feet, shunning the sordid paths of low desire and worldly ambition, walk humbly in the steps of the illustrious dead—the poets, artists, philosophers and statesmen of the past; here may fresh minds explore new fields and increase the sum of knowledge; here from time to time may great men be trained up to be leaders of the people; here may the irradiating light of genius sometimes flash out to rejoice mankind; above all, here may many generations of manly youth learn righteousness."
INAUGURAL ADDRESS OF THE FIRST PRESIDENT.
In his inaugural address, the President of the Johns Hopkins University, after a grateful reference to the founder and his generosity, and a reminder that the endowment, large as it appears, is not large when compared with the acquisitions of many other institutions, called attention to some of the special distinctions of this gift. Among them were named: the freedom from conditions; the absence of political or ecclesiastical control; the connection with an endowed hospital; the geographical advantages of Baltimore; and the timeliness of the foundation. Five agencies for the promotion of superior instruction were next briefly discussed, universities, learned academies, colleges, technical schools, and museums. The object of these paragraphs was to suggest the distinctive Idea of the University, and to show that while forms and methods vary in different countries, the freedom for investigation, the obligation to teach, and the careful bestowal of academic honors are always understood to be among the university functions. Wherever a strong university is established, learned societies, colleges, technical schools, and museums are clustered. It is the sun and they are the planets.
Twelve points were then enumerated on which there is a consensus so general that further discussion seemed needless.
1. All sciences are worthy of promotion; or in other words, it is useless to dispute whether literature or science should receive most attention, or whether there is any essential difference between the old and the new education.
2. Religion has nothing to fear from science, and science need not be afraid of religion. Religion claims to interpret the word of God, and science to reveal the laws of God. The interpreters may blunder, but truths are immutable, eternal, and never in conflict.
3. Remote utility is quite as worthy to be thought of as immediate advantage. Those ventures are not always most sagacious that expect a return on the morrow. It sometimes pays to send our argosies across the seas,—to make investments with an eye to slow but sure returns. So it is always in the promotion of science.
4. As it is impossible for any university to encourage with equal freedom all branches of learning, a selection must be made by enlightened governors, and that selection must depend on the requirements and deficiencies of a given people, in a given period. There is no absolute standard of preference. What is more important at one time or in one place may be less needed elsewhere and otherwise.
5. Individual students cannot pursue all branches of learning, and must be allowed to select, under the guidance of those who are appointed to counsel them. Nor can able professors be governed by routine. Teachers and pupils must be allowed great freedom in their method of work. Recitations, lectures, examinations, laboratories, libraries, field exercises, travel, are all legitimate means of culture.
6. The best scholars will almost invariably be those who make special attainments on the foundation of a broad and liberal culture.
7. The best teachers are usually those who are free, competent, and willing to make original researches in the library and the laboratory.
8. The best investigators are usually those who have also the responsibilities of instruction, gaining thus the incitement of colleagues, the encouragement of pupils, the observation of the public.
9. Universities should bestow their honors with a sparing hand; their benefits most freely.
10. A university cannot be created in a day; it is a slow growth. The University of Berlin has been quoted as a proof of the contrary. That was indeed a quick success, but in an old, compact country, crowded with learned men eager to assemble at the Prussian court. It was a change of base rather than a sudden development.
11. The object of the university is to develop character—to make men. It misses its aim if it produces learned pedants, or simple artisans, or cunning sophists, or pretentious practitioners. Its purport is not so much to impart knowledge to the pupils, as to whet the appetite, exhibit methods, develop powers, strengthen judgment, and invigorate the intellectual and moral forces. It should prepare for the service of society a class of students who will be wise, thoughtful, progressive guides in whatever department of work or thought they may be engaged.
12. Universities easily fall into ruts. Almost every epoch requires a fresh start.
If these twelve points are conceded, our task is simplified, though it is still difficult. It is to apply these principles to Baltimore in 1876. We are trying to do this with no controversy as to the relative importance of letters and science, the conflicts of religion and science, or the relation of abstractions and utilities; our simple aim is to make scholars, strong, bright, useful and true.
Proceeding to speak of the Johns Hopkins University, the speaker then announced that at first the Faculty of Philosophy would alone be organized, where instruction would be given in language, mathematics, ethics, history and science. The Medical Faculty would not long be delayed. That of Jurisprudence would come in time. That of Theology is not now proposed.
