fThis Number is especially devoted to Statements of the College Courses. Information as to Craduate Instructionis given in other Circulars].

JO NS OPKJNS

UNIVE SITY CIRCULARSPuUis/zedwit/i t/ie approbationof t/ie Boardof Trustees

VOL. 11.—No. 23.] BALTIMORE, MAY, 1883. [PRIcE 10 CENTS.

THE COLLEGE COURSES OF THE JOHNS HOPKINS UNIVERSITY.In the following pages,full information is given in respect to sevendistinct collegiatecourseswhich are offered to

undergraduatesin the JohnsHopkins University.

Thesecoursesare all basedon the supposition that the studenthas passedan examinationin the fundamentalstudiesusuallyrequired for admissionto American colleges, and has thus been matriculated. The tabularstatementon page 97exhibits the distinctivefeaturesof eachcombination of studies,and detailed statementsare given on subsequentpages.

In all thesecourses,various branchesof literature and scienceare so combined as• to secure a liberal educationofthe intellectual and moral powers, to store the mind with useful knowledge, and to cultivate the art of appropriateexpression. The training here given is foundedupon the ancient and modern languages,mathematics,the physical andnatural sciences,history and the moral sciences. But to facilitate a wise selectionamong thesebranches seven definitecourseshavebeen arranged,some one of which the matriculatedstudentis expectedto follow. Studentswho prefer thetraditional classical course have ample opportunities for the study of Greek and Latin, with classicalantiquities, com-parativephilology, and other accessorysubjects. Otherswho preferto concentratetheir main attention uponthe higherandthe more difficult branchesof Mathematics,maydo so. Othercoursesare arrangedfor thosewho wish to give their mindschiefly to ChemistryandPhysics,with particularreferenceto some of the new vocations of modern society. For thosewhoexpect at a laterday to take up the studyof Medicine, there is a special course markedout in which Biology or the studyof living things, animal and vegetable, in their forms and functions, is a dominantsubject. Arrangementsare also madein othercoursesfor the studyof History and Political Scienceand of the ModernLanguagesand Literature.

Care is takenthat,while certainimportantsubjectspreponderatein eachcourse,thereshall be subordinateandaccessoryrequirementsto prevent the studentfrom having a narrow or one-sideddevelopment. Whatevercourse is followed, thepower to read French and German must be attainedbefore the studentgraduates,and likewise the power to write goodEnglish. He must also work during one year in a scientific laboratory,and he must follow instruction in history, logic,ethics,and psychology. In choosinghisplan of study,every studentwill havethe counselof oneof the Faculty ashis adviser.

In exceptionalcases,studentsnot candidatesfor a degreeare receivedas attendantsupon specialcourses.

Thosewho havenot hadthe opportunityto perfect themselvesin all the branchesrequisitefor matriculation,if nearlyready,are allowed to enter and finish their matriculationat the end of their first year’s residence. The usual subdivision ofclassesis notmaintained,so that studentsmay prolong or shorten,within certain obvious limitations,the timeof their under-graduatecourses;but rarely, if ever,will the coursebe completedin less than threeyearsafter full matriculation. Degreesareconferredat the endof theyear,andat other timesif therearespecialreasonstherefor.

The next academicyear beginsSeptember18, 1883. Examinationsfor admission begin June4 and September18.Thereis a recessat Christmasand in the Spring.

At the closeof eachacademicyear, theUniversity holdsan examinationof all classeson the studiesof the year. Eachinstructor is requiredto make(at leasttwice in the academicyear)awritten reportof the standingof eachmemberof his classes,basedboth on observationof work done andon formal examinations.

The chargefor tuition is eighty dollarsper annum. Thereis an additional fee for material,etc., in the laboratories.Hopkins Scholarshipsare open to candidatesfrom Maryland(the District of Columbia),Virginia, and North Carolina.

(see p. 102).

JOHNSHOPKINS

REQUIREMENTS FOR MATRICULATION.

All who wishto be candidatesfor thedegreeof Bachelorof Artsare expected,when they ‘enter the University, to presentthem.selvesfor thematriculationexamination. A studentwho passesin a majorityof thepaperssetfor matriculation,but fails in somesubjects,will be allowed to remain a memberof the University,if theexaminersreport that his knowledge is suchthat be mayreasonablybe expectedto completehis matriculation before theendof an academicyear.

A siudentwho hasnot completedhis matriculationin the aca-demicyear following his admission,mustmake afreshapplicationfor admissionto theUniversity, for the special considerationofthe authorities. If again accepted,he will be allowed to countthe matriculation,subjectsin which he has already passed,butuntil completinghis matriculationhe will notbepermittedto attendany coursesof classinstruction in theUniversity.

The requirementsfor matriculationareas follows:

Latin. Grammar,Prosody,andComposition; Caisar, 5books;Ovid, 2500 verses (500 elegiac); T7ergil, ~Eneid, 6 books, andEclogues;Cicero, 7 orations.

Greek. Grammar, Prosody, and Composition; Xenophon,Anabasis,4 books’; Homer, Iliad, 4 books; llerodotus, 1 book.

NeteA. Theaccuratereadingat sightofpassagespreviouslyunseenmayrenderunne-cessarytheexaminationin thehooksspeckled.

NetsB. Thesubjectsnamedin both MathematicsandLanguages,merely indicate therangeofthe examination. Equivalentsareaccepted.

Mathematics. Arithmetic, including the Metric system;Algebra, Todhunter,38 chapters; Geometry,Plane and Solid,Chauvenet; Plane Trigonometry, Chauvenet,8 chapters, orWheeler; Analytic Geometry, Straight Line and Circle inrectangularco6rdinates,Salmon (Conic Sections) or ilowison.

NeteC. Only four-placelogarithmictablesare providedorpermittedto beusedin theexaminationin PlaneTrigonometry.

NetsD. Theexaminationsin Algebraand Geometrymustbe passedbeforethecandi-’datewill heexaminedin Trigonometryand Analytic Geometry.

NetsB. A studentmay postponefor oneyear alterentrancehis examinationin Trigo-nometryand Analytic Geometry,unlessheis to takeup at oncePhysics,(in which casehemustshow a sufficient knowledgeof Trigonometry); or Mathematics,(in which casehe mustpassin all therequiredmathematicalsubjects).

French and German. Candidateswho do not intend topursuea classicalcoursemay offer French and Germaninsteadof Greek,and othersmay if they pleaseoffer FrenchandGermanin addition to Greek.

Therearetwo examinationsin Frenchandtwo in Germanforadmission. The lower examinationin eachstudy is to ascertainwhetherthe studenthasan elementaryknowledgeof thepronun-ciation, gender,inflections,etc.; the other examination is to seewhetherhe canreadat sight Frenchor Germanprose.

NetsF. To passin French and Germanassubstitutesfor Greek,the studentmustbeableto translateatsightone of theselanguagesand to convertEnglishproseintoit; andto readat sight easyprosepassagesfromthe other.

NeteG. Theamount of Germanand Frenchaccepted,in anycase,asa substituteforGreek at matriculation,doesnot count also amongthe coursesto be registeredasforgraduation.

History. The outlines of the History of England and theUnited States.

Nets H. Thompson’sEnglandand Doyle’s United Statesare namedto indicatetheknowledgerequired.

Enb’lish. Proficiencyin English GrammarandAnalysis,andaknowledgeof the outlines of the History of theEnglish Lan-guageare required.

Each student must further give evidenceof ability to use theEnglishLanguagewith correctnes~sandproprietyin written com-position.

Nets I. Whitney’s Essentialsof EnglishGrammar,and Lounsbury’sHistory of theEnglishLanguage(Introduction and dreteight chapters)arerecommendedfor useinpreparation.

Bad penmanshipwill beregardedasa seriousdefect.

Experimental or Observational Science. Each candidatemustpassin oneof the following subjects,andhewill be expected,when he appliesfor admission,to signify in which of thesesubjectshe proposesto take theexamination—

a. Theelementsof Physics;b. The elementsof Uhemisb-y(non-

metallicelementsandtheirmoresimplecompounds);

c. Physical Geography; e.

d. The elementsof Bolany, espec-ially plant analysis, and thepowerof accuratelydescribinga givenplant;

Theelementsof Physiology.

Entrance to Preliminary Medical Conrse.—Stndentswhowish to enteruponthebiological coursespreliminaryto medicine,without referenceto the degreeof B. A., will be examinedat en-trancein thefollowing subjects:

Elementary Mathematics. Arithmetic; Algebra; three booksof Euclid, or an equivalentamount of Geometry; Plane Trigonometry,andtheuseof Logarithms.

Theexaminationin Algebra will beconfinedto the following: defini-tionsand explanationsof algebraical signs and terms; addition, sub-traction, multiplication, and division of algebraical quantities; ratio,proportion, and variation; simple equationsinvolviun not more thantwo unknownquantities.

Latin. Translationof passagesfrom the first four books of Cmsar,DeBello Gallico, and from thesixth book of the tEneid; the elementsofLatinGrammar,especiallyAccidence.

Candidateswho obtain permissionat leasta fortnight previously,willbeallowedto offer themselvesfor examination in equivalentportions ofother Latin classics.

English. Candidateswill be examinedin thewholeof Lounsbury’sHistory of the English Language,and will be requiredto satisfy theexaminer,by meansof a written composition,of their ability to expressthemselvesin correct and idiomatic English,properly spell~d,punctu-ated,and divided into paragraphs.

Physical Geo~fraphy. Guyot’sPhysicalGeographyandHuxley’sPhysiographyare recommendedastext books.

French and German. In addition to the above subjects,can-didatesmay offer themselvesfor examination in French and Germanthosewho passwill beexcusedfrom attendanceupon the instruction intheselanguagesduringthesubsequentcourseof study.

The examination in French and German will test the candidate’sknowledgeof the elementsof the grammarof thoselanguages,and hisability to translateatsighteasypassagesfrom proseauthors.

Drawing. Someknowledgeof Drawing is very desirable;studentswho are proficientin this subjectmayomit it fromthe subsequentcourse.

SpecialStndents.—Jn exceptional cases,young men of col-legiateage, who can satisfya committeeconsisting of the Presi-dent and two of the chief instructors that they are sufficientlyadvancedin characterandattainmentsto be allowedtheprivilege,~and that there is some good reasonwhy they should not offerthemselvesfor matriculation,may be admitted to certain classes.

96 [No. 23.

MAY, 1883.] UNIVERSITYCIRCC/LAPS. 97

TABULAR STATEMENT.

I. For ]Iifatricuiation.The matriculation examinationincludes Greek,Latin, Algebra,Geometry,Trigonometry,and Analytic Geometry,— with the History of England and the United States,

English, and ElementaryScience. Frenchand Germanmay be substitutedfor Greek by thosewho wish to follow scientific courses. See page96.

II. Required Studies.I.

ENGLISH COMPOSITION.ENGLISHLITERATURE.

V.PISYSICAL GEOGRAPHY,ANCIENT HISTORY.

I.

Latin.1881-4.

(Daily, twoyears).I.

Livy.Horace.ProseComposition.PrivateHeading.

II.(a)

Lucretins.Plalstus.Tacitus.Readingat Sight.ProseComposition.

or (b)Cicero,Letters.Pliny, Letlers.Aulus Gellius.Juvenal.Readingat Sight.ProseComposition.Private Reading.

Greek.1881.4.

(Daily, twa years).I.

Lysias.Homer.Euripides.ProseComposition.Private Reading.

II.Thucydides.Aristophanes.Sophocles.ProseConsposition.PrivateReading.

Comparative Philologyand ClassicalAntiqui-ties.

Lectures.

Studentswhs have com-pleted the nsceoearyworkin Germanor French,ulaytakeopMathematiessrHis—tsry.

IL

Mathematics.

(Daily, lscoyears).I.

Conic Sections.Differential and Integ-

ral Calculus.

II.Theory of Equations.Solid Analytic Geome-

try.Total Differential Equa.

tions.SphericalTrigonometry.

Physics.

(Daily, twoyears).I.

Elementary Mechanics.Sound.Light.Magnetism and Elec-

tricity.Experimental Lectures.

II.Application of Mathe-

snatics to PhysicalProblems.

Qeantitativo Work inLaboratory.

Lectures on PhysicalAstronomy.

PrivateReading—Max-well, Helmholtz,etc.

Studentswho haveeem-pleted the necessaryworkin. Germanor French,maytakeup Latin, English,orHistory.

III.CHEMISTRY, orPHYSICS,or -

BIOLOGY.

VII.

II.GERMAN.FRENCH.

VI.DRAWING.YoCAL CULTURE.PHYSICAL CULTURE.THEORY OFACCOUNTS.

III. Elective Studies.III.

Chemistry.

(Daily, Iwo years).I.

Non-Metals.Metals.

It.ChemicalPhilosophy.Analytical Chemistry.Chemistry of Carbon

Compounds.

Biology.

(Daily, two years).I.

GeneralBiology.Human and Compara-

tive Osteology.Elements of Compara-

tive Anatomy.

II.(a)

Aninsal Physiology.Histology.MammalianAnatomy.

or(b)Animal Morphology.Cosuparative Embryol-

ogy.MammalianAnatomy.Marine Laboratory

Work.

Studentswho have com-pioted the necessaryworkin German orFrench,maytakeup L tin, Mathematics,orItalian.

I-v..

Physics.

(Daily, twoyears).I.

Elementary Mechanics.Sound.Ligist.Magnetism, and Elec-

tricity.Experimental Lectures.

II.Application of Mathe-

matics to PhysicalProblems.

Quantitative Work inLaboratory.

Lectures on PhysicalAstronomy.

Reading — Maxwell,Helsnholtl, Rayleigh,Thomson, etc.

Chemistry.

(Daily, twoyears).I.

Non-Metals.Metals.

II.

Chemical Philosophy.Analytical Chemistry.Chemistry of Carbon

Compounds.

Students who have esm-pletedthe necessaryworkin German erFrench,maytakeup Latin, English,orHistory.

IV.LOGIC.ETHICS.PSYCHOLOGY.

CERTAIN PRESCRIBED LECTURESIN SCIENCEAND LITERATURE.

V.

Latin.

(Daily, twoyears).I.

Livy.Horace.ProseComposition.PrivateReading.

II.(a)

Liscrettus.Plautus.Tacitus.Reading at Sight.Prosa Composition.

or (b)Cicero.Pliny.Aulus Gellius.Juvenal.Readingat Sight.ProseComposition.Private Reading.

Mathematics.

(Daily, twayears).I.

Conic Sectiosms.Differential andlntegral

Calculus.

II.Theory of Equations.Solid Analytic Geome-

try.HigherPlaneCurves.SphericalTrigonometry.

Studentswho have com-pleted itme neceesaryworkin GermanorFrench,maytakeop English,History,orGreek.

-V.’.

History.

(Deity, twoyears).I.

Livy.Tacitus.Thtspydides.

