August 12, 1886] 
***(4) By making the best use of its power of conferring 
_ literary and scientific honours.’ 
“Matthew Arnold says, the University ‘ought to provide 
facilities, after the general education is finished, for the young 
man to go on in the line where his special aptitudes lead him, be 
it that of languages and literature, of mathematics, of the natural 
sciences, of the application of these sciences, or any other line, 
and follow the studies of this line systematically, under first-rate 
teaching.’ 
“© Again, ‘The idea of a University is, as I have already said, 
that of an institution not only offering to young men facilities for 
graduating in that line of study to which their aptitudes direct 
them, but offering to them also facilities for following that line 
of study systematically under first-rate instruction. This second 
function is of incalculable importance, of far greater import- 
ance even than the first. It is impossible to over-value the 
importance to a young man of being brought in contact with a 
first-rate teacher of his matter of study, and of getting from him 
a clear notion of what the systematic study of it means.” 
‘¢John Henry Newman says:—‘It isa great point, then, to 
enlarge the range of studies which a University professes, even 
for the sake of the students; and though they cannot pursue 
every study which is open to them, they will be gainers by 
living among those and under those who represent the whole 
circle. This I conceive to be the advantage of a seat of uni- 
versal learning, considered asa place of education. An assem- 
blage of learned men, zealous for their own sciences and rivals 
of each other, are brought by familiar intercourse and for the 
sake of intellectual peace to adjust together the claims and 
relations of their respective subjects of investigation. They 
learn to respect, to consult, to aid each other. Thus is created 
a pure and clear atmosphere of thought, which the student also 
breathes, though in his own case he only pursues a few sciences 
out of the multitude. He apprehends the great outlines of 
knowledge, the principles on which it rests, the scale of its parts, 
its lights and its shades, its great and its little, as he otherwise 
cannot apprehend them. 
‘© Hence it is that his education is called ‘‘ Liberal.” A 
habit of mind is formed which lasts through life, of which the 
attributes are freedom, equitableness, calmness, moderation, 
and wisdom. This, then, I would assign as the special fruit of 
the education furnished at a University. . . . This is the main 
purpose of a University in the treatment of its students.’ 
‘*And a great thinker of another generation, George Fox, 
advised the setting up of schools for instructing ‘in whatsoever 
things were civil and useful in the creation.’ 
«* We may then conclude that a University, wisely planned and 
_ faithfully administered, should be able to gather together a 
company of teachers, distinguished in character and learning ; 
to present courses of study, important and thorough; and to 
attract scholars mature in age and competent by reason of pre- 
vious training to pursue special lines of study, in order to fit 
themselves in a worthy manner for their chosen vocation. It 
should be wide in its scope and able to supplement the College, 
and aid students to perfect themselves in many departments of 
learning. It should provide liberally all the apparatus for this 
study. It should be rich in laboratories, in books, in instru- 
ments. It should endow research and stimulate investigation 
and discovery. It should be prepared to give results of work 
done within its halls speedy and wide publicity amongst scholars 
engaged in kindred pursuits. It should give its contribution to 
society by training men who are fitted to help in the solution of 
the problems of the age—scientific, social, political, moral, and 
religious, both by stimulating the production of books and by 
contributions to the journals and literature of the day. Itshould 
encourage all noble aspirations, conserve all good inheritances 
of the past, and create an atmosphere of enthusiasm for hard 
work. It should be able to bestow honours worthy of the name 
in reward for faithful devotion and for the succe-sfui fulfilment 
of its courses of study. Its work should be known and recog- 
nised where learning is known and recognised, and its name 
should carry weight in other Universities and centres of research 
in the world of letters. 
«Such thoughts as these, I am sure, Judge Dobbin, were in 
your mind and in the minds of the other trustees to whom was 
intrusted by our late townsman, Johns Hopkins. the foundation 
and guidance of this University which was to bear his name. On 
the completion of the first decade of its existence, in the 
presence of the trustees and the President and Faculty of the 
University, before the graduates, the present Fellows, and 
NATURE 
SS 
353 
students of the University, and in the presence of this company 
of our friends and fellow-citizens, it has seemed fitting to allude 
to these sentiments as we proceed to consider the progress of 
this University. 