The next paragraphs of the address will be given without abbreviation.
Who shall our teachers be?
This question the public has answered for us; for I believe there is scarcely a preeminent man of science or letters, at home or abroad, who has not received a popular nomination for the vacant professorships. Some of these candidates we shall certainly secure, and their names will be one by one made known. But I must tell you, in domestic confidence, that it is not an easy task to transplant a tree which is deeply rooted. It is especially hard to do so in our soil and climate. Though a migratory people, our college professors are fixtures. Such local college attachments are not known in Germany; and the promotions which are frequent in Germany are less thought of here. When we think of calling foreign teachers, we encounter other difficulties. Many are reluctant to cross the sea; and others are, by reason of their lack of acquaintance with our language and ways, unavailable. Besides we may as well admit that London, Paris, Leipsic, Berlin, and Vienna afford facilities for literary and scientific growth and influence, far beyond what our country affords. Hence, it is probable that among our own countrymen, our faculty will be chiefly found.
I wrote, not long ago, to an eminent physicist, presenting this problem in social mechanics, for which I asked his solution, "We cannot have a great university without great professors; we cannot get great professors till we have a great university: help us from the dilemma." Let me tell his answer: "Your difficulty," he says, "applies only to old men who are great; these you can rarely move; but the young men of genius, talent, learning and promise, you can draw. They should be your strength."
The young Americans of talent and promise—there is our strength, and a noble company they are! We do not ask from what college, or what state, or what church they come; but what do they know, and what can they do, and what do they want to find out.
In the biographies of eminent scholars, it is curious to observe how many indicated in youth preeminent ability. Isaac Casaubon, whose name in the sixteenth century shed lustre on the learned circles of Geneva, Montpellier, Paris, London and Oxford, began as professor of Greek, at the age of twenty-two; and Heinsius, his Leyden contemporary, at eighteen. It was at the age of twenty-eight, that Linnaeus first published hisSystema Naturae. Cuvier was appointed a professor in Paris at twenty-six, and, a few months later, a member of the Institute. James Kent, the great commentator on American law, began his lectures in Columbia College at the age of thirty-one. Henry was not far from thirty years of age when he made his world-renowned researches in electro-magnetism; and Dana's great work on mineralogy was first published before he was twenty-five years old, and about four years after he graduated at New Haven. Look at the Harvard lists:—Everett was appointed Professor of Greek at twenty-one; Benjamin Peirce, of Mathematics at twenty-four; and Agassiz was not yet forty when he came to this country. For fifty years Yale College rested on three men selected in their youth by Dr. Dwight, and almost simultaneously set at work; Day was twenty-eight, Silliman, twenty-three, and Kingsley, twenty-seven, when they began their professorial lives. The University of Virginia, early in its history, attracted foreign teachers, who were all young men.
We shall hope to secure a strong staff of young men, appointing them because they have twenty years before them; selecting them on evidence of their ability; increasing constantly their emoluments, and promoting them because of their merit to successive posts, as scholars, fellows, assistants, adjuncts, professors and university professors. This plan will give us an opportunity to introduce some of the features of the English fellowship and the German system of privat-docents; or in other words, to furnish positions where young men desirous of a university career may have a chance to begin, sure at least of a support while waiting for promotion.
Our plans begin but do not end here. As men of distinction, who have won the highest rank in their callings, are known to be free, we shall invite them to come among us.
If we would maintain a university, great freedom must be allowed both to teachers and scholars. This involves freedom of methods to be employed by the instructors on the one hand, and on the other, freedom of courses to be selected by the students.
But this freedom is based on laws,—two of which cannot be too distinctly or too often enunciated. A law which should govern the admission of pupils is this, that before they win this privilege they must have been matured by the long, preparatory discipline of superior teachers, and by the systematic, laborious, and persistent pursuit of fundamental knowledge; and a second law, which should govern the work of professors, is this, that with unselfish devotion to the discovery and advancement of truth and righteousness, they renounce all other preferment, so that, like the greatest of all teachers, they may promote the good of mankind.