II.Early Church History.Mediwval Empire.Growth of Mudern Euro-

peon States.Renaissance.Reformation.Revolutions.

Political Science.

(Daily, twoyears).I.

Political Economy (Ele-mauls).

History of PoliticalEconomy.

II.RomanLaw (Elements).American Constitution.English Constitution.Cossstitutions of Euro-

pean Slates.International Law.

Students who have osm-pleted the necessaryworkin GermanorFrench,maytake up Mathsmatics, aLaboratorystudy,Spanish,or Italian.

Each of the courses above iaamed leads to the degree of Bachelor of Arts.

-V.”.

English.

(Daily, Iscoyears).I.

Shakspeare,Chaucer,English ProseWriters.

Grammatical and Rise-torical Exercises.

Elements of EnglishPhonetics and Lan-guage Building.

History of the EnglishLanguage.

II.Anglo-Saxon.Early English.Exercisesin Style, Es-

says,etc.Lectures on the History

of English Literature.

French.*

German.(Daily, twoyears).

I.Historical Prose.Scientific Prose.GermanClassics.Exercises.

II.Middle High German.GermanofXVI andXVII

centuries.Deutsche Stilfibungen

Prose Composition. -

History of German Lit-erature.

Reading of German Clas-sics.

Studentswho havecom-pletedthenecessarywsrk inFrench,orthe llrat year inGermanmaytakeupMathe-matics,aLabsratnrycourse,orHisisry.

Hours,Latin, 9-i0.Greek, 11-12.P. H. E., 12-1.

Latin, 10-li.German 11-12Greek, 12-1.

Chemistry.)Physics.Biology. )French,Comp. Philology 12-1

and FClass. Antiquities,L. E. P., 1-2.

hours.German, 11-12.P. H. E., 12-1.Matisematics,i-2.

Physics,10-11.Mathematics,11-12.French, 12-1.

Chemistry, 9-10.Physics.L. E. P., 1-2.

Hours.Physics,10-li.German, 11-12.P. H. E., 12-I.

Chemistry, 9-10.Biology, 11-12.French, 12-1.

Clsemnistry, 9-10.Biology.L E P 1-2

Hours.German, 11-12.P. H. E., 12-i.Mathematics, 1-2.

Chemistry, 9-10.Physics, 10-11.French, 12-i.

Chemistry, 9-10.Physics.L.E.P., 1-2.

Hoars.Latin, 9-10.German, 11-12.P.H.E., 12-i.

Latin, 10-11.French, 12-1.Mathematics, 1-2.

Mathematics, 11-12.Physics )

orChemistry,)L. E. P., 1-2.

Hours.Classical History, 9-10.German, 11-12.P. H. E., 12-i.

History, 11-12.French, 12-i.Political Science, 1-2.

Physics.Chemistry.Biology.Political Science, 12-1.L. E. P., 1-2.

Homers.Latin, 9-10.English, 11-12.

.P.H.E., 12-1.

German, 11-12.French,12-I.Physics.Chemistry.5French.Gerusan.5English,12-1.L.E.P., 1-2.

r. H. M. meansthecoursein PhysicalGesgrsphy,Ilistsry, andEnglishLiterature. L. E. P.meansthecoursein Lsgic,Ethies,andPsychslsgy. * See page 100.The foregoing schedule is based on the principle that a “year” of study means five weekly exercises extending, with the examinations, through the entire academic year.

JOHNSHOPKINS [No. 23.

DETAILED STATEMENTS AS TO THE VARIOUS STUDIES.

STUDIES REQUIRED OF ALL.

1. English. Undergraduatestudentsarerequiredtohandin atappointedtimesessayson which theinstructorcomments. All theelementsof goodwriting are consideredin his criticisms, the ohject heina not merely tocorrecterrorshut to helpthestudent to an easyandsure masteryof ex-pressionandform. Therearealsofrequentmeetingsof a classfor readingworksby thebestmastersof modernEnglish. Theauthorschosenduringthe past year have been Burke, Fitz-JamesStephen,and Defoe. Toillustrate more free,graceful,idiomatic styles,selectionshave beenreadfromThackeray,Do Quincey, Ruskin,and GeorgeEliot.

2. Frenchand German. Unlesstheentranceexaminationin thesesub-jectshasbeenpassed,thestudent,earlyin his course mustlearnto readordinary Frenchand Germanproseat sight. In many of the advancedstudies,text-booksin theselanguagesare madeuseof.

3. Physical Geography.A short courseof study,illustrated by mapsand diagrams,will be given with referenceto the wants of historicalstudents,aswell asof thosedevotedto naturalhistory.

4. AncientHistory. Lecturesandexercisesare givenon the history ofancientlife,— especiallyon GreekandRomanHistory~

5. Logic, Ethics,and Psychology.An elementarycoursewill be.givenin thesesubjects,occupyingthestudentoneyear andcalling his attentionto thefundamentalprinciplesof mentaland moralphilosophy.

6. Physical Gelture, Vocal Culture,Drawing) and Theoryof Accounts.All undergraduatestudentswill payattention to this group of subjectsandattainthat degreeof proficiency in respectto them which is indis-pensableto a liberal education.

Someyoung men comeup to the university sowell trained that theydo not requirefurther instructionin oneor moreof thesesubjects. Othersneedprolonged discipline. The university endeavorsas far as possibleto adaptits instructionin thesebranchesto therequirementsof individ-uals,and certificatesof a reasonableamountof attentionto thesesubjectsmust besecuredbeforethecandidateis graduated.

7. Therewill alsobefrom time to timeaccessorycourseson historicalliterary, andscientific subjects,so arrangedthat the studentmaybeintro-duced to important branchesof knowledge not immediately connectedwith his chosenline of work.

MATHEMATICS.

The undergraduatecoursesin Mathematicsareso laid out as to give ageneralknowledge of methods (algebraic,analytic, and geometric),thetopics studiedbeingTheoryof Equationsand Determinants,Differentialand Integral Calculus, Spherical Trigonometry, Conic Sections (withspecialreferenceto modernmethods),Solid Analytic Geometry(QuadricSurfaces),thegeneraltheoryof Higher Plane Curves,and TotalDiffer-entialEquations.

The rangeof subjectsis as wide aspossible in the time allotted,onlythe fundamentalprinciplesof each(includingapplications)beingtaught,leaving the more complicated and technical portions to be taken aftergraduation. It is consideredof more importanceto teach methodsthanresults,andhencegreatcareis takento pointout themostdirect andper-spicuousmodesof treating the problemswhich mayarise in thevarioussubjects. In this way thestudentdoes not becomesimply expert in theuseof asingle method,but skilful in determininghow hemaybestsolvethe problems to which he is led, and it is this skill which will be mostusefulto him asan independentinvestigator.

The oneyear courseincludes Conic Sectionsand Differential and In-tegral Calculus.

PHYSICS.

In Physics,duringthe first year, thereis —

(a). A courseof threerecitationsa weekthroughouttheyear,includingthe study of elementarymechanics,sound, heat, light, magnetismandelectricity. A satisfactoryknowledgeof planetrigonometryis demandedfor entranceto thisclass.

(b). A courseof experimentallectures,two eachweekthrough9ut theyear.

(c). Laboratorywork one dayeachweekwith written report:

During thesecondyear, thereis —

(a). A courseof lectureson the applicationof mathematicsto physicalproblemsthroughouttheyear.

(b). Quantitativework in thephysical laboratory,for not lessthenonedayper weekthroughout theyear,andcompletereportswill berequiredof eachstudent.

(c). A courseof reading approvedby the instructor,upon which thestudentmustpasssatisfactoryexaminations.

Heretoforethe coursesof readinghaveemhracedselectionsfrom the following works,onefrom eachgroupheingrequisite:

Sound:Helmholtz.Heat: Maxwell, Wiillner, Yerdet,Tyndall.Electricity and Magnetiono:Jenkin,Wililner, Yerdet.Light: WOilner,Lloyd, Daguin,Jamin,Verdet.ConservationofEnergy:Youmans,andothers.

CHEMISTRY.

In Chemistry,the instruction for candidatesfor the A. B. degreecon-sists of daily laboratorypractice,lectures, and examinationsextendingover a period of two years. Some previousknowledgeof Chemistryisof value for studentstaking this course,though it is not essential.

The object is not to give special instruction in the processesof ana-lytical clsemistrybut in the principlesandfactsof thescienceof chem-istry as a whole. Incidentally, of course,the methodsin usein analysisaretaken up, but not asthechiefobjectin view.

I.

During the first half-year thesubjectof work is that which is usuallyconsideredunder the head of Non-Metals. Thereare five class-roomexercises(lecturesand recitations),and four laboratoryexercisesof twohourseach,weekly. The laboratorywork consistsin repeatingthemostinstructive experimentswhich have been performed previously in thelecture-room, and in doing such other work as may serve to impress

upon the nsinds of the studentsthe matters which are discussedin thelectures.

The samegeneralplan is followed during the second half-yeas’, thespecialsubjectbeing the Metals. Incidentally someelementaryinstruc-tion is alsogiven in crystallographyand chemicalmineralogy. The lab-oratorywork is continuedin muchthesameway asin thefirst half-year.

II.

ThemethodsofAnalytical Chemistryplaya moreimportantpartin thework of thesecondyear. It is intendedthat thework with thesemethodsshall servemainly asillustrations of theapplicationof the knowledgeofchemicalfactswhich thestudenthasacquiredduringthefirst year. Groatcare is takento avoida moremechanicaluseof analytical tables,thestu-dent beingat first encouragedto deviseanalytical methodswithout aid,usingonly theknowledgewhich ho actually possesses.

Duringthe first half of thesecondyear,lecturesaregivenon analyticalchemistry; and thereis instructionin ChemicalPhilosophy,a textbookbeingusedas a guidein this subject.

During thesecondhalf of theyear,therearefive lecturesandrecitationsweekly on the“Chemistryof Carbon Compounds, and it is proposedinthefutureto devotesometime to thelaboratorystudyof a fewtypicalcar-bon compounds.

Throughoutthesecondyear,studentswork in thelaboratory’eighthoursweekly.

BIOLOGY.

Biology is especiallyrecommendedto thosewho intend hereafter tostudy Medicine.

When the undergraduateenterstheBiological Laboratory,he doesnotatonce beginthe studyof Botanyor ZoSlogy,or any subdivisionof those,but givesattentionduringthe first yearto GeneralBiology—to acquiringageneralknowledgeof theforms assumedand the propertiesexhibitedby living matter. For this purposethestudentcommenceswith thestudyof unicellular organisms; is nextcarried on through a series of typesselectedfrom the higher Fungi, the cryptogamousand the flowering

98

UNIVERSITYCIIWULAPS.

plants,and is finally madeto examinethoroughlya specimenfrom eachclassin theanimalkingdom. Thesetypesform thetexts for lecturesandrecitationsuponthegeneralbiologicallawsandphenomenawhichtheyareselectedto illustrate; but the main work is done in the laboratory, sothat theinstructionhas a firm practical basis,and thevarious technicaltermsaremadeintelligible throughtheir illustration by the observationsof thestudenthimself. Having attaineda good knowledgeof a numberof adult forms the studentnext takesup Embryology, the lecturesonwhich are illustrated by a thoroughpractical studyof the developmentof thechick; that differentiationof structureandspecializationof func-tion, which was beforeobservedashigher andhigher animalsand plantswereexamined,henow finds repeatedin thedevelopmentalhistory of asingle one of the higher animals. During this preliminary coursethestudentalso,with theaid of aselectedseriesof skeletons,studiesthemainfacts in ComparativeOsteology. In the secondyear of biological worksomechoiceis permitted; Animal PhysiologyandHistology, or AnimalMorphology, may be selectedfor more specialstudy; it is hopedthatBotanywill soon beaddedto thelist.

This undergraduatecourse,while primarily designedasa steppingstonefor thosewho intend to becomebioloAsts,is at thesametime completeinitself, andbelievedto be the form of biological instruction best adaptedfor thosewho do not expectto becomeeither botanists, zodlogists,orphysiologists,but who desire to acquiresomeknowledge of the methodsand ideas of modern biology as one of the branchesof generalculturewhich theyselectamongthestudiesleading to the baccalaureatedegree,or asa preparationfor enteringon professionalstudyin amedical school.

I.

The first year’swork in Biology will require,betweenclassexercises,laboratorywork, andoutside reading,about fifteen hours weekly of thetime of astudentof averageability.

a. Threeclassexercisesweekly,with laboratorywork, in GeneralBiology,throughouttheacademicyear.

1. Two classexercisesweekly in Humanand ComparativeOsteologyandthe Elementsof ComparativeAnatomy, throughout an academicyear.

II.

A—Physiological Division.

In this division of the second year’s coursein Biology, the studentacquiresa knowledgeof themicroscopicstructureof thetissuesandorgansof thehigher animals; he is alsorequiredto perform the simplerphysio-logical experimentswhen the infliction of pain is not involved; moredifficult experimentsor thosecalling for the employmentof especiallydelicateapparatusaredemonstratedto theclassfrom time to time.

a. Threeclassexercisesweeklyin Animal PhysiologyandHistology,withlaboratorywork, throughoutanacademicyear.

b. Two classexercisesweekly on MammalianAnatomy; the instructionin this courseis accompaniedby thethoroughpracticalstudyin thelaboratoryof the Anatomyof a typical mammal.

The physiologicalapparatusbelonging to the Universityis unusuallygoodand complete;and studentswho follow the abovecoursewill havenotonly theopportunityof acquiringaknowledgeof themethodsofmodernhistological investigation,but also of the mode of using all the chiefipstrumentsemployedin physiologicalresearch.

The studentalsoexamines,in greatdetail, the anatomyof oneof thehighermammals,working in the samemanneras a medical studentonthehumansubjectin thedissectingroom. He thusacquiresskill in dis-sectingand a thoroughpractical knowledgeof the structure,arrange-mont,and nomenclatureof the osseous,muscular,vascular,nervous,andalimentarysystemsin the mammalia,so that on subsequentlyenteringthedissectingroomof a medicalschoolhis necessarywork will belargelyreduced in amount, and hewill be to a great extent readyto turn hisattention atonceto thetechnicalminutias of Anthropotomy.

Takenin connectionwith the otherstudiesof thebiological course,the•~twe yearsof biological undergraduatestudy,consistingof thefirst years• work with Division A of the secondyear’swork, are especiallyplannedwith referenceto thosewho desireagood collegiateeducationbeforeenter-ing on thestudyof medicine. In addition to a liberal generaleducation,thecourseis designedto give thestudent,in thefirst place,a knowledgeofthe lawsof life in general,whetherexhibited in animals or plants: andsecondly,a special knowledgeof MammalianAnatomyandAnimal Phy-siology. HumanPhysiologyis taughtasa part of generalphysiologicalscience,thestudentbeingleft to acquireitsclinical and hygienicapplica-tionsaspartofhismedicalstudiesproper;and,similarly, HumanAnatomyis left for themedicalschoolcurriculum. It is believedthat by approach-ing thesesciencesfroma generalscientific standpoinL,thestudentwill be

99

bestpreparedfor the studyof pathologicalstructureand function; andthat a greatadvantagewill resultfrom his being able to concentratehisattentionon theprofessionalapplicationsof the biological scienceswhenhe entersa medical school.

