Part 5

An enduring foundation; a slow development; first local, then regional, then national influence; the most liberal promotion of all useful knowledge; the special provision of such departments as are elsewhere neglected in the country; a generous affiliation with all other institutions, avoiding interferences, and engaging in no rivalry; the encouragement of research; the promotion of young men; and the advancement of individual scholars, who by their excellence will advance the sciences they pursue, and the society where they dwell.

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

What will be our agencies?

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

What will be our methods?

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

_Citizens of Baltimore and Maryland_.--This great undertaking does not rest upon the Trustees alone; the whole community has a share in it. However strong our purposes, they will be modified, inevitably, by the opinions of enlightened men; so let parents and teachers incite the youth of this commonwealth to high aspirations; let wise and judicious counsellors continue their helpful suggestions, sure of being heard with grateful consideration; let skilful writers, avoiding captionsness on the one hand and compliment on the other, uphold or refute or amend the tenets here announced; let the guardians of the press diffuse widely a knowledge of the benefits which are here provided; let men of means largely increase the usefulness of this work by their timely gifts.

At the moment there is nothing which seems to me so important, in this region, and indeed in the entire land, as the promotion of good secondary schools, preparatory to the universities. There are old foundations in Maryland which require to be made strong, and there is room for newer enterprises, of various forms. Every large town should have an efficient academy or high school; and men of wealth can do no greater service to the public than by liberally encouraging, in their various places of abode, the advanced instruction of the young. None can estimate too highly the good which came to England from the endowment of Lawrence Sheriff at Rugby, and of Queen Elizabeth's school at Westminster, or the value to New England of the Phillips foundations in Exeter and And over.

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

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

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

THE FACULTY.

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

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

The original professors, who were present when instructions began in October, 1876, were these: as the head and guide of the mathematical studies, Professor Sylvester, of Cambridge, Woolwich and London, one of the foremost of European mathematicians; as the leader of classical studies, Professor Gildersleeve, then of the University of Virginia; as director of the Chemical Laboratory and of instruction in chemistry, Professor Remsen, then of Williams College; to organize the work in Biology (a department then scarcely known in American institutions, but here regarded as of great importance with reference to the future school of medicine), Professor Martin, then of Cambridge (Eng.), a pupil of Professor Michael Foster and of Professor Huxley; as chief in the department of Physics, Professor Rowland, then holding a subordinate position in the Rensselaer Polytechnic Institute, whose ability in this department had been shown by the contributions he had made to scientific journals; and as collegiate professor, or guide to the undergraduate students, Professor Charles D. Morris, once an Oxford fellow, and then of the University of the City of New York.

The names of the professors in the Faculty of Philosophy, from 1876 to 1890, are as follows, arranged in the order of their appointment:

1876 BASIL L. GILDERSLEEVE, LL. D _Greek_. 1876 J.J. SYLVESTER, LL. D _Mathematics_. 1876 IRA KEMSEN, Ph. D _Chemistry_. 1876 HENRY A. ROWLAND, Ph. D _Physics_. 1876 H. NEWELL MARTIN, Sc. D _Biology_. 1876 CHARLES D. MORRIS, A. M _Classics, (Collegiate)._ 1883 PAUL HAUPT, Ph. D _Semitic Languages_. 1884 G. STANLEY HALL, LL. D _Psychology._ 1884 WILLIAM H. WELCH, M. D _Pathology_. 1884 SIMON NEWCOMB, LL. D _Mathematics and Astronomy_. 1886 JOHN H. WRIGHT, A.M _Classical Philology_. 1889 EDWARD H. GRIFFIN, LL.D _History of Philosophy_. 1891 HERBERT B. ADAMS, Ph.D _Amer. and Inst. History_. 1891 WILLIAM K. BROOKS, Ph.D _Animal Morphology_.

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

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

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

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

In selecting a staff of teachers, the Trustees have endeavored to consider especially the devotion of the candidate to some particular line of study and the certainty of his eminence in that specialty; the power to pursue independent and original investigation, and to inspire the young with enthusiasm for study and research; the willingness to coöperate in building up a new institution; and the freedom from tendencies toward ecclesiastical or sectional controversies. They announced that they would not be governed by denominational or geographical considerations in the appointment of any teacher; but would endeavor to select the best person whose services they could secure in the position to be filled,--irrespective of the place where he was born, or the college in which he was trained, or the religious body with which he might be enrolled.

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

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

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

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

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

DISTINCTION BETWEEN COLLEGIATE AND UNIVERSITY COURSES.

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

The terms university and college have been so frequently interchanged in this country that their significance is liable to be confounded; and it may be worth while, once more at least, to call attention to the distinction which is recognized among us. By the college is understood a place for the orderly training of youth in those elements of learning which should underlie all liberal and professional culture. The ordinary conclusion of a college course is the Bachelor's degree. Usually, but not necessarily, the college provides for the ecclesiastical and religious as well as the intellectual training of its scholars. Its scheme admits but little choice. Frequent daily drill in languages, mathematics, and science, with compulsory attendance and frequent formal examinations, is the discipline to which each student is submitted. This work is simple, methodical, and comparatively inexpensive. It is understood and appreciated in every part of this country.

In the university more advanced and special instruction is given to those who have already received a college training or its equivalent, and who now desire to concentrate their attention upon special departments of learning and research. Libraries, laboratories, and apparatus require to be liberally provided and maintained. The holders of professorial chairs must be expected and encouraged to advance by positive researches the sciences to which they are devoted; and arrangements must be made in some way to publish and bring before the criticism of the world the results of such investigations. Primarily, instruction is the duty of the professor in a university as it is in a college; but university students should be so mature and so well trained as to exact from their teachers the most advanced instruction, and even to quicken and inspire by their appreciative responses the new investigations which their professors undertake. Such work is costly and complex; it varies with time, place, and teacher; it is always somewhat remote from popular sympathy, and liable to be depreciated by the ignorant and thoughtless. But it is by the influence of universities, with their comprehensive libraries, their costly instruments, their stimulating associations and helpful criticisms, and especially their great professors, indifferent to popular applause, superior to authoritative dicta, devoted to the discovery and revelation of truth, that knowledge has been promoted, and society released from the fetters of superstition and the trammels of ignorance, ever since the revival of letters.

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

STUDENTS, COURSES OF STUDIES, AND DEGREES.