I see no advantage in our attempting to maintain the traditional four-year class-system of the American colleges. It has never existed in the University of Virginia; it is modified, though not nominally given up at Harvard; it is not an important characteristic of Michigan and Cornell; it is not known in the English, French or German universities. It is a collegiate rather than a university method. If parents or students desire us to mark out prescribed courses, either classical or scientific, lasting four years, it will be easy to do so. But I apprehend that many students will come to us excellent in some branches of a liberal education and deficient in others—good perhaps in Greek, Latin and mathematics; deficient in chemistry, physics, zoology, history, political economy, and other progressive sciences. I would give to such candidates on examination, credit for their attainments, and assign them in each study the place for which they are fitted. A proficient in Plato may be a tyro in Euclid. Moreover, I would make attainments rather than time the condition of promotion; and I would encourage every scholar to go forward rapidly or go forward slowly, according to the fleetness of his foot and his freedom from impediment. In other words, I would have our University seek the good of individuals rather than of classes.
The sphere of a university is sometimes restricted by its walls or is limited to those who are enrolled on its lists. There are three particulars in which we shall aim at extramural influence: first, as an examining body, ready to examine and confer degrees or other academic honors on those who are trained elsewhere; next, as a teaching body, by opening to educated persons (whether enrolled as students or not) such lectures as they may wish to attend, under certain restrictions—on the plan of the lectures in the high seminaries of Paris; and, finally, as in some degree at least a publishing body, by encouraging professors and lecturers to give to the world in print the results of their researches.
What are we aiming at?
An enduring foundation; a slow development; first local, then regional, then national influence; the most liberal promotion of all useful knowledge; the special provision of such departments as are elsewhere neglected in the country; a generous affiliation with all other institutions, avoiding interferences, and engaging in no rivalry; the encouragement of research; the promotion of young men; and the advancement of individual scholars, who by their excellence will advance the sciences they pursue, and the society where they dwell.
No words could indicate our aim more fitly than those by which John Henry Newman expresses his "Idea of the University," in a page glowing with enthusiasm, to which I delight to revert.
What will be our agencies?
A large staff of teachers; abundance of instruments, apparatus, diagrams, books, and other means of research and instruction; good laboratories, with all the requisite facilities; accessory influences, coming both from Baltimore and Washington; funds so unrestricted, charter so free, schemes so elastic, that as the world goes forward, our plans will be adjusted to its new requirements.
What will be our methods?
Liberal advanced instruction for those who want it; distinctive honors for those who win them; appointed courses for those who need them; special courses for those who can take no other; a combination of lectures, recitations, laboratory practice, field work and private instruction; the largest discretion allowed to the Faculty consistent with the purposes in view; and, finally, an appeal to the community to increase our means, to strengthen our hands, to supplement our deficiencies, and especially to surround our scholars with those social, domestic and religious influences which a corporation can at best imperfectly provide, but which may be abundantly enjoyed in the homes, the churches and the private associations of an enlightened Christian city.
Citizens of Baltimore and Maryland.—This great undertaking does not rest upon the Trustees alone; the whole community has a share in it. However strong our purposes, they will be modified, inevitably, by the opinions of enlightened men; so let parents and teachers incite the youth of this commonwealth to high aspirations; let wise and judicious counsellors continue their helpful suggestions, sure of being heard with grateful consideration; let skilful writers, avoiding captionsness on the one hand and compliment on the other, uphold or refute or amend the tenets here announced; let the guardians of the press diffuse widely a knowledge of the benefits which are here provided; let men of means largely increase the usefulness of this work by their timely gifts.
At the moment there is nothing which seems to me so important, in this region, and indeed in the entire land, as the promotion of good secondary schools, preparatory to the universities. There are old foundations in Maryland which require to be made strong, and there is room for newer enterprises, of various forms. Every large town should have an efficient academy or high school; and men of wealth can do no greater service to the public than by liberally encouraging, in their various places of abode, the advanced instruction of the young. None can estimate too highly the good which came to England from the endowment of Lawrence Sheriff at Rugby, and of Queen Elizabeth's school at Westminster, or the value to New England of the Phillips foundations in Exeter and And over.
Every contribution made by others to this new University will enable the Trustees to administer with greater liberality their present funds. Special foundations may be affiliated with our trust, for the encouragement of particular branches of knowledge, for the reward of merit, for the construction of buildings; and each gift, like the new recruits of an army, will be more efficient because of the place it takes in an organized and efficient company. It is a great satisfaction in this world of changes and pecuniary loss to remember what safe investments have been made at Harvard and Yale, and other old colleges, where dollar for dollar is still shown for every gift.