The secondyear’s work in Biology (Division A) will require, withclass exercises,laboratorywork and outsidereading,aboutfifteen hoursweekly of thetime of a studentof averageability.

B—MorphologicalDivision.

a. Two classexercisesweekly with practicalwork on Animal Morphology(includingComparativeEmbryology) from the commencementofthe sessionuntil the endof April.

b. Asin Division A.c. StudyattheMarine Laboratoryof theUniversity duringtwo months,

eitheraftercompletionof thefirst year’scoursein Biology, or afterthecompletionof a andb above,in thesecondyear.

LATIN AND GREEK.

In Latin,candidatesfor the A. B. degreearerequiredto taketwo yearsof classwork with four coursesofparallelprivate reading. Theaim willbe to ~give each student as wide a range of reading as possible in thel;terature of different periods. Special attentionwill be paidto LatinComposition,to readingLatin atsight,andto understandingLq4in whenreadaloud. If anystudentis unableto take thecoursesof parallelread-ing, hemaytake additionalcoursesof classwork.

In Greek,undergraduatesarerequired to take two yearsof classworkwith four coursesof parallel private reading. Specialattention will bepaidto GreekProseComposition,to thereadingof Greekat sight, andtounderstandingGreekwhenreadaloud. If anystudentis unable to takethe coursesof parallel reading,he may take additional coursesof classwork.

ClassicalAntiquities. Courseswill beprovidedtreating speciallyof thecustomsof theGreeksand Romans,their family-life, dress,amusements,military organization,etc.

fJomparativePhilology. Lectureswill be given on Greekand LatinGrammartreatedfrom thecomparativestandpoint,with anexpositionofthefundamentalprinciples of ComparativePhilology.

The following coursesare offered for 1883-4. The work provided forsubsequentyears will be arrangedon a similar scheme, although thebooksofferedwill bedifferent. Examinationson thecoursesin PrivateReadingwill beheldattheend of eachhalf-year. Classcourses1 and 2areto betakenasthefirst year’swork,with la and2aof PrivateReading.The secondyear’swork will consistof courses3 and4 with 3aand 4aofPrivate Reading. (In Latin 5 and 6 with Sa andGa areofferedas alter-natives). Shouldanystudentbe unable to do the Private Reading inconnectionwith his classwork, hemaytaketheexaminationon PrivateReadingsor extracoursesof classwork in a subsequentyear.

N.B—Onecourseof classwork isin all casesconsideredtheequivalentof two courses

ofparallelreading.LATIN.

1. Livy, two books~Four hoursweekly,first half-year. Dr. Spieker.

Private Reading. (Ia). Cicero, pro RoscioAmerino, deSenectute doAmicitia.

2. Horace,SelectOdesandEpistles.Threehoursweekly,secondhalf-year. Dr. Spieker.

SelectSatires.Onehour weekly,secondhalf-year. Dr. Warren.

PrivateReading. (2a). Horace,Epodes,andCarmenSaecularo;Ovid, Fasti,booksi andii.

3. Lucretius,book v. Plautus,Miles Gloriosus.Sevenhoursin two weeks,first half-year. ProfessorMorris.

Readingatsight.Oncein two weeks. Dr. Warren.

PrivateReading.(3a).CicerodeNaturaDeorum,bk.i, deFinibus,bk.i;Terence,Andria.

4. Tacitus,Agricola, Germania,Annals,book ii.Four hoursweekly,secondhalf-year. ProfessorMorris.

PrivateReading.(4a). Tacitus,DialogusDo Oratore,Annals,bk. iii;Suetonius,Life of Tiberius.

6. SelectLetters of Cicero and Pliny; Aulus Gellius.Threetimesweekly,firsthalf year. Dr. Warren.

Readingatsight.Onceweekly. ProfessorMorris.

PrivateReading. (fla). Cicero ad Atticum, booki; Quintilian,book x.

MAY, 1883.]

JOHNS HOPKINS

6. Juvenal,SelectSatires.Threetimesweekly,secondhalf-year. Dr. Warren.

Readingatsight.Onceweekly.

PrivateReading. (6a). Martial, SelectEpigrams;Senecade Tranquillitate Animi and Apoco-

~. ProseComposition. locyntosis.Weeklyexercisesin connectionwitheachof theabovecourses.

GREEK.

1. Lysias,SelectOrations.Four timesweekly,first half-year. Dr. Spieker.

Private Reading. (la). Xenophon,Hellenica,i, ii.2. Homer,Odyssey,ix—xii; Euripides,Alcestis.

Fous-timesweekly,secondhalf year. Dr. Spieker.Private Reading. (2a). Herodotus,Merry’s Selections.

3. Thucydides,vii.Four timesweekly,first half-year. ProfessorMorris.

PrivateReading. (3a). Demosthenesin Timocratem.4. Aristophanes,oneplay; Sophocles,Philoctetes.

Four hoursweekly,secondhalf-year. ProfessorMorris.Private Reading.(4a). Euripides, Hippolytus;

6. ProseComposition. Aeschylus,Septemor Persae.Weeklyexercisesin connectionwith eachof theabovecourses.

HISTORY AND POLITICAL SCIENCE.

The first year’swork in History is directedto thestudyof the classichistorians, Livy, Tacitus, and Thucydides. Courses in the ElementsandtheHistory of Political Economymust alsobefollowed.

The field of historicalstudy in the secondyear will be EuropeanHis-tory, with especialreferenceto EarlyChurchHistory,MediaevalEmpires,the Growth of Modern States,the Renaissanceand Reformation,andModernRevolutions.

In Political Science,the Elementsof RomanLaw, the AmericanCon-stitution, the Constitutionsof England and the EuropeanStates,andInternationalLaw will betakenup.

These studieswill requirenot oniy the masteryof certain prescribedauthors,or handbooks,but alsoanextensivecourseof outside reading,asmaybe recommendedin individual cases,for the sakeof forming habitsof independentjudgment and of acquiring, by the comparativemethod,an acquaintancewith historical literaturewhich will prove valuableinafter-life. In connectionwith suchreading,eachstudentwill berequiredto prepare,beforegraduation,atleastfive historicalessays,satisfactory,inpoint of substance,to theinstructorin History and,in point of style, totheinstructorin English.

ENGLISH.

The work duringthe first yearaimsat making thestudentthoroughlyand practicallyfamiliar with the resourcesof his nativespeech,bothinlanguageandliterature.

The choiceof older authorshas been dictatedby the necessityof fol-lowing thehistoricalmethod. Constantregardwill be had,however,toliving English speech,andto thebestexamplesof it in modernauthors.During thesecondyear,theinstructionwill bemainly in theearlyperiodsof thelanguageandliterature. The object remains the sameasduringthefirst year,but an exactandfundamentalknowledgeof Anglo-Saxonand Old English will be imparted. CourseB with its more generaltraining may however be substitutedin Anglo-Saxon for the morestrictly languagecourseA.

The following subjectsareoffered for thenextacademicyear —

I.

Shakspeare. Chaucer. Selectionsfrom English Prosewriters.Threetimesweekly.

GrammaticalandRhetoricalExercises.Onceweekly.

Elementsof English PhoneticsandLanguageBuilding.Onceweekly,firsthalf-year.

History of theEnglish Language.Onceweekly,secondhalf-year.

II.Either (A) Anglo-Saxon. Twice weekly,or (B) Anglo-SaxonLaw (SelectedTexts),Antiquities, Religion, Cus-

toms, etc. Twiceweekly,and (with eitherA or B)

Old English.Twiceweekly.

Exercisesin Style, Essays,etc.Onceweekly.

Lectureson theHistory of English Literature.Oncein two weeks.

GERMAN.

Thefirst yearaims to give apracticalmast&ryofthelanguagein readingand writing. The principlesguiding thework of the secondyear havebeen stated in part, above,under English. During this yearthestudywill bemoredistinctly historical, but, in certaincases,with theapprovalof the instructor, a more modern coursemay be selected (see below).Throughout the,courseconstantattentionwill be paid to the syntheticcharacter of German, as contrastedwith the non-inflected, analyticEnglish. An elementary knowledgeis requiredfor admissionto thefirst year’scourse.

Thefollowing coursesareoffered for thenextacademicyear:—

I.1. Historical Prose.

Dahn’s Urgesehiehteder germanisehenund romanisehen Vdlker.Twice weekly.

2. Scientific Prose.Hodges’ScientificGermanandHumboldtin Auswaht. Twiceweekly.

3. Classics.Prose,oneplay; Minor Poetry. Twice weekly.

4. Exercises,with Whitney’s Grammar.Weekly.

II.6. Middle High German.

Paul’s andWeinhold’sGrammars;Readingof Epic Poetry.Twiceweekly.

6. Germanof thexvi andxvii centuries.Brant’s Narrensehiff, Luther’s “An den Add,” Gryphius’ Peter

Squentz. Twiceweekly(onehalf-year).7. a. DeutscheStiliibungen.

Monthly.b. ProseComposition.

Whitney’s andPaul’s Grammars. Weekly.8. History of GermanLiterature.

Lecturesin German,with Kiuge’s DeutscheNationallitteratur.Oncein two weeks-

9. Readingof GermanClassics (1765—1832).Four timesweekly.

NOTE—Studentshavesomechoice,underthe direction of the instructor,in makingoutcourses. Thus a first year’scoursemay he madeup of 1, 3, 4; of 1, 2, 4; of 2, 3, 4.A secondyear’s coursemight consistof 6, 7b, 8, with the wholeof9, first half-year,andtwo hoursof9, secondhalf-year;of 5, 6 7e,8, andtwo hoursof9; of 6, 7b,8, 2, andthreehonrsof 9; of6, 78, 8, 1, and threehoursof 9.

FREN C H.

The undergraduatework in French is carried forward upon thefol-lowing schedule,duringtwo years.

I.Literary French.

Twiceweekly.Historical French.

Onceweekly.ScientificFrench.

Onceweekly.Exercisesin GrammarandComposition.

Onceweekly.II.

ClassicalFrench,with Exercisesin Style.Onceweekly.

EssayWriting in Modern French.Onceweekly.

Middle French(xvi centul~y).Twiceweekly,first half-year.

Old French(xii and xiii centuries).Twiceweekly,secondhalf-year.

Lectureson FrenchLiterature.Oncein two weeks.

GeneralPrinciplesof French Philology.Oncein two weeks.

100 [No. 23.

UNIVERSITYCIPOULABS.

GENERAL STATEMENTS.

Advisers.In order that he may selecthis studies wisely andprosecute

them systematically,andin order also thathe may havea friendto consult in the perplexities which arise in the progressof aneducationalcourse,every undergraduatewill, uponhis entrance,be assignedby the Presideatto somememberof the academicstaff, to whomhe will go for adviceand assistance,and throughwhomhe will presentto the Faculty anyspecialrequests.

It is expectedthat every Adviser will makeit his businesstoestablishrelationsof friendlinessandconfidencewith thestudentsassignedto his care. Oneof his first dutieswill be to ascertainfrom eachof them with what specialintentionsandwisheshe hasentered the University; and then to give him adviceas to thestudieshe shouldpursue,andtheorderin whichhe shouldattemptto complete them. As soon as these arrangementsare made,the Adviser should furnish the Presidentwith a schemeof thework which the student proposesto completewith a view tograduation.

The Adviser beingthus responsiblefor the studies taken upby the undergraduatestudents,and for the order in which theyare to be pursued,no instructor will receiveinto a class anystudentwho doesnot bring with him written assurancethathisAdviser hasconsideredhis course asa whole, and approveshispursuingsuch astudyat that time. Before withdrawing from aclass,the student must also conferwith his Adviser andask hisconsent.

Instructorswho aredischargingthe office of Adviserto under-graduatestudents,will meetfrom time‘to time for conference.

Degree of Bachelor of Arts.The degreeof Bachelorof Arts is conferredupon matriculated

studentswho havefollowed anyof thecompletecoursesprescribedfor undergraduates,andhavepassedthe variousrequiredexami-nations. Studentswho can pass satisfactory examinationsattheir entrancein any of the required branchesof the selectedcoursemaybe admitted to advancedstandingin that courseandmaythus shorten the period of their residence. Usually, threeor four years study after matriculation will be requisite.to theattainmentof theBachelor’sdegree.

Until acandidatefor matriculationhascompletedall theworkrequiredof him for matriculation,heis not permitedto take upanyof thestudies requiredfor graduation,exceptwith thewrit-tenapprobationof thePresident,on thewritten,recommendationof his Adviser.

Examinations.

The University providesfour Examinations:1. Preliminary. In this it is intendedto ascertain,by informal

methodsvarying with the peculiarities of each case,whetherastudent,who wishesto enterclassesin theUniversity, is fitted byage,character,andacquirementsto profit by theadvantageshereoffered. Candidatesresident in Baltimore should call on the.President,who will decide in eachcasewhat is the next step totake. To personsliving at a distanceblankforms of applicationwill be forwarded,on the return of which properlyfilled out, theapplicantswill receiveadviceas to theexpediencyof their comingto Baltimore.

2. For Matriculation. This regularexaminationis held at thebeginning and at the closeof eachacademicyear,and mustbe

satisfactorily passedby all who wish to study for thedegreeofBachelorof Arts. It is intendedto give assuranceto theUniver-sity that suchcandidateshavepursuedsuccessfullythosestudiesin Languages,Mathematics,andSciencewhich arerecognizedasfundamental. The examinationsfor entranceto the CoursePre-paratoryto the Study of Medicine are held at thesametime asthematriculation examinations.

3. For theBaccalaureateDegree. Thebestowalof this degreeimplies that the personon whom it is conferredhas received acomprehensiveand prolongedtraining in the liberal artsandinscience,with atendencyto concentrationon certaindepartments.The University is thereforeparticularly careful to inform itselfthoroughly as to theprogressof eachstudent. To this end:

(a) each Instructor is expected,in his own way, to watchclosely theprogressof his class,andto admonishthosewho arein anyway behindhandor negligent.

(b) each Instructoris required to make (at least twice in theacademicyear)awritten report of thestandingof eachmemberof his classes;this reportbeing basedpartly on his observationof the work donein thelecture-roomor laboratory,andpartly onthe resultof formal examinationswhich he hasconducted.

(c) at the closeof eachacademicyear the University holdsan examination of all classeson the studies of the year; forthis purposeit not only availsitself of theservicesof its residentstaffof Instructorsbut invites the aid andcooperationof recog-nized specialists,as paid examiners.

