August 12, 1886] 
work as students following masters, but who have gone far 
enough to indicate that they are possessed of unusual ability, are 
annually chosen by the Academic Council, and are encouraged by 
agenerous stipend to devote all their time to study which is not of 
a distinctively professional character. They are chosen because 
of the hope they give of future achievements, or are selected on 
the evidence they submit of their previous intellectual attain- 
ments. The system here adopted has elsewhere been followed. 
“ What has been the Value of this Training ?—Has the train- 
ing here been of value to the men that have submitted to the 
severe ordeal of discipline and who have often surrendered 
honourable and lucrative positions to avail themselves of the 
advantages offered for research and study? Or, in other words, 
are the diplomas to be given to-day as testimonials of the Uni- 
versity to the attainments of those to whom they are so worthily 
awarded, of real value to their possessors ? 
‘* Of the 69 persons who in these ten years have been admitted 
to the degree of Doctor of Philosophy, denoting proficiency in 
various lines of special graduate study, either in letters or in 
science, 56 have obtained honourable positions as professors and 
teachers in 32 Universities and Colleges ; and of the 90 to whom 
the degree of Bachelor of Arts has been given, 20 have engaged 
in teaching in 16 Colleges and high schools, 
‘©T will conclude this part of my subject by quoting the reply 
made by a graduate student from North Carolina, when asked 
what he had found here of most use, he replied: ‘ The freedom 
of access to able teachers and the stimulant of studying in 
company with men of maturer minds than one meets else- 
where.” 
* But what has the University done for this community ? 
—Besides the incidental advantages which must accrue to any 
community from the presence of a great seat of learning, the 
trustees have had in mind from the first the special needs of this 
city and state. At the conclusion of the late war fewer boys 
were at college than at former periods. Many young men here 
and further south had foregone college training, and circum- 
stances forbade the sending of others who were growing up. It 
was manifest that the need of our own people was first a college 
in order to train for life, or for further university instruction. 
So side by side with the University has developed the college 
department of the Johns Hopkins University. This was begun 
when the discussion of a fixed, a free, or wholly or partly elective 
college course had not been so warmly debated as at the present 
time, but it was evident that the wide range which the develop- 
ment of various branches of knowledge has taken since the old 
arrangement of college studies was effected, and the limited time 
which can ordinarily be devoted by students to preparation for 
their life-work, made a readjustment of the college course 
desirable. This was accomplished here by arranging, after a 
fixed matriculation, the studies in groups rather than years, and 
demanding in each group a certain required amount of training 
in other than the main study of the course. Thus classical 
students are required to study some science, scientific students 
some classics, and all to receive a fixed amount of general 
English training in literature, ethics, philosophy, and modern j 
languages. 
“The seven groups for which, in accordance with these 
principles, arrangements are now made, are these :— 
**(1) Classical—corresponding closely with what has been 
hitherto known in this country as the usual college course. 
““(2) Mathematical-Physical—which meets the wants of those 
who are expecting to enter upon the modern vocations in which 
rigid mathematical discipline is indispensable. 
**(3) Chemical—Biological—which is adapted to those, among 
others, who expect to enter upon the subsequent study of 
medicine. 
**(4) Physical-Chemical—which is most likely to be followed 
by students preparing for those scientific pursuits which are 
neither chiefly mathematical nor chiefly biological. 
**(5) Latin-Mathematical—which affords a good fundamental 
training, without prolonged attention to the study of Greek. 
**(6) Historical—Political—which furnishes a basis for the 
subsequent study of law. 
(7) Modern Language—where French, German, English, 
and in exceptional cases, other modern languages, take the place 
of Latin and Greek in the traditional classical course. 
**Tt cannot be said that this arrangement is perfect, but it has 
worked well, and great effort is made to have it at once liberal 
and adapted to the exigencies of active life. I should like all 
the time at my disposal to expand more fully this slight sketch 
NATURE 
309 
of the college course which lies near my own heart, but must 
content myself with stating that it has from the first attracted our 
own boys, to whom great inducement has been held out, and 
who have proved some of our most enthusiastic and successful 
students, have won for themselves many of our own Fellowships, 
and have gone out to positions of importance and emolument. 
Their number is rapidly increasing, and the University is con- 
stantly endeavouring to make closer the connection between the 
high schools, whether private or public, and the collegiate 
department of the Johns Hopkins University. 
““ Various free scholarships are annually offered to students 
coming from Maryland, Virginia, and North Carolina, and have 
been held by 150 students from these States. The existence in 
our midst of such advantages is stimulating our young men to 
avail themselve of them, and is increasing the number and 
efficiency of preliminary schools. We have now in the collegiate 
department 130 students. 
**T have thus, in the briefest and most prosaic manner, endea- 
voured to summarise the work of ten years into the space of 
twice as many minutes. It has been impossible, although I 
have not even glanced at the various literary and scientific 
Societies formed for themselves by the members of the Uni- 
versity, nor alluded to the common college life, nor spoken of 
the work of the Christian Association of the University, which 
has served an excellent purpose ; but yet I think that I have 
shown that something has been done to bring together great 
teachers, to start liberal courses of study, to attract students, 
to collect libraries and apparatus, to stimulate research, to 
publish results, and have stated in what manner this work has 
been recognised, and how the needs of this community have been 
considered. 
“But I am sure that in reaching these conclusions you must 
feel how little has been done in comparison with what is 
practicable with longer time and greater resources. The per- 
petuation and enlargement of the University on a broad and 
liberal foundation should be the pride of every citizen. Itisa 
great trust to be handed down to those who shall succeed us. 
Let us be careful to see that no detriment happen to it. 
“* Amidst the jarring of contending factions and classes there 
needs must be thoughtful men trained to habits of patient inves- 
tigation and quiet study—amidst the rush of business and com- 
petition, men who in secluded laboratories pass hours and days 
in subtile experiments—amidst the selfishness of politicians and 
placemen, historians and philosophers and teachers who can 
recall the lessons of past ages and vindicate the great moral 
principles which underlie all true progress. 
“*For these and other great purposes Universities should exist 
and be richly endowed. They should be few, but strong. 
“ A president of a growing Western College, last week in Balti- 
more, emphasised most strongly the importance of adding 
efficiency to existing Universities in order to make them great 
centres for training and research. The possessors of great 
wealth, most frequently in this country accumulated in the course 
of a single life, have often felt their responsibility in its ultimate 
destination. They have in many instances, amongst which the 
course of Johns Hopkins is conspicuous, returned their accumu- 
lated gains to the community in noble gifts, founding great insti- 
tutions of learning and great charities for the training of the 
future citizen and for the alleviation of human suffering. These 
should be fostered and enlarged, as has been done at Harvard 
and at Cornell, in order that the greatest good may be accom- 
plished. 
**The training of mez is after all the most important end of 
all educational effort. It is to you, young men, the sons of this 
new foundation, that your teachers and friends look as the best 
evidence of the success of their endeavour. Your learning, your 
usefulness, your accomplishments, your high aims and noble 
character, your achievements, whether in the pulpit or the forum, 
the college or the laboratory, at home and abroad will afford a 
continual and living reminder of this, the place of your 
training. 
*°To a State founded on the beneficent precepts of Christianity, 
the walls of its defence must be not the physical strength of its 
citizens but their mural character. In vain will science harness 
the powers of the universe unless they are yoked to the chariot 
of peace and goodwill. In vain will learning and training give 
efficiency to individual influence and native genius, unless the 
purposes of the man are noble and far-reaching. The truth 
which sets free is the truth which warms the heart and expands 
the sympathies, as well as enlightens the intellect. which is of 