The atmosphere of Maryland seems favorable to such deeds of piety, hospitality and "good-will to men." George Calvert, the first Lord Baltimore, comes here, returns to England and draws up a charter which becomes memorable in the annals of civil and religious liberty, for which, "he deserves to be ranked," (as Bancroft says), "among the most wise and benevolent lawgivers of all ages;" among the liberals of 1776 none was bolder than Charles Carroll of Carrollton; John Eager Howard, the hero of Cowpens, is almost equally worthy of gratitude for the liberality of his public gifts; John McDonogh, of Baltimore birth, bestows his fortune upon two cities for the instruction of their youth; George Peabody, resident here in early life, comes back in old age to endow an Athenaeum, and begins that outpouring of munificence which gives him a noble rank among modern philanthropists; Moses Sheppard bequeaths more than half a million for the relief of mental disease; Rinehart, the teamster boy, attains distinction as a sculptor, and bequeaths his hard-won acquisitions for the encouragement of art in the city of his residence; and a Baltimorean still living, provides for the foundation of an astronomical observatory in Yale College; while Johns Hopkins lays a foundation for learning and charity, which we celebrate to-day.
The closing sentences of the discourse were addressed to the young men of Baltimore and to the Trustees.
THE FACULTY.
One of the earliest duties which devolved upon the President and Trustees, after deciding upon the general scope of the University, was to select a staff of teachers by whose assistance and counsel the details of the plan should be worked out. It would hardly be right in this place to recall the distinctive merits of the able and learned scholars who have formed the academic staff during the first fourteen years, but perhaps the writer may be allowed to pay in passing a tribute of gratitude and respect to those who entered the service of the University at its beginning. To their suggestions, their enthusiasm, their learning, and above all their freedom from selfish aims and from petty jealousies, must be attributed in a great degree the early distinction of this institution. They came from widely distant places; they had been trained by widely different methods; they had widely different intellectual aptitudes; but their diversities were unified by their devotion to the university in which they were enlisted, and by their desire to promote its excellence. This spirit has continued till the present time, and has descended to those who have from time to time joined the ranks, so that it may be emphatically said that the union of the Faculty has been the key to its influence.
The first requisite of success in any institution is a staff of eminent teachers, each of whom gives freely the best of which he is capable. The best varies with the individual; one may be an admirable lecturer or teacher; another a profound thinker; a third a keen investigator; another a skilful experimenter; the next, a man of great acquisitions; one may excel by his industry, another by his enthusiasm, another by his learning, another by his genius; but every member of a faculty should be distinguished by some uncommon attainments and by some special aptitudes, while the faculty as a whole should be united and cooperative. Each professor, according to his subject and his talents, should have his own best mode of working, adjusted to and controlled by the exigencies of the institution with which he is associated.
The original professors, who were present when instructions began in October, 1876, were these: as the head and guide of the mathematical studies, Professor Sylvester, of Cambridge, Woolwich and London, one of the foremost of European mathematicians; as the leader of classical studies, Professor Gildersleeve, then of the University of Virginia; as director of the Chemical Laboratory and of instruction in chemistry, Professor Remsen, then of Williams College; to organize the work in Biology (a department then scarcely known in American institutions, but here regarded as of great importance with reference to the future school of medicine), Professor Martin, then of Cambridge (Eng.), a pupil of Professor Michael Foster and of Professor Huxley; as chief in the department of Physics, Professor Rowland, then holding a subordinate position in the Rensselaer Polytechnic Institute, whose ability in this department had been shown by the contributions he had made to scientific journals; and as collegiate professor, or guide to the undergraduate students, Professor Charles D. Morris, once an Oxford fellow, and then of the University of the City of New York.
The names of the professors in the Faculty of Philosophy, from 1876 to 1890, are as follows, arranged in the order of their appointment:
1876 BASIL L. GILDERSLEEVE, LL. DGreek.1876 J.J. SYLVESTER, LL. DMathematics.1876 IRA KEMSEN, Ph. DChemistry.1876 HENRY A. ROWLAND, Ph. DPhysics.1876 H. NEWELL MARTIN, Sc. DBiology.1876 CHARLES D. MORRIS, A. MClassics, (Collegiate).1883 PAUL HAUPT, Ph. DSemitic Languages.1884 G. STANLEY HALL, LL. DPsychology.1884 WILLIAM H. WELCH, M. DPathology.1884 SIMON NEWCOMB, LL. DMathematics and Astronomy.1886 JOHN H. WRIGHT, A.MClassical Philology.1889 EDWARD H. GRIFFIN, LL.DHistory of Philosophy.1891 HERBERT B. ADAMS, Ph.DAmer. and Inst. History.1891 WILLIAM K. BROOKS, Ph.DAnimal Morphology.