The reports of all theseexaminationsare carefully recordedand preserved; andthe degreeof Bachelorof Arts is conferredwhenthe recordsshowthata prescribedamount of work hasbeensatisfactorily completed.

4. For the Degree of Doctor of Philosophyand MasterofArts. The degreeof Doctor of Philosophyand Masterof Artswill beconferredin conformity with the following regulations:

1. The candidatemust havetakenhis first degreein acollegeof good standing.

2. An intervalof threeyearsor moremusthaveelapsedbetweenhis baccalaureateexamination and his graduationas Doctor ofPhilosophy.

3. He musthavebeenacceptedas acandidateby theAcademicCouncil of this University one year beforehis final examination.

4. He mustfile with the President,beforebeingacceptedas acandidate,astatementof theprincipal andsubordinatesubjectson which he desiresto be examined; and, whenit is determined,a statementof thesubjectof his graduatingthesis.

5. His thesis must be submittedto the Academic Council atleastthreemonths before the time when he proposesto passhisfinal examinations. This thesis will be carefully examined,and,if it is found satisfactory,arrangementswill be made for oral orwritten examinations,one or more of which must be conductedin thepresenceof theAcademicCouncil.

6. In exceptionalcases,by specialpermissionof theAcademicCouncil, non-residentstudentsmay be examinedfor this degree.Suchcandidatesmusthavebeenacceptedat leasttwoyearsbeforetheir final examination,and haveprosecutedtheir studies undersucharrangementsandconditionsasshall meetwith theapproba-tion of thePresidentandProfessorsof this University. In otherparticularsthe regulationsabovegiven will apply to thesecases.

~(. The appointmentto aFellowship hereis regardedas equiva-lent to a Baccalaureatedegree.

MAY, 1883.] 101

JOHNSHOPKINS

TIMES OF EXAMINATION.

Young men who desireto entertheJohnsHopkins Universityfor collegiateinstruction,either as Matriculates,or as Studentsin branchespreliminary to Medicine, or as Special StudentsinMathematics,Chemistry,Languages,etc., are requestedto pre-sent themselveswith such introductions,written or personal,asthey can commandat the Registrar’s office, on themorning ofJune 1 or 2, from 9 to 12 o’clock, when arrangementswill hemade for their examination,and information will he given inrespectto classes,terms,lodgings,etc. Thosewho cannotappearin Junemaypresentthemselveson Tuesday,September18.

To personsat a distance,blank forms of application will beforwarded,upon the return of which, properly filled out, thecan-didates will be advised as to the expediencyof their coming toBaltimore.

Therearetwo formal examinationsfor matriculation,thefirstfrom June 4 to June 8, and the secondfrom September18 toSeptember22, asfollows:

Monday,June4.ALGEBRA,GEOM TRY, - - - -

Tuesday,June3.TRIGONOMETRY, - - -

ANALYTIC GEOMETRY, - -

Wednesday,June6.

Thursday,June 7.

Friday,June8.ENGLISH, - - - -

HISTORY, - - - -

NATURAL SCIEN5E, - -

LATIN,GREEK,

GERMAN,FRENCH,

9—12.3—6.

9—12.3—6.

9—12.3—6.

9—12.3—6.

9—10.30.11—12.30.

3—4.30.

Tuesday,Septenslser18.ALO ERA, 9—12.GEOMETRY, - - - - 3—6.

Wednesday,Septe~nber19.TRIGONOMETRY, - - - - 9—32.ANALYTIC GEOMETRY - - - 3—6.

Thursday,September20.LATIN, 9—12.GRE K, . - - - - 3—6.

Friday, September21.GERMAN, 9—12.FRENCH, 3—6.

Saturday,September22.ENGLISH - - - - 9—10.30.HISYGRY, - - - - 11—12.30.NATURAL SCIENCE, - - 3—4.35.

Candidatesmay offer someof thesubjectsat the June exami-nations,andtheothersin September.

Studentsresidentin andnearBaltimore nre advised to presentthemselvesat theexaminationin June,so that if deficientin anystudy they may preparethemselvesin it for the examinationinSeptember. The results of the matriculation examinationswillbe madeknown June 9 and September25.

CALENDAR.

The presenttermclosesFriday, June8, 1883.The examinationsfor admissionwill be held June4 to June8,

andSeptember18 to 22 as abovestated.The nextterm will begin Tuesday,September18, 1883.The first weekis devotedto theexamination of candidatesfor

admissionandm~tri~ulation,and to the organizationof classes.It is expectedthat all the officers of instructionandgovernmentwill be hereduring this period.

Instructionswill beresumedTuesday,September25, 1883.The term of instructioncloseson Friday,June 7, 1884.Therewill he abrief recessat theChristmasholidaysandalso

in theearlySpring.Friday, February22, 1884, will be observedas Commemora-

tion Day.

HOPKINS SCHOLARSHIPS.

In accordancewith the requestof the founder of the Univer-sity, twenty scholarships,called the “ Hopkins Scholarships,”

freeing theholdersfrom chargesfor tuition, were openedat thecommencementof the University to young men who need thisassistance.Probably anequalnumberwill be annuallybestowed.

The scholarshipswill be distributed among such candidates,“from theStatesof Maryland(including the District of Colum-bia), Virginia, andNorth Carolina,as maybe mostdeservingofchoice,becauseof their characterandintellectualpromise.”

INo publicity will be given to the namesof those who areappointedor rejected,but a private announcementwill be sentto eachsuccessfulcandidate.

Thesescholarshipsmay be heldfor four years; but areliableto beforfeited becauseof deficiencyin attainments,or of unworthy

conduct.The holdersof thesescholarshipswill not be exemptfrom the

specialchargesmadein the laboratories,etc.

HoNoRARY HOPKINS SdnoLARsHIrs.

In additionto thescholarshipsabovenamed,eighteenHonoraryHopkins Scholarshipshave beeninstituted for the encourage-ment of conspicuousmerit among undergraduatestudentswhoregularly matriculate.

Six of thesescholarshipswill be annuallyoffered to suchcan-didates“from theStatesof Maryland,Virginia, andNorthCaro-lina as maybe mostdeservingof choice becauseof their charac-ter and intellectual promise.” Two scholarshipswill be offeredannuallyto candidatesfrom eachof the Statesnamed.

The valueof eachscholarshipwill be $250 per annumandfreetuition; andin casethe holder of a scholarshipwithdrawsfromthe University, for any reason,during the courseof a session,suchpart of theallowancewill be paid as seemsequitableto theexecutivecommittee. The selectionof candidateswill be madeby theBoard of Advisers of Collegiate Students, at the begin-ning of eachacademicyear,and publicly announcedas honors.The samepersonmay hold a scholarshipfor three years, if hecontinuesto showhimself worthy, but the questionof his reap-pointnlentshall annuallybe decidedby the appointingboard.

Young men who desire to offer themselvesas candidatesforthesescholarshipsshould state this fact in writing when theyappear for examination at the matriculation in June or inSeptember. The papersof suchcandidateswill thenbe carefullyscrutinizedby the examinersand the appointmentsannounced.

CHARGES FOR TUITION, Etc.

The chargefor tuition is eightydollars peryear,payablein twosums,forty dollars on the first of Octoberfor thefirst half-year,andforty dollars on the first of Februaryfor thesecondhalf-year.The Treasurer’soffice is not authorizedto makea deductionfora periodlessthanhalf a year,or to makea deductionbecauseastudentgivesonly apartof his time to study,or becausehebelongsto but oneclass. A deposit of ten dollars is requiredfrom eachstudent. There is an additional fee for material, etc., in thelaboratories.

Board and lodging in privatehousesnearthe University, maybe obtainedat five or six dollars,andupwards,per week.

102 [No. 23.

UNIVERSITY CIRCULAES.

ON THE OPPORTUNITIES HERE AFFORDED FOR ACQUIRING ACOLLEGE TRAINING.

The JohnsHopkins Universityinvites attention to the oppor-tunities here affordedfor acquiringa collegetraining.

The work which its teachershavedone in the advancementof science,and their publications which it has encouraged,havediverted the attention of casualobserversfrom the advantagesoffered in its collegiate instruction. Even the public lecturesgivenby residentand non-residentprofessors,havebeenso gene.rously reported in the newspapers,that they have sometimesappearedas the principal work, and not in their true aspectascoursesauxiliary andsubordinateto theordinary instruction.

The authoritieshavealwaysbeenmindful that they werecalledupon to maintain a University for the advancededucationofyouth fitted for suchhighertraining,andthey havebeengratifiedto observehow soontheadvantageshere offeredwere appreciatedin distant regions by young men who havecometo Baltimore inconsiderablenumbersfor theprosecutionof their studies.

But from thebeginning,they haveheld to the belief that uni-versity instruction dependsupon collegiate; and that a gooduniversity must either include a college, or must be so placedthat it can influence and attract the students of collegeselsewhere. Somegenerousperson, desiring to addstill greaterattractionsto the city for which Peabody,Hopkins, and Pratthavedone so much, might well endow a college for youngmen, another might endow a college for young women;and both such foundations, whether affiliated to the JohnsHopkins University, or independentof it, might derive extra-ordinary advantagesfrom its neighborhood,and from the pro-fessors,the collections, the laboratories,and the other agencieswhich theuniversity will provide.

Collegiate instruction is properly introductory to universityteaching; it is elementary,formal, anddisciplinary. It is largelydevotedto the training of theintellectual powersandtheforma-tion of habits of attention, acquisition,memory, andjudgment,while it stores the mind with the elementsof knowledge. Thelessonsto be inculcatedduring acollegecourseinclude obedienceto recognized authority, the performance of appointed tasks,punctuality in meetingall engagements,andattentionto physicaldevelopment. To acquire knowledge,to attain theartsof clearreasoningand fit expression,to test the capacity for differentkinds ofintellectualexertion,to developtheresolutionthatmastersdifficulties, and to form intellectual friendships and associa-tions are amongthe objectsof a collegecourse. Such disciplineimplies but little freedom; but restraints, if wisely adjusted,are found to be as welcome to the scholar as they are to theathlete.

In addition to whatit offers to graduatesand otherswho arepreparedfor advancedstudy,this university,eversinceits opening,hasmaintainedinstructionfor undergraduatestudents,candidatesfor thecustomarydegreeof Bachelorof Arts. If advantagesareofferedby older institutions whichcannotat oncebe provided ina new place, thereare other advantageswhich this institutionpossessesin its freedomfrom restrictions,in its ample funds, andin its readinessto adoptthoseregulationswhich theexperienceofolder institutions hasprovedto be desirable,thoughthey are notalwayspracticablewhereroutine andusagehave long prevailed.

Let someof thesepointsbeconsidered. Of lateyearstherehasbeen much discussionrespecting the proper plan of study tobe recommendedto young men who seek a liberal education.Much can be said in favorof prescribingonecourseto be followedby all who look towards the baccalaureatedegree. Usageis inits favor; so is economy;so is the testimonyof manywise menwho havehadthis trainingandwho knowits value. Ontheotherhand,the numberof modern scienceswhich call for recognitionis so large, andtheattainmentsexactedby thevariouscallingsofmodern societyare so numerousand diverse, that it is really adifficult matter to decide betweenconflicting claims. In someplaces,freedomof choiceon thepartof everystudentis permitted;elsewhere,someof the studies are requiredof all studentsandothersareoptional,—theextentto which option is allowedvaryingvery much; in other places,scientific colleges are maintainedbythe side of classical colleges; and again thereare institutions•which continueto allow no choicewhateverand provide but onecoursefor all.

Theplan here adoptedis this:—No’distinctionis madebetweenthe scientific departmentsand what has elsewherebeen called“the collegeproper”; all thecourseslead to one and the samedegree(BacheloTr~fArts) andareintendedto be equallydifficult,andto requirean equalamountof time. The standardof matric-ulation, alike for all students,is higherthan is common in Amer-ican colleges,in order,that as much as possible of preliminarydiscipline may be acquiredin the preparatoryschools. Thistrainingcan be readily obtainedin thebestschoolsof Baltimore,or with privateresidentteachers,andit can likewise be acquiredin the high schools,boarding schools, and academiesof otherplaces. All who desireto take anacademicdegreeare expectedto matriculate. After doing so, they have some degree ofchoice but not absolutefreedom. In accordancewith parentaladvice andwith thecounselof a memberof the facultywho actsas an Adviser, every studentmust decideupon oneof theseveralcombinationsof studywhich are offeredto him. The distinctivefeaturesof thesecourseshavebeendescribeduponpreviouspagesof this Circular.

Without repeatingdetails alreadygiven, it may be said thatthescholarwho successfullygoes through anyone of thesecom-binationsof studyshould during its progresshaveshownthat hehasat leasttheusualcollegiateproficiencyin algebra,geometry,trigonometry,andanalytical geometry; in English,French,Ger-man,Latin, and Greek(unlessexcusedin the lastnamedsubjectto gainmore time for scientific studies); in physicsor chemistryor both; andin somebranchesof history andphilosophy.

Thetime requiredto completeanyof thesecoursesmaybe threeor four years; or it maybelessif thestudent comeswith attain-mentsbeyond what are demandedfor matriculation, or if hepossessesunusualability. He is not kept back by the ordinaryclass.system. He proceedsat a slower or a more rapid rateaccordingto circumstances.

It is obviousthat to give efficiencyto thesearrangementsalargestaff of teachersis requisite. There are at presentthirty-three

MAY, 1283.1 103

JOHNSHOPKINS

personswho take somepart in the instructionof undergraduatestudents;and as the teachingstaff is largein proportionto thenumberto betaught,thescholarshaveacorrespondingadvantage.They are individually well known to their instructors and arebrought into familiar relationswith them, so that their variousintellectual needssecurepersonalattention.

The presenceof a companyof older and more advancedstu-dentsin theuniversity exertsa stronginfluenceupon under.grad-nates. The whole establishmentbecomesa laboratorywhereevery oneis busy, and whereenthusiasmin study is thepredom-inant characteristic. Minute regulationsarenot often called for,becausethe interest awakenedin pursuitswhich the scholarhim-self has chosen,securesapplicationand industry on the part ofnearly all; and the few who are indifferent to the advantagesaffordedthem soon dropout of the ranks.

Personalacquaintancewith oneandanotheradvancedstudentleavingourhalls to assumeaposition of usefulnessandhonor, actsasapowerfulstimulantuponthosewho arestill in an earlierstageof discipline. They see what results follow devotion to study.Moreoverthegraduatestudentscomefromwidely differentregions,so that,while theaggregateattendanceis not as yet very large, itincludesmenof diverseantecedents,training,andexpectations,andleads to that knowledgeof human nature and of civil societywhich comesfrom an acquaintancewith men of very dissimilarcircumstances.