‘*T am glad to take this opportunity of replying in public to 
questions such as were asked me by a young Baltimorean, who 
the other day said : ‘ Why do Baltimoreans have to go to New 
Haven or somewhere abroad to learn about the Johns Hopkins? 
Why do you not tell us what is being done?’ In order to do 
this before a Baltimore audience, I have supposed my friend to 
have asked the following questions, to which I shall briefly 
reply :— 
““(1) Have great teachers been attracted to the University ? 
‘¢(2) Have important courses of study been instituted ? 
**(3) Have students come, and from whence ? 
‘*(4) Have patient and successful researches been carried on ? 
**(s) Has the University gathered together suitable apparatus, 
&c., for study ? 
‘©(6) Have the results of these researches been given by the 
University to the world ? 
*¢(7) Has the work done here been recognised elsewhere ? 
**(8) Has the training given proved valuable to those whe 
have received it? 
(9) What has the University done for this community ? 
“«The Board of Trustees was incorporated in August 1869, at 
the instance of Johns Hopkins and during his lifetime. About 
a year after the death of the founder, in December 1873, the 
Board was put in possession of the endowment provided by his. 
beneficence, and organised for work. The President of the 
Board, the late Galloway Cheston, took an active part in the 
enterprise, and by his advice greatly aided in laying the founda- 
tion of the University, and his name will always be honourably 
associated with its history. The other members of the Board, 
all of whom had been named by Johns Hopkins, were Reverdy 
Johnson, Jun., the first Chairman of the Executive Committee, 
Francis T. King, Lewis N. Hopkins, Thomas M. Smith, William 
Hopkins, John W. Garrett, Francis White, Charles J. M. Gwinn, 
George W. Dobbin, George William Brown, and James Carey 
Thomas. 
“ What Great Teachers have been attracted ?—It was soon ap- 
parent that the wise and untrammelled directions of Johns 
Hopkins to his trustees to found a University would attract the 
attention of those interested in the cause of education, especially 
in the United States. 
‘The opportunity of developing an institution suited to the 
needs of the country was sufficient to draw to Baltimore from 
across the Continent the then President of the University of 
California, Daniel C. Gilman, who was named to the trustees 
as the man best fitted by previous training and devotion to the 
study of educational methods, to advise and direct the establish- 
ment of the new foundation, by his former colleagues of Yale 
College—by President Eliot, of Harvard University, at once 
the most renowned and the most venerable institution of 
learning in the country—by President White, of Cornell Uni- 
versity, then in the early days of its growing importance and 
usefulness—by President Angell, of the University of Michigan, 
the crowning institution of learning of the well-organised system 
of public instruction in that great and strong Western State—and 
by numerous other leading educators. At the request of the 
trustees Mr. Gilmun came to Baltimore, and after consultation 
with them accepted the Presidency of the Johns Hopkins Uni- 
versity. Under his thoughtful care and constant and laborious 
effort the plan originally conte aplated has been gradually and 
harmoniously developed. 
‘* Besides President Gilman, the University also drew from 
across the ocean, from Woolwich, England, Prof. Sylvester, one 
of the two greatest English mathematicians, and indeed one of 
the greatest of the world ; and from Virginia, in our own land, 
Prof. Gildersleeve, second to none in his attainments in and 
devotion to Greek and other classical study—tesides younger 
men whose subsequent career has justified the bright promise of 
their early years. I shall not mention further by name the 
present distinguished staff of Professors and teachers, whose work 
Thave alluded to, and who form the permanent renown and 
attraction of the University. 
‘¢T will give a list in chronological order of those gentlemen, 
not now connected with the University, who, for a longer or 
shorter period, have lectured here during the past ten years :— 
‘‘In Language and Literature, Profs. F. J. Child, James 
Russell Lowell, W. D. Whitney, C. R. Lanman, Thomas C. 