The persons below named have been appointed associate professors,—and their names are arranged in the order of their appointment:
1883 HERBERT B. ADAMS, Ph.DHistory.1883 MAURICE BLOOMFIELD, Ph.DSanskrit and Comp. Philology.1883 WILLIAM K. BROOKS, Ph.DAnimal Morphology.1883 THOMAS CRAIG, Ph.DMathematics.1883 CHARLES S. HASTINGS, Ph.DPhysics.1883 HARMON N. MORSE, Ph.DChemistry.1883 WILLIAM E. STORY, Ph.DMathematics.1883 MINTON WARREN, Ph.DLatin.1884 A. MARSHALL ELLIOT, Ph.DRomance Languages.1884 J. RENDEL HARRIS, A.MNew Testament Greek.1885 GEORGE H. EMMOTT, A.MLogic.1885 C. RENE GREGORY, Ph.DNew Testament Greek.1885 GEORGE H. WILLIAMS, Ph.DInorganic Geology.1885 HENRY WOOD, Ph.DGerman.1887 RICHARD T. ELY, Ph.DPolitical Economy.1888 WILLIAM T. COUNCILMAN, M.DAnatomy.1888 WILLIAM H. HOWELL, Ph.DAnimal Physiology.1888 ARTHUR L. KIMBALL, Ph.DPhysics.1888 EDWARD H. SPIEKER, Ph.DGreek and Latin.1889 Louis DUNCAN, Ph.DElectricity.1889 FABIAN FRANKLIN, Ph.DMathematics.
At the opening of the Johns Hopkins Hospital, the principal physicians and surgeons of that foundation were appointed professors of the University, namely, arranged in the order of their appointment:
1889 WILLIAM OSLER, M.DMedicine.1889 HENRY M. HURD, M.DPsychiatry.1889 HOWARD A. KELLY, M.DGynecology.1889 WILLIAM S. HALSTED, M.DSurgery.
In selecting a staff of teachers, the Trustees have endeavored to consider especially the devotion of the candidate to some particular line of study and the certainty of his eminence in that specialty; the power to pursue independent and original investigation, and to inspire the young with enthusiasm for study and research; the willingness to coöperate in building up a new institution; and the freedom from tendencies toward ecclesiastical or sectional controversies. They announced that they would not be governed by denominational or geographical considerations in the appointment of any teacher; but would endeavor to select the best person whose services they could secure in the position to be filled,—irrespective of the place where he was born, or the college in which he was trained, or the religious body with which he might be enrolled.
It is obvious that in addition to the qualifications above mentioned, regard has always been paid to those personal characteristics which cannot be rigorously defined, but which cannot be overlooked if the ethical as well as the intellectual character of a professorial station is considered, and if the social relations of a teacher to his colleagues, his pupils, and their friends, are to be harmoniously maintained. The professor in a university teaches as much by his example as by his precepts.
Besides the resident professors, it has been the policy of the University to enlist from time to time the services of distinguished scholars as lecturers on those subjects to which their studies have been particularly directed. During the first few years the number of such lecturers was larger, and the duration of their visits was longer than it has been recently. When the faculty was small, the need of the occasional lecturer was more apparent for obvious reasons, than it has been in later days. Still the University continues to invite the cooperation of non-resident professors, and the proximity of Baltimore to Washington makes it particularly easy to engage learned gentlemen from the capital to give occasional lectures upon their favorite studies. Recently a lectureship of Poetry has been founded by Mr. and Mrs. Turnbull of Baltimore, in memory of a son who is no longer living, and an annual course may be expected from writers of distinction who are known either as poets, or as critics, or as historians of poetry. The first lecturer on this foundation will be Mr. E.C. Stedman, of New York, the second, Professor Jebb, of Cambridge (Eng.). Another lectureship has been instituted by Mr. Eugene Levering with the object of promoting the purposes of the Young Men's Christian Association. The first lecturer on this foundation was Rev. Dr. Broadus, of Louisville, Ky.