ProfessorDunbar,Deanof theHarvardFaculty, recentlymadethe following remark in respect to the influence of universitystudentsupon thoseof a college:

All studentsin College,it is believed, feel the effect of a morestimulating intellectualatmosphere,createdby thepresenceand exampleof personsengagedin thehighestpursuits. Both asregardstheintellec-tual activity of studentsandthequality of the instructingbody, thevig-orouslife of the Collegehereafteris to bepromotedmosteffectively by thebuilding up of abroadandsolid structureof Universily work.”

A still stronger,though perhapsalessobviousinfluenceis ex-ertedupon collegiatestudentsby thecertainty that their teachersareknownin theworld at largeas contributorsto theadvancementof knowledge. Thepresenceof arenownedprofessoris felt beyondthelimited circle of thosewho follow his appointedlectures. Allmembersof theuniversity areinfluencedby his methodsof inves-tigation and by his publicatiqus;andthe honorswhich he gainsarenot confinedto himself alone.

Amongtheminorusageswhichhavefoundfavor in this universityis theemploymentof paid examiners,(who havehad no part inthe instruction of theclasses),to setpapersandmark theanswersin specialbranchesof study. The teacheralsoexamineshis class;but when a secondpaperis set by the university examiner,thescholaris aware that his attainmentsare to be testedby twostandards,—thatof his instructor,with whbse methodshe is ofcoursefamiliar, and that of anotherjudgewhoselessonshe hasneverfollowed. The trial is severe,but its disciplinary influenceis good.

Again, theprivatereadingof standardandclassicalauthorsisencouragedby theinstructors in ancientandmodern’languages,history,philosophy,etc.;—andexaminationsareheld from timetotime in orderthat the scholarmayreceive credit on the recordbooks of the university for work which is thus carried on inde-

pendentlyof the class~roomrecitations. Such readingis oftenfound profitable in the long vacation of summer. A wideracquaintancewith goodwriters may thus be attained than it ispossible to securein the ordinary limitations of a class; indi-vidual tastesmayto someextentbefollowed in the selectionofbooks, and a degreeof proficiency may be acquiredwhich willtend to give thestudentmore opportunity, in term time, for workwhichcan only be donein a laboratoryor underateacher’seye.

There is one of the combination of studies abovereferredtowhich calls for a few specialwordsof comment,—thegrouppre-liminary to medical studies. Opportunitiesarehere afforded toa young man, who expectsat a later dayto takeup thestudyofmedicine,to becomeproficient in laboratorywork while acquiringa knowledgeof Germanand Frenchand continuinghis generaleducation. A courseis arrangedin which physics for the firstyear,chemistryfor the second,andthebiological studyof plantsand animalsfor the third year,arethedominant topics. At theclose of this coursethestudentshould havebecomeproficient ina knowledgeof thephysicalandchemicallaws which underlietheconditions of life; he shouldhavebecomefamiliar with thestruc-ture andfunctions of living beings in their normal and healthycondition; heshould havebecomeskilful in theuseof themicro-scopeand other physiologicalapparatus;andso when he entersthe schoolof medicinehe should know that he hasbeenwell pre-paredfor thestudyof diseaseandof its treatment,by atrainingin fundamentalsciences,which hasnot only exercisedhis eye andhandbut hasaccustomedhis mind to accuratehabits of observa-tion andinquiry.

This combination of studiesis recommendedto studentsafterpassing the full matriculationexamination,—butit has so longbeencustomaryin this country for themedicalcollegesto receivestudentswithout requiringof them any preliminaryexaminationwhatsoever,that for a time it is thought bestto receiveto thiscourse of preliminary training studentswho are not at theiradmission preparedfor the full matriculation. A specialexami-nation is thereforeappointed for such as wish to enterupon athreeyears’courseof scientific studies,without expectingto takethedegreeof bachelorof arts.

The authoritiesof the University are mindful that there aremany personswho desire to avail themselvesto a certain ex-tent of the advantagesof a university without becomingfullymatriculated•studentsor candidatesfor a degree. So far asit is possiblewithout interferingwith therequirementsof regularstudentsandwith the necessaryengagementsof the professors,the effort hasbeen made to extendthe university influence inthis community, by lectures given in Hopkins Hall, by teach-ers’ classes,and by occasionalcoursesin different parts of thecity. It maynot be aswell known thatstudentswho can give goodevidenceof being fitted to profit by the lessonshere given arepermittedto receiveinstruction in thosebrancheswhich they arereadyto pursue. Thereis an obvious dangerin this permission,againstwhich theFaculty endeavorsto guard. A youth is oftendisposedto avoid that which seemsto him “hard,” andto choosean easypath; or, sometimes,he only caresto be enrolled in arespectablecollegewithout having anydesire to study. It is notfor suchcasesthat this permissionis designed. Nor is it intendedto imply that, as a generalrule, thestudy of oneor two subjects

104 [No. 23.

UNIVERSITYCIRCULARS.

is theproperway of acquiringa liberal education. Nevertheless,experienceshowsthat therearein everycommunity somewho arenot able, for one reasonor another,to pursuea prolongedandsystematicalplan of instruction, but who havedecidedtalentsandaredisposedto makegood attainmentsin a more limited sphere.To such as thesethedoor of theJohnsHopkins University hasneverbeen closed; indeed, amongstudentsof this class, manyyoung men of excellentability and promise have beenfound,and somewho began as “special students~~have afterwardsmatriculatedand graduatedwith honor.

The chargesfor tuition are lower than is customaryin institu-tions of correspondingrank,beingforty dollars for eachhalf-year.The only additional feesarethoserequiredin the laboratoriesformaterialsconsumed. Excellent roomsand boardcan be readilyobtainedin private families at moderateprices. The founderofthe university requestedthat scholarshipsshould be awardedtoyoungmen from Maryland,Virginia, andNorth Carolinawho arefound worthy, and accordingly such scholarshipsyielding freetuition are annuallyopen to thosewho wish for this aid in theprosecutionof their studies. Eighty-five personshavealreadyen-joyedthis advantage. The trusteeshaveextendedthis privilegeto residentsof theDistrict of Columbia. Therearealso anumberofhonoraryHopkinsScholarshipsrecentlyinstitutedanddescribedelsewhere.

Parentsat a distancearesometimesafraid to sendtheir sonstoacity. If theywill take thepainsto inquir6 they will ascertainthat most of the temptationsto which youth areexposedmaybefoundin theneighborhoodof countrycollegesus well as in largetowns. Whereveryoung men arecongregatedtheyneedto be ontheir guardagainstopenaswell as insidious allurementsby whichtheir physical,intellectual,andmoi~al naturesmaybe impairedforlife; andeveryright-mindedteachermustfeel the responsibilityof

105

guiding thosewho comeunderhis influencein thepathsof recti-tude. But the arrangementsof the Johns Hopkins Universityare favorableto good conduct. The studentsbecome inmatesof families in different parts of the city. They are governedby the social, moral, and religious influencesof the homes towhichtheybelong. While assembledin the university they arebroughtinto constantrelationswith their teachers. An attractivelibrary is continually open to them. There are gymnasiums,not very far distant, to which they may resort for physicalculture and entertainment. There are numerous societiesandclubs to many of which the teachersbelong. All thesecircum-stanceshavebeenfavorable,it is believed,not only to the pres-ervationof good order,but to the formation of good habits.

The Johns Hopkins University is an unsectarianfoundation.Like thecity in which it is placed,it includesamongits membersthosewhoseopinionsand beliefs are widely divergent. But it isnot an irreligious foundation becauseit assumesno distinctivename. It inculcatesthe love of truth, not only in thedaily rela-tions of man to man,but in thedefenceof opinions,in theprose-cution of research,and in the formation of mental habits. Itinsists upon uprightnessof conduct in all its members. Yet inaccordancewith the usagesof other well known colleges,whichcommonly bear denominationalnames,it lays down no test orcreed for the assentof students or professors. The trusteeshave expresseda desire to see the university pervadedby aspirit of enlightenedChristianity; the ethics taughtis Christianethics; the daily religious service is Christian worship; but theabundanceand diversity of churchesin this community make itquite inexpedientfor theuniversity to becomeidentified with anyonereligious body. Its officersandstudentsareof manydenom-inations, and maintain the relationswhichtheir own consciencesapprove.

CONTENTS.COLLECE COURSES IN THE JOHNS HOPKINS UNIVERSITY.

IntroductoryRequirementsfor MatriculationEntranceto Preliminary Medical Course,SpecialStudents,TabularStatementof Courses, .

Detailed Statementsas to theVarious Studies —

StudiesRequiredof AllEnglishFrenchandGermanPhysical GeographyAncient HistoryLogic, Ethics,and PsychologyPhysical Culture,Vocal Culture,Drawing, etc.,AccessoryLectures

MathematicsPhysicsChemistry

riex95

96969697

98989898989898989898

- 98

BiologyLatin andGreek,History and Political Science,English, . .

GermanFrench

GeneralStatements —

AdvisersDegreeof Bachelorof Arts,ExaminationsTimes of Examination,Calendar, .

Hopkins Scholarships,Honorary HopkinsScholarships,Chargesfor Tuition, etc.,

PAGE

9899

100100100100

101

101. 101

102102102

102OntheOpportunitieshereAfforded for a CollegeTraining, 103—105

AcademicStaff, 1882-83, 106

The official publications of the Johns Hopkins University, consistingof the University. Circulars, Annual Report, and AnnualRegisterwill be sent by mail for one dollar per annum. Price of Volume I. of University Circulars,with index,bound,three dollars.A list of the scientific journalspublished underthe auspicesof the University will be sent on application.

MAY, 1883.1

The JohnsHopicins University Circulars are printed by Messrs.JOHN MURPHY fi 00., 182 WestBaltimore Street,Balti-more,fromwhomsinglecopiesmaybe obtained. Theymayalso be procured,as soonas published,from Messrs.GUSII[NG/Sc~ BAiLEY, No. 262 WestBaltimore Street,Baltimore.

JOHNSHOPKINS UNIVERSITYCJRCULAPS.

ACADEMIC STAFF, 1882-83.DANIEL C. GILMAN, LL. D., Presidentof the University.A. B., Yale College,1852,and A. NI., 1855; LL. D, HarvardUniversityandSt. Johns College,1876;

Professorin Yale College, 1883.72 PresidentoftheUniversity ofCalifornia,1872—75.

BASIL L. GILDERSLEEVE, PH. D., LL. P., Professorof Greek.A. B., PrineetonCollege, 1849,and A. M., 1852; Ph. D., Univeroityof Glttinges, 1853; LL. D.,

Collegeof William andMary, 1869; Professorof Greekin the University of Virginia, 1856-76;ProfessorofLatin in theUniversity of Virginia, 1861-66; Editor oftheAmericass.TournalofPhil—otogy.

H. NEWELL MARTIN, Dat. SC.,A. M., Professor of Biology, and Director ofthe Biologicat Laboratory.

M. B., Universityof London,1871, andDr. So., 1872; A. H., University of Cambridge,1874, and A.M., 1877; Fellow, and 1 to Lectnrer on NatoralHistory in Chrisi College, Cambridge;FellowofUniversityCollege, London;M. D. (Hon.),Universityof Georgia,1881; Editor of Studiesfroso theBiological Laboratory.

CHARLES D. MORRIS, A.M., Collegiate Professorof Latin and Greek.A. B., Lincoln College,Oxford,1849,A. M., andFollow of Oriel College, Oxford, 1882; Professorin

the University of New York, 1875-76.

IRA BEBSEN, M.D., Pu.D., Professor of Chemistry,and Director of theChemicalLaboratory.

Collegeof theCity ofNew York; M.D., CollegeofPhysiciansandSurgeons,N.Y., 1867; Ph.D.,Uni-versity of Gittingen, 1870; Professorof Chemistry in Williams College, 1872-76,andpreviouslyAssistantin Chemistryin the Universityof Tilbingen; Editor ofthe AooericusoChemicalJournal.

HENRY A. ROWLAND, PsI.D., Professorof Physics,andDirectorof thePhys-ical Laboratory.

C. E., RensselaerPolytechnicInstitute,Troy, 1870; AssistantProfessorin thesame,1872-75;Ph. D.,

JohnsHopkins University,1880.

J. J. SYLVESTER, F.R. S., D.C. L., Professorof Mathematics.A. M., Universityof Cambridge;F. R. S.,LondonandEdinburgh; CorrespondingMember,Institute

ofFrance;Member,AcademyofSciencesin Berlin, Gittiugen, Naples,Milan, St. Petersburg,etc.;LL. D., UniversityofDublin, University of Edinburgh; D. C. L., Universityof Oxford;HonoraryFellowof St.John’sCollege,Conibridge; lateProfessorofMathematicsin theRoyalMilitary Acad-emy,Woolwich; Copley Medalist,RoyalSociety,London,1880; Editorof the AmericanJournal of.Jlatheooalico.

GEORGE W. CABLE, Lecturerfor theCurrent year on English Literature.

HIRAM CoRSoN, A. M., LL. D., Lecturerfor the current year on EnglishLiterature.

ProfessorofAnglo-SaxonandEnglishLiterature in theCornell University.

F. SEYMOUR HADEN, F.R.C.S., Lecturerfor the current year on Etchersand Etching.

FellowofRoyalCollegeofSurgeons(England),1857.

G. STANLEY HALL, Pic. D., Lectureron PsychologyA.B., Williams College,1867,andA.M., 1870; Ph.D., HarvardUniversity,1878; Lecturerin Harvard

andWilliams Colleges,

J. RENDEL HARRIS, A. M., Lectureron New TestamentGreek.A. B., Universityof Cambridge,1874, and A. M., 1877; Fellow,and late LecturerandLibrarian of

ClareCollege,Cambridge.

JAMES A. HARRISON, A. M., Lecturer for the current year on EnglishLiterature.

Professorof ModernLanguages,English,etc.,in WashingtonandLeeUniversity.

GEORGE S. MORRIS, A. M•, PH. D., Lectureron theHistory of Philosophy.A. H., Dartmouth College,1861,and A. M., 1864; Ph. D., Universityof Michigan, 1881; Professorof

Logic, Ethics,andtheHistory ofPhilosophyis theUniversityofMichigan.

CHARLES ‘S. PEIRCE, A.M., S.B., Lectureron Logic.A. B., HarvardUniversity, 1819, A. 51., and S.B., 1863; of the U. S. CoastandGeodeticSurvey.

L~ONCE RABILLON, BACH. ~e LETT., Lectureron French Literature.Bach.Is Lettres,Universithdo France,1832,andLicencil enDroit, 1836.

HERBERT B. ADAMS, Pie.D., Associatein History.A. B., AmherstCollege,1872; Ph. D., University of Heidelberg, 1876; Editor of 17niceroi’y Studies

is Bislorical aoidPolilicul Science.

MAURICE BLOOMFIELD, PH. D., Associatein Sanskrit.A. M., FurmanUniversity, 1877; Ph. D., Johns I-IopkinsUniversity, 1879.

Associatein German.[On accountof theresignationofMr. Brandt,thedutiesofthischairhavebeentemporarilyassumed

by Dr. WoodandProfessorMaddala].

WILLIAM K. BROOKS, Pu. D., Associatein Biology, and Director of theChesapeakeZo6logicalLaboratory.

A. B., Williams College, 1870; Ph. D., HarvardUniversity, 1875.

WILLIAM HAND BROWNE, M.D., Librarian, and Examiner in English.M. D.,Universityof Maryland,1850.

THOMAS CRAIG, Pie.D., Associatein Applied Mathematics.C. E.,LafayetteCollege, 1875; Ph.D., JohnsHopkinsUniversity, 1878.

A; MARSHALL ELLIOTT, A.M., Associatein RomanceLanguages.A. B., HaverfordCollege,1866,andA. M., 1878; A. B., HarvardUniversity, 1868.

RICHARD T. ELY, PH.D., Associatein Political Economy.A. B., ColumbiaCollege,1876,andA. M., 1879;Fellowof ColumbiaCollege,1876-79;Ph.D.,University

of Heidelberg,1879.

FABIAN FRANKLIN, Pu. D., Associatein Mathematics.Ph. B.. ColumbianUniversity,1869; Ph. D., JohnsHopkins University,1880.

CHARLES S. HASTINGS, PH. D., AsSociatein Physics, Sub-Directorof thePhysicalLaboratory, and Lecturer onSolar Physics.

Ph. B.,Yale College,1870,andPh. D., 1873; Holderof the“Tyndall Scholarship”in Paris,1875.

HARMON N. MORSE, Pu. D., Associatein Chemistry,andSub-Directorof theChemicalLaboratory.

A. B., AmherstCollege,1873; Ph. D., University of Gittingen,1875; Instructorin ChemistryatAm-

herstCollege,1875-76.

CHARLES F. RADDATE, Exreminerin German.Professorin theBaltimoreCity College.

WILLIAM T. SEDGWICK, Pu. D., Associatein Biology.Ph. B., Yale College,1877; Ph. D., JohnsHopkinsUniversity,1881.

WILLIAM E. STORY, Psi. D., Associa0tein Mathematics.

A. B., harvardUniversity, 1871; Ph. D., Universityof Leipsic, 1875; Tutorof MathematicsatHar-vardUniversity, 1875-76.

PHILIP R. UHLER, Associatein Natural History.LibrarianofthePeabodyInstitute, andPresidentof theMarylandAcademyofSciences.

MINTON WARREN, PH.D., Associatein Latin.A. B., TuftsCollege, 1870; Ph. D., Universityof Sirassburg,1879.

HENRY WOOD, Par.D., Associatein English.A. B., HaverfordCollege, 1869; Ph. D., University ofLeipsic,1879.

JAMES W. BRIGHT, Pie.D., Assistantin German.A.B., LafayetteCollege,1877,andA. M., 1880; Ph.D.,JohnsHopkinsUniversity,1882.

R. DORSEY COALE, Pie.D., Assistantin Chemistry.Ph. D., JohnshopkinsUniversity, 1881.

EDWARD M. HARTWELL, M. D., Pu. D., Instructor in PhysicalCulture.A. B., AmherstCollege,1873,andA. M., 1876; Ph.D.,JohnsHopkinsUniversity,1881; M.D., Miami

Meilcal College,1882.

PHILIPPE B. MARCOU, AM., Assistantin French.A. B., HarvardUniversity, 1876,andA. sI., 1879.

HUGH NEWELL, Instructor in Drawing.Instructorin Drawingin theMaryland Institute.

HARRY F. REID, A.B., Assistantin Physics.A. B., JohnsHopkinsUniversity, 1880.

EDWARD H. SPIEK ER, PieD., Assistantin Greekand Latin.A. B., JohnsHopkinsUniversity,1879,and Plo.D., 1882.

CHARLES L. WooDWoRTH, JR., Instructor in Elocution.AmherstCsllege;BostonUniversity Schoolof Oratory,1875.

106 [No. 23.

[Supplement to Johns Hopkins University Circular, No. 23.]

THE JOHNS HOPKINS UNIVERSITY IN ITSRELATIONS TO BALTIMORE.

AN ADDRESS DELIVERED AT THE SEVENTH ANNIVERSARY OF THE JOHNS HOPKINS UNIVERSITY,FEBRUARY 22, 1883,

By Hon. SEVERN TEACKLE WALLIS, LL.D.Of the Bahimore Bar.

iJilir. President;Gentlemenof the Board and of tbe Faculty:

AM very sensible of the honor which hasbeen done me by the invitation to takepart in your proceedingsto-day, and yet

I have acceptedit with considerablehesitation.The topics which are most appropriate to theoccasionwill not bear superficial treatment insuch a presence,and it is not easy for a ‘manof my intellectual habits and restricted pursuitsto give them any other. The problems of edu-cation, and particularly of the higher education,are occupying,at this moment, not only the best,but the best-trainedminds of the world, andtheir study and solution have become a noblespecialty, into which the best intentionswill notjustify rash intrusion. One may be permittedtosay that what are irreverently called “crotchets”are not altogetherabsent from even the highereducational atmosphere,and there is, therefore,the greaterreasonfor dispensingwith the crudespeculationsof desultorythinkers.

I am not surethat it is not one of the mostnatural resultsof the system which this univer-sity representsand embodies,to force upon menwho were educatedin our American colleges ofhalf a century ago, a strong and perhaps notvery agreeablesenseof the comparativeshort-comings of their own early intellectual training.I refer, especially,of course,to thosewho passed—at once and young, as was the custom then,even more than now—therebeingopportunityforlittle else—from undergraduatelife into profes-sional or other special and absorbingavocations.To the most of theseI am persuadedthat theircollegiatecourse was chiefly valuable,as a memn-ory, a discipline, and an influence; and that,apart from these, it contributed comparativelylittle to the permanentmaterial out of whichtheir intellectual life was constructed. Of myown profession, I think I can safely say, thatby far the most of them were well content, ifthey could keep alive the scholarly and classictastes,which—whetherthe scholarshipwas much

or little accordingto later tests—were bred andnurtured in their college days, and of which noone knows the solaceand enjoymenthalf so wellas theywhoseminds run in one life-long, narrowgroove, yearning and longing, it may be, all thewhile, for something broader and better. Faceto face with the precise and accurate teachingand knowledge of to-day, the systematizedandceaselessinvestigation, the critical ordeals, theperpetual searchafter truth and its fearlessrec-ognition when tested and established,the exactand scientific methods, the definite results, thescorn of routine and the rude questioningof tra-dition, which characterizethe moderneducation—face to face, I say, with these,we rememberourcurricula and college examinationsof the daysgone by with feelings more or less grave,accord-ing to each man’s senseof humor. It is notaltogetherhuman, of course, for the undergradu-ate of those times to forget, or even ceasetolove, the shade where he sportedwith his ownacademicAmaryllis—old though shebe andfadednow—but, clearly, to thedullest perception,a neworder of things hasarisen,and a better. Whetherit be a development,or a newspecies,I remembernothingof my collegelearningwhich would enablemeto determine.

There is one thing, however,which reconcilesaman of the old dispensationto the risk of goingbeyond his depth on one of theseoccasions,andthat is their total freedom from pretension. Ihavealways greatly admired the quiet and unos-tentatiousway in which the anniversariesof thisuniversityhave beenkept—insteadof beingwhatis commonlycalled “celebrated”—thenotablecon-trastbetweenthe simplicity of the announcementsand the large and progressiveresultswhich areannounced. This seemsto me not only the natu-ral result of the plan and working of the uni-versity, and for that reasonof great importanceand significance,but very admirablein itself andas an example. Small things are so habituallycalled by large names among our people, andour little fishes—to use Goldsmith’s criticism of

108 JOHNS HOPKINS [No. 23.

Johnson—areso apt to speak like greatwhales,that the spectacleof an institution like this, dis-carding superlatives altogether, and telling itsyearly story in a quiet way, without other em-phasis than that inherent in the story told, is,to say the least of it, very edifying. One isalmost able to flatter himself, sometimes,thatthe general tendencyto public speaking,in thiscountry, is somethingless than it once was, andthat active elocution is not now quite so com-monly regarded as the natural state of man.But, be this as it may, the “tuba, mirum spargenssonum,” is beginhing to go out of fashion as anaccompanimentto what is worth telling, and wecannotbut welcome, as a public service in thatdirection, every conspicuousdemonstrationthatthe sobererstyle is all-sufficient for the largestpurposesof communicationwith the people.

I alluded,just now, to my own profession—thatof thelaw — and I hope that I am not disloyal toit in expressingmy gratification that the groupwith which it is generally associated,under thestyle of “the learned professions,” has ceased,except in common and traditionary parlance,tomonopolizethat title. Of course,I shouldbe veryfar from feeling gratification at their being lesslearned than heretofore— if suchwere the case.WhatI meanto speakof, asa ground for univer-salcongratulation,is the fact that modern educa-tion has developedmany other professions— allquite as worthy, to say the least,of being called“learned,” and someof theminvolving thelargestamplitudeandvariety of learningwhich theintel-lect cangrasp. In speakingof thesenew profes-sions, I deal with them, not merely as groupsofstudents,devotedto researchand discovery, and“hiving thought” — which is by far too much thecommon notion of them— but as bodies of emni-nently practical men, whose whoh~ objects andmethodsarepractical, in thetruestmeaningof theword, and whosebusinessand purposeit is, notmerely to find the ore of science,but to dig it,and bring it to the light, and make its productsmalleable,and adaptableto all the manifold usesof society. No one has illustrated in brieferphrasethan Mr. Huxley the action and reactionof the practical and theoretical upon eachotherin science. I refer to his observation,that while“all true science begins with empiricism,” it istruescience,“exactly in so far as it strivesto passout of the empirical stage into the deduction of

empirical from more general truths.” With thespreadand progressof thesenewprofessions,theold ideaof the“practical man,”the simple empiric— uneducatedfor the most part, except in so farasthemanufacturerof pin’s headsmay be said tohavea pin’s headeducation—will passinto limbo.New avenueswill be opened into the fields ofindustrial labor and production,and it goeswith-out sayingthat the soil will respondto the tillagein which the headis guideof the hand. Doubtlessthepracticalmanwill not yield without a struggle.When Sir RobertPeel proposedto establish thesystem of penny postage,a deputationof papermanufacturerswaited upon him with a seriousremonstrance,in which they urgedthat theywouldsuffer incalculable loss, inasmuch as everybodywould write upon note-paper instead of letter-sheets. But, preciselyas the papermanufacturerhasfoundthat theincreaseof correspondencefromcheap postagehas developedtenfold his formertrade, so the merely practical man will discoverthat the new education,which removeshim fromtheplacewherehe is dangerousor helplessexceptin his rut, will find him otheroccupationsin whichhe can thrive,and will teach his children to treadthe path,with knowledge,along which he gropedin blind routine. It is most desirable, indeed,to haveit understoodthat a multitude of new andtruly practical avocations is the natural outcomeof thenew systemand methodsof scientific educa-tion. As I intimatedjust now, the averagecitizenhasnot altogetherovercomethe notion that a bodyof learned men, engagedin daily and laboriousscientific research,is a sort of closecorporation—

very wise, very able, very eminent,no doubt,butset apart,by its nature and occupations,from thecommon usesand purposesof every-daylife, andleavingits principal tracesin the reportsof “phi-losophical transactions.” It is hard to maketheordinary thinker realize that the electric flame,which lights the whole coast-lineof a continentwith the radianceof a new sun, fresh taught towalk the night, was first kindled in a laboratorysuch as lies but a few pacesfrom where you sit.You could ill persuadehim to what an extentthebiologist hasunravelled the substantialproblemsof life in all nature,andhasalreadyinstructedthephysician to answer, through their solution, thehourly domesticquestioningof diseaseandremedy.Hewould be astoundedto know how physicsandchemistrywalk unseenand close by hi~ side, lend-

MAY, 1883.] UNIVERSITY CIRCULA PS. 109

ing him their help at everystepof his existence,andat every stageand variety of the labor which

supportsand the civilization which protectshim.He couldnot easilycomprehendthat theabstrusemathematics,whose written languagemay be tohim an unknown tongue, is the great vehicle ofscientific expressionand fact from xvorld’s-end toworld’s-end, almost bearihg,Atlas-like, the globeof scienceon its shoulders. He little imaginesthat the philologist whom he supposesto be en-gaged in word-fancying and word-spelling— aprocessfor which h~ has, himself, supremecon-tempt— is sheddingby hi8 labors a newandcer-tain light upon the history of mankind, is tracingthe descentand relation of racesand peoples, isseparatingfable from truth, is putting traditionand story under cross-examinationupon the wit-ness-stand,and fixing, even for religious inquiryand Biblical criticism, the certain and firm foun-dationsof faith and dissent.

I repeat that these things, and others likethem, are only half realizedas living and prac-tical truths by the averagecitizen who has workto do and children to educate,and that the newwalks of appliedscience,to which theteachingsofthis university open the way, are not yet knownand recognizedas they should, and as I am surethey will be, amongus, when men are consider-ing the future of thosewhom they love best andwish to serve best. I should therefore feel, asan humble member of this community, that Ihad done as good a day’s work for it as a mancould well do for a community to which he owesmuch, if I could help to diffuse amongits peoplea thorough comprehensionof what this nobleendowmentholds out to them with full hands.

As in most American communities, it is ourhabit to educatetoo little. Naturally, I do notrefer to those of our people to whom necessityleavesno choice or discretion,but to those whoareable,and accordingto their lights arewilling,to educatetheir children. Their error lies in theirfalse or imperfect notion of what an educationreally means. Insteadof realizing that a youngman is most likely to fall into the vocationwhich suits him best, and to make the most ofhimself in it—after he has been taught enoughto enablehim to measurehis own gifts, and hashad sufficient scope of instruction to fit him forany one of various occupations,accordingto histastesand opportunities—theychoose or permit

him to choose his calling beforehand,and en-deavor to shape and mould what he learns tothat and that only. Instead of his life-pursuitspringing healthily and spontaneouslylike anindigenousplant, from those elementsof a thor-oughly cultivated mental soil which feed it best,his educationis made a sort of hot-bed,to forcethe plant—perhapsagainst nature—in advanceof its season,into the market. For the mostpart, if a professional career is to be adopted,they select the law or medicine. If warned, asthey well may be, by the largely overcrowdedranks of both, they distrust the future of theyoung man in either, his course is shaped,inthe main, for some mercantile pursuit, or forone of the many other occupationswhich areclassedunder the comprehensivehead of “busi-ness.” For these it is not supposedthat anypeculiar or protracted preparation is essential,the chief requisite being that the victim shallget through early and “go ahead.” The ideathat he wiU be the better fitted for every andany calling, and especiallyfor moving from therear to the front—from the ranks to command—accordingto the developmentof his faculties,the training and discipline of his mind, hisknowledgeof things knowable and his capacityto apply things applicable— does not seem tooccur to the great mass of those to whom thedestiniesof young men are entrusted. Least ofall, does it seemto entertheir minds that thereis a scoreof occupations,professionalin the fullestand practical in the most literal sense,outsideof those called “learned,” in which a careful sci-entific education opens the door to the highestusefulnessand success. I say nothing of thevalue of knowledgein itself and apart from thereturns it brings. I speakhere only of its valuein use, of the resourcesand capital which it fur-nishes, and which neither the accidentsof tradenor the vicissitudesof fortune can impair—muchless destroy.