A few of those who held the position of lecturers made Baltimore their home for such prolonged periods that they could not properly be called non-resident. The following list contains the principal appointments. It might be much enlarged by naming those persons who have lectured at the request of one department of the University and not of the Trustees, and by naming some who gave but single lectures.
1876 SIMON NEWCOMBAstronomy.1876 LÉONCE RABILLONFrench.1877 JOHN S. BILLINGSMedical History, etc.1877 FRANCIS J. CHILDEnglish Literature,1877 THOMAS M. COOLEYLaw.1877 JULIUS E. HILGARDGeodetic Surveys.1877 JAMES RUSSELL LOWELLRomance Literature.1877 JOHN W. MALLETTechnological Chemistry.1877 FRANCIS A. WALKERPolitical Economy.1877 WILLIAM D. WHITNEYComparative Philology.1878 WILLIAM F. ALLENHistory.1878 WILLIAM JAMESPsychology.1878 GEORGE S. MORRISHistory of Philosophy.1879 J. LEWIS DIMANHistory.1879 H. VON HOLSTHistory.1879 WILLIAM G. FARLOWBotany.1879 J. WILLARD GIBBSTheoretical Mechanics.1879 SIDNEY LANIEREnglish Literature.1879 CHARLES S. PEIRCELogic.1880 JOHN TROWBRIDGEPhysics.1881 A. GRAHAM BELLPhonology.1881 S.P. LANGLEYPhysics.1881 JOHN McCRADYBiology.1881 JAMES BRYCEPolitical Science.1881 EDWARD A. FREEMANHistory.1881 JOHN J. KNOXBanking.1882 ARTHUR CAYLEYMathematics.1882 WILLIAM W. GOODWINPlato.1882 G. STANLEY HALLPsychology.1882 RICHARD M. VENABLEConstitutional Law.1882 JAMES A. HARRISONAnglo-Saxon.1882 J. RENDEL HARRISNew Testament Greek.1883 GEORGE W. CABLEEnglish Literature.1883 WILLIAM W. STORYMichel Angela.1883 HIRAM CORSONEnglish Literature.1883 F. SEYMOUR HADENEtchers and Etching.1883 JOHN S. BILLINGSMunicipal Hygiene.1883 JAMES BRYCERoman Law.1883 H. VON HOLSTPolitical Science.1884 WILLIAM TRELEASEBotany.1884 J. THACHER CLARKEExplorations in Assos.1884 JOSIAH ROYCEPhilosophy.1884 WILLIAM J. STILLMANArchaeology.1884 CHARLES WALDSTEINArchaeology.1884 SIR WILLIAM THOMSONMolecular Dynamics.1885 A. MELVILLE BELLPhonetics, etc.1885 EDMUND GOSSEEnglish Literature.1885 EUGENE SCHUYLERU.S. Diplomacy.1885 JUSTIN WINSORShakespeare.1885 FREDERICK WEDMOREModern Art.1886 ISAAC H. HALLNew Testament.1886 WILLIAM HAYES WARDAssyria.1886 WILLIAM LIBBEY, JRAlaska.1886 ALFRED R. WALLACEIsland Life.1886 MANDELL CREIGHTONRise of European Universities.1887 ARTHUR L. FROTHINGHAM, JRBabylonian and Assyrian Art.1887 RODOLFO LANCIANIRoman Archaeology.1888 ANDREW D. WHITEThe French Revolution.1890 JOHN A. BROADUSOrigin of Christianity.
The number of associates, readers, and assistants has been very large, most such appointments having been made for brief periods among young men of promise looking forward to preferment in this institution or elsewhere.
DISTINCTION BETWEEN COLLEGIATE AND UNIVERSITY COURSES.
From the opening of the University until now a sharp distinction has been made between the methods of university instruction and those of collegiate instruction. In the third annual report, September 1, 1878, the views which had been announced at the opening of the University are expanded and are illustrated by the action of the Trustees and the Faculty during the first two years.