What has been said has been mainly in theinterest of the student; but it is impossible toseparatehis interest, in theseregards,from thatof the community, or to overestimatethe merelyeconomical gain, to the whole• country, of aninfusion of scientific and educated labor anddirection into ~all its industries and enterprise.It is painful to the last degree, in seasonsofcommercial disaster or depressior~,to see how

110 JOHNS HOPKINS [Ko. 23.

absolutelywithout resourceso large a number ofour young men are, finding themselvesdeprivedof their ordinary occupation,without ki~owledgeenoughof anythingoutsideto enablethem to turnin otherdirectionsfor bread. They havepursuits,but really no calling. Nor is this true only ofthosewho dependupon thevicissitudesof tradeorspeculation;for nothing is more certain in everyindustrial crisis than that the uneducatedwork-man is the first to feel the loss of place or thepressureof reducedcompensation. To thosewhomay desire to make politics their profession—and even to the much largernumberwho merelyseek political preferment— it is impossible tooverestimate the value of those attainments,which enable a man to deal, in a capable andeducatedway, with the multifarious and compli-catedquestionsof scientific theoryand fact, whichspring up at every instant in the governmentof a mighty people like ours. Politics them-selves are, of course,a science, and in the truesenseone of the noblest of sciences. Practi-cally, however, among us, they are rather whatis called, in our old-fashioned law-English, an“art or mystery;” and they are learned andpracticed as such, but not publicly taught, thatI am aware. The Marquis de Costa Beauregard,writing to Josephde Maistre in 1789, d propos ofthe impending revolution in France, made anobservationwhich has always struck me as veryclever, in the best style of French cleverness.“IDoo’matic opinion,” he said, “should not touchon politics, for on that headthere is no revela-tion.” I am afraid, from some personalexperi-ence,that the absenceof revelationhas not alwaysprevented people from dogmatizing, somewhatactively, upon some political questions in thiscountry; but I still am Utopian enoughto believethat thetime is not far off, when a chair of politi-cal sciencewill be filled in every university, andmen will be taught, in good faith, at all events,the radical distinction betweenpolitics and party,and betweenparty and plunder. I am not verysanguine,however,I confess,as to the controllingeffect of whatmen study at the university, in mat-ters of government,upon their practical politicalcourses;and I rememberthat’ I could not avoidsome mental questioningsupon that point, whenlistening with great interest,a few yearsago,to avery able discourse,in which it was discussed,onone of the anniversariesof this university, by a

distinguishedgentlemanof greatauthority,who ispresenthereto-day. [President ‘White, of CornellUniversity.] Whenentirely convinced,uponsatis-factory and indifferent evidence,that a single rep-resentativein Congress,from a districtwhich favorsprotection,ha~ voted openly againsta protectivetariff, becausehe was taught free tradeat college,I shallbe willing to qualify my modestscepticism.Meantime, let us believe, at all events,with thegreatEnglishteacherxvhom 1 havealreadyquoted,that the time will come,“when there shall be nomemberof the legislature,who will not know asmuchof scienceasanelementaryschoolboy.”

Thesesuggestionsare presentedin a loose andinformal manner,for theybelongtoo much to thecommonplacesof the occasion to be offered in amore ambitious way. Indeed, it is becausetheyare commonplaces,and yet are not understoodand appreciatedas they should be, that I havemade them, from choice, the burden of what Ihave to say. If I could reach the ear of everyman in this community, who has children whomhe canafford to educate,I could not befriendhimmore,thanby impressinghim with a senseof thewasteandfolly of seekingfor them, elsewhere,theinstruction which is so prodigallyat their servicehere. It is true that this is a university, and thatit standsalready, through its work and workers,in the front rank of universities. It is true thatits great destiny,in the world of knowledge,is tobe wroughtout in its characterof university. Butit is a college as well. Its collegiate departmentis ample,its instruction thorough, its methodsofthe best. The teacher,insteadof being, merely,as is so often the case—andas in the olden dayshe almost invariably was—a sort of circulatingmedium betweenthe text-book and the under-graduatecomprehension— is the companion andco-workerof his pupils. Surroundedin the studyand the class-room,the laboratory and the lec-ture-room, with all the books and applianceswhich belong to the particular department;seg-regated,for the time, from all but the particularwork and his companionsin it; stimulated bycompetition,co-operationand encouragement;keptup to the ]nark by rigid, and yet wise and fairexaminations;with nothing lacking to his develop-ment that educationalsciencecan supply,throughthe liberal application of a large and beneficentendowment— if the undergraduatestudentof thisuniversity cannotmake a man of himself here, it

MAY, 1883.] UNIVERSITY (JJBOULARS. 111

will be in vain for him to go elsewherefor hismaking. It is easy, and often useful, to criticisethe distribution of studies in every institution;and I believethere is no institution in which it isnot habitually done,fairly or unfairly, as thecasemaybe. But “dogmaticopinion” is asmuch outof place in such mattersas in politics. It wouldbestrange,indeed,if a new institution like this—

scarcesevenyearsold— were already so perfectin its entireorganizationas to be beyondcriticismor improvement. It invites fair criticism — ithesitatesat no changewhich brings improvement.For my own part, I cannottoo heartily applaudthe skilL with which its undergraduatecoursesaredistributedand the theoryof their distribution—

recognizing the eclectic principle, upon the onehand,by concedingthe choice of studies,and yetpreventing its abuse,by groupingthe studies forselection. And then,aboveall, standsthe univer-sity itself; beckoningthe undergraduateon to itsopportunities,advantagesand honors. There heseesabout him men of culture and enthusiasm,the graduatesof other institutions,who havecometo drink at the fountainswhich will flow for himalso. All around him is labor, opportunity, life,progressand achievement. Thereis no suchthingas standing still. The year-books of scientificresearchand discoveryare filled with the resultsof what is going on aroundhim. The men wholead and direct it, and they who come from adistanceto help it on, are, many of them, world-famous— most of them becoming and worthy tobecomeso. It seemsto me that in all this thereis everythingto kindle the ambition and prideofthe student,awakenhis enthusiasm,and dev~lophis powers. I can well understandthat younggentlemenmay sometimesprefer to have theirpowers developed,in their own way, at a distancefrom home and its restraints; and that what jscalled“collegelife” hasattractionsfor some,whichmayoutshinetheallurementsand opportunitiesofscholarship. But I cannotunderstandhow it isthat parentscan take that view of the subject,or can believe that the shelter of the parentalroof andthepresentwatchfulnessof parentalsoli-citude andaffection can diminish thevalue of theeducationwhich comes to their doors. Indeed,inthevery manycasesin which the questionof edu-cation is, more or less, a question of cost to theparent,and he is forced or choosesto deal withit upon “commercialprinciples,” it seems to me

that he overlooks the first rule of ‘‘ business,’’when he sendsabroadfor what he can procure,at leastas good, on betterterms, at home.

But, quite apart from theseconsiderations,andworthy to be taken into accountwith the bestof them, are the relation which this universitybears, and is destined to bear;to our. city andthe State of Maryland, and the obligationswhichare incident to that relation. A man of largefortune, under the impulse of large and benevo-lent ideas, thought proper, at his death,to dedi-cate an ample portion of that fortune to theendowment of a great university among usbearinghis name. It was the deliberatepurposeof his life, and he selected,with deliberationandwise foresight, the agents and agencies for itsconsummation. To the best of their ability thesetrusted agents have done the work assigned tothem, and no differences of opinion, upon otherquestions, can justify a doubt that they havedoneit, thus far, well. That this university, inits infancy, is already a noble monumentto itsFounder is, I repeat,a fact indisputable to allwho are even superficially familiar with therecords of scientific and educationalopinion, athome and abroad. What it is, in itself and asa monument,it is to us and ours as it is tohim. . It should be our pride, as it is his glory.Day by day it is growing in every element ofusefulness,and in every force that can work forgood. All the seedsof developmentare germi-nating and quick within it. It is not here forto-day or to-morrow, for this year or the next,but for all time—a possessionforever, so far ashuman things may be. Its Founder has donehis part. His trusted agents have done theirs.It is for the peopleat whosefeet the offering islaid to do their part likewise. Theirs must bea living and active part, too, or it will be vainand fruitless. Neither sympathy,nor sentiment,nor admiration, nor praise, will suffice. Youhad as well think of speedinga ship upon hervoyage by wishing that the winds may blow—after the manner of the third ode of Hdrace.What the university needs,to make the most ofitself—what the community needs, to make toitself anything of the university— is downright,actual, daily co-operation on the part of ourpeople. They must realize to themselveswhatsuch an institution is worth, and can be madeworth, to them and their posterity. They must

112 .TOJJNS[IOPKINS [No. 23.

think of it growing with their grox~9th, exploringand developingtheir physicalresources,enlargingtheir minds, expandingand refining their cultureand their ta.stes,bringing home to them and natu-ralizing every new discovery and application ofscienceelsewhere,and, domiciliating, as it were,amongthem, every freshdiscoveryand applicationof its own. They must appreciateits value,intel-lectually and socially, as a centre of thought—the resort of studentsand men of learning froma distance—all seeking its advantagesand allbringing something in exchange for what theyseek. Even to-day, there is hardly a field ofcurrent thought into which it has not alreadyinvited us to enter, under the guidanceof menwho are,.themselves,amongthe leadersof thoughtin the world. And what are we to do with allthis benefaction? Are we to stand and look atthe university, afar off and from below, as menstand in a valley or a gorge and gazeat a castleon a hill? You will remembera scoreof Dor6’spictures,which will tell you what I mean— thevivid light, above, on tower and keep, the dark-ness tangible beneath. Not so, I trust. I canimagine the stir, some morning, if the rumorwere to run and to be true, that some galleonof the olden times—suchas the English bucca-neers (known historically, by the by, as the“great navigators“) were in the habit of plun-dering on their way from Mexico to Spain—

were anchored in our harbor, with her cargo ofingots of silver g’enerouslyplaced at the serviceof our citizens. I think one might venture tosay that the significance of such a phenomenonwould be promptly and generallycomprehendedin all its practical aspects—thatthe officers andeven the crew of that welcome vessel would beborne in triumph to Druid Hill Park and Bay-view, and all placesof municipal attraction anddelight, upon the footing of the most favoredvisitors, in the most gorgeousconveyanceswhichcould be provided by a liberal committee of ourhospitable City Council. In regard to takingadvantageof the godsend,I think probably theonly questionwould be as to who should get themost of it. The cases of indifference or self-denial would hardly be numerous enoughto beembarrassing. Yet many a galleon went to sea,in those old days, with less of actual countedtreasurein her hold, than here, in moneyvalue,we have taken under the endowment of Johns

Hopkins. Instead of tossing it into the air, inthe shapeof riches which makethemselveswingsand fly, he has planted it deep in our soil, sothat it shall take root and grow. And can anyone venture to compare the worth of his bene-faction, if he had scatteredit in present,actuallargessto our people—sothat some of it shouldgo into every man’s purse—with its value, as hechoseto make it, to us and our posterity? Thinkof the actual, material money value—the mate-rial, tangible, yearly product—to a community,of successive,and growing generationsof educatedmen, carrying with them into every professionand every departmentof busy and social life,the knowledge which fertilizes every field, andfructifies every industry, and makes right handsof all the hands of enterprise. Counted byd6llars and cents— tested by no book but theledger— the actual wealth exceeds,a thousand-fold, to say the least of it, what would have

-come to us, if the money had been piled in oneof our squaresand beendistributedto all comers,per capita, by the police. I put it in this purelyeconomical and homely way, not to belittle thesubject,nor by wayof insinuating that our peopleare incapableof comprehendingit in its properstatementand its loftier and nobler aspects. Ionly desireto illustrate what I mean,by showing,that if they were thoroughly and fully to realizefhe value of this foundation in all points of view,as they do realize, at sight, the value of present

I gold, or of the venture or the speculation towhich they see, or think they see, a goldenlining, there would be no need of urging theirco-operation, to knit this university with theirproudest hopes and most active struggles forthe prosperous future of their city and theirState.

A candid man must recognize,of course, thatsuchco-operation,in a full and deepsenseof its

I necessityand of the good that mu~t come fromit, cannotspring up, all at once, in a communitywhose citizens, for generations,have been accus-.tomed to dispensetoo much with higher educa-tion and to look for what they have had of itto institutions at a distance. Habit and fashionare powerful and slow to change,in this as inthings of lesser moment. A commercial city,which has been built up entirely by trade andits enterprises,cannot take in, upon short notjce,all that is meantby its becoming,for the future,

MAY, 1883.] UNIVERSITYCIRCULAPS. 113

a university town, as well. As the feudal towngrew up aroundthe castle that protectedit, andthe university town of old aroundits university,so the town of commercehas its own specialcentres,and with difficulty~ shapesitself aroundany others. I know that I am treading,withunaccustomedfeet, a path which is especiallyfamiliar to the students of institutional historyaround me; and, having been misled, in earlylife -~-- by what I took to be the high historicalauthority of Diedrich Knickerbocker—into thefaith (pace IDr. Adams and Dr. Freeman) thatan American town, in its origin, is “the acciden-tal assemblageof a church,a tavernand a black-smith’s shop,” it is possiblethat I may carry myidea of the original nucleus and its influenceperhaps too far. But Baltimore, I am per-suaded, a~s a matter of fact, has grown, ratherthan been addedto or altered;and, in the main,is the same Balti~more as always, only richer,stronger, older, more mature. Its social traitsand habits, the tone and temper, the mannersand manhood of its people are, for the mostpart and happily, but little changed. It hastheright to be proud of them, and, speaking formyself as for the rest, I confess that it is quiteas proud of them as it has the right to be. Itis full of enterprise,in its way, and yet it clings,with unaltered devotion, to many of the tradi-tional clogs to enterprise. It is fond of beingwhat is called “conservative“— often forgettingCarlyle’s maxim that the value of conservatismdependsupon the value of the things conserved.It aspiresto be a metropolis,and it ought to beand will be, though it is not yet; but it willbecome,rather than make itself such. Thus far,it has not entirely outgrown the retail idea, thatthe judicious advertising of a thing, as a fact,will savethe necessityof its being or becomingone. Can I say anything stronger as to ourneglect of home opportunities,than that we havebeen practising vivisection upon the oyster, foran hundred and fifty years, without knowing,until told by Dr. Brooks, of the domestic affec-tions of that cherishedmollusk, or the conditionsupon which alone its days may be long in thewater. We maylook at anytime, I fear,for someequally humiliating disclosure of our want ofphysiological acquaintancewith the diamond-backterrapin; althougha mummy of that sacredreptilewill be found, I am sure, in the sarcophagusof

the prehistoric Marylander,should such ever bediscovered.