The terms university and college have been so frequently interchanged in this country that their significance is liable to be confounded; and it may be worth while, once more at least, to call attention to the distinction which is recognized among us. By the college is understood a place for the orderly training of youth in those elements of learning which should underlie all liberal and professional culture. The ordinary conclusion of a college course is the Bachelor's degree. Usually, but not necessarily, the college provides for the ecclesiastical and religious as well as the intellectual training of its scholars. Its scheme admits but little choice. Frequent daily drill in languages, mathematics, and science, with compulsory attendance and frequent formal examinations, is the discipline to which each student is submitted. This work is simple, methodical, and comparatively inexpensive. It is understood and appreciated in every part of this country.
In the university more advanced and special instruction is given to those who have already received a college training or its equivalent, and who now desire to concentrate their attention upon special departments of learning and research. Libraries, laboratories, and apparatus require to be liberally provided and maintained. The holders of professorial chairs must be expected and encouraged to advance by positive researches the sciences to which they are devoted; and arrangements must be made in some way to publish and bring before the criticism of the world the results of such investigations. Primarily, instruction is the duty of the professor in a university as it is in a college; but university students should be so mature and so well trained as to exact from their teachers the most advanced instruction, and even to quicken and inspire by their appreciative responses the new investigations which their professors undertake. Such work is costly and complex; it varies with time, place, and teacher; it is always somewhat remote from popular sympathy, and liable to be depreciated by the ignorant and thoughtless. But it is by the influence of universities, with their comprehensive libraries, their costly instruments, their stimulating associations and helpful criticisms, and especially their great professors, indifferent to popular applause, superior to authoritative dicta, devoted to the discovery and revelation of truth, that knowledge has been promoted, and society released from the fetters of superstition and the trammels of ignorance, ever since the revival of letters.
In further exposition of these views, from men of different pursuits, reference should be made to an article on Classics and Colleges, by Professor Gildersleeve(Princeton Review, July, 1878), lately reprinted in the author's "Essays and Studies," (Baltimore, 1890); to an address by Professor Sylvester before the University on "Mathematical Studies and University Life," (February 22, 1877); to an address by Professor Martin on the study of Biology(Popular Science Monthly,January, 1877); to some remarks on the study of Chemistry by Professor Remsen(Popular Science Monthly,April, 1877); and to an address entitled "A Plea for Pure Science" (Salem, 1883), by Professor Rowland, as a Vice-President of the American Association for the Advancement of Science. Although of a much later date, reference should also be made to an address by Professor Adams (February 22, 1889) on the work of the Johns Hopkins University, printed in theJohns Hopkins University Circulars, No. 71. An address by Dr. James Carey Thomas, one of the Trustees, at the tenth anniversary, in 1886, may also be consulted(Ibid.No. 50). Reference may also be made to the fifteen annual reports of the University and to the articles below named, by the writer of this sketch. The Group System of College Courses in the Johns Hopkins University(Andover Review,June, 1886); The Benefits which Society derives from Universities: Annual Address on Commemoration Day, 1885(Johns Hopkins University Circulars, No. 37); article on Universities in Lalor'sCyclopaedia of Political Science; an address before the Phi Beta Kappa Society of Harvard University, July 1, 1886; an address at the opening of Bryn Mawr College, 1885.
STUDENTS, COURSES OF STUDIES, AND DEGREES.
In accordance with the plans thus formulated, the students have included those who have already taken an academic degree, and who have here engaged in advanced studies; those who have entered as candidates for the Bachelors' degree; and those who have pursued special courses without reference to degrees. The whole number of persons enrolled in these three classes during the first fourteen years (1876-1890) is fifteen hundred and seventy-one. Seven hundred and three persons have pursued undergraduate courses and nine hundred and two have followed graduate studies. Many of those who entered as undergraduates have continued as graduates, and have proceeded to the degree of Doctor of Philosophy. These students have come from nearly every State in the Union, and not a few of them have come from foreign lands. Many of those who received degrees before coming here were graduates of the principal institutions of this country. The degree of Doctor of Philosophy has been awarded after three years or more of graduate studies to one hundred and eighty-four persons, and that of Bachelor of Arts to two hundred and fifty at the end of their collegiate course.
Two degrees, and two only, have been opened to the students of this University. Believing that the manifold forms in which the baccalaurate degree is conferred are confusing the public, and that they tend to lessen the respect for academic titles, the authorities of the Johns Hopkins University determined to bestow upon all those who complete their collegiate courses the title of Bachelor of Arts. This degree is intended to indicate that its possessor has received a liberal education, or in other words that he has completed a prolonged and systematic course of studies in which languages, mathematics, sciences, history, and philosophy have been included. The amount of time devoted to each of these various subjects varies according to individual needs and preference, but all the combinations are supposed to be equally difficult and honorable. Seven such combinations or groups of studies have been definitely arranged, and "the group system," thus introduced, combines many of the advantages of the elective system, with many of the advantages of a fixed curriculum. The undergraduate has his choice among many different lines of study, but having made this determination he is expected to follow the sequence prescribed for him by his teachers. He may follow the old classical course; or he may give decided preference to mathematics and physics; or he may select a group of studies, antecedent to the studies of a medical school; or he may pursue a scientific course in which chemistry predominates; or he may lay a foundation for the profession of law by the study of history and political science; or he may give to modern languages the preference accorded in the first group to the ancient classics. In making his selection, and indeed in prosecuting the career of an undergraduate, he has the counsel of some member of the faculty who is called his adviser. While each course has its predominant studies, each comprises in addition the study of French and German, and at least one branch of science, usually chemistry or physics, with laboratory exercises.
The degree of Doctor of Philosophy is offered to those who continue their studies in a university for three years or more after having attained the baccalaureate degree. Their attention must be given to studies which are included in the faculty of philosophy and the liberal arts, and not to the professional faculties of Law, Medicine, and Theology. Students who have graduated in other institutions of repute may offer themselves as candidates for this degree. In addition to the requirements above mentioned, the student must show his proficiency in one principal subject and in two that are secondary, and must submit himself to rigid examinations, first written and then oral. He must also present a thesis which must gain the approval of the special committee to which it may be referred, and must subsequently be printed. All these requisitions are enforced by a faculty which is known as the Board of University Studies.
As an encouragement to the systematic prosecution of university studies, the degree of Doctor of Philosophy in this University is offered under the following conditions.
A Board of University Studies is constituted for the purpose of guiding the work of those who may become candidates for this degree. The time of study is a period of at least three years of distinctive university work in the philosophical Faculty. It is desirable that the student accepted as a candidate should reside here continuously until his final examinations are passed, and he is required to spend the last year before he is graduated in definite courses of study at this University. Before he can be accepted as a candidate, he must satisfy the examiners that he has received a good collegiate education, that he has a reading knowledge of French and German, and that he has a good command of literary expression. He must also name his principal subject of study and the two subordinate subjects.
The Board reserves the right to say in each case whether the antecedent training has been satisfactory, and, if any of the years of advanced work have been passed by the candidate away from this University, whether they may be regarded as spent in university studies under suitable guidance and favorable conditions. Such studies must have been pursued without serious distractions and under qualified teachers.
Private study, or study pursued at a distance from libraries and laboratories and other facilities, will not be considered as equivalent to university study.
In the conditions which are stated below, it will appear that there are several tests of the proficiency of the candidate, in addition to the constant observation of his instructors. A carefully prepared thesis must be presented by the candidate on a subject approved by his chief adviser, and this thesis must receive the approbation of the Board. There are private examinations of the candidate, both in his chief subject and in the subordinate subjects. If these tests are successfully passed, there is a final oral examination in the presence of the Board.
As an indication of the possible combinations which may be made by those who are studying for the degree of Doctor of Philosophy, the following schedule is presented:
Physics, Mathematics, and Chemistry; Animal Physiology, Animal Morphology, and Chemistry; Chemistry, Mineralogy, and Geology; Mathematics, Astronomy, and Physics; Sanskrit, Greek, and Latin; History, Political Economy, and International Law; Greek, Sanskrit, and Latin; French, Italian and Spanish, and German; Latin, Sanskrit, and Roman Law; Latin, Sanskrit, and German; Assyriology, Ethiopic and Arabic, and Greek; Political Economy, History, and Administration; English, German, and Old Norse; Inorganic Geology and Petrography, Mineralogy, and Chemistry; Geology and Mineralogy, Chemistry, and Physics; Romance Languages, German, and English; Latin, Greek, and Sanskrit; German, English, and Sanskrit.
While students are encouraged to proceed to academic degrees, the authorities have always borne in mind the needs of those who could not, for one reason or another, remain in the university for more than a year or two, and who might wish to prosecute their studies in a particular direction without any reference to academic honors. Such students have always been welcome, especially those who have been mature enough to know their own requirements and to follow their chosen courses, without the incentive of examinations and diplomas.