But pardon this trifling, for onemust not dwelltoo seriouslyupon the shortcomingsof a commun-ity which he cherishesand whosefaultshe shares,althoughhe cannot,as a man,be silent in regardto them, whenit is proper he should speak. Noris it a safething always to be too plain spokenonsuchmatters. Of this, a conspicuousproof recursto my memory. The late Mr. John P. Kennedy,well known in the literature of Americanfiction,and one of the most graceful and accomplishedwriters and gentlemenof his day, was rashenoughto say, upon some public occasion, in his earlymanhood,that this community of ours was “nota readingcommunity.” Unhappily, at that time,what he said was true, which was so much theworsefor it and for him. It so happened,in thecourse of things, that he afterwards aspired topublic life, for which his talents and acquirementseminently fitted him. He was successful,morethan once, in his ambition, but always underdifficulties; and I do not reinembera single can-vass in which his namewaspresented,wherethatunhappyspeechof his did not cling to him likethealbatrossto the Ancient Mariner. More thanonceI havemyself heardit called up in judgmentagainsthim on the hustings;and I can testify tothe lively indignation with which it was received,especiallyby that portion of the liegeswho mightmost readily have been excusedfrom reading,forthe reasonthat theydid not know how.

But — badinage aside— this community hasreacheda stage of its progress, when it couldno longer have any excuse,if it sought one, forbeing narrow-minded or provincial, or recklessof its opportunities. If it has not yet fullyavailed itself of these, so far as concerns theuniversity, it is becausethey have not beenlongenoughaffordedto be familiar or thoroughlycom-prehended;becausethe old paths have not beenlong enoughopenedand extendedin the directionof the newways. But the future relations of theState and the university are coveredby a simpleand single statement. The university is here,andhere it will remain. If the peoplewhose homesare around it should not appreciateor covet thegifts which it offersthem,thepeoplewho do appre-ciateand do covet them will still comefrom otherhomes and seekthem. There is no fear that thenumbers of these will decrease,or that a noble

114 JOHNS HOPKINS [No. 23.

foundationlike this will cry aloud in the wilder-nessand no man hearkento it. For the merediffusion of knowledge among mankind—if thatwere all—it will matter little from what distanceor from what quarterof the world the lampsarebroughthereto be filled and lighted. But, to us,it mattersmuchwhether or not we shall play thepart of the foolish virgins. It was not merelyfor the general diffusion of knowledge that theuniversity was endowed. Next the heart of itsFounderwas the prime and cherisheddesire,thatthe people among whom his wealth had beengathered,his friendships formed and the bestyears of his life usefullyspent,should drink, firstand chiefly, of the cup which he filled for pos-terity. It was not in his mind that they wouldturn from it or dash it from their lips. Nor, inwhat I have takeno&asion hereto say,nor fromthe earnestnesswith which it has been said, amI to be understoodas anticipatingor deemingitnecessaryto deprecateso pessimistic a result.Slowly, but with regular and certain progress,the interestof our peoplein this institution hasbeen developingitself year after year. The in-creasing list of its undergraduatestudents dis-closes the significant and hopeful fact, that theyare the sons of parents in all callings and allclassesof life, and, in a large degree,of thosewho are most capableof passing an intelligentand, indeed, authoritative judgment upon themerit of educationalsystemsand methods. Thatthe influence of suchapproval and sympathywilldiffuse itself, widely and certainly, in the courseof time, it would beunreasonableto doubt. WhatI would impressupon our citizens— if my voicewere worthy ‘to be heard— is their waste ofpresent time and opportunity in waiting; theloss, to the institution itself, of that immediateand happyimpulse,which would quicken it, if itshalls were thronged with the ambitious youthand promise of Maryland, and the sympathy ofherpeoplewereconcentratedthere,uponthelaborsand struggles and aspirationsof their children.This is what I mean by the sympathywhich Iwould venture to bespeak— the only sympathywhich is practical and worth having. The longerit is delayed,thelongerthe usefulne&sof the insti-tution will lack developmentfor local good — thelonger, of course, the postponementof that good,for those who will sit upon the banks and seethe streamgo by.

In what has been said it has, of course,beenunderstoodthat I have spokenas a citizen only,and in the interestof the communityto which Ibelong. For the university, except in so far asit and the community are one in interestand inrespectand duty to the Founder,I have no claimand could not presumeto speak. But, havingalways taken the deepestinterest in questionsofpublic education,and having keenly felt, as xvellasconstantlyobserved,in a long professionallife,the need of more precise~and accurateand fullinstruction, and especially scientific instruction,even among thosewhose educationalopportuni-ties have been best, I confess to a more thancommon solicitude for the speedy identificationof this university with the intellectual develop-ment and progressof our people. Without under-valuing, for example, the facility with which analert and well-trainedintellect, in my profession,may for the moment appropriateto itself enoughof special scientific knowledgefor the occasionalneeds of the trial-table and the examination ofexperts,and may use that knowledge with effi-ciency andforce, II cannotbut recognizeit as akinto the painful crammingby which younggentlemensometimessubstitutetheir memoryfor their intel-ligence, when examinationsare hovering in theair. And it is a dreary thing, at the best, for aman to be prosecutingscientific inquiry in pub-lic, under the primary and difficult condition ofnot going beyond his own depth. I fancy thatthe embarrassmentmust be equally seriousto themedicalmanand the Biblical studentandteacher,when,to use a railway phrase,they are compelledto take in scientific fuel at all the way-stations.Perhaps,though I hardly venture~tosuggestit,they may share a certain relief, in the presenceof their patientsand hearers,which we have, inour way, at the bar. I meanthe confidencethatif counselhappen to know little of science, thejury probably know less. And here it is worthwhile to say—what I know to be true, from con-siderableopportunityof knowing— that the pub-lic would be startled, if they could realize theextent and depth of the ignorance of ordinaryrudimental scientific principle and fact, upon thepart of thegreatmass of thosewho are entrustedwith thedaily, practical application of the might-iest and most dangerousmechanical forces. Irememberwell the testimony of an enginen’man,who was producedas an expert in a casearising

MAY, 1883.] UNIVERSITY CLI?CULA Ii?S. 115

out of a disastrous boiler explosion, and whoaffirmed his superiorright to testify, by deposing,with some defiance, that he did not think anyone knew anything about such matters, “excepta manwho hadbeenbroughtup in a boiler-room.”He ascribedtheparticularexplosion to “the gasesin the boiler,” and when asked what gaseshemeant,he replied,with an air of triumph, “Howcan I tell? I was not inside the boiler.” Fromthat day’s experienceto the present,I haveneverceasedto regard, as one of the greatestneeds ofour State and city and one of the richest boonsthat could be vouchsafedto them, the establish-ment of technical schools, with all the shops,appliancesand apparatusfor thorough, scientific,mechanicalinstruction. Nor will I abandonthehope that some man or men,of largewealthandlargenessof view, like Stevens,of Illoboken, willbeforelong earnthe lasting gratitudeof this com-munity, and, especially, of its men of toil, byaffiliating some suchinstitution with the Hopkinsfoundation.

And this leads me to one other cognatetopic,which I should not impose upon your patience,but for its important bearing upon some of theconsiderationswhich havealreadybeenpresented.All that is in it is obvious enough,to any onewho reflects, and it is worth touching, onlybecausethe most intelligent people,when other-wise preoccupied,do not always stop for reflec-tion. I refer to the truth—so perpetuallyillus-trated by experience— that to the attainmentofknowledge,and especiallyof scientific knowledge,it is almostas essentialthat it should be pursuedunder proper guidanceas that it should be pur-suedat all. To the generalityof this observationthere are, of course,exceptions,and none so con-spicuousasthe few in which real genius is its owninspiration. But the self-mademan, for the mostpart, is a very imperfect manufacture,and hisleading characteristicis apt to be—as was cru-elly but most cleverly said of the late Mr.Horace Greeley, when he boasted of his self-making— that “he worships his creator.” Ofcourse, if he has merit and has had no choicebut to make himself, it is impossible not tocommendhis efforts; and it is but just to makeallowancesfor his mistakes,while we regret thecause and provide against its recurrence. Vol-taire has said, in his rather compendiousway,that “the beginning of wisdom is to know how

to doubt.” It might be said, I think, with lessquestion,that the beginning of knowledge is toknow how to begin. It is very confusing to themind to start from the wrong end; and walkingbackwardsis as helpless a processintellectuallyas physically. You will permit an illustrationwhich I flatter myself that your philologicalclassesat leastwill appreciate,even if you deemit a little remote. At a meetingof the BritishAssociation, in October, 1862, the contemporaryreport of proceedingsin the London Athen~nmxvill show that the Rev. IDr. Mill read a verylong and learned paper concerning the “deci-pherment of the Phoenician inscription on theNewton stone, Aberdeenshire.” Having decidedthat the letters were Phzenician, the reverendgentlemenread the inscription backwards,fromthe right, explaining it by correspondinglet-ters of the Hebrew alphabet. He thus madeit out to be a votive monument, dedicatedtoEshmin, God of Health (the Tyrian Esculapius),in gratitude for favors receivedduring “the wan-dering exile of me thy servant“— th&. dedicatorbeing “han Thanit Zenaniah, magistrate,whois saturatedwith sorrow.” On its face, the modeof deciphermenthad somesigns of weaknesstoeven a superficial critic; and the conclusion ofthe inscription was rather illogical, at least ac-cording to modern experience,in which a satu-ration of sorrow doesnot usually crystallize, fora sick man, into a monumentof gratitudeto hisphysmcman. Dr. Mill, however, discussedthe suf-ferings of Han Thanit at some length,speculatingupon their cause (which, I have no doubt, was

malaria“) and suggesting that he appearedto have been a man of consularauthority, whohad commandeda fleet or ship, which had cometo Britain; and that this and other circumstancespointed to the earlier period of the history ofr1~yre

Dr. Mill was followed by a certain Mr. Wright— obviously an iconoclastof fiendishmalignity —

who said, in a quiet way, that the stonebelongedto a familiar class of monuments. The inscrip-tion was written, he said, not in Phoenician,butin rudely-formedRomancharacters,and belongedto a period subsequentto the withdrawal of theRomansfrom Britain. It was not easyto deci-pher it, •he said, without some study, and thedrawing presentedwas imperfect,but he thoughthe could sufficiently explain what it was, and he

116 JOHNSHOPKINS UNIVERSITY cIRCULARS. [No. 23.

read it thus, beginning at the left: “Hic jacit(jacet) Gonstantinus films ~ ~ ~“ followed byother letters easyto make out on careful exam-ination. It was simply the burial stone, beadded,of some chieftain called Constantine,andbore his’ nameand that of his father. It was tobe lamented,said ~[r. Wright, that Dr. Mill hadthrown away so much learning so mistakenly.

I haveventuredto give this remarkablestate-ment in almost literal detail, because,apartfromits point asan illustration, it seemsto mealmostashumorousin its way, and as delightfully circum-stantial in its humor, as if Swift himself hadinvented it. In my limited reading, I do notremember to have met a thoroughly authenticreport of any like occurrencein a learnedsoci-ety. Doubtless,many a Han Thanit may havebeen accreditedto Tyre, and never found out tobe a Roman; but, if the incident which I havedescribedis at all characteristicof the proceed-ings of the II~ritish Association, there may wellbe said of it, what Lord John Townshendsaidof the House of Commons,when the celebratedgrammarian,JamesHarris, the author of “Her-mes,” was taking the oaths of office. You willdoubtless recall the story. “Who might thatbe?~’ said Lord John. Someone replied that itwas Mr. Harris, “who had written on grammarand harmony.” “Then, why the deuce,” criedLord John, “does he come to this place, wherehe will hear so little of either?”

From this illustration of what learning comesto, when it beo’ins at the wrong end, we may0well point the moral of what ignoranceor halflearning will end in,if it undertakesto be itsown guide in research. The desire to knowbeing the parent of all knowledge, men con-stantly persuadethemselvesthat such desire andthe willingness to work are all that is necessaryfor the attainment of their object. How manyindustrious and worthy lives are comparativelywasted under that mistake— in squaring thecircle, or such like — it is difficult to estimate.Undoubtedly, the man who looks at the sunthrough a smokedglass, may have as ardent adesire to understandthe phenomenonwhich hisrude instrumentdiscloses,as the astronomerwhosails his thousandsof miles, to plant his tele-scope on some wild mountain, or sonme loneisland in mid-ocean. But not all the enthu-siasm xvhich ever lifted a man’s face towards

the heavenswill teach him even “the sweetinfluences of the Pleiades,”or make him knowthat “the bands of Orion” cannot be loosed.The Chald~eansystem of instruction through thesheepfoldhas gone out of vogue, and the moonof our nights comes down to Endymion onlythrough the lenses. The sum and substanceofall scienceis fact; and the student,who does notknow what researchhasalreadydisclosed,cannotpossibly know where the researchof to-morrowshould begin. His danger,if ill-directed or with-out direction, will always be, that he will soonforget the stakein the excitementor amusementof the game, and ultimately subordinatefindingto seeking. It will be the familiar case of thecollector, who beginswith a taste or a love forpictures,or prints, or books, and endswith theuncontrollableand fruitless passionfor collecting.To prevent the wasteand abuseof intellect andeffort, the abortive struggle, the disappointmentand defeat, which come from imperfect teachingand the self-sufficienthelplessnessof undisciplinedthought, is the high and special function of sucheducational a~uthority as only a great universitycan wield. Wherefore,over and abovethe tend-ing of its own fold, I find especial reason forrejoicing in the standardsand methodswhich thisuniversity will establishand maintain amongus,and in all our institutions of learning, by theauthority of its exampleand position, and by thesheer and downright force of its intellectual pre-ponderance. And when I speak of preponder-ance, it is of a superiority, not vaunted butfrankly and generouslyrecognized—an authoritynot less efficient, becausefoui~ded on good feelingand respect,and exhibited in co-operationratherthan control.

[Addressing fudge Dobbin.] —To you and me,Mr. Presidentof the Board of Trustees,and tosomeof your co-workers,thesethings of even thenear future, though visible enough and bright,have somethingof the light which comesto men,at evening, from beyond the sensible horizonwhere the earth-line fades. There is, perhaps,in this, some touch of sadness,but least of all,to one, like you,. sir, who, having filled to thebrim the measureof official usefulnessand honor,can still give to this great work and to the ser-vice of the peoplewho cherish you, the wisdomof age, the tempered zeal of robust and highconvictions,and the vigor of faculties unimpaired.